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Hay que reconciliar al cine mexicano con su público: Fernanda Solórzano - El Sol de México
"ENCONTRAR VIRTUD EN LO COMPLEJO

Otro tema que para ella es importante a la hora de dignificar las películas que se hacen aquí es revisar la idea de que el cine es sólo una forma de entretenimiento, útil nada más para el escapismo y la evasión, sin dar oportunidad a las producciones que no tienen un mensaje cerrado y que apelan a que el espectador abra su inteligencia a distintas posibilidades de mensaje.

“A mí me gustaría que en las escuelas mismas se promoviera entre los niños la idea de que no todos tenemos que entender de inmediato los relatos sino que entre más preguntas puedan provocar más pueden enriquecer. Que seas capaz de salir de una película y la puedas comentar con alguien que quizá tenga un punto de vista distinto al tuyo, justamente porque no se les dio un mensaje definido…”

Reconoce que es un trabajo lento y que puede durar varias generaciones, pero que no hay nada como encontrarle virtud a lo complejo y entender que una película que te permite tener varias lecturas puede resultarte quizá más satisfactoria que una que no va a permitir que alguien te cambie tu propio punto de vista.

Y remarca: “El cine que más disfruto es el que me saca de mis certezas; el que me hace pensar y repensar mi realidad. Me choca darme cuenta de que me están manipulando. Me gusta que confíen en mi inteligencia. A mí me gusta que los directores también confíen en la inteligencia del público y el público en su propia inteligencia”.

LA COMEDIA ROMÁNTICA

Y de todo ese panorama destaca algo con lo que no está de acuerdo, la temática con la que se están haciendo algunas comedias mexicanas actuales, ya que le parece que refuerzan valores a los que como sociedad estamos tratando de oponernos, como el machismo o la homofobia, y que en este género suelen ser abordados como algo gracioso y normal.

“Voy a poner como ejemplo la cinta Qué culpa tiene el niño, cuya historia versa sobre una chica que en una fiesta queda embarazada, no sabe de quién porque estaba alcoholizada y entonces eso es presentado como chistoso, sin importar que es irresponsable que un hombre se aproveche de una mujer en esas condiciones”.

No ve que este tipo de producciones sean tan terribles y bajas como las sexy comedias de los años 80, donde los hombres literalmente violaban a las mujeres y nadie decía nada y todos se reían, pero asumen los mismos valores. “Obviamente son más sofisticadas estas comedias, son más pulidas, pero los chistes son los mismos, apelan al mismo tipo de moral, lo que me parece triste”.

LA ERA DIGITAL

Con respecto a los nuevos formatos de filmación y las modalidades de exhibición más allá de las salas cinematográficas, Fernanda percibe que ciertamente plantean nuevos problemas estéticos y económicos, lo cual también puede ser una oportunidad para que se abaraten las posibilidades de acceso para producir cine a quien actualmente no tiene los recursos para hacerlo.

“Al final lo importante es contar bien una historia y hacerlo estéticamente. Incluso hay historias que se pueden contar mejor en uno u otro formato. Por ejemplo, hay un director que filmó su primera película en iPhone, Tangerine, de Sean Baker, que fue muy premiada, y después decidió que su segunda producción se hiciera en 35 mm porque consideró que esa cinta no aguantaba lo digital y requería cierta profundidad. O sea hay narrativas para todo tipo de formato”.

Sobre el formato de miniseries, predominante en los servicios de streaming on line, la crítica de cine también los califica de oportunidad interesante. “A mí me gustan muchísimo, yo no las veo como un producto menor. Creo que muchos directores de cine, ante la imposibilidad de tener un presupuesto tan alto, están experimentando. Y pongo cono ejemplo la serie Un extraño enemigo de Gabriel Ripstein, que me pareció muy buena, bien contada, bien narrada y muy acentuada, a pesar de que era muy difícil que una serie más sobre el 68 tuviera impacto”."
fernandasolórzano  conemexicano  education  schools  stories  film  filmmaking  storytelling  linearity  ambiguity  certainty  complexity  howwethink  conversation  interviews  race  racism  homophobia  digital  2018  literature  children  medialiteracy  literacy  teaching  howweteach  unschooling  deschooling  criticalthinking 
december 2018 by robertogreco
Media Literacy Is About Where To Spend Your Trust. But You Have To Spend It Somewhere. | Hapgood
"A lot of approaches to online media literacy highlight “debunking” and present a large a portion of cases where students debunk tree octopuses and verifiably false things. And show students how they are manipulated, etc.

And this is good in the right amounts. There’s a place for it. It should comprise much of your curriculum.

But the core of media literacy for me is this question of “where you spend your trust.” And everything has to be evaluated in that framework.

There’s not an option to not trust anyone, at least not an option that is socially viable. And societies without trust come to bad ends. Students are various, of course, but what I find with many students is they are trust misers — they don’t want to spend their trust anywhere, and they think many things are equally untrustworthy. And somehow they have been trained to think this makes them smarter than the average bear.

A couple stories will illustrate the problem. I was once working with a bunch of students and comparing Natural News (a health supplements site which specializes in junk science claims) and the Mayo Clinic, one of the most respected outfits out there. OK, I say, so what’s the problem with taking advice from Natural News?

Well, says a student, they make their money selling supplements, and so they have an incentive to talk down traditional medicine.

I beam like a proud papa. Good analysis!

“And,” the student continues, “the Mayo Clinic is the same way. They make money off of patients so they want to portray regular hospitals as working.”

Houston, we have a problem.

I was in an upper division class another time and we were looking at an expert in a newspaper cited for his background in the ethnobiology of issues around the study of birds. I did what I encourage students to do in such cases: as a sanity check, make sure that the person being quoted as an academic expert has a publication record in the relevant area, preferably with a cite or two. (There are other varieties of expertise, of course, but in this case the claimed expertise was academic).

The record comes up. This guy’s top article on birds, biologists, and indigenous knowledge has something like 34 citations in Google Scholar. “So what do you think?” I ask them.

“Eh,” they say. “Not great.”

This was, mind you, not a room full of published ethnobiologists. And the ethnobiologist quoted in the article was not claiming to overturn the fundamental insights of ethnobiology, or anything requiring extraordinary evidence.

So 34 other experts had considered this person’s niche work worth talking about but hey, we’re still not sure this guy’s worth listening to on a subject we know nothing about and in which he is making rather moderate claims…

Hrmm.

Another class, looking at Canadian paper the National Post, noted that while it was a “real” paper with a real staff, the Wikipedia page on it noted a controversy about some wrong information they published in 2006, where the editor had to actually pen an apology. “So kind of half-and-half, right?”

I’ve referred to this before as trust compression, the tendency for students to view vastly different levels of credibility of sources all as moderately or severely compromised. Breitbart is funded by the Mercers, who are using it directly to influence political debate, but the Washington Post is also owned by Jeff Bezos who donated to Democrats. So it’s a wash. And yes, we have the word of an expert in a subject where she has multiple cites against the word of a lobbying group but neither one is perfect really. Everyone’s got an agenda, nobody knows everything, and there’s not 100% agreement on anything anyway.

You see this in areas outside of expertise as well, incidentally. With quotes I often ask students (and faculty!) to source the quote and then say if the quote was taken out of context. The answer? You’ll always get a range from “completely taken out of context” to “somewhat taken out of context”. That upper register of “Nope, that quote was used correctly” is something you really have to coax the students into.

