Social media and humans exist in a world of mutual influence, and humans play central roles in how this influence is mediated and transferred. Originally created by University of Arizona Information scholar Diana Daly, this Third Edition of the book Humans are Social Media uses plain language and features contributions by students to help readers understand how we as humans shape social media, and how social media shapes our world in turn.

This is a unit of study whose competency is to describe the functions and purpose of internet in the classroom and demonstrate the capability of using the internet including e-mail, search, and social media functions in classwork.

This OER showcases the use of tools such as twitter, blogs, and other forms of social media, as a project for increasing cultural awareness in the classroom. These tools create spaces in the classroom for culturally responsive engagement between Native and non-Native students. Using contemporary indigenous activism as the focus of a semester-long project, I will discuss the steps taken to enable students to explore contemporary Native issues from indigenous perspectives. The ‘real-time’ environment of social media enables the students to engage with multiple indigenous perspectives in a pro-active, rather than passive, manner. The OER will also show how this exploration leads to increased student intellectual awareness and engagement with the indigenous world around them.

This course examines civic media in comparative, transnational and historical perspectives through the use of various theoretical tools, research approaches, and project design methods.

This course provides a critical analysis of mass media in our culture. Various types of media such as books, films, video games, and online interactions will be discussed and reviewed. This course will also evaluate how information and ideas travel between people on a large scale.

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 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 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 new publication by UNESCO is a timely resource and highly topical subject for all those who practice or teach journalism in this Digital Age. UNESCO's new handbook is an essential addition to teaching syllabi for all journalism educators, as well as practising journalists and editors who are interested in information, how we share it and how we use it. It is mission critical that those who practice journalism understand and report on the new threats to trusted information. Political parties, health professionals, business people, scientists, election monitors and others will also find the handbook useful in navigating the information disorder. Written by experts in the fight against disinformation, this handbook explores the very nature of journalism - with modules on why trust matters; thinking critically about how digital technology and social platforms are conduits of the information disorder; fighting back against disinformation and misinformation through media and information literacy; fact-checking 101; social media verification and combating online abuse. The seven individual modules are available online to download that enables readers to develop their own course relevant to their media environment.
This handbook is also useful for the library and information science professionals, students, and LIS educators for understanding the different dimensions of fake news and disinformation.

Table of Contents
Module One | Truth, Trust and Journalism: Why it Matters | by Cherilyn Ireton
Module Two | Thinking about "Information Disorder": Formats of Misinformation, Disinformation and Mal-Information | by Claire Wardle & Hossein Derakshan
Module Three | News Industry Transformation: Digital Technology, Social Platforms and the Spread of Misinformation and Disinformation |by Julie Posetti
Module Four | Combatting Disinformation and Misinformation Through Media and Information Literacy (MIL) | by Magda Abu-Fadil
Module Five | Fact-Checking 101 | by Alexios Mantzarlis
Module Six | Social Media Verification: Assessing Sources and Visual Content | by Tom Trewinnard and Fergus Bell
Module Seven | Combatting Online Abuse: When Journalists and Their Sources are Targeted | by Julie Posetti

Additional Resources: https://en.unesco.org/fightfakenews

KICTCFT: The teacher can use ICT tools to communicate with students and other stakeholders in the education community so as to nurture students’ learning. Specific Objectives: On completion of this unit you will be able to:
1] Identify and discuss appropriate communication tools/platforms, and 2] Select and use the most suitable communication tools/platforms.

In this lesson, students use blogs to hold discussions about the effect of the factors of culture, history, and environment on Latino poetry.

This unit engages students in a variety of activities that analyze and reflect on the role of social media in our everyday lives. This includes options for collaborative group work, reading nonfiction articles, a design challenge and presentations to communicate ideas. The unit also includes a formal writing assessment option that aligns with the Common Core State Writing Standards. Activities can be adapted or combined in a variety of ways to support student reflection and analysis. These lessons were piloted in 9th grade English classes but are suitable or a range of secondary students. 

