Teaching critical thinking through media literacy


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Grade 3, Grade 4, Junior, Primary. Media Literacy Ideas Today for Tomorrow. This webinar session provides ideas about how to teach media literacy, how to use the eight key concepts in a kindergarten and primary classrooms and how to share ideas for integrating media literacy into other curricula. Kindergarten to Grade three. Creative Commons and Copyright. This webinar investigates the considerations of copyright and Creative Commons in the classroom. Participants will find practical tips for sourcing images and media with students of all ages and investigate why media creators and authors choose to license with Creative Commons and learn how to license creations.

The use of smart phones and social media tools has become habitual for learners both young and old. Implications of Technology — Part 2: Connected but Alone. We live and learn in a world captivated by social media and overflowing with on-demand content.

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At the same time, we have ready access to tools to collaborate in real time with people from virtually every corner of our world. So why do so many suffer the effects of loneliness and anxiety? What are the mental health implications of our social media habits? Implications of Technology — Part 3: Finding Balance. Young people are called to split their waking hours between the online world and the physical world. How can teachers lead students to see the benefits of unplugging? Ctrl-Alt-No Delete! Promoting Digital Citizenship. This webinar focuses on the emerging importance that Digital Citizenship is playing in ensuring the safety, well-being, engagement and achievement of students, as well as the role that teachers play in modelling effective and responsible citizenship and impactful pedagogy when using digital tools.

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It looks at how these technologies can lead to cyber bullying, digital harassment, and unsafe situations. In addition, the positive ways that social media can be used are discussed, plus tips and tools to help monitor and protect youth.. Media Violence Prevention and Education.


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This webinar discusses the importance of addressing media violence with students, present the current literature on this topic, provide a context for addressing media violence in the classroom and introduces three new lessons. Safe Social Media. This webinar addresses how to help youth stay safe when using social media.

Topics include mixed messages, violence and bullying, social media impacts on youth perceptions of what kind of person that they are supposed to be, and more.


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  6. A Journey to Digital Leadership. Students were to complete a print ad, a radio ad and an Internet ad.


    1. Learn more about Media Literacy.
    2. ThinkingApp for teachers.
    3. Teaching Media Literacy and Critical Thinking in the Classroom?
    4. Once they performed research on current advertising, they were able to construct their own campaign, which in turn were constructing meaning. Interestingly enough, when the students were asked about their assignment, they were unable to articulate the core meaning behind the assignment. More comments were given about the social interaction and the ability to work together, which students saw as a primary learning experience.

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      They felt that this assignment better prepared them for the professional world Kist, Through media production, a core element of media literacy, students have the rare opportunity to challenge established rules of social interaction and power relations by asking instead of answering questions Goodman, This is valid for the interaction dynamics between adults and teenagers, as well as between marginalized and privileged communities.

      Media literacy is crucial for the development of citizenship skills needed to promote a thriving democracy. Political campaigns and issues are primarily conveyed through second television ads or, at best, half-hour news interviews on Sunday mornings. In this media-saturated society, information comes not only through the written words but also through the images and sounds. Media analysis, which is a crucial part of media literacy education, can develop critical thinking skills, by strengthening observation and interpretation.

      For example, students can examine and challenge the stereotypes, biases, and hidden motivation of the producers. Formal education is facing a formidable challenge in adapting to a media-saturated environment, in which traditional schooling methods are obsolete or irrelevant. Instead of assisting students in memorizing facts about the world or information storage, modern education should impart higher-order thinking skills such as analyzing and evaluating an overwhelming amount of information that is usually just a few clicks away.

      Thoman and Jolls, The new world that children inhabit is largely the world of the media. Buckingham documents that the media plays a significant part in the lives of children, and how they construct meaning. Children should feel that their education has personal relevance.

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      It is more important to build skills that children will use in their daily lives, than to do things because of traditions set years ago. The school system needs to change as students change, it needs to evolve and progress. This will make the process of education more enriching and meaningful for the children involved. A strong connection to school and the outside world may powerfully affect the lives of teenagers, who may feel profound disconnect between their life experience and their school experience.

