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

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— Series of regional training of trainers workshops and consultations for Southern Africa, Latin America and the Caribbean and Southern Asia ▶ Southern Africa Phindile Maureen Nxumalo, Head of Education Department, William Pitcher College, Swaziland Wandile Sifundza, Editor of SNAT Newsletter, Swaziland National Teachers’ Association Musa Hlophe, Mathematics Curriculum Designer, Responsible for Information at the NCC National Curriculum Centre, South Africa Mafata Paul Mafata, Lesotho College of Education, Lesotho Mabataung Metsing, National Curriculum Development Centre, South Africa John Nyambe, National Institute of Educational Development, Namibia Gerhard Ngalangi, Lecturer, Rundu College of Education, Namibia Allen Chaida, Lecturer, Caprivi College of Education, Namibia Tulonga Henoch, Lecturer, Ongwediva College of Education, Namibia Elizabeth Brown, Lecturer, University of Namibia, Namibia Andrew Stevens, Lecturer, Rhodes University, South Africa Pentecost Nkhoma, Lecturer, Tshwane University of Technology, Pretoria, South Africa Les Meiring, Lecturer, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa Mandie Uys, Lecturer, North-West University, South Africa Gerrit Stols, University of Pretoria, South Africa Ana Naidoo, Deputy Dean, Faculty of Education, University of Pretoria, South Africa Mary Anne Hood, Lecturer, University of Fort Hare, East London, South Africa Sikhonzile Ndlovu, Media training manager, Gender Links, Johannesburg, South Africa Maryna Roodt, Lecturer, Central University of Technology, Bloemfontein, South Africa Van Heerden, Lecturer, University of Western Cape, South Africa Marianne Hicks, Lecturer, International Studies, Monash University, South Africa Ina Fourie, Associate Professor, Department of Information Science, University of Pretoria, South Africa Johan van Wyk, Librarian, University of Pretoria, South Africa ▶ Latin American and the Caribbean Joseph Mckenzie, Senior Lecturer, Moneague Teachers’ College, Jamaica Lorraine Jeanette Campbell, Director of Education, Edna Manley College of the Visual & Performing Arts, Kingston, Jamaica Hirfa Morrison, College Librarian, Excelsior Community College, Kingston, Jamaica Zellyne Jennings-Craig, Director, School of Education, University of West Indies, Mona, Jamaica Sonia Bennet-Cunningham, Principal Director, VTDI, HEART Trust/NTA, Kingston, Jamaica
Deborah Francis, Senior Lecturer, St Joseph’s Teachers, Kingston, Jamaica Dahlia Palmer, Lecturer, Shortwood Teachers’ College, Kingston, Jamaica Barbara Foster, Coordinator, University of West Indies, Mona, Jamaica Catherine Gibson, Business Studies Tutor, Erdiston Teachers’ Training College, Barbados Linda Rozenbald, Teacher Educator, Advanced Teacher Trainer College, Leysweg, Suriname Jennifer Palmer Crawford, HoD, Teacher Education, Clarence Fitzroy Bryant College, Guadeloupe Royston Emmanuel, Lecturer, Sir Arthur Lewis Community College, Saint Lucia Jacqueline Morris, Lecturer, University of Trinidad and Tobago Lionel Douglas, Assistant Professor, University. of Trinidad and Tobago Valentine Telemaque, ICT Tutor, Northeast Comprehensive School, Wesley, Dominica Erika Vasquez, Director, Basic Educational Department, National University of Costa Rica Sylvia James-Mitchell, Lecturer, T.A. Marryshow Communication College, Grenada Bob Harris, Freelance Journalist, PBC TV, Kingston, Jamaica Marlon Dixon, Cameraman, PBC TV, Kingston, Jamaica Gillian Bernard, Consultant, UNESCO Kingston, Jamaica Elizabeth Terry, Chair, ICT4D