New Nonfiction Spring 2008

from the Center for Media Literacy PowerPoint Slide Presentation

from the Action Coalition for Media Education:

10 Basic Principles of Media Education

1. Medium: a form of communication – i.e. television, a video game, or a magazine article – that transmits messages, tells stories, structures learning, and constructs a “reality” about the world.
2. Media Literacy: an educational approach that seeks to give media users greater FREEDOM and CHOICE by teaching them how to access, analyze, evaluate and produce media. ACME-style media literacy education emphasizes: knowledge, skills, and activism!
3. “REALITY” CONSTRUCTION/TRADE-OFFS
4. PRODUCTION TECHNIQUES
5. VALUE MESSAGES
6. COMMERCIAL MOTIVES
7. INDIVIDUAL MEANINGS
8. EMOTIONAL TRANSFER
9. PACING
10. SYMBOLIC RHETORIC

from the Alliance for a Media Literate America:

Core Principles of Media Literacy Education

from the New Center for Excellence in Media Literacy:

Media Literacy Through Critical Thinking by Chris Worsnop

“The skills of thinking critically about mass communication are essential survival skills in a technological, consumer society such as ours. The purpose of these materials is to assess students’ abilities to think critically when analyzing mass communication. But beyond that, the experience and knowledge students acquire from their study of this material will be applicable in all subject areas, in all careers, and in their daily lives.”

INFORMATION LITERACY

from the Association of College and Research Libraries:

Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” Information Literacy Competency Standards for Higher Education. American Library Association. 2006.http://www.ala.org/acrl/ilcomstan.html (Accessed 14 Feb, 2007)

ACRL’s Info Lit into Action Examples

Clarifying The Term
The terms resource-based education, bibliographic instruction, library instruction, computer literacy, and others will often be used in conjunction with the term ‘information literacy’. Information literacy includes both a set of generic skills and concepts as well as skills and concepts which are specific to certain disciplines and subject areas.

from the National Forum on Information Literacy:

Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.

from the American Association of School Librarians and the Association for Education Communications and Technology:

Information Literacy Standards for Student Learning

Standard 1 The student who is information literate accesses information efficiently and effectively.
Standard 2 The student who is information literate evaluates information critically and competently.
Standard 3 The student who is information literate uses information accurately and creatively.
Standard 4 The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 5 The student who is an independent learner is information literate and appreciates literature and other creative
expressions of information.
Standard 6 The student who is an independent learner is information literate and strives for excellence in information
seeking and knowledge generation.
Standard 7 The student who contributes positively to the learning community and to society is information literate
and recognizes the importance of information to a democratic society.

SOS for Information Literacy (teaching resources & tutorial builders)

from EnGauge 21st Century Learning Skills:

Students Who Are Information Literate:

Before Accessing Information

• Determine what is known and what is needed for problem solving.
• Identify different sources of information, including text, people, video, audio, and databases.
• Prioritize sources based on credibility and relevance.

When Accessing Information

• Identify and retrieve relevant information from sources; use technology to enhance searching.
• Revise information-gathering strategies that prove to be ineffective.
• Understand how information retrieved does or does not address original problem.
• Evaluate information in terms of credibility and social, economic, political, legal, and ethical issues that may impact it; use technology to facilitate evaluation.

After Information Is Extracted

• Use retrieved information to accomplish a specific purpose.
• Present information clearly and persuasively using a range of technology tools and media.
• Evaluate the processes and products of these activities, including resulting social consequences.

from NoodleTools:

Information Literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes.

A problem-solving process for:

• exploring and questioning
• defining an information need
• creating a plan to locate relevant information
• reading the medium
• synthesizing information to create knowledge
• applying insight to personal, social or global contexts to create wisdom
• self-evaluating the process and the product