As an introduction to Media Literacy, this lesson covers topics ranging from rhetorical theory, philosophy, and history to illuminate the interconnected complications of media in the modern world. Supplemental resources are woven into the lesson in the form of hyperlink text, images, and embedded videos. The ultimate goal of this lesson resource is to inform grade-aged learners about the subject complexity of media literacy and equip them with the most basic tools to properly understand and engage with social media and media in general. Crash Course, a free supplemental learning company is a commonly referenced external tool within the lesson as their expanding topic verity offers well-researched additive content for digital learning environments.

This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content.

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

An OER which highlights the importance of information literacy in this day and age of the fourth information revolution and shares some of the tips and tricks accumulated by a distance learner at the University of the Philippines Open University.

Outline of the Content:

1. Home
2. What is Information Literacy?
3. Information Literacy and Online Learning
4. Finding High-Quality Information Online
5. Wikipedia for Academics
6. Sharing Your Works Online
7. Recommended Resources
8. About the Author

Staff at Avanti HS in Olympia, WA, organized and full-day media literacy symposium for their students. They invited community members to present on various aspects of media and communications. Students signed up for 45-minute sessions throughout the day. At the end of the day, students gathered in their advisory classes to debrief and share highlights.The project was part of the Digital Immersion Initiative 2.0 in the Olympia School District and funded in part by a Digital Citizenship and Media Literacy from the Office of the Superintendent of Public Instruction.The materials provided here were posted with the permission of the AHS staff members who created them.

This guide walks you through the resources available from the News Literacy Project, including the Checkology virtual classroom, which is mainly for grades 6-12. Students can move at their own pace through a wide variety of lessons that mostly focus on journalism and news literacy, but also cover misinformation, conspiracy theories, and other relevant topics.The lessons include videos of journalists and other experts, plus visually engaging interactive activities. Other resources are also described. 

This unit is designed to accompany the study of George Orwell's Animal Farm. Resources encourage students to recognize a variety of propaganda techniques and to connect those techniques to media that they can find in their everyday lives. Resources also help students to understand the historical uses of propaganda by governments and political parties to influence public opinion. Resources can be used independently of the novel.

The internet is full of false information and ads. Sometimes it can be challenging to decipher the validity of content. It is important to learn how to critically evaluate online material for several reasons: you want to know what type of information is trustworthy online, you want to be an informed digital citizen, and you want to ensure that the information that you are using for a school assignment is factual. The purpose of “Two Truths and a Lie Online” is to teach you how to critically evaluate online resources so that you can be both an informed consumer and producer of digital content.

In this lesson, students will define their dominant roles online, explain the benefits of each type of online role and discuss the responsibilities and risks inherent in each type of online interaction. This lesson is part of a media unit curated at our Digital Citizenship website entitled "Who Am I Online?"

Students will look at social medias and what identities are crafted in those formats, both for social media celebrities and their own digital footprints. This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"