MIL for Teachers
MIL (Media and Information Literacy) for Teachers is a website that gathers together the MIL Curriculum for Teachers and some teaching resources organised in media libraries.
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. This model MIL Curriculum for Teachers is intended 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.
1. Curriculum and Competency Framework
• UNESCO Constitution
• Unifying Notions of Media and Information Literacy
• Benefits and requirements of MIL
• Main topics of the MIL curriculum for teachers
• The curriculum framework
• Policy and vision
• Knowledge of media and information for democratic discourse and social participation
• Evaluation of media and information
• Media and information production and use
• Core teacher competencies
• Pedagogies in the teaching and learning of MIL; using the curriculum
• Appendix: Selected Media and Information Literacy Resources
2. Core and Non-Core Modules
• Module 1: Introduction: Citizenship – Freedom of Expression and Information, Access to ...
o Unit 1: Understanding media and information literacy: An orientation
o Unit 2: MIL and civic participation
o Unit 3: Interacting with media and other information management institutions
o Unit 4: MIL, teaching and learning
• Module 2: Understanding the News and Media and Information Ethics
o Unit 1: Journalism and society
o Unit 2: Freedom, ethics and accountability
o Unit 3: What makes news - Exploring the criteria
o Unit 4: The news development process - Going beyond the 4WS and 1H
• Module 3: Media, Information and Society
o Unit 1: News reporting and the power of the image
o Unit 2: Industry codes on diversity and representation
o Unit 3: Television, Films, Book Publishing and the Global Village
o Unit 4: Representation and music videos
• Module 4: Languages in Media and Information
o Unit 1: Reading media and information texts
o Unit 2: The medium and the message: Print and broadcast news
o Unit 3: Film genres and storytelling
• Module 5: Advertising
o Unit 1: Advertising, Revenue and Regulation
o Unit 2: Public Service Announcements – Analysis and Production
o Unit 3: Advertising – the Creative Process
o Unit 4: Advertising and the Political Arena
o Unit 5:
• Module 6: New and Traditional Media
o Unit 1: Introduction: From traditional to new media technologies
o Unit 2: Uses of new media in society – mass and digital communication
o Unit 3: Uses of interactive multimedia tools including digital games in classrooms
• Module 7: Internet Opportunities and Challenges/Risks
o Unit 1, part 1: Living in the World of the INTERNET
o Unit 1, part 2: Young People and Challenges/Risks in the Virtual World
• Module 8: Information and Library Skills
o Unit 1: Concepts and applications of Information Literacy (IL)
o Unit 2: Learning environments and information literacy
o Unit 3: Digital information literacy
• Module 9: Making the link: Media and Information Literacy, Communication, Pedagogy and ...
o Unit 1: Communication, teaching and learning
o Unit 2: Learning theories and MIL
o Unit 3: Managing change factor in relation to the enabling environment for MIL in schools
• Module 10: Audience
• Module 11: Media and the Global Village
o Unit 1: Media ownership in today's global village
o Unit 2: Socio-Cultural and political dimensions of a globalized media
o Unit 3: Commoditization of information
o Unit 4: The rise of alternative media
communicationspace+ the media + communication studies network
Communicationspace is a multidimensional online network, based on a Ning community platform, for the media and communication studies academic communities. Sponsored by SAGE, the site is open to anyone studying or researching in media studies, mass communication, journalism, new media, games studies, interpersonal communication and the many other communication studies fields. It is created for students and researchers to network and share research, resources and debates.
Reading + Discussions
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About this space
PRIMAS - PRomoting Inquiry in Mathematics And Science
PRIMAS is an international project within the Seventh Framework Program of the European Union aiming to promote inquiry-based learning in mathematics and science at both primary and secondary levels across Europe by supporting teachers to develop inquiry-based learning pedagogies so that, in turn, pupils gain first-hand experience of scientific inquiry.
