Media Literacy Quotes

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

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.

Tweet others the way you want to be tweeted.

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.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

If you are in a position where you can reach people, then use your platform to stand up for a cause. HINT: social media is a platform.

Think before you click. If people do not know you personally and if they cannot see you as you type, what you post online can be taken out of context if you are not careful in the way your message is delivered.

In spite of this newly developed media literacy, however, I’ve also noticed that it is now an increasingly sexualized ideal that younger and younger girls are beginning to feel they must live up to. The notorious Calvin Klein ad campaigns eroticized sixteen-year-olds when I was a teenager, then eroticized fourteen-year-old models in the early nineties, then twelve-year-olds in the late nineties. GUESS Jeans ads now pose what look like nine-year-olds in provocative settings. And the latest fashions for seven- and eightyear- olds re-create the outfits of pop stars who dress like sex workers. Is this progress? I doubt it.

Since violence is largely a male pastime, cultures that empower women tend to move away from the glorification of violence and are less likely to breed dangerous subcultures of rootless young men. The forces of cosmopolitanism such as literacy, mobility, and mass media can prompt people to take the perspective of people unlike themselves and to expand their circle of sympathy to embrace them. Finally, an intensifying application of knowledge and rationality to human affairs—the escalator of reason—can force people to recognize the futility of cycles of violence, to ramp down the privileging of their own interests over others’, and to reframe violence as a problem to be solved rather than a contest to be won.

Literacy was power.

The literate mind has sown the seeds of its own destruction through the creation of media that render irrelevant those “traditional skills" on which literacy rests.

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.

In regard to propaganda the early advocates of universal literacy and a free press envisaged only two possibilities: the propaganda might be true, or it might be false. They did not foresee what in fact has happened, above all in our Western capitalist democracies—the development of a vast mass communications industry, concerned in the main neither with the true nor the false, but with the unreal, the more or less totally irrelevant. In a word, they failed to take into account man's almost infinite appetite for distractions.

As populations grow beyond Dunbar’s number, face-to-face contact no longer suffices to maintain political control. At this point, writing supplies the best mechanism for communicating among large numbers of people, and power naturally accrues to the literate. Consequently, societies with high rates of literacy, such as Athens, tend to have more smoothly running republics than those with low rates, such as the late Roman one.

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.

ways in which our smartphones are changing us and undermining our spiritual health: Our phones amplify our addiction to distractions (chapter 1) and thereby splinter our perception of our place in time (12). Our phones push us to evade the limits of embodiment (2) and thereby cause us to treat one another harshly (11). Our phones feed our craving for immediate approval (3) and promise to hedge against our fear of missing out (10). Our phones undermine key literary skills (4) and, because of our lack of discipline, make it increasingly difficult for us to identify ultimate meaning (9). Our phones offer us a buffet of produced media (5) and tempt us to indulge in visual vices (8). Our phones overtake and distort our identity (6) and tempt us toward unhealthy isolation and loneliness (7). But it’s not just about warnings. Along the way, I have also attempted to commend twelve life disciplines we need to preserve our spiritual health in the smartphone age: We minimize unnecessary distractions in life to hear from God (chapter 1) and to find our place in God’s unfolding history (12). We embrace our flesh-and-blood embodiment (2) and handle one another with grace and gentleness (11). We aim at God’s ultimate approval (3) and find that, in Christ, we have no ultimate regrets to fear (10). We treasure the gift of literacy (4) and prioritize God’s Word (9). We listen to God’s voice in creation (5) and find a fountain of delight in the unseen Christ (8). We treasure Christ to be molded into his image (6) and seek to serve the legitimate needs of our neighbors (7).

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.

Bullshit still thrives, and rumour is rife, but an early grounding in media literacy means a generation of people who will doubt first impressions, who will not settle for single-source news. This is a generation much, much harder to manipulate. A generation that expects it is being lied to. And eventually, a generation of feminists raised by feminists will find a way to hold our political system accountable for one of its greatest lies: the lie that we could expect full equality in our lifetimes. (Jennifer Mills)

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.

