CANVAS ASSIGNMENT

 

                                                             Canvas                           ICT EVE-2.5YEAR

                                             EFME

Module 1: INTRODUCTION TO ENGLISH FOR MEDIA LITERACY

Question 1 : What do you know about Teach Savvy?

Answer; Tech-savvy refers to the proficient ability to navigate and use typical computer programs for the given task for project. This ability is continually compromised every few year because software companies needlessly rearrange the layout and menu structure of new version to touting them as new and improved, forcing user to continually relearn new operating systems and application.

Question 2-What do you understand by traditional literacy?

Answer-A traditional understanding of literacy involves being
able to read and write letters, words, paragraphs, essays and other types of writing. Reading materials would normally come from local or national sources like libraries, newspapers, publishers
Because of technological advancements and improvements in availability, people today have access to media from all over the world and from a wide variety of sources. Much of the digital media people use these days include not only words and paragraphs, what we call text, but also images, video, audio and animation. Media that include a combination of these elements are known as multimodal ensembles..

 

 

Question 3-what elements are included in multimodal ensembles?

Ensemble learning is an important element in machine learning. However, two essential tasks, including training base classifiers and finding a suitable ensemble balance for the diversity and accuracy of these base classifiers, are need to be achieved. In this paper, a novel ensemble method, which utilizes a multimodal multiobjective differential evolution (MMODE) algorithm to select feature subsets and optimize base classifiers parameters, is proposed. Moreover, three methods including minimum error ensemble, all Pareto sets ensemble, and error reduction ensemble are employed to construct ensemble classifiers for executing classification tasks.

 

 

Question 4: Why Media literacy is especially Important for today’s English language to students?

Answer-Language students. As you know, English is a global language. It is the most widely used language on the internet and it’s the dominant language of science and technology.
Students from all over the globe come across English in digital spaces daily and they may even be
engaging with their international peers, in English, through these online spaces. Your students will need to use both English language skills and their media literacy skills if they want to participate and
communicate effectively
As your students become adults and enter into the workforce, they will likely need to go online To use
technology tools for gathering information, content creation, and collaboration with peers. Many
helpful and innovative tools, resources, apps and media are in English. People who have a combination of English language and media literacy skills will be better prepared to use 21st century technology for the benefit of themselves and other.

 

Question 5: What is Media and what are the different types of media?

Answer –Media is the different channels, or ways, in which news, entertainment, marketing messages or other information is spread.

WHAT ARE THE DIFFERENT TYPES OF MEDIA?
There are many different types of media and they have evolved over time. Two main categories are traditional media, such as radio, magazines and TV shows, and digital media (or new media) like the kind people get through their computers and smartphones. While most people today are using increasing amounts of digital media, traditional forms of media are still part of our daily lives too. Traditional Media (print media, broadcast media, outdoor media)See Image Credits The term traditional media refers to any mass communication method that came before the invention of the internet and digital media. One of the oldest types of traditional media is print media. This includes newspapers, magazines and books. Another type of traditional media is outdoor media such as billboards, posters, flyers and transit media. An example of transit media is an advertisement you might see on or inside a bus. As technology developed, so did the different types of media. Broadcast media, which covers radio and television, is a more recent addition to traditional media.Digital Media/New Media In the 1990’s and early 2000’s digital and internet technologies were becoming more widely used around the world. Traditional media that had only been produced in print or broadcast formats could now be digitized and shared over the internet. Websites and social media platforms made it easier for users to access and share various types of media from their home computers. People could conveniently watch videos, do internet research, read e-books and online newspapers, read and write blogs, and share digital messages and photos via computer. More and more people started using the internet, and social media platforms in particular, for sharing and communicating.

Q6- differentiate between media consumption and media production or how do we engage with media?

Answer-Content production is when a person/organization produces i.e. creates any type of content. This may or may not be available for ‘others’ to ‘consume’.Media consumption is when an audience consumes i.e. takes in (e.g. watches, reads, listens to, or interacts with) any content that has been produced and made available on a media platform by its creator. This audience can comprise of any number of people, ranging from one to hundred to more.The relationship between the two is simple. Most creators produce content for consumption. They make it for a media platform so that it may be grasped and understood by an audience. Sometimes, content is produced but not consumed. However, all content/media that is consumed is always produced.