I don’t quite know how to square this with the gullibility often on display, except to say that very often that gullibility is about not being able (or willing) to distinguish gradations of credibility.

This should scare you, and it has to be at the core of what we teach — to teach students they need to decompress their trust, get out of that mushy middle, and make real distinctions. And ultimately, put their trust somewhere. Otherwise we end up with what Hannah Arendt so accurately described as the breeding ground of totalitarianism:
In an ever-changing, incomprehensible world the masses had reached the point where they would, at the same time, believe everything and nothing, that everything was possible and that nothing was true… Mass Propaganda discovered that its audience was ready at all times to believe the worst, no matter how absurd, and did not particularly object to being deceived because it held every statement to be a lie anyhow…

I do believe this insight — that trust has to be spent somewhere and that our problem is not gullibility, but rather the gullibility of cynics — has to be at the core of what we teach and how we teach it. You have some trust, and you have to be willing to spend it somewhere. So enough of the “this isn’t great either”, enough of the “eh”. What’s your best option for spending that trust? Why?

If everything is compromised, then everything can be ignored, and filtering is simply a matter of choosing what you want to hear. And students will economize that lesson in a heartbeat. In fact, I’m worried they already have, and it’s up to us to change that."
medialiteracy  mikecaulfield  internet  web  media  authority  trust  hannaharendt  trustworthiness  online  journalism  bias  expertise  gullibility  propaganda  2018 
february 2018 by robertogreco
Baratunde on Twitter: "Ok. I made it through the indictment. Yes I was hoping to see Donald Trump Jr's stupid face in there proving he was knowingly wiring money to the Russians. Didn't get that. Instead found a more frightening reality: we got hacked big
"Ok. I made it through the indictment. Yes I was hoping to see Donald Trump Jr's stupid face in there proving he was knowingly wiring money to the Russians. Didn't get that. Instead found a more frightening reality: we got hacked bigtime. Based on known vulnerabilities.

We build a giant deception machine called marketing and advertising, and an adversary used it against us.

We build a giant influence machine called social media, and an adversary used it against us.

We left open, unreconciled divisions in our society, and an adversary used it against us.

We weakened our press such that all the phony conflict inspired by this information warfare campaign was reported in real-time with little to no vetting, and an adversary used it against us.

We allowed our democracy to become so corrupted by money and self-serving, power-hungry folks that we already didn't trust it, and an adversary used it against us.

If the election had turned out differently, would we even know half of what we do? We only got Robert Mueller because Trump is president but also bad at wielding his power.

And even though the Russians amplified divisions to be greater than they are, those divisions are real now. There is a basic level of trust we have to have in our environment to act appropriately, and that's severely broken.

On top of that, one-half of the political establishment (the republican half) is completely uninterested in acknowledging, investigating, or responding to this sophisticated act of information warfare. They've done NOTHING to prepare us for the next campaign.

The president still hasn't imposed the Russia sanctions that Congress passed overwhelmingly. And everybody's just acting like, "Meh. TRUMP WILL BE TRUMP! Undermining national security is just his THING ya know?"

And Facebook. Oh Facebook. So happy to monetize the destruction of our civil fabric. They made $7B in the 3rd quarter of 2016. Zuckerberg smugly said 99% of posts are "authentic." We cannot trust this company to do what's best for us. Not just FB btw.

This indictment isn't just about Trump. It's about us needing a better vision for how we do this whole "society" thing. What forms of power get held accountable. What voices we listen to. This is ultimately about reality and our collective agreement on what THAT is. /END"
baratundethurston  donaldtrump  2018  politics  russia  hacking  marketing  elections  facebook  civics  division  infowarfare  deception  advertising  socialmedia  republicans  democrats  power  corruption  news  media  medialiteracy  robertmueller  money 
february 2018 by robertogreco
Four Moves – Adventures in fact-checking for students
[from: https://tinyletter.com/michaelcaulfield/letters/traces-40-force-of-impact ]

"So -- shameless self-promotion: I've launched the Four Moves blog. It's a site that has short web info literacy tasks you can use in your class. They are usually structured with a skills in the front, discussion in the back pedagogy that I've found works. I am going to try to add examples daily, with solution write-ups following within a week or so. The comments go to permanent moderation, not displayed on the site, so I encourage you to have your students submit their answers to use so that we can assess and improve the materials.

For those forgetting, the four moves are:

• Check for previous work
• Go upstream to the source
• Read laterally
• Circle back"
digitalliteracy  medialiteracy  media  culture  literacy  mikecaulfield  factchecking  2018  bullshitdetection 
january 2018 by robertogreco
Aaron Stewart-Ahn on Twitter: "Our media literacy about movies tends to prioritize text over subtext, emotion, and sound vision & time, and it has sadly sunk into audience… https://t.co/pdGb93PJqL"
"Our media literacy about movies tends to prioritize text over subtext, emotion, and sound vision & time, and it has sadly sunk into audiences' minds. I'd say some movies are even worth a handful of shots / sounds they build up to."

[in response to (the starred part of this thread):
https://twitter.com/RealGDT/status/933796336683515904
https://twitter.com/RealGDT/status/933797652914872321
https://twitter.com/RealGDT/status/933798079618105345
https://twitter.com/RealGDT/status/933798628635709440
https://twitter.com/RealGDT/status/933800708960174080 [****]
https://twitter.com/RealGDT/status/933801838733701121
https://twitter.com/RealGDT/status/933802333053501440
https://twitter.com/RealGDT/status/933808111663513600

"13 Tweets on why I am interviewing Michael Mann and George Miller (2 weeks each) about their films this Sabbatical year.

I sometimes feel that great films are made / shown at a pace that does not allow them to "land" in their proper weight or formal / artisitic importance...
18 replies 172 retweets 763 likes

As a result, often, these films get discussed in "all aspects" at once. But mostly, plot and character- anecdote and flow, become the point of discussion. Formal appreciation and technique become secondary and the specifics of narrative technique only passingly address

(adressed, I mean).

I want to do it because I want to know. I want to read their words, their reasons and I want to review their films as I would revisit a painting or a dance piece or a music number- I want to discuss lens choices and the vital difference between a dolly, techno crane or mini jib.

I would love to commemorate their technical choices and their audiovisual tools. I would love to dissect the narrative importance and impact of color, light, movement, wardrobe and set design. As Mann once put it: "Everything tells you something"

[****] I think we owe it to these (and a handful of filmmakers) to have their formal choices commemorated, the way one can appreciatethe voigour and thickness and precision of a brushtroke when you stand in front of an original painting.

A travelling shot IS a moral choice- but also a narrative one, that goes beyond style when applied by a master. I remember that epic moment in which Max steps out of the interceptor in Mad Max and removes his sunglasses- the wide lens pushes in and jibs up- underlining emotion

Uh- it's not quite 13 tweets yet but you catch my drift- and I have brussel sprouts in the frying pan- gotta go. But, there- that's the idea behind those 4 weeks of visit to two masters. Hugs to all.

I had my caramelized brussel sprouts. Nice.

Anyway, my hope is that we can dissect the importance of audiovisual tools delivering/reinforcing theme and character in a film. If these interviews / dialogues are useful I would keep having them. Filmmakers to filmmaker."]

