Digital Media Literacy for Secondary Students - Teacher Manual - Full Sample

Transition Year.

The book provides a framework for teachers to teach the four strands of the digital media literacy course, these being: 

My digital world



Following my interests online



Checking the facts



Publishing myself.

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designated short course for Junior Cycle the course can also be delivered within

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requirements of the Junior Cycle, Digital Media Literacy short course. While a

for Secondary Students

TEACHER MANUAL

Introduction to Digital Media Literacy is a response to the specifications and

Digital Media Literacy for Secondary Students

for Secondary Students

The book is highly interactive with numerous links via QR codes to external videos and

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resources. It aims to bring together print and digital technology in a new and engaging manner while seeking to deepen the ability of students to use digital technology,

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communication tools and the internet in a creative, critical, and safe manner.

DIGITAL MEDIA LITERACY - Teacher Manual 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.

T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie - W: www.4schools.ie

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Teacher Manual



Sarah McGuill

31/08/2021 16:37:37

E-BOOK

How to claim and access your e-Book Code:

To claim your e-Book

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1. Log in to www.4schools.ie (create an account if you do not have one).

2. From the menu, select e-Books.

3. Select the e-Book you wish to purchase and click Add to Cart.

4. Proceed to Checkout.

5. Enter the code above and click on Apply Coupon.

6. Click Checkout.

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To view your e-Book

1. To view your e-Book, log in to My Account.

2. Go to My Digital Library and click Open Library.

3. Your e-Book will be available to view.

Notes

• E-Books are available via the web browser only.

• You cannot download your e-Book as a PDF. • You must log in to your 4Schools.ie account to access your e-Book.

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By Sarah McGuill

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for Secondary Students

TEACHER MANUAL

for Secondary Students

Sarah McGuill

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Published by 4Schools 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.

T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie

© 2021 Sarah McGuill

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If you would like information on further training on public speaking for teachers or schools please contact info@4schools.ie

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ISBN 978-1-907330-39-1

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, without the publisher’s written permission. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Permission requests should be directed to 4Schools, 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland. or info@4schools.ie 4Schools has attempted to contact all proprietors of images, texts and graphics included in this book.

Proprietors we could not reach are requested to contact us.

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DEDICATION

This book is dedicated to my siblings Nicole, Ryan and Caitlyn, my wonderful partner, Stephen Buckley, and my parents, Barbara and Martin.

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ACKNOWLEDGEMENTS

Thank you to Gary Faloon, Katie Murphy and the Examcraft Group, who helped me edit and re-edit this book.

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Index Introduction ..............................................................................................................................................1

Section 1: My Digital World Chapter 1: My Digital Life ......................................................................................................................... 8 Chapter 2: Analysing the internet ........................................................................................................ 18 Chapter 3: Downloading content ........................................................................................................ 26 Chapter 4: Respectful and responsible use ...................................................................................... 32 Chapter 5: Personal safety concerns .................................................................................................. 36 Chapter 6: Digital citizenship ................................................................................................................ 44 Chapter 7: Responding to harmful situations .................................................................................. 50

Section 2: Following my interests online

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Chapter 8: What is digital content? ..................................................................................................... 56 Chapter 9: Publishing .......................................................................................................................... 65

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Chapter 10: Searching and evaluating ............................................................................................. 70 Chapter 11: Evaluating research .......................................................................................................... 75 Chapter 12: Expression through digital images ............................................................................ 80

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Chapter 13: Image and video manipulation ................................................................................... 84 Chapter 14: Visual representations of data .................................................................................... 88

Section 3: Checking the facts

Chapter 15: Digital media formats .................................................................................................... 94 Chapter 16: Media formats ................................................................................................................. 98 Chapter 17: Change a digital media text from one online format to another .......................... 103 Chapter 18: Looking for bias .............................................................................................................. 106 Chapter 19: Who owns the internet? ............................................................................................... 110 Chapter 20: The role of digital media in our society .................................................................... 114 Chapter 21: Digital technologies in democracy ............................................................................. 117

Section 4: Publishing myself Chapter 22: Social media and me ..................................................................................................... 124 Chapter 23: Teenagers’ online rights ............................................................................................... 129 Chapter 24: Privacy ............................................................................................................................. 134 Chapter 25: Expressing myself online .............................................................................................. 139 Chapter 26: Following my passion .................................................................................................... 143

RESEARCH PROJECT TEMPLATE ................................................................................................... 152

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Introduction Introduction to Digital Media Literacy is a three-year textbook that meets the requirements of the Junior Cycle Digital Media Literacy short course specification. There are twenty-eight learning outcomes that are divided evenly across four strands. The strands include: ‘My digital world’, ‘Following my interests online’, ‘Checking the facts and Publishing myself’.

In line with the aims of the Junior Cycle specification, this book aims to deepen a student’s ability to use digital technology, communication tools and the internet in a creative, critical and safe manner. This book contains many varied activities that scaffold and extend student knowledge about DML.

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Young people are actively manipulating digital media to participate in social and cultural life. Making and sharing media has become an increasingly important feature of how young people communicate and engage with each other and with the wider world. For them, posting, liking, sharing and searching are among the ways they participate in their communities and socialise. This short course offers students opportunities to explore and discover the information and knowledge accessible online, enabling them to pursue their interests, to express themselves online and solve problems relevant to their lives. In studying digital media, students learn to use digital technology, communication tools, and the internet to engage in self-directed enquiry. As students develop their digital literacy skills, they improve their capacity to know what they are looking for, what information to ignore or discard, and how to identify what can be useful or significant. They learn to discriminate between the multiple sources of information available online and to challenge the views they find there. They learn how to create, collaborate and communicate effectively and to understand how and when digital

This book will provide a framework for teachers to teach their students about the four strands of digital media literacy. Digital media literacy is appropriate as a Junior Cycle short course or as a Transition Year module.

technologies can best be used to support these processes.

- Digital Media Literacy specification

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BOOK OVERVIEW This book is divided into four sections that correspond to the four strands outlined in the Digital Media Literacy specification from the JCT. Each chapter explores each learning outcome and is filled with active learning methodologies and engaging activities.

SECTION 1: My digital world

SECTION 2: Following my interests online

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Students will examine various ways information that is relevant to them is digitally published. A methodology will be established for recognising false news on the internet.

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This section is designed to allow students to evaluate their relationship with technology and the impact it can have on the individual.

SECTION 3: Checking the facts

This section will require students to examine various digital media formats for bias. They will also look at the effect of technology on democracy.

SECTION 4: Publishing myself Students will examine the information that they publish on social media. They will learn how to be safe online. They will also plan, research, reference and publish a digital media text.

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Statements of learning

Key Skills

Wellbeing indicators

19, 20, 24

Communicating - Discussing and debating

W3, W6, W11

Staying Well – Being confident Being Creative – Stimulating creativity using digital technology.

Working with Others – Co-operating Managing Information and Thinking – Gathering, recording, organising and evaluating information.

Using digital technology to access, manage and share content.

Scheme of work for Digital Media Literacy SECOND YEAR TERM 3

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FIRST YEAR TERM 1 Strand

Chapters

LO

Strand

Chapters

1.1

1

1

3.3

3

17

1.2

1

2

1.3

1

3

1.4

1

4

LO 1.5 1.6 1.7 2.1

3.4

18

LO

Strand

Chapters

3.5

3

19

Strand

Chapters

3.6

3

20

1

5

3.7

3

21

1

6

1

7

1

8

THIRD YEAR TERM 2

FIRST YEAR TERM 3 LO

3

THIRD YEAR TERM 1

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FIRST YEAR TERM 2

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LO

LO

Strand

Chapters

4.1

4

22

4.2

4

23

Strand

Chapters

4.3

4

24

2.2

2

9

4.4

4

25

2.3

2

10

THIRD YEAR TERM 3

SECOND YEAR TERM 1

LO

Strand

Chapters

LO

Strand

Chapters

4.5

4

26

2.4

2

11

4.6

4

26

2.5

2

12

4.7

4

26

2.6

2

13

SECOND YEAR TERM 2 LO

Strand

Chapters

2.7

2

14

3.1

3

15

3.2

3

16

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Layout of the Student Workbook Pause and Reflect at the end of each chapter.

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Link to an online video tutorial.

Each chapter outlines the learning intentions.

The units are learner centred, with practical and engaging activities to help emphasise the learning outcomes for the students.

Each chapter offers a range of tips, vocabulary and reminders.

At the end of each chapter you will find a summary of the chapter.

eLearning Platform There are a number of different eLearning platforms being used by schools and we suggest that as part of this programme students receive guidance on the eLearning platform that is being used by your school.

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Active Learning Methodologies There are active teaching and learning methodologies suggested throughout each unit.

Such methodologies include:

INDIVIDUAL, PAIR AND GROUP RESEARCH WORK

·

WALKING DEBATE

·

REFLECTION JOURNAL

·

THINK-PAIR SHARE

·

THINKING HATS

·

MENTIMETER VOTING

·

DEBATE

·

ROLEPLAY

·

STICKY NOTES

·

FLIP CHART

·

MIND MAP/DIGITAL MINDMAP

·

THROW THE BALL

·

SPIDER DIAGRAM

·

WORD ASSOCIATION

·

COMPARISON

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·

To get further direction on how to implement these active teaching methodologies in your classroom, please refer Active Teaching Methodologies booklet published by the PDST:

https://www.pdst.ie/sites/default/files/teaching%20 toolkit%20booklet%20without%20keyskills_0.pdf Scan the QR Code to read the article

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SECTION 1

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CHAPTER 1

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My Digital Life

LEARNING OUTCOME 1.1 Describe how the students use digital technologies, communication tools and the internet in their lives.

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LEARNING INTENTION To reflect on and describe your use of digital technologies, communication tools and the internet in your day to day life.

CHAPTER OVERVIEW

In this chapter students will reflect on their relationship with digital technologies, communication tools and the internet. This chapter will explore the use of popular digital technologies and communication tools such as social media, blogging, wikis and forums. Many students will be familiar with these digital technologies, but many lack the accurate vocabulary to discuss how the digital technology works. Looking at digital communication tools such as SMS, MMS, Email, IM and VoIP, students can gain a better understanding of how communication tools are used in creative ways to provide a varied internet experience.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Wordpress.org

Audacity

ACTIVE LEARNING METHODOLOGIES Individual and group research

Walking debate

Reflection journal

Creating podcasts

Creating a blog post

OBJECTIVES By the end of this chapter students will be able to:

Describe

Debate

Digital technologies

Digital communication tools

Internet

SMS

MMS

VoIP

IM

Who and when these communication tools were invented?

Some of the uses of the communication tool

Their relationship with this tool

Who they believe invented email

Blogging and its characteristics

Podcasting and its characteristics

Wikis

Forums

Their relationship with the internet

Why wikis may not be the most reliable source of information

Charts

Blog

Podcast

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Define

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PRACTICAL SKILLS: Creating charts

Explain

Evaluate

Create

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Students will study the definitions of digital technologies, digital communication tools and the internet.

They will be prompted to give their own examples of these definitions.

ACTIVITY 1: DIGITAL COMMUNICATION TOOLS AND TECHNOLOGY SURVEY Students will take a multiple-choice quiz to evaluate how much of their lives are connected to the internet.

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ACTIVITY OVERVIEW

ACTIVITY OVERVIEW

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ACTIVITY 2: RESEARCH TIME Students will then study the different digital communication tools that they are possibly familiar with, such as SMS, MMS and Email. They will explore the internet to investigate the history of these digital media tools.

ANSWER KEY:

DIGITAL COMMUNICATION TOOLS

SMS

MMS

VoIP

GSM Cooperation

GSM network – Sony Ericsson

What are some uses of the digital media tool?

Sending text messages quickly using radio frequencies

Sending image messages

1984

2002

AOL

Speak with people over the internet

Talk to people in real time using chat rooms.

1995

1997

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What year was it developed?

VocalTec

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What company developed it first?

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How I use this tool?

(What social media websites)

What do I use this tool for?

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ACTIVITY OVERVIEW

ACTIVITY 3: RESEARCH AND WALKING DEBATE Students will research “Who created email?” and debate the reasons that they believe the person they have identified in their research created it.

POSSIBLE ANSWER KEY:

Reasons why I think that

Shiva Ayyadurai

Extremely intelligent: working on an email system at 14 for the University of Medicine in New Jersey in 1978.

He copyrighted his software called EMAIL in 1982.

Shiva says that Ray Tomlinson invented an extension of SMS text messages but not email as we now know it.

Credited as the inventor of email by most.

He says he invented the technology in 1971.

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Ray Tomlinson

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Who created email

ACTIVITY 4: SOCIAL MEDIA AND DIGITAL TECHNOLOGY

Students will choose a social media platform that they are familiar with and note down all the digital communication tools it uses.

ANSWER KEY: Social media platform: Facebook MMS: Emojis, stickers, gifs Instant Messaging: Facebook messenger Email: Facebook uses email to contact its users.

