New Texts, New Tools: An Argument for Media Literacy

By teaching students to evaluate much of the surrounding media image, we provide them with tools to make responsible choices about what they see and hear.

In April 1999, a horrible tragedy occurred at Columbine High School in Littleton, Colorado, and shocked the world. CNN called the case "the most serious school violence in the history of the country". After that, the motivation of 18 year old Eric Harris and 17 years old Dylan Klebold was examined by newspaper, magazine, TV news, online internet site, radio talk show. Many reports highlight the following information.

They are heavy internet users, as well as communicating via e-mail to other people who are angry and angry.

They are enthusiastic players of the video game Doom, his goal is to beat the player's stuff.

The problem at the moment is whether we need to teach the children to understand, explain and evaluate the media. It seems nothing. Children spend an average of 1,000 a year looking at television. In addition to this number, they spend watching movies, listening to CDs and radios, playing video games and surfing the internet.

In addition, they seem to have arguments about media literacy (Boyd proposes the same argument) and critical thinking. The conversation about "fake news" often end with remarks on teaching people to be better consumers of information - they are skeptical about their self-education by contact with online media. Other news websites take up these arguments and use them to support the dissemination of other stories and other conspiracy theories. 21stCenturyWire.com is a typical domain in the upper left corner of our network diagram (Figure 1) and is closely related to NoDisinfo and VeteransToday (both disseminate strong anti-Jewish content). The 59 tweets that we gathered are links to this field and clearly represent alternative fantasy stories about several large shots, including claims that Dallas police shooting and Orlando nightclub shooting were performed I quoted several articles to support.

On the first day, the student touches a new sentence, identifies and evaluates the authors' claims using the assessment rationale and evidence tools, supports evidence and counterclaims. In this context, students will participate in the discussion of the meaning of "ethical consumption" by using the dialogue that we read earlier and using the dialogue between the medium term unit and the unit termination assessment. In the next two days, students analyzed the text independently and in groups, and began comprehensively analyzing and evaluating the discussion in the text. Students develop this insight using this analysis. On the fourth day, students organize their evidences and prepare to write their own arguments. On day 5, students use their outlines, tools and evidence to write papers.