Media Literacy / OER Item Sharing Template
Overview
OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection.
Media Literacy
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- Change the title to describe your project and add text, videos, images, and attachments to the sections below.
- Delete this section (Section One) and any instructions in the other sections before publishing.
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In a globalized age of seemingly endless information, misinformation, dysinformation, advertising, and propaganda, one where our thoughts and allegiances are the commodities that fuel our (social) media platforms, it is essential that we develop our powers of discernment and interrogate our own biases. As students in WOrld Regional Geography, you will be studying other cultures, resouces, development, regions, strategies for shifting power dynamics. This two week unit on media literacy is intended to not only aid us in recognizing the biases we encounter, but also to recognize the information inherent in those biases and interrogate both the weighting and probabilities of their intended and unintended impacts.
A unit outline will go here.
In addition to a relatively short history of advertising and propaganda, the following resources will be explored, concentrated, and remixed to create an utterly too brief preparatory encounter for students enrolled in my World Regional Geography course.
https://oercommons.org/courses/technology-media-literacy-and-the-human-subject-a-posthuman-approach
https://storytogo.ca/classroom/course/media-literacy-for-young-adults/
https://oercommons.org/courseware/lesson/68696
There are so many more within my OER media literacy folder.
Project Planning
My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next?
I am not sure that I need to create OER. What I need is more time to view existing resources!
My Audience: Who are you designing this OER item for and what are their learning needs and preferences?
I am designing a teo week unit on Media Literacy for my World Regional Geography students. This is my first semester teaching this course, and it is evident that most of my students have not yet begun a critical analysis of bias, propaganda, advertising, or the difference between a critical mass of adherents and critical thining.
My Team: Who else might support your OER item and what are their roles and responsibilities?
There are many disciplines concerned with Media Literacy, and I imagine the consequences of not holding media sources accountable impacts all disciplines directly or indirectly as it erodes the education process and institutions at large. Journalists, educators, political scientists, digital information workers, anthropologists, geographers, and sociologists are likely to benefit from a greater academic scrutiny of media processes and local/global human relations and policies.
Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders.
There are so many resources! I am very grateful. I need more time to discern how to use which ones.
New Resources: What new resources will you need for your OER item's next steps?
I need interactive exercises, but I teach online, so I need to be very thoughtful about how to engage group dynamics.
Supports Needed: What additional supports do you need to complete your OER item? Do you need to gather more research and data to inform the design of your OER item?
I need more time! I don't even have time to look at all of these let alone process and synthesize and compare them to course outcomes and then remix them accordingly. I know it is the most important thing I could be doing, but there are too many fires to put out for me to tend the constant slow burn of 'manufacturing consent'.
Our Timeline: What deadlines do you have for your OER item deliverables?
I believe this one was supposed to be due today. I was going to try to create a World Regional Geography text by July when the grant runs out, but I may need to scale back to simply creating a two week unit on Media Literacy if I can show that it alligns with course outcomes. I will still need to use OER to replace the current expensive and terrifyingly bised text, but nearly all of my time will go to understanding what already exists so that i am not reproducing the wheel. Eventually, I'd really like to see a global collaboration amongst geographers allowing students direct access to different perspectives and lived experiences informed by place.
OER Item
Add your OER item here including the course name and number and any aligned learning outcomes.
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Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources.
I am simply leaving these instructions for now. I do not want to clutter the OER platform by publishing something that will waste others' time.
Reflection
Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.
From the breakout sessions, I noticed that nearly everyone I spoke with wants to spend more time getting to know and use OER and cannot get ahead enough to make time. I think there is a systemic education problem that utilizing OER will help address, but we can't adquately provide OER without addressing the problems enough to allow educators time to understand and produce or utilize OER. This is exacerbated by the understanding that the percentage of participants in this course who are adjuncts is not at all proportional to the percentage of college course instructors who are adjuncts. I wonder if we could have some brief conversations about this which would allow a few doable action items to be generated and implemented thus justifying the time alotted to the convwersation. It seems that we are mostly overwhelmed and many feel that if we can't easily fix the problem, our attention is better turned elsewhere. I think this is a mistake and we need to take measures (no matter how small) to pursue closer approximations of our intentions.