This unit of study delves into internet safety and cybercrime. It explores some of the current online threats and what measures can be taken to prevent a cyber attack.
This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.
The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.
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 web resources that match the subject areas. Specific Objectives: By the end of this unit you should be able to, 1] Search on the Internet using various search engines, 2] Identify subject-specific web portals or repositories for use, 3] Operate various open-ended software packages appropriate for your subject
Evaluate the accuracy of web resources, and 4] Reference Internet materials using a standard format.
This Media and Information Literacy Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL.This publication is divided into two parts. Part 1 provides the MIL Curriculum and Competency Framework, which gives an overview of the curriculum rationale, design and main themes. It is complementary to the UNESCO ICTs Competency Framework for Teachers (2008). Part 2 includes the detailed Core and Non-Core Modules of the curriculum.