A a workshop for COLL 150 and HONS 100 instructors on May 10.
Here is the outline and resources.
Media Literacy and Skills
Media Literacy (according to Wikipedia — http://en.wikipedia.org/wiki/Media_literacy)
The term has been conceived in many different ways and across all academic departments (Mihalidis, 2008).
Media literacy is central in a broader concept of access (Sourbati, 2009).
The relationship between visual competencies and the notion of media literacy have not been fully explored or adequately specified (Griffin, 2008).
Media literacy interventions refer to education programs designed to reduce harmful effects of the media by informing the audience about one or more aspects of the media, thereby influencing media-related beliefs and attitudes, and ultimately preventing risky behaviors. Positive effects of media literacy interventions were observed across diverse agents, target age groups, settings, topics, and countries (Jeong et al, 2012).
Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages
The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing-understanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of newmedia and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacyand propose a framework for a systematic investigation of new media literacy
Hobbs versus Potter
Media Skills
Ten basic new media skills that today’s journalist should know: http://www.siliconvalleywatcher.com/mt/archives/2008/03/ten_basic_new_m.php
- HTML is not dead. QR codes are only one new technology, which can revive it. But:
- WordPress might be preferable to Adobe Dreamweaver.
- PPT is not enough. Prezi does not replace it. Then what? Desktop/lpatop versus tablet (Stampsy). Or the Cloud m(VoiceThread)? Does Media skills = presentation skills?
- iMovie | Movie Maker (local) versus YouTube (Cloud)
- Flickr (Cloud) versus Photoshop (local).
Sources:
Mihailidis, P. (2008). Are We Speaking the Same Language? Assessing the State of Media Literacy in U.S. Higher Education. Simile, 8(4), 1-14. doi:10.3138/sim.8.4.001 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=40303609
Hobbs, R. (2011). EMPOWERING LEARNERS WITH DIGITAL AND MEDIA LITERACY. Knowledge Quest, 39(5), 12-17. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=61819923
http://www.knightcomm.org/digital-and-media-literacy-a-plan-of-action/
Koltay, T. (2011). The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211-221. doi:10.1177/0163443710393382 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=59569702
“Victor” CHEN, D., WU, J., & WANG, Y. (2011). Unpacking New Media Literacy. Journal Of Systemics, Cybernetics & Informatics, 9(2), 84-88. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=83259046
Sourbati, M. (2009). Media Literacy and Universal Access in Europe. Information Society, 25(4), 248-254. doi:10.1080/01972240903028680 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=43050924
GRIFFIN, M. (2008). Visual competence and media literacy: can one exist without the other?. Visual Studies,23(2), 113-129. doi:10.1080/14725860802276255 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33944793
Jeong, S., Cho, H., & Hwang, Y. (2012). Media Literacy Interventions: A Meta-Analytic Review. Journal Of Communication, 62(3), 454-472. doi:10.1111/j.1460-2466.2012.01643.x http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=76349359
Yates, B. L. (2002). Media education’s present and future: A survey of teachers. Simile, 2(3), N.PAG. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10537377
Technology Literacy and Skills
Technology Literacy
definition:
consider this: http://blog.lib.umn.edu/chri1010/TLI/023958.html
Technology Literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.
Technology literacy is the ability of an individual, working independently and with others, to responsibly, appropriately and effectively use technology tools to access, manage, integrate, evaluate, create and communicate information.
http://www.montgomeryschoolsmd.org/departments/techlit/docs/Definition%20of%20Technology%20Literacy.pdf
“Technological Literacy is the ability to use, manage, assess, and understand technology” (Gallop Poll, 2004, p. 1). “Technological literacy encompasses three interdependent dimensions: (1) knowledge, (2) ways of thinking and acting; and (3) capabilities” (Technically Speaking, 2006, p.1).
http://cms.bsu.edu/-/media/WWW/DepartmentalContent/Senate/AgendasMinutes/200708/techlit2.pdf
Comprehension of technological innovation and the impact of technology on society — may include the ability to select and use specific innovations appropriate to one’s interests and needs.
http://www.education.com/definition/technological-literacy/
Technological Literacy Reconsidered: http://scholar.lib.vt.edu/ejournals/JTE/v4n2/waetjen.jte-v4n2.html
ICT literacy, which is increasingly referred to as the fourth literacy, is neither as well defined nor as readily assessed as reading, writing, and arithmetic (Mirray and Perez, 2010).