VoIP: Face Time

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ACTIVITY 5: CHARTS a) Students are asked to examine the chart beside and list:

ANSWER KEY: 1. The most popular website in 2016 was: Facebook

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2. The third most popular social media website in 2016 was: WhatsApp

Students will then:

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3. The number of people who had accounts on YouTube in 2016 was: 1.9 billion

b) Research how many users use these platforms today. Create a bar chart comparing the two figures. c) Research how many users are on four social media platforms of your choice. Represent these numbers

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in a bar chart.

TUTORIAL: TO CREATE A CHART IN MICROSOFT WORD

Creating a Chart in Microsoft Word

DIGITAL MEDIA LITERACY

for Secondary Students

www.4schools.ie

https://vimeo.com/578067508/313f76cec8 Scan the QR Code to watch the video 13

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i)

Tell the class to explore a blog that is of interest to them. Students are required to read three blog posts and examine the language used, the type of content promoted and the different types of media on the blog.

ii)

Students will create their own blog on WordPress.org and write a blog post about a topic that interests them.

Highlight that it is not recommended for minors under 18 to create a blog about their day-to-day life as it’s an increased internet security risk. Remind students to post the link to their blog on your eLearning platform.

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Students will now examine a different type of digital communications technology – blogging.

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ACTIVITY OVERVIEW

ACTIVITY 6: BLOGGING

TUTORIAL: BLOGGING

Setting up a blog on www.wordpress.org.

Creating your own

Blog DIGITAL MEDIA LITERACY

for Secondary Students

www.4schools.ie https://vimeo.com/578071591/2e290a8c00 Scan the QR Code to watch the video

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ACTIVITY 7: EXPLORATION AND ANALYSIS The next digital technologies we will examine in this chapter are wikis and forums. Students are asked to explore and analyse examples of both wikis and forums.

Wikis

Wikis are a collection of webpages that allow users to collect lots of different information on a topic. Anybody with a computer and internet connection can alter and update the information if they have an account registered on the website. The most famous wiki is Wikipedia. www.wikipedia.org

Forums or internet boards are websites that can be used for discussion in the form of posted messages. Usually the posted message must be approved by the moderator to ensure that it fits in the theme of the forum. One post with replies is called a ‘thread’ or a topic. Some examples of forums include:

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Forums

Ask about money - www.askaboutmoney.com

NOTE

Boards - www.boards.ie

Reddit - www.reddit.com

Some sites may be blocked through school’s internet filtering system.

ANSWER KEY:

Any person can edit wikis.

Boards.ie: Current affairs, Coronavirus, Living Abroad

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ACTIVITY OVERVIEW

ACTIVITY 8: PODCASTING The final digital communication tool that this chapter will examine is podcasts. Podcasting is a digital communication tool that is often used to spread information orally around the internet. Using a headset or earphones with a microphone, audio is created to be uploaded and shared on the internet. A common software used to create podcasts is Audacity. There are many other IOS and Android apps that can be used to create podcasts on a mobile device.

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After studying the characteristics of a podcast, students will search the internet for a podcast on a topic that interests them and discover the following requirements:

TUTORIAL: PODCASTING

Students will then create a podcast discussing the role that the internet and digital technologies has in their life.

Tutorial posted below.

Creating your own

Podcast DIGITAL MEDIA LITERACY

for Secondary Students

www.4schools.ie

https://vimeo.com/578078120/7083bbe176 Scan the QR Code to watch the video 16

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ACTIVITY 9: REFLECTION JOURNAL

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The final part of this chapter invites students to reflect on their relationship with digital technologies and the internet. Students will fill out the table below and create a reflection journal on the eLearning platform of your choice.

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www.

CHAPTER 2

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Analysing the internet

LEARNING OUTCOME 1.2 Illustrate the advantages and disadvantages of using digital technologies, communication tools and the internet.

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LEARNING INTENTION Demonstrate the advantages and disadvantages of using digital technologies, communication tools and the internet.

CHAPTER OVERVIEW

The internet is a convenience and something that we rely on heavily in modern life. We can use the internet to find information at the tap of a button, transfer money to bank accounts, pay bills and as entertainment. Many young people have no experience of life without the internet and advanced technology.

Technology makes our lives easier, but could there be any disadvantages to our reliance on the internet and technology?

In this chapter students will evaluate the advantages and disadvantages of using digital technologies, communication tools and the internet. Disadvantages of digital technologies are examined in some detail but will be revisited in Chapter 4.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Audacity

Vimeo: https://vimeo.com/359094916

ACTIVE LEARNING METHODOLOGIES Think-pair-share

Walking debate

Thinking hats

Reflection journal

OBJECTIVES By the end of this chapter students will be able to:

Debate Explain

Evaluate Create

Hacking

How to respond to cyberbullies

Different types of bullying

What a phishing scheme is

The different types of viruses

How to respond to being hacked

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Cyberbullying

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Describe

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Define

If the internet’s advantages outweigh its risks.

The advantages of digital technologies

The disadvantages of digital technologies

Reasons why criminals hack others

If the internet’s advantages outweigh its risks

Podcast giving advice about hacking

SmartArt

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This chapter begins by allowing students to brainstorm some advantages and disadvantages that they are aware of when using digital technologies, digital communication tools and the internet. Students will initially brainstorm individually, then compare and add to each other’s brainstorm in pairs, then share all answers with the class.

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ACTIVITY OVERVIEW

ACTIVITY 1: THINK-PAIR-SHARE

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Students will then study the advantages of digital technologies and the internet.

Encourage students to list what they perceive to be the advantages of the internet.

ACTIVITY 2: WALKING DEBATE

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Students will read the table below outlining the advantages and disadvantages of internet use in education. They will highlight the statements that they agree and disagree with to generate discussion for a walking debate. Walking debates have a clearly defined ‘agree’ and ‘disagree’ side of the room.

Students who are unsure of their opinion stand in the centre of the room. After each statement is read, the students will go to the side of the room that they agree with. Debate and discussion is encouraged between students.

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ACTIVITY OVERVIEW

ACTIVITY 3: CONNECTED Students will study the first disadvantage to digital communication tools and the internet – cyberbullying.

PewCenter.org has reported that most young people have been victims of some form of online bullying.

The illusion of privacy on the internet means that some people can create a false account and threaten, harass or spread rumours about a person with no repercussions. In recent years preventative measures have been developed by the Garda Síochána to support people who suffer from online harassment.

Often people who cyberbully may not realise that they are bullying. In their mind bullying is defined as a physical assault on a person. Repeated and targeted insults usually disguised as jokes can also be considered bullying.

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Students will watch the video from Web Wise and discuss the different types of cyberbullying they can identify in the video.

www.vimeo.com/359094916 Scan the QR Code to watch the video

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ACTIVITY 4: HACKING & VIRUSES

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A hacker is a person who uses computers to gain unauthorized access to someone else’s data. This data could include your personal information or your financial information. Many websites require you to enter a lot of personal information to use their service.

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After studying hacking students will create a SmartArt diagram to display advice to someone who believes they were hacked.

After creating their SmartArt, students will make a podcast discussing the dangers of hacking and viruses aimed at first year students.

Some discussion points include:

What is hacking?

Why does hacking happen?

What can you do to reduce the chances of being hacked?

What are the risks viruses can pose to your device and online safety?

What are signs to look out for if you think you’ve been hacked?

What advice would you give to students to minimize the risks of getting a virus?

OPTIONAL ACTIVITY: AT YOUR DISCRETION Internet addiction is a serious issue that can affect anyone. Dopamine is released in your brain every time you view content that makes you feel happy or excited. Half of teens surveyed by Common Sense Media reported they feel that they’re addicted to their phone. To evaluate their own relationship with the internet, students will take an online quiz to discover whether they should revaluate their technology use. https://psychcentral.com/quizzes/internet-addiction-quiz/

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The next activity is designed to evaluate the pros and cons of specific digital communication technologies. i)

In groups of six, students will discuss the advantages and disadvantages of the following digital communication tools.

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ACTIVITY OVERVIEW

ACTIVITY 5: ADVANTAGES AND DISADVANTAGES

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Staying in their groups of six, each person will be assigned a colour hat that represents a different style of thinking about a problem. The issues that you will be considering are:

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ii)

NOTE The idea of the Thinking Hat strategy is to consider the issue from all perspectives, record the students’ thoughts and ideas, present the ideas to the team leader. Then the team leader will then share the thoughts and ideas with the class.

ACTIVITY 6: REFLECTION JOURNAL The final activity for this chapter asks students to add to their Digital Media Literacy reflection journal describing the three advantages and disadvantages of the internet and digital technologies in their own words. Work should be uploaded to the eLearning platform of your choice.

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CHAPTER 3

LEARNING OUTCOME 1.3 Debate the ethical and legal issues around downloading music and video content from the internet.

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LEARNING INTENTION Explore the morality and legality of downloading content from the internet.

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Downloading content

CHAPTER OVERVIEW

As the internet gives us unlimited access to content, it is important to be careful about how and where we download this content from while using the internet. It is very easy for internet savvy people to illegally download or torrent any content including videos, films, music, books and TV shows. This is called digital piracy.

In this chapter students will debate the ethical and legal issues around downloading music and video content from the internet.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

School email address

Microsoft PowerPoint

Mentimeter: mentimeter.com

Washington post article: https://www.washingtonpost.com/news/morning-mix/wp/2017/09/08/ game-of-thrones-was-pirated-more-than-a-billion-times-far-more-than-it-was-watched-legally/

YouTube video: https://www.youtube.com/watch?v=HmZm8vNHBSU

Practical: sending emails, PowerPoint presentation

Debate

Think-pair-share

Reflection journal

OBJECTIVES By the end of this chapter students will be able to:

E

ACTIVE LEARNING METHODOLOGIES Mentimeter voting

Digital piracy

Describe

Moral arguments for digital piracy

Moral arguments against digital piracy

Do the internet’s advantages out weight its risks?

The legality of digital piracy in Ireland and the USA

If the internet’s advantages outweigh its’ risks

Emails

PowerPoint presentation

Reflection journal

Explain Evaluate Create

SA M

Debate

PL

Define

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ACTIVITY OVERVIEW

ACTIVITY 1: VOTE Using mentimeter.com, students will do an anonymous class vote on whether they have: 1. Downloaded or streamed any copyrighted content from the internet.

2. Uploaded any copyrighted content to the internet.

SA M

ACTIVITY 2: PIRACY IN THE USA

PL

E

Uploading, downloading or watching such contents, is a breach of copyright law. People debate the morality of the Piracy. Morality means knowing the difference between right and wrong.

Students will read the following quote from President Barack Obama on digital piracy. They could write a formal email to a friend discussing Obama’s statement.

“We’re going to aggressively protect our intellectual property […] Our single greatest asset is the innovation and the ingenuity and creativity of the American people […] It is essential to our prosperity. But it’s only a competitive advantage if our companies know that someone else can’t just steal that idea and duplicate it. There’s nothing wrong with other people using our technologies, we welcome it. We just want to make sure that it’s licensed, and that American businesses are getting paid appropriately.”

- Barack Obama

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TUTORIAL: HOW TO SEND AN EMAIL Students should set up an email address that they will only use for schoolwork.

Students may have an email provided by the school. If they do, then they can skip this step.

How to write a

for Secondary Students

PL

DIGITAL MEDIA LITERACY

E

formal e-mail www.4schools.ie

SA M

https://vimeo.com/578084165/0ad909644e Scan the QR Code to watch the video

ACTIVITY 3: CASE STUDY: GAME OF THRONES Students will read the article and discuss the questions. [Think, Pair, Share]

www.washingtonpost.com/news/ morning-mix/ wp/2017/09/08/gameof-thrones-was-piratedmore-than-a-billiontimes-far-more-than-itwas-watched-legally Scan the QR Code to read the article

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POWERPOINT In groups of four, students will create a PowerPoint presentation on their groups stance on whether digital piracy is morally right or wrong.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 4: DEBATING AND

TUTORIAL: MICROSOFT POWERPOINT

Follow the tutorial below and use your own copy of Microsoft PowerPoint to familiarize yourself about where the different buttons are located.

How to create a

PowerPoint presentation DIGITAL MEDIA LITERACY

for Secondary Students

www.4schools.ie

https://vimeo.com/578085089/809cf31c01 Scan the QR Code to watch the video 30

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ACTIVITY 5: REFLECTION JOURNAL

PL

E

Students can watch the video linked below. On their eLearning website, they can add opinion on the legal side and ethical side of digital piracy into their reflection journal.

SA M

https://www.youtube.com/watch?v=HmZm8vNHBSU Scan the QR Code to watch the video

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CHAPTER 4

PL

E

Respectful and responsible use

LEARNING OUTCOME 1.3 Demonstrate an understanding of

respectful use of digital media texts including concepts of copyright, fair use, plagiarism and intellectual property ownership

SA M

LEARNING INTENTION Discover the meaning of the legal terms that are used in digital media and explain them in your own words.

