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What does MEDIA LITERACY (education) look like in my classroom/country? List country/location and brief description. (It's okay to say it's non-existent.)

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What does MEDIA LITERACY (education) look like in my classroom/country? List country/location and brief description. (It's okay to say it's non-existent.)

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How can we bring and/or enhance SOCIAL JUSTICE awareness and action within our classrooms, schools and our global society at large?

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How can we bring and/or enhance SOCIAL JUSTICE awareness and action within our classrooms, schools and our global society at large?

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Linnel - 5th grade Math, Prince George's County MD USA, We have been doing interactive media activities, challenging students to find their own sources for media activities. The kids like finding their own games etc.
Madylin - 2nd grade all subjects, Baltimore City. In my classroom we are still learning the basis of general literacy so media shows up often in the ways we incorporate media to supplement content knowledge. We use the news, advertisements, videos, and images to analyze and supplement reading content and tackle big ideas.
Nadina - Romania 9-12 High School , Media literacy is not taught at all. The ministry of education has started but is not doing anything. There are teachers like me who are training teachers and enrolling students in exchanges with global students to work on projects with students from other countries. Students are presented with a topic such as art or climate change and environmental protection. Schools enroll in a project based on content knowledge and student interests and student's work with other schools and learn from each other and with each
Kristin - High School Physical Education and Health in Howard County Maryland. Skills based, CRAP test (currency, relevance, accuracy, performance) students have to go to different websites and determine if the media sources is reliable. Media literacy is not showing up in physical education courses but may come up in the more casual conversation and relationships with my students but not in the formal curriculum.

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Is the no phone rule working or too tempting? Or should we teach about proper use and proper times to use.
Incorporating social media usage for good to present information learned in class.
Elementary vs Middle vs High school usage. Which age?
Proper research techniques, what to look for in websites that makes it valid and reliable.

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Chandler - Kindergarten, Prince George's County, Maryland, USA.

Since my students are so young, we are still introducing fiction and nonfiction to students. This is still a good introduction to fact vs. fiction for them, because most of my students understand that fiction is "made up" and nonfiction is "real information".

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Sam Gilles (Grade 7/8 Math Baltimore, MD) In my classroom, we work in a lot of media literacy skills and concepts during our Social and Emotional Learning time to develop students' critical thinking skills as well as making sure they are becoming informed consumers of media

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Still getting the hang of using digital tools fluently and consistently in class and identifying best opportunities for digital tool usage. One pro of the pandemic is that students and teachers both, were forced to use digital platforms more, so we gained digital organization & tool fluency by necessity.The cons of the pandemic is that students still don't necessarily have the skill set to identify misinformation from reliable sources, and that students just look for answers instead of thinking through them.

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Group 3: Bryan, Cammille, Annelene & Chanali

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Group 3: Bryan, Cammille, Annelene & Chanali

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Media literacy varies according to the level education or non education job, but there is a common thread of global citizenship taught in all

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Jennifer - Special Educator, High School Math in Baltimore County Maryland. In my classes, it has been in challenging to incorporate media literacy into my classes but depending on the topic/lesson, I can incorporate it. For example, during our regression lesson, we look at data online to create an equation and make predictions. We make sure the source is reliable and the data is accurate before using it. At my school, there is a journalism class that was focuses on media literacy.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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As a language teacher in secondary school in Belgium, I teach media literacy education as part of my curriculum. Our curricula have changed three years ago and media literacy skills have gained more prominence, so very happy about that.

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Lies: High school English : topic social media is discussed at length / overall in essay-writing or papers determine if media resources are reliable, teach efficient search skills  / seminar (28h module) on media literacy using material from mediawijs, Jr college mediawetenschappen, fake news detection ...

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Incorporating pop culture in the classroom seems to help start media literacy conversations within our curriculums.

