Summer 2018

Media Literacy Part 1Sourcing, Attributions, Fact Checking

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USING THIS GRID – Media literate people routinely ASK QUESTIONS IN EVERY CATEGORY – the middle column – as they navigate the media world. Occasionally a category will not apply to a particular message, but in general, sophisticated “close reading” requires exploring the full range of issues covered by the ten categories. ! The specific questions listed here are suggestions; you should adapt them or add your own to meet your students’ developmental level and learning goals. ! Encourage students to recognize that many questions will have more than one answer (which is why the categories are in plural form). ! To help students develop the habit of giving evidence-based answers, nearly every question should be followed with a probe for evidence: HOW DO YOU KNOW? WHAT MAKES YOU SAY THAT? ! And remember that the ultimate goal is for students to learn to ask these questions for themselves.

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AUTHORSHIP

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PURPOSES

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ECONOMICS

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EFFECTS

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RESPONSES

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CONTENT

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TECHNIQUES

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INTERPRETATIONS

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CONTEXT

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CREDIBILITY

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USING THIS GRID – Media literate people routinely ASK QUESTIONS IN EVERY CATEGORY – the middle column – as they navigate the media world. Occasionally a category will not apply to a particular message, but in general, sophisticated “close reading” requires exploring the full range of issues covered by the ten categories. ! The specific questions listed here are suggestions; you should adapt them or add your own to meet your students’ developmental level and learning goals. ! Encourage students to recognize that many questions will have more than one answer (which is why the categories are in plural form). ! To help students develop the habit of giving evidence-based answers, nearly every question should be followed with a probe for evidence: HOW DO YOU KNOW? WHAT MAKES YOU SAY THAT? ! And remember that the ultimate goal is for students to learn to ask these questions for themselves.

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AUTHORSHIP

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PURPOSES

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ECONOMICS

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EFFECTS

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RESPONSES

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CONTENT

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TECHNIQUES

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INTERPRETATIONS

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CONTEXT

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CREDIBILITY

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USING THIS GRID – Media literate people routinely ASK QUESTIONS IN EVERY CATEGORY – the middle column – as they navigate the media world. Occasionally a category will not apply to a particular message, but in general, sophisticated “close reading” requires exploring the full range of issues covered by the ten categories. ! The specific questions listed here are suggestions; you should adapt them or add your own to meet your students’ developmental level and learning goals. ! Encourage students to recognize that many questions will have more than one answer (which is why the categories are in plural form). ! To help students develop the habit of giving evidence-based answers, nearly every question should be followed with a probe for evidence: HOW DO YOU KNOW? WHAT MAKES YOU SAY THAT? ! And remember that the ultimate goal is for students to learn to ask these questions for themselves.

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AUTHORSHIP

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PURPOSES

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ECONOMICS

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EFFECTS

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RESPONSES

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CONTENT

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TECHNIQUES

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INTERPRETATIONS

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CONTEXT

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CREDIBILITY

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USING THIS GRID – Media literate people routinely ASK QUESTIONS IN EVERY CATEGORY – the middle column – as they navigate the media world. Occasionally a category will not apply to a particular message, but in general, sophisticated “close reading” requires exploring the full range of issues covered by the ten categories. ! The specific questions listed here are suggestions; you should adapt them or add your own to meet your students’ developmental level and learning goals. ! Encourage students to recognize that many questions will have more than one answer (which is why the categories are in plural form). ! To help students develop the habit of giving evidence-based answers, nearly every question should be followed with a probe for evidence: HOW DO YOU KNOW? WHAT MAKES YOU SAY THAT? ! And remember that the ultimate goal is for students to learn to ask these questions for themselves.

! ',24/#!%&#'()*+'!!!!!!!!,&(.*5'!6!!,&3)#+7#'!

AUTHORSHIP

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-89!:;<=!>8?@A!!!!

PURPOSES

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ECONOMICS

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EFFECTS

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RESPONSES

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CONTENT

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TECHNIQUES

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INTERPRETATIONS

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CONTEXT

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CREDIBILITY

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Make Your Action Plan✤ 1. Be curious and answer tracking

questions #5-6 throughout the week.

✤ 2. Use the NAMLE questions we learned this week to analyze a news article online.

✤ 3. Fact check the article: by reading two other sources on the same issue. Read one by a differing political view than the original and one from the center circle of reliable news sources.