Elizabeth “Liz” Thoman, CHM, founded the Center for Media Literacy in 1989. Her inspiration and vision continue to influence the Center’s work – and the work of media literacy advocates everywhere -- each and every day. A new web page is dedicated to honoring Liz and her contributions to media literacy education, featuring her writings, videos of her and recognizing her, and a host of materials generated in her memory, at the time of her death in December, 2016. We are forever grateful to Liz. Visit the page.
"Radicalization in Cyberspace: Enlisting Media and Information Literacy in the Battle for Hearts and Minds," by Tessa Jolls and Carolyn Wilson, is an article just published on p. 167 in the MILID Yearbook, a collaboration between UNESCO, UNITWIN Cooperation Programme on MIL and Intercultural Dialogue, UNAOC and GAPMIL. The 2016 theme of the Yearbook, edited by Jagtar Singh, Paulette Kerr and Esther Hamburger, is "Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism." http://unesdoc.unesco.org/images/0024/002463/246371e.pdf
Dedicated to the memory of Elizabeth Thoman, media literacy pioneer and CML founder. Media Literacy Now (MLN) and the Center for Media Literacy (CML) present “What is Media Literacy?,” a collaborative project produced with creative input from Transformative Culture Project that simplifies the task of explaining media literacy to policymakers and others who have the power to transform the education system. This video promotes media literacy and digital citizenship as a solution for educators in a social media wilderness buffeted by fake news.
Stories about so-called “fake news” abound, and while the term is bandied about, it is little understood yet widely discussed. Is “fake news” about bias? About disagreements on fundamental principles or arguments? About verifiable falsehoods or perceptions about truths? About generating revenues through attention-seeking headlines and fabricated story lines? As we often say in media literacy, we have questions about the answers. But we can say with confidence that no one should “outsource” their brain for others to decide, nor do we wish to invite censorship or filtering. As power flows to individuals through social media, the traditional notions of journalism are upended and we are now all citizen journalists, with the collective and individual responsibility to be thoughtful and critical before circulating or consuming opinions or gossip or so-called “fact.” Whom do we trust, about what, and why? Who decides? Who checks the checkers? Yes, we need media literacy!
To get started with your students, go to MediaLit Moments for classroom activities related to addressing fake news. MediaLit Moments are short activities using the Key Questions and Core Concepts to teach critical thinking skills in K-12 classrooms. And check back often, we regularly add new activities.
Message from Dain Olsen, Media Arts Education Coalition - Media Arts teachers are in coversation with California Department of Education regarding legislative support for Media Arts Standards and need your support. See PDF attached.
Fake news isn't just an internet problem, it's a classroom crisis. Recently published article by LA School Report, The 74, with comments from CML. http://laschoolreport.com/fake-news-isnt-just-an-internet-problem-its-a-classroom-crisis-a-new-push-for-media-literacy/
"When searching for literature for my thesis I found a lot of material on media literacy but it seemed the more I found the more confused I became on the subject. It helped when I stumbled upon the CML MediaLit Kit. I think it's the most wise and well written on the subject and more importantly it combines theory and practice in a straightforward manner." Jonas Jakobsen, Copenhagen, Denmark