Media and Information Literacy(MIL)is one of the most important topics in today’s mediatized world.Under the leadership of United Nations Educational,Scientific and Cultural Organization(UNESCO),many international or...Media and Information Literacy(MIL)is one of the most important topics in today’s mediatized world.Under the leadership of United Nations Educational,Scientific and Cultural Organization(UNESCO),many international organizations in the world,as foreign donors,annually announce many projects and grants for the promotion and development of the field of MIL in the countries of the world.One of the main actors of this movement is DW Akademie with different media and MIL projects several countries of the world.This research paper delves into the role of DW Akademie’s MIL model in shaping a media-savvy generation.The study explores the theoretical underpinnings and practical applications of Deutsche Welle(DW)Akademie’s MIL model,analysing its effectiveness in fostering media literacy skills.The research employs a multi-faceted approach,incorporating case studies to assess the model’s impact across diverse demographics.The paper also considers the model’s alignment with global educational policies and proposes recommendations for its integration into broader frameworks.By investigating DW Akademie’s MIL model,this research contributes to the ongoing discourse on media literacy education,providing valuable insights for educators,policymakers,and researchers.The findings offer a nuanced understanding of the model’s position in cultivating a media-savvy generation poised to navigate the complexities of the information age.展开更多
The dawn of media literacy education was seen around the mid-1960s. And, developed curriculums introduced media awareness in schools. Continuously, the Grtinwald Declaration （1982） was the first to state the necessi...The dawn of media literacy education was seen around the mid-1960s. And, developed curriculums introduced media awareness in schools. Continuously, the Grtinwald Declaration （1982） was the first to state the necessity of media education to promote ability of critical understanding. After dissemination of Internet, information and communication technologies were introduced into media education. And, media literacy and information literacy were intertwined as a MIL （Media and Information Literacy） in the Alexandria Proclamation （2005）. Besides, the proclamation defined that information literacy and lifelong learning were the precondition of the information society. Featured importance of applied skill was explained by a disaster case that a girl saved 100 people when the Tsunami hit the coast in Phuket, 2004. Thus, the definition of MIL was frequently up-dated. On March 11 2011, we had a giant earthquake with the Tsunami： Tohoku region pacific coast earthquake. We observed severe damage even under our well prepared disaster prevention drill, earthquake-resistant construction, and communication networks. Through investigation, authors could select records of successful and unsuccessful cases concerning MIL. Then, this study aims to propose expecting what additional competency needs to be introduced in MIL. As a result, the authors could extract ＂Curation Literacy＂ that involved decision making process by a user.展开更多
This study promotes and encourages the use of Differentiated Instruction(DI)in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon.This action research used a quantitative e...This study promotes and encourages the use of Differentiated Instruction(DI)in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon.This action research used a quantitative experimental design in employing the action research framework.Based on the results of the study,there is significant difference between the control group’s pretest and posttest scores based on the T-Value of 3.24 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.For the experimental group’s pretest and posttest score there is a significant difference based on the T-Value of 4.93 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.However,the data between the T-Value of the control and experimental group are that the experimental group has a higher computed T-Value by 1.69 which means that learners have better understanding and learning of the subject Media and Information Literacy if Differentiated Instruction was used compared to the control group without Differentiated Instruction and is of significant difference.This action research had proven the usefulness of DI in improving the performance and understanding of learners in senior high school in the subject Media and Information Literacy.Hence,the use of DI can be utilized in other senior high schools in the country as a method of effective classroom instruction.展开更多
文摘Media and Information Literacy(MIL)is one of the most important topics in today’s mediatized world.Under the leadership of United Nations Educational,Scientific and Cultural Organization(UNESCO),many international organizations in the world,as foreign donors,annually announce many projects and grants for the promotion and development of the field of MIL in the countries of the world.One of the main actors of this movement is DW Akademie with different media and MIL projects several countries of the world.This research paper delves into the role of DW Akademie’s MIL model in shaping a media-savvy generation.The study explores the theoretical underpinnings and practical applications of Deutsche Welle(DW)Akademie’s MIL model,analysing its effectiveness in fostering media literacy skills.The research employs a multi-faceted approach,incorporating case studies to assess the model’s impact across diverse demographics.The paper also considers the model’s alignment with global educational policies and proposes recommendations for its integration into broader frameworks.By investigating DW Akademie’s MIL model,this research contributes to the ongoing discourse on media literacy education,providing valuable insights for educators,policymakers,and researchers.The findings offer a nuanced understanding of the model’s position in cultivating a media-savvy generation poised to navigate the complexities of the information age.
文摘The dawn of media literacy education was seen around the mid-1960s. And, developed curriculums introduced media awareness in schools. Continuously, the Grtinwald Declaration （1982） was the first to state the necessity of media education to promote ability of critical understanding. After dissemination of Internet, information and communication technologies were introduced into media education. And, media literacy and information literacy were intertwined as a MIL （Media and Information Literacy） in the Alexandria Proclamation （2005）. Besides, the proclamation defined that information literacy and lifelong learning were the precondition of the information society. Featured importance of applied skill was explained by a disaster case that a girl saved 100 people when the Tsunami hit the coast in Phuket, 2004. Thus, the definition of MIL was frequently up-dated. On March 11 2011, we had a giant earthquake with the Tsunami： Tohoku region pacific coast earthquake. We observed severe damage even under our well prepared disaster prevention drill, earthquake-resistant construction, and communication networks. Through investigation, authors could select records of successful and unsuccessful cases concerning MIL. Then, this study aims to propose expecting what additional competency needs to be introduced in MIL. As a result, the authors could extract ＂Curation Literacy＂ that involved decision making process by a user.
文摘This study promotes and encourages the use of Differentiated Instruction(DI)in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon.This action research used a quantitative experimental design in employing the action research framework.Based on the results of the study,there is significant difference between the control group’s pretest and posttest scores based on the T-Value of 3.24 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.For the experimental group’s pretest and posttest score there is a significant difference based on the T-Value of 4.93 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.However,the data between the T-Value of the control and experimental group are that the experimental group has a higher computed T-Value by 1.69 which means that learners have better understanding and learning of the subject Media and Information Literacy if Differentiated Instruction was used compared to the control group without Differentiated Instruction and is of significant difference.This action research had proven the usefulness of DI in improving the performance and understanding of learners in senior high school in the subject Media and Information Literacy.Hence,the use of DI can be utilized in other senior high schools in the country as a method of effective classroom instruction.
