Technology – Action 4 Media Education

People, Places, Politics, Resources, Take Action, Technology

What is media literacy?

March 25, 2021January 25, 2022 hinashaahid

Media literacy is the practice of critically evaluating, creating, and or using media. To be media literate, one must be aware of the influence media has on them and apply this knowledge by taking an active stance towards consuming and creating media.

About media literacy:

What is Media Literacy Education? Media Literacy is defined as the ability to access, analyze, evaluate, and produce communication in a variety of forms.

So does media literacy mean just TV and music, or does it include the internet and social media? Yes, absolutely. It applies to social media and user-generated content. When students log on to send messages or post photos and videos, they are becoming producers of media, not just consumers. By actively participating online, they are essentially joining a global conversation. Critical thinking skills must be applied to both the messages they are sending out to the world as well as those they receive back . An understanding of the Key Questions for Producers and Consumers will enable them to make wise choices and engage more fully as online citizens.

Does media literacy include online safety? Yes, media literacy is an umbrella term for teaching children the skills to be active and safe participants with media of all types. The critical thinking skills required to become media literate can be applied to any message from any medium. In other words, it does not make a difference if the message comes from social media, television, websites, videogames, radio, print or cell phone, the same skills are needed to interpret and make wise choices about what is seen and heard. Online safety is of particular concern which is why we advocate for media literacy education for all school children K-12.

Is Digital Citizenship the same as Media Literacy? The term Digital Citizenship is often used interchangeably with media literacy, and indeed, media literacy skills are necessary for being a responsible online citizen. Media Literacy, however, is larger than the internet — it involves a new way to see and interpret the world through all forms of media. The critical thinking skills of media literacy are applicable to all aspects of life, and media literacy is an established academic discipline internationally, with a pedagogy and structure necessary for teaching and transferring knowledge and skills.

Is there a difference between media literacy and media education? Yes. Media literacy refers to a set of skills whereas media education involves the process through which one learns these skills. There is no limit to how “media literate” one can become!

News, Technology

Science and Media Literacy

October 22, 2019November 13, 2019 Sue D. Cook

Education, Fake News, Media Literacy, Social Media, Technology

Media Literacy Is Literacy

April 13, 2019April 16, 2019 Sue D. Cook

Here’s How Educators and Lawmakers Are Working to Set Students Up for Success Online

Students in Michael Danielson’s media literacy class work on storyboards for public service announcements. (photo by Michael Danielson)

Michael Danielson gives students in his ninth-grade media literacy class a simple piece of homework each night: Pay attention.

The assignment is meant to prod them into thinking critically about the countless messages that bombard them every day. They report back to their teacher and classmates at the start of each class with “media literacy moments,” explaining how they discovered hidden motives and attempts to manipulate them or sell them products.

Seeing his students apply five core concepts about media to what they see on Netflix, at the movies and online is Danielson’s favorite part of his job. It’s how he knows he has altered the way they consume media.

“I’ve changed them for life,” he said.

Danielson teaches at Seattle Preparatory School, a private Catholic high school. In addition to the required one-semester media literacy class, he teaches yearbook and theology classes and advocates for media literacy as chair of Action 4 Media Education, a Washington state-based group.

Media literacy is a broad term that encompasses a wide set of skills ranging from thinking critically about news and opinion articles to dealing with cyberbullying to creating and sharing content online. The idea of media literacy is not new, but experts say it gained new momentum following the 2016 presidential election.

Across the country, lawmakers, educators and advocates are working to elevate the issue of media literacy in legislatures and schools. Washington state has been at the forefront of the movement.

In 2016, lawmakers in Washington state passed a bill with bipartisan support that created an advisory council to study media literacy and make recommendations to the legislature based on its research. The following year, legislators passed a law — based on the council’s recommendations — requiring the state superintendent’s office to survey educators and district officials about the state of media literacy in schools across Washington.

Now, lawmakers are considering a bill that would provide grants for educators to create curriculum for media literacy and to allocate money for the state Department of Education to hold two conferences on the subject.

The initial Washington measure to create the advisory council is now the basis of a model bill used by Media Literacy Now, a nonprofit organization that advocates for media literacy, to help lawmakers get the topic on the agenda in their states.

Other states have taken their own approaches to making media literacy a priority, some more forcefully than others. For example, Californialawmakers passed a law that requires the state Department of Education to provide a list of media literacy resources on its website by July 1. In a stronger move, Minnesota in 2017 added “digital and information literacy” to its required K-12 education standards.

