DOCSLIB.ORG

History of Media Literacy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
History of Media Literacy History of Media Literacy The following timeline, produced by Frank Baker, was organized at the request of Webster University media professor Art Silverblatt. An earlier version appears in the“Praeger Handbook of Media Literacy”(Greenwood, 2013). I am responsible for the content. Anyone who would like to make corrections, suggestions, additions or deletions should send correspondence to me: [email protected] A Media Literacy Timeline Significant Developments (includes events, publications, conferences and more) The history of media education cannot be told without correlating it with the rise and development of the mass media themselves (cameras, radio, television, film, the Internet). Presented here is a media literacy timeline, with a special note about events, publications, legislation, conferences and proceedings. Exact date unknown: camera obscura principle and device invented (source) 1833: modern day Zoetrope (a device that produces the illusion of motion from a rapid succession of static pictures) invented by British mathematician William George Horner (Source) 1877: the Praxinoscope, an early animation device, was invented in France in 1877 by Charles-Émile Reynaud. (source) 1888: One of the first patented motion-picture film cameras was designed by Louis Le Prince (Source) 1891: Thomas Edison creates/patents the kineotographic camera: The first motion picture camera patented in the United States (Source) 1900: The first known public exhibition of projected sound films took place in Paris (Source) 1905: Variety begins covering entertainment industries such as vaudeville, films, television, radio, music, and theater (Source) 1907: The Moving Picture World, a weekly movie industry periodical published during the silent film era, becomes the official organ of the Moving Picture Exhibitors’ Association. ceased publication in 1927 (Source) 1911: The Motion Picture Story Magazine begins publication, later (1914) shortened to Motion Picture Magazine, continued publication until 1951 (source) 1912: First Radio Act of 1912: US law that mandated that all radio stations in the United States be licensed by the federal government (Source) 1913: Kodakery, “A Magazine For Amateur Photographers“, was published from September, 1913 through 1932, at the price of 5¢ per copy. All purchasers of a Kodak or Brownie cameras received a free one year subscription (Source; 1920 issue) 1914: The Motion Picture News (magazine) first published, ceased publication in 1930 (Source) 1916 The Cinegoer Magazine first published; Photoplay Magazine, first published (until 1960) 1917: “Motion Picture Education” authored by Ernest A. Dench. Cincinnati: Standard Publishing Company 1918: The Art of Photoplay Making: another of the early books on teaching film education (Source: Scenes of Instruction) 1919: The Society for Visual Education, Inc. (SVE) was established as a for-profit educational publisher dedicated to the use of new technologies in teaching. In 1919, the technology was the 35mm motion picture. Source “The Relative Value of Motion Pictures As An Educational Agency” published in Teacher’s College Record 1921: SVE publishes first issue of its journal “Visual Education” Source 1922: Motion Picture Producers and Distributors of America in charge of administering the Hayes Code film censorship system “The Film: Its Use in Popular Education” is published; available online • “Educational Screen” magazine premieres (Source) published until 1962, source: http://mediahistoryproject.org/ 1922 1923: Radio Station WEAF in New York accepts the first “radio ad.” (Source) Pictorial Beauty on the Screen: early film book that examined issues of visual design (Source: Scenes of Instruction) 1924: Journalism Education Association founded. http://www.jea.org/about/index.html 1925: Association of College University Broadcasting Stations (ACUBS) is founded, later (1934) changing its name to the National Association of Educational Broadcasters (NAEB) 1926: Federal Radio Commission established (lasted until 1934) Source 1927: Electronic television was first successfully demonstrated in San Francisco by Philo Taylor Farnsworth (Source) The Jazz Singer becomes the first feature film originally presented as a talkie (Source) Close Up: described as literary magazine of film, first published (until 1933) (Source) - All About Television: first magazine devoted to television (Source) 1928: “Motion Pictures in History Teaching” study is published (Yale University Press) 1929-1932: Payne Fund Studies, early research into effect of movies on children’s