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This video gives a good overview

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Someone who uses the internet and digital technologies responsibly, safely, and ethically

Why does it matter?

A digital citizen can effectively find, evaluate, and use information online.

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Some good things to remember when thinking about sharing online

Padlock: set strong passwords and set up passcode locks on all of your digital devices

Toothbrush: passwords and toothbrushes are very similar in the fact that you NEVER want to share passwords

Permanent Marker: Everything that you put online is permanent....even if you hit the delete button after posting

Toothpaste: Imagine the information that you are putting online is like the toothpaste coming out of the tube.  Once it is out, it is almost impossible to get it all back in the tube!

Source: Craig Badura (http://www.craigbadura.com/2013/02/the-digital-citizenship-survival-kit.html?m=1)

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How to critically analyze the information we come in contact with:

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How to critically analyze the information we come in contact with:

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Questions to ask:

1. WHO created this message?

2. WHAT techniques were used to capture the attention?

3. HOW could this message be interpreted by different people?

4. WHY is this message being communicated?

5. WHAT values, views, lifestyles are being expressed or omitted in this message?

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A Teacher's Guide to Media and Information Literacy

What is Literacy?

Up until fairly recently, when we used the term 'literacy' in a discussion it would most likely be in reference to the reading and writing of texts.

These days, however, the definition of literacy extends well beyond its once conventional use in reference to words on pages. Today, we commonly talk of various types of literacies such as financial literacy, digital literacy, or even emotional literacy.

Rather than speak of literacy as exclusively referring to the ability to read and write, it is now more accurate to think of literacy in terms of an ability in a specific area of knowledge.

It's in this context that we will use the term here. In this article, we will explore media and information literacy, what they are, how they intersect, and how you can approach teaching them in your classroom - either as discrete subjects, or interwoven with other areas of the curriculum.

The Importance of Media and Information Literacy

The importance of literacy has been well recognized by governments around the world for a for a considerable length of time. Literacy rates have long been used as an indicator of a nation's development - such is the importance of being able to read and write for a citizen to fully engage as a functioning member of society.

Undoubtedly, we now live in an information age. Daily, we take in huge amounts of information through a vast array of largely digital media. It is essential that our students are empowered to access, organize, analyze, evaluate, and create in this context. To do this successfully, we must help them to become information and media literate.
Media and Information Literacy
If media literacy refers to the ability to access, analyze, evaluate, and create media in all its forms, then information literacy refers to the ability to recognize when information is required, how to locate and evaluate it, as well as the ability to effectively communicate that information in all its forms, both traditional and modern.

We can see here that there is already a significant crossover between the two terms. Not surprisingly, for the sake of convenience, they are often used almost interchangeably.

To help disentangle the concepts, it can be useful to think of information as being the content, with media being the tools by which that content is delivered.

We can also combine these various aspects under the umbrella term Media and Information Literacy, or MIL, though they may also appear as separate disciplines in many syllabuses and curriculum.

Developing the essential abilities listed above, enables our students to engage fully as active citizens by developing their critical thinking and communication abilities. This process begins by grasping the basic concepts of the subject. Let's take a look at some of the most important of these.

Media and Information Literacy: Basic Concepts

It's true to say we live in an increasingly connected world and spend more time than ever before exposed to media in all its myriad shapes and forms.

From traditional media formats such as newspapers, printed books, TV, and radio to more recent developments such as email, ebooks, online games, and apps, we have never been more inundated by the media and its messages in our day-to-day lives.

Understanding the basic concepts of media and information literacy will help students to navigate the complexities of this ever-encroaching world.

1. Types of Media

For students to begin thinking seriously about media, they first need to be able to classify media into its various types. Broadly speaking, there are 3 types of media:

i. Print Media

ii. Broadcast Media

iii. New Media

i. Print Media refers, unsurprisingly, to the printed word, that is, media reproduced mechanically via the printing process which is then physically distributed.

ii. Broadcast Media refers to media that is distributed or transmitted to its audience via the airwaves, such as TV and radio.

iii. New Media refers to media that is organized and distributed via the various digital platforms.