CHAPTER OVERVIEW

Digital citizenship includes having rights and responsibilities when using the internet and digital technologies.

Digital rights are freedoms that we have when we access the internet and digital responsibilities are duties about the way we behave online. Everyone who uses the internet part of the digital community and we should all look out for each other online.

In this chapter students will develop an understanding of respectful use of digital media texts including concepts of copyright, fair use, plagiarism and intellectual property ownership.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

School email address

Microsoft PowerPoint

Mentimeter: mentimeter.com

Washington post article: https://www.washingtonpost.com/news/morning-mix/wp/2017/09/08/ game-of-thrones-was-pirated-more-than-a-billion-times-far-more-than-it-was-watched-legally/

YouTube video: https://www.youtube.com/watch?v=HmZm8vNHBSU

StoryboardThat.com

ACTIVE LEARNING METHODOLOGIES Roleplay

Thinking hats

Think-pair-share

Reflection journal

Creating comic strips

PL

E

PRACTICAL SKILLS Creating tables

OBJECTIVES By the end of this chapter students will be able to:

Copyright

SA M

Define

Fair use

Plagiarism

Intellectual property ownership

Examples of digital rights

Examples of digital responsibilities

The legality of digital piracy in Ireland and the USA

The effect plagiarism has on a person

Evaluate

The most important digital rights and responsibilities

Create

Roleplay

Tables

Comic strip

Reflection journal

Describe

Explain

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ACTIVITY OVERVIEW

ACTIVITY 1: ROLEPLAY In groups students will write a short roleplay (dialogue and actions) about plagiarism.

Example scenario: Imagine you worked very hard on your English creative writing story. You left it on your desk. Another student takes your work and crosses your name off it and puts their name on it and hands it up to the teacher.

SA M

PL

E

They can perform their roleplay for the class.

ACTIVITY 2: THINKING HATS Break into groups of six. Each person will be assigned a ‘colour hat’ that represents a different style of thinking about a problem. The issue that you will be considering is: “Plagiarism is a serious offence” Think about the issue from all perspectives, record your thoughts and ideas, present the ideas to the team leader.

The team leader will then share the thoughts and ideas with the class.

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TIPS Ask students to revisit page 31 of the student workbook to remember how to use the Thinking Hat methodology.

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TIPS ACTIVITY 3: COMIC STRIPS Using a comic creator website such as StoryBoardThat. com is a quick and easy way to create comics with backgrounds, characters, and text by dragging and dropping them into the boxes.

This website gives you step by step instructions on how to create and save comics to your computer.

SA M

PL

E

Students can create a comic strip that explains the four concepts of responsible and respectful digital use. Use your own words when describing each concept.

TUTORIAL: ANALYSIS Look at this comic book scene from Spiderman.

Students will answer the questions.

PAUSE & REFLECT Students will write an entry in their reflective journal describing their opinions on plagiarism, copy right and fair use laws.

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CHAPTER 5

PL

E

Personal safety concerns

LEARNING OUTCOME 1.5 Discuss the students’ personal safety

concerns when using digital technologies, communication tools and the internet.

SA M

LEARNING INTENTION Explore the safety features in place for teenagers using digital technologies, social media and the internet.

CHAPTER OVERVIEW As we discussed in the second chapter - ‘The advantages and Disadvantages of the Internet’ - safety issues are a serious issue when it comes to the internet. There are various types of risks when accessing the internet.

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MATERIALS

Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Coogle.it

Microsoft PowerPoint

ChildNet International 2009, fake social media images

‘Stand up to cyberbullying’ video: https://vimeo.com/352625574

#BeInCtrl - A Short Film on Online Grooming: https://vimeo.com/289090948

Adobe Spark

ACTIVE LEARNING METHODOLOGIES

Sticky notes

Mind map

Digital mind map

Think-pair-share

Reflection journal

Poster creation: Adobe Spark

Flyer creation: Adobe Spark

PL

E

PRACTICAL SKILLS

OBJECTIVES By the end of this chapter students will be able to: Cyberbullying

Grooming

Catfishing

The purpose of social media

The features of social media

How to prevent online harassment

How to respond to grooming

The features of social media that protects and can violate privacy

The type of personal information that is fine to share online

Design

Their own social media network with safety features

Create

Adobe Spark poster

Describe

Explain Evaluate

SA M

Define

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ACTIVITY OVERVIEW

ACTIVITY 1: MIND MAP In groups of three, using mini white boards or ‘show me’ boards, students will create a spider diagram/mind map of what you think the purpose of social media is.

ACTIVITY 2: STICKY NOTES

PL

SA M

When everyone is finished brainstorming place the sticky notes on A3 poster paper in the middle of your group.

E

After discussing the purpose of social media, brainstorm various social media platforms or apps and write down what features each one has (e.g. disappearing images for Snapchat).

ACTIVITY 3: DIY

Students will design their own ideal social media platform using Microsoft Word and decide what features of social media they enjoy the most. They should include what information is the most important for users to share on a social media website.

ACTIVITY 4: DIGITAL MIND MAPPING From the information collected on the sticky notes, students will decide what features they have in common and create a digital mind map on Coogle.it

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ACTIVITY 5: HIGHLIGHT Students will read the profiles below and highlight safe and unsafe features of this page (using different coloured markers/pens).

SA M

PL

E

The following fake social media profiles created by ChildNet International 2009, were created to discuss what is safe and unsafe information to share about yourself online.

ACTIVITY 6: THINK-PAIR-SHARE

Each group of three students will analyse one of the above three social media profiles. Discuss the following questions using the think-pair-share strategy.

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ACTIVITY OVERVIEW

ACTIVITY 7: YOUR SOCIAL NETWORK Students will revisit to their original social network design. Is there any feature they would change or add more security on?

ACTIVITY 8: REFLECTION JOURNAL

SA M

PL

E

Watch the following video about some instances of cyberbullying.

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https://vimeo.com/352625574 Scan the QR Code to watch the video

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Watch the second video below and reflect on the theme of the video “Sticks and stones may break my bones”

E

https://www.youtube.com/watch?v=LBp3yo1mQ40

PL

Scan the QR Code to watch the video

In the students’ reflection journal ask them to note down: Did this video impact on you?

What was the main message of the video?

What does the phrase ‘sticks and stones may break my bones’ mean to you now?

SA M

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ACTIVITY OVERVIEW

ACTIVITY 9: PREVENTING ONLINE HARASSMENT Read the PDF from the Garda Siochana giving advice about preventing online harassment. Students will create a digital poster giving advice to your year group of what you should do if you are being cyberbullied.

https://www.garda.ie/en/crime-prevention/online-harassment.pdf Scan the QR Code to read the document

TUTORIAL: POSTER MAKING

PL

How to

E

Create a poster using Adobe Spark

make a Poster

SA M

using Adobe Spark DIGITAL MEDIA LITERACY

for Secondary Students

www.4schools.ie

https://vimeo.com/578086116/6927b2c5a9

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Scan the QR Code to watch the video

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ACTIVITY 10: GROOMING AND CATFISHING

PL

E

Watch this video from Web Wise and students will write a short refection note on it:

https://vimeo.com/289090948

SA M

Scan the QR Code to watch the video

ACTIVITY 11: DESIGN Students will create a poster using Adobe Spark, focusing on one issue: hacking, grooming, catfishing or cyberbullying to raise awareness of a safety concern online.

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CHAPTER 6

PL

E

Digital citizenship

LEARNING OUTCOME 1.6 Create a charter of online rights and

responsibilities for the class.

SA M

LEARNING INTENTION Explore what it means to be digital citizens and create a charter of digital rights and responsibilities.

CHAPTER OVERVIEW Digital is defined as taking place online. Citizenship refers to a person who belongs to a community or county who are free to create their own rules. Every online community has a set of rights and responsibilities attached to them. A right is a legal entitlement to do something. Responsibility is a way that you should act in different situations. Digital citizenship includes having rights and responsibilities when using the internet and digital technologies. Digital rights are freedoms that we have when we access the internet and digital responsibilities are duties about the way we behave online. Everyone who uses the internet is part of a digital community and we should all look out for each other online. There are many types of responsibilities and rights when it comes to digital citizenship and sometimes these conflict with each other. In order to be active digital citizens, it is important for teenagers to understand why rules are made and how they are enforced online.

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MATERIALS

Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Young people’s rights on Instagram: TES Children’s Commissioner

Adobe Spark

ACTIVE LEARNING METHODOLOGIES

Think-pair-share

Thinking hats

Reflection journal

Poster creation: Adobe Spark

Table creation: Microsoft Word

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS

Digital citizenship

Describe

Examples of rights and responsibilities

How to be a digital citizen

Explain

How to keep the internet safe

Evaluate

The features of social media that protects and can violate privacy

The type of personal information which it is fine to share online

A charter of rights and responsibilities for the class

Adobe Spark poster

Create

SA M

Design

PL

Define

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ACTIVITY OVERVIEW

ACTIVITY 1: BRAINSTORM Students will think of three rights teachers have and three rights students have.

SA M

PL

E

Students will Think of three responsibilities teachers have and three responsibilities students have.

ACTIVITY 2: TABLES

In Microsoft Word, students will create a table with two columns and five rows. Title one column (Digital rights) and the other (Digital responsibilities).

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ACTIVITY 3: THINK-PAIRSHARE Students will brainstorm alone, then in groups, any more digital rights and responsibilities that they can think of?

E

In pairs, students can create a list of rules that everyone should follow to make the internet safe. (They could use PowerPoint, Microsoft Word or Adobe Spark).

PL

ACTIVITY 4: TERMS AND CONDITIONS CASE STUDY

SA M

Reading and understanding terms of service that many social media platforms have may shock some teenagers. Applying these terms of service to a media form that includes teachers and parents might allow students to reflect on their use of social media platforms.

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SA M

PL

E

ACTIVITY OVERVIEW 48

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ACTIVITY 5: CHARTER Students will create a charter of online rights and responsibilities for the school website that we discussed in Activity 4.

Make sure to include the school’s rights and responsibilities and the user’s rights and responsibilities. You can take examples from Instagram’s terms and agreements and from Activity 2.

SA M

PL

E

Complete the assignment using Adobe Spark.

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CHAPTER 7

PL

E

Responding to harmful situations

LEARNING OUTCOME 1.7 Describe appropriate responses to

potentially harmful situations.

SA M

LEARNING INTENTION Evaluate a variety of responses to potentially harmful situations.

CHAPTER OVERVIEW

The internet is a place filled with entertainment, information and community. Despite this, it is unfortunately common to find yourself in potentially harmful situations. Providing you with information should empower you to respond to these situations.

In chapter 5, ‘Personal safety concerns’, and in chapter 2, ‘Analysing the internet’ we discussed briefly how to respond to some harmful situations.

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MATERIALS

Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

PowerPoint

https://www.scamwatch.gov.au/get-help/real-life-stories/scam-victims-tell-us-their-stories

ACTIVE LEARNING METHODOLOGIES

Think-pair-share

Reflection journal

Infographic creation: Adobe Spark

Table creation: Microsoft Word

Presentation: PowerPoint

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS

Grooming, cyberbullying, extortion and sexting

Describe

Appropriate methods to respond to grooming, cyberbullying, extortion and sexting

Explain

Under 18s are minors and it is illegal to produce and distribute child pornography

Design Create

SA M

Evaluate

PL

Define

The potential harmful situations being online can enable.

Infographic

Presentation

SmartArt

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ACTIVITY 2: REVISION Draw a  beside the correct way to respond to a harmful situation online.

SA M

Draw an  beside the incorrect way to respond to a harmful situation online.

E

Students will rank the list of harmful situations that can happen online, 1 being the most harmful and 8 being the least harmful.

PL

ACTIVITY OVERVIEW

ACTIVITY 1: RANKING

ACTIVITY 3: WHAT COULD BE DONE DIFFERENTLY? Students will visit the website above. In pairs, they will choose a fraud or hacking case study and create a PowerPoint or Prezi presentation.

Make sure they include:

A summary of the case.

The advice you would give to the individual who was scammed or hacked.

What you would have done differently to avoid the scam.

https://www.scamwatch.gov.au/get-help/real-life-stories/scam-victims-tell-us-their-stories Scan the QR Code to read the article

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ACTIVITY 4: SMARTART Students will create a SmartArt graphic list in Microsoft Word that gives advice to another class group about how to respond to grooming, stalking, cyberbullying, extortion and sexting.

TUTORIAL: SMARTART IN MICROSOFT WORD

How to create

DIGITAL MEDIA LITERACY

SA M

for Secondary Students

PL

E

SmartArt in Word

www.4schools.ie

https://vimeo.com/578086713/8bccf3b61e Scan the QR Code to watch the video

ACTIVITY 5: RAISE AWARENESS!

Raising awareness for potentially harmful situations on the internet is very important. Students will divide into groups. Choose a harmful situation which teenagers could potentially find themselves in.

PAUSE & REFLECT Reflect on the information learned in this chapter.

