Media and information literacy curriculum for teachers.pdf - Yo! BaNa

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MEDIA AND INFORMATION PRODUCTION AND USE The MIL curriculum provides teachers with competencies to engage with media and information platforms, to meaningfully communicate and to self-express. This includes a knowledge of media ethics and info-ethics based on international standards and including intercultural competencies. The ability to select, adapt and/or develop media and information literacy materials and tools for a given set of instructional objectives and student learning needs should be skills that teachers acquire. In addition, teachers should develop skills in helping students apply these tools and resources in their learning, especially in relation to enquiry and media production. Media production and use should foster a student-centred pedagogy that encourages investigation and reflective thinking on the part of students. Learning by doing is an important aspect of knowledge acquisition in the 21st century. Media production provides an avenue for students to immerse themselves in learning by doing through the production of texts and images in a participatory environment. Teachers must play an active role in this process if students are to develop competencies for participatory learning. 28 User-generated content is becoming a dominant attraction for new and traditional media alike. Interaction with other users of social networking platforms is increasingly the most important reason why young people are accessing the Internet through various delivery platforms. This is not restricted to developed countries: in Africa and South Asia, more and more citizens are gaining access to mobile media and using them to receive and send messages and participate in debates on the social and political issues that affect their lives. As teachers develop competencies and confidence in producing and using media and information for instructional practices, they move towards becoming leaders in promoting media and information literacy within the school curriculum. As they increase their proficiency in teaching MIL for a variety of functions, teachers become champions of MIL in the school system and in the wider society.
CORE TEACHER COMPETENCIES Table 2 provides broad curriculum goals and associated teacher skills. These skills reflect the core competencies that teachers are expected to acquire and demonstrate under each of the elements of the MIL curriculum framework. In assessing the extent to which teachers have developed skills relevant to the curriculum areas, Table 2 provides what the overall expected outcomes should be. Table 2: UNESCO MIL Curriculum Goals and Teacher Skills Curriculum Areas Curriculum Goals Teacher Skills Policy and vision To sensitize teachers to the policies and vision needed for MIL Teachers must understand policies necessary to promote MIL and how these might be realized in education (and society). They should understand how MIL contributes to life skills and broader development within the context of civic education. Curriculum and assessment Media and information literacy Organization and administration Pedagogy Teacher professional development To emphasize the use of MIL resources and their application To enhance knowledge of the whole range of media and other information providers such as libraries, archives and the Internet To enhance teachers’ capacity to organize the classroom space for effective participation in all teaching and learning, and for media and information resources to be an integral part of achieving this To effect change in teachers’ pedagogical practices necessary to teach about media and information literacy To promote a teacher education focus on the application of media and information resources for life-long learning and professional development Teachers must understand how media and information literacy might be utilized in the school curriculum. They must be able to critically assess media texts and information sources in the light of the functions attributed to news media and other information providers. And for that purpose to select a wide range of material from media and information resources. They must have skills to assess students’ understanding of MIL. Teachers must know and understand how media and other information providers have evolved into present forms. They must develop skills in using available technologies to reach different audiences, from print-based media to new media. They must be able to use various media and information resources to develop critical thinking and problem-solving skills and extend these to their students. Media- and information-literate teachers should understand classroom organization; are able to create conditions in teaching and learning that maximize the use of various media and other information providers for civic education and lifelong learning, including showing skills in organizing learning in ways that make the classroom become a space which respects different views and perspectives irrespective of background and gender. Media- and information-literate teachers must acquire the pedagogical skills needed to teach media and information literacy to students. They must have the ability to teach MIL from the perspective of good governance, development and intercultural dialogue. They must acquire knowledge about student interactions with, and response to, media as a first step in supporting their media- and information-literacy learning. Also, teachers must understand central concepts, tools of enquiry, and structures of the discipline of MIL to create learning experiences that make these meaningful for students and prepare them for their role as citizens. They must have the necessary skills to use media and technology to access information and acquire subject matter and pedagogical knowledge in support of their own professional development. 29
Page 1 and 2: Media and Information Literacy Curr
Page 3 and 4: UNESCO Constitution ‘… the Stat
Page 5 and 6: Martin Hadlow, Director, Centre for
Page 7 and 8: Deborah Francis, Senior Lecturer, S
Page 9: Table of Contents Foreword 11 Part
Page 12 and 13: National MIL Policies and Strategie
Page 15 and 16: INTRODUCTION 16 UNIFYING NOTIONS OF
Page 17 and 18: conditions under which they perform
