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Media Literacy: A 21st Century Skill
Any way you look at it, Americans are wired—connected, stimulated, immersed in media most of their waking hours. Video sharing on YouTube grows at a rate of 20 percent a month—roughly over six million video clips stored and a total viewing time equivalent to some 9,305 years. Online journals fill the blogsphere with active blogs numbering about 3.5 million. The ability to download audio and video files has broadened the listening and viewing experience-- 26,000 different podcasts totaling more than one million episodes were recorded in November of 2006 alone. The list does not even include access to over 200 cable channels and digital channels over the air, interactive television, and the various modes of communication enabled by the cell phone.
If the media have virtually taken over American lives, to what degree are opinions, attitudes and behavior influenced by them? And what are the implications of their influence to education?
The Partnership for 21st Century Skills, a coalition of educators, business leaders and policymakers, identified six key elements necessary for “entering postsecondary education…(and for) success in the modern workplace” in a report issued in March 2006 (Results That Matter: 21st Century Skills and High School Reform). One of the key elements is Information and Media Literacy Skills.
Media Literacy is having the awareness and skill to access media through a variety of formats while having the ability to analyze and evaluate all media including video, audio and print as a consumer and as a producer.
The Ohio Academic Content Standards for elementary and secondary education integrate media literacy strands into various curricula. Click here for academic content standards pertinent to media literacy.
Media Literacy Standards
K-12 Library Guidelines
Standard: Media Literacy
Effective school library media programs support the learning of media literacy skills in collaboration with classroom teachers, technology integration specialists and technology coordinators.
Media Literacy encompasses the use of communication competencies and critical thinking skills, including the ability to access, interpret, evaluate and communicate information delivered in a variety of medium formats. Media-based resources include print and non-print materials that use image, text, language, sound and motion to convey informational communications and messages.
Benchmark:
K-2, Benchmark A: Explore the intended effect of media communications and messages when delivered and received for personal and various other purposes.
K-2, Benchmark B: Distinguish between a variety of elements used to create and construct media communications for personal and various other purposes.
3-5, Benchmark A: Explain the intended effect of media communications and messages when delivered and received by various audiences and for various purposes.
3-5, Benchmark B: Examine a variety of elements and components used to create and construct media communications for various audiences and for various purposes.
6-8, Benchmark A: Comprehend that media communications deliver information and messages to a specific audience for a specific purpose, and analyze the intended impact of media communications and messages when delivered and received by a specific audience.
6-8, Benchmark B: Analyze various combinations of media components and production techniques used to create and construct media communications for specific audiences and purposes.
9-12, Benchmark A: Comprehend that media communications deliver information and messages that regard social, political, economical, aesthetic and ethical issues.
9-12, Benchmark B: Evaluate various media practices used to contribute to the effectiveness of media communications and their impact on social, political, economical and ethical issues.
9-12, Benchmark C: Critique and evaluate the intended impact of media communications and messages when delivered and received by society as a whole.
K-12 English/Language Arts
Standard: Informational, Technical and Persuasive Text
Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.
Benchmark:
4-7, Benchmark A: Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.
4-7, Benchmark B: Recognize the difference between cause and effect and fact and opinion to analyze text.
4-7, Benchmark C: Explain how main ideas connect to each other in a variety of sources.
4-7, Benchmark D: Identify arguments and persuasive techniques used in informational text.
4-7, Benchmark E: Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic.
4-7, Benchmark F: Determine the extent to which a summary accurately reflects the main idea, critical details and underlying meaning of original text.
8-10, Benchmark A: Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.
8-10, Benchmark B: Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.
8-10, Benchmark C: Analyze whether graphics supplement textual information and promote the author’s purpose.
8-10, Benchmark D: Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
8-10, Benchmark E: Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas
11-12, Benchmark A: Analyze the features and structures of documents and critique them for their effectiveness.
11-12, Benchmark B: Identify and analyze examples of rhetorical devices and valid and invalid inferences.
11-12, Benchmark C: Critique the effectiveness and validity of arguments in text and whether they achieve the author’s purpose.
11-12, Benchmark D: Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
11-12, Benchmark E: Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.
Standard: Literary Text
Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.
Benchmark:
K-3, Benchmark C: Recognize the defining characteristics and features of different types of literary forms and genres.
K-3, Benchmark D: Explain how an author’s word choice and use of methods influences the reader.
4-7, Benchmark D: Differentiate between the points of view in narrative text.
4-7, Benchmark E: Demonstrate comprehension by inferring themes patterns and symbols.
4-7, Benchmark F: Identify similarities and differences of various literary forms and genres.
4-7, Benchmark G: Explain how figurative language expresses ideas and conveys mood.
8-10, Benchmark B: Explain and analyze how the context of setting and the author’s choice of point of view impact a literary text.
8-10, Benchmark D: Identify similar recurring themes across different works.
