UNESCO Launches Five Laws of Media and Information Literacy (MIL) Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information – since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content. In essence of course, the 5 Laws focus on competencies that address knowledge in all formats and resonate with our own professional values and standards. In summary they assert: (1) information/media are critical to civic engagement and sustainable development and equally relevant in all forms; (2) every citizen is a creator of information/knowledge; (3) information/media messages are not always value neutral and truth should be made understandable; (4) every citizen has a right to access and understand new information/knowledge/messages; (5) media/information literacy is acquired as a process.
Beers & Probst: Responsible Reading and Fake News By Kylene Beers & Robert Probst How do we teach kids across the grades to read responsibly? Close attention to an author’s words – the responsibility a reader shows to the text – implies and requires a responsibility to oneself as well as the words on the page. That responsibility consists not only of a willingness to acknowledge and defend one’s own thoughts and values, but to change our thinking when evidence or reason dictates. A second grader, who read a text about the critical importance of bees in the food chain, adamantly contended, “I don’t like bees because they sting. Equally irresponsible is the third grader who read about climate change and responded, “I don’t believe in it. Responsibility to Oneself Our middle grades students are not too young to learn to respect both the words on the page and their own thoughts and values. They are often much more willing to defend their thoughts than to reconsider and perhaps modify them. Responsibility to Others News: Fake or Real?
Paris Declaration on Media and Information Literacy adopted Participants of the forum were invited to offer further comments by 21 July. The final version of the Declaration is available here. The MIL Forum was a product of international collaboration between UNESCO, the European Commission (EC), the Autonomous University of Barcelona and other partners, within the framework of the Global Alliance for Partnerships on Media and Information Literacy (GAPMIL). The event brought together over 350 people from all over Europe and from over 15 countries outside of Europe. The Forum was designed to give momentum to national policies and strategies on MIL as a basis to support free, independent and pluralistic media as well as to enable citizens to effectively respond to issues of privacy, safety and ethics in the digital era. Stakeholders have identified challenges in establishing MIL policies in order to achieve these aims.
Fake News: Recommendations - Media Literacy Clearinghouse If you read any news story about “fake news” in the past 18 months, you no doubt came across the phrase “media literacy.” From the various news stories and blog posts, I have compiled the following recommendations and advice. (NOTE: lesson plans, handouts and related videos are posted near the bottom of this list) Newest materials are posted last. Do you have suggestions for content that could be added here? Please consider sending it to me: fbaker1346@gmail.com Click image for larger version. In the article “Five Things To Do To Avoid Posting Fake News on Social Media,” the author offers this timely advice, which includes some important “media literacy” type questions: – does this (posting) seem believable on a basic level? And the advice offered is: 1. From: Fake News Is A Real Problem & Here’s How Students Can Solve it(See also, video)The 5 C’s of Critical Consuming #1: Context – Look at the context of the article. #2: Credibility – Check the credibility of the source. 1. 2. 3. 4. 5.
Quick Ideas for Visual and Media Literacy Lessons As I was concluding my workshop presentation at a recent South Carolina School Librarians annual conference, a media specialist raised her hand to say that although she liked my ideas for media and visual literacy lessons, she would have difficulty finding time to do most of them. She admitted that it was common for her to see students for only 15 minutes at a time. How could she “do” a lesson with those time constraints? With that in mind, I offer these ideas for your consideration, whether you work in the school library space or in a classroom. Gather up a few magazines Does your media center collection include magazines? You probably have magazines created around topics of high tween and teen interest: music, sports, fashion and gaming. Most of these youth-oriented magazines also have online versions and/or apps that can be used with mobile devices – iPads, Chromebooks, and the like. Some quick magazine lesson ideas IDEA #1 – Why does it look like this? IDEA #2 – Who’s the audience?
School Libraries Fight Fake News Fake news has been all over the real news lately. From Mark Zuckerburg to Pizzagate, fake news is a huge problem, and it’s not going away on its own. According to a recent study from Stanford University, approximately 80 percent of students struggled to evaluate the credibility of an online resource. This is a little disheartening, since this is a huge part of what we teach as school librarians, and it appears we’ve not been very effective. Based on the recent surge of fake news and the results of the Stanford study, we decided to overhaul our website evaluation lessons by doing the following: Changing website evaluation to resource evaluation. Fake news has always been around, but now it feels more threatening. Completed worksheet from the Stanford study Author: Mica Johnson I’m a school librarian at Farragut Middle. Like this: Like Loading... Categories: Blog Topics, Community/Teacher Collaboration, Technology
How To Spot Fake News Critical thinking is a key skill in media and information literacy, and the mission of libraries is to educate and advocate its importance. Discussions about fake news has led to a new focus on media literacy more broadly, and the role of libraries and other education institutions in providing this. When Oxford Dictionaries announced post-truth was Word of the Year 2016, we as librarians realise action is needed to educate and advocate for critical thinking – a crucial skill when navigating the information society. IFLA has made this infographic with eight simple steps (based on FactCheck.org’s 2016 article How to Spot Fake News) to discover the verifiability of a given news-piece in front of you. Download the infographic Translations If you would like to translate the infographic into your language, please contact us.
MIL Curriculum for Teachers Teachers are the gateway to literate societies. Therefore, this model Media and Information Literacy (MIL) Curriculum for Teachers is intend as a tool that will provide educators of all background with the main competencies (knowledge, skills, and attitude) on MIL. It focuses on pedagogical approaches necessary to enable teacher to integrate MIL in their classrooms. By focusing on teachers, UNESCO hopes to capitalize on the potential multiplier effect. The MIL Curriculum for Teachers is designed as a flexible and comprehensive framework that educators or curriculum developers may adapt to the local context of their countries.
Lesson Plan: How to Spot Fake News | Channel One News The problem of fake news came to a dizzying head in 2016 when a man fired a shot in a family pizzeria as he “self-investigated” a false report of a child abuse ring led by top democrats. A BuzzFeed report confirmed that fake news stories, such as the one that claimed Hillary Clinton sold arms to ISIS, were actually viewed more times than articles from established and legitimate news sources. Did fake news have an impact on the election? Opening Activity Warm up: Ask students: How do you get your news? Words in the News: Review this word prior to viewing the video. propaganda (noun): Information that is often exaggerated or false and spread for the purpose of benefiting or promoting a specific individual or cause. Heard on the Air: “If we can’t discriminate between serious arguments and propaganda, then we have problems.” Watch Video: “Fake News on Facebook” Discuss Why did people, particularly the teens in Macedonia, create fake news sites? Take a Survey Write
News and Media Literacy: Building Critical Consumers and Creators | Common Sense Education News and Media Literacy: Building Critical Consumers and Creators Wednesday, March 29, 2017 - 1:00-2:00 pm PDT More and more, young people (and adults) are getting their news online and from social media. There is also the increasingly problematic issue of fake news and the difficulty of determining credible news sources online. In an age of pervasive, fast, and on-demand information, there is a need for educators and parents to teach news and media literacy to kids. In this webinar, Kelly Mendoza, director of learning and engagement for Common Sense Education, leads participants on an exploration of news and media literacy, including the latest research on kids and news, what "fake news" is and how to spot it, and ways teachers can integrate news and media literacy into their curricula. Kelly also debuts the new News- and Media-Literacy Toolkit from Common Sense Education, with resources for educators to help build students' skills in being critical media consumers and creators.
Media Literacy | National Council for the Social Studies Skip to contentSkip to navigation National Council for the Social Studies Search form Media Literacy Social Education May/June 2016 NCSS Position Statement Category: Position Statements Advertisement Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. Privacy Policy National Council for the Social Studies