behavior (details here) 1929: Academy Awards given for the first time Frank Freeman authors, Motion Pictures in the Classroom; An Experiment to Measure the Value of Motion Pictures as Supplementary Aids in Regular Classroom Instruction (published by: Houghton Mifflin) Source British Institute of Adult Education formed: encouraged use of film in education and in life (source) First issue of Sound Waves, early film magazine, published 1930: Motion Picture Production Code created: spelled out what was acceptable and unacceptable content for motion pictures 1930: Advertising Age magazine and Hollywood Reporter newspaper begin publication (Source) 1931: Broadcasting: The Weekly Newsmagazine of Radio began publication (Source) 1932: The National Council of Teachers of English (NCTE) creates a Committee on Photoplay Appreciation; it made recommendations about film use in English classes and generated study guides for teachers. (Source) Bertolt Brecht pens “Radio as an Apparatus of Communication” Sight & Sound (film magazine) published for the first time by British Film Institute (BFI) 1933: “Culture and Environment” published (authors FR Leavis and Denys Thompson address the role/impact of film in education) (source) British Film Institute (BFI) founded Source( ) as a result of a recommendation in a report onFilm and National Life (source) Ohio State University professor Edgar Dale authored “Motion Pictures And Youth: How To Appreciate Motion Pictures: A Manual of Motion Picture Criticism Prepared for High School Students” a book for use in secondary school film appreciation courses Example of NCTE Cmte on Photoplay Appreciation’s study guide to film “Little Women” 1933 1934: Communication Act passed; FCC replaces the FRC and regulates radio (Source) Scholastic publishes “How to Judge Motion Pictures: A pamphlet for high school students” “Photoplay Appreciation in American High Schools,” written by William Lewin, published by NCTE/D. Appleton-Century (review) 1935: American Association of University Women, (AAUW) based in Madison WI, begins a monthly newsletter,Better Broadcasts News National Film Society of Canada launched (Source) “How to Judge Motion Pictures,” authored by Sarah McLean Mullen (source: The Moral of The Story Was Great: Frank Capra and Film Education in the 1930s) “The Content of Motion Pictures,” authored by Edgar Dale, published by The McMillan Company First published in 1935 and revised many times. NCTE distributes the monthly journal Photoplay Studies: A Magazine Devoted to Photoplay Appreciation, featuring writings by NCTE members and included classroom study guides to popular films. Published by National Education Assn.(NEA) Department of Secondary Teachers(Source: A Moment in NCTE History, delivered at the 2009 NCTE Board of Directors Meeting, by Leila Christenbury, Council Historian, NCTE Image source Annual Fall Convention, Philadelphia PA) 1936: Pope Piux XI issues encyclical on Motion Pictures, warning about the impact of film on youth Photojournalism LIFE magazine first published; ceased as a weekly in 1972, printing occasional issues, and making a comeback from 1978-2000; published in some Sunday newspapers 2004-2007. 1937: Institute for Propaganda Analysis founded NCTE Advocates for Using TV in instruction – “In the late 1930s, NCTE President Holland D. Roberts (1937) noted that English teachers who did not use this new medium in their teaching ‘will be swept into the dust bin of the past,’ and by the mid-1940s, NCTE was noting that mass media were ‘one of the three basic functions of English teaching.'” (Source: March 6. 2012 NCTE Email newsletter to members)\ “Motion Pictures in Education: A Summary of the Literature: Source Book for Teachers and Administrators,” by Edgar Dale, Fannie W. Dunn, Charles F. Hoban, and Etta Schneider (Source) “Talking Pictures: How They Are Made, How to Appreciate Them”, Barrett C. Kiesling Film and School: A Handbook in Moving-Picture Evaluation, by Richard Lewis/Helen Rand, published by NCTE’s Committee on Standards for Motion Pictures and Newspaper Visualizing The Curriculum is published, authored by Charles Hoban and others – Source “Teaching with motion pictures: a handbook of administrative practice,” Issue 2. Co-authored by Edgar Dale and Louis Ramseyer, published by The American Council on Education 1938: “How to Appreciate Motion Pictures,” authored by Edgar Dale, published by MacMillan Company 1939: the first televised baseball game between Princeton and Columbia universities is broadcast (May 17) Source National Film Board of Canada founded (Source) 1940: “Behind The Mike” premieres: designed to bring the listener behind the scenes of radio broadcasting Source( ) 1942: Good Listening newsletter debuts in Madison WI- monthly list of programs and news of radio, TV (Source: National Telemedia Council) 1944: NCTE publishes Skill In Listening pamphlet aimed at appreciating drama via radio (Source: Radio- A Means, Not An End, Lennox Grey, The English Journal,
