This is a presentation that explores levels of Media Literacy in all levels of educational settings.

1. Media Literacy in
Education
EPS 590 HER/GSE
Youth and Citizenship in a Digital Age
Elementary Education: Kelsey Swanson
Secondary Education: Danielle Litak
Higher Education: Sasha Harrison
Career/Adult Learners: Jessica Bauer

2. Introduction
Overview
Video http://www.youtube.com/watch?v=lKlJOxwyMWU&feature=related
Media Literacy: Where do we stand in education and where
can we go in the future to help students?
Internet and Media Literacy in Education: Tools
1. Social Media- FB, Twitter, Skype,
2. User generated Content- Youtube, Wikipedia, Blogs
3. Advertising-Pop ups, Videos, Websites, etc.
US Curriculum and Media Literacy
Case Studies
International Comparisons

3. Introduction:
Media Literacy at each
Level of Education
Elementary Education: Kelsey Swanson (Taiwan,Canada)
Secondary Education: Danielle Litak (Singapore, Canada)
Higher Education: Sasha Harrison (Pacific Region, Hong Kong)
Career/Adult Learners: Jessica Bauer (China, UK)
Conclusion/Discussion Questions

4. Media Literacy and
Elementary Education
Kelsey Swanson

5. Media Literacy Education in Elementary/Primary
Levels in The United States, Taiwan and Canada
Media Literacy Education for citizenship, critical engagement, conscious
consuming, deep thinking.
When can this begin?
"Media literacy should not be considered as an add-on to the already crowded
curriculum. A truly interdisciplinary activity, media literacy should be conceived
as a means of facilitating the integration of critical thinking skills, aesthetics, the
study of value messages, and the study of the social and political implications of
media texts. Media education should permeate many activities in geography
and global education, science, and language arts which will be conditioned by
the mass media experiences young people bring to the classroom.
-Barry Duncan
http://www.media-
awareness.ca/english/teachers/media_literacy/media_ed_approaches.cfm

6. Media Literacy at the Elementary Level - United States
Young children are exposed to great amounts of mass media daily: television, magazines, video
games, radio, internet etc. No official U.S. policies regarding Media Literacy Education at the
elementary level, but recognition of importance of teaching children to consciously consume
images. Keep children safe, especially in age of internet. Many sets of Best Practices have been
established. An example from Cynthia L. Schiebe of Project Look Sharp and Ithaca College,
published in American Behavioral Scientist, Vol. 48, No. 1 Sept. 2004:
1. Who made - and sponsored - this message, and what is their purpose?
2. Who is the target audience and how is the message specifically targeted to that
audience?
3. What are the different techniques used to inform, persuade, entertain, and attract
attention?
4. What messages are communicated (and/or implied) about certain people, places,
events, behaviors, lifestyles, and so forth?
5. How current, accurate, and credible is the information in this message?
6. What is left out of this message that might be important to know?
http://www.ithaca.edu/looksharp/PDF_Files/Deeper_Sense_of_Literacy.pdf

7. Media Literacy at the Elementary
Level - Taiwan
Ministry of Education's "Media Literacy Education Policy White
Paper" 2002.
Officially included in elementary curriculum and textbooks as of
2011.
Teacher training and competition.
"Through interactive teaching and guidance, students will get to
know the media from childhood, cultivate the correct attitude,
and spend more time on their language abilities, reading, as well
as image and Internet skills...elementary school students will be
taught to approach and use media in the correct way”
http://english.moe.gov.tw/content.asp?cuItem=10938&mp=2

8. Media Literacy at the Elementary Level -
Canada
Canada has many established policies regarding Media
Literacy Education at all school levels.
Why? Three reasons…
In 1989, Ontario, where over one-third of Canada's
population resides, became the first educational jurisdiction
in North America to make media literacy a mandatory
component of basic school curriculum.
By 2002 all provinces mandated Media Literacy as part of
curriculum.
At elementary level, Media Lit learned in part through

9. Media Literacy and
Secondary Education
Danielle Davies Litak

10. Secondary Education
Case Study #1 – United States
Best Practices: 2004, Montana
Example: All Montana High Schools
OPI-Office of Public Instruction, Big 6, ISTE-International Society for Technology
in Education, AASL-American Association of School Librarians
Media literacy standards required completion by grades 4, 8,& 12; all MT schools
United States media literacy curriculum is varied and not mandated
Literacy/Library Media Technology
1 identify the task and determine the resources use digital tools and resources for problem solving
needed and decision making
2 must locate sources, use information, and collaborate and communicate globally in a digital
present findings environment
3 evaluate the product and learning process apply digital tools and skills with creativity and
innovation to express themselves, construct
knowledge, and develop products and processes
4 use information safely, ethically and legally possess a functional understanding of technology
concepts and operations
5 pursue personal interests through literature and
other creative expressions