The importance for the public and educators to be proficienttechnology users since technology literacy is one of the important skills in the 21st century (Eisenberg et al, 2010).
Technology literacy is hampered by well-intentioned educators who are trying to develop checklists and tests (Miners, 2007).
Technology Skills:
Sources:
http://www.p21.org/overview/skills-framework/350
Pérez, J., & Murray, M. (2010). Generativity: The New Frontier for Information and Communication Technology Literacy. Interdisciplinary Journal Of Information, Knowledge & Management, 5127-137. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=58079824
Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Library Media Connection, 28(6), 24-27. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=50728714
Miners, Z., & Pascopella, A. (2007). The NEW Literacies. District Administration, 43(10), 26-34. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27024204
NAEP Will Include Technology Literacy in 2012. (Cover story). (2008). Electronic Education Report, 15(20), 1-7. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62828392
Heller-Ross, H. (2004). Reinforcing information and technology literacy. College & Research Libraries News, 65(6), 321-325. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13541089
—————————————————————-
Do you have ideas and materials regarding Media and Technology Literacy and Skills? Pls contribute…
You are invited to participate in the “First Annual SCSU Technology in Teaching and Learning Summer Institute” co-sponsored by the Center for Continuing Studies, InfoMedia Services and the Center for Excellence in Teaching and Learning.
When? Monday, May 13 – Tuesday, May 14, 2013
Where? Miller Center
Space is limited to 75 participants. Registration is required and can be completed at this link: http://www.eventbrite.com/org/3606333855
The Institute program is available here: http://web.stcloudstate.edu/informedia/cetl/tech_institute_schedule.docx
Participants are eligible for incentive awards to support their teaching with technology. Please see the attachment, “participant incentives.”
The goal of the SCSU Technology in Teaching and Learning Summer Institute and its follow-up sessions is to provide high quality and effective pedagogical strategies, skills and discussions around the use of technology for teaching and learning in online, face-to-face and blended courses. This Institute is part of our on-going varied and collaborative efforts to foster a professional peer learning climate around teaching and learning with technology.
Participants who attend all sessions on both days including the follow-ups and complete all evaluations will have the opportunity to use their self-assessment of current skills and knowledge of technology and select sessions in order to:
• Acquire basic and advanced skills in using the current Learning Management System, i.e. D2L
• Distinguish the appropriate use of pedagogical strategies with technology in online, face-to-face and blended settings
• Explore opportunities to improve student learning through application of e-conferencing tools (e.g. Adobe Connect), and Web 2.0 tools such as social media, etc.
• Meet and interact with faculty and staff experts and mentors and learn the processes by which they can get additional and on-going support for each of the above areas.
Please register no later than Wednesday May 8.
“Full-time faculty and full-time professional staff with teaching responsibilities who participate in both days of the “Summer Institute” and complete the evaluations will be rewarded with a $300 coupon for a one-time purchase of material that directly supports teaching with technology at the SCSU Computer Store in the Miller Center. Faculty who participate in one of the two days will receive a $150 coupon for the same purpose. Coupons are not transferable.
Please remember that the items purchased remain the property of SCSU but may be used by the purchaser to support their teaching and related academic activities.
Upon completion of the “Summer Institute” participants will be contacted by the SCSU Online Office to verify level of participation in the institute and verify eligibility for funds. These funds must be spent by June 15, 2013.”
Clarification on Presenters Registration
- Presenters do not have to register unless they want to attend both days.
- If presenters are not going to participate in sessions other than the one(s) they are presenting but want to eat lunch with us on either day please contact me directly so we can add you to the lunch count and identify any dietary needs
Good evening,
We are pleased to inform you that your classroom response system is chosen as final candidate for campus-wide adoption/support at St. Cloud State University. Should you be interested in pursuing this opportunity, we invite you to respond to the attached list of questions and to prepare a brief presentation for members of the selection committee and interested faculty/staff.
