Perception Is (as) Reality

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Author(s): Catherine Knight (Garden City Public Schools, USA)and Margaux Calemmo (Garden City Public Schools, USA)
Copyright: 2019
Pages: 21
Source title: Handbook of Research on Media Literacy Research and Applications Across Disciplines
Source Author(s)/Editor(s): Melda N. Yildiz (New York Institute of Technology, USA), Minaz Fazal (New York Institute of Technology, USA), Meesuk Ahn (New York Institute of Technology, USA), Robert Feirsen (New York Institute of Technology, USA)and Sebnem Ozdemir (Istinye University, Turkey)
DOI: 10.4018/978-1-5225-9261-7.ch010

Keywords: Digital Literacy / Digital Media / Information Science Reference / Library & Information Science

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Abstract

It is the goal of this chapter is to explore the challenges inherent to a “post-fact” society through the lens of the school public information specialist and the library media specialist. The role of the school public information officer (PIO) has changed with the proliferation of opinion as “fact” on the internet and social media. Educating the public on all school-related matters, PIOs must be media-literate, effective content consumers and content generators, with the skills to gauge and predict the opinions of their voting public. Similarly, library media specialists tasked with educating students as consumers of information in the fast-paced, “on demand” digital age requires an understanding of their evolving role as content generators. Effective media literacy instruction encompasses more than simply using technology and electronic media in the educational setting. Rather, it begins with the understanding that students are ill equipped to critically evaluate the electronic mediums they so closely identify with.

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