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

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Examples include: students taking on the roles of a documentary film team producing a youth-oriented television programme, or of radio/Internet-based journalists interviewing a media teacher for a podcast., or of a marketing team from the university making a promotional video for prospective students about life at university. X. Production This approach entails learning by doing which is an important aspect of knowledge aquisition in the twenty first century. Students should be encouraged to explore learning at a deeper and more meaningfull level. The production of media and information content offers the opportunity for students to immerse themselves in learning through exploring and doing. Through the production of media texts (for example audio, video and print), students are able to explore the creativity and to express themselves through their own voices, ideas and perspectives. Examples include: students use software such as iMovie or Moviemaker (or any other similar free and open source software) to make a one minute digital story about an environmental issue or any other subject of interest. 38
Appendix: Selected Media and Information Literacy Resources 1. Media Education: A Kit for Teachers, Students, Parents and Professionals This is published in Arabic, English and French by UNESCO. The kit is partly a product of the MENTOR project initiated by UNESCO and supported by the European Commission. It was a first attempt to develop a comprehensive tool kit in the field of MIL. This Media and Information Literacy Curriculum for Teachers complements and enhances the tool kit with a particular focus on teacher education. Questions addressed by the kit include: What should media education consist of? Who should provide it? How should it be included in a curriculum? Beyond schools, do families have a say in the matter? Can professionals be involved and how? What strategies can the public adopt to deal with the benefits and the limitations of media? 39 The kit contains a Proposal for a Modular Curriculum, a Handbook for Teachers, a Handbook for Students, a Handbook for Parents, a Handbook for Ethical Relations with Professionals and an Internet Literacy Handbook. View link at: http://unesdoc.unesco.org/images/0014/001492/149278e.pdf 2. UNESCO Media Development Indicators: This is a set of internationally agreed indicators, translated into many languages, to asses the conditions needed for media and information services to perform their public service functions. The indicators should help examine the following five interlocking categories of condtions: system of regulation; plurality and diversity of media; media as a platform for democratic discourse; professional capacity building; and infrastructural capacity. View link at: http://unesdoc.unesco.org/images/0016/001631/163102e.pdf
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 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: VI. Textual Analysis Students learn
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
Page 82 and 83: Module 2 APPLICATION - CODE OF PROF
Page 84 and 85: Module 2 UNIT 3: WHAT MAKES NEWS -
Page 86 and 87: 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
Page 106 and 107:
Module 4 PEDAGOGICAL APPROACHES and
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Module 5 MODULE 5: ADVERTISING 108
Page 110 and 111:
Module 5 UNIT 1: ADVERTISING, REVEN
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Module 5 UNIT 2: PUBLIC SERVICE ANN
Page 114 and 115:
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
Page 150 and 151:
Module 9 UNIT 2: LEARNING THEORIES
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Module 9 ◾ Challenges to be faced
Page 155 and 156:
Non-Core Modules
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photographs (through camera angles,
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◾ ◾ ◾ what images were chosen
Page 161 and 162:
Module 11 MODULE 11: MEDIA, TECHNOL
Page 163 and 164:
UNIT 1: MEDIA OWNERSHIP IN TODAY’
Page 165 and 166:
ASSESSMENT RECOMMENDATIONS ◾ Rese
Page 167 and 168:
(b) Possible reasons for their choi
Page 169 and 170:
corporations vis-à-vis the total n
Page 171 and 172:
PEDAGOGICAL APPROACHES and ACTIVITI
Page 173 and 174:
Module 4, 3, Unit 4 5 MODULE 3, UNI
Page 175 and 176:
Module 4, Unit 4 MODULE 4, UNIT 4:
Page 177 and 178:
CAMERA SHOTS AND ANGLES — TYPES O
Page 179 and 180:
Module 5, Unit 5 MODULE 5, UNIT 5:
Page 181 and 182:
GLOSSARY of TERMS Advertising A set
Page 183 and 184:
Culture A shared, learned and symbo
Page 185 and 186:
Governance Best understood as a pro
Page 187 and 188:
Life-long learning Connected to the
Page 189 and 190:
News values Participation (civic pa
Page 191 and 192:
Self-regulation Rules imposed by po
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