[My response:

https://twitter.com/rogre/status/933806291461423105
"Our education system prioritizes text. Deviation from text is discouraged."

https://twitter.com/rogre/status/933808601608552448
"“To use the language well, says the voice of literacy, cherish its classic form. Do not choose the offbeat at the cost of clarity.” http://some-velvet-morning.tumblr.com/post/166694371846/shinjimoon-nothing-could-be-more-normative [from “Commitment from the Mirror-Writing Box,” Trinh T. Minh-Ha, Woman, Native, Other]

https://twitter.com/rogre/status/933808729937526784
"Clarity is a means of subjection, a quality both of official, taught language and of correct writing, two old mates of power; together they flow, together they flower, vertically, to impose an order."]
medialiteracy  aaronstewart-ahn  2017  guillermodeltoro  michaelmann  georgemiller  multiliteracies  text  film  filmmaking  plit  character  necdote  flow  dance  color  light  movement  wardrobe  trinhminh-ha  audiovisual  emotion  madmax  technique  canon 
november 2017 by robertogreco
You Have a New Memory - Long View on Education
"Last night I nearly cleaned out my social media presence on Instagram as I’ve used it about 6 times in two years. More generally, I want to pull back on any social media that isn’t adding to my life (yeah, Facebook, I’m talking about you). Is there anything worth staying on Instagram for? I know students use it to show off the photographic techniques they learn in their digital photography class. When I scrolled through to see what photos have been posted from the location of our school, I was caught by a very striking image that represents a view out of a classroom.

One of the most striking things about Instagram is how students engage with it (likes) way more than they do our school Twitter stream. I care about where their engagement happens since in the last two days of learning conferences, many students told me that they got their news through Snapchat. But neither Instagram nor Snapchat are where I have the interactions that I value.

This poses a serious challenge for teaching media literacy, but also for teaching the more traditional forms of text. With my Grade 9s, we have been reading and crafting memoirs. How does their construction of ephemeral memoirs on Snapchat and curated collections of memories on Instagram shape both how they write and see themselves?

Even though I understand how Snapchat works, I will never understand what it’s like to feel the draw of streaks or notifications. And with Instagram, I’m well past a point where I’m drawn to construct images that vie for hundreds of likes. I’m simply not shaped by these medias in the same way.

Beyond different medias, students really carry around different devices than I do, even though they may both be called iPhones. Few of them read the news on it or need to sift through work emails. But in both cases, these devices form the pathway to a public presentation of self, which is something that I struggle with on many levels. I’m happy to be out here in public intellectual mode sharing and criticizing ideas, and to reflect on my teaching and share what my students are doing, and to occasionally put out parts of my personal life, but I resent the way that platforms work to combine all of those roles into one public individual.

Just this morning, I received the most bizarre notification from my Apple Photos: “You Have a New Memory”. So, even in the relatively private space between my stored photos and my screen, algorithms give birth to new things I need to be made aware of. Notified. How I go about opting out of social media now seems like an easier challenge than figuring out how I withdraw from the asocial nudges that emerge from my own archives."
2017  benjamindoxtdator  instagram  twitter  facebook  algorithms  memory  memories  photography  presentationofself  apple  iphone  smartphones  technology  teaching  education  edtech  medialiteracy  engagement  snapchat  ephemerality  text  memoirs  notifications  likes  favorites  ephemeral 
october 2017 by robertogreco
All I Know Is What’s on the Internet — Real Life
"For information literacy to have any relevance, schools and libraries must assume that primary sources and government agencies act in good faith. But the social media prowess of a Donald Trump scuttles CRAAP logic. Not only does Trump disregard information literacy protocols in his own information diet — he famously declared during the campaign, “All I know is what’s on the internet” — but he operates with an entirely different paradigm for making public statements. He speaks as a celebrity, confident in the value of his brand, rather than as a politician or technocrat, making recourse to facts, tactical compromises, or polls.

There is no reason to think that the Trump administration will be a “valid” source in the sense of making truthful, accurate statements. Instead, Trump has backed into Karl Rove’s famous idea of the reality-based community: “We’re an empire now, and when we act, we create our own reality. And while you’re studying that reality — judiciously, as you will — we’ll act again.”

Trump-based reality is now spreading into other government agencies. In late 2016, the House Committee on Science, Space, and Technology used its .gov homepage to question causes of climate change, while the Wisconsin State Department of Natural Resources recently changed reports to claim the subject is a matter of scientific debate.

Benjamin ends “The Work of Art in the Age of Mechanical Reproduction” by arguing that “fascism attempts to organize the newly created proletarian masses without affecting the property structure which the masses strive to eliminate. Fascism sees its salvation in giving these masses not their right, but instead a chance to express themselves.” This recasts social media in a more sinister light. Fascism is on the rise not because students can’t tell fake news from the slanted news promulgated by hegemonic interests. Rather, fascism is resurgent because freedom of expression has turned out to have little to do with what we can create and much more to do with how much we can consume.

The promise of social justice and upward mobility through education has largely gone unkept, and many citizens who believed in democratic progress have turned to different promises. Information literacy fails not only because it serves a broken system, but because it is affectively beside the point. Its cerebral pleasure pales in comparison with fascism’s more direct, emotive appeals.

Information today is content, a consumable whose truth value is measured in page views. To combat this, the validation of knowledge must be localized, shared in communities between engaged citizens. Information-literacy rubrics implemented by individuals are insufficient. We must value expertise, but experts must also commit to forging community through shared development. The one-way diffusion of knowledge must be upended.

Information literacy is less a solution than an alibi for the problems ailing education. “Solving” fake news will only compound the real problem. Without substantial work to subvert the traditional and promote the outside, the feel-good efforts of information literacy will not serve America’s promised rebound. Instead they will signify democracy’s dead-cat bounce."

[See also this response: https://twitter.com/holden/status/821904132814442496 ]
schools  libraries  information  informationliteracy  fakenews  internet  education  rolinmoe  2017  democracy  outsiders  content  knowledge  validation  socialjustice  upwardmobility  medialiteracy  literacy  multiliteracies  fascism  donaldtrump  propaganda  crapdetection  criticalthinking  walterbejnamin  consumption  creativity  freedom  engagement  vannevarbush  shielawebber  billjohnson  librarians  community  media  massmedia  hierarchizationknowledge  economy 
january 2017 by robertogreco
danah boyd | apophenia » Hacking the Attention Economy
"The democratization of manipulation

In the early days of blogging, many of my fellow bloggers imagined that our practice could disrupt mainstream media. For many progressive activists, social media could be a tool that could circumvent institutionalized censorship and enable a plethora of diverse voices to speak out and have their say. Civic minded scholars were excited by “smart mobs” who leveraged new communications platforms to coordinate in a decentralized way to speak truth to power. Arab Spring. Occupy Wall Street. Black Lives Matter. These energized progressives as “proof” that social technologies could make a new form of civil life possible.

I spent 15 years watching teenagers play games with powerful media outlets and attempt to achieve control over their own ecosystem. They messed with algorithms, coordinated information campaigns, and resisted attempts to curtail their speech. Like Chinese activists, they learned to hide their traces when it was to their advantage to do so. They encoded their ideas such that access to content didn’t mean access to meaning.