Students will down three pieces of information that stayed with them in their reflection journal.

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E PL SA M 54

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E

SA M

PL

SECTION 2

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CHAPTER 8

PL

E

What is digital content?

LEARNING INTENTION Identify and explain the different features of online

SA M

media texts and physical or analogue media texts.

LEARNING OUTCOME 2.1 Analyse the characteristics of digital media texts which make them different from analogue media texts.

CHAPTER OVERVIEW

Digital media texts usually consist of a variety of elements. Music, videos, digital newspapers, interactive television and gaming could all be described as digital media elements.

Some digital media texts such as research papers, newspapers, magazines and textbooks guide us to examine these elements to support an argument or position.

This is usually achieved using hyperlinks.

This chapter aims to analyse the characteristics of digital media texts which make them different from analogue media texts.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Microsoft Excel

Wordpress.org

Mentimeter.com

Adobe Spark

ACTIVE LEARNING METHODOLOGIES Think-pair-share

Thinking hats

Group brainstorming: Mentimeter.com

StoryBoardThat.com

Reflection journal

Creating advertisements in Adobe Spark

Research

Presentation

Comics

PL

E

PRACTICAL SKILLS PIE and bar chart creation in Microsoft Excel

SA M

OBJECTIVES By the end of this chapter students will be able to:

Digital content

Analogue content

Slogan

Logo

Target audience

Different features of digital and analogue content

The advantages and disadvantages to digital content

If digital adverts are more influential than analogue adverts

The use of image manipulation in digital and analogue content

Explain

What makes advertisements effective

Evaluate

The potential harmful situations being online can enable

Design

Digital advertisement using Adobe Spark

Create

Bar chart

PIE chart

Blog post

Comic strip

Define

Describe

Debate

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Students will debate on the motion:

ACTIVITY 2: ADVERTISING AND THINK-PAIR-SHARE:

SA M

Students will use the Thinkpair-share methodology to analyse their relationship with

E

“If music is available on the internet why should anyone buy CDs/Vinyl?”

PL

ACTIVITY OVERVIEW

ACTIVITY 1: DEBATE

advertisements on the internet.

Discuss all the different websites and apps that you have seen adverts on over the past week.

Discuss the various analogue advertisements you have seen in real life in the past week (billboards, posters, in magazines)

Did any advertisements stand out?

Why did they stand out?

What are the differences between digital advertising and analogue advertising?

Which method of advertising is more effective in your view?

Digital advertising can come in many forms. It could be an image embedded on a website, a pop up on a website, a video that plays before a YouTube video or even a suggestion from an influencer who is paid to recommend products.

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ACTIVITY 3: EVALUATING Students will examine the four types of digital advertisements on the page and fill in the table

WHAT MAKES AN ADVERTISEMENT EFFECTIVE? Images or visuals are critical to advertising. The image needs to sell you something that you don’t already have.

Target audience is an essential factor in advertising. If the product isn’t aimed at you, then chances are you won’t be influenced to buy the product or service.

PL

SA M

catch attention.

E

Slogans are also crucial to product branding. They are catchy phrases that are easy to remember and are used to

ACTIVITY 4: SLOGAN Students will match the famous slogan to the famous brand.

Nike ’ L’Oreal Mc Donald’s

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INFORMATION Students will answer the questions about logos.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 5: GATHERING

ACTIVITY 6: CREATE AN ADVERTISEMENT

Students will reflect on the famous logos of products or companies that advertise online.

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ACTIVITY 7: CREATE AN ADVERTISEMENT

SA M

PL

E

Students will create a digital visual advertisement of a product or service of your choice in Adobe Spark and then upload your work to your eLearning platform.

ACTIVITY 8: GRAPHS

Students will examine the chart and answer the questions.

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ACTIVITY OVERVIEW

TUTORIAL: GETTING STARTED IN EXCEL

Getting started

in Excel DIGITAL MEDIA LITERACY

www.4schools.ie

PL

E

for Secondary Students

https://vimeo.com/578087060/cf61eada33

SA M

Scan the QR Code to watch the video

ACTIVITY 9: INTERACTIVE TV BLOG Students will reflect on the differences between terrestrial TV (Freeview, RTE) and interactive TV. Then they will create a blog discussing some of the advantages and disadvantages of terrestrial TV and interactive TV.

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ACTIVITY 10: ANALOGUE VERSUS DIGITAL-GAMING PRESENTATION Students will divide into groups of three, research three different brands of digital video game consoles and three analogue gaming companies and then create a presentation that shows the similarities and differences between these gaming types.

Researcher

Creator

Presenter

Sales

SA M

PL

E

ACTIVITY 11: PHOTOSHOP

Photo manipulation is widely used on the internet today. It can create a false reality of what people look like online.

Students will circle three photo manipulation techniques used in this photograph of Rob Lowe.

Which one do you think is the original picture and why?

In pairs, students will discuss the pros and cons of the use of Photoshop in both digital and analogue (offline) content.

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ACTIVITY OVERVIEW

ACTIVITY 12: COMICS Under the following headings, students will describe a situation where the advantages of digital media content could also be the disadvantages to digital media content:

Storage and preservation

Distribution and access

Manipulation

SA M

In Excel, students will create a PIE chart to compare and contrast the similarities and differences in digital and analogue media texts.

PL

ACTIVITY 13: PIE CHARTS

E

Students will choose one situation that they have written about and create a comic demonstrating the scene.

TIPS

Pg. 13 of teacher manual: Alternatively, students can rewatch the tutorial on how to create a chart in Microsoft Word.

PAUSE & REFLECT In your reflection journal describe:

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Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 9

PL

E

Publishing

LEARNING OUTCOME 2.2 Demonstrate how digital media texts are published on the internet.

SA M

LEARNING INTENTION Describe how digital media content (text, audio, visuals) is published online, including blogs, digital newspapers and eBooks.

CHAPTER OVERVIEW

Digital media publishing is when you post anything to the internet that other people can view. This could take the form of a picture, video audio, text, or a game. All digital content sent privately or published using the internet is archived so it is important to be very careful what information you share on the internet. This chapter will demonstrate how text, audio and visuals are published online.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Wordpress.org

Mentimeter.com

Adobe Spark

ACTIVE LEARNING METHODOLOGIES Think-pair-share

Thinking hats

Group brainstorming: Mentimeter.com

Reflection journal

OBJECTIVES By the end of this chapter students will be able to:

Digital publisher

Describe

The impact that digital publishing can have on society

The reasons people publish digitally

Examples of when digital publishing is used for different reasons

Design Create

SA M

Explain

PL

Define

Debate

66

E

PRACTICAL SKILLS Creating a magazine cover in Adobe Spark

If digital publishing should replace print publishing

How they are digital publishers

Magazine cover - Adobe Spark

Hashtags to raise awareness about social issues

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ACTIVITY OVERVIEW

ACTIVITY 1: ARE YOU A DIGITAL PUBLISHER?

SA M

PL

E

Students will take the quiz below to determine if they are a digital publisher.

ACTIVITY 2: DIGITAL BRAINSTORM

Using mentimeter.com, students will brainstorm all examples of when they were a publisher on the internet.

Count how many applications and websites your class has published on.

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Students will create a hashtag that people can use to raise awareness about a social issue of your choice.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 3: HASHTAGS

ACTIVITY 4: PRINT

PUBLISHING VS DIGITAL PUBLISHING

Students will examine two covers of Porter magazine, one analogue and one digital.

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ACTIVITY 5: THINKING HATS In groups of six, students will discuss the following statement using the ‘Thinking Hat’ strategy.

“Only eBooks should be used in schools.”

After completing the thinking hat activity do a walking debate to see the opinions of your class.

TIPS

DIGITALLY?

SA M

ACTIVITY 6: WHY POST

PL

E

Pg. 29 of student workbook: Students can revisit page 29 to remember how to use the Thinking Hat Methodology.

Students will fill out the chart with examples of when you have seen audio, visual and text used online to inform, educate, entertain, market and advise other people.

PAUSE & REFLECT In your reflection journal describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 10

PL

E

Searching and Evaluating

LEARNING INTENTION To learn steps to efficiently search for and evaluate

SA M

sources.

LEARNING OUTCOME 2.3 Search the internet to gather information on a specific topic of interest.

CHAPTER OVERVIEW

Classroom Based Assessments make up a big part of the new Junior Cycle and an important aspect of all these assessments across every subject is research. The internet has a lot of information on it and you need to be able to navigate it and decide what makes your research good. Knowing how to search the web appropriately and efficiently is a useful skill to develop not only for the Junior Cycle but also for life. The language used to describe research terms can be difficult for students to understand at first.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

RTE article: https://www.rte.ie/sport/soccer/2020/0831/1162365-forget-barca-or-city-well-do-it-ourway-randolph/

ACTIVE LEARNING METHODOLOGIES Debate

Paired research

Reflection journal

Snipping tool

Searching the internet using operators

Referencing

Valid

In-depth

Sources

Effective questioning

SA M

Define

PL

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS Online dictionary

Accurate

Appropriate

Varied

Preliminary research

Clickbait

Domain name

How to search the internet effectively using operators

How different domain names (.com, .gov) affect the information given

Debate

Whether Wikipedia should be allowed as a source

Explain

Research terminologies

Evaluate

The sources that are generally more reliable and accurate

Create

A referencing form

Describe

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DICTIONARY Using an online dictionary such as www.dictionary.com students will look up the search terms in the table below and then copy and paste the definitions into the table.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 1: ONLINE

ACTIVITY 2: USE EACH OF THESE RESEARCH

TERMS IN A SENTENCE.

Alternatively, students could find sentences online and use the snipping tool to copy and paste the sentence into the spaces below.

Example: I didn’t agree with my friend but the arguments she made were valid.

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ACTIVITY 3: SEARCH TERMS i)

Which phrase is the most appropriate to look up if you are doing a research project on the relationship between Religion and Science? Highlight the correct one.

a.

Religion vs Science

b.

“Religion” and “Science”

c.

Religion and science

ii)

Translate the following search phrases into sentences

Romeo+Juliet

SA M

+Germany history-Hitler

PL

+Shakespeare-Romeo

E

Ask the students to Google search the sentences they had translated to demonstrate how many results are returned versus the search term.

ACTIVITY 4: PAIRED RESEARCH In pairs, students will choose a topic they are interested in. Try to find sources from each of the different domain names on your topic. Remind students to use operators when creating their search terms for the best results.

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ACTIVITY OVERVIEW

ACTIVITY 5: REFERENCING Students will access the following website and fill out the reference form.

https://www.rte.ie/sport/soccer/2020/0831/1162365-forget-barca-or-citywell-do-it-our-way-randolph/

31/08/2020

By Anthony Pyne, RTE Sport journalist

PL

31/08/2020

E

Scan the QR Code to read the article

SA M

www.rte.ie/sport/soccer/2020/0831/1162365forget-barca-or-city-well-do-it-our-way-randolph/

Students will find another article and fill out a second reference form.

ACTIVITY 6: EXPLORATION Students will set up an account on Wikipedia using their school email addresses and passwords, choose a wiki and see if it is possible to edit any information on the website.

Students will then debate whether it is a good idea to use a Wikipedia entry as a source for a project.

PAUSE & REFLECT In your reflection journal describe:

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Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 11

PL

E

Evaluating Research

LEARNING OUTCOME 2.4 Compare information from various sources to evaluate its reliability, validity, accuracy, authority and timeliness.

SA M

LEARNING INTENTION Evaluating various types of digital media using the CARRDSS methodology (from the Junior Cycle Science curriculum) to assess the credibility, accuracy, reliability, relevance, date, source, scope and purpose of online research.

CHAPTER OVERVIEW

It is sometimes difficult to know if sources are accurate and reliable.

Deciding what sources to include in your research project can be a daunting task even after narrowing down your Google search.

Therefore, we evaluate our sources so that we can include the most relevant and valid information in our research projects. We will use the CARRDSS methodology for evaluating digital research.

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ACTIVITY OVERVIEW

MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Adobe Spark

Google news article: https://news.google.com/newspapers?nid=336&dat=19980401&id=iO8jAAA AIBAJ&sjid=k-wDAAAAIBAJ&pg=3632,298415&hl=en

Speech extract: https://www.dccae.gov.ie/en-ie/news-and-media/speeches/Pages/Extract-fromSpeech-by-Minister-for-Communications,-Climate-Action-and-Environment-Richard-Bruton-T-D--MacGill-Summer-Scho.aspx

ACTIVE LEARNING METHODOLOGIES Debate

Paired research

Reflection journal

Infographic

Smart Art

PL

E

PRACTICAL SKILLS Evaluate sources using CARRDSS

OBJECTIVES By the end of this chapter students will be able to: Credibility

Accuracy

Reliability

Relevance

Date

Source

Purpose

How to evaluate sources

Evaluate

Sources using CARRDSS methodology

Design

Infographic

Create

SmartArt

Describe

76

SA M

Define

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ACTIVITY 1: CARRDSS NEWS ARTICLE The CARRDSS method of assessing online sources is used widely in the Junior Cycle Science Classroom Based Assessments.

