Digital and Media Literacy: A Plan of Action

Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges

Game-based learning or game-based teaching?

Emerging technologies for learning report - Article exploring games based learning and its potential for edcuatio

Youth, Technology, and DIY: Developing Participatory Competencies in Creative Media Production

Traditionally, educational researchers and practitioners have focused on the development of youths’ critical understanding of media as a key aspect of new media literacies. The 21st Century media landscape suggests an extension of this traditional notion of literacy – an extension that sees creative designs, ethical considerations, and technical skills as part of youth's expressive and intellectual engagement with media as participatory competencies. These engagements with media are also part of a growing Do-It-Yourself, or DIY, movement involving arts, crafts, and new technologies. The purpose of this chapter is to provide a framework and a language for understanding the multiple DIY practices in which youth engage while producing media. In the review, we will first provide a historical overview of the shifting perspectives of two related fields—new media literacies and computer literacy —before outlining the general trends in DIY media cultures that see youth moving towards becoming content creators. We then introduce how a single framework allows us to consider different participatory competencies in DIY under one umbrella. Special attention will be given to the digital practices of remixing, reworking, and repurposing popular media among disadvantaged youth. We will conclude with considerations of equity, access, and participation in after-school settings and possible implications for K-12 education

Addressing Minority Student Achievement through Service Learning in a Culturally Relevant Context

Research on recreational media use among youth indicates young people of color who spend more time with media may also be at higher risk for school disengagement and low personal contentment compared to their white peers. This puts these students in a position to be even more influenced by the themes and messages that abound in pop culture, particularly music and social media. ME: MIM is a multisensory, interdisciplinary, integrated approach to teaching and learning that uses music multimedia to engage students in individual and group activities and lessons that reinforces competencies aligned with positive youth development. Song lyrics, sound recordings and music videos are used as text to facilitate deconstruction and discussion of the themes and messages in music and the context. Students also discuss the influence of these themes and messages on their attitudes, beliefs, and choices as it relates to their cultural group identity and individual behavior both in and out of school. ME: MIMM has been facilitated through the Challenging Horizons Program (CHP), an evidence-based, after-school and summer service-learning program for academically and behaviorally challenged students. This study examined key stakeholders\u27 (i.e., parents/guardians, program staff members, and school administrators) perceptions of feasibility and acceptability of ME: MIM

Taxonomy of Literacies

Purpose: Digital technologies have transformed what it means to be literate and to experience literacy. Various literacies have been coined to capture this transformation including established literacies like computer literacy, information literacy, digital literacy, media literacy and Internet literacy, to newer conceptions like transliteracy, metaliteracy and multimodal literacy. Assimilating the various conceptions of literacy and literacy types is becoming increasingly more complex. There is a need for a taxonomy of literacies that reflects more recent developments, one that more comprehensively captures the current literacy landscape and one that might have affordances in the future. Approach ‘Library and Information Science Abstracts’ (LISA), ‘Education Resources Information Center’ (ERIC) and ‘British Education Index’ were searched for documents relating to digital technologies and literacy. Relevant documents were retrieved and reviewed. This was followed by selective backward and forward citation searching and a further review of relevant documents. Findings Based on a review of the literature, two significant dimensions of literacy were identified. These dimensions were used to create a literacy framework to enable the classification of literacies and literacy types i.e. a taxonomy of literacies. This taxonomy was successfully applied to various prominent literacies and literacy types. Research limitations The literacy framework was only applied to those literacies and literacy types that are directly or indirectly related to digital technologies. Originality and value There have been a few attempts to classify some literacy types. When conceived, these classifications comprehensively captured some aspect of the literacy landscape. However, they are now dated and there is a need for a taxonomy of literacies that meets the needs identified above. This paper proposes a taxonomy that meets these criteria. Keywords: Literacies, literacy, digital, technologies, Internet, framewor

Adobe Youth Voices Literature Review

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning

Career and Technical Education (CTE): A Primer

[Excerpt] Career and technical education (CTE), sometimes referred to as vocational education, provides occupational and non-occupational preparation at the secondary, postsecondary, and adult education levels. As defined in a publication by the U.S. Department of Education’s (ED’s) National Center for Education Statistics (NCES), CTE prepares students for roles outside the paid labor market, teaches general employment skills, and teaches skills required in specific occupations or careers. The definition distinguishes CTE from liberal arts or academic education: the fine arts, English, mathematics, science, foreign languages, and the humanities. A CTE curriculum is often designed to have a post-education practical application and develop broadly applicable skills. Academic educational courses are often designed to develop subject matter knowledge and broadly applicable skills

A Systematic Review of Developing Team Competencies in Information Systems Education

The ability to work effectively in teams has been a key competence for information systems engineers for a long time. Gradually, more attention is being paid to developing this generic competence as part of academic curricula, resulting in two questions: how to best promote team competencies and how to implement team projects successfully. These questions are closely interwoven and need to be looked at together. To address these questions, this paper identifies relevant studies and approaches, best practices, and key findings in the field of information systems education and related fields such as computer science and business, and examines them together to develop a systematic framework. The framework is intended to categorize existing research on teams and team competencies in information systems education and to guide information systems educators in supporting teamwork and promoting team competencies in students at the course and curricular level in the context of teaching in tertiary education

Employment Outlook and Occupational Change in the Media Content Industries (2000-2005).

Abstract not availableJRC.J-Institute for Prospective Technological Studies (Seville

Towards Web 2.0 Schools: Rethinking the Teachers

This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a life-long teacher training strategy adapted to the new achievements in the technology enhanced learning research and the new learning theories. Building social skills and competencies appropriate to work in a Web 2.0 based learning environment and other global ‘social software’ is recommended to be included both in the school curricula and the corresponding teacher development curricula. Such skills and competencies should penetrate the curricula of any life-long learning initiative dedicated to the citizens of the information society