Load more

Recommended publications
  • Media Literacy in Foreign Language Education Digital and Multimodal Perspectives
    Prof. Dr. Christiane Lütge Chair of Teaching English as a Foreign Language Institute of English Philology Faculty of Languages and Literature International conference Media Literacy in Foreign Language Education Digital and Multimodal Perspectives Keynote speakers Bill Cope University of Illinois at Urbana-Champaign, USA Gunther Kress University College London, UK Catherine Beavis March 12-15th, Deakin University, Australia Mary Kalantzis 2017 University of Illinois at Urbana-Champaign, USA Conference Schedule TEFL Day Contents Sunday Monday Tuesday Wednesday March 12th March 13th March 14th March 15th 09:00-10:00 09:00-10:00 09:00-11:00 Registration Plenary: Sections 9-- Senatssaal Catherine Beavis (See p.14-15) M218 General Information 10:00-10:30 10:00-10:30 Welcome Coffee Break Welcome .................................................................................................................. 2 M218 Senatssaal The Conference Team .............................................................................................. 3 10-- 10:30-11:30 10:30-12:30 10:30-12:00 Social & Cultural Programme .................................................................................. 4 Plenary: Sections Plenary Workshop Local Restaurants ..................................................................................................... 6 Bill Cope (See p.14-15) M218 M218 11:00-11:30 Contacts and Services .............................................................................................. 7 Coffee Break Senatssaal 11-- 11:30-12:00
    [Show full text]
  • The Effect of Media Literacy Training on the Self-Esteem and Body-Satisfaction
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 The ffecE t of Media Literacy Training on the Self- Esteem and Body-Satisfaction Among Fifth Grade Girls Holly Mathews Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Psychiatric and Mental Health Commons, and the Social Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Holly Mathews has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Hedy Dexter, Committee Chairperson, Psychology Faculty Dr. Brandon Cosley, Committee Member, Psychology Faculty Dr. Neal McBride, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract The Effect of Media Literacy Training on the Self-Esteem and Body-Satisfaction Among Fifth Grade Girls by Holly Mathews MS, Walden University, 2010 BS, The Pennsylvania State University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Clinical Psychology Walden University December 2016 Abstract Repeated exposure to media images that portray women as sex objects can have negative long-term effects on self-esteem beginning in preadolescence.
    [Show full text]
  • Councilchronicle
    www.ncte.org March 2009 • Volume 18, No. 3 COUNCIL CHRONICLE THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Everyday Writing (p. 6) Best Practices Help End Copyright Confusion (p.12) 2008 NCTE Presidential Address (p. 17) Making Waves in San Francisco CCCC Convention, March 11–14, 2009 (p. 18) A NEW NCTE POLICY RESEARCH BRIEF Teacher Advocacy: What Happened Literacy Learning in Texas in the 21st Century (p. 20) (p. 14) Reader’s Commentary From Edge City (p. 28) LOG New features and functions for ON www.ncte.org! ver the last few years, NCTE staff have worked with the Writing in Digital OEnvironments Research Center (http://www.wide.msu.edu/), members, focus groups, and outside contractors in order to develop the features and functions of a new website for www.ncte.org. Not only will you find a new platform with inter- activity on almost every page, you’ll be able to find what you need faster and easier through a streamlined navigation system. You’ll also be able to get a feel for what your colleagues are interested in and what content they are finding most useful through our interactive polls, dynamic lists of the most popular pages, and user-generated content. Along with greater accessibility, you can look forward to more enhancements, including more videos, podcasts, RSS feeds, and links to social networks. We encourage you to visit the new site at www.ncte.org and check out all the updated features. Then share your feedback with us through the Comments box at www.ncte.org/redesign.