Of course, it wasn’t just progressive activists and teenagers who were learning how to mess with the media ecosystem that has emerged since social media unfolded. We’ve also seen the political establishment, law enforcement, marketers, and hate groups build capacity at manipulating the media landscape. Very little of what’s happening is truly illegal, but there’s no widespread agreement about which of these practices are socially and morally acceptable or not.

The techniques that are unfolding are hard to manage and combat. Some of them look like harassment, prompting people to self-censor out of fear. Others look like “fake news”, highlighting the messiness surrounding bias, misinformation, disinformation, and propaganda. There is hate speech that is explicit, but there’s also suggestive content that prompts people to frame the world in particular ways. Dog whistle politics have emerged in a new form of encoded content, where you have to be in the know to understand what’s happening. Companies who built tools to help people communicate are finding it hard to combat the ways their tools are being used by networks looking to skirt the edges of the law and content policies. Institutions and legal instruments designed to stop abuse are finding themselves ill-equipped to function in light of networked dynamics.

The Internet has long been used for gaslighting, and trolls have long targeted adversaries. What has shifted recently is the scale of the operation, the coordination of the attacks, and the strategic agenda of some of the players.
For many who are learning these techniques, it’s no longer simply about fun, nor is it even about the lulz. It has now become about acquiring power.

A new form of information manipulation is unfolding in front of our eyes. It is political. It is global. And it is populist in nature. The news media is being played like a fiddle, while decentralized networks of people are leveraging the ever-evolving networked tools around them to hack the attention economy.

I only wish I knew what happens next."
danahboyd  communication  attention  propaganda  gaslighting  2017  fakenews  proaganda  manipulation  media  medialiteracy  politics  information  gamergate  memes  lolcats  gabriellacoleman 
january 2017 by robertogreco
HEWN, No. 195
"Some have argued that we simply need better “media literacy,” but as danah boyd writes, we need “a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information.” “Media literacy” as currently practiced and taught, she contends, might be part of the problem.

boyd argues elsewhere that we’re witnessing “the democratization of manipulation.” But that’s always been the goal of marketing and advertising. Edward Bernays and such.

What is striking to me is how much technology journalism – and that’s ed-tech journalism too, let’s be frank – is itself “fake news.” It’s marketing. It’s manipulation. No, it’s not inevitable that robots are going to take all our jobs, or that AI will raise our children, or that everything in our homes will be Internet-connected. This is industry PR, promoting a certain ideology and a certain future, posing as “news.”

No wonder there’s so much bullshit on Facebook. Facebook itself is part of that larger bullshit industry known as Silicon Valley."
audreywatters  medialiteracy  danahboyd  2017  fakenews  advertising  pr  siliconvalley  edtech  technology  technosolutionism  facebook  propaganda  manipulation  marketing  ideology  jelanicobb  misinformation  disinformation  information  crapdetection 
january 2017 by robertogreco
Did Media Literacy Backfire?
"Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information. Quick and easy solutions may make the controversy go away, but they won’t address the underlying problems.

What Is Truth?

As a huge proponent for media literacy for over a decade, I’m struggling with the ways in which I missed the mark. The reality is that my assumptions and beliefs do not align with most Americans. Because of my privilege as a scholar, I get to see how expert knowledge and information is produced and have a deep respect for the strengths and limitations of scientific inquiry. Surrounded by journalists and people working to distribute information, I get to see how incentives shape information production and dissemination and the fault lines of that process. I believe that information intermediaries are important, that honed expertise matters, and that no one can ever be fully informed. As a result, I have long believed that we have to outsource certain matters and to trust others to do right by us as individuals and society as a whole. This is what it means to live in a democracy, but, more importantly, it’s what it means to live in a society.

In the United States, we’re moving towards tribalism, and we’re undoing the social fabric of our country through polarization, distrust, and self-segregation. And whether we like it or not, our culture of doubt and critique, experience over expertise, and personal responsibility is pushing us further down this path.

Media literacy asks people to raise questions and be wary of information that they’re receiving. People are. Unfortunately, that’s exactly why we’re talking past one another.

The path forward is hazy. We need to enable people to hear different perspectives and make sense of a very complicated — and in many ways, overwhelming — information landscape. We cannot fall back on standard educational approaches because the societal context has shifted. We also cannot simply assume that information intermediaries can fix the problem for us, whether they be traditional news media or social media. We need to get creative and build the social infrastructure necessary for people to meaningfully and substantively engage across existing structural lines. This won’t be easy or quick, but if we want to address issues like propaganda, hate speech, fake news, and biased content, we need to focus on the underlying issues at play. No simple band-aid will work."
danahboyd  media  medialiteracy  truth  2017  education  fakenews  society 
january 2017 by robertogreco
Reebok 25,915 Days - YouTube
"http://Reebok.com/CountYourDays The average human lifespan is 71 years. That’s 25,915 days. 25,915 opportunities to make the most of our time, honoring the body you’ve been given through a commitment to physicality. So what are you waiting for? The clock, and your days, are ticking. Calculate yours at http://Reebok.com/CountYourDays. "
reebok  advertising  classideas  time  life  lifespan  math  mathematics  medialiteracy  2016  sfsh 
january 2017 by robertogreco
B.S. 💩 Detector
"B.S. Detector is a rejoinder to Mark Zuckerberg’s dubious claims that Facebook is unable to substantively address the proliferation of fake news on its platform. A browser extension for both Chrome and Mozilla-based browsers, B.S. Detector searches all links on a given webpage for references to unreliable sources, checking against a manually compiled list of domains. It then provides visual warnings about the presence of questionable links or the browsing of questionable websites:

bs-detector-alert

The list of domains powering the B.S. Detector was somewhat indiscriminately compiled from various sources around the web. We are actively reviewing this dataset, categorizing entries, and removing misidentified domains. We thus cannot guarantee complete accuracy of our data at the moment. You can view the complete list here.

Domain classifications include:

• Fake News: Sources that fabricate stories out of whole cloth with the intent of pranking the public.
• Satire: Sources that provide humorous commentary on current events in the form of fake news.
• Extreme Bias: Sources that traffic in political propaganda and gross distortions of fact.
• Conspiracy Theory: Sources that are well-known promoters of kooky conspiracy theories.
• Rumor Mill: Sources that traffic in rumors, innuendo, and unverified claims.
• State News: Sources in repressive states operating under government sanction.
• Junk Science: Sources that promote scientifically dubious claims.
• Hate Group: Sources that actively promote racism, misogyny, homophobia, and other forms of discrimination.

If there are any sites you recommend adding or removing, or if you object to your site being listed, you can file a report here."
medialiteracy  extensions  plugins  facebook  news  crapdetection  media 
december 2016 by robertogreco
The Radio Adventures of Eleanor Amplified : NPR
"Buckle up! Your car is headed for... adventure! Eleanor Amplified is a radio adventure series for the whole family. Listen together as world-famous radio reporter Eleanor foils devious plots, outwits crafty villains, and goes after The Big Story. Eleanor's pursuit of truth takes her into orbit, out to sea, through a scary jungle and even to the halls of Congress! Like all the public media shows you love, Eleanor Amplified is entertaining and informative. Eleanor defends the very values you expect from high-quality journalism. The importance of access to information. Being inclusive of different points of view. Telling the truth, and more. Eleanor will spark laughter and conversation the whole family will enjoy, while preparing kids to appreciate journalism and make smart media choices in the future."

