Doha, Qatar

December 11 – 12, 2007

Renee Hobbs

Temple University, Philadelphia PA USA

Cary Bazalgette

Independent Consultant

Former Director, British Film Institute UK

Education Department

An expanded conceptualization of literacy,

emphasizing the ability to

access, analyze, evaluate and

communicate messages

in a wide variety of forms.

Citizenship. The creation of a public sphere greatly depends upon an engaged citizenry, whose members are interested, willing and able to access information, evaluate it, and make decisions in a collaborative fashion in order to participate in civic and cultural life.

Media Saturation/Identity Development. Children and adolescents spend more and more time consuming entertainment media, including television, popular music, movies, and participatory media like Internet, text messaging and videogames.

Information Society. Knowledge workers use, manipulate and create information. Visual, electronic and digital media and technologies of communication (as new forms of ‘text’) are emerging as the dominant representational systems in the context of both school and daily life.

Education

adolescent literacy, critical literacy, constructivism, technology integration

Media Studies/Cultural Studies

semiotics, ideology/institutions, interpretive communities, youth media

Public Health

media effects on youth, program evaluation

Arts and Humanities

literature, film studies, technology in society

Reflection on Media Consumption Behaviors

Close Analysis

Creative Media Production

Days 1 & 2

Lectures, screening & discussion, role-

playing/simulation, lesson demonstration &

analysis

http://mediaeducationlab.com

http://mediaeducationlab.com

What is your love-hate relationship with mass media, popular culture and

digital technology?

PRINT MEDIA Books, newspapers,

magazines

SOUND MEDIA Radio, recorded music,

MP3s, books on tape

VISUAL MEDIA Movies, television, tapes

and DVDs

INTERACTIVE MEDIA Games, internet,

websites, email, IM,

chat

Media Literacy Institute for Educators

Doha, Qatar

Information technology

Communication and media studies

Library and information science

K-12 education

Public health

Fine and performing arts

After school and informal learning

Visual Literacy

Information Literacy

Media Literacy

Critical Literacy

ICT Literacy

New Media Literacy

-- How can visual information help people learn?

-- How do the emotional and aesthetic dimensions of images affect learning?

-- How do viewers make sense of the different kinds of realism in the images we see in films and television?

-- How do we best help visual learners?

Visual media make use of genres,

codes, conventions and symbolic

forms that shape people’s

perception and interpretation of

messages

Texts are representations but

people process images as “reality”

-- How do students learn to effectively locate, evaluate and use information?

-- How do students learn to identify the credibility of information?

-- What competencies are required to be skillful in accessing and using digital information resources?

There are a range of strategies for

accessing and locating information to

solve problems or meet needs

People need to learn to evaluate

message quality, authenticity,

credibility and usefulness

-- What do students learn from mass media and popular culture?

-- What knowledge & skills are needed to enable students to critically analyze media messages?

-- How does media composition by students enhance student learning?

Messages are constructed by

authors for specific purposes and

goals

Messages circulate within a social,

cultural, political and economic

system

People actively interpret messages

-- How are identity and power relations depicted in media texts and textual activity?

-- How do students recognize, resist and transform inequity and oppression and what learning processes can help them develop as responsible citizens?

Meanings are multiple, shifting and

contested

Media messages influence people’s

sense of personal and social identity

Literacy skills can help people to

take action towards the goals of

social justice and equity

-- What kinds of cognitive skills and technology skills are needed for life in an information society?

-- How are these skills and competencies best learned in school and workforce settings?

Technology proficiency alone is not

adequate for success in information

age jobs

Cognitive skills are involved in

accessing, managing and analyzing

information, and creating messages

A combination of “tool competence”

and cognitive skills are needed

-- What competencies are demanded by games, social networks and other new media?

-- How can these tools promote learning and engagement?

Participation is the key to

understanding 21st century media

The blurring of play and learning and

the proliferation of online social

networks create new opportunities

for individuals to develop knowledge

and skills

Visual Literacy

Information Literacy

Media Literacy

Critical Literacy

ICT Literacy

New Media Literacy

ACCESS

CREATE

EVALUATEANALYZE

...through the integration and application of

critical thinking and technology skills

D

AB

Technological Competence

C

Critical

Thinking

Skills

HIGH

LOW

LOW HIGH

LEARNING SKILLS LEARNING TOOLS

Information &

Communication Skills

Thinking &

Problem-Solving

Skills

Interpersonal &

Self-Directional Skills

Word processing &

graphic design tools,

email, Internet, search

engines, web authoring

tools, distributed learning

(Blackboard), IM, chat,

digital cameras, video &

audio editing software,

computer simulations,

presentation software,

spreadsheets, databases,

e-learning, etc.

The true potential of new literacies comes

not just from being wired together but

also from having the knowledge and skills

to use technology and to understand its

complex role in our families, our

workplaces, our communities, our nation

and the world.