PowerPoint Presentation

Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbs

Media and Information Literacy: Educational Strategies for the Prevention of Violent Extremism

February 9, 2017United National Headquarters

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Rising inequality is contributing to increased political polarization, nationalism, violent extremism and hate speech

160 deaths due to terrorism in the month of JANUARY 2017

Violent Extremism Around the World

Focus on Prevention

Coordinated use of social media by American white-nationalist groups on Twitter have increased by 600% since 2012

In just one month, ISIL released 1,150 propaganda events batches of related videos, articles, photos, essays originating from 35 different production units

Who is a violent extremist?

An ISIS fighter? An abortion-clinic bomber? An alt-right neo-Nazi? An activist from Chinas Uighur minority? A Black Lives Matter protester?

Violent extremismincludes beliefs and actions of people who use illegal force or violence to achieve political, economic, ideological, religious or political goals through fear, coercion or intimidation

Problems of Definition

How can media and information literacy prevent violent extremism?

What instructional strategies are effective?

Media and Information Literacy Involves Questioning All Forms of AuthorityMedia literacy, because it emphasizes a critique of textual authority, invites students to identify the cultural codes that structure an authors work, understand how these codes function as partof a social system, and disrupt the text through alternative interpretations. In learning to critically read media messages, citizens are developing the abilities togather accurate, relevant information about their society and to question authority (both textual and, by implication, institutional).

- Renee Hobbs, 1998

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Media and Information Literacy is a Civic CompetencyMedia education is an essential step in the long march towards a truly participatory democracy, and the democratization of our institutions. Widespread media literacy is essential if all citizens are to wield power, make rational decisions, become effective change agents,and have an effective involvement with the media.

-Len Masterman, 1985

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Media and Information Literacy Encourages People to be Agents of Social ChangeWhen people have digital and media literacy competencies, they recognize personal, corporate and political agendas and are empowered to speak out on behalf of the missing voices and omitted perspectives in our communities. By identifying and attempting to solve problems, people use their powerful voices and their rights under law to improve the worldaround them.

-Renee Hobbs, 2010

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Key Concepts of Media Literacy

Whats Needed for Media and Information Literacy to Thrive

Curriculum Standards and FrameworksTeacher Education and Professional DevelopmentProfessional Networks for Information SharingCurricular Resources, Instructional Strategies and MaterialsSupportive Implementation ClimateSupport for Program Evaluation and Research on Effectiveness

12345Build Awareness of Media Messages about Violent Extremism

Critically Analyze How Violent Extremism is Presented in Entertainment & Non-Fiction Media

Recognize Propaganda and Hate Speech

Form Authentic Relationships with People From Other Countries

Use the Power of Communication to Speak Out

1Build Awareness of Media Messages about Violent Extremism

Workshop How Iranians are Represented in Mass Media

2Critically Analyze How Violent Extremism is Presented in Entertainment & Non-Fiction Media

Cleanskin (2012)Dir: Hadi Hajaig

Suffragette (2015)Dir: Sarah Gavron

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HEROVILLAINVICTIM

Critically Analyze How Violent Extremism is Presented in Entertainment & Non-Fiction Media

Cleanskin (2012)Dir: Hadi Hajaig

2Compare and Contrast: How Violent Extremism is Presented in Entertainment & Non-Fiction Media

HEROVILLAINVICTIM

Suffragette (2015)Dir: Sarah Gavron

2Compare and Contrast: How Violent Extremism is Presented in Entertainment & Non-Fiction Media

HEROVILLAINVICTIM

3Recognize Propaganda & Hate Speech

www.mindovermedia.tv

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Recognize Propaganda & Hate Speech

3Recognize and Resist Propaganda and Hate Speech

3Recognize and Resist Propaganda and Hate Speech

3Recognize and Resist Propaganda and Hate Speech

3Recognize and Resist Propaganda and Hate Speech

3Recognize and Resist Propaganda and Hate Speech

3Recognize Propaganda & Hate Speech

3Recognize Propaganda & Hate Speech

4Form Authentic Relationships with People From Other Countries

ACTIVITIES:Getting to Know YouLearning about Two CountriesAnalyzing TV Shows that Feature High SchoolDiscussing Current EventsExchanging Student Videos about Daily Life

Information sharing about Turkey includes student-curated images and links

5Use the Power of Communication to Speak Out

5Use the Power of Communication to Speak Out

12345Build Awareness of Media Messages about Violent Extremism

Compare and Contrast: How Justified Violence is Presented in Entertainment and Non-Fiction Media

Recognize Propaganda & Hate Speech

Form Authentic Relationships with People From Other Countries

Use the Power of Communication to Speak Out

Whats Needed for Media and Information Literacy to Thrive

Curriculum Standards and FrameworksTeacher Education and Professional DevelopmentProfessional Networks for Information SharingCurricular Resources, Instructional Strategies and MaterialsSupportive Implementation ClimateSupport for Program Evaluation and Research on Effectiveness

MIL education advances critical thinking, reduces political polarization and inspires civic engagement

The highest result of education is tolerance. ~ Helen Keller

SOURCES

Bazaz, Aggie Ebrahimi (2009). Iranian Youth & Media Literacy Workshop. http://mediaeducationlab.com/iranian-youth-and-media-literacy

Brooking,E. & Singer, P. (2016). War Goes Viral. Atlantic Magazine.

Gordon, E. & Mihailidis, P. (2016). The Civic Media Project. Cambridge: MIT Press.

Hobbs R. & Tuzel, S. (2017). The Use of Social Media and Popular Culture to Advance Cross Cultural Understanding. Communicar.

Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2), 56 67.Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 638.

Hobbs, R., Yoon, J., Al-Humaidan, R., Ebrahimi, A. & Cabral, N. (2011). Online digital media in elementary school. Journal of Middle East Media 7(1), 1 23. Hobbs, R., Ebrahimi, A., Cabral, N., Yoon, J., & Al-Humaidan, R. (2011). Field-based teacher education in elementary media literacy as a means to promote global understanding. Action for Teacher Education 33, 144 156. Hobbs, R. (2011). A snapshot of multinational media education in six European countries. Trans: Unistantanea multinazionale sulla ME in sei paesi europei. Media Education. Studi, ricerche, buone pratiche [Italy] 1(1), 53 70

Martens, H. & Hobbs, R. (2015). How media literacy supports civic engagement in a digital age. Atlantic Journal of Communication 23(2), 120 137. DOI:10.1080/15456870.2014.961636

Media Education Lab (2016). Mind Over Media: Analyzing Contemporary Propaganda. [Interactive media.] www.mindovermedia.tv

Renee Hobbs Professor of Communication StudiesDirector, Media Education LabHarrington School of Communication & MediaUniversity of Rhode Island USAEmail: hobbs@uri.eduTwitter: @reneehobbs

LEARN MOREWeb: www.mediaeducationlab.com