Media & Information Literacy For Teachers

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  • Home
  • Introduction
  • Modules
    • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
      • Unit 1: Understanding Media and Information Literacy – An Orientation
      • Unit 2: MIL and Civic Participation
      • Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
      • Unit 4: MIL, Teaching and Learning
    • Module 2: Understanding the News, Media, and Information Ethics
      • Unit 1: Journalism and Society
      • Unit 2: Freedom, Ethics and Accountability
      • Unit 3: What Makes News – Exploring the Criteria
      • Unit 4: The News Development Process – Going Beyond the 5Ws and 1H
    • Module 3: Representation in Media and Information
      • Unit 1: News Reporting and the Power of the Image
      • Unit 2: Industry Codes on Diversity and Representation
      • Unit 3: Television, Films, Book Publishing
      • Unit 4: Representation and Music Videos
      • Unit 5: Digital Editing and Computer Retouching
    • Module 4: Languages in Media and Information
      • Unit 1: Reading Media and Information Texts
      • Unit 2: The Medium and the Message – Print and Broadcast News
      • Unit 3: Film Genres and Storytelling
      • Unit 4: Camera Shots and Angles – Conveying Meaning
    • Module 5: Advertising
      • Unit 1: Advertising, Revenue and Regulations
      • Unit 2: Public Service Announcements
      • Unit 3: Advertising – the Creative Process
      • Unit 4: Advertising and the Political Arena
      • Unit 5: Transnational Advertising and ‘Superbrands’
    • Module 6: New and Traditional Media
      • Unit 1: From Traditional Media to New Media Technologies
      • Unit 2: Uses of New Media Technologies in Society – Mass and Digital Communications
      • Unit 3: Use of Interactive Multimedia Tools, Including Digital Games in Classrooms
    • Module 7: Internet Opportunities and Challenges
      • Unit 1: Young People in the Virtual World
      • Unit 2: Challenges and Risks in the Virtual World
    • Module 8: Information Literacy and Library Skills
      • Unit 1: Concepts and Applications of Information Literacy
      • Unit 2: Learning Environments and Information Literacy
      • Unit 3: Digital Information Literacy
    • Module 9: Communication, MIL and Learning – a Capstone Module
      • Unit 1: Communication, Teaching and Learning
      • Unit 2: Learning Theories and MIL
      • Unit 3: Managing Change to Foster an Enabling Environment for MIL in Schools
    • Module 10: Audience
    • Module 11: Media, Technology and the Global Village
      • Unit 1: Media Ownership in Today’s Global Village
      • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
      • Unit 3: Commoditization of Information
      • Unit 4: The Rise of Alternative Media
    • Module 12: Freedom of Expression Toolkit
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Home / Modules / Module 11: Media, Technology and the Global Village / Unit 4: The Rise of Alternative Media

Module 11: Media, Technology and the Global Village

Unit 4: The Rise of Alternative Media

DURATION: 2.5 hours

KEY TOPICS

  • Alternative media: why they have emerged
    • Public credibility of mainstream media
    • Advent of information and communication technology
    • Changing media habits and consumer preferences
  • Defining alternative media (in contrast to mainstream media)
  • Ownership and control of alternative media (i.e. democratizing ownership and control)
  • Audiences of alternative media: different sectors (women, young people, children, labourers/workers, etc.), marginalized groups (cultural communities, migrants, etc.), etc.
  • Content of alternative media (e.g. community or sector development issues and concerns)
  • Journalistic processes in alternative media (e.g. community perspectives, participatory and interactive approaches)
  • The role of alternative media in society (e.g. transparency, diversity and freedom of expression)
  • Planning, managing and sustaining an alternative medium in different settings
    • Alternative media in a school setting
    • Alternative media in a community
    • Revenue models of alternative media.

LEARNING OBJECTIVES

After completing this unit, teachers will be able to:

  • Define alternative media – their rationale, features and applications
  • Analyze examples of alternative media using various formats – print, broadcast and electronic
  • Describe the editorial processes (including planning, production and distribution) involved that distinguish alternative media from mainstream media
  • Assess the impact of alternative media on specific communities (including virtual communities), particularly in covering issues and concerns of marginalized audiences and giving them a voice
  • Plan the creation of alternative media for a community or school context

PEDAGOGICAL APPROACHES and ACTIVITIES

CASE STUDIES

CASE STUDIES

Teachers read case studies of leading alternative media (some are available online) and list best practices in planning and managing alternative media, particularly in the following areas:

  • Issue planning (i.e. identifying story ideas)
  • Generating or sourcing facts
  • Processing/organizing data/information
  • Involving stakeholders (audiences) in the editorial process
  • Managing operations (editorial and business)
  • Expanding and sustaining audiences
  • Generating revenue

The trainees may use the following of characteristics as a checklist of indicators of best practices:

  • Innovative
  • Creative
  • Indigenous
  • Effective
  • Efficient
  • Participatory
STUDY-VISIT OF ALTERNATIVE MEDIA ORGANIZATION/COMMUNITY IMMERSION

STUDY-VISIT OF ALTERNATIVE MEDIA ORGANIZATION/COMMUNITY IMMERSION

Trainees make a field trip to an alternative media organization; interview editors, media managers and journalists; and observe editorial and management policies and practices in comparison with mainstream media companies. Their report should include how the alternative media organization:

  • Selects stories
  • Selects sources of information
  • Selects angles (i.e. promoting a specific point of view) and treatment (i.e. reporting or manipulating) stories far
  • Generates audience feedback
  • Generates income
  • Measures success in terms of rating and circulation
MEDIA PRODUCTION

MEDIA PRODUCTION

Teachers visit a marginalized community and interview leaders and members to determine their information needs and requirements. The team then produces and uploads a YouTube video or a podcast. They may add music and other elements for better impact.

ASSESSMENT RECOMMENDATIONS

ASSESSMENT RECOMMENDATIONS

  • Case studies
  • Alternative media production
  • Written paper on the field trip to alternative media organizations
  • Participation in class discussions and other group learning activities
TOPICS FOR FURTHER CONSIDERATION
TOPICS FOR FURTHER CONSIDERATION

  • Community reporters and community broadcasting
  • Conflict-sensitive reporting/peace journalism
  • Unit 1: Media Ownership in Today’s Global Village
  • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
  • Unit 3: Commoditization of Information
  • Unit 4: The Rise of Alternative Media

Modules

  • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
  • Module 2: Understanding the News, Media, and Information Ethics
  • Module 3: Representation in Media and Information
  • Module 4: Languages in Media and Information
  • Module 5: Advertising
  • Module 6: New and Traditional Media
  • Module 7: Internet Opportunities and Challenges
  • Module 8: Information Literacy and Library Skills
  • Module 10: Audience
  • Module 11: Media, Technology and the Global Village
  • Module 12: Freedom of Expression Toolkit

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