http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy
Summary:
This non-narrative web page is intended to inform and
explain to the public about the distinction between Media and Digital Literacy.
It also has the function of instructing the reader on the skills needed for
both types of literacy and their importance in our 21st century
digital society.
This resource follows the conventions of an article:
The article begins with an introductory paragraph that
explains the relevance of these concepts while situating the reader to their
function and purpose. This is followed by a definition for each term: digital
literacy (digital competence for effective/safe digital usage) & media
literacy (critical engagement with mass media, changing role from passive to
active participants in media culture). Then,
the writing is complemented by a graph which provides a visual support for the
reader. The concluding paragraphs underline the interconnectedness between both
types of literacy and provide an opening for further contemplation of the
content by relating digital and media literacy to the online gaming world.
This resource could be used in an English classroom setting
if the focus was on the Media literacy strand. It would provide students with
an introductory segment to the relevance of media students and the importance
of intelligent interaction therein.
Suggested lesson plan to support learning to write (Senior level English course):
1. Introduce students to the text and read the entirety as a class.
2. Using the BLM 4.3 from the Peterson textbook get students to dissect the text individually.
3. Provide time for students to compare their notes regarding their analysis of the mentor text.
4. Following content analysis, have a discussion regarding the structural components of the mentor text (Into, definitions, brief development (intersection of both concepts), conclusion, opening)
5. Discuss the conventions used in the mentor text (placement of text, spacing, use of visual support).
6. Ask students to research a topic of interest and write a brief informational article. To assist them in this task, students would be encouraged to develop concept maps as well as a vocabulary lexicon in order to ensure their comprehension and facilitate their writing process.
7. Use BLM 9.5 for student's in order to assess their peers writing (checklist).
Given this lesson could consist of more than one day, students would be encouraged to use exit cards for any questions they may have or in order for them to prepare self-prompts for the next writing session.
Suggested lesson plan to support learning to write (Senior level English course):
1. Introduce students to the text and read the entirety as a class.
2. Using the BLM 4.3 from the Peterson textbook get students to dissect the text individually.
3. Provide time for students to compare their notes regarding their analysis of the mentor text.
4. Following content analysis, have a discussion regarding the structural components of the mentor text (Into, definitions, brief development (intersection of both concepts), conclusion, opening)
5. Discuss the conventions used in the mentor text (placement of text, spacing, use of visual support).
6. Ask students to research a topic of interest and write a brief informational article. To assist them in this task, students would be encouraged to develop concept maps as well as a vocabulary lexicon in order to ensure their comprehension and facilitate their writing process.
7. Use BLM 9.5 for student's in order to assess their peers writing (checklist).
Given this lesson could consist of more than one day, students would be encouraged to use exit cards for any questions they may have or in order for them to prepare self-prompts for the next writing session.
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