Page 19 and 20: field. However, an international ex
Page 21 and 22: MAIN TOPICS OF THE MIL CURRICULUM F
Page 23 and 24: Table 1: The MIL Curriculum Framewo
Page 25 and 26: KNOWLEDGE OF MEDIA AND INFORMATION
Page 27: EVALUATION OF MEDIA AND INFORMATION
Page 31 and 32: MIL Competency 2: Understanding Med
Page 33 and 34: The MIL teacher will be able to und
Page 35 and 36: PEDAGOGIES IN THE TEACHING AND LEAR
Page 37 and 38: VI. Textual Analysis Students learn
Page 39 and 40: Appendix: Selected Media and Inform
Page 41 and 42: 5. Understanding Information Litera
Page 43 and 44: Part 2 Core and Non-Core Modules
Page 45 and 46: PEDAGOGICAL APPROACHES AND ACTIVITI
Page 47 and 48: LEARNING OBJECTIVES 115 PEDAGOGICAL
Page 49 and 50: KEY TOPICS 157 LEARNING OBJECTIVES
Page 51 and 52: INTRODUCTION: HOW TO USE THIS MIL C
Page 53 and 54: THE MIL CURRICULUM ADAPTATION PROCE
Page 55: Adapting and sharing MIL Curricula
Page 58 and 59: Module 1 58 MODULE 1: CITIZENSHIP,
Page 60 and 61: Module 1 participating in the gover
Page 62 and 63: Module 1 — SOURCING INFORMATION T
Page 64 and 65: Module 1 IMPORTANCE OF MIL FOR CITI
Page 66 and 67: Module 1 ◾ ◾ ◾ ◾ ◾ Indepe
Page 68 and 69: Module 1 necessary to protect the f
Page 70 and 71: Module 1 PEDAGOGICAL APPROACHES and
Page 72 and 73: Module 1 — ACTIVITIES ◾ ◾ ◾
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Module 2 gatekeeper of information,
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Module 2 in the national or interna
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Module 2 APPLICATION - CODE OF PROF
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Module 2 UNIT 3: WHAT MAKES NEWS -
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Module 2 ASSESSMENT RECOMMENDATIONS
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Module 2 PRODUCTION ◾ The trainin
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Module 3 MODULE 3: REPRESENTATION I
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Module 3 LEARNING OBJECTIVES After
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Module 3 ◾ concern? Should your g
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Module 3 UNIT 3: TELEVISION, FILMS,
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Module 3 ASSESSMENT RECOMMENDATIONS
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Module 3 100 RESOURCES FOR THIS MOD
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Module 4 the major codes and conven
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Module 4 UNIT 2: THE MEDIUM AND THE
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Module 4 PEDAGOGICAL APPROACHES and
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Module 5 MODULE 5: ADVERTISING 108
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Module 5 UNIT 1: ADVERTISING, REVEN
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Module 5 UNIT 2: PUBLIC SERVICE ANN
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Module 5 GUIDELINES FOR A PUBLIC SE
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Module 5 116 ◾ ◾ ◾ ◾ Commun
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Module 5 ◾ ◾ ◾ ◾ Investigat
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Module 6 6 MODULE 6: NEW AND TRADIT
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Module 6 ● Trainees research the
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Module 6 ◾ ◾ Do case-study rese
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Module 6 multimedia tools in educat
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Module Module 7 7 MODULE 7: INTERNE
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Module 7 130 ◾ ◾ ◾ ◾ ◾
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Module 7 132 PEDAGOGICAL APPROACHES
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Module 7 134 ◾ ◾ ◾ sex images
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Module 8 8 136 MODULE 8: INFORMATIO
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Module 8 LEARNING OBJECTIVES After
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Module 8 140 ◾ ◾ ◾ ◾ ◾
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Module 8 142 ◾ ◾ ◾ ◾ ◾
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Module 8 UNIT 3: DIGITAL INFORMATIO
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Module 8 ● ● Discuss the import
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Module 9 This module, the last in t
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Module 9 UNIT 2: LEARNING THEORIES
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Module 9 ◾ Challenges to be faced
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Non-Core Modules
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photographs (through camera angles,
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◾ ◾ ◾ what images were chosen
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Module 11 MODULE 11: MEDIA, TECHNOL
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UNIT 1: MEDIA OWNERSHIP IN TODAY’
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ASSESSMENT RECOMMENDATIONS ◾ Rese
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(b) Possible reasons for their choi
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corporations vis-à-vis the total n
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PEDAGOGICAL APPROACHES and ACTIVITI
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Module 4, 3, Unit 4 5 MODULE 3, UNI
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Module 4, Unit 4 MODULE 4, UNIT 4:
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CAMERA SHOTS AND ANGLES — TYPES O
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Module 5, Unit 5 MODULE 5, UNIT 5:
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GLOSSARY of TERMS Advertising A set
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Culture A shared, learned and symbo
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Governance Best understood as a pro
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Life-long learning Connected to the
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News values Participation (civic pa
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Self-regulation Rules imposed by po
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