    [Show full text]
  • Download the Event Program (PDF)
    THE POWER OF GIVING PHILANTHROPY’S IMPACT ON AMERICAN LIFE National Museum of American History Washington, DC December 1, 2015 #AmericanGiving THE POWER OF GIVING PHILANTHROPY’S IMPACT ON AMERICAN LIFE 9:00 SMITHSONIAN WELCOME David J. Skorton 9:05 LAUNCH OF THE PHILANTHROPY INITIATIVE AND DONATION CEREMONY John L. Gray HISTORIC PERSPECTIVES ON PHILANTHROPY 9:20 “REAL AND PERMANENT GOOD”: EXAMINING A CENTURY OF AMERICAN PHILANTHROPY INTERVIEWER: David Rubenstein PANELISTS: Warren Buffett | David Rockefeller Jr. | Olivier Zunz 10:05 Break PHILANTHROPY TODAY: EVERYDAY GIVING 10:20 OVERVIEW David Rubenstein 10:25 LESSONS FROM #GIVINGTUESDAY Henry Timms 10:40 RISING TO THE CHALLENGE: BALTIMORE’S RESPONSE TO OPPORTUNITY AND CRISIS SPEAKERS: Jamie McDonald | Sarah Hemminger | Joseph T. Jones Jr. Diana Morris | Carla Hayden | Ricardo Amparo 11:20 GIVING BACK, GIVING HOPE: THE BEST WAY TO MAKE A DIFFERENCE INTERVIEWER: Nina Easton PANELISTS: Melinda Gates | Nicholas D. Kristof | Sheryl WuDunn FUTURE IMPACT: PHILANTHROPIC HORIZONS 12:05 UNLOCKING CITIZEN GIVING VIA TECHNOLOGY Premal Shah 12:20 INNOVATION AND PARTNERSHIP: THE FUTURE OF PHILANTHROPY Bill Gates 12:35 CLOSING REMARKS David Rubenstein 12:40 ADJOURNMENT TO LUNCH Guests are invited to view selected Giving Pledge letters on display in the LeFrak Lobby before proceeding to lunch in Liberty Square, Second Floor, West SPEAKERS RICARDO AMPARO development of strategies and sets the Ricardo Amparo is an 18-year-old Baltimore overall direction of the organization. In resident and filmmaker who works three 2010, Bill and Melinda Gates and Warren jobs while attending his first year of college. Buffett founded the Giving Pledge, an effort Through the BridgeEDU program, he is to encourage the wealthiest families and taking classes at the University of Baltimore individuals to publicly commit more than and Baltimore Community College.
