In its broadest sense, learning can be defined as a process of progressive change from ignorance to knowledge, from inability to competence, and from indifference to understanding.
Workshop: Mind Over Media International
- Appreciate the need for a major overhaul in teaching people how to critically analyze propaganda
- Reflect on how critically analyzing propaganda may cultivate intellectual curiosity
- Consider the role of cross-national dialogue on contemporary propaganda in higher education
- Learn to use Mind Over Media: Analyzing Contemporary Propaganda and other digital tools to support critical thinking about media
- How did you learn about propaganda when you were in school?
- What are some of the characteristics of the propaganda that we experience in 2016?
Understanding Viral Media
After learning about virality, learners play "To Share Or Not To Share?" by exploring the Mind Over Media gallery to find examples of propaganda that they would share (or not). What is learned by reflecting on reasons for sharing (or not sharing) propaganda with our social networks?
Cross-National Dialogue on Propaganda
- What are the affordances and limitations of exploring contemporary propaganda in (and out) of schools?
- Why is it important to consider contemporary propaganda in a global context?
- Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2), 56 - 67.
- Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 - 638.