NCSS Position Statement on Media Literacy | National Council ...
Popularity Report
 |
|||
|
|||
|
|||
|
|||
|
|||
|
Rank
URL Tag Cloud
Bookmark History
Saved by 43 people (0 private), first by anonymouse user on 2009-04-05
- Rcicchetti on 2009-08-31 - Tags media , medialiteracy , ncss , socialstudies , Curriculum
- Frostsd on 2009-07-10 - Tags media , literacy , social studies
- Mjhasley on 2009-06-30 - Tags socialstudies , ncss , students , instruction
- Mediaspider on 2009-06-24 - Tags media , literacy , socialstudies , hsie , medialiteracy
- Diannekrause on 2009-06-22 - Tags media , socialstudies , ncss , literacy , medialiteracy
Public Sticky notes
“In the twenty-first century, participatory media education and civic education are inextricable”
Highlighted by jamiereverb
This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
Highlighted by willrich
media literacy in the social studies curriculum
Highlighted by jamiereverb
First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
Highlighted by jamiereverb
The multimedia age requires new skills for accessing, analyzing, evaluating, creating, and distributing messages within a digital, global, and democratic society. The acquisition and application of critical analysis and media production skills are part of what constitutes media literacy.
Highlighted by a_armstrong
The Internet and the everyday use of social networking technologies, together with the expansive growth of corporate entertainment media and the integration of popular culture, also require us as social studies educators to link participatory media literacy with civic education.
Highlighted by diannekrause
What was once characterized as a digital divide has transformed into a digital disconnect
Highlighted by jamiereverb
Outside of the classroom young people regularly engage with music and videos via MP3 players, constantly text their friends with their cell phones, check the latest videos on YouTube, and even upload ones themselves. But, upon entering the classroom they are expected to disengage from this interpersonal, producer-oriented, digital world. If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
Highlighted by a_armstrong
But, upon entering the classroom they are expected to disengage from this interpersonal, producer-oriented, digital world. If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
Highlighted by jamiereverb
If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes
Highlighted by diannekrause
If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
Highlighted by willrich
social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
Highlighted by diannekrause
Likewise, social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
Highlighted by a_armstrong
Likewise, social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
Highlighted by willrich
These changes in society and the experiences the students bring into the classroom challenge social studies teachers to change both how and what we teach. One reaction is to fear these changes and try to protect our students from things we don’t understand or appreciate. Such an approach is neither helpful nor pedagogically sound.
Highlighted by a_armstrong
These changes in society and the experiences the students bring into the classroom challenge social studies teachers to change both how and what we teach. One reaction is to fear these changes and try to protect our students from things we don’t understand or appreciate. Such an approach is neither helpful nor pedagogically sound. Another response is to take advantage instructionally of the wealth of experiences that young people have making media choices by respecting those choices when consistent with democratic principles. Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium.
Highlighted by willrich
Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium. Media literacy offers us the framework to build upon their entertainment and social experiences with media so as to provide our students with meaningful academic, civic, and public experiences that are critical and empowering.
Highlighted by jamiereverb
Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium.
Highlighted by a_armstrong
Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium. Sometimes, as Marshall McLuhan (1997) stated, “the medium is the message.”
Highlighted by jamiereverb
the 21st century social studies teacher should guide students to explore different sources of information such as independent blogs, open source sites, wikis, podcasts, and numerous new resources that offer alternatives to corporate media. Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium.
Highlighted by a_armstrong
Changes in technology, media, and society require the development of new pedagogy to empower students to adequately read media messages and produce media themselves in order to be active participants in the contemporary democratic society
Highlighted by a_armstrong
What do young people need to learn to best enable them to participate in this democratic culture, while navigating their way through the emerging media environment?
Highlighted by a_armstrong
Media literacy is a pedagogical approach promoting the use of diverse types of media and information communication technology (from crayons to webcams) to question the roles of media and society and the multiple meanings of all types of messages. Analysis of media content is combined with inquiry into the medium. This approach is analytical and skill-based. Thus media literacy integrates the process of critical inquiry with the creation of media as students examine, create, and disseminate their own alternative images, sounds, and thoughts.
Highlighted by a_armstrong
Media literacy includes the skills of accessing, analyzing, evaluating, creating, and distributing messages as well as the cultural competencies and social skills associated with a growing participatory culture. This participatory culture is characterized not simply by “individual expression” but also by “community involvement,” requiring “social skills developed through collaboration and networking.” (Jenkins et al, 2007, p. 4). Media literacy also includes analysis of ideology and power as students learn how media are used to position audiences and frame public opinion.
Highlighted by a_armstrong
The horizontal motion entails broadening the definition of what is considered acceptable text to include multiple ways people read, write, view, and create information and messages.
Highlighted by a_armstrong
Along with analysis, media literacy involves production as students learn to create messages with different media and technology. Students should be presenting their research and learning through interactive multimedia presentations, as Internet blogs, videos, podcasts, etc.
Highlighted by a_armstrong
Teaching media literacy also requires a vertical movement to help students deepen their questioning of the relationships between information, knowledge, and power
Highlighted by a_armstrong
The ability to differentiate between primary and secondary sources or distinguish fact from fiction is now intimately connected to the ability to analyze and create media.
Highlighted by a_armstrong
Highlighted by a_armstrong
n the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to critically question the information and media they are seeing, hearing, and using, the more likely they are to make informed decisions and to participate as citizens who can shape democracy for the public good.
Highlighted by jamiereverb
In the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to critically question the information and media they are seeing, hearing, and using, the more likely they are to make informed decisions and to participate as citizens who can shape democracy for the public good.
Highlighted by a_armstrong
Public Comment