    [Show full text]
  • Developing Digital and Media Literacies in Children And
    Kristen Hawley Turner, PhD,a Tessa Jolls, BA, b Michelle Schira Hagerman, PhD, c William DevelopingO’Byrne, PhD, d Troy Hicks, PhD, e Bobbie Digital Eisenstock, PhD, f Kristineand E. Pytash, Media PhDg Literacies in Children and Adolescents ’ abstract In today s global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies ’ influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and media literacy. To create the human capital necessary for success and sustainability in a technology-driven world, we must invest in the literacy practices of our youth. In this article, we make recommendations for research and policy priorities. aDrew University, Madison, New Jersey; bCenter for Media Literacy, Malibu,
    [Show full text]
  • Media Literacy Activity Ideas
    Media literacy activity ideas A group of ideas through which students can develop critical literacies within science, technology and mathematics by engaging with the media. 1. Purpose of the resource Engaging with media texts Development of critical literacies 2. How is it used? Who with? These ideas are useful as starters for teachers to create contextualised learning opportunties and ways to engage students in developing critical literacy. They may also work to support students to co-construct their own contexts for learning. 3. Context/setting for use Suitable for any grouping of students including across year levels and / or curriculum areas 4. Link to Ako: Critical Contexts for Learning (3 circles) The ideas presented here open the possibilities to work across and beyond the classroom, providing opportunities for learning focussed relationships of reciporocity between teachers, Māori students, whānau and community members. These ideas also offer the opportunity to specifically and authenically legitimate and value multi-worldviews and the cultural toolkit of each individual involved. The decisions made by teachers, alongside students, around the scope of the learning - how it will be undertaken and by whom, how it will be shared and assessed will determine the extent to which the principles of culturally responsive and relational pedagogies are present. This will mean that teachers are able to draw on both their curricular and pedgaogical expertise to ensure the strategies chosen met the specific needs of their learners. 5. Questions
    [Show full text]
  • Revisiting the Potential Uses of Media for Children's Education
    Revisiting the Potential Uses of Media in Children’s Education Chris Berdik Winter 2020 The Joan Ganz Cooney Center at Sesame Workshop About the Author Chris Berdik is a freelance science and education journalist in Boston. A former staff editor at The Atlantic Monthly and Mother Jones, he has covered topics such as virtual schools, DNA forensics, and climate engineering for national publications, including The New York Times, Wired, Popular Science, Politico, New Scientist, and The Washington Post. Since 2015, he has also been a regular contributor to the Hechinger Report, a nonprofit education newsroom. His reporting has won grants from the Pulitzer Center on Crisis Reporting, the Society of Environmental Journalists, and the Solutions Journalism Network. In 2012, Penguin published his book Mind Over Mind, about medical and non-medical placebo effects. He is now working on a book about noise, expected to be published by Norton in 2021. A full-text PDF of this publication is available as a free download from www.joanganzcooneycenter.org. 2 CoNteNtS 4 — INTRODUCTION 6 — PART ONE Uncharted Territory? 7 What’s Been Done (Or Overdone)? 7 Where Are the Gaps? 9 — PART TWO Key Ingredients 10 Starting Points 11 Digital Do’s and Don’ts 13 — PART THREE Adults in the Room 14 Encouraging Adults 15 Desperately Seeking Curation 16 Scaffolding 17 — PART FOUR Fake News! 18 Media Literacy 19 Privacy 21 — PART FIVE Pursuing Equity 22 Big Picture 23 Small Steps 24 — CONCLUSION 26 — CONTRIBUTORS 3 INtroDuCtIoN On November 10, 1969, Big Bird took his first outsized steps down Sesame Street, introducing the world to a character that was endearingly goofy, but always eager to learn.
    [Show full text]
  • Building Literacy Communities of Those Actions, Would Garner Intense Analytical Scrutiny
    BUILDING LITERACY COMMUNITIES The Thirty-Second Yearbook A Doubled Peer Reviewed Publication ofThe Association of Literacy Educators and Researchers Co-Editors Susan Szabo Timothy Morrison Texas A&M University-Commerce Brigham Young University Merry Boggs Linda Martin Texas A&M University-Commerce Ball State University Editorial Assistant Guest Co-Editor Luisa Frias I. LaVerne Raine Texas A&M University-Commerce Texas A&M University-Commerce Copyright 2010 Association of Literacy Educators and Researchers Photocopy/reprint Permission Statement: Permission is hereby granted to professors and teachers to reprint or photocopy any article in the Yearbook for use in their classes, provided each copy of the ar- ticle made shows the author and yearbook information sited in APA style. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from the Associa- tion of Literacy Educators and Researchers to reproduce or transmit this work or portions thereof in any other form or by another electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright laws. Address inquiries to the Association of Literacy Educa- tors and Researchers (ALER), Dr. David Paige, School of Education, Bellarmine University, 2001 Newburg Road, Louisville, KY 40205 ISBN: 1-883604-16-8 Printed at Texas A&M University-Commerce Cover Design: Crystal Britton, student at Texas A&M University-Commerce ii OFFICERS AND ELECTED BOARD MEM B ERS Executive Officers 2008-2009 President: Mona W. Matthews, Georgia State University President-Elect: Laurie Elish-Piper, Northern Illinois University Vice President: Mary F.