For the rest of the article and a Media Literacy Legislation map tracking 15 bills in 12 states: The 74

written by Laura Fay, staff producer at The 74

April 8, 2019

Net Neutrality, News, Politics, Technology

Net Neutrality: Back in the news

February 22, 2019 Sue D. Cook

Net Neutrality’s Title I vs. Title II
Digital Divide Remains

Despite bipartisan talk, consensus on legislative solution continues to elude legislators

The new Democratic-led House Communications Subcommittee weighed back into the still legally muddy net neutrality waters Thursday (Feb. 7), led by chairman Mike Doyle, who led the unsuccessful House effort to follow the Senate and nullify the net neutrality reg rollback under current Republican chairman Ajit Pai.

The main takeaway from the hearing was that both sides of the aisle sounded like they were looking for a way to “yes” on bipartisan legislation to restore FCC rules against blocking, throttling and (anti-competitive) paid prioritization as a way to provide certainty for consumers and broadband investment, but that the Title II vs. Title I digital divide appeared to be as wide as ever, threatening that bipartisan spirit.

Republicans talked up at least three legislative proposals that would restore the rules, but not under Title II, including legislative proffers from Rep. Greg Walden (R-Ore.), Rep. Bob Latta (R-Ohio), ranking member of the subcommittee, and Rep. Cathy McMorris Rogers (R-Wash.), that would restore rules under a non-Title II framework.

Net neutrality activists monitoring the hearing quickly fired off e-mails shooting them down as fake bills backed by “telecom shillls.”

Read more at Broadcasting & Cable
By John Eggerton

Fair Use, News, Technology

Just in time for Media Literacy Week

November 5, 2018December 5, 2018 Sue D. Cook

Copyright? Fair use? Creative Commons? This invaluable guide was just released October 25, 2018. You’ll want to save, bookmark, and keep for reference.

Screen Shot 2018-11-05 at 4.28.16 PM.png

Introduction to the Code of Best Practices in Fair Use for Media Literacy Education

Preamble: No Easy Answers, but Guidance

Teachers who live and work in a world dominated by new media are asking many questions about literacy classroom practice:

Can my students use copyrighted music, images, or video clips in their video projects?
Can my students and I repurpose a copyrighted image as a meme?
Can I show a movie via Netflix in school?

You might be hoping that a document about fair use will present you with answers to these kinds of difficult questions. Unfortunately, there are no easy answers—but there is guidance.

The Code of Best Practices in Fair Use for Media Literacy Education (which was adopted by the NCTE Executive Committee in 2008) provides guidance but does not prescribe practice. As literacy educators, we each bear the responsibility to educate ourselves and our students about our relationship to existing media as learning tools. You can use this Code of Best Practices as a foundation to understanding the principles of fair use. Its continuing relevance is a testament to the importance of a shared understanding of these issues within a community of practice.

History of This Document

This Code of Best Practices developed from a grant awarded by the MacArthur Foundation in 2006. At the time there was fear about potential lawsuits in documentary filmmaking. When presented with challenges to copyright, judges look to creative communities for guidance on what is considered acceptable use of existing media, so the development of this Code was necessary to establish norms for a community of educators. Many stakeholders were included in its development with the overarching question: What is fair?

The document was reviewed by legal scholars and intellectual property attorneys. It represents a consensus of a knowledge/practice community, and co-signers included organizations that cross literacy fields. It presents normative practices in the field and focuses on the user’s rights. Its longevity is a strength if a copyright challenge comes forward.

Fair use is applied and understood differently in various contexts. The best practice model provides the guidance needed to navigate those contexts by offering a set of principles and clarifying common myths. Teachers continue to encounter such scenarios similar to those described above in the preamble; when deliberating about such situations, reading the Code can provide some guidance.

Read more at the National Council of Teachers of English

Originally adopted by the NCTE Executive Committee, November 2008, introduction added October 2018

By: National Association for Media Literacy Education (NAMLE), Student Television Network (STN), Media Commission of the National Council of Teachers of English (NCTE), Action Coalition for Media Education (ACME), and Visual Communication Division of the International Communication Association (ICA)

Education, Events, Fake News, Social Media, Technology

Download our handout “You already teach media literacy if…”

November 1, 2018December 5, 2018 Sue D. Cook

Teachers and parents can be at a loss on the topic of media literacy. We know it’s important—our young people are bombarded with messages constantly. How can we help them understand what they’re seeing, reading, and hearing? Let alone creating and sharing themselves! How can we help them evaluate the messenger as well as the message?

Click the image below to open it in a new window.This guide for teachers and parents has been created as part of Media Literacy Week by two AME board members, Ethan Delavan (high school IT director) and Janith Pewitt (high school classroom teacher). Michael Danielson, board chair (teacher and EdTech director) designed the publication.