[See also: http://whyy.org/cms/eleanoramplified ]
podcasts  kids  children  npr  whyy  sfsh  medialiteracy  jounalism  truth  classideas 
july 2016 by robertogreco
Rethinking manhood — What I Learned Today — Medium
"I wasn’t quite prepared, as a father, to question the role of masculinity as I was the role of femininity. Three years ago we had a son, Herbie. It was my own short comings that led me to believe that having a boy would be easier. We (the men) are the ones with power, right? The fight against sexism, misogyny and prejudice isn’t there. How stupid am I? The battle and burden of responsibility for changing equality has to be placed on the parents of boys. What follows isn’t a well thought-out critique of gender politics, it’s heart-felt concern from a father rethinking his notion of manhood and masculinity. Here’s a few things that have triggered my growing discomfort:

Herbie is an Alpha male

It feels ridiculous to say this about a three-year old, but all signs point to the fact that he will be one of those aggressive men with iron will, self determination and dogged ambition. He’s physically strong, intellectually determined and a charming little bugger. This scares me. Now, I know it’s my job to guide and advise him in how he tackles the world and manages relationships, but sometimes I feel like King Canute — fighting against a force of nature so strong it will crush me.

Herbie loves fighting, I’ve been told that this is normal ‘boy behaviour’, but I find it quite hard to relate to. I have a vague memory of wrestling with my friends during childhood, but he’s three and relishes rough and tumble with an almost manic delight. Sometimes, I’m woken up by him at the bottom of my bed demanding; “Daddy, FIGHT ME!”. I’m not sure where this physical aggression comes from, be it baked into our genes since the time of the hunter/gather or leant through the continuous exposure of media representations. What I do know is that I’m unsure of how to direct it; how to harness the power towards doing good in the universe."



"Years ago, in conversation with the wonderful Anne Galloway, I remember her recounting stories of her enjoyment playing with Barbies as a young girl. I was shocked, as a strident feminist I’d expect a different story, maybe some regret or rejection of her younger more foolish self. But she made a brilliant point; it was what she was doing with them where role identity was constructed, the stories she told through them was the important thing.

This has stuck with me. I now try hard to shift the roles and activities that Batman and his peers engage in. It’s a great place for parents to start; the power is in the stories we tell our sons, the games that we play and the adventures that we act out. Stopping Herbie playing with his favourite Batman toys isn’t really a desirable option, I’d prefer to hijack, subvert and add sensitivity to a framework that we both love."



"We’ve had an on-going argument with Herbie about the sex of Peso Penguin. Peso is a great role model, caring, sensitive and smart. He’s a great team player, and the Octonauts medic. However, due to his rather effeminate voice Herbie is convinced Peso is a girl. It quickly became obvious to us, that the characters that go out into the wild to ‘explore, rescue and protect’ are all male. Although Tweek Bunny, the mechanic and inventor of the team, is female — GOOD WORK! — she stays behind looking after the Octopod."



"It makes me so sad that people can still be so blind to the harms of these material and marketing decisions. Each of these thoughtless material acts damage and mould, in however a tiny way, the gender roles of our future generations. We need to ensure that they are progressive and allow the space for a complex identity to be formulated."



"On return, I discussed this with my Mum, she reminded me that it was only on holiday that my dad played with us. He spent most of our lives working, distant and too tired to engage. He made up for this on holiday. Because of the novelty of his presence, we behaved like angels and relished every minute of his time. It made me realise that I was not comparing like with like. I’m a different kind of dad, more engage, more there, but because of this also more fallible. Our generation’s idea of fatherhood and masculinity are changing, we are softer, we care more, we listen and we play, all we need now is the culture to reflect this change."
mattward  parenting  boys  girls  gender  power  media  medialiteracy  genderpolitics  annegalloway  manhood  fathers  masculinity  2013 
october 2013 by robertogreco
Art Teaching for a New Age - The Chronicle Review - The Chronicle of Higher Education
[NB: Tagging this one Black Mountain College and BMC, not because it is references in the text, but that it reminds me of BMC.]

[Also related, in my mind: http://robertogreco.tumblr.com/post/15046238819/our-middle-school-is-an-art-school and http://www.graphpaper.com/2007/10-17_what-i-learned-in-art-school-is-it-design-thinking ]

"The technological changes we are witnessing will not threaten conceptual rigor or craft, nor will the ease of expression and communication make art obsolete. But these shifts are changing what we mean by art making and what counts as meaningful, crafted expression. To say so is not to judge the quality of that expression or to lament the rise of vulgarity or the lowering of standards. It is simply to observe that this democratization of expression will alter fundamentally how students—aspiring artists—think about art, its meaning and purpose, and the ways in which it is made.

These shifts will also change the professions for which educational institutions like mine prepare students. After all, if technology becomes smart enough to make design decisions, then designers could increasingly become technicians, operators of machines instead of creative professionals. But the more profound—and less visible—impact will be on how students think about their creative pursuits.

We cannot say with certainty what that impact will be. The first generation of so-called digital natives is reaching college only now; the environment they grew up in—which seemed so radical and new to many of us just a decade and a half ago—is already a punchline. Soon it will be an antiquated joke that doesn't even make sense anymore. Remember AOL? Remember plugging in to access the Net? Today's students don't.

They arrive at college having shot and edited video, manipulated photographs, recorded music—or at least sampled and remixed someone else's—designed or assembled animated characters and even virtual environments, and "painted" digital images—all using technologies readily available at home or even in their pocket. The next generation of students will have designed and printed three-dimensional images, customized consumer products, perhaps "rapid-prototyped" new products—I can't imagine what else.

Students today are not simply bombarded by images, consuming them in great gulps, as previous generations did; they are making the environments they inhabit, and making meaningful connections among images, stories, mythologies, and value systems. They are creative and creating.

But their notion of what it means to create is different from ours. It's something one does to communicate with others, to participate in social networks, to entertain oneself. Making things—images, objects, stories—is mundane for these students, not sacred. It's a component of everyday experience, woven tightly into the fabric of daily life.

So what is the task of arts educators? Is it to disabuse these young people of what we think are their misconceptions? Is it to inculcate in them an understanding of the "proper" way to create, to make art or entertainment? Is it to sort out the truly artistic from the great mass of creative chatterers—and to initiate them into some sacred tradition?

Maybe. Maybe not.

Or maybe the task of the educator is to help them develop judgment, to help them to see that creating, which they do instinctively, almost unconsciously, is a way of learning, of knowing, of making arguments and observations, of affecting and transforming their environment. And perhaps that's not so very different from what we do now.

We do it now, though, in the context of a curriculum and institutional histories oriented toward specific professional training and preparation. We seek to develop in students the critical faculties needed to thrive in clearly defined professions. But in the future, we may have to rethink our purpose and objectives. We may have to reimagine our curricula, recast the bachelor-of-fine-arts degree as a generalist—not professional—degree.

In a media-saturated culture in which everyone is both maker and consumer of images, products, sounds, and immersive experiences like games, and in which professional opportunities are more likely to be invented or discovered than pursued, maybe the B.F.A. is the most appropriate general-education experience, not just for aspiring artists and designers but for everyone.