    [Show full text]
  • A Flipped Writing Workshop! the Flipped Writing Workshop
    John Stewart Middle School Lead Teacher November 2014 [email protected] @jstewedu Charming Chaos: A Flipped Writing Workshop < THE LOVE > My students, 130 eighth graders in a small, urban community diverse in income, culture, language, and parental education levels, love to write. In the first quarter of the school year alone, each has generated--and shared--over 5,000 words of text, and that does not take into account the brave ones who craft novels in November. They write odes, zombie stories, menus for imaginary restaurants, ten-year plans for their ideal future, Shakespearian puppet shows, ribbon-bound letters to summer softball friends, abstracts for invention prototypes, raucous advertisements for businesses they hope to open, mini-dramas about Chewbacca, and soup can labels. All projects are fair game, as long as they are student-driven. My students are in love with writing. < THE HEARTBREAK > It’s hard. This is fully functioning writer’s workshop à la Atwell, à la Graves, and writing workshops take an inordinate amount of time and are difficult to manage within the confines of a single class period. The workshop model is extremely effective, but many teachers are unwilling to surrender the pedantic center of the classroom, citing Common Core and the constant pressure of content to cover. They say it won’t serve everyone: many students need more structure, more direct teaching, and more step-by-step instruction. My students still need support. < THE DELIGHTFUL MADNESS > There is a way. The solution we offer is flipping. Using the methods suggested by Bergman and Sams (2012) and implemented by Thomasson, Morris, (2013) and Musallam (2013), we move content discovery offsite.
    [Show full text]
  • Report of the Independent Inquiry Into the Media and Media Regulation Is Protected by Copyright
    REPORT OF THE INDEPENDENT INQUIRY INTO THE MEDIA AND MEDIA REGULATION BY THE HON R FINKELSTEIN QC ASSISTED BY PROF M RICKETSON REPORT TO THE MINISTER FOR BROADBAND, COMMUNICATIONS AND THE DIGITAL ECONOMY 28 FEBRUARY 2012 © Commonwealth of Australia 2012 ISBN: 978-0-642-75424-0 (PDF version) 978-0-642-75425-7 (DOC version 978-0-642-75426-4 (printed version) The Report of the Independent Inquiry into the Media and Media Regulation is protected by copyright. With the exception of the Commonwealth Coat of Arms and where otherwise noted, all material included this report is licensed under a Creative Commons Attribution 3.0 Australia licence (http://creativecommons.org/licenses/by/3.0/au/). The details of the relevant licence conditions are available on the Creative Commons website, as is the full legal code for CC BY 3.0 AU licence (http://creativecommons.org/licenses/by/3.0/au/legalcode). The document must be attributed as the ‘Report of the Independent Inquiry into the Media and Media Regulation’. Using the Commonwealth Coat of Arms The terms of use for the Coat of Arms are available from www.itsanhonour.gov.au Other use The use of any material in this report in a way not permitted or otherwise allowed under the Copyright Act 1968 may be an infringement of copyright. Where you wish to use the material on this in a way that is beyond the scope of the terms of use that apply to it, you must lodge a request for further authorisation with the department. Authorisation Please address requests and enquiries concerning further authorisation to: The Media Inquiry Secretariat Department of Broadband, Communications and the Digital Economy PO Box 2154 CANBERRA ACT 2601 [email protected] Letter of transmittal Contents Executive summary—conclusions and recommendations 7 Media codes of ethics and accountability 7 Changing business models and quality journalism 10 1.
