Thursday, October 21, 2004
5:00 - 7:00 p.m.
of their history, schools have struggled with a scarcity of
information, with out-of-date textbooks and under-funded libraries.
The materials that reached the classroom were carefully selected.
Textbooks in particular were carefully vetted, their content
predigested and censored. Today, schools face an explosion of
information as the Internet brings the world -- for better or
for worse -- into their classrooms. This information glut makes
education in media literacy an urgent priority. Students must
learn to sort through conflicting claims and unreliable sources;
they must learn to recognize bias and special pleading and develop
a capacity for evaluating the honesty and the accuracy of what
they encounter in cyberspace. This Forum brings international
authorities on media literacy together with classroom teachers
from the Cambridge-Boston community. The focus will be on concrete
ways in which schools are responding to the challenges of learning
in the new media environment.
Aparici is a visiting scholar in Comparative Media Studies
MIT and director of the Masters Program in New Information and
Technologies at the School of Education, Universidad Nacional
de Educacion a Distancia, Spain. He is the author of Educational
Communications in an Information Society.
Quin is Dean of the Faculty of Communications and Creative
Edith Cowan University in Western Australia. She has been president
of the Australian
Teachers of Media and is chair of the Secondary Education Curriculum
panel for media
studies. She is currently working on a study of the domestic
use of the Internet.
Scott-Hiser teaches digital art and graphic design at TechBoston
Academy. She is completing a Master's Degree of art education
at the Massachusetts College of Art using TechBoston Academy
as a case study for her thesis, "Creating Effective New
Media Art Curricula for Adolescents."
Kim Slack is an education project developer at HOME
Inc., a non-profit organization that develops and sustains
creative, multidisciplinary arts and education projects. He
assists teachers in organizing and researching their projects,
including the development of standards-based curricula, and
provides direction for the implementation of training sessions
for both teachers and students.
Alan Michel is the director and co-founder of HOME