That poses challenges for arts educators. We are good at equipping students who are already interested in careers in art and design with the skills and judgment necessary to succeed in artistic fields and creative professions that are still reasonably well defined. We are less good at educating them broadly, at equipping them to use their visual acuity, design sensibility, and experience as makers to solve the problems—alone or in collaboration with others—that the next generation of creative professionals may be called on to solve. These will be complex problems that cross the boundaries of traditional disciplines, methodologies, and skill sets—ranging from new fields like data visualization, which draws on graphic design, statistical analysis, and interaction design, to traditional challenges like brand development, which increasingly reaches beyond logos on letterhead to products and environments.

To do that, arts colleges would have to reorganize their curricula and their pedagogy. Teaching might come to look a lot more like what we now call mentorship or advising. Rather than assume that young people know what they want to do and that we know how to prepare them to do it, we would have to help them to explore their interests and aspirations and work with them to create an educational experience that meets their needs.

Curricula would not be configured as linear, progressive pathways of traditional semester-long courses, but would consist of components, such as short workshops, online courses, intensive tutorials, and so forth. Students would pick and choose among components, arranging and rearranging them according to what they need at a particular moment. Have a problem that requires that you use a particular software program? Go learn it, to solve that problem or complete that project. Want to pursue a traditional illustration-training program? Take multiple drawing and painting studios.

Linking all of this together would not be a traditional liberal-arts curriculum but what one faculty member at the University of the Arts has called a liberal art curriculum—one focused on design as problem solving, on artistic expression as the articulation and interrogation of ideas. Instead of an arts-and-sciences core curriculum separate and disconnected from studio instruction, we would build a new core that integrates the studio and the seminar room, that envisions making and thinking not as distinct approaches but as a dynamic conversation.

This fantasy of an alternative arts education—which resembles experiments that other educators have attempted in the past—begins to veer into utopianism, though, and a vague utopianism at that. It would be impossible to administer and to offer to students cost-effectively. And most students would probably find it more perplexing than liberating.

But I see an urgent need for new models that respond to the changing conditions affecting higher education—models that can adapt to conditions that are in constant flux and to an emerging sensibility among young people that is more entrepreneurial, flexible, and alert to change than our curricula are designed to accommodate.

We need an educational structure that takes instability and unpredictability as its starting point, its fundamental assumption. If a university is not made up of stable, enduring structures arranged linearly or hierarchically—schools, departments, majors, minors—but rather is made up of components that can be used or deployed according to demand and need, then invention instead of convention becomes the governing institutional dynamic."
arteducation  art  education  expression  artisticexpression  internet  web  making  unpredictability  uncertainty  liberalarts  generalists  specialists  interdisciplinary  crossdisciplinary  multidisciplinary  multimedia  lcproject  tcsnmy  tcsnmy8  ncmideas  openstudioproject  2013  seanbuffington  teaching  learning  criticalthinking  problemsolving  communication  bfa  mfa  highered  highereducation  generaleducation  curriculum  altgdp  design  craft  internetage  medialiteracy  media  newmedia  rapidprototyping  projectbasedlearning  bmc  blackmountaincollege  pbl 
july 2013 by robertogreco
6 Times The Onion Had People Completely Fooled - Mental Floss
"1. “Study Finds Every Style of Parenting Produces Disturbed, Miserable Adults” …

2. “Congress Threatens To Leave D.C. Unless New Capitol Is Built” …

3. “Harry Potter Books Spark Rise in Satanism Among Children” …

4. “Conspiracy Theorist Convinces Neil Armstrong Moon Landing Was Faked” …

5. “Planned Parenthood Opens $8 Billion Abortionplex” …

6. “Congress Takes Group of Schoolchildren Hostage” …"
theonion  onion  humor  crapdetection  2012  via:lukeneff  wewanttobelieve  medialiteracy  classideas 
august 2012 by robertogreco
Newseum's Photos | Facebook
"One of the most famous photographs from the Battle of Gettysburg is also the most controversial.The photographer moved the body for a better composition. In the Newseum's Ethics Center we ask "Should he have moved the body?" What do you think?"
ethics  photography  photojournalism  journalism  medialiteracy  classideas  storytelling  history  us  civilwar  gettysburg  newseum 
july 2011 by robertogreco
Attention, and Other 21st-Century Social Media Literacies (EDUCAUSE Review) | EDUCAUSE
"Just as print technologies & literacies shaped Enlightenment, the social media technologies & literacies will shape the cognitive, social, & cultural environments of 21st century. As Jenkins & colleagues have emphasized, education that acknowledges the full impact of networked publics & digital media must recognize a whole new way of looking at learning & teaching. This is not just another set of skills to be added to curriculum. Assuming a world in which welfare of young people & economic health of society & political health of democracy are the true goals of education, I believe modern societies need to assess & evaluate what works & doesn't in terms of engaging students in learning.

If we want to do this, if we want to discover how we can engage students as well as ourselves in 21st century, we must move beyond skills & technologies. We must explore also interconnected social media literacies of attention, participation, cooperation, network awareness, & critical consumption."
howardrheingold  education  learning  socialmedia  literacy  collaboration  21stcenturyskills  communication  participatory  participation  participatoryculture  henryjenkins  networkawareness  awareness  criticalthinking  criticalconsumption  technology  medialiteracy  interconnectivity  engagement  teaching  society  etiquette  democracy  tcsnmy  lcproject  future  interconnected 
december 2010 by robertogreco
The Editor and the Curator (Or the Context Analyst and the Media Synesthete) | Tomorrow Museum
"Also implied by the word curator is an intuitive sense of pattern recognition and glyphs. More visual than a mere editor, the Internet requires a sense of the relationships between words, images, space, and shapes. The reason we call web content “content” is because every kind of it — be it text or game or photograph — communicates differently on the net. Online, art is no longer just an image, it becomes a collage that you made. I used to know someone who worked as a sound designer and I was constantly fascinated when he would do something like rub his hand across his collar and say “that’s a character moving in a space suit.” The media application of this is writing text and knowing exactly how to visually represent it. This is more than just photo editing, it is multi-platform mediamaking... Like remix culture, having a collage mind is essential in making something standout on the web."
medialiteracy  curating  curation  culture  art  criticism  journalism  media  editing  editors  internet  technology  mediamaking  mediainvention  remixculture  multimedia  tcsnmy  generalists  collageminfd  cv  patternrecognition  sensemaking  glyphs  relationships  content  remixing 
july 2010 by robertogreco
Shortcuts - In a Land of Cynics and Saps, the Skeptic Is King - NYTimes.com
"The choice, though, is not simply between cynicism and gullibility. The middle ground is skepticism — someone who doesn’t accept things on faith but seeks out more information, said Paul Mihailidis, an assistant professor of media studies and public relations at Hofstra University.

“A cynic doesn’t trust and walks away,” he said. “A skeptic doesn’t trust and keeps asking questions.”

The danger is trying to teach skepticism and ending up with cynics, which can happen, Professor Mihailidis said, when educating students in how the media operates. A study of University of Maryland undergraduates who took media literacy found they were more able to understand, evaluate and analyze media messages, but they were also more cynical and negative about the media’s role in civil society — which was not the goal.

“It’s not enough to teach students how the message is slanted,” Professor Mihailidis said. “We need to teach how to become engaged and active citizens.”

