The Changing Media Landscape:
Promoting a Systemic Approach to ICT & Media Fluency
The State Educational Technology Directors Association (SETDA) has developed a set of materials that promote a systemic approach for information and media literacy within our schools. We seek to help states develop a common vision and implementation strategies that prepare students to make safe, responsible, and smart use of technology and media both in and out of school in the 21st Century.
The vast influx of information and multimedia in our schools and home has made the question of ICT (information, communication, technology) fluency a moving target. Consistent access to new learning experiences through media such as television and the Internet has changed the paradigm of student learning. Kids today have access to media and information 24 hours a day/7 days a week. Therefore, learning does not happen only eight hours a day within the school building as it did for a majority of students in past generations.
This shift poses many opportunities to develop life long learners with creative, innovative approaches to solving problems—now and in the future. It also poses challenges as our schools struggle to stay ahead of this ever changing landscape.
In a survey conducted by SETDA in December 2006, 38 states responded to questions regarding their approach to media literacy. The survey showed that while media literacy may have many different names, the knowledge and skills that are a part of this literacy are important across the nation. Specifically, much effort is being put toward developing standards and policies that keep our students safe online, providing them with technology skills, and utilizing communication and information in the most productive ways.
While much effort focuses on information and communication skills, varying levels and approaches have been underway across the states. It is important to have a collaborative effort to successfully address the overarching goal of developing students who leverage all the technology, communications, and information. By doing so, we seek to create innovative products and recommendations to avoid reinventing the wheel and, more importantly, enhancing America’s ability to thrive in a global economy.
The ICT & Media (ICTM) Fluency is a term that we will use to provide a framework around which experts in the various areas of literacy (information, technology, Internet safety, media and others) can combine their efforts around similar themes. Instead of re-defining these terms, the working group compiled a definition matrix of the leading terms for comparison purposes.
Using these materials, states can benefit from each others' efforts to put a vision and implementation strategy together to confront this ever-changing landscape which due to advances in technology and communications, seems to always be one step ahead of policies, procedures, and standards.
The following segments of the Literacy Landscape are crucial to the development of students who are truly fluent in ICTM. Thus, the working group has compiled a list of resources to help you navigate
Internet Safety & Security Media Literacy Resources
To ensure the successful implementation of each skill set mentioned above, a systemic approach that embeds these skills into all curricular activities is essential. In the following materials, you will find documents that help you communicate the need for this systemic view of fluency to your state level colleagues, state legislators, district officials and principals, as well as parents. Notice that the term “fluency” is used rather than “literacy” in the title of this toolkit. The States agree that moving further than literacy to building confidence and ease in using these skills is critical for our students’ success in the future workforce.