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

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This framework introduces nine core modules, two non-core modules and three non-core units for enriching the MIL curriculum. The modules provide an outline of content and activities that can be adapted by teachers and teacher education institutions to their respective countries. The following list of competencies, linked to the MIL curriculum modules, units and themes, highlights specific knowledge and skills that teachers should acquire as they work their way through the modules. Where modules are selected for a particular programme of MIL for teacher education, they should cover most of these competencies. MIL Competency 1: Understanding the Role of Media and Information in Democracy Modules in the MIL curriculum that are related to this competence include: Module 1, Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning; Module 2, Understanding the News, Media and Information Ethics; Module 9, Communication, MIL and Learning – A Capstone Module 30 The MIL teacher will begin to become familiar with the functions of media and other information providers and understand their importance to citizenship and informed decision-making. Outcomes of this competency should include the teacher’s ability to: ◾ ◾ ◾ ◾ ◾ ◾ ◾ Identify, describe and evaluate the public service functions of media and other information providers in democratic societies. Demonstrate understanding of key concepts such as freedom of expression, access to information and fundamental rights enshrined in Article 19 of the Universal Declaration of Human Rights (UDHR). Interpret and describe the relationship between media and information literacy, citizenship and democracy. Describe media pluralism, media and other information providers as platforms for intercultural dialogue and why these are important. Describe editorial independence. Explain journalism as a discipline of verification within a public service remit. Describe media and information ethics, and be able to identify when these have been breached.
MIL Competency 2: Understanding Media Content and Its Uses Modules in the MIL curriculum that are related to this competence include: Module 2, Understanding the News, Media and Information Ethics; Module 3, Representation in Media and Information; Module 4, Languages in Media and Information; Module 10, Audience; Module 5, Advertising. The MIL teacher will be able to demonstrate knowledge and understanding of the ways people use media in their personal and public lives, the relationships among citizens and media content, as well as the use of media for a variety of purposes. Outcomes of this competency should include the teacher’s ability to: ◾ ◾ ◾ ◾ ◾ Interpret and make connections between media texts, context and values projected by media. Use strategies to analyze stereotypes in media (e.g., recognize stereotypes that serve the interests of some groups in society at the expense of others; identify techniques used in visual media that perpetuate stereotypes). Identify, analyze, and critique a variety of techniques used in advertising that are against international standards and codes of practice. Explore representations, misrepresentations and lack of representation in media and information texts. Understand and describe the characteristics and importance of public service broadcasters (PSB). 31 MIL Competency 3 : Accessing Information Effectively and Efficiently Modules in the MIL curriculum that are related to this competence include: Module 1, Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning; Module 7, Internet Opportunities and Challenges; Module 8, Information Literacy and Library Skills. The MIL teacher will be able to determine the type of information needed for a particular task and access the information in an effective and efficient manner. Outcomes of this competency should include the teacher’s ability to: ◾ ◾ Select efficient and effective approaches for accessing information he/she requires for investigative or information retrieval purposes. Identify keywords and related terms for accessing the information needed.
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 and 28: EVALUATION OF MEDIA AND INFORMATION
Page 29: CORE TEACHER COMPETENCIES Table 2 p
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 ◾ ◾ ◾
Page 74 and 75: Module 1 activities such as: making
Page 76 and 77: Module 1 offers the opportunity for
Page 78 and 79: 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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