Click here for a printer-friendly version of all 14 ideas.

Guess what, you’re already teaching media literacy!

Education, Fake News, News, Politics, Social Media, Technology

Media Literacy Project: Why should we trust journalists?

September 13, 2018September 17, 2018 Sue D. Cook

Professional journalists face more scrutiny in today’s crowded information marketplace because readers confuse them with bloggers and a cadre of online opinion scribes.

Journalism’s essence is a “discipline of verification,” according to Bill Kovach and Tom Rosenstiel of the American Press Institute. This means that journalists pursue verification of facts as the first order of business. If the journalists do not follow these standards, their careers and reputations are on the line.

Readers should understand there are important differences between professional journalists and everyday bloggers. Journalists are held to higher standards. They are required to get specific training through journalism degrees and are held to employment standards that ensure they serve their audiences by providing relevant and reliable stories that matter to their communities.

Study: Gen Z prefers YouTube over books for learning

September 5, 2018September 17, 2018 Sue D. Cook

A new US study by Pearson has found that 60% of Gen Z kids prefer YouTube for learning over printed books, but still value “traditional” methods of instruction.

New field research by global education company Pearson has revealed that Gen Z kids in the US like learning from YouTube more than printed books.

Conducted for Pearson by New York-based global market research firm The Harris Poll, Beyond Millennials: The Next Generation of Learners surveyed 2,587 14- to 40-year-olds to examine the differences between Generation Z and Millennials in terms of their outlooks, values, education experiences and technology usage.

According to the study, nearly 60% of Gen Z respondents prefer YouTube for learning compared to 47% who prefer printed books. Millennials, meanwhile, prefer printed books (60%) over YouTube (55%).

Read more, with a link to the full version of the Pearson study at kidscreen

By Jeremy Dickson August 27, 2018

Education, News, Resources, Take Action, Technology

School libraries compete with leaky roofs for money

July 31, 2018July 31, 2018 Sue D. Cook

It’s no secret that public schools, despite getting baseline funding from the State of Washington, vary widely in the money they have to spend. In the ongoing struggle to provide equitable access for all students, school libraries play a critical, and often underfunded, part.

An article from the Seattle Times (May 7, 2016) made these points:

Washington state school libraries are not guaranteed any money for books or materials.
In 2016, for example, 75% of Seattle Public School library funding was provided by PTAs, book fairs, and grants.
The rest came from Seattle’s district office, averaging $2.55 a year for each student (less than the cost of one magazine).
The statewide average was from $1 – $10.
The national average was $10.
Seattle schools reported a range of $1.69 – $29.88 per student, per year.

But why such a difference? Wealthier schools have PTAs that raise money for their libraries. Other schools face difficult challenges, especially, of course, poverty: families working long hours for low pay, limited English and mobility, and the shocking reality of increasing numbers of homeless students.

Schools with inadequate funding, in fiscally challenged communities, may not have a PTA to pitch in and provide money for their libraries. They have to find the money for competing, substantial needs. These schools depend on grant money, or donations from partner school PTAs and book fairs. Underfunded school libraries with out-of-date books and materials are the rule, not the exception.

In 2016, teacher librarians requested equitable funding for all schools, with full-time librarians in every school. They asked the state to allocate $10 per student for library materials each year. Well, here it is, 2018. Did they get what they wanted?

Teacher Librarians get what they wish for. Almost.

Good news! After the passage of Senate Bill 6362, starting in fall 2018, each school district will be allocated $20 for each full-time student, per year, for school library materials.

With some school libraries spending $29.88 per student, while others scrimp by on $1.69, the chance of every library having $20 per student is a dream come true, right?

Not so fast. That amount isn’t mandated, so it’s up to each school district to decide whether or not they will comply.

Also, the 2018 Legislature didn’t actually make any new money available: since 2009 it’s been in the budget, under “other supplies.” But now the legislature has made it clear that this allocation is to be used specifically for library materials, and has provided reporting accountability.

What happens next?

You can help! Speak to your local school principal and ask about library funding. Share your strong support for the school library and, especially, the state’s newly identified library allocation.
Contact your local school board members to thank them for their service. Ask how the district will address this new legislative directive.
Contact your state elected officials to thank them for the allocation. Explain that without the mandate to spend the money on library materials, you’re concerned that this money may not be spent as intended. Tell them you would appreciate stronger language that mandates the money identified in SB 6362 is spent on library materials.
Spread the word to other interested parties and ask that they take action too.

