{"id":77,"date":"2021-07-15T13:19:56","date_gmt":"2021-07-15T20:19:56","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mspatellibrary\/?p=77"},"modified":"2021-07-24T22:57:07","modified_gmt":"2021-07-25T05:57:07","slug":"libe-477-reading-assignment-part-b","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/mspatellibrary\/2021\/07\/15\/libe-477-reading-assignment-part-b\/","title":{"rendered":"LIBE 477: Reading Assignment Part B"},"content":{"rendered":"

Literature Research and Data Collection<\/strong><\/h1>\n

Developing my personal <\/b>resource<\/b><\/span> list that will help inform and support my explorations in the course.\u00a0<\/b><\/em><\/span><\/p>\n

I reviewed my list of ideas from Part A of this Reading Assignment<\/a>, and I have narrowed the focus of my topic to Critical Media Literacy. The working title for my topic (for now) is:<\/p>\n

Integrating the BC Core Competencies to develop students\u2019 Critical Media Literacy skills.<\/strong><\/p>\n

Before I go any further in exploring this topic, I would like to make sure I understand the multi-faceted definition of Critical Media Literacy, which incorporates aspects of digital literacy, media education, <\/em>and critical thinking<\/em>.<\/strong><\/p>\n

Let\u2019s start with digital literacy<\/em>:<\/strong> The BC Ministry of Education defines digital literacy as \u201cthe interest, attitude and ability of individuals to appropriate use technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others.\u201d The Digital Literacy Framework<\/a> elaborates on six characteristics of digital literacy. The Framework also provides a set of profiles for grade K-12 with examples of activities that digitally literate students from each age range can do.<\/p>\n

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Digital Literacy Framework – BC Ministry of Education<\/em><\/span><\/p><\/div>\n

Next, media education<\/em> <\/strong>is defined by Media Smarts<\/a> (Canada\u2019s Centre for Digital and Media Literacy) as \u201cthe process through which individuals become media literate \u2013 able to critically understand the nature, techniques and impacts of media messages and predictions.\u201d<\/p>\n

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MediaSmarts.ca<\/em><\/span><\/p><\/div>\n

Media is all around us and we absorb what we see and hear. Media education brings awareness to this and helps us understand what we are taking in, whether it is consciously or subconsciously. I found this website to be very useful in connecting the BC Curriculum with digital literacy and media education. It also includes numerous activities, assessment rubrics, e-workshops, and resources for integrating media literacy in the classroom.<\/p>\n

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Finally, critical (and reflective) thinking<\/em><\/strong> as defined by the BC Ministry of Education<\/a> is \u201ca set of abilities that students use to examine their own thinking and that of others. This involves making judgements based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.”<\/p>\n

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Critical Thinking – BC Ministry of Education<\/em><\/span><\/p><\/div>\n

Looking at the three definitions above, I merged them together to create a composite definition of Critical Media Literacy.<\/span><\/strong><\/em><\/p>\n

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I then continued my literature research and data collection by further exploring the key terms.<\/p>\n