A good explainer video on Information literacy for students and teachers

https://youtube.com/watch?v=hbe6xBibOL4%3Fwmode%3Dopaque%26enablejsapi%3D1

Types of Media: Reinforcement Activity
This is an effective exercise to help students learn to distinguish between these different forms of media. First, brainstorm with the class the different specific examples of media they can think of, for example, newspapers, radio, podcasts, etc. List these on the whiteboard. Then, have students sort the items listed on the whiteboard into one of 3 columns printed on a worksheet as follows:

Media Convergence
As well as understanding these 3 main types of media as defined above, it may arise during discussion that some examples don't easily fit into one single category. The term media convergence refers to media that coexists in traditional and new media forms.

We can see this clearly in the existence of print and online versions of newspapers, for example, where content can exist in both paper and digital forms. The underlying concept of media convergence is that the various media platforms become more similar over time.

2. The Purpose of Information

Before students begin to do the deeper level work of evaluating information, they should learn to give some thought to the purpose of various forms of information. Drawing out the purpose of the information in the first place will help enormously when it comes to assessing its credibility at a later stage.

There are a number of legitimate reasons for information to be held by media and other information providers such as museums, archives, the internet, and libraries.

These reasons include to:

● Inform

● Educate

● Entertain

● Gather together

● Provide access

● Facilitate teaching and learning

● Promote values and rights

● Preserve cultural heritage
Purpose of Information: Reinforcement Activity
This exercise is best undertaken as a group project over a period of time such as a week or two.

Instruct students to gather together a broad range of information and media and perform a survey of each sample to assess the reason behind its creation and/or existence. The reasons listed above as bullet points will provide a good starting point, though also allow for the possibility the students may uncover reasons other than those listed above.

Opening each item to a whole class discussion can be a rewarding way to encourage the sharing of different perspectives on the purpose of each sample.

For higher-level students, on completion of this activity you may wish to engage in a discussion on what restrictions, if any, could justifiably be placed on media and information and in what contexts those would be.

3. Mass Media and Critical Thinking

With video streaming sites, social platforms, digital billboards, and podcasts, electronic media infiltrates many of our waking hours. And, though we have benefited from this mass and instant communication in our personal and business lives, it poses many challenges for us as individuals.

With 4.2 billion people inhabiting the online world, all sending and receiving innumerable messages, our students need to develop specific strategies to navigate and filter this potentially overwhelming sea of information.
The 5 Filter Questions
Students need to exercise their critical faculties when engaging with media to avoid passively accepting the views and opinions embedded there.

They can begin this process by routinely examining new media in the light of 5 key filtering questions:

techniques were used to capture the attention?

could this message be interpreted by different people?

values, views, lifestyles are being expressed or omitted in this message?

These 5 filter questions will help students develop a firm foundation for critically engaging with the various media they are exposed to. They will help students to distinguish between factual reporting and fake news and clickbait from measured critique.

If you are searching for an excellent article on critical thinking be sure to check out this great guide from edgalaxy.com
Mass Media and Critical Thinking: Reinforcement Activity
Be sure to offer students ample opportunities to use the 5 filter questions in the classroom. You can easily achieve this by asking one or more of these questions when discussing a text or viewing a film, for example.

You could also organize the students into small groups and assign them a media item to analyze in reference to the above 5 questions. With lots of practice, students will begin to consider all new information and media in light of these important questions, becoming in the process active rather than passive consumers of information.

4. Representation in the Media

In media and information literacy, the ways in which various groups, communities, thoughts, and ideas are portrayed form an important area of study within the subject.

Investigations into this area will quickly rid students of the idea that media merely reflects the reality of the world around them. Any examination of representation in media quickly reveals that the media re-presents the reality around us as much as reflects it. This examination reveals much about the media and ourselves in the process.

