Thanks to social media and other channels, we see more news than ever before. It’s easy to let things pass us by without reflecting on or thinking critically about what we see. But as the information ecosystem becomes more complex with AI generated content, blurred lines between fact and fiction make intentional, reflective engagement with media all the more critical. This session will help you understand all the ways you interact with the news, reflect on what you learned (or didn’t learn) from those interactions, and understand how consuming the information made you feel. We’ll then explore how news consumption is related to mental health, and review strategies to help you strike a healthy balance that works for you.
Assessing Multimodal Texts: How is analyzing multimodal texts different from traditional texts? How can we prepare ourselves as teachers to assess them?
Required Readings:
- Hung, H.-T., Chiu, Y.-C. J., & Yeh, H.-C. (2013). Multimodal assessment of and for learning: A theory-driven design rubric: Multimodal assessment. British Journal of Educational Technology, 44(3), 400–409.
- Assigning and Assessing Multimodal Projects
Activity: Choose one video from this website.
Optional Reading:
- Deng, Y., Liu, D., & Feng, D. (William). (2023). Students’ perceptions of peer review for assessing digital multimodal composing: The case of a discipline-specific English course. Assessment & Evaluation in Higher Education, 48(8), 1254–1267.
- Ross, J., Curwood, J. S., & Bell, A. (2020). A multimodal assessment framework for higher education. E-Learning and Digital Media, 17(4), 290–306.
Then, create a rubric for how you would evaluate your chosen video. Be sure to consider all multimodal elements (e.g., music, image, sound, transitions, content, writing, etc.). Write a short 1-2 page narrative of how you decided on that evaluation criteria, citing the week’s readings. The narrative can either be a general description of a rubric for evaluating a video or reference your chosen video specifically.
We know it when we see it (or hear it, or read it), but what qualities make content high-quality?
The Department of Communication & Media Studies at Fordham University invites you to join the Children’s Media Association (CMA) and the National Association for Media Literacy Education (NAMLE) for CMA’s first-ever crowdsourced panel led by creators within our community discussing what defines—and how to create—quality content.
Get ready for Media Literacy Week at UTK!
Media Literacy Week offers a week-long lineup of events designed to connect with the Volunteer community and strengthen media literacy skills. Highlights include interactive tabling such as “Clickbait or Cupcake,” the “Bite for Byte” AI presentation, Makerspace workshops for creating meme buttons, curated displays of books and resources, opportunities to engage with the Library through social media, and a media-themed green screen photo experience. Daily Fake News tests, headlines & emotions attached to it – a static display.