Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
From Audiences to Authors: Children and Young People as Content Creators and...Renee Hobbs
Professor Renee Hobbs makes the inaugural lecture for the ICMC 2015 conference "Digital Future: Content, Community and Communication" in Ahmenabad, India.
Educational Strategies for the Prevention of Violent ExtremismRenee Hobbs
Professor Renee Hobbs identifies five instructional strategies for addressing the prevention of violent extremism based on the practice of digital and media literacy education.
Mind Over Media: Presentation at Hosei University JapanRenee Hobbs
Professor Renee Hobbs reviews research on media literacy and talks about analyzing contemporary propaganda as a means to promote intellectual curiosity and intercultural understanding
Professor Renee Hobbs explores how disparities in access to information contribute to misunderstandings and explains how analyzing media helps make our interpretation processes transparent. She shows how creating media helps people share in the social power of representing ideas and identity and notes that such competencies are essential for advancing the social responsibilities of media consumers and creators.
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
From Audiences to Authors: Children and Young People as Content Creators and...Renee Hobbs
Professor Renee Hobbs makes the inaugural lecture for the ICMC 2015 conference "Digital Future: Content, Community and Communication" in Ahmenabad, India.
Educational Strategies for the Prevention of Violent ExtremismRenee Hobbs
Professor Renee Hobbs identifies five instructional strategies for addressing the prevention of violent extremism based on the practice of digital and media literacy education.
Mind Over Media: Presentation at Hosei University JapanRenee Hobbs
Professor Renee Hobbs reviews research on media literacy and talks about analyzing contemporary propaganda as a means to promote intellectual curiosity and intercultural understanding
Professor Renee Hobbs explores how disparities in access to information contribute to misunderstandings and explains how analyzing media helps make our interpretation processes transparent. She shows how creating media helps people share in the social power of representing ideas and identity and notes that such competencies are essential for advancing the social responsibilities of media consumers and creators.
Media Literacy: Connecting Classroom and CultureRenee Hobbs
The document discusses the importance of media literacy and how it can be taught in elementary school classrooms, defining media literacy as an expanded conceptualization of literacy that helps students access, analyze, create, and reflect on media messages. Research shows that teaching media literacy skills improves learning, inspires leadership, and increases civic engagement as students learn to think critically about the media they consume and create.
This document summarizes Renee Hobbs' work on media literacy education. It discusses the rise of digital propaganda and the need to advance media literacy in schools. Key points include:
1. Media literacy education has its roots in propaganda education and can help people recognize different types of "fake news" like disinformation, propaganda, and hoaxes.
2. Schools need support like curriculum standards, teacher training, and resources to effectively teach media literacy and help students critically analyze stories in entertainment and news media.
3. Engaging in global, multi-perspective dialogue through activities like social media encounters can increase understanding of propaganda worldwide and recognize hate speech.
4. Students can use social media and digital tools
Mil and intercultural dialogue course outline (basic) latestRaúl Olmedo Burgos
This 4-day course covers topics related to media and information literacy including what media and information literacy are, why they are important, new media technologies, social media best practices, and how media and information literacy can promote intercultural dialogue. Each day focuses on different topics, such as traditional vs new media roles, practical skills for using technologies like video cameras, and evaluating a plan for future activities. The goal is to help teachers, students, and youth develop media and information literacy skills to become agents of positive social change and enhance understanding across cultures.
Media Literacy Education in a Global SocietyRenee Hobbs
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
This workshop is part of the Media Education: Make It Happen! program, a series of free resources to help educators understand and facilitate media literacy in their classrooms. The program consists of a booklet, PowerPoint workshop, and a facilitator's guide with handouts.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
Mit digital media and learning participatory performance culture jenkins whi...Friedel Jonker
This document discusses the rise of participatory culture among today's youth and the importance of media literacy education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting content creation and sharing, and providing mentorship. Over half of American teens can now be considered media creators, producing blogs, artworks, videos, and remixes. While some learn skills informally online, the document argues that a systematic media education is still needed to address the "participation gap," help youth understand how media shapes perceptions, and socialize them in ethical online practices. Schools should teach "new media literacies" to foster cultural competencies and social skills for full participation in today's digital world.
