Mycal Alo's List: 2.5 Researching Credible Connections Assignment

• Media literacy is the ability to understand how mass media work, how they produce meanings, how they are organized, and how to use them wisely.

• Media literacy, therefore, is about helping students become competent, critical and literate in all media forms so that they control the interpretation of what they see or hear rather than letting the interpretation control them.

• • Skills that we are able to adapt while becoming media literate.
• • the use of 10 c's. Showing copyright, references, and resources.

• Today’s information and entertainment technologies communicate to us through a powerful combination of words, images, and sounds. As such, we need to develop a wider set of literacy skills helping us to both comprehend the messages we receive and effectively utilize these tools to design and distribute our own messages. Being literate in a media age requires critical thinking skills that empower us as we make decisions, whether in the classroom, the living room, the workplace, the boardroom, or the voting booth.

• Statistically significant differences were also found in measures of students' ability to analyze a print ad, including the ability to identify target audience, to describe construction techniques used to attract and hold attention, and the ability to identify the implied message subtext.

• • This article practices all of the 10 c's for credibility. Everything flows and connects to the context and cites their proper sources.
• Through media literacy students can learn to evaluate critically the health messages that are contained in various media outlets. Once students realize how the media package messages, they will be more aware of what to look for and how to interpret what they see and hear. Any health-related messages will be scrutinized and judged with a critical eye. Such scrutiny should make students more aware of their health and encourage them to avoid unhealthy behavior.

• • pertaining to the 10 c's, this article gives great comparison of how our health can affected through media in both a good and bad situations. gives credible sources.

• • the ability to collaborate with others while being time efficient by using the internet. 
• To some extent, all forms of conferencing are "on line" collaboration in today's internet-driven economy. Even audio-only conferencing tends to leverage the IP networking infrastructure of the internet; and video conferencing now often consists of webcam-equipped personal computers with internet connections.
• On line collaboration through web conferencing enables multiple participants at separate locations to share the same interactive computer desktop view. Like other forms of remote collaboration, on line collaboration saves organisations the time and expense of travelling to work together in person.
• Collaborative digital work. Often, collaborative work products in today's business environment are digital: documents, presentations, graphics, software applications, and so on. With on line meetings, remote collaborators can co-produce digital work through their shared desktop view, with the moderator implementing participants' suggestions or even passing control of the desktop over to individual participants.

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• • a problem of coming up with a curriculum for education is fixed by using internet collaboration in more than one form.
• Essentially, users share a common online workspace where they can join forces on a project and contribute to it asynchronously: independently and without having to be in the same place at the same time to work together.

• • Diagragm of how internet collaboration works.
• • Clearly identifies ways for internet collaboration to work.

• • This is an extensive article which goes into detail of an experiment to showcase how Online collaboration helps the student with their learning and how much more open and confident the student is when particpating. 
• These shared spaces can become the locus of rich and satisfying   experiences in collaborative learning, an interactive group knowledge building   process in which learners actively construct knowledge by formulating ideas   into words that are shared with and built on through the reactions and   responses of others. (p. 4).
• They saw CMC providing more  intense communication than face-to-face groups, where the lack of social  pressure and the greater freedom to express their views without struggling for  “the right of audience” (p. 10) enabled participants to react to the content,  and not the author, with more reflective and effective communications.
• “to the level of  potential development as determined through problem solving under adult guidance  or in collaboration with more capable peers” (Vygotsky, 1978, p. 86). In this  case adult meant an expert in the knowledge community of this study of  all adult participants.
• Learning collaboratively through group interaction was found to be achieved  through the development of a group consensus of knowledge through communicating  different perspectives, receiving feedback from other students and tutors, and  discussing ideas until a final negotiation of understanding was reached.

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