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Group 1: Alex, Law teacher from Macedonia in high school. During the class, Introduction to law, even though  it is not official part of the curriculum, I'm trying to organize discussions with focus on disinformation and fake news. The main idea is to raise awareness of the dangers of disinformation and to encourage the students to become more active in the fight against it. I'm trying to make it relevant to high school students (specializing in social sciences), by discussing information warfare, disinformation, electoral fraud, and generally topics for which they can find a lot of contradicting  information on various parts of the internet. I can say that the feedback is generally positive and we are having productive discussions about the concept of fake news and disinformation.

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Group 1: Alex, Law teacher from Macedonia in high school. During the class, Introduction to law, even though  it is not official part of the curriculum, I'm trying to organize discussions with focus on disinformation and fake news. The main idea is to raise awareness of the dangers of disinformation and to encourage the students to become more active in the fight against it. I'm trying to make it relevant to high school students (specializing in social sciences), by discussing information warfare, disinformation, electoral fraud, and generally topics for which they can find a lot of contradicting  information on various parts of the internet. I can say that the feedback is generally positive and we are having productive discussions about the concept of fake news and disinformation.

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Teachers have to be willing to have the hard conversations and create spaces in their classrooms to have these conversations.
Office referrals, are they benefitting or harming relationships and justice issues in our classrooms.
Social studies - incorporating views, current evens and cultures.
Giving students context - Students don't really think about current social justice issues like misogyny existing throughout history but they do
Cultural Iceberg - using it as a teaching tool
Global textbooks - incorporate all kinds of topics.
International Exchange Projects - working with students from other countries and giving students the opportunities to work together
Giving students voice - asking students if a project interests them and if they like them.
Language studies - student's in Romania learning 1-2 foreign languages from the start of their education. Belgium - taking classes in their second languages. America - learning one language in middle school and barely using it and parents pushing back against it.

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Encouraging students to take ownership of issues and take action to impact in the world around them.

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Having teachers be more comfortable having critical conversations in the classroom rather than write up.
Utilize teachers that teach skills or talk on the topic every day in their class to teach the other teachers.
Referrals are not solving the issue, we need to focus on the skill.
Incorporating global, international, or wellness days to talk about critical issues.
Cultural iceburg is a great resource.

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I'm Jordan and I teach 4th grade in Columbia, Maryland. Media literacy in my classroom comes into play a lot through the standards I teach, however it is not a direct implementation of media literacy. I often find that time is a constraint and the curriculum demands can also be a constraint. Finding ways to incorporate media literacy concepts takes time and attention. It is a work in progress in my classroom!

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Group 1: I’m Alex, working as a high school teacher in my hometown in Macedonia. I’m responsible for several legal courses, such as: Introduction to law, Basics of the legal system etc. Social justice issues area always in the background in the grand legal theory that we’re learning from textbooks. Through my work as a law teacher, I’m incentivizing my students to utilize the available legal remedies for them to make positive change in our community. Also, challenging them to do volunteering for local organizations for animal rights or environmental NGOs, consequently teaching them practical legal writing skills, by mentoring them how to write legal documents for several administrative and civil cases for local organizations for animal  rights.

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Group 1: I’m Alex, working as a high school teacher in my hometown in Macedonia. I’m responsible for several legal courses, such as: Introduction to law, Basics of the legal system etc. Social justice issues area always in the background in the grand legal theory that we’re learning from textbooks. Through my work as a law teacher, I’m incentivizing my students to utilize the available legal remedies for them to make positive change in our community. Also, challenging them to do volunteering for local organizations for animal rights or environmental NGOs, consequently teaching them practical legal writing skills, by mentoring them how to write legal documents for several administrative and civil cases for local organizations for animal  rights.

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The Little Book of Restorative Justice

https://www.amazon.com/Little-Restorative-Justice-Books-Peacebuilding/dp/1561483761

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EXCERPT 1. An Overview

How should we as a society respond to wrongdoing? When a crime occurs or an injustice is done, what needs to happen? What does justice require?

For North Americans, the urgency of these questions has been intensified by the traumatic events of September 11, 2001. The debate is an old one, though, and is truly international in scope.

Whether we are concerned with crime or other offenses, the Western legal system has profoundly shaped our thinking about these issues—not only in the Western world, but in much of the rest of the world as well.