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Live streaming entertainment is taking the virtual world by storm whether it’s sports gaming or even pets But many live streaming platforms face challenges to stay afloat particularly in China, where live streaming personalities, or “hosts”, earn income through monetary gifts from fans These gifts are shared with both the live streaming platform and host unions—collectives designed to help hosts boost viewer retention Some of the biggest challenges are related to content Platforms must ensure that broadcasts are politically, socially, and ethically appropriate for both hosts and viewers while entertaining enough to capture a big audience Other challenges concern the relationships among hosts, host unions, and platforms Stiff competition for viewership has translated to long work hours for hosts with little dedicated mentorship from unions as well as growing distance between hosts and their supporting platforms Nurturing healthy stakeholder relationships could be the key to s.."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

You are constantly surrounded by media, so the question is: how does your brain handle all of that? The unfortunate answer is that our brains have a lot of processes that not super helpful for media literacy, but hopefully with a little self-awareness, we can work around that.

Introduction: How do our minds react to media?
Cognitive Load and automation
Schema
Memory
The Law of Closure
False Memory
Thought Bubble: Conformation Bias
Social Media
Information Satisficing
Humans love stories
Credits

This course introduces scholarly debates about the sociocultural practices through which individuals and societies create, sustain, recall, and erase memories. Emphasis is given to the history of knowledge, construction of memory, the role of authorities in shaping memory, and how societies decide on whose versions of memory are more “truthful” and “real.” Other topics include how memory works in the human brain, memory and trauma, amnesia, memory practices in the sciences, false memory, sites of memory, and the commodification of memory. Students taking the graduate version complete additional assignments.

Students explore naming conventions in digital and non-digital settings then choose and explain specific names and profiles to represent themselves online.

Observing the 1980s brings together voices from the Mass Observation Project and British Library Sound Archive as an undergraduate level teaching module and raw data.

A short introduction to the concept and features of online photo sharing web sites.

This infographic is an introduction to using the social media platform Twitter to learn more about open education and open educational resources (OER). The infographic contains recommendations on groups, people, and hashtags to follow. There is a link to a spreadsheet if you are interested in an even longer list of Twitter accounts to follow.This resource was created to fulfill requirements in the SPARC #LeadOER Open Education Leadership Program.

Willkommen im Lehr-Lernprojekt Lehr-Lernprojekt „Grammatik und Schule im digitalen Zeitalter: durch teilnehmende Beobachtung und forschungsorientiertes Lernen den eigenen Sprachgebrauch digitaler Kommunikation sowie Vermittlungsmöglichkeiten grammatischer Strukturen untersuchen“!

Kurzbeschreibung des Projekts

„WhatsApp & Co machen Schüler*innen dumm.“ Ziel des Seminars ist es, diese Aussage durch teilnehmende Beobachtung und forschungsorientiertes Lernen zu hinterfragen. Die Untersuchung des eigenen Sprachgebrauchs liefert empirische Befunde für die Vermittlung grammatischer Strukturen im digitalen Zeitalter.

Inwiefern unterscheidet sich digitale Kommunikation von anderen Sprachregistern und wie kann grammatische Kompetenz im digitalen Zeitalter vermittelt werden? Am Ende des Semesters sollen die Teilnehmenden in der Lage sein, grammatische Strukturen anhand digitaler Daten zu beschreiben. Außerdem wissen sie, wie digitale Daten aufbereitet und ggf. annotiert werden müssen, um für sprachwissenschaftliche Zwecke weiterverwendet werden zu können. Schließlich können sie sprachwissenschaftlich gegen den Sprachverfallmythos argumentieren und haben anhand ihrer eigenen Erfahrung mit digitalen Daten gelernt, dass die Benutzung sozialer Medien die deutsche Sprache nicht gefährdet.

Projektablauf und Teilnehmende

Das Projekt wurde 2020-2021 an der Universität Leipzig von Dr.in Naomi Truan (Antragstellerin und Projektleiterin) in Zusammenarbeit mit Dennis Dressel und Sophia Böhme durchgeführt. Rückmeldungen sind herzlich willkommen! Schreiben Sie mir gerne eine E-Mail an: naomi.truan@uni-leipzig.de.