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      Using media text text students already know may decrease drop out rates and increase student interest. Perhaps media education can educate teachers about students as well. Buckingham places value on the experience that children gain as participants in their surrounding culture. This ideology positions the student as knowledgeable not just as a vessel that needs to be filled with information.

      This idea alone could revolutionize the field of education. Critical thinking will prepare children for the real world, where issues are much more complex than black and white. Treating each child as a knowledgeable human being with important beliefs and experiences may help to draw children out of their protective shell. Many of these children may not believe they are intelligent, and may associate school with personal failure.

      What remains untouched here is the actual state of schools in the United States. Conditions may vary significantly school by school, or teacher by teacher. More research is needed to understand the perspectives of students, teachers, and school administrators. In other words, according to Buckingham, media education does not provide the right answers, but prefers to state the right questions instead. Also, it creates a new kind of learning environment, where students are not armed with insights, skills or tools for withstanding the temptations or threats of the media.

      On the contrary, the departing point of media education are existing media-related practices and pleasures. Such premise is fair and justified if teachers are to approach learners not as traditional authority figures who judge and sermonize about the perils of media use and its implications.

      Instead, media education aims at broadening established media-based learning practices by stimulating reflection on media use and, from there, on understanding the cultural, social, economic and political aspects of media producers, products and audiences. Positioning teachers as partners in a dialogue rather than guardians of longstanding truth and wisdom is a challenging precept for teachers and students alike, not to mention parents and the public.

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      However, Buckingham rightfully points to the decreasing authority of schools as a socializing actor in modern society; thus media education is not making groundbreaking discoveries, but merely reflects ongoing processes that ought to find their place in the formal education system. One product of progressivist pedagogical ideology may be the demonization of certain traditional teaching methods. While he admits that learner centered reforms have made education more humane, Alvarado makes powerful claims for more traditional methods, including direct teaching lecturing, teachers delivering facts from a position of authority , competitive learning structures, and teaching to the test.

      Teaching in competitive structures and teaching to the test both prepare students for economic realities beyond the classroom. Alvarado argues that an exclusively critical and learner centered focus in media education may lead teachers to fail in their responsibility to offer students training to compete in the current dominant culture. By including political economy of media as content and explicitly discussing the ideological and economic rationale for teaching choices, Alvarado suggests that these dualities may be balanced.

      The first claim recognizes the responsibility of teachers to offer students training in skills valued by the culture of power so that they may compete within that culture for economic advantage.

      Inspiring Critical Thinking Through Media Literacy | GCU Blogs

      Some teachers may find this approach a bit timid. Still, the balance of critical training and training within the culture of power is an important issue with which all teachers should consciously struggle. This is accomplished through summations of various schools of thought found in the works of key theorists. Thompson, Stuart Hall, and Paddy Whannel in the late s and early s. Each Theorist introduces a perspective on how culture is made and should be studied in order to understand the progression of popular culture. While Hoggart believes popular culture was once pure, created by and for the people of the working-class, and then corrrupted by an industry spawned mass culture, Williams points out that full access to understanding a culture comes from those who lived it.

      Storey then briefly shares E. Furthermore, to study it is to be actively listening all the time. This is significant to remember in this fast changing modern media culture. Media literacy can also be associated with feminisms and gender studies, which have long looked at the media to provide texts for cultural analysis. Regarding feminisms, Storey points out that three feminists exist. Second, liberal feminism points to male prejudice against women as the source of the oppression of women.

      Finally, the dual-system theory of feminism combines marxist and liberal feminism to claim that both patriarchy and capitalism result in the oppression of women. These theories have played out in a significant body of research, including several notable studies.

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      teaching critical thinking through media literacy Teaching critical thinking through media literacy
      teaching critical thinking through media literacy Teaching critical thinking through media literacy
      teaching critical thinking through media literacy Teaching critical thinking through media literacy
      teaching critical thinking through media literacy Teaching critical thinking through media literacy
      teaching critical thinking through media literacy Teaching critical thinking through media literacy
      teaching critical thinking through media literacy Teaching critical thinking through media literacy
      teaching critical thinking through media literacy Teaching critical thinking through media literacy
      Teaching critical thinking through media literacy

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