Advocates in the school library community, like members of the Washington Library Association, are gearing up to ensure this opportunity isn’t lost in “other supplies.” They’re making lists of what they need to update obsolete print and electronic collections. They’re gathering data on the age of their collections and their sources of funding. They’ll be going to their school and district leaderships with clear and compelling written proposals.

School libraries are a precious resource and are critical to media literacy education. Our children deserve equitable support. Every district should have the means to build excellent library collections that reflect the diversity of their readers, offer a wide range of reading materials, and provide current, high-quality research tools.

Also, did you hug a teacher librarian today?

By Sue D. Cook Thank you to AME board members Shawn Sheller and Kathryn Egawa.

Education, Entertainment, News, Technology

This app may be the future of bedtime stories

December 20, 2017November 24, 2017 Sue D. Cook

The other day, I was reading The Very Hungry Caterpillar to my daughter. When I got to the part where the caterpillar ate through one apple, I paused, surprised by an unmistakable munching sound coming from my coffee table.

The sound was actually emitted by an app called Novel Effect that uses voice-recognition technology to insert sound effects and music to books as you read them aloud—ideally, to make the experience of reading aloud more engaging for kids at home or in the classroom.

“You still get engagement, you still get interactivity,” says Matt Hammersley, Novel Effect’s CEO and one of its four cofounders. “But they’re not staring at a screen and you’re actually encouraging face-to-face personal communication.”

An MIT psychologist explains why so many tech moguls send their kids to anti-tech schools

November 22, 2017November 13, 2017 Sue D. Cook

Technology moguls like Bill Gates, Steve Jobs, and other high-powered entrepreneurs tend to share similar qualities: persistence, ingenuity, grit, just to name a few. But one of the more surprising traits is the philosophy that kids ought to be raised tech-free.

Gates, for example, didn’t let his kids use cellphones until they were 14. Jobs, the inventor of the iPad, prohibited his own kids from using the tech.

“We limit how much technology our kids use at home,” Jobs told the New York Times in 2011.

Sherry Turkle, an MIT psychologist and author of numerous books on the negative social effects of technology, including “Alone Together” and “Reclaiming Conversation,” has an explanation for this seeming hypocrisy: Those at tech’s bleeding edge know full well how dangerous products can be.

“When people are very sophisticated, they know what not to do,” Turkle told Business Insider.

A digital pill that can be tracked when swallowed was just approved by the FDA

November 20, 2017November 14, 2017 Sue D. Cook

The U.S. Food and Drug Administration said on Monday that it had approved Otsuka Pharmaceutical Co Ltd’s Abilify MyCite, the first drug with a digital ingestion tracking system to be approved in the United States.

The product, which uses digital tracking to record if the medication was taken, has been approved for the treatment of schizophrenia, acute treatment of manic and mixed episodes associated with bipolar I disorder and for use as an add-on treatment for depression in adults, the FDA said.

The system sends a message from the pill’s sensor to a wearable patch, which then transmits the information to a mobile application, so that patients can track the ingestion of the medication on their smartphone.

Abilify MyCite is not approved to treat patients with dementia-related psychosis and contains a boxed warning alerting health care professionals that elderly patients with dementia-related psychosis treated with antipsychotic drugs are at an increased risk of death.

The ingestible sensor used in Abilify MyCite was first permitted for marketing by the FDA in 2012.

This article is courtesy of Fortune.

A look at how this development has people worried about ethics can be read here in The New York Times.

Net Neutrality, News, Politics, Technology

FCC plans December vote to kill Net Neutrality rules

November 17, 2017November 16, 2017 Sue D. Cook

The U.S. Federal Communications Commission next month is planning a vote to kill Obama-era rules demanding fair treatment of web traffic and may decide to vacate the regulations altogether, according to people familiar with the plans.

FCC Chairman Ajit Pai, chosen by President Donald Trump, in April proposed gutting the rules and asked for public reaction. The agency has taken in more than 22 million comments on the matter.

Pai plans to seek a vote in December, said two people who asked not to be identified because the matter hasn’t been made public. As the head of a Republican majority, he is likely to win a vote on whatever he proposes.

Speed and ease make “great” online experience

November 15, 2017November 9, 2017 Sue D. Cook

According to a new study from Cloud IQ, published by Marketing Charts, 47% of online shoppers in the US, UK and Australia deemed speed “critical” to a great online experience, with another 47% saying it’s “important.” Close behind 45% said it’s “critical” that the experience be seamless and easy, and 47% saying that it is “important”.

Other research from SUMO Heavy showed that US adults said the most important aspect of a great e-commerce website is its usability and functionality. Separately, research from the CMO Council said that for consumers, the most important attribute of a great customer experience was a fast response time to the customer’s needs and issues. And, in previous research from the Economist Intelligence Unit (EIU), fast response times and a simple purchasing process emerged as by far the leading elements of an ideal customer experience.