To this purpose, the project also aims to develop various resources and make them available to teachers, parents and pupils. Some of these are: teaching materials, professional development courses for teachers, support for teachers, support for professional development facilitators, informational meetings for pupils and parents.
The International Clearinghouse on Children, Youth and Media
The International Clearinghouse on Children, Youth and Media, financed by the Swedish government and UNESCO, was established in 1997 by the Nordic Information Centre for Media and Communication Research of the Nordicom Göteborg University, in Sweden.
The Clearinghouse collects and documents research and other information to increase awareness and knowledge about children, youth and media across the world. By means such as yearbooks, newsletters, joint projects and databases, the Clearinghouse aims at broadening and contextualizing this knowledge, thereby increasing awareness and media literacy. Publications, events, links and databases are also available on the website.
Promethean's aim is to unlock the potential of human achievement in education and training at all ages around the world creating, developing, supplying and supporting leading edge, interactive learning technology.
Promethean Planet is a large teacher online community of unparalleled peer and technical support as well as a warehouse of premium and free resources - including interactive lessons, games, educator forums, and training courses. Resources are organized by subject (Math, Science, History, Language Arts, Vocational Skills...) and age range. There are also a lot of tips and best practice.
Math, Science, History, Language Arts, Vocational Skills, STEM, Social Studies, Humanities, English, Arts & Drama
Bla Bla Bla e-democracy e minori
With Bla Bla Bla e-democracy e minori, created in 2009 by the Italian primary school Direzione Didattica di Cassola, students of the 5th year learned how to create a digital cartoon and learned about the cinematographic and audiovisual language by using videos and cartoons in the Apple multimedia laboratory. They acquired multimedia producition skills on their own by working in the multimedia laboratory. This experience involves all subjects and it helps each student to develop his/her own abilities and to express themselves in different ways.
In the lessons, students also learn how to create a digital cartoon at home, how to use the Internet to study, how to do research, and how to enjoy themselves. The students can then use their media literacy in everyday life, when watching TV or going to the cinema and instead of being passive observers they become an active audience.
This project received an award (in the category “Up to 10 years old”) by the Global Junior Challenge, an international competition organised by the Fondazione Mondo Digitale to promote the innovative use of new technology for training, education, solidarity and international cooperation.
The video can be seen at http://www.youtube.com/watch?v=w83yKBu2PIU
A more detailed description of the project is available in the Showcase on the MEDEA Awards website: http://www.medea-awards.com/showcase/bla-bla-bla-e-democracy-e-minori
Con Bla Bla Bla e-democracy e minori, creato nel 2009 dall'architetto italiano scuola elementare Direzione Didattica di Cassola, gli studenti del 5° anno hanno imparato a creare un cartone animato digitale e a conoscere il linguaggio cinematografico e audiovisivo, utilizzando video e cartoni animati nel laboratorio multimediale di Apple. Hanno acquisito abilità di produzione multimediale per conto proprio, lavorando nel laboratorio multimediale. Questa esperienza coinvolge tutti i soggetti e aiuta ogni studente a sviluppare le proprie capacità e di esprimersi in modi diversi.
Nelle lezioni, gli studenti imparano anche come creare un cartone animato digitale a casa, come utilizzare Internet per studiare, come fare ricerca, e come divertirsi. Gli studenti possono utilizzare le loro conoscenze sui mezzi di comunicazione nella vita di tutti i giorni, quando si guarda la TV o si va al cinema e invece di essere osservatori passivi diventano un pubblico attivo.
Questo progetto ha ricevuto un premio (nella categoria "Fino a 10 anni") da parte del Global Junior Challenge, un concorso internazionale organizzato dalla Fondazione Mondo Digitale per promuovere l'uso innovativo delle nuove tecnologie per la formazione, l'educazione, la solidarietà e la cooperazione internazionale.