The aim is, as much as possible, to question and learn. Nonetheless, all of us, at some point, will be duped or mistakenly distrust an honest man. But that doesn’t make us cynics or fools. It just makes us human."
cynicism  medialiteracy  skepticism  criticalthinking  education  learning  curiosity  questioning  paulmihailidis  gullibility  trust  human  daviddunning  psychology  society 
may 2010 by robertogreco
Teacher Guides: Can You Trust the News? - Teacher Guide - News - NewsTrust.net
"How can you help your students become discerning news consumers and well-informed citizens? How do you teach them to recognize the difference between good journalism and misinformation?
medialiteracy  tcsnmy  teaching  news  criticalthinking  journalism 
december 2009 by robertogreco
PLAYBACK: Students Viewed as Participants, Not Victims, at Online Safety Conference ... » Spotlight
"Technology journalist Larry Magid describes a “watershed moment” that occured last week in online safety education. The third annual conference of the Family Online Safety Institute, writes Magid, “was different from previous years in that young people were viewed less as potential victims of online crimes and more as participants in a global online community.

“That’s not to say that participants didn’t worry aloud about youth safety, but instead of focusing on real and imagined dangers, we focused on how adults can work with young people to encourage both ethical and self-protective behavior. It’s all about media literacy, digital citizenship and critical thinking.”"
safety  victimization  students  online  web  tcsnmy  digitalcitizenship  criticalthinking  medialiteracy  ethics  behavior  parenting  education  schools  teaching  learning  technology 
november 2009 by robertogreco
This Blog Sits at the: Issac Mizrahi on Metro North
"wonderful piece of advertising...certain emotional tonality that distinguishes it from most fashion advertising I've ever seen...has a narrative verve...But...semantics of the narrative have been withheld from us. So the fun of the ad is figuring out what's up." + comment: "There's a meta-story here, as well. In his post, Grant highlighted the Paper Monster graffiti detail, riffed a few hypotheses on what it might mean & then the actual PaperMonster wrote in clarifying that the graffito was one of his tags. So the Mizrahi ad has now become, at least for the several people involved in this interaction, a platform for dialogue & a "place where people are meeting." As with the best viral marketing, the distinctions between the realms of media & "life" have dissolved & we are left with a multiplicity of forces exerting influence on each other. Advertising in the age of the critically literate consumer & the internet has the opportunity to create this mechanism & the chance to exploit it."
advertising  isaacmizrahi  fashion  grantmccracken  internet  medialiteracy  literacy  viral  marketing  dialogue  discussion  metastories  graffiti  conversation  meaning  storytelling  understanding  dialog 
july 2009 by robertogreco
Task Force Recommendations for Best Practices for Child Online Safety Ι Point Smart. Click Safe.
"The most important and timely recommendation from the report (which previous online safety task forces all agree upon) is the need for digital media literacy and safety education that empowers kids, parents, and educators. It's important that kids of all ages learn what it mean to be a digital citizen and how to navigate the online world safely, and it's equally important that parents and educators have the resources and online tools to help kids make the right choices online." [quote from: http://googlepublicpolicy.blogspot.com/2009/07/best-practices-for-online-child-safety.html]
via:preoccupations  online  safety  children  internet  web  education  tcsnmy  digitalcitizenship  parenting  medialiteracy 
july 2009 by robertogreco
City Brights: Howard Rheingold : Crap Detection 101
"To me, the issue of information literacy could be even more important than the health or education of some individuals. Fundamental aspects of democracy, economic production, the discovery and use of knowledge might be at stake. Some of the biggest problems facing the world today seem to be far beyond the ability of any individual or community, or even the whole human race, to tackle. But the noise death of the Internet is something we can take on and win. Although large forces are at work, when it comes to the shape of online media, I believe that what people know - and how many people know - matters."
howardrheingold  informationliteracy  infooverload  learning  literacy  epidemiology  tcsnmy  attention  google  web  information  search  crapdetection  criticalthinking  medialiteracy  technology  education  21stcenturylearning 
july 2009 by robertogreco
the show: 07-14-06 - zefrank
"Over the last 20 years...cost of tools related to the authorship of media has plummeted. For very little money, anyone can create & distribute things like newsletters, videos, or bad-ass tunes about "ugly." Suddenly consumers are learning the language of these authorship tools. The fact that tons of people know names of fonts like Helvetica is weird! & when people start learning something new, they perceive the world around them differently. If you start learning how to play the guitar, suddenly the guitar stands out in all the music you listen to...throughout most of the history of movies, the audience didn't really understand what a craft editing was. Now, as more & more people have access to things like iMovie, they begin to understand the manipulative power of editing. Watching reality TV almost becomes like a game as you try to second-guess how the editor is trying to manipulate you."

[via: http://schulzeandwebb.com/2009/scope/slides/?p=41 ]

[Updating with lengthier quote and with a new link to the video since Mandy Brown referenced it here: http://aworkinglibrary.com/writing/hypertext-for-all/

video: https://www.youtube.com/watch?v=4xSW_NlrVBY

"For a very long time, taste and artistic training have been things that only a small number of people have been able to develop. Only a few people could afford to participate in the production of many types of media. Raw materials like pigments were expensive; same with tools like printing presses; even as late as 1963 it cost Charles Peignot over $600,000 to create and cut a single font family.

The small number of people who had access to these tools and resources created rules about what was good taste or bad taste. These designers started giving each other awards and the rules they followed became even more specific. All sorts of stuff about grids and sizes and color combinations—lots of stuff that the consumers of this media never consciously noticed. Over the last 20 years, however, the cost of tools related to the authorship of media has plummeted. For very little money, anyone can create and distribute things like newsletters, or videos, or bad-ass tunes about “ugly.”

Suddenly consumers are learning the language of these authorship tools. The fact that tons of people know names of fonts like Helvetica is weird! And when people start learning something new, they perceive the world around them differently. If you start learning how to play the guitar, suddenly the guitar stands out in all the music you listen to. For example, throughout most of the history of movies, the audience didn't really understand what a craft editing was. Now, as more and more people have access to things like iMovie, they begin to understand the manipulative power of editing. Watching reality TV almost becomes like a game as you try to second-guess how the editor is trying to manipulate you.

As people start learning and experimenting with these languages of authorship, they don't necessarily follow the rules of good taste. This scares the shit out of designers.
In Myspace, millions of people have opted out of pre-made templates that “work” in exchange for ugly. Ugly when compared to pre-existing notions of taste is a bummer. But ugly as a representation of mass experimentation and learning is pretty damn cool.