Q7-how can we play a strong role in the 21st century english language classroom as a teacher for our student?

One of the largest trends in education worldwide is the recognition that education needs to
serve an increasingly digital world. Classrooms that exist as ‘technology free zones’ are
increasingly falling behind in preparing students for the jobs of the future. As a result,
schools are changing focus from traditional teaching, with its focus on facts and
information, to teaching the 21st Century Skills, with an emphasis on digital literacy. These
21st Century Skills have a focus on problem-solving, creativity, and communication. In the
classroom of the future, students will need to know how to find, evaluate, and process
information from a wide variety of sources. This week, we will explore the 21st Century
Skills and find ways to incorporate them in our classrooms.
This focus on digital skills should play a strong role in the 21st century English
language classroom as well. Although it is hard to estimate accurately, around 50% of all
the material on the Internet is in English (Pimienta, Prado, & Blanco, 2009). As English
teachers, we can help our students access and understand this digital world. To better help
our students prepare for the digital world and the digital jobs of the future, we should also
consider how to make our classrooms 21st century classrooms.

 

Question 8: Brief the ideas by which teachers can integrate into their classroom instructions.
1) Global Awareness
2) Creativity and Innovation
3) Information and media literacy.


:
Global Awareness –

teachers should use classroom activities to promote global
understanding in students. This can include classroom organization, such as having
students from different cultures and backgrounds work together on class projects to
promote cultural understanding and awareness, or, for monolingual/monocultural
classrooms, having students read English language materials that are focused on non-
English speaking areas of the world. An example of this is creating classroom activities
around Google’s Beyond the Map project, which gives viewers an interactive tour of Rio de
Janeiro, or using the international news stories and radio broadcasts of Voice of America in
the classroom. For more ideas on using global affairs in your classroom, check out the
March 2016 Teacher’s Corner or the American English Webinar Series.
Creativity and Innovation –

The 21st Century Skills have a strong focus on students
creating and innovating with the information they have in the classroom. This requires
teachers to move from more traditional assessments, such as quizzes and tests, to more
open-ended assessment approaches, such as student portfolios. The goal in using portfolios
is to encourage students to use the target language in context, rather than by testing
knowledge of just grammar or vocabulary. This can include asking students to create
videos, write journals, create podcasts, or stage classroom plays in English for classroom
assignments. For more on using portfolios in the classroom, check out the January 2004
issue of English Teaching Forum magazine.
Information and Media Literacy –

The world has shifted from an industrial economy to
an information age economy. The old industrial economy focused on the building and
making of products. The information age economy is focused on creating and accessing
information through computers. In the information age economy, it is important for
students to understand how to access information and evaluate that information. The 21st
Century Skills educational model encourages the use of transmedia literacy. Transmedia
literacy is the ability to understand information from a variety of sources and make
connections between them. For example, in the English classroom, students can read an
English-language news story, then watch a video on the same subject matter. Teachers can
then quiz the students on not only the content of each story but also the differences and
similarities between each story. This encourages students to think across different types of
media and understand the strengths and weaknesses of each. For more on media literacy,
check out our Massive Open Online Course on English for Media Literacy.

 

 

 

 

Module .2 APPROACHES AND STRATEGIES FOR MEDIA LITERACY EDUCATION

 

 

Q1- What are two different important approaches in media literacy education?

 

Answer. Two different approaches in media literacy education. The first is the

Protectionist approach which is centered on the idea that media consumption can have harmful effects on people. The purpose of media literacy education is to help protect people from negative effects. Many educators and parents are concerned about media content that includes violence, sex, drugs, negative stereotypes, and the influence of advertising.1

Themselves from these and other potentially harmful aspects of the media (Potter, 2010; Share, 2015).An alternative to protectionism is the empowerment approach. Supporters of this approach disagree with the idea that the main goal of media literacy education should be to protect people from the dangers of media exposure. The empowerment approach still allows for the identification and analysis of negative media messages, but it’s more than that. It is reflective and creative and it leads students to have an empowered view of their relationship with media, whether it’s media they consume or media.

 

Q2- What is the NAMLE”s framework?

 

We’ve gone over just a few of the great questions from the NAMLE framework. It’s important to

remember that a framework is your tool. You don’t have to use it in the exact same way that it’s

presented. You can skip some questions and focus on the ones you think are the most important for a particular lesson. You can add questions that you feel are useful. You can also change the language of the questions to make it more appropriate for your English language students. It’s up to you. You choose what best meets the needs, abilities and interests of your students.

