An understanding of the scope of rights and responsibilities under copyright is essential knowledge for a media-literate individual.
This chapter reviews four approaches to teacher professional development in U.S. digital and media literacy education: curriculum resources, conferences, summer institutes and job-embedded training programs.
As I write this, Bruner is nearing his one hundredth birthday. Born in 1915, Bruner’s lifelong project explores connections between mind and culture and between the social science and the humanities, connecting human development and human experience.
Media industry support of media literacy initiatives has been controversial. This chapter reviews the history of media industry involvement in media literacy education in the United States.
Although literacy is commonly understood as the ability to read and write, definitions of literacy generally include the ability to use culturally available symbol systems for comprehending, composing and sharing ideas, experiences, knowledge, and meanings
Tweets can be used to help students summarize and analyze course content, engage in peer-to-peer social interaction, develop professional relationships beyond the classroom, share informational content or other resources, engage in self-promotion, and learn how to use feedback and attention as a
This paper reviews the various methodological approaches used to measure the digital and media literacy competencies of learners.
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In this chapter, I examine the positioning of young people in relation to three forms of civic agency: as capitalists, as consumers of news and information, and as communicators with stories to tell.
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The concept of media literacy has been circulating in the United States and Europe since the beginning of the 20th century; but it continues to morph and change as a result of changes in education, technology, media, popular culture, and society.
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