Stop turning a blind eye! Media literacy in action.


cc licensed ( BY NC ) flickr photo shared by Cayusa

I’d like to think that all teachers and librarians are clever enough to know how to work well with images to promote creativity in learning. My post-grad students working on Digital Citizenship in Schools  have just completed a phase of their learning that included an investigation of how to find and use images in their work using free images online, and even using Greasemonkey and Flickr to speed up their image attribution. Media literacy is an important part of digital learning environments.

Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens. Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century. Like literacy in general, media literacy includes both receptive and productive dimensions, encompassing critical analysis and communication skills, particularly in relationship to mass media, popular culture, and digital media. Like literacy in general, media literacy is applied in a wide variety of contexts—when watching television or reading newspapers, for example, or when posting commentary to a blog. Indeed, media literacy is implicated everywhere one encounters information and entertainment content. And like literacy in general, media literacy can be taught and learned. Using images is just one aspect of media literacy educaiton – but none-the-less a vital one. Media literacy education can flourish only with a robust understanding of fair use.

Fair use in education means that educators and learners often make use of copyrighted materials that stand ‘outside’ the general use e.g. in the classroom, at a conference or within a school-wide setting. When this takes place within school fair use indicates flexibility.  Each country has it’s own specific rules and regulations that apply to copyright. But for teachers, the aim should be not to teach or bend rigid rules, but rather to promote media literacy in action and help students learn HOW to use media to empower their work, and promote a creative commons approach to sharing and mashup works.

For this reason I was excited AND disappointed with the newest enhancement to Google Images, mainly because in my experience teachers have continued to turn a blind eye in this area of media literacy action. Google has announced you can now sort Google Images by subject.

To see this in action, go to Google Images, conduct a search and look on the left hand side for the search option. Directly under the “More” link, you will find the default sort option set to “by relevance,” click on the “Sort by subject.” The results will then shift and group images by subject topic.

Decorating print and digital material with google images is pretty standard amongst kids – no attribution, no use of creative commons materials etc. Your students may be different – but I’m considering the general norm that I have seen, and now the job just got easier!

What interested me most though was watching the video about this new feature.  Notice how they’ve cleverly ‘covered’ the value of this new feature?  You’d use this feature to help you understand a topic better? pick a better dog! and perhaps add a nice image to presentation at school?

Sorting just made searching a lot more visual.  Yes.  No mention of copyright, creative commons, fair use. No mention of th Advanced Image Search, and the option to filter by license. So there are rules…and they did not promote breaking them. But they did leave the rest of the job up to us!

OK – so I guess it’s up to teachers and teacher librarians to get the fair use message across, as part of our media literacy education.

Will you stop turning a blind eye now?

Bonus:

Code of Best Practices in Fair Use for Media LIteracy Education

Copyright Livebinder

Via search engine land

Digging into digital research

Over the past few weeks, I have been leveraging Zotero heavily in my work and general information curation. With deadlines knocking on my door I know I have to be organised. So while I make extensive use of Diigo and Delicious, as well as Evernote, when it comes to the serious academic stuff Zotero has to come up trumps.

Zotero is a citation management system, which allows for tagging, searching, note taking, collections, and shared libraries.  I admit, I don’t share my libraries with anyone – but I could if I was collaborating on a research paper of some kind.  Our students at CSU are introduced to Endnote, but I much prefer Zotero as it is a Firefox addon that collects, manages, and cites research sources from all my computers. It’s free and easy to use. There are other systems around, but for now Zotero is my workhorse.

More schools should adopt these tools too. In secondary schools it’s  time to move away from Pathfinders created in Publisher  to providing our students with strategies for information curation to support Guided Enquiry, or Project Based Learning or other tactics for deep engagement with information and knowledge.  Another similar tool that supports a school integrated approach is BibMe. An education institution account provides a customised for the school environment.

What do I do with Zotero that is different from social bookmarking or organising information with Evernote?

My most recent project has been to write a chapter for an upcoming IFLA/IASL publication. Right…folder for that!  I already had a few folders  being kept busy for other articles, presentations and course work,  but the book chapter became the priority.