By examining what is presented, what is omitted, and how things are framed, students delve deeper into the attitudes, values, politics, and psychology of the media-makers. They will also shine a spotlight on some of their own perceptions, perspectives, and biases too.
Representation in the Media: Reinforcement Activity
Though examining representation in media can spark classroom discussions on some quite sensitive and even contentious topics, it can be extremely engaging and valuable for students.

While you can explore representation in any number of media, music works very well for many of our young people.

Music is central to much of youth culture. It can inform everything from young people's attitudes to politics and sex, to the clothes they wear and the way they speak. It can also serve as fertile ground for the examination of how various groups, communities, values etc are represented.

In this activity, allow students to choose a music video to explore. This will usually be best done in small groups to keep the ideas flowing and to allow for some passionate discussion. Students should watch the video, listen to the song, read the lyrics and analyze representations of gender, race, and sexuality etc.

The 5 filter questions mentioned in the previous section can work well here to get the process started. Just be sure students maintain their focus on the central idea of representation as they ask each question.

5. Analyzing Advertising

Advertisements are pretty ubiquitous. Whether we consume old or new media, advertising will likely play a large part in what we engage with.

Indeed, advertisements often serve as the main revenue stream to fund the production of many forms of media. In this regard, they can even be considered to perform a valuable function in assisting in the dissemination of information.

No doubt about it, advertising has come a long way since the early 20th century with the obviousness of its radio jingles and roadside billboards.

Today, advertising comes in ever more subtle and sophisticated guises. At times these can be so understated or indirect that we may not even realise we are being sold to.

From sponsored content masquerading as impartial articles to cleverly placed products attempting to sneak in through the backdoor of our subconscious, the omnipresence and complexity of advertising make this is an important area of study within the subject.
Analyzing Advertising: Reinforcement Activity
With advertising intruding on so much of our lives, finding samples to use for this activity will be like shooting those proverbial barrel-dwelling fish.

For this activity, organise students into small work groups, distribute an advertisement to each group, and then encourage them to analyze how the advertisement works.

Regardless of the media used, encourage the students to look at the advertisement in terms of its emotional appeal, the technical and design components, and who the advertisement is targeted at.

When the groups have had a chance to dissect their advertisements, have them make a brief presentation to the class on what they have learned about how it works.

Video Lesson: How to analyze print media?
Conclusion
In this article, we have provided an introduction to some of the main concepts and ideas that form the core concerns of the subject of Media and Information Literacy. It is, however, by no means an exhaustive list.

Further reflection on some of the topics raised will open up a rich seam of interesting and important issues to explore in the classroom, whether in the form of discrete MIL lessons, or woven into other areas of the curriculum.

The fodder for lessons and learning opportunities within this area, much like media and information themselves, is practically inexhaustible.

ARTICLES RELATED TO INFORMATION LITERACY

The content for this page has been written by Shane Mac Donnchaidh. A former principal of an international school and university English lecturer with 15 years of teaching and administration experience. Shane's latest Book the Complete Guide to Nonfiction Writing can be found here. Editing and support for this article have been provided by the literacyideas team.

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Information Literacy and Media Literacy for Students and Teachers | Literacy Ideas

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Up until fairly recently, when we used the term 'literacy' in a discussion it would most likely be in reference to the reading and writing of texts. These days, however, the definition of literacy extends well beyond its once conventional use in reference to words on pages.

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Here’s what being a digital citizen entails:

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Here’s what being a digital citizen entails:

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1. Responsible Use: Understanding how to use technology and the internet in ways that are productive and respectful.

2. Safety and Security: Protecting personal information and being aware of online threats like cyberbullying, phishing, and malware.

3. Ethical Behavior: Respecting others online, avoiding plagiarism, and not engaging in illegal activities.

4. Digital Literacy: Knowing how to effectively find, evaluate, and use information online.

5. Participation: Engaging in online communities and contributing positively.

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On average, how much time do you spend a day using technology? (i.e. social media, gaming, watching TV, doing homework, etc.)

