Media And Information Literacy Quotes

If people in the media cannot decide whether they are in the business of reporting news or manufacturing propaganda, it is all the more important that the public understand that difference, and choose their news sources accordingly.

Washington has become our Versailles. We are ruled, entertained, and informed by courtiers -- and the media has evolved into a class of courtiers. The Democrats, like the Republicans, are mostly courtiers. Our pundits and experts, at least those with prominent public platforms, are courtiers. We are captivated by the hollow stagecraft of political theater as we are ruthlessly stripped of power. It is smoke and mirrors, tricks and con games, and the purpose behind it is deception.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

The really strange thing about this is that it was one of the Fog Facts. That is, it was not a secret. It was known. But it was not known. That is, if you asked a knowledgeable journalist, or political analyst, or a historian, they knew about it. If you yourself went and checked the record, you could find it out. But if you asked the man in the street if President Scott, who loved to have his picture taken among the troops and driving armored vehicles and aboard naval vessels, if you asked if Scott had found a way to evade service in Vietnam, they wouldn't have a clue, and, unless they were anti-Scott already, they wouldn't believe it. In the information age there is so much information that sorting and focus and giving the appropriate weight to anything have become incredibly difficult. Then some fact, or event, or factoid mysteriously captures the world's attention and there's a media frenzy. Like Clinton and Lewinsky. Like O. J. Simpson. And everybody in the world knows everything about it. On the flip side are the Fog Facts, important things that nobody seems able to focus on any more than the can focus on a single droplet in the mist. They are known, but not known.

A monopoly on the means of communication may define a ruling elite more precisely than the celebrated Marxian formula of “monopoly on the means of production.” Since man extends his nervous system through channels of communications like the written word, the telephone, radio, etc., he who controls these media controls part of the nervous system of every member of society. The contents of these media become part of the contents of every individual’s brain. Thus, in pre-literate societies taboos on the spoken word are more numerous and more Draconic than at any more complex level of social organization. With the invention of written speech — hieroglyphic, ideographic, or alphabetical — the taboos are shifted to this medium; there is less concern with what people say and more concern with what they write. (Some of the first societies to achieve literacy, such as Egypt and the Mayan culture of ancient Mexico, evidently kept a knowledge of their hieroglyphs a religious secret which only the higher orders of the priestly and royal families were allowed to share.) The same process repeats endlessly: Each step forward in the technology of communication is more heavily tabooed than the earlier steps. Thus, in America today (post-Lenny Bruce), one seldom hears of convictions for spoken blasphemy or obscenity; prosecution of books still continues, but higher courts increasingly interpret the laws in a liberal fashion, and most writers feel fairly confident that they can publish virtually anything; movies are growing almost as desacralized as books, although the fight is still heated in this area; television, the newest medium, remains encased in neolithic taboo. (When the TV pundits committed lèse majesté after an address by the then Dominant Male, a certain Richard Nixon, one of his lieutenants quickly informed them they had overstepped, and the whole tribe — except for the dissident minority — cheered for the reassertion of tradition.) When a more efficient medium arrives, the taboos on television will decrease.

With this in mind, I’d started a leadership and mentoring program at the White House, inviting twenty sophomore and junior girls from high schools around Greater D.C. to join us for monthly get-togethers that included informal chats, field trips, and sessions on things like financial literacy and choosing a career. We kept the program largely behind closed doors, rather than thrusting these girls into the media fray. We paired each teen with a female mentor who would foster a personal relationship with her, sharing her resources and her life story. Valerie was a mentor. Cris Comerford, the White House’s first female executive chef, was a mentor. Jill Biden was, too, as were a number of senior women from both the East and the West Wing staffs. The students were nominated by their principals or guidance counselors and would stay with us until they graduated. We had girls from military families, girls from immigrant families, a teen mom, a girl who’d lived in a homeless shelter. They were smart, curious young women, all of them. No different from me. No different from my daughters. I watched over time as the girls formed friendships, finding a rapport with one another and with the adults around them. I spent hours talking with them in a big circle, munching popcorn and trading our thoughts about college applications, body image, and boys. No topic was off-limits. We ended up laughing a lot. More than anything, I hoped this was what they’d carry forward into the future—the ease, the sense of community, the encouragement to speak and be heard. My wish for them was the same one I had for Sasha and Malia—that in learning to feel comfortable at the White House, they’d go on to feel comfortable and confident in any room, sitting at any table, raising their voices inside any group.