The deadline for responding to the questions is 12:00 pm (CST), Tuesday, April 9. This deadline will allow us to review the responses in time for the vendor presentations on Thursday, April 11, 11AM-1PM. The presentations will be held virtually via Adobe Connect: http://media4.stcloudstate.edu/scsu. Please let us know, if you need to test and familiarize yourself with the presentation platform.
The presentation should be no more than 10 minutes long, followed by 10 minutes for follow-up questions. We suggest that you focus on the highlights of your system, presuming a moderately knowledgeable audience. We may follow up via email or telephone call prior to making our final selection.
Thank you and looking forward to hearing from you soon.
Classroom Response System Taskforce:
Dr. Anthony Hansen
Dr. Michael Rentz
Dr. Joseph Melcher
Dr. Andrew Anda
Dr. Tracy Ore
Dr. Jack McKenna
Dr. Plamen Miltenoff
| Questions to vendor |
| 1. Is your system proprietary as far as the handheld device and the operating system software? |
| 2. Describe the scalability of your system, from small classes (20-30) to large auditorium classes. (500+). |
| 3. Is your system receiver/transmitter based, wi-fi based, or other? |
| 4. What is the usual process for students to register a “CRS”(or other device) for a course? List all of the possible ways a student could register their device. Could a campus offer this service rather than through your system? If so, how? |
| 5. Once a “CRS” is purchased can it be used for as long as the student is enrolled in classes? Could “CRS” purchases be made available through the campus bookstore? Once a student purchases a “clicker” are they able to transfer ownership when finished with it? |
| 6. Will your operating software integrate with other standard database formats? If so, list which ones. |
| 7. Describe the support levels you provide. If you offer maintenance agreements, describe what is covered. |
| 8. What is your company’s history in providing this type of technology? Provide a list of higher education clients. |
| 9. What measures does your company take to insure student data privacy? Is your system in compliance with FERPA and the Minnesota Data Practices Act? (https://www.revisor.leg.state.mn.us/statutes/?id=13&view=chapter) |
| 10. What personal data does your company collect on students and for what purpose? Is it shared or sold to others? How is it protected? |
| 11. Do any of your business partners collect personal information about students that use your technology? |
| 12. With what formats can test/quiz questions be imported/exported? |
| 13. List compatible operating systems (e.g., Windows, Macintosh, Palm, Android)? |
| 14. What are the total costs to students including device costs and periodic or one-time operation costs |
| 15. Describe your costs to the institution. |
| 16. Describe how your software integrates with PowerPoint or other presentation systems. |
| 17. State your level of integration with Desire2Learn (D2L)?
Does the integration require a server or other additional equipment the campus must purchase? |
| 18. How does your company address disability accommodation for your product? |
| 19. Does your software limit the number of answers per question in tests or quizzes? If so, what is the max question limit? |
| 20. Does your software provide for integrating multimedia files? If so, list the file format types supported. |
| 21. What has been your historic schedule for software releases and what pricing mechanism do you make available to your clients for upgrading? |
| 22. Describe your “CRS”(s). |
| 23. If applicable, what is the average life span of a battery in your device and what battery type does it take? |
| 24. Does your system automatically save upon shutdown? |
| 25. What is your company’s projection/vision for this technology in the near and far term. |
| 26. Does any of your software/apps require administrator permission to install? |
| 27. If your system is radio frequency based, what frequency spectrum does it operate in? If the system operate in the 2.4-2.5 ghz. spectrum, have you tested to insure that smart phones, wireless tablet’s and laptops and 2.4 ghz. wireless phones do not affect your system? If so, what are the results of those tests? |
| 28. What impact to the wireless network does the solution have? |
| 29. Can the audience response system be used spontaneously for polling? |
| 30. Can quiz questions and response distributions be imported and exported from and to plaintext or a portable format? (motivated by assessment & accreditation requirements). |
| 31. Is there a requirement that a portion of the course grade be based on the audience response system? |
—————-
Plamen Miltenoff, Ph.D., MLIS
Professor
204-J James W. Miller Center
Learning Resources and Technology Services
720 Fourth Avenue South
St. Cloud, MN 56301-4498
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
“I am not strange, I am just not normal.” Salvador Dali
