doha, qatar december 11 12, 2007 - welcome | … › sites › default › files › ...visual media...
TRANSCRIPT
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Doha, Qatar
December 11 – 12, 2007
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Renee Hobbs
Temple University, Philadelphia PA USA
Cary Bazalgette
Independent Consultant
Former Director, British Film Institute UK
Education Department
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An expanded conceptualization of literacy,
emphasizing the ability to
access, analyze, evaluate and
communicate messages
in a wide variety of forms.
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Citizenship. The creation of a public sphere greatly depends upon an engaged citizenry, whose members are interested, willing and able to access information, evaluate it, and make decisions in a collaborative fashion in order to participate in civic and cultural life.
Media Saturation/Identity Development. Children and adolescents spend more and more time consuming entertainment media, including television, popular music, movies, and participatory media like Internet, text messaging and videogames.
Information Society. Knowledge workers use, manipulate and create information. Visual, electronic and digital media and technologies of communication (as new forms of ‘text’) are emerging as the dominant representational systems in the context of both school and daily life.
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Education
adolescent literacy, critical literacy, constructivism, technology integration
Media Studies/Cultural Studies
semiotics, ideology/institutions, interpretive communities, youth media
Public Health
media effects on youth, program evaluation
Arts and Humanities
literature, film studies, technology in society
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Reflection on Media Consumption Behaviors
Close Analysis
Creative Media Production
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Days 1 & 2
Lectures, screening & discussion, role-
playing/simulation, lesson demonstration &
analysis
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http://mediaeducationlab.com
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http://mediaeducationlab.com
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What is your love-hate relationship with mass media, popular culture and
digital technology?
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PRINT MEDIA Books, newspapers,
magazines
SOUND MEDIA Radio, recorded music,
MP3s, books on tape
VISUAL MEDIA Movies, television, tapes
and DVDs
INTERACTIVE MEDIA Games, internet,
websites, email, IM,
chat
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Media Literacy Institute for Educators
Doha, Qatar
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Information technology
Communication and media studies
Library and information science
K-12 education
Public health
Fine and performing arts
After school and informal learning
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Visual Literacy
Information Literacy
Media Literacy
Critical Literacy
ICT Literacy
New Media Literacy
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-- How can visual information help people learn?
-- How do the emotional and aesthetic dimensions of images affect learning?
-- How do viewers make sense of the different kinds of realism in the images we see in films and television?
-- How do we best help visual learners?
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Visual media make use of genres,
codes, conventions and symbolic
forms that shape people’s
perception and interpretation of
messages
Texts are representations but
people process images as “reality”
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-- How do students learn to effectively locate, evaluate and use information?
-- How do students learn to identify the credibility of information?
-- What competencies are required to be skillful in accessing and using digital information resources?
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There are a range of strategies for
accessing and locating information to
solve problems or meet needs
People need to learn to evaluate
message quality, authenticity,
credibility and usefulness
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-- What do students learn from mass media and popular culture?
-- What knowledge & skills are needed to enable students to critically analyze media messages?
-- How does media composition by students enhance student learning?
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Messages are constructed by
authors for specific purposes and
goals
Messages circulate within a social,
cultural, political and economic
system
People actively interpret messages
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-- How are identity and power relations depicted in media texts and textual activity?
-- How do students recognize, resist and transform inequity and oppression and what learning processes can help them develop as responsible citizens?
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Meanings are multiple, shifting and
contested
Media messages influence people’s
sense of personal and social identity
Literacy skills can help people to
take action towards the goals of
social justice and equity
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-- What kinds of cognitive skills and technology skills are needed for life in an information society?
-- How are these skills and competencies best learned in school and workforce settings?
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Technology proficiency alone is not
adequate for success in information
age jobs
Cognitive skills are involved in
accessing, managing and analyzing
information, and creating messages
A combination of “tool competence”
and cognitive skills are needed
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-- What competencies are demanded by games, social networks and other new media?
-- How can these tools promote learning and engagement?
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Participation is the key to
understanding 21st century media
The blurring of play and learning and
the proliferation of online social
networks create new opportunities
for individuals to develop knowledge
and skills
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Visual Literacy
Information Literacy
Media Literacy
Critical Literacy
ICT Literacy
New Media Literacy
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ACCESS
CREATE
EVALUATEANALYZE
...through the integration and application of
critical thinking and technology skills
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D
AB
Technological Competence
C
Critical
Thinking
Skills
HIGH
LOW
LOW HIGH
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LEARNING SKILLS LEARNING TOOLS
Information &
Communication Skills
Thinking &
Problem-Solving
Skills
Interpersonal &
Self-Directional Skills
Word processing &
graphic design tools,
email, Internet, search
engines, web authoring
tools, distributed learning
(Blackboard), IM, chat,
digital cameras, video &
audio editing software,
computer simulations,
presentation software,
spreadsheets, databases,
e-learning, etc.
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The true potential of new literacies comes
not just from being wired together but
also from having the knowledge and skills
to use technology and to understand its
complex role in our families, our
workplaces, our communities, our nation
and the world.