Microsoft Word 08 Exam-Checklist Intro21 20211202 V02. docx

I can explain what critical media literacy is and how I can foster critical media literacy among my learners.
Critical media literacy is an educational response that expands the notion of literacy to include different forms of mass communication, popular culture, and new technologies. It deepens the potential of literacy education to critically analyze relationships between media and audiences, information, and power. Along with this mainstream analysis, alternative media production empowers students to create their own messages that can challenge media texts and narratives. Put simply, critical media literacy has readers interrogating text to examine and challenge the dominant power structures that audiences work to make meaning between the dominant, oppositional, & negotiated readings of media.
Students who want to develop critical media literacy must analyze the text itself as well as the parts played by the author, the target audience, and other parties interested in this power dynamic.
To put it another way, critical media literacy techniques empower students to evaluate the media they come into contact with by empowering them to: Take into account the viewer's stance Identify the ideals and feelings that the artwork appeals to. Look at the information the author has included. Consider the information the creator has left out. To be aware of how they are positioned to comprehend and interpret the world, students need to learn to read all forms of media critically. Social media use, however, can help kids gain a critical media literacy.
I know what multiliteracies and multimodality mean.
Multiliteracies (Multiliteralität) include media literacy, visual literacy, and digital competence. Multimodality dominates reality both in face-to-face and digital communication. The term ‘Multiliteracies’ refers to two major aspects of language use today.
The first is the variability of meaning making in different cultural, social or domain-specific contexts. These differences are becoming ever more significant to our communications environment.
This means that it is no longer enough for literacy teaching to focus solely on the rules of standard forms of the national language. Rather, the business of communication and representation of meaning today increasingly requires that learners are able figure out differences in patterns of meaning from one context to another. These differences are the consequence of any number of factors such as culture, gender, life experience, subject matter, or social or subject domain. Every meaning exchange is cross-cultural to a certain degree. The second aspect of language use today arises in part from the characteristics of the new information and communications media. Meaning is made in ways that are increasingly multimodal—in which written-linguistic modes of meaning interface with oral, visual, audio, gestural, tactile and spatial patterns of meaning. This means that we need to extend the range of literacy pedagogy so that it does not unduly privilege alphabetical representations, but brings into the classroom multimodal representations, and particularly those typical of digital media. This makes literacy pedagogy all the more engaging for its manifest connections with today’s communications milieu. It also provides a powerful foundation for a pedagogy of synaesthesia, or mode switching.
Multimodality is a philosophy that examines the many various ways that individuals express themselves and communicate with one another. This hypothesis is pertinent given that individuals may now employ a variety of modes in their daily interactions with one another and in their creations of art, literature, music, and dance with ease because to advances in technological tools and related access to multimedia composition software.

A mode is typically thought of as a recognized form of communication. Writing, gesture, posture, gaze, font selection and color, photos, videos, and even their interactions are examples of modes. Even while many of these modes have always existed, they haven't always been acknowledged as valid or socially acceptable forms of expression or communication. Learning theorists that support multimodality highlight that individuals communicate in a number of ways and that it is important to monitor and identify the many modes that people use to communicate.
In literature and conversations pertaining to communication theory, linguistics, media literacy, visual literacy, anthropological studies, and design studies, the theory of multimodality may be found.