    [Show full text]
  • 1 Media Literacy Unit Plan Essential Question
    1 Media Literacy Unit Plan Essential Question: What is the role of media in our society, and how can we become responsible consumers and producers of news and information in the digital age? Sub‐questions: What roles do confirmation bias, stereotyping, and other cognitive biases impact how we interpret events, news, and information? What is the role of social media on the traditional news cycle, and how does it influence public opinion and the press? Unit Goal: Develop critical thinking and news literacy skills to help students find reliable information to make decisions, take action, and responsibly share news through social media. Academic Texts (available in CCBC Library): Eagle, Lynne. "Commercial Media Literacy." Journal of Advertising 36.2 (2007): 101‐110. Business Source Premier. Web. 16 Jan. 2017. Mastro, Dana, et al. "Intervening In the Media's Influence on Stereotypes of Race and Ethnicity: The Role of Media Literacy Education." Journal of Social Issues 1 (2015): 171. Academic OneFile. Web. 16 Jan. 2017. Potter, W. James. "Review of Literature on Media Literacy." Sociology Compass 7.6 (2013): 417‐435. SocINDEX with Full Text. Web. 16 Jan. 2017. Strate, Lance. "Media Literacy as an Ethical Obligation: A General Semantics Approach." ETC.: A Review of General Semantics 2 (2014): 101. Literature Resource Center. Web. 16 Jan. 2017. TedTalks: Our Digital Lives Playlist Turkle, Sherry. “Connected, but alone?” Pariser, Eli. “Beware online ‘filter bubbles’”. Allocca, Kevin. “Why videos go viral”. Broadbent, Stefana. “How the Internet enables intimacy”. Blakley, Johanna. “Social Media and the end of gender”. Golbeck, Jennifer. “The curly fry conundrum: Why social media ‘likes’ say more than you might think”.
    [Show full text]
  • The Prevention Professionals' Primer on Media Literacy
    The Prevention Professionals’ Primer on Media Literacy SAMHSA’S Pacific Southwest (Region 9) Prevention Technology Transfer Center Disclaimer This document was prepared by the Pacific Southwest Prevention Technology Transfer Center (PTTC) under a cooperative agreement from the Substance Abuse and Mental Health Services Administration (SAMHSA). All material appearing in this document, except that taken directly from copyrighted sources, is in the public domain and may be reproduced or copied without permission from SAMHSA or the authors. Citation of the source is appreciated. Do not reproduce or distribute this presentation for a fee without specific, written authorization from the Pacific Southwest PTTC. At the time of this presentation, Elinore F. McCance-Katz, served as SAMHSA Assistant Secretary. The opinions expressed herein are the views of the authors and do not reflect the official position of the Department of Health and Human Services (DHHS), SAMHSA. No official support or endorsement of DHHS, SAMHSA, for the opinions described in this document is intended or should be inferred. This work is supported by the following cooperative agreement from the Substance Abuse and Mental Health Services Administration: Pacific Southwest PTTC: H79SP081015-01 July 2020 SAMHSA’S Pacific Southwest (Region 9) Prevention Technology Transfer Center Prevention Professionals Primer on Media Literacy What is media literacy? Media literacy is the ability to identify different types of media and the messages they send. Media includes a broad range of platforms, such as newspapers, television, music, digital advertisements, tweets, billboards, etc. The goal of media literacy is to have the skills to critically analyze messages shared through media. To become media literate is not to memorize facts or statistics about the media, but rather to learn to raise the right questions about what you are watching, reading, or listening.
    [Show full text]