As I researched deeply, in the various databases, in Google Scholar, in blogs, and other information sources, I was able to collect relevant information pertinent to my  topic of investigation. However, my ‘collection’ process was more than just bookmarking, or collecting a  screen capture. Zotero can extract key metadata from Web pages and insert them into citations, so I was also able to grab the citation information (neat metadata trick) directly from each of those sources (automatically) and link it with either  the pdf or  screen capture record of the document I wished, thus keep an authoritative information trail.  In some instances, I also added some notes as highlight or reflection of the content that I was interested in. I can go back to the original source as well, as the URL is also stored.

Then of course, Zotero synchronises with Word. Once I began writing, I was able to  insert the reference in the text in the appropriate manner drawing on my curated list. Finally, I was able to generate the Reference list automatically.

However, whenever I’m researching, I do also find things related to other topics I want to keep a track of. So while I’m busy with my folders, I also take time to use tags – and we’re all used to doing this automatically aren’t we? These tags allow me to filter information that I have collected at a later date for a different focus.  So Zotero allows me to organize my research into collections, and the collections are highly flexible, and better still,  an item can belong to multiple collections simultaneously.

So what’s cool?

  • Zotero is optimized for JSTOR, Flickr, YouTube, Google Scholar, ProQuest, EBSCO, and other online archives/databases. Click the Zotero icon in the URL address field to pull in key metadata.
  • Create citations for offline resources such as books, journal articles, and personal communications.
  • Organize citations by tag or folders; generate reports based on tags or folders.
  • Take notes and attach files (e.g., PDF or Word files) as needed.
  • Capture snapshots of Web sites and online images with metadata (note that there are interesting copyright implications).
  • Zotero supports the OCLC OpenURL Resolver Gateway protocol. Clicking the Locate button within Zotero will direct users to the appropriate database within the Libraries.
  • You can also sync your Zotero library, including all your references, snapshots of the HTML version of all your articles, and all the PDFs using the Zotero servers. This syncs your library to every other computer you’re using.

However, Zotero has a low storage limit – you only get tiny 100MB storage space for free. Never mind – Dropbox to the rescue, as you can also sync your library using your own WebDAV server.

Zotero is an excellent tool for any scholar, researcher, or student to have in their toolbox. Its utility extends well beyond preparing to write a paper, however, as it allows you to grab nearly anything off the web and insert it into the Zotero system.   Yep – that’s it…and my chapter is done!

Jason Puckett at Georgia State U provides an excellent Libguide for Zotero. His  Zotero: A guide for librarians, teachers and researchers  is coming soon from ACRL Publications and will be published in print and several e-editions including DRM-free formats.

There! Now I’ve shared my digital digging strategy. Now it’s your turn to give it a go and become a digital age scholar!

Work and learning

Effective working now requires an employee to recognize what information is required, to know how to seek out that information, evaluate it’s relevance and reliability, and to be able to translate that information into learning and actionable tasks. And this evaluation needs to be done constantly and consistently throughout an individuals career. Employers now have to accept that learning is an essential part of being able to get the job done – learning IS work.

Oh – at last! It’s worth reading perspectives from beyond the hallowed halls of education – after all, that’s where  our students are all heading in some way or another.

The rest of the post also has further gems in it.

via NoddleSoft.

Learning to Learn – a new start for 2011

Thanks to Dean Shareski for this timely video, especially for educators in the southern hemisphere!  Next week our schools in Australia will begin the new academic year – many with staff meetings, and professional activities to motivate, and in many cases to talk about technology. What a perfect video to include.

Instead of going the way of the textbook I would go the way of technology. It’s almost like I have to unteach everything they’ve been taught. And then  I don’t even feel we’ve reach the spot where we’ve done that. You have to de-program and then start all over again. If we started teaching this earlier, this would be so natural to them, that there wouldn’t be all those barriers. They would know how to communicate. They would know how to talk to each other. They would know how to learn. They would know how to co-operate and give feedback. But I find that they do not even know how to do that.