media literacy

Pinterest on Media Literacy

This Media Literacy page on Pinterest includes 25 different ideas and suggestions for stimulating media literacy in the classroom.

Anne Frank Museum Photos

The Anne Frank museum has released lots of photos that can be freely used in classrooms

EJN 5-point test for hate speech

This infographic has been created by the Ethical Journalists Network (EJN) and although primarily aimed at journalists can also be used by teachers as part of their media literacy activities. The idea behind the infographic is to help navigate through the current media landscape minefield and take into consideration the wider context in which people express themselves. What is important is to focus not just on what is said, but what is intended. It’s not just a matter of law or socially acceptable behaviour; it’s a question of whether speech aims to do others harm, particularly at moments when there is the threat of immediate violence.

MEDEAnet webinar “Conversation with Prof Renee Hobbs”

Prof Renee Hobbs is an internationally recognized authority on digital and media literacy education and Founding Director of the Harrington School of Communication and Media at the University of Rhode Island, USA. During this webinar, Prof Hobbs will introduce some of her work and research in the area of media literacy.

This webinar was held on Thursday 5 December, 4pm CET and attended by 26 particpants from 9 countries.

To see the discussion linked to this webinar go to http://www.media-and-learning.eu/content/conversation-with-prof-renee-ho...

System requirements: 
browser

MEDEAnet webinar “Researching Media Literacy in Europe”

Several large scale studies have been carried out in recent years into the topic of media and film literacy in Europe. This webinar highlights a number pointing to their main findings, conclusions and recommendations. Studies discussed include the one carried out by the EMEDUS (European Media Literacy Education Study) project team, which will be presented by project manager José Manuel Pérez Tornero and Laura Cervi, from the Universidad Autónoma de Barcelona in Spain. Further on MEDEAnet partners Nicoleta Fotiade (ActiveWatch, Romania) and Sofia Papadimitriou (Educational RadioTelevision of Ministry of Education, Greece) highlight the main findings in the report: "Charting Media and Learning in Europe" produced by the MEDEAnet team, which will report specifically in its second year on the extent to which media literacy is incorporated into curriculum design for compulsory level education and to charting organisations actively engaged in this process and examples of good practice.

This webinar was held on 28 November, 4-5 pm CET and attended by 27 participants from 11 countries.

To see the discussion linked to this webinar go to http://www.media-and-learning.eu/content/researching-media-literacy-in-e...

System requirements: 
browser

Link

Format

Language

Country

Level

Cost

Author

MEDEAnet, José Manuel Pérez Tornero, Laura Cervi, Nicoleta Fotiade, Sofia Papadimitriou

Year

2013

Length

60 min

Tags

INgeBEELD - Media wisdom and literacy platform

INgeBEELD’s aim is to educate children, youth and adults in media wisdom or media literacy, and it is divided into 4 different educational pathways with a specific target audience: 1) 3-8 year old children – an offline box, 2) 6-14 years youngsters – an offline box, 3) 12-18 years – online website and 4) an online platform for teachers in training and in practice, which is also open to anyone who wishes to learn more about the field of media literacy and media wisdom: media users, educators and parents, teachers, academics, artists, etc.

Educational users of the platform can be inspired by these projects.
The platform aims to ensure that people in the class will learn to:
Active (Do it yourself)
Critical
Conscious

Link

Format

Language

Country

Level

Cost

Author

Dirk Terryn, CANON Cultural Unit of the Flemish Ministry of Education and Training, Belgium

Tags

3. Oö. Jugend-Medien-Studie 2013

This study gives an overview about the changes in the use of media by 11- to 18-year-olds from Upper Austria. It shows that the popularity of smartphones has increased considerably and that young people use media more independently and more consciously compared to the last studies. This study includes the points of view of the young people themselves as well as of their parents and teachers.

CLEMI: Ressources pour la classe, Enseigner avec l’audiovisuel : le kit pédagogique

Le CLEMI est chargé de l’éducation aux médias dans l’ensemble du système éducatif français depuis 1983. Il a pour mission d’apprendre aux élèves une pratique citoyenne des médias. Cet objectif s’appuie sur des partenariats dynamiques entre enseignants et professionnels de l’information. Tous les enseignants, quels que soient leur niveau et leur discipline peuvent avoir recours au CLEMI, tant au plan national que régional, pour se former, obtenir des conseils ou des ressources.
Pour développer des activités d’éducation aux médias dans les classes, le CLEMi vous propose de multiples outils : fiches pédagogiques, sitographie des médias, lexique, dossiers thématiques, modules vidéo, etc., et même la possibilité de rencontrer un(e) journaliste dans le cadre de l’opération Renvoyé Spécial.
RFI, TV5Monde, le ministère français des Affaires étrangères et européennes et le CLEMI ont conçu un kit pédagogique pour faciliter l’utilisation de documents et de médias audiovisuels en classe de français.
Composé d’une grille d’analyse, d’un guide pour la conception pédagogique, de 10 fiches outil, de 5 cartes mémo et d’un DVD, le kit pédagogique, conçu comme une véritable boîte à outils, apporte une série de conseils pratiques pour analyser les contenus médiatiques, créer des scénarios pédagogiques et mettre en place des activités de production audiovisuelle.