11. United States-Montana
Information Literacy/Library Media
Required Benchmarks
Grade 8 Grade 12
1 Analyze problem, identify resources, evaluate and Evaluate problem, determine information needed,
select resources evaluate and select resources
2 Locate multiple resources using search tools, Locate multiple resource using a variety of search
evaluate resources, locate and extract information tools, evaluate resources, locate, extract, organize and
from multiple resources, organize and manage manage information using wide variety of resources,
information, create product to present findings create and defend a product that presents findings
3 Assess quality and effectiveness of product, Assess quality and effectiveness of product, evaluate
evaluate how process meet the need of product process in order to revise strategies
4 legally obtain, store and disseminate text, data, legally obtain, store and disseminate text, data, images
images or sounds, credit ideas and works of others, or sounds, follow copyright and fair use guidelines,
participate and collaborate in participate and collaborate in
intellectual and social networks following safe and intellectual and social networks following safe and
accepted practices accepted practices
5 Use and respond to variety of print, digital, and Use and critique variety of print, digital, and genres for
genres for pleasure and personal growth, analyze pleasure and personal growth, evaluate multiple
and respond to multiple resources and creative resources and other creative expressions from diverse
expressions for diverse cultures including Montana cultures, including Montana American Indians, access
American Indians, access and use libraries and other and use resources and information from all types of
information for personal use and make connections information environments to pursue personal and
to resources beyond school library creative interests

12. Secondary Education
Case Study #2 - Singapore
Best Practices: 2007, Future-Schools@Singapore
Example: Jurong Secondary School (& Ngee Anne Secondary School)
MOE-Ministry of Education, IDA-Infocomm Development Authority, and private
companies
Media Literacy and ICT tested in chosen Future Schools for later countrywide
implementation
Project Focus Curriculum Innovations
e-Problem based learning (e-PBL & Vtrek System) PBL integrated into Science, Maths, and Humanities
Media literacy curriculum Weekly Media Literacy program for Secondary 1 & 2
Community based learning Community-based interactive learning trails
Assessment of 21st Century Skills Communities of Practice
http//www.youtube.com/user/edutopia?v=M_plK7ghGw4

13. Singapore
Ten Dimensions of ICT
http://www.seameo.org/images/stories/Publications/Project_Reports/SEAMEO_ICT-Integration-
Education2010.pdf
1 National ICT in Education Vision
2 National ICT in Education Plans and Policies
3 Complementary National ICT and Education
4 ICT Infrastructure and Resources in Schools
5 Professional Development for Teachers and School
Leaders
6 Community/Partnerships
7 ICT in National Curriculum
8 Teaching and Learning Pedagogies
9 Assessment
10 Evaluation and Research

14. Secondary Education
Case Study #3 - Canada
Best Practices: 1987-2006, Ontario Ministry of Education
Example: All Ontario Schools
WNCP-Western and Northern Canadian Protocol for Collaboration in Education,
APEF-Atlantic Provinces Education Foundation, MNet-Media Awareness Network,
AML-Association for Media Literacy
Media Literacy mandated in all provinces of Canada in English/Language Arts; K-12
Four Strands Media Literacy Strand Expectations
Oral Communication Demonstrate an understanding of a variety of media texts
Reading & Literature Studies identify some media forms and explain how the conventions and techniques
associated with them are used to create meaning
Writing create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions, and techniques
Media Studies reflect on and identify their strengths, areas for improvement, and the
strategies they found most helpful in understanding and creating media texts

15. Canada-Ontario
Media Education Curriculum
Subject Area Strand Expectations
1 Physical Education (1-8) Healthy Living
Healthy Active Living (9-12) Healthy Living & Living Skills
Health for Life (11) Determinants of Health & Community Health
2 Canada & World Studies (9-10) Global Connections, Understanding & Managing Change, Methods
of Geographic Inquiry & Communication, Human-Environment
Interactions, Communities: Local, National, and Global, Change &
Continuity, Methods of Historical Inquiry & Communication,
Informed Citizenship
Canada & World Studies (11-12) Includes: Citizenship & Heritage, Social, Economic, and Political
Structures, Building Knowledge & Understanding
3 Social Science & Humanities (11- Growth & Development, Social Challenges, Law Making, Public &
12) Private Law, Law & Society, The Evolving Nature of Law,
Law Reform
4 Technological Education (9-10) Technology Fundamentals, Technology, the Environment and
Society, Communication Technology Skills
Technological Education (11-12) Technology, the Environment and Society, Impact & Consequences

