Digital Media Literacy - Teacher Manual - Sample

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Sarah McGuill

TEACHER MANUAL

for Secondary Students

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E L P M A

E L P M A

for Secondary Students

By Sarah McGuill

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Sarah McGuill

TEACHER MANUAL

for Secondary Students

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

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

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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.

E L P M A 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.

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 Chapter 8: What is digital content? ..................................................................................................... 56

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Chapter 9: Publishing .......................................................................................................................... 65 Chapter 10: Searching and evaluating ............................................................................................. 70 Chapter 11: Evaluating research .......................................................................................................... 75 Chapter 12: Expression through digital images ............................................................................ 80 Chapter 13: Image and video manipulation ................................................................................... 84

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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

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. 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 for Junior Cycle short course or as a Transition Year module.

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

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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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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Digital Media Literacy | Section 1: My Digital World

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 FIRST YEAR TERM 1

SECOND YEAR TERM 3

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LO

Strand

Chapters

LO

Strand

Chapters

1.1

1

1

3.3

3

17

1.2

1

2

3.4

3

18

1.3

1

3

1.4

1

4

FIRST YEAR TERM 2 LO

Strand

1.5

1

1.6

1

1.7

1

2.1

1

THIRD YEAR TERM 1 LO

Strand

Chapters

3.5

3

19

Chapters

3.6

3

20

5

3.7

3

21

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THIRD YEAR TERM 2

FIRST YEAR TERM 3

LO

Strand

Chapters

4.1

4

22

4.1

4

23

LO

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 Link to an online video tutorial.

Each chapter outlines the learning intentions.

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

eLearning Platform

Digital Media Literacy | Section 4: Publishing myself

Pause and Reflect at the end of each chapter.

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

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

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

Such methodologies include:

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INDIVIDUAL, PAIR AND GROUP RESEARCH WORK

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WALKING DEBATE

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REFLECTION JOURNAL

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THINK-PAIR SHARE

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THINKING HATS

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MENTIMETER VOTING

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DEBATE

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ROLEPLAY

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STICKY NOTES

·

FLIP CHART

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MIND MAP/DIGITAL MINDMAP

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THROW THE BALL

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SPIDER DIAGRAM

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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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Digital Media Literacy | Section 1: My Digital World

SECTION 1

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CHAPTER 1

My Digital Life

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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.

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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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Digital Media Literacy | Section 1: My Digital World

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

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

PRACTICAL SKILLS: Creating charts

Creating podcasts

Creating a blog post

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

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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

Debate

Who they believe invented email

Explain

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

Define

Describe

Evaluate

Create

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ACTIVITY OVERVIEW

ACTIVITY OVERVIEW 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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Digital Media Literacy | Section 1: My Digital World

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 What company developed it first?

GSM Cooperation

What are some uses of the digital media tool?

Sending text messages quickly using radio frequencies

What year was it developed?

1984

MMS

GSM network – Sony Ericsson

VoIP

VocalTec

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IM

AOL

Sending image messages

Speak with people over the internet

Talk to people in real time using chat rooms.

2002

1995

1997

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 did.

POSSIBLE ANSWER KEY:

Who created email

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 invented an extension of SMS text messages but not email as we now know it.

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Ray Tomlinson

Credited as the inventor of email by most.

He says he invented the technology in 1971.

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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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Digital Media Literacy | Section 1: My Digital World

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

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

Students will then:

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 in a bar chart.

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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

ACTIVITY OVERVIEW

ACTIVITY 6: BLOGGING Students will now examine a different type of digital communications technology – blogging. 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.

TUTORIAL: BLOGGING

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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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Digital Media Literacy | Section 1: My Digital World

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

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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Ask about money - www.askaboutmoney.com Boards - www.boards.ie Reddit - www.reddit.com

NOTE

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.

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:

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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

Digital Media Literacy | Section 1: My Digital World

ACTIVITY 9: REFLECTION JOURNAL 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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Digital Media Literacy | Section 2: Following my interests online

SECTION 2

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CHAPTER 8

What is digital content?

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LEARNING INTENTION Identify and explain the different features of online media texts and physical or analogue media texts.

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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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Digital Media Literacy | Section 2: Following my interests online

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

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

PRACTICAL SKILLS PIE and bar chart creation in Microsoft Excel

Creating advertisements in Adobe Spark

Research

Presentation

Comics

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

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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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ACTIVITY OVERVIEW

ACTIVITY 1: DEBATE Students will debate on the motion: “If music is available on the internet why should anyone buy CD’s/Vinyl?”

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ACTIVITY 2: ADVERTISING AND THINK-PAIR-SHARE: Students will use the Thinkpair-share methodology to analyse their relationship with

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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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Digital Media Literacy | Section 2: Following my interests online

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.

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

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catch attention.

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Nike ’ L’Oreal Mc Donald’s

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ACTIVITY OVERVIEW

ACTIVITY 5: GATHERING INFORMATION Studets will answer the questions about logos.