===

CLEMI is responsible for media education across the French educational system since 1983. Its mission is to teach citizen media practice to students. This objective is based on strong partnerships between teachers and information professionals. All teachers, both nationally and regionally, regardless of their level and discipline can CLEMI resources, for training, advice and resources.
To develop media literacy activities in the classroom, Clemi offers a multitude of teaching materials and tools, a media referatory, lexicon, thematic modules, video, etc., even the opportunity to meet a reporter under the activity "Special Reporter".
RFI, TV5 Monde, the French Ministry of Foreign and European Affairs and CLEMI have designed an educational kit to facilitate the use of documents and audiovisual media in French class. Composed of a grid of analysis, a guide for instructional design, 10 sheets, 5 tool cards, a memo and DVDs, the teaching kit was designed as a real toolbox providing a series of hints and practices to analyze media content, create lesson plans and implement audiovisual production activities.

Table of contents: 

Fiches pédagogiques
Site des médias
Lexique
Décryptage
Vidéos pour la classe
Dossiers thématiques
Renvoyé Spécial
Expérimentations

System requirements: 
Web browser

Digital & Media Literacy Education - A Teacher’s Guide

This guide, in the form of a free PDF, has been produced as part of the project Virtual Stages Against Violence (VSAV), which can be framed within the conceptual and methodological horizon of media literacy. Aimed at teachers and educators, the guide constitutes the Toolkit of the project and contains five units with a series of educational activities about the topics and problems already dealt with in both the online game and the theatre plays. As the whole project does, these activities aim at developing an increased awareness among young people of both the risks and opportunities of digital media and online communication.
The Toolkit offers innovative and participatory methods to support, integrate and enrich the work carried out by educational institutions such as schools. The chosen education tools aim primarily to an active acquisition of skills and not just an acquisition of knowledge. The Toolkit is therefore a valuable complement to develop educational activities, raised more effective as being part of a creative, interactive and transversal learning experience.

----

Questa guida, nella forma di un PDF gratuito, è stata prodotta come parte del progetto Virtual Stages Against Violence (VSAV), che può essere inserito nella cornice concettuale e metodologica dell’educazione ai media. Diretta a insegnanti ed educatori, la guida costituisce il toolkit del progetto e contiene cinque unità con una serie di attività educative sugli argomenti e sui problemi già trattati nel campo del gioco online e delle commedie teatrali. Come anche il progetto stesso nel suo insieme, queste attività hanno la finalità di sviluppare una maggiore coscienza tra i giovani sia riguardo i rischi e le opportunità dei media digitali, sia riguardo la comunicazione online.
La guida offre innovativi metodi partecipativi per sostenere, integrare e arricchire il lavoro portato avanti dalle istituzioni scolastiche ed educative in generale. Gli strumenti educativi scelti hanno lo scopo primario di far acquisire attivamente delle capacità, non limitandosi quindi all’acquisizione di conoscenza. Per questo motivo la guida è un prezioso aiuto allo sviluppo di attività educative, rese anche più efficaci in quanto parte di un’esperienza di apprendimento trasversale e interattivo.

Table of contents: 

Preface, Virginia Careri – Project Coordinator VSAV, CESIE
Introduction, Gianna Cappello – DPDS, University of Palermo
Preliminary remarks
Key concepts
How to use this guide
How to document the activities
1 UNIT ONE: PARTICIPATION
1.1 Aims
1.2 Activities
1.3 The Big Brain – “Learning on the game, learning through the game”
1.4 Evaluation
2 UNIT TWO: CREDIBILITY
2.1 Aims
2.2 Activities
2.3 The Big Brain – “Learning on the game, learning through the game”
2.4 Evaluation
3 1. UNIT THREE: IDENTITY
3.1 Aims
3.2 Activities
4.3 The Big Brain – “Learning on the game, learning through the game”
5.4 Evaluation
4 UNIT FOUR: PRIVACY
4.1 Aims
4.2 Activities
4.3 The Big Brain – “Learning on the game, learning through the game”
4.4 Evaluation
5 UNIT FIVE: AUTHORSHIP AND CREATIVITY
5.1 Aims
5.2 Activities
5.3 The Big Brain – “Learning on the game, learning through the game”
5.4 Evaluation
Glossary
References
Sitography

Link

Format

Language

Country

Level

Author

Maria Ranieri, preface by Virginia Careri, introduction by Gianna Cappello

Year

2012

Length

139 pages

Tags

Film English

This website promotes the use of film in the language classroom, suggesting movies with age specifications, lesson plans, and including a film language glossary and film links to help both teachers and students.

The three main objectives of Film English are:
- promote the critical and creative use of film in the language classroom
- promote cineliteracy, the ability to read critically and evaluate moving images, in the language classroom.
- promote creativity amongst both teachers and students.

Table of contents: 

Categories:
- awards
- Elementary (A1) – Pre-intermediate (A2)
- Intermediate (B1) – Advanced (c1)
- Intermediate (B1) – Upper-intermediate (B2.1)
- Intermediate (B1)- Advanced (B2.2)
- lesson
- Pre-intermediate (A2) – Intermediate (B1)
- Upper intermediate (B2.1) – Advanced (B2.2)
- Upper-intermediate (B2.1)- Advanced (C1)

Link

Format

Language

Country

Author

Kieran Donaghy

Tags

Sponsors

Become a sponsor

Organisers