This document discusses the rise of participatory culture among youth through their use of new media technologies. It defines participatory culture as having low barriers to artistic expression and civic engagement, strong support for sharing creations, and mentorship between experienced and novice members. The document outlines several forms of participation including affiliations, expressions, collaborative problem-solving, and circulations. It argues that access to participatory culture functions as a new form of education, shaping which youth will succeed. While some argue youth learn skills independently through popular culture, the document raises concerns about unequal access, transparency of media influences, and lack of ethics training. It outlines new literacy skills needed to navigate participatory culture and argues these cultures can empower youth through civic engagement
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
Courageous RI: A Whole-of-Society Approach to Violence PreventionRenee Hobbs
The document discusses a whole-of-society approach to violence prevention through media literacy, active listening, compassion, and community engagement. It argues that media and technology amplify hate while dialogue programs increase intellectual humility and reduce defensiveness. Training in active listening helps apply media literacy knowledge to understand different perspectives. Courageous conversations that find common ground also help prevent violence. Research shows dialogue programs improve skills like active listening, media literacy, and intellectual humility.
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Ähnlich wie Media Education in the Era of Algorithmic Personalization: Facing Polarization, Hate Speech, and Propaganda
Media Literacy: Connecting Classroom and CultureRenee Hobbs
The document discusses the importance of media literacy and how it can be taught in elementary school classrooms, defining media literacy as an expanded conceptualization of literacy that helps students access, analyze, create, and reflect on media messages. Research shows that teaching media literacy skills improves learning, inspires leadership, and increases civic engagement as students learn to think critically about the media they consume and create.
This document summarizes Renee Hobbs' work on media literacy education. It discusses the rise of digital propaganda and the need to advance media literacy in schools. Key points include:
1. Media literacy education has its roots in propaganda education and can help people recognize different types of "fake news" like disinformation, propaganda, and hoaxes.
2. Schools need support like curriculum standards, teacher training, and resources to effectively teach media literacy and help students critically analyze stories in entertainment and news media.
3. Engaging in global, multi-perspective dialogue through activities like social media encounters can increase understanding of propaganda worldwide and recognize hate speech.
4. Students can use social media and digital tools
Mil and intercultural dialogue course outline (basic) latestRaúl Olmedo Burgos
This 4-day course covers topics related to media and information literacy including what media and information literacy are, why they are important, new media technologies, social media best practices, and how media and information literacy can promote intercultural dialogue. Each day focuses on different topics, such as traditional vs new media roles, practical skills for using technologies like video cameras, and evaluating a plan for future activities. The goal is to help teachers, students, and youth develop media and information literacy skills to become agents of positive social change and enhance understanding across cultures.
Media Literacy Education in a Global SocietyRenee Hobbs
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
This workshop is part of the Media Education: Make It Happen! program, a series of free resources to help educators understand and facilitate media literacy in their classrooms. The program consists of a booklet, PowerPoint workshop, and a facilitator's guide with handouts.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
Mit digital media and learning participatory performance culture jenkins whi...Friedel Jonker
This document discusses the rise of participatory culture among today's youth and the importance of media literacy education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting content creation and sharing, and providing mentorship. Over half of American teens can now be considered media creators, producing blogs, artworks, videos, and remixes. While some learn skills informally online, the document argues that a systematic media education is still needed to address the "participation gap," help youth understand how media shapes perceptions, and socialize them in ethical online practices. Schools should teach "new media literacies" to foster cultural competencies and social skills for full participation in today's digital world.
