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

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◾ ◾ Identify a variety of types and formats of potential sources for information. Describe criteria used to make information decisions and choices. MIL Competency 4: Critically Evaluating Information and Information Sources Modules in the MIL curriculum that are related to this competence include: Module 3, Representation in Media and Information; Module 5, Advertising; Module 7, Internet Opportunities and Challenges; Module 8, Information Literacy and Library Skills; Module 9, Communication, MIL and Learning – A Capstone Module. The MIL teacher will be able to critically evaluate information and its sources and to incorporate selected information for problem-solving and analysis of ideas. Outcomes of this competency should include the teacher’s ability to: 32 ◾ ◾ ◾ ◾ ◾ ◾ ◾ ◾ Demonstrate ability to examine and compare information from various sources in order to evaluate its reliability, validity, accuracy, authority, timeliness, and bias. Use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g. websites, documentaries, advertisements, news programmes). Recognize prejudice, deception, or manipulation. Recognize the cultural, social or other contexts within which the information was created and understand the impact of context on interpreting information. Understand the range of media-related technologies and study the interaction of ideas. Compare new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. Determine probable accuracy by questioning the source of data, limitations of the information gathering tools or strategies, and the reasonableness of the conclusions. Use a range of strategies to interpret media texts (e.g. draw conclusions, make generalizations, synthesize materials viewed, refer to images or information in visual media to support point of view, deconstruct media to determine the underlying biases and decode the subtext). MIL Competency 5: Applying New and Traditional Media Formats Modules in the MIL curriculum that are related to this competence include: Module 6, New and Traditional Media; Module 7, Internet Opportunities and Challenges; Module 3, Unit 5 Digital Editing and Computer Retouching; Module 4, Unit 4, Camera Shots and Angles Conveying Meaning
The MIL teacher will be able to understand the uses of digital technology, communication tools and networks for information gathering and decision-making. Outcomes of this competency should include the teacher’s ability to: ◾ ◾ ◾ ◾ Understand the basics of digital technology, communication tools and networks, and their usage in different contexts for different purposes. Use a broad range of media ‘texts’ in order to express his/her own ideas through multiple forms of media (e.g. traditional print, electronic, digital, etc.). Undertake basic online information searches. Understand for what purposes youths use the Internet. MIL Competency 6: Situating the Sociocultural Context of Media Content 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 Leraning; Module 2, Understanding the News Media and Information Ethics; Module 3, Representation in Media and Information; Module 11, Media in the Global Context. 33 The MIL teacher will be able to demonstrate knowledge and understanding that media content is produced within social and cultural contexts. Outcomes of this competency should include the teacher’s ability to: ◾ ◾ ◾ ◾ ◾ Analyze and explain how the rules and expectations governing media genres can be manipulated for particular effects or purposes. Produce media texts that present diverse perspectives and representations. Describe media and other information providers as a platform for intercultural dialogue. Demonstrate ability to critically evaluate local media content and the messages received or created by them for democratic citizenship and cultural diversity. Understand how editing shapes meaning in visual media and their messages (e.g. omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, etc.)
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 and 30: CORE TEACHER COMPETENCIES Table 2 p
Page 31: MIL Competency 2: Understanding Med
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,
Page 80 and 81: 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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