Students will imagine they are asked to write a research project on climate change. In this scenario they choose the topic ‘Effects of Climate Change’.

Using the CARRDSS worksheet below students will evaluate the following resource.

Scan the QR Code to read the article

SA M

PL

E

After evaluating the resource answer: Would you use this resource as a reference in your research project?

Why or why not?

https://news.google.com/newspapers?nid=336&dat=19980401&id=iO8jAAAAIBAJ&sjid=k-wDAAAAIBAJ&pg=3632,298415&hl=en

TIPS Resource pages: Students can download and print out aditional Evaluating Research CARRDSS worksheets by following the QR code.

https://4schools.examcraftgroup.ie/sites/default/ files/media-pdf/DML-resources.pdf

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ACTIVITY OVERVIEW

ACTIVITY 2: CARRDSS SPEECH EXTRACT Students will then evaluate the following extract of a speech about climate change using the CARRDSS worksheet.

Would you use this online resource as a reference in your ‘Effects of Climate Change’ project? Why or why not?

https://www.dccae.gov.ie/en-ie/news-and-media/ speeches/Pages/Extract-from-Speech-by-Minister-forCommunications,-Climate-Action-and-EnvironmentRichard-Bruton-T-D--Mac-Gill-Summer-Scho.as

SA M

PL

E

Scan the QR Code to read the article

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ACTIVITY 3: SEARCHING AND EVALUATING Using the information they learned about how to accurately and efficiently search the internet for research purposes, students will find and evaluate an appropriate resource that they could use in a project titled ‘The Effects of Climate Change.’

PL

SA M

Using AdobeSpark, students will create an infographic that they would use to inform first year peers about how to search for and evaluate online research.

E

ACTIVITY 4: DESIGN

ACTIVITY 5: REVISION Students will imagine they are given a digital assignment to do on the relationship between Science and Religion.

Create a ‘Smart Art’ list of all the steps you would take to complete the research assignment.

TIPS Pg. 43 of teacher manual: Learn how to create SmartArt in Microsoft Word.

PAUSE & REFLECT In your reflection journal describe:

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Two things you already knew

One thing you would like to learn more about 79

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CHAPTER 12

PL

E

Expression through digital images

LEARNING INTENTION Using canva.com to create digital image

SA M

montages.

LEARNING OUTCOME 2.5 Create a digital image montage from images sourced online.

CHAPTER OVERVIEW

What is a digital image montage?

A digital image montage is a collection of images that are placed together to create one image. It is also known as a digital collage.

Using canva.com we will create a digital montage. Canva is a software that is used by businesses and influencers to create their aesthetic social media and marketing posts.

It allows you to upload images and create interesting visuals. Many small businesses use Canva to create logos and posters.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Adobe Spark

Google news article: https://news.google.com/newspapers?nid=336&dat=19980401&id=iO8jAAA AIBAJ&sjid=k-wDAAAAIBAJ&pg=3632,298415&hl=en

Speech extract: https://www.dccae.gov.ie/en-ie/news-and-media/speeches/Pages/Extract-fromSpeech-by-Minister-for-Communications,-Climate-Action-and-Environment-Richard-Bruton-T-D--MacGill-Summer-Scho.aspx

ACTIVE LEARNING METHODOLOGIES Reflection journal

Snipping tool

Digital Montage

PL

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS Save image as

Digital montage

Describe

Key achievements of a computer scientist

Explain

How to save images using save image as and the snipping tool

Digital montage

Create

SA M

Define

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ACTIVITY OVERVIEW

ACTIVITY 1: ‘SAVE IMAGE AS’ The first step to creating a digital image montage is knowing how to save images. The easiest and the most widely known way is to ‘save image as’.

Students will practice the ‘save image as’ skill by finding three images of vintage MAC computers and saving them to the desktop.

Save Image As and

Google Image

E

search functions for Secondary Students

PL

DIGITAL MEDIA LITERACY

www.4schools.ie

https://vimeo.com/578087599/a5986a37db

SA M

Scan the QR Code to watch the video

ACTIVITY 2: SNIPPING TOOL

Alternatively, if saving the image doesn’t work, use the ‘Snipping Tool’. This is a software that is already built into your Windows device.

Students will practice using the snipping tool by finding three images of vintage Windows computers and saving them to the desktop.

Snip and Sketch Tool (screengrabs) DIGITAL MEDIA LITERACY

for Secondary Students

www.4schools.ie https://vimeo.com/578088450/29fa7f94b0 Scan the QR Code to watch the video

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ACTIVITY 3: DIGITAL MONTAGE Students will follow the tutorial below and set up your canva.com account and create a digital montage on a topic of your choice to familiarize yourself with the software.

E

Using Canva

SA M

DIGITAL MEDIA LITERACY

PL

to create designs

for Secondary Students

www.4schools.ie

https://vimeo.com/578089027/c7abbd0ef9 Scan the QR Code to watch the video

ACTIVITY 4: COMPUTER SCIENTISTS Students will choose an important figure in computer science and create a digital image montage about the key achievements in this person’s life. They can add in a short amount of text to explain the images.

PAUSE & REFLECT In your reflection journal describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 13

PL

E

Image and video manipulation

LEARNING INTENTION Demonstrate an understanding of how image and video manipulation has been used historically and

SA M

presently in the media.

LEARNING OUTCOME 2.6 Present examples where image and video manipulation have been used in the media.

CHAPTER OVERVIEW

The manipulation and editing of photographs and videos have been prevalent ever since photography was invented. Due to advances in software technology images and audio can be easily manipulated.

Photos can be resized or cropped.

Photoshop can be used to correct errors. Videos can be easily edited together with audio.

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MATERIALS Digital devices with internet access.

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Canva.com

Video manipulation documentary: https://www.youtube.com/watch?v=dMF2i3A9Lzw

Deep fake video: https://www.youtube.com/watch?v=bE1KWpoX9Hk&t=45s

ACTIVE LEARNING METHODOLOGIES Reflection journal

Thinking hats

Think-pair-share

Blog writing

Advert creation

Describe Debate Explain Design Create

Photograph manipulation

Video manipulation

Propaganda

Censorship

Deep fakes

Photoshop

The effects photo manipulation can have on society

“Photoshop is lying to the public and should be illegal in advertising”

The different ways that image manipulation was used throughout history

Advertisement using Canva.com

Blog post

Podcast

SA M

Define

PL

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS Podcasting

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PAIR, SHARE Historic photo manipulation Students will analyse the two photographs and answer the questions.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 1: THINK,

ACTIVITY 2: THINK, PAIR, SHARE

Students will debate the following statement in groups of five using the ‘Thinking Hat’ method.

“Photoshop is lying to the public and should be illegal in advertising.”

ACTIVITY 3: THINK, PAIR, SHARE Using Canva.com and Google images, students will create two advertisements for a town or city that is significant to you. One advert should show the area in the best possible light, and the second advertisement can show a realistic version of the area.

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ACTIVITY 4: BLOG Students will express themselves by writing an opinionated blog post on the effect of photo editing on teenagers’ self-esteem.

PL

E

DEEP FAKES An example of a Deep fake video: Obama and Jordan Peel.

https://www.youtube.com/watch?v=bE1KWpoX9Hk&t=45s

SA M

Scan the QR Code to watch the video

ACTIVITY 5: PODCAST

After watching this short documentary; create a podcast using Audacity to discuss the risks and benefits of video manipulation.

https://www.youtube.com/watch?v=dMF2i3A9Lzw

PAUSE & REFLECT

Scan the QR Code to watch the video

In your reflection journal describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about 87

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CHAPTER 14

LEARNING INTENTION Create visual representations of data or

LEARNING OUTCOME 2.7 Represent information about a topic that is relevant to the students’ live in a graphic format.

SA M

information.

PL

E

Visual representations of data

CHAPTER OVERVIEW

Graphics are an easy way to make projects more colourful and engaging. Creating graphics can really add flair to your research project. If your project is more fact based in subjects such as Science or Maths, charts and infographics are an efficient way to represent data. In subjects that allow opinionbased critique, such as in English, a comic or a cartoon is a good way to represent information.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Microsoft Excel

Canva.com

Adobe Spark

ACTIVE LEARNING METHODOLOGIES Reflection journal PRACTICAL SKILLS Infographics

Excel: bar chart, PIE chart, line graph, timetable

Comic strips

Explain

Design

Create

Infographics

Smart Art

What graphics are used for

The characteristics of different graphic types

How graphics are created

PL

Describe

SA M

Define

E

OBJECTIVES By the end of this chapter students will be able to:

Why representing data visually is effective

Infographic using Adobe Spark or Canva.com

Comic strip using StoryBoardThat.com

PIE chart

Line chart

Bar chart

Timetable

SmartArt

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ACTIVITY OVERVIEW

ACTIVITY 1: CREATE A CHART Student will create a PIE chart and a line chart of some data you have entered.

ACTIVITY 2: SCHOOL TIMETABLE

SA M

PL

E

Using Excel students will create a digital timetable entitled ‘My class schedule’. They will input the data from their homework diary to create their own class schedule.

ACTIVITY 3: INFOGRAPHICS

Students will examine the infographic and create their own version of the infographic using canva.com.

Ensure they use bright colours, images and statistics.

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ACTIVITY 4: ANALYSIS In pairs, students will look at the cartoons beside and discuss the questions below.

What does the background of this comic tell us?

Who is in the scene?

How is the character interacting with the scene?

What does the dialogue show us? (What is the message of the cartoon?)

What does the background of this comic tell us?

Who is in the scene?

How are the characters interacting?

What does the dialogue tell us? (What is the message of the cartoon?)

ACTIVITY 5: COMIC STRIP

PL

E

SA M

Using StoryBoardThat.com, students will create a comic book strip relating to COVID19 to satirise the public’s or the government’s response to the pandemic.

They will upload the comic strip to their OneDrive and share it on your digital learning platform, e.g. Edmodo or Microsoft Teams.

ACTIVITY 6: SMARTART

Students will create a SmartArt version of the software development process from the image on the right here.

PAUSE & REFLECT In your reflection journal describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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E PL SA M 92

Digital Media Literacy | Section 3: Checking the facts

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E

SA M

PL

SECTION 3

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CHAPTER 15

PL

E

Digital media formats

LEARNING OUTCOME 3.1 Analyse a piece of digital media text to identify the theme, purpose and audience.

SA M

LEARNING INTENTION Examine various forms of digital media to identify the theme, purpose and intended audience of the text.

CHAPTER OVERVIEW

We are living in the digital age where everything that we can read in print can also be read online. Digital media can encompass any media that is present in an online format including: blogs, digital news, reviews, listicles, videos, .edu websites, .org websites, .gov websites.

Digital media text is defined as exclusively dealing with text (words) in an online format. To analyse these texts, the theme, purpose and intended audience of each needs to be identified.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word/Google Docs

ACTIVE LEARNING METHODOLOGIES Reflection journal

Throw the ball

Sticky notes

Think-pair-share

Pair work

Excel: bar chart, PIE chart, line graph, timetable

Comic strips

OBJECTIVES By the end of this chapter students will be able to:

Describe

Explain

Evaluate Create

Theme

Purpose

Intended audience

Mainstream media

Niche media

Why theme, purpose and intended audience is important to recognize in digital media texts

How theme, purpose and audience affect the content and delivery of digital outlets

How mainstream media and niche media caters to different audiences.

Tables identifying theme, purpose and audience

PL

SA M

Define

E

PRACTICAL SKILLS Infographics

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In small groups, students will access the first news page of the following websites, read the titles on the page and record in a table (created in Excel) how many times the content falls under the common themes of mainstream media.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 1: THEMES

ACTIVITY 2: THINK, PAIR, SHARE

Niche media texts are more likely to cater to a smaller audience tailoring the themes of their website to their interests. It is unlikely that any .gov, .org or .edu websites could be classed under niche websites.

Students will identify the theme of the following websites from reading the headlines.

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ACTIVITY 3: THROW THE BALL Decide what the purpose of each digital media text is.

You could throw a soft ball to students around the room choosing a text or purpose at random. If the student gets an answer wrong or can’t decide what the answer is, they must sit down.

Last student standing wins.

Male child

Female teenager

A PhD holder

Single adult

A makeup artist

A hurling player

A teenage billionaire

A homeless child

SA M

PL

In small groups, students will brainstorm names of websites and apps that would appeal to the following groups of people:

E

ACTIVITY 4: STICKY NOTES

ACTIVITY 5: THEME, PURPOSE AND AUDIENCE Students will identify the theme, purpose and audience of the following links.

PAUSE & REFLECT In your reflection journal describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about 97

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CHAPTER 16

Media formats

PL

E

15k

LEARNING INTENTION Compare and contrast different media formats

SA M

and analyse what information gets distributed.

LEARNING OUTCOME 3.2 Analyse how the choice of digital media format influences the kind of information accessed/ transmitted.