This document discusses the rise of participatory culture among youth through their use of new media technologies. It defines participatory culture as having low barriers to artistic expression and civic engagement, strong support for sharing creations, and mentorship between experienced and novice members. The document outlines several forms of participation including affiliations, expressions, collaborative problem-solving, and circulations. It argues that access to participatory culture functions as a new form of education, shaping which youth will succeed. While some argue youth learn skills independently through popular culture, the document raises concerns about unequal access, transparency of media influences, and lack of ethics training. It outlines new literacy skills needed to navigate participatory culture and argues these cultures can empower youth through civic engagement
Ähnlich wie Media Education in the Era of Algorithmic Personalization: Facing Polarization, Hate Speech, and Propaganda (20)
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
Courageous RI: A Whole-of-Society Approach to Violence PreventionRenee Hobbs
The document discusses a whole-of-society approach to violence prevention through media literacy, active listening, compassion, and community engagement. It argues that media and technology amplify hate while dialogue programs increase intellectual humility and reduce defensiveness. Training in active listening helps apply media literacy knowledge to understand different perspectives. Courageous conversations that find common ground also help prevent violence. Research shows dialogue programs improve skills like active listening, media literacy, and intellectual humility.
This document discusses digital media literacy pedagogies. It notes that educators incorporate these approaches for various reasons such as engaging and motivating learners, activating critical thinking, and building students' confidence as authors. The create to learn process involves 5 steps: access, analyze, create, reflect, and take action. Instructors support learning through offering a mix of creative freedom and control. When students shift from passive learning to creating media, they increase engagement and motivation. The document asks questions to prompt reflection on incorporating these approaches in one's own teaching.
Improving Reading Comprehension by Using Media Literacy Activities
By Renee Hobbs
Some literacy educators still hold to the idea that audiovisual media and digital technologies are the enemies of print culture, but a growing number of educators are exploring the synergistic relationship between different forms of reading that occur when the concept of text is expanded to include images, graphic design, multimodality, moving image media, and online content. At home, parents cultivate children's understanding of story structure by engaging in activities that involve children's re-telling of books, cartoons, games, and short films. They pause children's videos to ask questions, comment on action and predict what will happen next. Such practices cultivate viewing as a cognitively active process, a concept that was first articulated in the 1970s but continues to be more deeply appreciated with the rise of YouTube culture, where the distinction between authors and audiences is diminished. During the elementary grades, teachers use media literacy competencies when reading children's picturebooks, calling attention to when the words of a story and the image of the story conflict or deliver different messages. Active "reading" of picture books is a practice that foregrounds the meaning-making process and elevates reading comprehension beyond mere decoding. When educators reframe their work with youth as less about passing high-stakes tests and more about learning to navigate the multiple literacy contexts in which they live, learn, and work, students' motivation for reading increases. For this reason, literacy specialists are exploring links between disciplinary literacy, inquiry, and media literacy. Media literacy instructional practices honor students' popular culture and lived experience, and offer opportunities for students to bring their affect, emotion, imagination, and social interaction into reading practices that examine and challenge cultural conventions like materialism and consumerism that are reproduced in media culture on a daily basis.
Media Lteracy in Action Chapter 4 finalRenee Hobbs
The chapter discusses how competition in the news industry has impacted American society in unexpected ways. It introduces the concept of "news avoiders" who get information from social media rather than news sources. It also covers news values like human interest, conflict and timeliness that influence which stories are covered. The chapter examines techniques like framing that journalists use to make stories more appealing and how this can influence audience beliefs. It analyzes different forms and sources of news today from legacy media to born digital publications to citizen journalism.
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Propaganda vs. Democracy in a Digital AgeRenee Hobbs
Renee Hobbs shows how digital learning that addresses the needs of educators can have transformative impact in addressing the needs of learners growing up in a world full of propaganda and disinformation.
Renee Hobbs gave a presentation on digital authorship and media literacy. She discussed how librarians can support students' creative media production skills and critical analysis abilities. Hobbs covered different digital authorship tools and explained key concepts around copyright and fair use. She emphasized how digital authorship can empower learners and promote skills like creativity, collaboration, and civic participation.