The Western legal, or criminal justice, system's approach to justice has some important strengths. Yet there is also a growing acknowledgment of this system's limits and failures. Victims, offenders, and community members often feel that justice does not adequately meet their needs. Justice professionals—judges, lawyers, prosecutors, probation and parole officers, prison staff—frequently express a sense of frustration as well. Many feel that the process of justice deepens societal wounds and conflicts rather than contributing to healing or peace.

Restorative justice is an attempt to address some of these needs and limitations. Since the 1970s, a variety of programs and approaches have emerged in thousands of communities and many countries throughout the world. Often these are offered as choices within or alongside the existing legal system. Starting in 1989, however, New Zealand has made restorative justice the hub of its entire juvenile justice system.

In many places today, restorative justice is considered a sign of hope and the direction of the future. Whether it will live up to this promise remains to be seen.

Restorative justice began as an effort to deal with burglary and other property crimes that are usually viewed (often incorrectly) as relatively minor offenses. Today, however, restorative approaches are available in some communities for the most severe forms of criminal violence: death from drunken driving, assault, rape, even murder. Building upon the experience of the Truth and Reconciliation Commission in South Africa, efforts are also being made to apply a restorative justice framework to situations of mass violence.

These approaches and practices are also spreading beyond the criminal justice system to schools, to the workplace, and to religious institutions. Some advocate the use of restorative approaches such as "circles" (a particular practice that emerged from First Nation communities in Canada) as a way to work through, resolve, and transform conflicts in general. Others pursue circles or "conferences" (an effort with roots both in New Zealand and Australia, and in facilitated victim-offender meetings) as a way to build and heal communities. Kay Pranis, a prominent restorative justice advocate, calls circles a form of participatory democracy that moves beyond simple majority rule (see pages 50-51 for a fuller explanation of circles as understood in the restorative justice field).

In societies where Western legal systems have replaced and/or suppressed traditional justice and conflict-resolution processes, restorative justice is providing a framework to reexamine and sometimes reactivate these traditions.

Although the term "restorative justice" encompasses a variety of programs and practices, at its core it is a set of principles, a philosophy, an alternate set of guiding questions. Ultimately, restorative justice provides an alternative framework for thinking about wrongdoing. I will explore that framework in the pages that follow, and look at how it could be put to use. [continued] © Good Books, Intercourse, PA 17534

"How should we as a society respond to wrongdoing? When a crime occurs or an injustice is done, what needs to happen? What does justice require? "Victims, offenders, and community members often feel that justice does not adequately meet their needs. Justice professionals frequently express frustration as well. "Restorative justice is a process to involve, to the extent possible, those who have a stake in a specific offense and to collectively identify and address harms, needs, and obligations, in order to heal and put things as right as possible."

— from The Little Book of Restorative Justice

Howard Zehr, known worldwide for his pioneering work in transforming our understandings of justice, here proposes workable Principles and Practices for making restorative justice both possible and useful.

Zehr is the author of the formative work, Changing Lenses, and of the photo-essay books Transcending: Reflections of Crime Victims; and Doing Life: Reflections of Men and Women Serving Life Sentences.

Howard Zehr directed the first victim offender conferencing program in the U.S. and is one of the original developers of restorative justice as a concept. A prolific writer and editor, speaker, educator, and photojournalist, Zehr has spoken and trained others throughout North America and in more than 25 other countries, including Brazil, Japan, Jamaica, Northern Ireland, the Ukraine, and New Zealand, where a restorative approach in the juvenile justice system has led to a dramatic drop in youth crime.

Zehr is Distinguished Professor of Restorative Justice and co-director of the Zehr Institute for Restorative Justice at Eastern Mennonite University (Harrisonburg, Virginia). Zehr received his B.A. from Morehouse College, his M.A. from the University of Chicago, and his Ph.D. from Rutgers University. He lives in Harrisonburg, Virginia.

1. An Overview

How should we as a society respond to wrongdoing? When a crime occurs or an injustice is done, what needs to happen? What does justice require?

