Renee Hobbs offers an overview of global developments in digital and media literacy education at the Media and Digital Literacy Academy of Beirut (MDLAB), August 19, 2013.
1. Global Developments in
Media Literacy Education
Renee Hobbs
Professor and Founding Director
Harrington School of Communication and Media
University of Rhode Island USA
Media & Digital Literacy Academy of Beirut
American University of Beirut
August 19, 2013
23. UNESCO acknowledges
that media and
information literacy is a
constellation of social
practices
Diverse stakeholders
recognize that media
convergence is creating
a broader
understanding of the
competencies required
for full participation in
contemporary society
24. UNESCO’s
Curriculum Areas
for MIL
1. Knowledge and
understanding of media
and information for
democratic discourses &
social participation
2. Evaluation of media texts
& information sources
3. Production and use of
media & information
25. UNESCO’s 10 MIL Pedagogies
1. Asking questions – “issue inquiry”
2. Problem-based learning
3. Scientific inquiry – research
4. Case study
5. Cooperative learning
6. Textual analysis
7. Contextual analysis
8. Translations – transmediation
9. Simulation
10.Production
26. Ofcom has a statutory duty to promote media literacy. The core focus of our
research work is to understand UK adults usage habits and attitudes across TV,
radio, internet, mobile phones and games.
27.
28. The Media Literacy Council (MLC) was formed August 2012 to spearhead public
education on media literacy and cyber wellness, and advise the government on the
appropriate policy response to an increasingly complex and borderless world of
media, technology, consumer expectations and participation.
29. Media Literacy Education
and Inclusive Social
Development
1. Media Education & Social Inclusion
2. Media Education Discipline
Construction
3. Media Literacy and Media’s Social
Responsibility
4. Media Literacy and Government’s
Management Competence
CHINA
3rd International Conference
of Media Literacy Education
Lanzhou, China
34. Italy
Bulgaria
Romania
Lithuania
Poland
Belgium
Teachers struggle to find creative ways to use the Internet
and social media in the context of primary and secondary
education. They are not using other media forms, including
newspapers, magazines, films, television, advertising, music
or radio.
37. Concerns about narrow
focus solely on
functional or
operational skills
Risks of conflating
teaching about media
and teaching through
media
Concerns about critical
analysis practices that
are divorced from civic
engagement and
participation
Concerns about
scalability, reach and
measurement of impact
People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.