Long before the internet, critical media literacy has never been considered essential in schools or communities. Instead,

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

Once implemented, the method played a crucial role in increasing literacy rates, and making Chinese more accessible to Western media and scholarship.

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.

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.

Certain liberal states, according to this version, were unable to deal with either the “nationalization of the masses” or the “transition to industrial society” because their social structure was too heterogeneous, divided between pre-industrial groups that had not yet disappeared—artisans, great landowners, rentiers—alongside new industrial managerial and working classes. Where the pre-industrial middle class was particularly powerful, according to this reading of the crisis of the liberal state, it could block peaceful settlement of industrial issues, and could provide manpower to fascism in order to save the privileges and prestige of the old social order. Yet another “take” on the crisis of the liberal order focuses on stressful transitions to modernity in cultural terms. According to this reading, universal literacy, cheap mass media, and invasive alien cultures (from within as well as from without) made it harder as the twentieth century opened for the liberal intelligentsia to perpetuate the traditional intellectual and cultural order. Fascism offered the defenders of a cultural canon new propaganda skills along with a new shamelessness about using them.

Spritz is for not-real readers, evidently. And here’s where our most sacred class values come in, pounded with a mallet. It’s no surprise that the Atlantic and the New Yorker serve as the old guardians, policing the borders of literacy. Spritz works, they concede, for stuff you have to read—discovery, briefs, memos, and social media “updates” for data merchants and info tradesmen—but not for the pleasure reading of books that defines the bona fide man of leisure and letters. Juxtaposing a moral line on a class line, Spritz, several reviewers argue, is not for virtuous people who like to read. It is for subliterate business types who have to read.

We’ve all had delicate, uncomfortable, or even painful conversations with our kids about their diets, exercise, electronic devices, social media, alcohol, sex, etc. Sometimes we throw up our hands, walk away, and hope for the best. Is college one of those times? Do we defer to a 17-year-old, who we love dearly but likely wouldn’t completely trust with a grocery list, a decision that may cost the family a quarter of a million dollars? Or do we apply a process to make the best decisions when we help them choose a career and select a college?

Youth are developing new forms of media literacy that are keyed to new media and youth-centered social and cultural worlds.

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.

Huxley grasped, as Orwell did not, that it is not necessary to conceal anything from a public insensible to contradiction and narcotized by technological diversions. Although Huxley did not specify that television would be our main line to the drug, he would have no difficulty accepting Robert MacNeil's observation that 'Television is the soma of Aldous Huxley's Brave New World.' Big Brother turns out to be Howdy Doody.

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?

REMEMBER THIS •​Don’t underestimate your child’s ability to precommit and follow through. Even young children can learn to use precommitments as long as they set the rules and know how to use a timer or some other binding system. •​Consumer skepticism is healthy. Understanding that companies are motivated to keep kids spending time watching or playing is an important part of teaching media literacy. •​Put the kids in charge. It’s only when kids practice monitoring their own behavior that they learn how to manage their own time and attention.

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

Rap music is the newspaper of black people.

I’m always talking about the internet and what’s happening now, so cancel culture is something I’m interested in as a phenomenon, but I don’t want it to come across like I’m butt-hurt about it because, honestly, I don’t really care. Because what is cancelling? People start a social media account and once they get more than 300 followers they can’t see their audience as anything but an audience, something to be performed to — which is why you get the weird thing of your mate who works in a brewery talking on Facebook like he’s talking to a packed convention centre. When you’re performing to an audience, the only human inclination is to be the benevolent protagonist. You’d never assume the role of the antagonist — that’s why trolls exist with anonymity. People who actually put themselves out there, online, their role is to be the good guy. We’re not aware of the solipsism of this behaviour because we’re all doing it. So once a week, culture generates a baddie so all the good guys can go: ‘Look how good I am in opposition to how bad he is.’ And the reason we forget about whatever morally [dubious] thing that person has done a week later is because we don’t care. It’s all literally a performance. There’s a purposeful removal of context in order to seem virtuous that happens so constantly that people can’t even be arsed.

Media literacy is as vital a survival skill in the new age as sex education and first aid.