Create to Learn: Digital Media Literacy in Bulgaria 2020Renee Hobbs
Digital and media literacy requires technical, cognitive, social, emotional and civic competencies. Educators and students become co-learners through creating digital media, which involves balancing creative freedom with control. Digital authorship is a process involving choice, courage, risk-taking and vulnerability that activates intellectual curiosity and supports lifelong learning.
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
This document discusses a presentation about ripping media for fair use and the Digital Millennium Copyright Act (DMCA). The presentation covers:
1. The principles of the DMCA and its Section 1201 that makes circumventing copyright protections illegal.
2. How the DMCA exemption process has allowed some ripping/circumventing for purposes like criticism, commentary, and education over its 22 years.
3. Whether legal ripping is still necessary given streaming services, and if screen capturing should be celebrated or feared in supporting fair use.
The document outlines the presentation goals and sections on the DMCA, exemption results since 2006, and challenges around screen capturing. It also includes discussion questions and
Council of Europe Digital Citizenship Days, November 3, 2020Renee Hobbs
Renee Hobbs explains why the coronavirus crisis created an opportunity for teacher empowerment, as they discovered the importance of feeling safe online, empathic listening, guided and open inquiry, and enhanced care and responsibility towards others. Learn more: www.mediaeducationlab.com
Crisis Creates Opportunity: How the Covid Pandemic Advanced Digital Media Lit...Renee Hobbs
The document discusses how the COVID-19 pandemic created opportunities to advance digital media literacy in schools. It describes a program that provided daily online sessions for teachers over 5 months. The program helped teachers build skills in areas like developing trust online, promoting productive dialogue, modeling media literacy practices, and feeling interconnected while caring for one another. An evaluation found teachers were more likely to adopt strategies modeled in the program and students experienced benefits like improved online skills and well-being.
Best Practices in Digital Learning, Anytime & Real TimeRenee Hobbs
How can digital learning be implemented in ways that deepen engagement and accelerate learning? The coronavirus crisis has created an opportunity to deepen digital literacy and learning competencies for teachers and students alike. In this session, we'll model and reflect upon three best practices of digital learning that go far beyond the Zoom or Google Classroom. Learn more about how trust and respect develop in online communities and discover the power of create-to-learn pedagogies that deepen engagement and accelerate learning. Learn strategies that help you to incorporate "anytime" and "real time" learning for students, teachers, and staff. Even when the coronavirus crisis is over, the best practices of digital learning are relevant to what happens in the classroom as we cultivate habits of mind that advance lifelong learning.
Teaching the Election: Focus on Propaganda Renee Hobbs
Renee Hobbs offers a keynote address to the Teaching the Election Conference at the University of Wisconsin, Madison on September 26, 2020. Learn more: https://mediaeducationlab.com/teaching-about-2020-elections-virtual-conference
Adult Learners as Media Makers: Create-to-Learn Pedagogies in Online LearningRenee Hobbs
Profesor Hobbs describes her approach to supporting adult learners as they become digital authors as a result of participating in the Graduate Certificate in Digital Literacy, University of Rhode Island.
How do librarians support patrons who may have experienced online harassment or defamation?
How do librarians support patrons who seek to legally “rip” media clips for fair use purposes?
How do librarians participate in the 2021 DMCA exemption process on behalf of the needs of patrons, educators and students?
