Media literacy in support of critical thinking

Assumptions of the theory[ edit ] Media are infused in every act and action in society. Media tie the world together. These three assumptions can be understood as:

Media literacy in support of critical thinking

In addition, media industries belong to a powerful network of corporations that exert influence on content and distribution.

Media literacy in support of critical thinking

Questions of ownership and control are central — a relatively small number of individuals control what we watch, read and hear in the media.

In media literacy, what or who is absent may be more important than what or who is included. As a result, media have great influence on politics and on forming social change. Who and what is shown in a positive light?

This includes the technical, commercial and storytelling demands of each medium: In what ways are the images in the media product manipulated through various techniques for example: What are the expectations of the genre for example: Start and end with the key concepts Media education, and the media world, can feel overwhelming when you start to analyze it.

Teach kids that critiquing is not necessarily the same thing as criticizing and that we can identify and talk about problematic issues in the media we love without losing our enjoyment of them.

How are the commercial considerations of a movie different from those of a book or a play?

Media ecology - Wikipedia

What technical differences change how the story is told? How are the expectations of a movie audience different from those of a play or a book? Make media education about asking questions, not learning answers Even though you may feel strongly about an issue or a media product, give your students room to come to their own conclusions.

Make sure that your evaluations are as well thought-out and objective as they are for all your other assignments, and keep them consistent: Let students bring their own media to the table To get students more engaged, look for opportunities for them to do media literacy work with their choice of media products.

You can see our Curriculum Charts to get specific information on how each of our lessons and resources meets the curriculum of different courses in your province or territory. In History classes, students can look at how their views of history and historical events have been shaped by media.

Studying films, newspapers and even their own textbooks can help students see how the nature of each medium shapes how history is told. How are families depicted in different media? How has this changed with time? Do media portrayals of family follow trends in society, or do they influence them or both?

Health and Physical Education:Evaluate the author's use of facts, opinions, or tools of persuasion in written and visual works to determine author's purpose, and consider the effect of persuasive text/visuals on the intended audience.

Renee Hobbs, EdD, a prolific writer, speaker, researcher and curriculum designer in the field of media literacy education, is the director of the Media Education Lab at Temple University in Philadelphia. Digital & Media Literacy Fundamentals.

Media literacy in support of critical thinking

Welcome to the “fundamentals” section of our website, where we bring together the various concepts and competencies that define what it is to be literate in today’s complex media culture.

Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.

What is Media Literacy?

Different Media Literacy (M.L.) studies explore C.T. towards media texts by cultivating the pupils’ ability to respond critically to both surface and underlying media messages. This paper discusses partial results of a research study designed to examine the support provided by an M.L. program in the development of C.T.

of pupils aged 10‐12 years in northern Israel. MISSION STATEMENT. Skeptoid Media encourages public science literacy and critical thinking worldwide by producing free, STEM-focused .

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