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Typically when we talk about evaluation, we are using the CRAP test. This can still be a helpful process, but it doesn't quite fit as well with media sources as it does with text ones. Since there are other considerations fo
"Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture." ACRL Visual Literacy Competency Standards for Higher Education
- What do you observe?
- Who? What? When? Where? Why? How?
- What do you feel?
- Can the media be viewed in different ways?
- Look at the media composition
- What meaning is conveyed by design choices - color, light, sound, shape, order, placement, etc?
- Has the media been altered - cropped, filtered, autotuned, etc? If so, why?
Principles of Design
Explains Rhythm, Movement, Proportion, Variety, Emphasis, Balance, and Harmony within visual art.
Elements of Art
Explains Shape, Line, Color, Space, and Texture within visual art.
Visual Literacy: Design Elements & Principles
Explains and gives examples of elements like point, line, value, color and principles like balance, perspective, unity, and movement.
SOURCE OF MEDIA
- Who created this? Who published it?
- Do they have education or experience with the topic?
- Is there a reason for the creator or published to be biased?
- Where was it published?
- Why did they choose that particular method? Were they paid?
- Did they include the work of others? Was proper attribution given?
- What information accompanies the media file - dates, technical information, context?
- Who supplies it? Can it be trusted?
Gathered through your observations, the information provided with the file, and through additional research:
- What was the original context for this media?
- What historical or socioeconomic factors influenced the production of this media?
- Who was the original intended audience?
- What was the social, cultural, and political climate at this time?
- How does this context influence your understanding of the media?
- Has the media file been used outside of its original context? How has its use and interpretation changed over time?
Using Images & Media: Creative Commons & Fair Use
Lists great resources for finding images, sound clips, videos, and more. Also includes information on how to use these ethically and legally.
Center for Media Literacy
"A pioneer in its field, the Center for Media Literacy (CML) is an educational organization that provides leadership, public education, professional development and educational resources nationally and internationally. Dedicated to promoting and supporting media literacy education as a framework for accessing, analyzing, evaluating, creating and participating with media content, CML works to help citizens, especially the young, develop critical thinking and media production skills needed to live fully in the 21st century media culture. The ultimate goal is to make wise choices possible."
Media Literacy Online Project
This site contains links to a variety of resources addressing various aspects of media literacy. Links to free educational materials are available.
Essentials of Teaching and Integrating Visual and Media Literacy by
Publication Date: 2015-04-23
"Core concepts and novel applications of visual and media literacy take center stage in this comprehensive volume. Dedicated equally to contexts for framing visual knowledge, models for integrating media into class work, and proven strategies for promoting visual and media literacy from kindergarten through college, it offers a complete teaching framework suited to an increasingly digital world. Coverage clearly details the range of visual materials adaptable to the classroom and the relationships between media literacy and student engagement, critical thinking, problem solving, and creativity."
Media Literacy by
Publication Date: 2006-01-23
An older title, but still a valid title for evaluating the fundamental concepts regarding integrating media literacy into the classroom.
ACRL Visual Literacy Competency Standards for Higher Education
"The pervasiveness of images and visual media does not necessarily mean that individuals are able to critically view, use, and produce visual content. Individuals must develop these essential skills in order to engage capably in a visually‐oriented society. Visual literacy empowers individuals to participate fully in a visual culture."
“Open Educational Resources are teaching, learning, and research resources released under an open license that permits their free use and repurposing by others. OER can be full courses, course materials, lesson plans, open textbooks, learning objects, videos, games, tests, software, or any other tool, material, or technique that supports access to knowledge.”
-SPARC Definition of Open Educational Resources
Two Reasons: Cost and Restrictiveness of Traditional Resources
This material was created by David Wiley and published freely under a Creative Commons Attribution 4.0 license at: http://opencontent.org/blog/archives/3883
This framework is intended to act as a tool to guide your evaluation of Open Educational Resources for adaption into coursework. Due to the inherently open and digital nature of OERs it is critical to not only evaluate the content of the resource itself, but also the context and medium in which it was created and will be used. Criteria is suggested for evaluation of OERs in regard to content, context and medium.
Criteria were adapted from a similar evaluative framework found at: open.BCcampus.ca licensed under a Creative Commons Attribution 4.0 International License.
"Evaluating the Text Itself"
"Evaluating the Context of Authorship vs. the Context of Use by Students"
The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds.
Content of the text should be appropriate to the students utilizing it. There could be dissonance between the cultural relevance to the author and to your students.
"Evaluating the Digital Medium of Deliverability"
OER @ Butler University
We want to make it as easy as possible to find and adopt relevant open educational resources from the universe of content now available on the web. When you click “Select” in the menu above, you’ll find comprehensive information about the audience, subject, and quality of over fifty different resources developed by education professionals all over the world.
Commonwealth of Learning
The Commonwealth of Learning (COL) is an intergovernmental organization created by Commonwealth Heads of Government to encourage the development and sharing of open learning/distance education knowledge, resources and technologies. COL is helping developing nations improve access to quality education and training. Possibly the most comprehensive catalog of research on the topic of OE and OERs that exists.
The Academic Commons
Academic Commons is dedicated to the development of free web-based resources for academic professionals focusing on liberal arts education via digital tools. The news aggregator showcases current developments and projects in the open education community.
On the Relationship Between OER Adoption Initiatives and Libraries
Succinct rationalization and framework for the adoption and creation of OERs in higher education courses.
Are Open Educational Resources Systematic or Systemic Change Agents for Teaching Practice?
Addresses OERs as a "systemic, learner-centric" change agent in educational practices. Serves as high-level overview of the change agency facilitated by OER adoption.
Digital Resources & Metaliteracy
Attribution:Metaliteracy Model (created by Roger Lipera in Adobe Illustrator)
"Metaliteracy and Digital Resource Evaluation"
The prevalent availability of digital materials provides educators with an opportunity to engage students in the classroom with a multitude of non-traditional learning resources that are available at little to no cost to the student or educator. Conversely, this overwhelming availability of resources presents a new set of challenges for educators as the evaluation, integration, and utilization of these resources requires a pluralistic set of established and emergent literacies- i.e. Metaliteracy.
This new set of literacies reflect the need to evaluate resources in regard to the immersive participatory online environment of the 21st century educator and student.
Publication Date: 2014-04-01
"All over the world people are exploring what information literacy means in the 21st century. The authors provide a review of trends and theories, and suggest a model that "allows lifelong learners to create meaning through an interactive and participatory social network. Today's learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In this book the authors present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today's world. Combining theory and case studies, the authors: Show why media literacy, visual literacy, digital literacy, and a host of other specific literacies are critical for informed citizens in the twenty-first century ; Offer a framework for engaging in today's information environments as active, self-reflective, and critical contributors to these collaborative spaces ; Connect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytelling. This approach to information literacy helps students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers."
Metaliteracy: ML in Practice
This page will provide access to a variety of resources connected to the use of metaliteracy. It is starting with campus-based initiatives, as well as implementation through teaching done in classrooms and online learning spaces, and in assignments and exercises.
Program designed to incorporate metaliteracy outcomes into the curriculum of courses offered at SUNY. Has a lot of interesting implications for integrating different types of learning objects and outcomes into the curriculum.
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You are welcome to reuse the content of this Guide as long as you attribute Butler University Libraries.