 

Question 3: How to use key questions?

The Center for Media Literacy’s 5 Key Questions is one of the many free media literacy resources that you can use to build your teaching toolbox. In a media literacy lesson, teachers might bring in authentic media, in English or the students’ native language, and lead the class through the five key questions one by one. We recommend that you create your own Media Question and Answer (Q&A) Routine for your students. You can adapt the CML questions to your English learners’ language level or the type of media you are using. You can also skip some questions and add new ones that you feel are suitable for your learners. By asking questions from your personalized Media Q&A Routine, students will better understand the messages they receive and be on their way to developing better media literacy

 

Question 4: How can we analyze the Media messages? Or what do you understand by CML?

Analyzing means looking at something carefully to understand it. There are many good tools you can

use when analyzing media messages. The Center for Media Literacy (CML) has developed excellent resources.One of CML’s most useful resources is their Media Deconstruction/Construction framework (Jolls, 2008).The complete framework includes five key questions for the media consumer; five key questions for the media producer, and five core concepts that pull the framework together. In this article we are going to focus on the five key questions for the media consumer.The CML questions and concepts are organized into the following five categories: authorship, format (or design), audience, content, and purpose. Here is a list of the five questions for the media consumer along with the categories they fall into:

 

Question 5: What do you mean by “Create” in a media message?

The key word in this question is “created.” To create means, to make or build. All media messages are made by people. Those people make choices about what to include in the message, and what not to include. Understanding who this person is and what their goal is for creating media will help  you interpret the message more effectively.

 

Question 6: What “Creative Techniques” are used to attract the attention in media messages?

A technique is the manner or method in which something is done. When the media creates a message, they use certain techniques to capture the attention of their audience. Think about a recent advertisement you saw. What made it interesting? Oftentimes, the media uses humor or comedy to attract people to their message. They also use certain symbols or words. The media can also choose certain colors or images to attract people as well. The goal is for you as a viewer to continue to read or watch the media message. For example, when you look at a newspaper article often there is a picture at the top. Someone, most likely the editor, chooses which

Pictures to show with the news stories.

 

Question 7: How might different people understand one media message differently?

Even if two people see exactly the same message, they may understand or interpret that message

differently. Why? People understand messages differently because each person interprets messages

based on age, culture, gender, and beliefs. Think about a website or advertisement you have seen. What if you showed it to a friend from another country? What would they think?.

If you showed it to your friend, mother, or father, would they react to it exactly the same way you did?

What you think about that website or ad might not be the same thing that your parent or friend thinks.As you use media, keep in mind that many people may have very different opinions on the exact same media message. Try to understand why they might have different perspectives.

 

Question 8: Define,

Value     2) Race       3) Ethnicity

 

. Race_

iI is  not an easy word to define. People use the word race to refer to a group of people that have something in common Some people define race as a group of people who have similar physical features, such as skin color, or hair color. Other people say that race is based not just on physical features but also on culture. Culture is the beliefs, customs, arts, language, and other aspects of a particular group of people. People often

 

Ethnicity-

as a group of people that shares similar physical features and culture. However, some

people define ethnicity only in terms of culture. There are differences in the definition and

understanding of race and ethnicity because they are both ideas that were created by society in order to group people.

Value; value' is not equivalent to economic impact and should not be added together as the two measures are entirely different.  The "monetary value" of media exposure is not a measure of value to a host economy, it is a measure of "cost".s

 

Question 9: What do you understand by “Dominant Group” and “Minority Group”?

Diversity in media means representing different people in media messages and having different people create and deliver media messages.

First, the media should not just spread messages about one group of people. All people's stories deserve to be told. This includes people from different racial, ethnic, and cultural groups. Media diversity involves telling the stories of the different groups of society. These include the dominant group, which is the group of people that has the power and status in society, as well as the minority groups, or the groups of people in society that have less power and opportunity.

Minority groups are often determined by a person's race, culture, or gender.

 

Question 10: What do you mean by “Stereotype People”?

Stereotype means to unfairly group all people with a particular characteristic

together. People often stereotype others because of their age, gender, race, or culture.

