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Students will not only read text, but will include a variety of sources as they explore communities from across the world and throughout history. Exploring resources such as photographs, artwork, videos, and other media can not just enhance learning but inspire students as they create on their own.

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"The critical element here is the dual focus placed on envisioning and outcome and collaborative processes that will be utilized to successfully achieve the envisioned outcomes." (Crockett, 2011)

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"An effective consumer and producer of digital content." (Crockett, 2011)

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"Media fluency goes beyond operating a digital camera or knowing how to create a podcast. It's about being able to look critically at content in any media, but it also involves choosing the most appropriate and effective medium for communicating an intended message and then being able to produce it." (Crockett, 2011)

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In my 6th grade social studies classroom I would like to use media literacy in the IB (International Baccalaureate) setting, not only to present curricula to students, but also in the assessments that allow students to convey their learning.  Literacy goes well beyond text within a book and in today's visual driven world, teachers need to embrace the idea that learning can come in many forms. During each of my four units students are presented with real-world problems to solve that connect their learning to the modern world. Embracing media fluency not only allows students to convey ideas, but also proves that they can be vessels for social change in the world. I see this as a way to empower students to be advocates for change, as well as to take more control over their education and learning.

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"In schools we need to move beyond our focus on text, and expand to include visual media. We need to rethink what our definition of literate is, because a person who is literate by the standards of the 20th century may be illiterate in the culture of the 21st century." (Crockett, 2011)