Regardless of what you might think, the actions you take to make your Myspace page ugly are pretty sophisticated. Over time as consumer-created media engulfs the other kind, it's possible that completely new norms develop around the notions of talent and artistic ability." ]
zefrank  design  learning  participatory  authorship  editing  understanding  culture  society  change  democratization  music  video  film  myspace  graphics  fonts  ugly  medialiteracy  tools  webrococo 
june 2009 by robertogreco
Twitter / Matt Locke: @ewanmcintosh yes. Too man ...
"Too many literacy strategies are about how we want people to speak, rather than learning to listen in new ways"
learning  listening  literacy  attention  medialiteracy 
june 2009 by robertogreco
Teaching Copyright
"EFF's Teaching Copyright curriculum was created to help teachers present the laws surrounding digital rights in a balanced way.
eff  education  learning  creativecommons  teaching  curriculum  legal  ict  fairuse  medialiteracy  copyright  lessonplans 
may 2009 by robertogreco
NML Mapping Think Tank
"How can the new media literacies be applied to geography?"
media  medialiteracy  newmedia  geography  maps  mapping  landscape 
may 2009 by robertogreco
Wake Up and Smell the New Epistemology - ChronicleReview.com
""It is imperative that someone studying this generation realize that we have the world at our fingertips — & the world has been at our fingertips for our entire lives. I think this access to information seriously undermines this generation's view of authority, especially traditional scholastic authority." ... We [once] chose what knowledge needed to be conveyed to students in what order. Now ... students assign us no more authority than anyone else ... & decide what's worth knowing themselves, we need to reorganize our classes. We need to teach as if our students were colleagues from another department. That means determining what our colleagues may already know, building from that shared knowledge, adapting pre-existing analytic skills, then connecting those fledgling skills & knowledge to a deeper understanding of the discipline we love. ... we need to approach our classrooms as public intellectuals eager to share our insights graciously with a wide audience of fellow citizens"
via:preoccupations  learning  education  change  internet  online  authority  academia  academics  learningstyles  highereducation  colleges  universities  pedagogy  literacy  medialiteracy  knowledge  teaching  epistemology 
january 2009 by robertogreco
Principles for a New Media Literacy [.pdf] [via: http://weblogg-ed.com/2009/response-to-jay-matthews-at-the-washington-post/]
"**Principles of media consumption: 1. Be skeptical of absolutely everything. 2. Although skepticism is essential, don’t be equally skeptical of everything. 3. Go outside your personal comfort zone. 4. Ask more questions. 5. Understand and learn media techniques. **Principles of media creation: 1. Do your homework, and then do some more. 2. Get it right, every time. 3. Be fair to everyone. 4. Think independently, especially of your own biases. 5. Practice and demand transparency."
digitalliteracy  literacy  newmedia  nemedialiteracy  medialiteracy  teaching  schools  media  learning  education  journalism  filetype:pdf  media:document 
january 2009 by robertogreco
Spotlight on DML | Renee Hobbs: Toward an End to Copyright Confusion
"Thanks to a coordinated effort by the media literacy community, teachers and students have a guide that simplifies the legalities of using copyrighted materials as a part of the process of building students’ critical thinking and communication skills: The Code of Best Practices in Fair Use for Media Literacy Education. The document helps educators interpret the copyright doctrine of fair use as it applies to the practice of media literacy education. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. The guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K–12 education, in higher education, in nonprofit organizations that offer programs for children and youth, and in adult education."
copyright  schools  teaching  medialiteracy  fairuse  legal  law 
november 2008 by robertogreco
University of Manitoba: Information Services and Technology - Michael Wesch and the Future of Education
"During his presentation, the Kansas State University professor breaks down his attempts to integrate Facebook, Netvibes, Diigo, Google Apps, Jott, Twitter, and other emerging technologies to create an education portal of the future."

[video on Youtube: http://www.youtube.com/watch?v=J4yApagnr0s ]
michaelwesch  education  learning  schools  change  reform  technology  e-learning  ethnography  gamechanging  classideas  twitter  jott  diigo  del.icio.us  googleapps  netvibes  facebook  portals  collaboration  socialnetworking  medialiteracy  socialmedia  literacy  newmedia  universities  colleges  teaching  multimedia 
july 2008 by robertogreco
New Media Exemplar Library Overview
"We invite you to browse our New Media Exemplar Library entries, listed above. Each exemplar features a series of video interviews with a professional media maker, organized by chapter."
media  newmedia  pedagogy  informationliteracy  biggames  nickbertozzi  corydoctorow  matthewlamb  streetart  radio  blogging  education  sciencefiction  comics  vlogging  janemcgonigal  games  gamedesign  arg  mattiaromeo  ianbogost  djspooky  music  dj  videos  creativity  teaching  literacy  medialiteracy 
june 2008 by robertogreco
Digital Forensics: 5 Ways to Spot a Fake Photo: Scientific American
"Modern software has made manipulation of photographs easier to carry out and harder to uncover than ever before, but the technology also enables new methods of detecting doctored images"
photography  photoshop  authenticity  crime  fraud  images  medialiteracy  technology 
june 2008 by robertogreco
APA Press Release: ‘Internet Predator’ Stereotypes Debunked in New Study
"despite public concern, authors found adolescents’ use of popular social networking sites do not appear to increase risk of being victimized by online predators...risky online interactions such as talking online about sex to unknown people increases vu
internet  medialiteracy  safety  youth  teens  myspace  facebook  cyberbullying  socialsoftware  socialnetworks  socialnetworking  fear  web  online 
february 2008 by robertogreco
[print version] The Internet's new Dr. Spock? | CNET News.com
"Turning your home into a surveillance culture where you don't trust your kids is dangerous because you're going to make it harder to communicate with your child."
henryjenkins  parenting  children  internet  web  online  learning  media  literacy  medialiteracy  education  democracy  participatory  youth  teens 
december 2007 by robertogreco
Technovia: Why using Technorati to look at the influence of mainstream media on blogging fails
"Technorati tracks only first-order links, which means that any post which references another blog post which references a mainstream media story doesn't get counted towards mainstream media's total."
links  media  literacy  medialiteracy  source  influence  truth  technorati  blogs  newspapers  nytimes  news 
december 2007 by robertogreco
Confessions of an Aca/Fan: The Official Weblog of Henry Jenkins: Reconsidering Digital Immigrants...
"Surely, we should recognize what digital immigrants bring with them from the old world which is still valuable in the new, rather than simply focus on their lacks and inadequacies"
digitalnatives  digitalculture  education  digital  digitalimmigrants  medialiteracy  generations  youth  learning  media  brokenmetaphors  marcprensky  henryjenkins 
december 2007 by robertogreco
PBS Teachers | learning.now . Students Weigh in on Media Literacy | PBS
"Their comments offer tantalizing insight on how students perceive what they’re being taught, their own media consumption and their role as media producers."
education  media  literacy  medialiteracy  students  learning  online  internet  web  technology 
november 2007 by robertogreco
Laurent Haug’s blog » Blog Archive » Controlling medias?
"We will finally stop believing everything that comes from the media, and start questioning things we took for granted. If the NYT says it it must be true. No no, time to think again, you are responsible of your own truth."
censorship  crime  media  video  violence  medialiteracy  literacy  truth  internet  online  web 
november 2007 by robertogreco
New Media Literacy In Education: Learning Media Use While Developing Critical Thinking Skills - Robin Good's Latest News
"Learning to use participatory media tech, refining ability to speak, present and communicate visually may be among most precious skills that young generations of digital natives need to learn to be able to affect sensible change in the future."
professionaldevelopment  reform  change  medialiteracy  media  literacy  pedagogy  children  howardrheingold  education  government  internet  scholarship  school2.0  criticism  citizenship  politics  learning  lcproject  technology  future  gamechanging  online  web  user  participatory  policy  civics  democracy  institutions  multimedia  deschooling  unschooling  homeschool 
november 2007 by robertogreco
The Cost of Copyright Confusion for Media Literacy -- Publications -- Center for Social Media at American University
"shows that the fundamental goals of media literacy education—to cultivate critical thinking and expression about media and its social role—are compromised by unnecessary copyright restrictions."
copyright  creativecommons  creativity  education  ip  law  literacy  medialiteracy  teaching  technology  us  future  media 
november 2007 by robertogreco

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