CHAPTER OVERVIEW

All digital media content is created by a person who decides what to leave in and what to take out. This will influence the style and substance of the content and determine how it is presented to the intended audience.

Understanding the theme, purpose and intended audience can help us become more informed consumers. Another way we can analyse digital media is by examining how it is distributed to the public. Media can be classed as formal or informal. Formal media outlets are traditional ways of receiving information, such as online newspapers and government websites. Informal media outlets are less traditional ways of receiving information such as blogs, vlogs, social media and YouTube videos.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Mentimeter.com

Flip chart paper

ACTIVE LEARNING METHODOLOGIES Reflection journal

Digital brainstorm

Think-pair-share

Flip chart

Paired research

OBJECTIVES By the end of this chapter students will be able to:

Explain

Evaluate Create

Digital media formats

Formal media

Informal media

Why organisations use multiple digital formats to spread the same information

PL

Describe

SA M

Define

E

PRACTICAL SKILLS Venn diagrams

How digital influencing works

The differences between formal and informal media

How digital influencing works

How our choice of digital media formats influences the type of information we receive

How different media outlets report on the same news story.

Venn diagram

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ACTIVITY OVERVIEW

ACTIVITY 1: BRAINSTORM Using mentimeter.com students will brainstorm: 1.

Formal media that you receive information from.

2.

Informal media that you receive information from.

Let’s look at two examples of how Governments use different media formats to educate the public about Covid19. These digital advertisements are not designed to help governments make money. Instead, the purpose of these adverts is to influence and educate the public about a global pandemic.

ACTIVITY 2: THINK-PAIR-SHARE

PL

E

Case study one uses one formal and one informal technique to try and spread awareness and advice about the coronavirus pandemic.

Which advertisement is more effective for:

a) Teenagers?

SA M

b) Adults?

Case study two also uses two different formats to influence people to buy their products. One employs an influencer, and the other advert can be seen on traditional news websites.

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Why, in your opinion, does Sugar Bear Hair advertise using:

a)

online influencers?

b)

formal marketing techniques?

Who is the intended market for this product?

In your opinion, which of the adverts is the most effective?

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ACTIVITY 3: VENN DIAGRAM

SA M

PL

E

Students will create a Venn diagram to compare (similarities) and contrast (differences) the information received from one of the case studies.

TUTORIAL: VENN DIAGRAM

Creating a basic

Venn Diagram DIGITAL MEDIA LITERACY

for Secondary Students

www.4schools.ie

https://vimeo.com/578089538/58fa5ab74c Scan the QR Code to watch the video

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ACTIVITY OVERVIEW ACTIVITY 4: FLIP CHART

SA M

PL

E

In groups of 4, students will draw a table on flip sheet paper and determine some differences between the two articles.

ACTIVITY 5: EXPLORATION

Students will find examples online of different media formats that deal with the same topic.

They can look at:

Government websites

Adverts and influencers

Newspaper versus magazines

PAUSE & REFLECT In your reflection journal describe:

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Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 17

PL

E

Change a digital media text from one online format to another

LEARNING INTENTION Discuss the features of a digital media text format and replicate them into a different digital

SA M

media text.

LEARNING OUTCOME 3.3 Re-present a digital media text from one online format to another, e.g. from video to blog.

CHAPTER OVERVIEW

Tone, imagery, relevance to audience, coherence, structure and rhythm are important features of any digital media text. Tone is how a message is communicated.

Coherence means ‘logical and consistent’. Structure is how the media is put together. Rhythm is how all the above aspects work with each other.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Example of a blog: https://runandjumpblog.wordpress.com

Example of a vlog: https://www.youtube.com/watch?v=nfQbrQYtLfU

Example of a speech: https://www.nobelprize.org/prizes/peace/1964/king/acceptance-speech

ACTIVE LEARNING METHODOLOGIES Reflection journal

Pair work

PRACTICAL SKILLS Re-presenting an existing blog, vlog, speech into another digital text format OBJECTIVES By the end of this chapter students will be able to:

Evaluate

Create

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Tone

Imagery

Structure

Rhythm

Coherence

How different digital media texts are structured

Three examples of digital media text formats (blog, vlog, speech) to examine tone, imagery, relevance, cohesion, structure and rhythm

A re-presentation of an existing blog, vlog or speech.

E

Digital media text format

PL

Explain

SA M

Define

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ACTIVITY OVERVIEW

ACTIVITY 1: EVALUATING DIGITAL TEXTS

SA M

ACTIVITY 2: RE-PRESENTING

PL

E

In pairs, students will examine the links to digital media texts below and evaluate them under the following headings. They will score the texts from 1-5, 1 being the lowest and 5 being the highest.

Students will choose one of the digital texts from activity 1 and re-present it in a different format. Make sure to include all the features of the new format!

For example: change the blog to a vlog.

ACTIVITY 3: EXPLORATION Students will find an example of a blog, vlog or speech online and represent it in a different format. If they wish to make an animated video, powtoon.com is a free website that guides you through the process.

PAUSE & REFLECT In your reflection journal describe:

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Two things you already knew

One thing you would like to learn more about 105

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CHAPTER 18

PL

E

Looking for bias

LEARNING INTENTION Examining and sourcing digital texts that demonstrate a bias focusing on company

LEARNING OUTCOME 3.4 Act as a critical consumer by presenting digital media texts that highlight bias.

SA M

ownership, influencer sponsorship and ‘fake news’.

CHAPTER OVERVIEW

Becoming critical consumers requires us to examine companies and products that we use. Bias is present in every media we consume so it is important to learn how to recognise it and determine for ourselves whether we want to trust it. Knowing how and why people promote products, services and news articles is essential to becoming critical consumers. Bias is a key aspect in advertising and marketing.

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MATERIALS Digital devices with internet access.

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Mentimeter.com

https://www.youtube.com/watch?v=276jfKNZaD4

https://www.her.ie/beauty/non-surgical-face-lifts-what-are-they-how-do-they-work-and-are-theyright-for-me-508289

https://www.infowars.com/social-distancing-sign-says-look-away-when-passing-other-people/

https://www.bbc.com/news/uk-politics-52389285

https://beforeitsnews.com/health/2020/07/texas-doctor-reverses-coronavirus-symptoms-in-100-ofcases-with-inexpensive-treatment-3031007.html

Thinking hats

Think-pair-share

Digital brainstorm

E

ACTIVE LEARNING METHODOLOGIES Reflection journal

PL

PRACTICAL SKILLS Collages

OBJECTIVES By the end of this chapter students will be able to:

Describe

Explain

Evaluate

Create

Digital media formats

Bias

Fake news

How celebrities promote their products and why bias can exist in these recommendations.

The effect fake news can have.

How to identify fake news

What a critical consumer is

What fake news is

If a source is fake news.

If a company is promoting products because of bias.

Digital collage

SA M

Define

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EXPLORATION Students will find two examples of online distributors (that also sell their own products) and investigate if they use bias to move consumers toward their own brand products.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 1:

ACTIVITY 2: MENTIMETER

Using mentimeter.com, students will brainstorm all the influencers they know that are sponsored by a company. See who your class’s favourite influencers are!

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ACTIVITY 3: INTRODUCTION TO “FAKE NEWS VERSUS REAL NEWS” Online articles have a mix of statistics, opinions, facts and figures, but it is important to distinguish what is fact and what is opinion.

SA M

PL

E

Using one of the examples provided, students will determine whether the article is fake news or not. Examine the title for clickbait, research the author, research the news outlet and check whether the author uses more opinions than facts in the article.

ACTIVITY 4: COLLAGE

Students will create a collage of guidelines for your school noticeboard about how to spot fake news.

ACTIVITY 5: THINKING HAT DEBATE Using the thinking hat debate strategy, students will think about and discuss the following statement from all perspectives.

“All bias should be removed from advertising, sponsorships and news outlets”

PAUSE & REFLECT In their reflection journal, students will describe:

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Two things you already knew

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CHAPTER 19

PL

E

Who owns the internet?

LEARNING INTENTION Investigate major websites and consider how this

SA M

may impact consumers’ access and choices.

LEARNING OUTCOME 3.5 Research the ownership of major websites and their impact on access and choice.

CHAPTER OVERVIEW

Many of the most popular websites in the world are owned by few people. When competitors to the biggest brands release their website, major websites such as Google, Facebook and Amazon buy them out of business. The corporations either shut down the website or integrate the software into their websites in order to create more profit. This can impact on innovation, access and choice for computer scientists who create these sites and consumers.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Sticky notes

ACTIVE LEARNING METHODOLOGIES Reflection journal

Pair work

Sticky notes

Group research

Thinking hats

PRACTICAL SKILLS Research

Describe

Monopoly

Innovation

How a monopoly of a market impacts on innovation, access and choice.

The affect that billionaires can have on democracy

Who owns the most popular websites?

SA M

Explain

PL

Define

E

OBJECTIVES By the end of this chapter students will be able to:

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ACTIVITY OVERVIEW

ACTIVITY 1: STICKY NOTES In groups of four, students will write down the websites and applications that they use most. Consider websites under the headings:

Online shopping

Entertainment

Social media

School work

SA M

PL

E

Collect the responses from the groups and find out what is the most used website in your class.

ACTIVITY 2: MATCHING

Match the website name to the person who owns them.

ACTIVITY 3: RESEARCH In pairs, students will choose a website not mentioned in the list above and research the founder of the website. Create a short PowerPoint presentation describing their rise to power, any businesses they own and alternatives to their website.

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ACTIVITY 4: THINKING HATS In groups of six, students will debate the following statement using the thinking hats method:

SA M

PL

E

“Tech companies need to be regulated to allow for more innovation and competition in the marketplace.”

PAUSE & REFLECT

In their reflection journal, students will describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 20

SA M

encourage active citizenship.

LEARNING OUTCOME 3.6 Give examples of how digital media texts can support citizenship and inform decision making.

PL

LEARNING INTENTION Examine how the internet can inform voters and

E

The role of digital media in our society

CHAPTER OVERVIEW

As the world becomes more reliant on the internet for information, politics has shifted its focus to relying on the internet as opposed to traditional media. This has led to many interesting developments in how the public and politicians interact in the political sphere.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

ACTIVE LEARNING METHODOLOGIES Reflection journal

Pair work

Quiz

Poster

Speech

Advocacy

Email

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS Research

Policy

Describe

How the internet has revolutionized the way that the public and politicians interact with politics.

Explain

How the internet has impacted on teenager’s relationship with politics.

Design Create

SA M

Evaluate

PL

Define

How the internet can support democracy.

A poster

An email

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ACTIVITY OVERVIEW

ACTIVITY 1: QUIZ Students will read the questions and tick all answers that apply to you.

ACTIVITY 2: SPEECH

ADVOCATE

i.

Research a political issue that is important to you.

SA M

FIND OUT: The people involved in the issue.

PL

ACTIVITY 3: RESEARCH AND

E

Students will write and present a short speech about their opinion on using the internet to engage young people in politics.

What is currently being done.

What do you think should be done.

ii.

Send an email to one of the people involved. If possible, choose a person responsible for creating positive change on the issue you care about. Always use respectful language when communicating online.

iii. Create a digital poster to raise awareness about the issue that is important to you.

PAUSE & REFLECT In their reflection journal, students will describe:

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Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 21

PL

E

Digital technologies in democracy

LEARNING INTENTION Examine the negative impacts of the internet on

SA M

democracy.

LEARNING OUTCOME 3.7 Critique the role of digital technologies, communication tools and the internet in a democratic society.

CHAPTER OVERVIEW

The internet can have a negative impact on politics.

Being able to discern between ‘fake news’ and real news is an evolving issue for the public. Conspiracy theories, ‘slacktivism’ and data hacking can all play a role in deciding elections.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

https://www.cnbc.com/video/2019/10/23/aoc-questions-facebook-ceo-mark-zuckerberg-on-factchecking-political-ads.html

Netflix ‘The Great Hack’ https://www.imdb.com/title/tt4736550/reviews?ref_=tt_ql_3

ACTIVE LEARNING METHODOLOGIES Reflection journal

Pair work

Think-pair-share

Group brainstorm

Walking debate

Whistle blower

Activism

Slacktivism

Data breach

Liberal

Conservative

The effect of slacktivism

How the internet impacted on the 2016 Presidential Election in the USA

Whistleblowers shouldn’t expose company or institutions’ secrets

Whistleblowers shouldn’t be prosecuted for exposing secrets

Julian Assange deserves to be in jail

Julian Assange is a hero

What Cambridge Analytica is

Who Julian Assange is

How misinformation and personal attacks of presidential candidates online can effect elections

Evaluate

The effect of whistle blowers on democracy

Create

A re-presentation of an existing blog, vlog or speech

Describe

Debate

Explain

118

SA M

Define

PL

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS Research

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ACTIVITY OVERVIEW

ACTIVITY 1: BRAINSTORM

SA M

PL

E

In groups of four, students will brainstorm some examples where technology may harm society.