Jamaica, and Director, Projects and Partnerships, HEART Trust/NTA Isidro Fernandez-Aballi, Adviser Information and communication for the Caribbean, UNESCO Kingston, Jamaica Erika Walker, National Programme Officer for Communication and information, UNESCO Kingston, Jamaica Melody Palmer, Programme Manager and Network Coordinator, ICT4D Jamaica ▶ Southern Asia Braza Gopal Bhowmick, Secretary, National Curriculum and Textbook Board, Dhaka, Bangladesh Rayhana Taslim, Assistant Professor, Teacher’s Training College, Dhaka, Bangladesh Shameem Reza, Assistant Professor, Department of Mass Communication and Journalism, University of Dhaka, Bangladesh Jigme Choden, Ministry of Information and Communication, Thimphu, Bhutan Yeshey Yang, Policy and Planning Officer, Ministry of Information and Communications, Thimphu, Bhutan Mohammad Akhtar Siddiqui, Chairperson, National Council for Teacher Education (NCTE), New Delhi, India Arul Selvan, Associate Professor, School of Journalism and New Media Studies, IGNOU, New Delhi, India Mahalakshmi Jayaram, Former Faculty, Asia College of Journalism, Chennai Shuhudha Rizwan, Education Development Officer, Centre for Continuing Education, Ministry of Education, Male, Maldives Abdul Rasheed Ali, Dean, Faculty of Arts, Maldives College of Higher Education, Male, Maldives Ima Naryan Shrestha, Training Officer, National Centre for Educational Development (NCED), Nepal Shreeram Lamichhane, Teacher Training Institute, Nepal Anjum Zia, Chairperson, D/O Mass Communication, Lahore College University for women Lahore, Pakistan
Page 1 and 2: Media and Information Literacy Curr
Page 3 and 4: UNESCO Constitution ‘… the Stat
Page 5: Martin Hadlow, Director, Centre for
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 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
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
Page 100 and 101:
Module 3 100 RESOURCES FOR THIS MOD
Page 102 and 103:
Module 4 the major codes and conven
Page 104 and 105:
Module 4 UNIT 2: THE MEDIUM AND THE
Page 106 and 107:
Module 4 PEDAGOGICAL APPROACHES and
Page 108 and 109:
Module 5 MODULE 5: ADVERTISING 108
Page 110 and 111:
Module 5 UNIT 1: ADVERTISING, REVEN
Page 112 and 113:
Module 5 UNIT 2: PUBLIC SERVICE ANN
Page 114 and 115:
Module 5 GUIDELINES FOR A PUBLIC SE
Page 116 and 117:
Module 5 116 ◾ ◾ ◾ ◾ Commun
Page 118 and 119:
Module 5 ◾ ◾ ◾ ◾ Investigat
Page 120 and 121:
Module 6 6 MODULE 6: NEW AND TRADIT
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Module 6 ● Trainees research the
Page 124 and 125:
Module 6 ◾ ◾ Do case-study rese
Page 126 and 127:
Module 6 multimedia tools in educat
Page 128 and 129:
Module Module 7 7 MODULE 7: INTERNE
Page 130 and 131:
Module 7 130 ◾ ◾ ◾ ◾ ◾
Page 132 and 133:
Module 7 132 PEDAGOGICAL APPROACHES
Page 134 and 135:
Module 7 134 ◾ ◾ ◾ sex images
Page 136 and 137:
Module 8 8 136 MODULE 8: INFORMATIO
Page 138 and 139:
Module 8 LEARNING OBJECTIVES After
Page 140 and 141:
Module 8 140 ◾ ◾ ◾ ◾ ◾
Page 142 and 143:
Module 8 142 ◾ ◾ ◾ ◾ ◾
Page 144 and 145:
Module 8 UNIT 3: DIGITAL INFORMATIO
Page 146 and 147:
Module 8 ● ● Discuss the import
Page 148 and 149:
Module 9 This module, the last in t
Page 150 and 151:
Module 9 UNIT 2: LEARNING THEORIES
Page 152 and 153:
Module 9 ◾ Challenges to be faced
Page 155 and 156:
Non-Core Modules
Page 157 and 158:
photographs (through camera angles,
Page 159 and 160:
◾ ◾ ◾ 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
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(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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