Il video può essere visto a http://www.youtube.com/watch?v=w83yKBu2PIU
Una descrizione più dettagliata del progetto è disponibile nella vetrina sul sito MEDEA Awards: http://www.medea-awards.com/showcase/bla-bla-bla-e-democracy-e-minori
Know IT All for Primary Schools
Know IT All for Primary Schools includes a vibrant new 3D SMART animation created by Childnet International (http://www.childnet.com), designed especially for both primary school staff and primary pupils. The resources are designed to help school staff to understand important e-safety issues and to offer strategies and information on how to support young pupils to get the most out of the Internet. Childnet’s SMART rules are illustrated by this exciting and engaging animation.
Two main animated characters Kara and Winston were created who, together with their friends learn about different technologies and their safe use. Through their travels the animated characters use the Internet, mobile phones, social networking pages and a games console and chat to negotiate and navigate their way through a series of realistic online situations. On their journey they are able to interact with a real life SMART crew and request help from young children (in live footage) who guide the cartoon characters in their quest, helping them to make informed and responsible online decisions along the way and helping the viewer to remind him/her that the challenges the characters face are not unique to the animation, but are applicable in the real world.
The animation is accompanied by an interactive training film that combines real footage with animated illustrations to help primary school teachers present the safety message.
A more detailed description of the project is also available in the Showcase on the MEDEA Awards website: http://www.medea-awards.com/showcase/know-it-all
Passport to the Internet - Student tutorial for Internet literacy
Passport to the Internet - the Student tutorial for Internet literacy (Grades 4-8) was created by the Media Awareness Network (http://www.media-awareness.ca) in Canada. It gives the opportunity for children to learn to do online activities in a secure environment. This e-learning tutorial is modular-based and these interactive modules are key to the Passport to the Internet approach: students learn by performing the actual tasks they do online - using a search engine, carrying on a conversation, creating a profile - as the interactive medium allows students to learn Internet literacy skills in authentic environments.
The modules include:
- MyFace, a social networking site that challenges students to create an engaging profile while protecting their privacy;
- Co-Co’s Choco Match: a simulated advergame that teaches the “tricks of the trade” that online advertisers use to reach young consumers;
- Study Space: a research assignment that teaches authentication skills through a mock search engine and by having students judge the reliability of three different websites;
- Web Café: a general introduction to safe and wise web surfing that shows students how to judge what is behind a link, e-mail, banner ad or search result before clicking on it;
- Instant Pigeon: an instant messaging programme in which students engage in four conversations, allowing them to make ethical choices about how to reply to their online “buddies” and how to deal with issues such as uploading photos and videos, stranger contact and cyber bullying.
A more detailed description of the project is also available in the Showcase on the MEDEA Awards website http://www.medea-awards.com/showcase/passport-to-the-internet
G@me - Gender Awareness in Media Education
The Comenius 2.1 project G@ME (Gender Awareness in Media Education) is a European cooperation project which undertakes research concerning teacher students and pupils pedagogical thinking in the context of the use of ICT taking into account gender aspects; it also develops diagnostic tools to improve reflection of genderspecific perception and communication.
The outputs are:
- Country reports on the project theme (available at http://www.project-game.eu/docs/country_report_june_07_en.pdf)
- Manual with diagnostic tools on genderspecific perceptions (go to the resource http://www.media-and-learning.eu/resource/promotion-of-gendersensitive-m...)
- Comenius 2.2. course "Gendersensitive Media Didactics in Teacher Education" (the course flyer at http://www.project-game.eu/docs/helsinki_game_2010.pdf)
You can also find a research report about "Media education and pedagogical thinking in pupil‘s mindset":
A report on “The Digital World of Young Children: Emergent Literacy”
In 2010 Pearson Foundation published a report entitled "The Digital World of Young Children: Impact on Emergent Literacy” which addresses the importance of studying the effect of digital media on young minds. Written by Jay Blanchard and Terry Moore from the Arizona State University College of Teacher Education and Leadership, this
report asks as many questions as it answers, will an increased access to digital media lead young children to self-direct their own learning process? What might be the effects of added digital stimuli on attention and comprehension?
On the webpage you can download the full report in pdf format.