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Media Education in the Era of Algorithmic Personalization: Facing Polarization, Hate Speech, and Propaganda
1. Media Education
in the Era of Algorithmic Personalization
Facing Polarization, Hate Speech, and
Propaganda
Renee Hobbs
University of Rhode Island USA
Media Education Lab
Email: hobbs@uri.edu
Twitter: @reneehobbs
6. Some Challenges for Media Education Today
DIGITAL DEPENDENCE
POLARIZED POLITICAL CLIMATE
PROPAGANDA & DISINFORMATION
INCREASED FEAR & HATE
AUTOCRATIC POLITICAL LEADERSHIP
NEWS AVOIDANCE
POWER OF DIGITAL PLATFORMS
DECLINE OF TRUST IN
SOCIAL INSTITUTIONS
7. Potential Solutions
Invest in quality journalism
Change the social norms among political leaders
Strengthen civic institutions
Regulate election campaign communication
Punish hate speech & other harmful forms of expression
Regulate digital platforms to increase accountability
Build citizens’ resilience and competencies
8. PREVIEW OF KEY IDEAS
Media & Technology Play a Significant Role
in Amplifying Fear and Hate
Media Literacy Education Involves Structured
Practice in Speaking, Listening, & Creating Media
Media Literacy Education Can Help to Depolarize
Society through Courageous Conversations
10. In 2021, 18% of
Americans agreed:
“True American
patriots may have
to resort to
violence in order to
save our country.”
PRRI 2021 American Values Survey
Public Religion Research Institute
14. 4
Republicans believe that 32% of
Democrats are part of the LGBTQ+
community
Democrats believe that 38% of
Republicans make over $250,000 year
2% 6%
Highly Distorted & False Perceptions of Others Can Be Dangerous
Affective Polarization
Langford, K. (2023). Unpacking Polarization. Pell Center for International Relations. Salve Regina University.
IN ACTUALITY:
15. Fear on the Rise
An 18-year old boy kills 19 children and 2 teachers in an elementary school in Texas
20. Primary Recommendations:
1. Reduce exposure to media violence
2. Change the impact of violent images that are seen
3. Locate and explore alternatives to media violence
4. Uncover and challenge the cultural, economic and
political supports for media violence
5. Break the cycle of blame and promote informed and
rational public debate
-- Sr. Elizabeth Thoman, Founder and Director, Center for
Media Literacy, Los Angeles (1977)
Media Literacy
as Violence Prevention
22. Analyzing and Evaluating Media
Evaluating information sources requires skills and critical thinking.
Separating fact from opinion, evaluating text and image for bias,
deconstructing a text to evaluate message quality and credibility are
important for people of all ages.
Part of Civic & Peace Education
Media literacy instruction is an aspect of civic and peace education
that helps develop media awareness that enables people use media
to combat misperceptions, prejudices, and hate speech while
demonstrating respect for freedom of expression.
Empowered Citizens
Media literacy also provides people with the skills to create their
own content, using information and communication technologies to
advance human rights, tolerance and a culture of peace.
Taing, Q. (2017). Preventing Violent Extremism through Education: A Guide
for Policymakers. Paris: UNESCO.
Media Literacy
as Violence Prevention
25. • Media Literacy
• Information Literacy
• Digital Citizenship
Education Policy for
Media Literacy Education
26.
27. Illinois (2023) – 13 million residents
Beginning with the 2022-23
school year, every public
high school shall include in
its curriculum a unit of
instruction on media literacy,
including instruction on how
to access information,
analyze and evaluate
media messages, create
media, reflect on media
consumption, as well as the
social responsibility of
engaging with media of all
forms.
28. New Jersey (2023) – 9 million residents
The new state law requires public school
educators to teach the research process
and how information is created and
produced; critical thinking and using
information resources; research methods,
including the difference between primary
and secondary sources; the difference
between facts, points of view and
opinions; accessing peer-reviewed print
and digital library resources; the
economic, legal and social issues
surrounding the use of information; and
the ethical production of information.
30. CLOSE READING
Students work in small groups to examine a media text and
demonstrate their comprehension of it by explaining key
ideas in their own words. They identify information about
the author & purpose and analyze how language, image
and other techniques are used to attract attention, arouse
emotion, and convey values.
Close reading helps learners recognize values,
ideology, and point of view
Parkhouse, H. (2018) Pedagogies of naming, questioning, and demystification: A study of two critical U.S. history Classrooms.
Theory & Research in Social Education, 46:2, 277-317, DOI: 10.1080/00933104.2017.1389327.