ACTIVITY 2: SLACKTIVISM OR ACTIVISM?

Students will visit the website change.org and find a petition about a topic or issue they care about. They will sign the petition and share it on their social media.

AFTER COMPLETING THIS TASK,

STUDENTS WILL DISCUSS IN PAIRS:

What group of people would online petitions suit?

If everyone who campaigned for social change only signed and shared digital petitions, would the government change any of their policies?

In your opinion, is creating and sharing a petition a form of slacktivism or activism?

What other ways could you engage politically online?

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Students will watch the following video and Think, Pair and Share their opinion on whether Mark Zuckerberg should take more responsibility for the Cambridge Analytica scandal.

PL

E

ACTIVITY OVERVIEW

ACTIVITY 3: THINK, PAIR, SHARE

SA M

https://www.cnbc.com/video/2019/10/23/aoc-questions-facebookceo-mark-zuckerberg-on-fact-checking-political-ads.html Scan the QR Code to watch the video

ACTIVITY 4: THE GREAT HACK Students will watch the Netflix documentary ‘The Great Hack’ about the Cambridge Analytica scandal. Plan, draft, write and post a review of the documentary on IMDB. https://www.imdb.com/title/tt4736550/reviews?ref_=tt_ql_3 Scan the QR Code to read the article

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ACTIVITY 5: WALKING DEBATE Research and discuss in pairs ‘Julian Assange and WikiLeaks’ and its impact on the 2016 presidential election.

As a class complete a walking debate and have discussion points prepared for the following statements: 1. Whistle blowers shouldn’t expose company secrets or institutions’ secrets.

2. Whistle blowers shouldn’t be prosecuted for exposing secrets.

PL

SA M

4. Julian Assange is a hero.

E

3. Julian Assange deserves to be in jail.

ACTIVITY 6: RESEARCH

Research and find another example of a person who used the internet to expose government secrets. Determine whether this whistle blower had a positive or negative impact on democracy.

PAUSE & REFLECT In their reflection journal, students will describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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E PL SA M 122

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E

SA M

PL

SECTION 4

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CHAPTER 22

PL

E

Social media and me LEARNING INTENTION Explain the advantages and disadvantages that

SA M

teenagers experience when using social media.

LEARNING OUTCOME 4.1 Outline the opportunities and risks presented by young people’s use of social networks.

CHAPTER OVERVIEW There are many opportunities and risks for teenagers using social networking sites. By accessing social media students can develop relationships by keeping in touch with friends and family, and finding communities that they belong to.

They can develop their communication, digital literacy and creativity skills when using social media, as these networks value and promote these ideals. Students can access educational resource websites such as Padlet and Kahoot to aid them in their studies. Many teenagers have become popular internet influencers and celebrities by posting on social media websites. Despite the opportunities that social networks provide, there are still many risks that can be associated with teenagers online. Cyberbullying and accessing age-inappropriate content is a major concern for teenagers when navigating the digital sphere. This chapter aims to highlight the opportunities for young people on social media while acknowledging the risks. Prevention and response strategies for these disadvantages are highlighted below.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Sticky notes

Erik Qualman ‘Social media revolution’ https://www.youtube.com/watch?v=odoYOuvwjDE

ACTIVE LEARNING METHODOLOGIES Reflection journal

Pair work

Sticky notes

Spider diagram

Editing

Presentation

Research

Describe

Explain

Adult content

Social network

The advantages of teenagers using social media

The disadvantages of teenagers using social media

SA M

Define

PL

OBJECTIVES By the end of this chapter students will be able to:

E

PRACTICAL SKILLS Podcasting

How social media can help teenagers:

Develop relationships

Develop skills

In education

Financially

How social media can hurt teenagers by:

Accessing adult content

Cyberbullying

Evaluate

Three examples of digital media text formats (blog, vlog, speech) to examine tone, imagery, relevance, cohesion, structure and rhythm

Create

Podcast

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ACTIVITY OVERVIEW

ACTIVITY 1: SPIDER DIAGRAM Students will create a spider diagram of the words that come to mind when you hear the words “social media” and “social network”.

ACTIVITY 2: SOCIAL MEDIA PODCAST In groups of three, students will choose a social media network and create a short podcast about it.

How does the social media network work?

When it was created?

Who created it?

How many users does the social media network have?

Do you think this social media network is good or bad (or both) for the viewer? Why?

Any other interesting facts.

PL

The main purpose of the social media network.

SA M

E

INCLUDE: The name of the social media network.

ACTIVITY 3: STICKY NOTES In groups of four, students will create a flip chart poster filled with sticky notes outlining the opportunities and risks young people face from having access to social media. Identify the social media network that the risk is associated with.

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ACTIVITY 4: ONLINE LEARNING Create a short presentation on your experience of online learning during the Covid-19 pandemic.

Outline the pros and cons of distance learning that you

PL

E

have experienced.

SA M

ACTIVITY 5: SOCIAL MEDIA REVOLUTION

Watch the following YouTube video made in 2016 by author and motivational speaker Erik Qualman.

Choose three of the facts or opinions in this video that Erik mentions in this video to research if they are accurate or not.

https://www.youtube.com/watch?v=odoYOuvwjDE Scan the QR Code to watch the video

Erik Qualman has stated that there is a ‘social media revolution’ the impact of which has not been equalled since the Industrial Revolution. Research, write and post a blog entry about your opinion of this phenomenon.

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Using the audio from the podcast the students created in Activity 2: Social media podcast, add the opportunities and risks young people face while using this platform to the end of the podcast. Students will describe what features your social media platform will have to promote opportunities and to limit the risk of its effects on young people.

SA M

PAUSE & REFLECT

PL

E

ACTIVITY OVERVIEW

ACTIVITY 6: PODCASTING

In their reflection journal, students will describe:

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Two things you already knew

One thing you would like to learn more about

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CHAPTER 23

LEARNING INTENTION Define and explain the rights that young people have

LEARNING OUTCOME 4.2 Document young people’s online rights – the right to information, free expression, protection of minors, and the role of parents, governments and civil society in enforcing their rights.

SA M

online.

PL

E

Teenagers’ online rights

CHAPTER OVERVIEW Every person who uses the internet has digital rights.

Young people (under the age of 18) have more rights than adults. The United Nations’ Convention on the Rights of the Child applies to the internet as it would offline. The rights that are outlined in the document that can be applied to the protection of minors online are: 1. Children’s right to share information and ideas unless they are harmful or offensive. (Article 13) 2. Children’s right to privacy and protection from attacks against their reputation. (Article 16) 3. Children’s right to access information, but also to be protected from harmful information (Article 17) 4. Children’s right to feel safe and to be protected from all forms of violence (Articles 19, 34 and 36)

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MATERIALS Digital devices with internet access.

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

UK ‘Childrens Commissioner’ video https://www.youtube.com/watch?v=mq-BWUt2_t4

ACTIVE LEARNING METHODOLOGIES Reflection journal

Group work

Word association

Comparison

Podcasting

Presentation

OBJECTIVES By the end of this chapter students will be able to:

Describe

Privacy

Exploitation

UN

The work of the UN

Explain

Create

130

SA M

The role of:

PL

Define

E

PRACTICAL SKILLS Blogging

Parents

Governments

Civil society in enforcing children’s rights

Freedom of Expression

The Right to Privacy

The Right to Access of Appropriate information

The Right to Freedom from Exploitation

Blog

Podcast

Presentation

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PL

E

Students will watch the following video from the U.K. Children’s Commissioner and write a blog post discussing your opinion on the claims made in the video.

ACTIVITY OVERVIEW

ACTIVITY 1: BLOG

https://www.youtube.com/watch?v=mq-BWUt2_t4

SA M

Scan the QR Code to watch the video

ACTIVITY 2: WORD ASSOCIATION

Students will write down words that you associate with the terms below.

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Students will read the following article and highlight the facts and opinions you agree with in one colour and the facts and opinions that you disagree with in another colour. In pairs, students will compare the articles and discuss why you highlighted the way that you did.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 3: COMPARISON

https://www.theguardian.com/sustainable-business/2015/dec/23/banning-teenagers-social-media-europe-regulation-attack-human-rights Scan the QR Code to read the article

ACTIVITY 4: TEENS’ PERSPECTIVE Which digital human right is the most important to you?

Students will research one right from a teenager’s perspective and create a group presentation explaining the right to the class.

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ACTIVITY 5: PODCAST

PAUSE & REFLECT

PL

E

Students will consider how parents, the government and civil society can better support teenagers in protecting their human rights.

They will create a podcast discussing this topic.

SA M

In their reflection journal, students will describe:

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 24

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Privacy

LEARNING INTENTION Evaluate teenagers’ relationships to sharing

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personally identifiable information online.

LEARNING OUTCOME 4.3 Discuss the concept of privacy and its application by young people on social networks.

CHAPTER OVERVIEW

Lawyers Louis Brandeis and Samuel D. Warren classed the right to privacy as the right to “being left alone”. On the internet privacy can mean that we have the right not to have our information stolen or sold. Stalking, hacking and cyberbullying is in violation of this right. This right also extends to cover your reputation. Any defamation of your name or character violates your right to privacy. The internet makes it more difficult to protect our privacy.

As we use social media, we voluntarily share personal information about ourselves with social media companies. To try to protect our privacy online we must look at our privacy settings to determine who gets to view and share this information.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Graphic novel https://www.priv.gc.ca/media/3609/gn_e.pdf

Worksheet 4.5 https://www.webwise.ie/teachers/connected/module-4-my-rights-online/

ACTIVE LEARNING METHODOLOGIES Reflection journal

Pair work

Role play

Brainstorm

Quiz

OBJECTIVES By the end of this chapter students will be able to:

Describe

Explain

Create

GDPR

Lawfulness

Purposed limitation

Data minimization

Accuracy

Integrity

Confidentiality

Accountability

The seven principles of GDPR

The safety and privacy features on social media

GDPR

How to protect online privacy

Poster

Roleplay

PL

SA M

Define

E

PRACTICAL SKILLS Poster

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Students will use this brainstorm to gather their thoughts on privacy and social media.

1.

When do we have privacy?

2.

When do we not have privacy?

3.

How do I protect my privacy on social media?

4.

Why it is important to protect your privacy on social media?

5.

Why do people share personal information on social media?

ACTIVITY 2: PRIVACY SURVEY This quiz will allow students to reflect on their use of social media and privacy.

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People who I don’t know in real life follow me on social media.

PL

E

ACTIVITY OVERVIEW

ACTIVITY 1: BRAINSTORM

People that I’ve never met comment under my content.

I share my location on phone applications, e.g. find my phone or Snap maps.

I don’t know how to change my privacy settings on my most used social media account.

People that I’ve never met privately message me.

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ACTIVITY 3: DISCOVERY Students will download Worksheet 4.5 from the following link. Highlight the safety features and potentially dangerous situations that you see in this document.

Students will choose one social network and list what privacy features they possess.

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PL

E

Students will examine all their social media accounts. Note down all the private information they have shared about themselves.

https://www.webwise.ie/teachers/connected/module-4-my-rights-online/ Scan the QR Code to read the article

ACTIVITY 4: GRAPHIC NOVEL Students will read the following short graphic novel.

In groups of three write a short role play inspired by the graphic novel. Act out the scene for your class.

https://www.priv.gc.ca/media/3609/gn_e.pdf Scan the QR Code to read the article

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Students will create a poster to inform others how to protect their privacy online.

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PAUSE & REFLECT

PL

E

ACTIVITY OVERVIEW

ACTIVITY 5: GRAPHIC NOVEL

In their reflection journal, students will describe:

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Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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CHAPTER 25

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Expressing myself online

LEARNING INTENTION Evaluate how to safely express yourself online while protecting your privacy and being a good

4.4 Demonstrate how best to share personal information, express opinions and emotions online in a responsible and respectful manner.

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digital citizen.

LEARNING OUTCOME

CHAPTER OVERVIEW

Privacy is a fundamental human right.

Every person is entitled to feel safe online.

Knowing how to engage authentically online in a sensible way is a responsibility we have when we use the internet. You can explore who you are, make creative content, engage politically and cultivate online friend groups and communities, while still protecting your identity. Sharing personal information responsibly is key to protecting your online persona and reputation. Being mindful of the depth of information about yourself on social media is vital to protecting yourself.

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ACTIVITY OVERVIEW

MATERIALS Digital devices with internet access.

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

Doxing article: https://www.nme.com/news/music/billie-eilish-home-blurred-on-google-street-viewafter-visits-from-stalker-2672489

Hate speech article https://www.insidehighered.com/admissions/article/2019/06/24/harvardrescinds-admissions-offer-over-applicants-past-racist-writings

ACTIVE LEARNING METHODOLOGIES Reflection journal

Pair work

Think-pair-share

Thinking hats

OBJECTIVES By the end of this chapter students will be able to: Harassment

Netiquette

Malware

Spyware

Doxing

Hate speech

Personal Identifying Information (PII)

Hate speech

How to express your opinions in a respectful manner

“People need to face consequences to behaving disrespectfully online”

Explain

How to sign up to social networks in a responsible way

Evaluate

The information they share about themselves online

Create

Podcast

Debate

SA M

Describe

PL

Define

140

E

PRACTICAL SKILLS Podcast

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ACTIVITY 1: SIGNING UP This activity will allow students to create a safer social media account.