The media may stereotype people by describing them all the same way, such as lazy, or strong. The

media also may stereotype people by always showing certain people in certain roles. For example, on television shows, doctors might only be shown as men, and women might always be shown as nurses. There are many women doctors and male nurses throughout the world, this should be shown in the media. Stereotype means to unfairly group all people with a particular character

 

Question11: What is “Culture”?

Culture is the beliefs, customs, arts, language,, and other aspects of a particular group of people.

Sometimes, culture can be seen and experienced. The way a group of people dresses, their language,

their art, and their food are all part of a person's culture that can be seen or can be experienced. There are also parts of a culture that cannot be seen. For example, a group's history, their religious beliefs, or what they value are all part of their culture that we cannot see.

 

Question 12: Is it true that “Women are seen and heard in media messages much less than men”.

 

Research has shown that women are seen and heard in media messages much less than men. When

women are included in media messages, it is important to analyze the way in which they are described and possibly stereotyped in those messages. Like different racial, ethnic, and cultural groups, women may also be stereotyped in the media.

One way the media might stereotype women is by only showing them in certain roles. For example, it is common to see women as nurses or teachers. You often see women on TV taking care of the children or cleaning the house. It is less common to see women in positions of power such as a business leader, a doctor, or a lawyer. In addition, the media often shows the role of a woman only as it relates to their connection to a man. In other words, men are seen as central or key to the story and women are seen as secondary or less important. An example of this is when the woman in a story only exists as a love interest to the man. Because these stereotypes happen so often in the media, the Bechtel Test was created to analyze how women are shown in movies. This test was created by Alison Bechtel, an American cartoonist who created comic strips. She introduced this test in one of her comic strips in 1985 and it is still being used today.

 

Question 13: Difference between “Diversity” and “Identity”.

The word diverse means showing a great deal of variety or differences. When we say that the media

should have diverse representation, we mean that all different types of people should be included in

the media. This includes people of different ages, genders, religions, political beliefs, cultures, and more.In this context, diversity is having or including people from different backgrounds. To examine diversity in the media, we must think about two important points: what story is being told and who is telling it?

 

Module 3:  MANAGING STUDENT MEDIA CONSUMPTION AND PRODUCTION

 

Question 1: What are the effects of “Role Model” on students?

 

As educators with an interest in media literacy, you probably understand why the subject is so

Important for today’s students. Esteemed Brazilian educator and philosopher Paulo Frere urged that

Students must know not only how to read the word, meaning text literacy, but they must also know how to read the world. This means that in addition to reading literacy, students should know how to

Understand the world they live in. Analyzing media messages by asking important questions helps them do just that. As students gain more practice in questioning media messages, it expands their understanding of the world and that can feel threatening to some people. Teaching media literacy does have its challenges because it can bring up strong feelings and opinions. As you continue to study media literacy education, and evaluate your priorities as an educator, you will become more confident at handling these special issues

 

 

Question 2: What do you mean by “Target Audience” and “Editors” to the media messages?

Experimental results on several benchmark classification databases evidence that the proposed algorithm is valid. Target audience actually is. In simplest terms, a target audience refers to the group of people that are most likely to be interested in your product or offer. And members of this group share common traits. An editor is the person who is in charge of a newspaper or magazine and who decides what will be published in each edition of it. 2. countable noun. An editor is a journalist who is responsible for a particular section of a newspaper or magazine. Cookery Editor Moyra Fraser takes you behind the scenes.

 

Question 3: Brief the “Social Media”. Or Can “Social Media” help us overcome bias?

 social media ecosystem vulnerable to both intentional and accidental misinformation. That is why our Observatory on Social Media at Indiana University is building tools to help people become aware of these biases and protect themselves from outside influences designed to exploit them.

To counter this bias, and help people pay more attention to the source of a claim before sharing it, we developed Fake, a mobile news literacy game (free on Android and iOS) simulating a typical social media news feed, with a mix of news articles from mainstream and low-credibility sources. Players get more points for sharing news from reliable sources and flagging suspicious content for fact-checking. In the process, they learn to recognize signals of source credibility, such as hyper partisan claims and emotionally charged headlines

 

Question 4: What is Media Bias?