For North Americans, the urgency of these questions has been intensified by the traumatic events of September 11, 2001. The debate is an old one, though, and is truly international in scope.

Whether we are concerned with crime or other offenses, the Western legal system has profoundly shaped our thinking about these issues—not only in the Western world, but in much of the rest of the world as well.

The Western legal, or criminal justice, system's approach to justice has some important strengths. Yet there is also a growing acknowledgment of this system's limits and failures. Victims, offenders, and community members often feel that justice does not adequately meet their needs. Justice professionals—judges, lawyers, prosecutors, probation and parole officers, prison staff—frequently express a sense of frustration as well. Many feel that the process of justice deepens societal wounds and conflicts rather than contributing to healing or peace.

Restorative justice is an attempt to address some of these needs and limitations. Since the 1970s, a variety of programs and approaches have emerged in thousands of communities and many countries throughout the world. Often these are offered as choices within or alongside the existing legal system. Starting in 1989, however, New Zealand has made restorative justice the hub of its entire juvenile justice system.

In many places today, restorative justice is considered a sign of hope and the direction of the future. Whether it will live up to this promise remains to be seen.

Restorative justice began as an effort to deal with burglary and other property crimes that are usually viewed (often incorrectly) as relatively minor offenses. Today, however, restorative approaches are available in some communities for the most severe forms of criminal violence: death from drunken driving, assault, rape, even murder. Building upon the experience of the Truth and Reconciliation Commission in South Africa, efforts are also being made to apply a restorative justice framework to situations of mass violence.

These approaches and practices are also spreading beyond the criminal justice system to schools, to the workplace, and to religious institutions. Some advocate the use of restorative approaches such as "circles" (a particular practice that emerged from First Nation communities in Canada) as a way to work through, resolve, and transform conflicts in general. Others pursue circles or "conferences" (an effort with roots both in New Zealand and Australia, and in facilitated victim-offender meetings) as a way to build and heal communities. Kay Pranis, a prominent restorative justice advocate, calls circles a form of participatory democracy that moves beyond simple majority rule (see pages 51-53 for a fuller explanation of circles as understood in the restorative justice field).

In societies where Western legal systems have rep-laced and/or suppressed traditional justice and conflict-resolution processes, restorative justice is providing a framework to reexamine and sometimes reactivate these traditions.

Although the term "restorative justice" encompasses a variety of programs and practices, at its core it is a set of principles, a philosophy, an alternate set of guiding questions. Ultimately, restorative justice provides an alternative framework for thinking about wrongdoing. I will explore that framework in the pages that follow, and look at how it could be put to use. (continued)

© Good Books, Intercourse, PA 17534

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The Little Book of Restorative Justice (The Little Books of Justice & Peacebuilding)

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The Little Book of Restorative Justice (The Little Books of Justice & Peacebuilding) [Zehr, Howard] on Amazon.com. *FREE* shipping on qualifying offers. The Little Book of Restorative Justice (The Little Books of Justice & Peacebuilding)

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Group1: Alex, high school law teacher from Macedonia, working with students aged 17-19. UNODCS's EDUCATION FOR JUSTICE INITIATIVE https://www.unodc.org/e4j/en/cybercrime/module-14/index.html   I'm utilizing resources created within UNODC's Education for justice initiative, examining topics such as hacktivism, disinformation campaigns, and warfare in cyberspace, as well as national and international perspectives and responses to these activities. These resources contains material that is meant to support lecturers and provide ideas for interactive discussions and case-based analysis of the topic under consideration.  

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Group1: Alex, high school law teacher from Macedonia, working with students aged 17-19. UNODCS's EDUCATION FOR JUSTICE INITIATIVE https://www.unodc.org/e4j/en/cybercrime/module-14/index.html   I'm utilizing resources created within UNODC's Education for justice initiative, examining topics such as hacktivism, disinformation campaigns, and warfare in cyberspace, as well as national and international perspectives and responses to these activities. These resources contains material that is meant to support lecturers and provide ideas for interactive discussions and case-based analysis of the topic under consideration.  

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Doha Declaration - Education for Justice