It’s surprisingly easy for anyone to buy ads that track location and app usage, study says

October 23, 2017October 21, 2017 Sue D. Cook

app usage Researchers at the University of Washington have found a way to track a person’s location and app use through serving ads on mobile apps. The result opens the door for significant privacy invasions through the app-based advertising system.

The researchers obtained the information by purchasing a series of ads targeted to specific locations and apps, then checking which mobile subscribers fit the targeting. In experiments conducted on Android devices, the team was able to pinpoint a person’s location within eight meters through a targeted ad. They tested ads on 10 different apps, including Grindr, Imgur, Words with Friends, and Talkatone, all using widely available ad networks.

By serving ad content to a user’s apps, the ad buyers could learn what apps the user has installed. That information could be sensitive, revealing a user’s sexual orientation or religious affiliation. For instance, ads served on Grindr will tell the ad buyer that the user has Grindr installed.

Success! Mattel announced that they were canceling the release of Aristotle

October 20, 2017October 10, 2017 Sue D. Cook

From Campaign for a Commercial-Free Childhood:

On October 4, Mattel announced that they were canceling the release of Aristotle. Thank you to the thousands of parents, caregivers, and experts who spoke out in support of kids’ privacy and well-being! We commend Mattel for doing the right thing and putting kids first.

From The New York Times:

Mattel announced on Wednesday that it was canceling plans to bring to market a smart device called Aristotle, which was aimed at children from infancy to adolescence and was set to hit stores in 2018. The decision came after child advocacy groups, lawmakers and parents raised concerns about the impact the artificial intelligence device could have had on children’s privacy, development and well-being.

A petition asking Mattel not to release Aristotle, started in May by the Campaign for a Commercial-Free Childhood and the Story of Stuff Project, garnered more than 15,000 signatures and argued that babies and older children shouldn’t be encouraged to form bonds with data-collecting devices.

Great educator activity: Video mash-ups with Google Slides

October 18, 2017October 10, 2017 Sue D. Cook

Mash-Ups are a fun and popular way to express creativity whether you are combining different styles of music, or art, or memes, or such. Mash-ups can also be educational when the creator uses the two items to explain or express an idea, or for one of the items to complement or expand on the other.

One fun way to students to try this out is by using Google Slides to mash-up videos. Google Slides makes it easy to insert videos from either YouTube or Google Drive. Slides allows you to adjust your video options so that your videos automatically play when the slideshow runs. The end results is a presentation with two videos that play at the same time.

This could be used in several creative projects such as:

Adding music or popular songs to famous historical speeches, or science videos, or scenes from story.
Or having one video explain a concept, while the other shows examples or demonstrations of that idea.
Or the videos could be used to show contrast, by playing two videos that demonstrate different processes or ideas or time periods or such.

See below for directions on how students can do this activity, along with a free template they can copy and use, as well as an example mash-up to show what a final product might look like.

Oprah’s head, Ann-Margaret’s body: A brief history of pre-Photoshop fakery

October 16, 2017October 9, 2017 Sue D. Cook

Aug1989-Oprah In 1989, TV Guide put television’s celebrity-du-jour, Oprah Winfrey, on its cover, perching her upon a pile of money. The picture was exactly the kind of thing that tends to sell magazines on newsstands and in supermarket check-out lines: It was friendly, it was saucy, it was sparkly. The only problem was that it wasn’t, actually, Oprah. TV Guide had taken a picture of the talk show host’s face … and grafted it onto the body of ’60s star Ann-Margaret. The magazine had asked the permission of neither woman before it published its odd bit of Frankensteinery.

Photoshop was invented in 1987 and widely distributed, for the first time, in 1990; the TV Guide debacle would mark one of the last times that art editors had to physically splice images to create new manipulations. But a lack of Photoshop, while the software ushered in our present age of doctored photography, did nothing to stop would-be fakers from their, er, fauxtography.

Contributers To A Great Online Experience (Online Shoppers)
*Online Experience*	*Critical*	*Important*
Speed (can find and buy what I need quickly)	47%	47%
Seamless/Easy (Smooth, continuous and effortless experience across different channels)	45	47
Sense of Control (can search for answers, ask for help, updated, sense of being in control	39	51
Individualized (Treated as an individual and offered products, discounts, communications, based on specific preferences and needs)	27	55
Interactive, Engaging (Interesting, fun to use)	24	55
Proactive (Anticipated needs, provides timely offers, alerts and reminders)	21	52
Source: Published on Marketing Charts 11/17; Data Source Cloud IQ