Rap music is the newspaper of black people.

Since many—too many—of our children’s values and attitudes are formed by the mass media, every parent ought to offer an informal multiyear course in media literacy.

Searching for content requires wise information literacy strategies and tools (embedded in the curriculum learning processes) to avoid being lost in the information labyrinth. Content curation is also about organizing, filtering and ‘making sense of’ information on the web and sharing the very best pieces of content that has been selected for a specific purpose or need. (p. 1) As suggested in

In an age where information is disseminated with unprecedented speed and reach, the study of disinformation is more crucial than ever. By dissecting the technologies employed, the motivations that fuel disinformation, and the distinct styles of deceit adopted, John Gillam aims to unravel the deliberate and ever-evolving use of falsehoods. His first book, Decoding Disinformation, is the first in a series about disinformation.

Ikeda:  Freedom of expression is the basis of liberty and democracy. Though the extent to which nations and communities allow for freedom of expression varies with cultural conditions, restrictions on it should be minimized. Maintaining a balance between freedom of expression and limiting expressions of violence, hatred and discrimination requires a holistic and positive approach, including both the legal system, self-regulation and education. Education is fundamental because it elevates the standards of both those who transmit and those who receive media information. In more concrete terms, media literacy – the ability to discriminate, evaluate, and apply media information – must be thoroughly improved. Education that achieves these ends in the home, the school and the community endows the general public with the autonomy to use and criticize the media independently. This is the best way to improve the media. Education should encourage people to regard the media in the spirit of critical, independent dialogue, thus preparing the ground for a culture of tolerance and peace.

It's easy to mistake familiarity with computers for intelligence, but computer literate certainly doesn't equal smart. And computer illiterate sure doesn't mean stupid. Which do we need more: computer literacy or literacy?

We will never build resilience to cyberattacks—or foreign disinformation campaigns, for that matter—without good policy and nationwide awareness of cyber threats. We should make cybersecurity and media literacy a core part of American curriculum. Too many cyberattacks rely on vulnerable American systems, running on software that is not up-to-date or which has not been patched. This is, in large part, an education problem. The same goes for information warfare. Americans are being coopted by disinformation campaigns and conspiracy theories because Americans lack the tools to spot influence operations, foreign and domestic, in real time.

To recap, here’s what we all can do to stop the mass shooting epidemic: As Individuals: Trauma: Build relationships and mentor young people Crisis: Develop strong skills in crisis intervention and suicide prevention Social proof: Monitor our own media consumption Opportunity: Safe storage of firearms; if you see or hear something, say something. As Institutions: Trauma: Create warm environments; trauma-informed practices; universal trauma screening Crisis: Build care teams and referral processes; train staff Social proof: Teach media literacy; limit active shooter drills for children Opportunity: Situational crime prevention; anonymous reporting systems As a Society: Trauma: Teach social emotional learning in schools. Build a strong social safety net with adequate jobs, childcare, maternity leave, health insurance, and access to higher education Crisis: Reduce stigma and increase knowledge of mental health; open access to high quality mental health treatment; fund counselors in schools Social proof: No Notoriety protocol; hold media and social media companies accountable for their content Opportunity: Universal background checks, red flag laws, permit-to-purchase, magazine limits, wait periods, assault rifle ban