IN PAIRS STUDENTS DISCUSS: Why using a nickname could protect your privacy?

Why translating your surname to Irish could protect your privacy?

Why using an email address is more secure than using your phone number?

Why changing your birth date and month is safer than using your real birthday?

Why using a longer password is more secure than a shorter password?

SA M

PL

E

When signing up for a new social media account, how much information would you choose to share about yourself? First, look at the two examples of creating an account.

In the first example a girl is signing up for a social media account using accurate information, but she is providing too many personal details. In the second example she is providing the necessary details, but is protecting herself by not providing things which she doesn’t need to.

ACTIVITY 2: INSTASNAP

This activity is to demonstrate how personal information can be pieced together by people with bad intentions to find information on their target.

Examine the following posts and stories that Nicole Murphy uploaded to a new social networking website Insta-Snap.

Write down all the personal information that you can gather about Nicole Murphy from these images.

What potentially dangerous situations could arise because of these posts?

If you wanted to post similar content, how would you make it more private?

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Read the following article about a fan that stalked Billie Eilish’s childhood home after finding images online of the singer standing in front of the house.

Students will create a podcast discussing how posting images online can compromise a person’s privacy and safety.

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https://www.theguardian.com/music/2021/ feb/19/billie-eilish-granted-restraining-order-against-alleged-stalker

PL

E

ACTIVITY OVERVIEW

ACTIVITY 3: DOXING

Scan the QR Code to read the article

ACTIVITY 3: HATE SPEECH

Behaving disrespectfully can have real-world consequences.

Students will read the following article, in groups of six, debate the following statement using the ‘thinking hat’ strategy. “People need to face the consequences for behaving disrespectfully online.”

PAUSE & REFLECT

https://www.insidehighered.com/admissions/article/2019/06/24/harvard-rescinds-admissions-offer-over-applicants-past-racist-writings Scan the QR Code to read the article

In their reflection journal, students will describe:

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Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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011100010 101000101 001001101

CSS

CHAPTER 26

C++

LEARNING INTENTION Plan, research, reference and publish a document online.

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E

Following my passion

LEARNING OUTCOME Document the planning and research history of the published work. [4.7]

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Demonstrate an appropriate method for citing and referencing online-sourced material accurately. [4.6] Publish an item online presenting the students’ views on a subject or topic that is relevant to their lives. [4.5]

CHAPTER OVERVIEW

This chapter will provide students with a framework of how you can complete a Classroom Based Assessment (CBA), for Junior Cycle. It outlines methods to plan, research, reference and publish a document online. Planning includes brainstorming using a mind map, filling out a preliminary research form, steps to formulating a research question and designing search terms. The purpose of researching methodologies is to design accurate search terms and to evaluate sources using CARRDSS. Referencing explains how to add an inline reference for the Junior Cycle and a sample bibliography form.

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MATERIALS Digital devices with internet access

eLearning platform: Microsoft Teams, Google Classroom

Microsoft Word

ACTIVE LEARNING METHODOLOGIES Reflection journal PRACTICAL SKILLS Planning

Researching

Referencing

Publishing

Research project

OBJECTIVES By the end of this chapter students will be able to:

Evaluate Create

144

Bibliography

How to plan for CBAs

How to research for the CBA

How to evaluate sources

How to reference

How to create a bibliography

Sources for fake news and bias

A research project

E

Preliminary research

PL

Describe

SA M

Define

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Students will create a mind map on Microsoft Word detailing the aspects of the Digital Media Literacy course that you enjoyed.

Decide what format you will use for your project (essay, video, animated movie, poster or podcast).

ACTIVITY OVERVIEW

ACTIVITY 1: BRAINSTORMING

ACTIVITY 2: PRELIMINARY RESEARCH FORM

SA M

PL

E

Fill out the preliminary research form below to decide what topic you will do your Digital Media Literacy research project on.

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Fill out the research question form below using the topic that you chose in your preliminary research.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 3: RESEARCH QUESTION FORM

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ACTIVITY 4: MY OPINIONS Students will answer their research question with their opinions.

Then, they will create a SmartArt list to display their opinion.

ACTIVITY 5: SEARCH TERMS The next step is deciding how you are going to carry out this research. What search terms will yield the most accurate and reliable results?

To decide what searchable keywords to look up: Use quotation marks “ ” when searching words as it filters the search results to find exactly what you are looking for.

Use the plus sign (+) to search for multiple terms (when they are used together), for example, “Religion+Science”.

The minus sign is used to exclude search

SA M

PL

E

terms, for example, “+Science -Religion”.

EXAMPLE:

SEARCH TERMS FORM

Search terms:

What impact does the use of image manipulation on social media have on young people?

How many results:

794,000,000 results

Search terms with operators:

“image manipulation” + “social media” + “impact” + “teenagers”

How many results:

203,000 results

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Using the CARRDSS worksheet, assess at least three sources that back up your opinions.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 6: CARRDSS WORKSHEET

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E PL SA M

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Fill out the referencing form for the three sources that you evaluated using the CARRDSS worksheet.

SA M

PL

E

ACTIVITY OVERVIEW

ACTIVITY 6: REFERENCING

PAUSE & REFLECT

In their reflection journal, students will describe:

150

Three things you learned in this section

Two things you already knew

One thing you would like to learn more about

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E PL SA M

If you need additional pages, you can dowload and print out all the research project templates by following the QR code. https://4schools.examcraftgroup.ie/sites/default/files/mediapdf/DML-resources.pdf

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PRELIMINARY RESEARCH FORM

Topics that I will investigate: A:

B:

C:

Is there enough information available on the topic?

E

A:

PL

B:

SA M

C:

What do I need to know about this topic to do well in my CBA? A:

B:

C:

Which topic will be most enjoyable?

What would be the best mode to use to present this topic?

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PRELIMINARY RESEARCH FORM

Topics that I will investigate: A:

B:

C:

Is there enough information available on the topic?

E

A:

PL

B:

SA M

C:

What do I need to know about this topic to do well in my CBA? A:

B:

C:

Which topic will be most enjoyable?

What would be the best mode to use to present this topic?

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RESEARCH QUESTION FORM

What is my topic?

SA M

PL

Why do I want to know more about this topic?

E

Which aspect of this topic do I want to know more about?

Is this topic acceptable for the purposes of the Junior Cycle CBA?

My research question:

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RESEARCH QUESTION FORM

What is my topic?

SA M

PL

Why do I want to know more about this topic?

E

Which aspect of this topic do I want to know more about?

Is this topic acceptable for the purposes of the Junior Cycle CBA?

My research question:

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SEARCH TERMS FORM

Search terms:

How many results:

Search terms with operators:

SA M

PL

E

How many results:

SEARCH TERMS FORM

Search terms:

How many results:

Search terms with operators:

How many results:

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SEARCH TERMS FORM

Search terms:

How many results:

Search terms with operators:

SA M

PL

E

How many results:

SEARCH TERMS FORM

Search terms:

How many results:

Search terms with operators:

How many results:

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Evaluating research

C

A

R

R

Credibility

Accuracy

Reliability

Relevance

Who is the author?

Can the facts and statistics be verified?

Does the research have bias?

Does this source help to answer my research question?

D

S

S

Date

Source

When was this source published?

Did the author use a reliable source to back up their claims?

Scope and purpose Does this source address my question in a comprehensive way?

Evaluating Research

CARRDSS worksheet

E

Title:

PL

Newspaper/Publisher:

Date: Writer:

SA M

Domain name of website:

R

D

S

S

Credibility

Accuracy

Reliability

Relevance

Date

Source

Who is the author?

Can the facts and statistics be verified?

Does the research have bias?

Does this source help to answer my research question?

When was this source published?

Did the author use a reliable source to back up their claims?

Scope and purpose

A R C Credibility

Has the author written on this topic before?

Does this source address my question in a comprehensive way?

Has the author used clickbait titles before?

Has the author been published in a reputable newspaper or journal before?

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C

S beS verified?

R R CanDthe facts Accuracy:

A

Credibility

Accuracy

Reliability

Relevance

Date

Source

Who is the author?

Can the facts and statistics be verified?

Does the research have bias?

Does this source help to answer my research question?

When was this source published?

Did the author use a reliable source to back up their claims?

Scope and

purpose Are the facts that the author published stated in any reputable source? (.edu, .gov or .org websites) Does this source address my question in a comprehensive way?

What are the reputable sources?

C

A

R

S

S

Credibility

Accuracy

Reliability

D R Reputable: Relevance

Date

Source

Who is the author?

Can the facts and statistics be verified?

Does the research have bias?

Does this source help to answer my research question?

When was this source published?

Did the author use a reliable source to back up their claims?

Scope and purpose

Is the research free from bias?

Does this source address my question in a comprehensive way?

Number of facts cited: Cite one fact: Number of opinions offered: Cite one opinion:

E

• If the article has more facts than opinions, it is objective.

• If the article has more opinions than facts, it is subjective.

The article is: (Tick one) Objective

Subjective

A

R

R

Accuracy

Reliability

Relevance

D S Relevance: Date

Source

Who is the author?

Can the facts and statistics be verified?

Does the research have bias?

Does this source help to answer my research question?

When was this source published?

Did the author use a reliable source to back up their claims?

S

Balanced

SA M

C Credibility

PL

• If the article has an equal number of facts and opinions, it is balanced.

Scope and purpose

Does this source answer your research question?

Does this source address my question in a comprehensive way?

Quote the research if yes:

C

A

R

R

Credibility

Accuracy

Reliability

Relevance

Who is the author?

Can the facts and statistics be verified?

Does the research have bias?

Does this source help to answer my research question?

S D Date: Date

Source

When was this source published?

Did the author use a reliable source to back up their claims?

S

Scope and

purpose What date was this article/journal published?

Does this source address my question in a comprehensive way?

Is there an update to the research?

A

R

R

D

Accuracy

Reliability

Relevance

Date

Source

S

Can the facts and statistics be verified?

Does the research have bias?

Does this source help to answer my research question?

When was this source published?

Did the author use a reliable source to back up their claims?

S Source: Scope and

Does purpose the research state clearly when and where they got their facts from to back up their claims?

Does this source address my question in a comprehensive way?

Where did they get their facts from?

R

R

D

S

S

Reliability

Relevance

Date

Source

Does the research have bias?

Does this source help to answer my research question?

When was this source published?

Did the author use a reliable source to back up their claims?

Scope and purpose

Scope and purpose:

Was there enough information in this research to answer your research question?

Does this source address my question in a comprehensive way?

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SOURCE 1

Published date:

Who published it:

Date you accessed it:

Web address/URL:

E

SOURCE 2

SA M

Who published it:

PL

Published date:

Date you accessed it:

Web address/URL:

SOURCE 3

Published date:

Who published it:

Date you accessed it:

Web address/URL:

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E-BOOK

How to claim and access your e-Book Code:

1. To view your e-Book, log in to My Account.

2. Go to My Digital Library and click Open Library.

3. Your e-Book will be available to view.

Notes • E-Books are available via the web browser only.

• You cannot download your e-Book as a PDF. • You must log in to your 4Schools.ie account to access your e-Book.

Digital Media Literacy - TEACHER MANUAL - Cover 10mm.indd 2

PL M

To view your e-Book

SA

1. Log in to www.4schools.ie (create an account if you do not have one).

2. From the menu, select e-Books.

3. Select the e-Book you wish to purchase and click Add to Cart.

4. Proceed to Checkout.

5. Enter the code above and click on Apply Coupon.

6. Click Checkout.

E

To claim your e-Book

31/08/2021 16:37:37

requirements of the Junior Cycle, Digital Media Literacy short course. While a designated short course for Junior Cycle the course can also be delivered within Transition Year.

The book provides a framework for teachers to teach the four strands of the digital

My digital world



Following my interests online



Checking the facts



Publishing myself.

PL



E

media literacy course, these being:

for Secondary Students

TEACHER MANUAL

Introduction to Digital Media Literacy is a response to the specifications and

Digital Media Literacy for Secondary Students

for Secondary Students

The book is highly interactive with numerous links via QR codes to external videos and

SA M

resources. It aims to bring together print and digital technology in a new and engaging manner while seeking to deepen the ability of students to use digital technology, communication tools and the internet in a creative, critical, and safe manner.

DIGITAL MEDIA LITERACY - Teacher Manual 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11, D11 F98N, Republic of Ireland.

T: ++ 353 1 8081494 - F: ++ 353 1 836 2739 - E: info@4schools.ie - W: www.4schools.ie

Digital Media Literacy - TEACHER MANUAL - Cover 10mm.indd 1

Teacher Manual



Sarah McGuill

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