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

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— MODULE 4, UNIT 4: CAMERA SHOTS AND ANGLES – CONVEYING MEANING 175 KEY TOPICS 175 LEARNING OBJECTIVES 175 PEDAGOGICAL APPROACHES AND ACTIVITIES 176 ASSESSMENT RECOMMENDATIONS 178 — MODULE 5, UNIT 5: TRANSNATIONAL ADVERTISING AND ‘SUPERBRANDS’ 179 KEY TOPICS 179 LEARNING OBJECTIVES 179 PEDAGOGICAL APPROACHES AND ACTIVITIES 180 ASSESSMENT RECOMMENDATIONS 180 GLOSSARY OF TERMS 181 50
INTRODUCTION: HOW TO USE THIS MIL CURRICULUM Media and information literacy (MIL) concerns the role and function of media and other information providers such as libraries, archives and the Internet in our personal lives and in democratic societies. It promotes individual’s rights to communicate and express, and to seek, receive and impart information and ideas. It encourages the evaluation of media and other information providers based on how they are produced, the messages being conveyed, and the intended audience. In an information and knowledge-based society ◾ ◾ ◾ ◾ MIL is important for citizens’ participation in society and survival Media and information are central to democratic processes Media and other information providers are instrumental in shaping perceptions, beliefs and attitudes There is an increase in user-generated content, the use of virtual spaces, and citizens’ journalism By bringing together the fields of ‘media’ and ‘information’ literacy, the MIL curriculum presents a holistic approach to literacy that is necessary for life and work today. This curriculum recognizes the need for an expanded definition of literacy, one that includes print, screen-based and electronic media and information systems. Further, MIL also recognizes the roles of libraries, archives and museums as important information providers. 51 TARGET AUDIENCE FOR THE MIL CURRICULUM The main target group for the curriculum is teachers. This includes teachers at the secondary and primarily tertiary levels who are either in-training or in-service. This curriculum is a tool specifically designed for teacher training institutions such as colleges (including community colleges) and universities. Notwithstanding, given that the curriculum was developed with adaptation in mind, it can be used by other departments of institutes within a college or university for which MIL is a relevant field. The curriculum is also relevant to NGOs, government officials and ministries, and other social organizations.
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 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: KEY TOPICS 157 LEARNING OBJECTIVES
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
Page 88 and 89: Module 2 PRODUCTION ◾ The trainin
Page 90 and 91: Module 3 MODULE 3: REPRESENTATION I
Page 92 and 93: Module 3 LEARNING OBJECTIVES After
Page 94 and 95: Module 3 ◾ concern? Should your g
Page 96 and 97: Module 3 UNIT 3: TELEVISION, FILMS,
Page 98 and 99: 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:
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
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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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