A monopoly on the means of communication may define a ruling elite more precisely than the celebrated Marxian formula of “monopoly on the means of production.” Since man extends his nervous system through channels of communication like the written word, the telephone, radio, etc., he who controls these media controls part of the nervous system of every member of society. The contents of these media become part of the contents of every individual’s brain. Thus, in pre-literate societies taboos on the spoken word are more numerous and more Draconic than at any more complex level of social organization. With the invention of written speech—hieroglyphic, ideographic, or alphabetical —the taboos are shifted to this medium; there is less concern with what people say and more concern with what they write. (Some of the first societies to achieve literacy, such as Egypt and the Mayan culture of ancient Mexico, evidently kept a knowledge of their hieroglyphs a religious secret which only the higher orders of the priestly and royal families were allowed to share.) The same process repeats endlessly: Each step forward in the technology of communication is more heavily tabooed than the earlier steps. Thus, in America today (post-Lenny Bruce), one seldom hears of convictions for spoken blasphemy or obscenity; prosecution of books still continues, but higher courts increasingly interpret the laws in a liberal fashion, and most writers feel fairly confident that they can publish virtually anything; movies are growing almost as desacralized as books, although the fight is still heated in this area; television, the newest medium, remains encased in neolithic taboo. (When the TV pundits committed lèse majesté after an address by the then Dominant Male, a certain Richard Nixon, one of his lieutenants quickly informed them they had overstepped, and the whole tribe—except for the dissident minority—cheered for the reassertion of tradition.) When a more efficient medium arrives, the taboos on television will decrease.

Core subjects include English, reading, and language arts; world languages; arts; mathematics; economics; science; geography; history; and government and civics. Learning and innovation skills are those possessed by students who are prepared for the 21st century and include creativity and innovation, critical thinking and problem solving, and communication and collaboration. Information, media, and technology skills are needed to manage the abundance of information and also contribute to the building of it. These include information literacy; media literacy; and information, communications, and technology (ICT) literacy. Life and career skills are those abilities necessary to navigate complex life and work environments. These include flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.

From prehistoric cave paintings to the map of the London Underground, images, diagrams and charts have long been at the heart of human storytelling. The reason why is simple: our brains are wired for visuals. ‘Seeing comes before words. The child looks and recognises before it speaks,’ wrote the media theorist John Berger in the opening lines of his 1972 classic, Ways of Seeing[1]. Neuroscience has since confirmed the dominant role of visualisation in human cognition. Half of the nerve fibres in our brains are linked to vision and, when our eyes are open, vision accounts for two thirds of the electrical activity in the brain. It takes just 150 milliseconds for the brain to recognise and image and a mere 100 milliseconds more to attach a meaning to it[2]. Although we have blind spots in both of our eyes – where the optic nerve attaches to the retina – the brain deftly steps in to create the seamless illusion of a whole[3]. As a result, we are born pattern-spotters, seeing faces in clouds, ghosts in the shadows, and mythical beasts in the starts. And we learn best when there are pictures to look at. As the visual literacy expert Lynell Burmark explains, ‘unless our words, concepts and ideas are hooked onto an image, they will go in one ear, sail through the brain, and go out the other ear. Words are processed by our short-term memory where we can only retain about seven bits of information…Images, on the other hand, go directly into long-term memory where they are indelibly etched[4]. With far-fewer pen strokes, and without the weight of technical language, images have immediacy – and when text and image send conflicting messages, it is the visual messages that most often wins[5]. So the old adage turns out to be true: a picture really is worth a thousand words.

Visual media are redefining what it means to develop the tools of literacy to understand a changing world—with regard not just to the reception of information but also to its expression

Metalitecy is an overarching comprehensive notion that provides an integrated and inclusive framework to cultivate critical thinking and proficiency in comprehending data, information, visuals and the media, particularly in technology-mediated settings through fortifying lifelong learning and attaining the objective of engendering critical engagement in individuals.

A holistic approach to literacy is demanded to enhance metacognitive critical thinking abilities to consume information, counter misleading or false narratives, and further comprehend the associated issues with the technology such as bias, privacy, and security.