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ACTIVITY 6: CREATE AN ADVERTISEMENT Students will reflect on the famous logos of products or companies that advertise online.

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Digital Media Literacy | Section 2: Following my interests online

ACTIVITY 7: CREATE AN ADVERTISEMENT 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

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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

for Secondary Students

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https://vimeo.com/578087060/cf61eada33 Scan the QR Code to watch the video

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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

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Photo manipulation is widely used on the internet today. It can create a false reality of how 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:

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

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ACTIVITY 13: PIE CHARTS In Excel, students will create a PIE chart to compare and contrast the similarities and differences in digital and analogue media texts.

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TIPS Pg. 13 of teacher manual: Alternatevely, 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

Digital Media Literacy | Section 2: Following my interests online

CHAPTER 9

Publishing

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

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

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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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Digital Media Literacy | Section 3: Checking the facts

SECTION 3

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CHAPTER 15

Digital media formats

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

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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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Digital Media Literacy | Section 3: Checking the facts

LEARNING OUTCOME

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

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

PRACTICAL SKILLS Infographics

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

Comic strips

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

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Theme

Purpose

Intended audience

Mainstream media

Niche media

Describe

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

Explain

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

Evaluate

How mainstream media and niche media caters to different audiences.

Create

Tables identifying theme, purpose and audience

Define

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ACTIVITY OVERVIEW

ACTIVITY 1: THEMES 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.

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S 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.

ACTIVITY 4: STICKY NOTES In small groups, students will brainstorm names of websites and apps that would appeal to the following groups of people:

Male child

Female teenager

A PhD holder

Single adult

A makeup artist

A hurling player

A teenage billionaire

A homeless child

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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

CHAPTER 16

Media formats

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LEARNING INTENTION Compare and contrast different media formats and analyse what information gets distributed.

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CHAPTER OVERVIEW

All digital media content was 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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Digital Media Literacy | Section 3: Checking the facts

15k

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

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

PRACTICAL SKILLS Venn diagrams OBJECTIVES By the end of this chapter students will be able to: Define

Describe

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Digital media formats

Formal media

Informal media

Why organisations use multiple digital formats to spread the same information

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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

Evaluate

How different media outlets report on the same news story.

Create

Venn diagram

Explain

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Digital Media Literacy | Section 4: Publishing myself

SECTION 4

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CHAPTER 22

Social media and me

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LEARNING INTENTION Explain the advantages and disadvantages that

teenagers experience when using social media.

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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 families, 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 study. 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 ageinappropriate 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

PRACTICAL SKILLS Podcasting

Editing

Presentation

Research

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

Describe

Explain

Adult content

Social network

The advantages of teenagers using social media

The disadvantages of teenagers using social media

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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.

INCLUDE: The name of the social media network.

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The main purpose of the social media network.

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 social media? Why?

Any other interesting facts.

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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 have experienced.

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ACTIVITY 5: SOCIAL MEDIA REVOLUTION

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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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ACTIVITY OVERVIEW

ACTIVITY 6: PODCASTING 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.

PAUSE & REFLECT

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E L P M A

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 23

Teenagers’ online rights

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LEARNING INTENTION Define and explain the rights that young people have online.

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.

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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 it’s harmful or offensive. (Article 13) 2. Children’s right to privacy and protection of 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

PRACTICAL SKILLS Blogging

Podcasting

Presentation

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

Describe

E L P M A

Privacy

Exploitation

UN

The work of the UN

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The role of:

Explain

Create

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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

Digital Media Literacy | Section 4: Publishing myself

E L P M A

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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?

A:

E L P M A

B:

C:

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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?

A:

E L P M A

B:

C:

S

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?

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

E L P M A

Why do I want to know more about this topic?

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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?

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

E L P M A

Why do I want to know more about this topic?

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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:

How many results:

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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:

How many results:

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SEARCH TERMS FORM

Search terms:

E L P M A

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

Evaluating Research

CARRDSS worksheet Title:

E L P M A

Newspaper/Publisher: Domain name of website: Date: Writer:

S 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

R

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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Does this source address my question in a comprehensive way?

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

E L P M A

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

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

The article is: (Tick one) Objective

C

Subjective

D S Relevance:

A

R

R

edibility

Accuracy

Reliability

Relevance

Date

Source

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

S

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:

A

R

R

Accuracy

Reliability

Relevance

Does the research have bias?

Does this source help to answer my research question?

an the facts and istics be verified?

Balanced

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?

R

D

eliability

Relevance

Date

Source

oes 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?

R

S

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

levance

es this source p to answer my arch 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

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:

SOURCE 2

E L P M A

Published date:

Who published it:

S

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 L P M A

for Secondary Students

Introduction to Digital Media Literacy is a response to the specifications and 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 media literacy course, these being: 

My digital world



Following my interests online



Checking the facts



Publishing myself.

E L P M A

The book is highly interactive with numerous links via QR codes to external videos and resources. It aims to bring together print and digital technology in a new and engaging

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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