31. DISCUSSION & DEBATE
Students work in small groups to access examples of
contemporary global propaganda on a topic or issue of
interest to them. They gather information about the
activist/organization who created it to better understand
their strategic communication choices. Then they debate
the potential benefits and/or harms of the messages they
selected.
Discussion and debate builds intellectual curiosity
and helps learners see value in accessing multiple
and competing points of view
Parkhouse, H. (2018) Pedagogies of naming, questioning, and demystification: A study of two critical U.S. history Classrooms.
Theory & Research in Social Education, 46:2, 277-317, DOI: 10.1080/00933104.2017.1389327.
32. CREATE TO LEARN
Small groups of students learn about an issue and then
develop a media campaign to promote a particular policy or
action aimed to influence a target audience, working in teams
to identify desired attitude or behavior change. They create a
slogan, logo, and other campaign materials including video,
meme, infographic or podcast, circulating their own
messages using their social network.
Create to learn activities help learners visualize
themselves as change agents
Henry, A. (2019). Online media creation and L2 motivation: A socially situated perspective. Tesol Quarterly, 53(2), 372-404.
33. TURN & TALK
How Often Do Students…
Get Structured
Practice in
Speaking, Listening,
& Creating Media?
34.
35. Media Literacy Implementation Index
Results from the State of Rhode Island
Hobbs, R., Moen, M., Tang, R., & Steager, P. (2022). Measuring the implementation of media literacy instructional practices in schools: community stakeholder
perspectives. Learning, Media and Technology, 1-16.
ELEMENTARY GRADES K - 5
MIDDLE SCHOOL GRADES 6 - 8
MIDDLE SCHOOL GRADES 6 - 8
HIGH SCHOOL GRADES 9 - 12
36. What are the Media & Digital Literacy Competencies
Needed Today & in the Future?
38. New Approaches to Media
Literacy Education
for Violence
Prevention are
Needed
39.
40. How do we decide who to trust?
How are digital technologies influencing people's
understanding of free speech, hate speech, and
censorship?
Who is targeted to receive harmful propaganda and
how does it affect them?
What is media literacy and how can it help people respond to
disinformation and hoaxes?
What do people need to know about social media economics
and the profit motives that underpin conflict?
Why do stories, characters, and conflict change minds?
50. GLOBAL SPENDING ON
DIGITAL ADVERTISING
In 2022
$567 BILLION
Google, Facebook, Amazon, Alibaba
and ByteDance received 46% of global
ad spending
Sponsored Content
Influencers
Geo Location Targeting
Dark Patterns
Nudging
Personalized Advertising
Product Placement
53. "Wow! This is a politically
diverse group. Lots of
different…views on the
world represented here.”
"I really enjoyed the
perspective of others and
the respectful language
used by all people even
when opinions differed.”
"While we can learn from
media, we often read into
it based on our
preconceptions."
54. APPLICATION OF LEARNING
Over the past two weeks, did you find yourself
applying what you learned in some way?
75% yes
80% yes
51% yes
55. APPLICATION OF LEARNING
Over the past two weeks, did you find yourself
applying what you learned in some way?
75% yes
80% yes
71% yes
30%
16%
56. APPLICATION OF LEARNING
Over the past two weeks, did you find yourself
applying what you learned in some way?
75% yes
80% yes
71% yes
30%
16%
59. Find Common Ground
Build Media Literacy Skills for a Lifetime
Stay Curious, Not Furious
www.courageousri.com
www.courageousRI.com
60. REVIEW OF KEY IDEAS
Media & Technology Play a Significant Role
in Amplifying Fear and Hate
Media Literacy Education Involves Structured
Practice in Speaking, Listening & Creating Media
Media Literacy Education Can Help to Depolarize
Society through Courageous Conversations
In the years after 9/11, our fear was exploited by politicians – who used it to change laws that make it easy for the government to ;listen in on our phone calls, to using ethnic and racial profiling to discriminate against Muslims, and to launch wars in Iraq and Afghanistan.
There have been more shootings with more victims in the first three months of 2023 than the same period last year – 117 deaths in 2023 so far