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Teaching
Transforming concepts of media literacy into pedagogical practice can be a major
challenge. Media Services program development has been inspired by three approaches
to teaching media education highlighted in Douglas Kellner & Jeff Shares article, Critical
Media Literacy is Not an Option (2007).
Student produced media assignments are an excellent way to integrate this approach
into your teaching and should be structured to align with articulated learning objectives.
For further guidance, the Penn State Media Commons offers an excellent guide on
developing media assignment instructional strategies. Minnesota also has a fair amount
of campus media support infrastructure as Library Media Services often partners with
other campus support services, such as OIT Consultation Services, the Center for
Teaching and Learning, and various college/department level media services to support
student media assignment develop and projects.
media literacy concepts and outcomes. Though some are critical of this approach this
level of media literacy is appropriate in many courses. Fundamental media literacy skills
are an important foundation for becoming a critical consumer of media. Students should,
at minimum, understand how media is used within their discipline contexts (in all forms),
how to access relevant media resources, how to analyze information in multiple forms
and evaluate its authority.
As an instructor, you can encourage students to develop foundational media literacy skill
sets by encouraging a diverse use of sources, challenging students to consider the
information being conveyed regardless of form ("read" images, sound), and to always
consider the authority of a source within course and discipline contexts.
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