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Media literacy in the 21st century isacs 2012

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Media literacy in the 21st century isacs 2012

  2. 2. Seven Survival Skills For the 21st Century  Critical Thinking and Problem Solving  Collaboration Across Networks and Leading by Influence  Agility and Adaptability  Initiative and Entrepreneurialism  Effective Oral and Written Communication  Assessing and Analyzing Information  Curiosity and Imagination
  3. 3. Innovation  There are essentially two very different kinds of innovation in both the for-profit and nonprofit arenas: incremental and disruptive. Incremental innovation is about significantly improving existing products, processes, or services. Disruptive or transformative innovation, on the other hand, is about creating a new or fundamentally different product or service that disrupts existing markets and displaces formerly dominant technologies.  Play, Passion, Purpose
  4. 4. Why
  5. 5. Brain Research Experience Comprehension Elaboration Application/intention
  6. 6. Brain Research The more ways something is learned, the more memory pathways are built. Effective teaching uses strategies to help students recognize patterns and then make the connections required to process the new working memory so they can travel into the brain’s long-term storage areas.
  7. 7. 21st Century Skills Critical thinking and problem solving Communications, information and media literacy Collaboration, teamwork and leadership Creativity and innovation Career and learning self-reliance Cross-cultural understanding
  8. 8. Digital and Media Literacy Existing paradigms in technology education must be shifted towards a focus on critical thinking and communication skills and away from ―gee- whiz‖ gaping over new technology tools. We must consider the balance between protection and empowerment and respond seriously to the genuine risks associated with media and digital technology. We must better understand how digital and media literacy competencies are linked to print literacy skills and develop robust new approaches to measure learning progression. We must help people of all ages to learn skills that help them discriminate between high-quality information, marketing hype, and silly or harmful junk. We must raise the visibility and status of news and current events as powerful, engaging resources for both K–12 and lifelong learning while we acknowledge the challenges faced by journalism today and in the future.
  9. 9. • Develop proficiency with the tools of technology • Build relationships with others to pose and solve problems collaboratively and cross-culturally • Design and share information for global communities to meet a variety of purposes • Manage, analyze, and synthesize multiple streams of simultaneous information • Create, critique, analyze, and evaluate multimedia texts • Attend to the ethical responsibilities required by these complex environments
  10. 10.  Develop proficiency with the tools of technology  Students in the 21st century should have experience with and develop skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs.  Do students use technology as a tool for communication, research, and creation of new works?  Do students evaluate and use digital tools and resources that match the work they are doing?  Do students find relevant and reliable sources that meet their needs?  Do students take risks and try new things with tools available to them?  Do students, independently and collaboratively, solve problems as they arise in their work?  Do students use a variety of tools correctly and efficiently?
  11. 11.  Design and share information for global communities that have a variety of purposes  Students in the 21st century must be aware of the global nature of our world and be able to select, organize, and design information to be shared, understood, and distributed beyond their classrooms.   Do students use inquiry to ask questions and solve problems?  Do students critically analyze a variety of information from a variety of sources?  Do students take responsibility for communicating their ideas in a variety of ways?  Do students choose tools to share information that match their need and audience?  Do students share and publish their work in a variety of ways?  Do students solve real problems and share results with real audiences?  Do students publish in ways that meet the needs of a particular, authentic audience?
  12. 12. Non-Negotiables  Reading  Writing  Close reading  Critical Thinking
  13. 13. UbD
  14. 14. Willingham Warning ―For material to be learned (that is, to end up in long-term memory), it must reside for some period in the working memory— that is, a student must pay attention to it. Further, how the student thinks of the experience completely determines what will end up in long-term memory‖ (63).
  15. 15. Googledocs
  16. 16. Personal Interest Blogs
  17. 17. Personal Interest Blogs
  18. 18. Personal Interest Blogs
  19. 19. Podcasting
  20. 20. Podcasting
  21. 21. Prezi  Complete your graphic organizer that shows the liminal process for your selected character. Recall the tips and features used by classmates in their Liminal Prezis. Specifically, continue to TINKER with the DESIGN of the CONTENT of your prezi.  Add a path that highlights each of the items you have included so that your Liminal Prezi can be viewed as a show.  You will be asked to review three of your peers' Prezis. Please offer at least one comment on each of the Prezis you are given. That comment should address on specific passage that referenced in the path. Specifically, comment on how the design or appearance or placement of that passage in the Liminal Graphic Organizer communicates your classmate's understanding of the character.
  22. 22. Prezi
  23. 23. Prezi
  24. 24. Prezi
  25. 25. Gaming
  26. 26. Frederick Douglas Speeches
  27. 27. Film a Scene
  28. 28. Final Cut Pro
  29. 29. Infographic Carlos Fuentes has an innovative style that is highly cinematic and has multiple focal points. This can be seen throughout his novella, Aura. Your challenge is to capture his work visually in an infographic. This is one example. Using either http://visual.ly/ or http://www.easel.ly/, you will be creating an infographic for Aura. Process: Determine the purpose of your infographic: is it to tell the story, illustrate the importance of the symbols, explain the uncanny, discuss the marvelous, or all of the above? List the pertinent information your viewer/reader will need in order to understand the points you are trying to communicate. Brainstorm how this information can be communicated visually. Sketch out how each piece of information relates to each other and how you will visually represent those relationships. Begin building Using either http://visual.ly/ or http://www.easel.ly/. Test your infographic on someone who has not read the novella. Write a page-long, double-spaced explanation of what you were trying to communicate, what choices you made and why, what problems you may have encountered. Evaluation: Infographics will be evaluated on creativity, use of space, color and special relationships to other elements. The detail and clarity of your message will be assessed.
  30. 30. Infographics
  31. 31. Easel.ly
  32. 32. Inforgraphics
  33. 33. Infographics
  34. 34. Design Thinking
  35. 35. Rubric
  36. 36. A Word on Collaboration ―All of these challenges require us to recognize that although human beings are individually powerful, we must act together to achieve what we could not accomplish on our own…The miracle of social networks in the modern world is that they unite us with other human beings and give us the capacity to cooperate on a scale so much larger than the one experienced in our ancient past‖ (304).
  37. 37. A Word on Collaboration ―The great project of the twenty-first century— understanding how the whole of humanity comes to be greater than the sum of its parts—is just beginning. Like an awakening child, the human superorganism is becoming self-aware, and this will surely help us to achieve our goals. But the greatest gift of this awareness will be the sheer joy of self-discovery and the realization that to truly know ourselves, we must first understand how and why we are all connected‖ (305).
  38. 38. Conclusion