8-10, Benchmark F: Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.
8-10, Benchmark G: Explain techniques used by authors to develop style.
11-12, Benchmark D: Analyze how an author uses figurative language and literary techniques to shape plot and set meaning.
Standard: Research
Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.
Benchmark:
K-2, Benchmark A: Generate questions for investigation and gather information from a variety of sources.
K-2, Benchmark B: Retell important details and findings.
3-4, Benchmark A: Identify a topic of study, construct questions and determine appropriate sources for gathering information.
3-4, Benchmark B: Select and summarize important information and sort key findings into categories about a topic.
3-4, Benchmark C: Create a list of sources used for oral, visual, written or multimedia reports.
3-4, Benchmark D: Communicate findings orally, visually and in writing or through multimedia.
5-7, Benchmark B: Locate and summarize important information from multiple sources.
5-7, Benchmark C: Organize information in a systematic way.
5-7, Benchmark E: Communicate findings orally, visually and in writing or through multimedia.
8-10, Benchmark B: Evaluate the usefulness and credibility of data and sources
8-10, Benchmark E: Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
11-12, Benchmark B: Compile, organize and evaluate information, take notes and summarize findings.
11-12, Benchmark C: Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.
11-12, Benchmark E: Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
Standard: Communications: Oral and Visual Standard
Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.
Benchmark:
3-4, Benchmark B: Respond to presentations and media messages by stating the purpose and summarizing main ideas.
3-4, Benchmark C: Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose.
5-7, Benchmark B: Explain a speaker’s point of view and use of persuasive techniques in presentations and visual media.
8-10, Benchmark B: Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.
8-10, Benchmark C: Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.
11-12, Benchmark B: Evaluate the clarity, quality, effectiveness and overall coherence of a speaker’s key points, arguments, evidence, organization of ideas, delivery, diction and syntax.
K-12 Social Studies
Standard: Social Studies Skills and Methods
Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.
Benchmark:
K-2, Benchmark A: Obtain information from oral, visual, print and electronic sources.
3-5, Benchmark A: Obtain information from a variety of primary and secondary sources using the component parts of the source.
6-8, Benchmark A: Analyze different perspectives on a topic obtained from a variety of sources.
9-10, Benchmark A: Evaluate the reliability and credibility of sources.
K-12 Technology
Standard: Technology and Communication Applications
Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning.
Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real-time with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning.
Benchmark:
K-2, Benchmark A: Investigate the nature and operation of communication systems.
K-2, Benchmark B: Explore how information can be published and presented in different formats.
3-5, Benchmark A: Identify the concepts and operations of communication systems.
3-5, Benchmark B: Develop, publish and present information in print and digital formats.
6-8, Benchmark A: Communicate information technologically and incorporate principles of design into the creation of messages and communication products.
6-8, Benchmark B: Develop, publish and present information in a format that is appropriate for content and audience.
6-8, Benchmark C: Select appropriate technology communication tools and design collaborative interactive projects and activities to communicate with others.
9-12, Benchmark A: Apply appropriate communication design principles in published and presented projects.
9-12, Benchmark B: Create, publish and present information, utilizing formats appropriate to the content and audience.
9-12, Benchmark C: Identify communication needs, select appropriate communication tools and design collaborative interactive projects and activities to communicate with others, incorporating emerging technologies.
Standard: Technology and Information Literacy
Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge.
Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools, a variety of resources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product.
Benchmark:
K-2, Benchmark A: State what information is, and show where it can be found.
K-2, Benchmark B: Use a simple research process model which includes deciding what to use, finding resources, using information and checking work to generate a product.
K-2, Benchmark C: Apply basic browser and navigation skills to find information from the Internet.
3-5, Benchmark A: Describe types of information: facts, opinions, primary/secondary sources; and formats of information: number, text, sound, visual, multimedia; and use information for a purpose.
3-5, Benchmark B: Use technology to find information by applying a research process to decide what information is needed, find sources, use information and check work.
3-5, Benchmark C: Use the Internet to find, use and evaluate information.
3-5, Benchmark D: Identify, access and use electronic resources from both free and fee-based Internet sources.
6-8, Benchmark A: Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.
6-8, Benchmark B: Use technology to conduct research and follow a research process model which includes the following: developing essential question; identifying resources; selecting, using and analyzing information; synthesizing and generating a product; and evaluate both process and product.
6-8, Benchmark C: Develop search strategies, retrieve information in a variety of formats and evaluate the quality and appropriate use of Internet resources.
6-8, Benchmark D: Select, access and use appropriate electronic resources for a defined information need.
9-12, Benchmark A: Determine and apply an evaluative process to all information sources chosen for a project.
9-12, Benchmark B: Apply a research process model to conduct research and meet information needs.
9-12, Benchmark C: Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.
9-12, Benchmark D: Evaluate choices of electronic resources and determine their strengths and limitations.
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