In his book Democracy Incorporated, Wolin, who taught political philosophy at Berkeley and at Princeton, uses the phrase inverted totalitarianism to describe our system of power. Inverted totalitarianism, unlike classical totalitarianism, does not revolve around a demagogue or charismatic leader. It finds expression in the anonymity of the corporate state. It purports to cherish democracy, patriotism, and the Constitution while manipulating internal levers to subvert and thwart democratic institutions. Political candidates are elected in popular votes by citizens, but candidates must raise staggering amounts of corporate funds to compete. They are beholden to armies of corporate lobbyists in Washington or state capitals who author the legislation and get the legislators to pass it. Corporate media control nearly everything we read, watch, or hear. It imposes a bland uniformity of opinion. It diverts us with trivia and celebrity gossip. In classical totalitarian regimes, such as Nazi fascism or Soviet communism, economics was subordinate to politics. “Under inverted totalitarianism the reverse is true,” Wolin writes. “Economics dominates politics—and with that domination comes different forms of ruthlessness.

The American left has crumbled and sold out to a bankrupt Democratic Party. It has abandoned the working class, which has no ability to organize and little political clout, especially with labor unions a spent force. The universities are mills for corporate employees. The media churn out info-tainment and pollute the airwaves with fatuous pundits. The Left, he said, no longer has the capacity to be a counterweight to the corporate state, and if an extreme right regains momentum there will probably be very little organized or effective resistance.

literacy,

over the past fifty of your years, you’ve improved your health, longevity, literacy, quality of life, prosperity, and everything else. Dramatically. Yet almost all of you believe the opposite is true. Why? Because your news and social media is almost all negative. All alarming. All divisive. You’ve become more pessimistic, more tribal, than ever before. Your politicians ever more corrupt, manipulative, and self-serving.

ecology weigh heavily on the minds of parents and educators alike, who worry about the changes new media may present for learning and literacy as well as for the process of growing up in American society.

Such was the pattern employed by the Romans during their centuries of conquest: first, recruit the ablest soldiers from recently pacified local populations overawed by the legionaries’ size, military prowess, technology, and literacy; second, teach the new troops not only to fight but also to read and write Latin (or, in the East, Greek); and last, employ these intellectually and physically impressive specimens to conquer, pacify, overawe, and recruit adjoining peoples.

A curious Roman “literacy triangle” centered on three groups: the legions, easily the most literate mass institution in the late Republic; the Christians; and most bizarrely, the slaves—particularly Greek slaves—who did much of Rome’s writing, and even its reading.

Born in Ireland, Michael Tsarion is an expert on the occult histories of Ireland and America. He has made the deepest researches into Atlantis, origins of evil and Irish origins of civilization. He is author of acclaimed books Atlantis, Alien Visitation and Genetic Manipulation, Astro-Theology and Sidereal Mythology, Irish Origins of Civilization, and Trees of Life: Exposing the Art of Holy Deception. Michael gives outstanding presentations on the Western Magical Tradition, Hermetic Arts of Divination, Atlantis and the Prehistoric Ages, Astro-Theology, Origins of Evil, Secret Societies, War on Consciousness, Subversive Use of Sacred Symbolism in the Media, Symbol Literacy and Psychic Vampirism. Visit Michael online at mtsar.com, or go to unslaved.com to view all Michael's merchandise.

This combination of papyrus and a vowel-and-consonant alphabet allowed, for the first time in human history, the potential for mass literacy.

The Assyrians’ earlier decision to spare the southern kingdom proved one of history’s fulcrums, for at least two reasons. First, it allowed the Jews, and their cultural contribution to the West, to survive. Second, the sparing of the southern state resulted in a socioeconomic transformation that probably produced mankind’s first small step toward mass literacy. While mass literacy requires both a simplified alphabet and readily available writing implements, they are not in and of themselves sufficient. Literacy is also spurred by two other conditions: prosperity, which gives people the leisure to pursue it; and urbanization, which provides the critical mass of human contact to propagate it.

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.

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.

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

Under Anne Marie’s leadership, we created a program that used the language and tools of a filmmaker to help third-grade students improve their writing skills.The program was based on the notion that there are three primal components to the experience of media—what we see, what we hear, and what we feel (or what emotional response we have to the text).

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.