16. Media Literacy and
Higher Education
Sasha Harrison

17. Media Literacy- Higher Ed.- United States- Guam
“ As the World Wide Web and similar Internet hosts have become an
integral part of everyday life, some mental health professionals have
noted that a percentage of people using the Web do so in a compulsive
and out-of-control manner” (Internet Addiction, 2004)
Recent study by Miniwatts International (2005) shows -more than 872
million Internet users in the world
146.9% growth in Internet use during 2000-2005
Population of 165,575, Internet use in Guam increased nearly 900% since
2000 (Miniwatts International, 2005)
http://www.igi-
global.com.proxy2.library.illinois.edu/gateway/chapter/full-text-

18. Media Literacy- Higher Ed. Level – Pacific Region
Pacific Island University- use of technology by students and professors
Technology shaped social change
Student’s probability of success increasingly measured by ability to utilize
technology, “information literacy (IL)” (Mackey & Jacobson, 2004; Ragains,
2001; Wright, 2000)
Faculty- DVDs and videos, presentation software, Web, virtual classroom, video
conferencing and distance-learning, “anytime, anywhere”
Libraries restructured, electronic databases, including electronic references
and full-text journal articles
Danger associated with the overuse/ over-reliance of information resources
http://www.igi-global.com.proxy2.library.illinois.edu/gateway/chapter/30151

19. Media Literacy- Higher Ed. –Hong Kong
Research project, 12-month period, technology-
enhanced assessment, teacher education, virtual
learning communities Hong Kong Institute of
Education (HKIEd)
Blackboard ML Learning Management System at
Institutional level rather than just at departmental
level
University Grants Committee (UGC)-funded project
that involves collaboration among tertiary institutions
in Hong Kong
Learning-oriented assessment project (LOAP)
developing awareness and good practices in learning-
oriented assessment OL education
Online learning technology changed landscape of
teaching, learning, and assessment
http://www.igi-
global.com.proxy2.library.illinois.edu/gateway/chapte

20. Media Literacy and
Adult Education
Jessica Bauer

21. Career and Adult Learner Populations
Case Study #1- The United States
Decentralized approach to policy implementation
Focused more on usage of media and ICT tools and less
on analysis of media and ICT
Closely tied to 21st Century learning skills leading to
emphasis on K-12 populations, less on adults
Example initiatives:
SF –KQED Adult Learning Media Literacy Project (City
College of San Francisco)
Media Education Foundation (MEF)
http://twitter.com/#!/MediaEd
http://www.thelampnyc.org/2012/04/18/infographic-how-social-
media-is-changing-your-news-diet/
The Transmission Project

22. Career and Adult Learner Populations
Case Study #2- The People’s Republic of China
Utilize a more centralized approach
Similar to US, focused on use rather than analysis
Importance of media literacy recently acknowledged
though mainly at primary and high school levels
Expectation it will enhance domestic and global
citizenship in the 21st Century
Example initiatives:
Chinese Ministry of Education
“Information Technology Curriculum Guide in Primary and
Secondary Schools” (2000)
“The Outline for National Mid- and Long-term Education
Reform and Development Plan” (2010-2020)
The Chinese Language and Literature Network

23. Career and Adult Learner Populations
Case Study #3- The United Kingdom
More centralized approach
One of the lead countries in terms of media literacy
education scope and reach
Multi-layered focus on both usage and analysis
European Commission on Media
“considers media literacy as an important factor for active
citizenship in today’s information society.”
Example initiatives:
UK Film Council- Media Literacy Task Force
UK- UNESCO Literacy for Life
Ofcom & Associate Parliamentary Media Literacy Group

24. Conclusions
Problem with defining media literacy
Often appears to lead to focus on usage
Now movement towards interest in analysis given
media-saturated world and advancement in tech
Formal policies are not always easy to find—
decentralized or weak centralized approach
Focus mostly on K-12 education and teacher
education, though need for adult media literacy is
acknowledged in literature and policy discussions
UNESCO ITC and Literacy

25. Conclusions and Discussion
Questions
ELEMENTARY: Though many schools and districts across the country are
integrating components of media literacy into the curriculum, official policies
regarding media literacy education have not been implemented on a national
scale in The United States, what methods could we use to fix this?
SECONDARY: Is the United States Department of Education’s decentralized
approach to policy implementation at fault for a fragmented Media Literacy
curriculum? Should the United States be looking to private companies for
curriculum development and implementation support?
HIGHER ED: How can we enrich our courses and instructional approaches to
meet the needs of students? Is technology essential to higher education
classrooms or should they have already formally learned to use it by this age?
ADULT: What thoughts do you have about the problematic nature of defining
media literacy? Is this really the larger problem underpinning a lack of such
formal policies meant to incorporate media literacy into our educational
systems?