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1. Use fact checking tools

2. Find the source

It's important to find where information came from before you believe it

3. Verify the source

Questions to ask:

1. Do they really exist?

2. Are they who they say they are?

3. Are they trustworthy?

4. Check other sources

Are other sites reporting the same information?

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Here are four quick and easy steps to find out the truth and share good information. Sometimes you only have to do one of these things, and most steps take less than a minute.

Using Fact-Checking Tools

Sometimes a single search can break the fake, if a professional fact-checker like Snopes has already done the work for you.

Find the Source

Because it's so easy to copy and share things online, it's important to find out where something originally came from before you decide whether or not to trust it.

The easiest way to find the source is usually to follow links that will lead you to the original story.

Use a search engine. See if you can find any information about where the story originally came from and do a search that includes that.

Verify the Source

Whether you're looking at a website, a photo or video, or a news story, what really matters is whether or not the people who originally created it are trustworthy. You can't always confirm that something is false, but if the source isn't reliable you have no reason to believe it.

To find out if a source is reliable, ask three questions:

"About Us" pages and profiles are easy to fake, so use a search engine or Wikipedia to find out if other people say they really exist. Pay the most attention to things that are hard to fake.

It's easy to pretend to be someone else online, so once you know the source really exists, you need to find out if what you're looking at really came from them.

For sources of general information, like newspapers, find out if they have a process for making sure they're giving you good information, and a good track record of doing it.

For more specialized sources, find out whether they're experts or authorities on that topic. Do a search and make sure that they are an authority in the right field.

Check Other Sources

This step may sometimes be the last one you do, but it could also be the first. It's a quick way of finding out if a source might be biased, or if a news story is true.

The News tab is better than the main Google search for this step. While not every source that's included is perfectly reliable, they are all news outlets that really exist.

Our custom news search, bit.ly/news-search, searches ten Canadian and international sources of reliable news.

You can also use this step to find out whether something fits with what most of the experts on that topic agree - what's called the consensus view. Use our custom search bit.ly/science-search to find the consensus on specialist topics like science and medicine.

Make sure to take at least one of these steps to double-check before you share anything you see online, every time. Because only youcan break the fake.
This tip sheet is part of the Break the Fake project. This project has been made possible in part by the Government of Canada

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Break the Fake: How to tell what's true online

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Here are four quick and easy steps to find out the truth and share good information. Sometimes you only have to do one of these things, and most steps take less than a minute. Using Fact-Checking Tools Sometimes a single search can break the fake, if a professional fact-checker like Snopes has already done the work for you.

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Are you good at detecting fact from fiction?

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Are you good at detecting fact from fiction?

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Which source is a consistent safe place to rely on for real news?

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Social Media: Instagram, X (formerly known as Twitter), TikTok

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RumorGuard

Checkology

Snopes

FactCheck.org

PolitiFact (has a truth meter to see how factual a politician's statement is)

Google Fact check (just type in your questions with "fact check" at the end)

Hoaxy

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RumorGuard from the News Literacy Project

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Helping you determine the credibility of info found online

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How to get help when you feel overwhelmed online:

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How to get help when you feel overwhelmed online:

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You should also always talk with a trusted adult

Being safe online is important for your physical, mental, and emotional health.

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National Center for Missing & Exploited Children

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Copyright © 2001-2019 National Center for Missing & Exploited Children. All rights reserved. Animated Characters Excluding Tad and Tera Copyright © 2000-2019 National Center for Missing & Exploited Children
and Boys & Girls Clubs of America. All rights reserved.

This Web site is funded, in part, through a grant from the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Neither the U.S. Department of Justice nor any of its components operate, control, are responsible for, or necessarily endorse, this Web site (including, without limitation, its content, technical infrastructure, and policies, and any services or tools provided).

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Copyright © 2001-2019 National Center for Missing & Exploited Children. All rights reserved. Animated Characters Excluding Tad and Tera Copyright © 2000-2019 National Center for Missing & Exploited Children and Boys & Girls Clubs of America. All rights reserved.