Bias is having a negative or positive opinion about someone or something that may not be based on all of the facts; or having an opinion that favors a particular person or issue over others, in a way that is considered unfair. The public generally expects the news media to present neutral and correct

information about people, events and issues - news that is not biased (or unbiased). That way, people can consider the information and form their own ideas about the news based on their own beliefs and values. Now, we're going to introduce three types of bias you might see in the news media or other information sources. These are bias by omission, bias by placement, and bias by spin. Let’s see what they might look like.

 

Question 5: How can you tell “Sensationalism”?

Sensationalism means using news media messages to shock or entertain people instead of informing them of other topics and events which might be less exciting but more important to their daily lives.

Imagine that a famous singer from your country is arrested by the police because she was driving too

fast. The next day when you turn on your radio, you hear about this person's arrest. When you turn on the television news, you see even more information. You learn what kind of car she was driving, how fast she was going and what she was wearing. Other stories start covering who she was with; was it her husband or someone else? Is she getting a divorce? Where were they going? Then you start seeing other pictures of those two people together. Stories like this sometimes start trending or becoming popular very quickly on social media, so you learn even more when you check sites like Twitter and Facebook.

 

Question 6: What does PIC stand for?

A PROGRAMMABLE LOGIC CONTROLLER

 

Module 4: LANGUAGE FOR TEACHING ENGLISH FOR MEDIA LITERACY

 

Question 1: How can you analyze your “Text-Book” and “Instructional Materials”?

We can analyze a textbook includes specifically selected teaching material. the material in the textbook is according to needs and content in the textbooks in order.. a textbook is based on a specified curriculum.

 

Question 2: What do you know about “CLIL”? (Content and Language Integrated Learning).

The content-based instruction (CBI), or content and language integrated learning (CLIL) as it refers to a variety of instructional models in which academic subject matter is taught in a second or foreign language, such that students learn academic content and language skills simultaneously.

 

Question 3: By using “CLIL” how can you plan a lesson for all language students?

Wecan develop an action plan for integrating media literacy as content in which I can integrate

it with language by giving instructions and encourage students to communicate each other in

language and share there ideas on given topic.

 

Question 4: “Debate” according to you is how much important for students?

A. According to me participation in debates is beneficial for students because it enables you

to become less narrow-minded, to look at all sides of an argument, to provide scope and

structure to your work and in practice to develop the art of public speaking

 

    MODULE 5: ENGLISH FOR MEDIA  LITERACY UNIT                           PLANNING

 

Question 1: As a teacher, how do you view the Project- based unit to Teaching Media Literacy for your students?

 When you use a project-based unit, students learn by actively engaging in real-life projects that are personally meaningful to them. It begins by thinking critically about any real-world issues and having students try to solve those issues through project development. The five characteristics of developing

 Question 2.What is the steps to designing a Project-besed unit?

Students try to solve those issues through project development. The five characteristics of developing are:

1. Incorporating real life situations in instruction.

2. Integrating all four language skills communicatively.

3. Encouraging learner autonomy or learner choice.

4. Using experiential learning

5. Applying project-based learning.

 

Question 3: “Presentation and Speeches are creative task”. Explain this statement in your own words?

Assignment like presentation speeches skits. Or commercials are creative tasks that  ask student to incorporate what they have learned into some type of performance. They are a great way to offers students how are stronger at speaking or performing a chance to excel. These tasks can be less structured then an easy or project and allow students more creative freedom to demonstrate what they have learned. Additionally  students enjoy seeing their peers perform. Therefore the audience can often be just as engaged in watching the performance as the presenters are in performing it this type of assignment provides students with a chance to review information both performers and audience. Member something they would not experience by handing in an easy or taking a test.

 

Question 4: What do you understand by “Portfolios”?

Portfolios are collections of student work used to demonstrate the students mystery of specific content. Portfolios can include class for homework assessment are given by the teacher assessment pair assessments or self assessment conducted by the student pre and post test item description aur student election may also be included

 

Question 5: What are “Formative Assessments”?

Moving on weekend plan or lesson or unit possibly including example activities 1 3 or 5 as formatted assessment format avx assessments are tough or activity that provide information about work and how student are learning so that teachers can adjust instruction accordingly (cabral at al. 2007.202). If we see that our students perform poorly on formative assessment as we may need to reach a concept or present content again in a different way next week in teacher corners Vivo look at some easy way to collect formative data in your classroom this theatre will allow you to check your student progress as you prepare them to succeed on your summative assessment task.