Digital International Media Literacy Initiative (DIMLI) is an interactive program that empowers individuals to develop a greater independence from the information conveyed through the channels of mass media. DIMLE offers a teaching model and instructional support to furnish a wide range of educators and students (e.g. schools, community organizations, and parents) with the tools to evaluate and analyze media messages.
Media Literacy has emerged as an essential critical thinking skill that empowers individuals to make sense of the information conveyed through the channels of mass communication.
For this purpose, DIMLE (Digital International Media Literacy Education) has initiated an online, interactive media literacy education curriculum designed to promote critical thinking as applied to the media and media presentations.
The DIMLE educational initiative provides a foundation for a systematic examination and analysis of messages being conveyed through the media. Students then learn to apply these strategies to the analysis of the media and media content.
The DIMLI initiative is dedicated to providing media literacy education through an online, global instructional program that will reach the widest possible audience. Its goal is to provide individuals with the tools to assess the information conveyed through the channels of mass communication so that they can develop a critical distance from the messages conveyed through the media.
DIMLI’s educational model recognizes that global media literacy text material must remain current and adapt to different cultures. In the DIMLI educational model, the principles and strategies of the text remain constant, but class assignments require students to conduct research that identifies updated and culturally relevant supporting materials. In class discussions, students explain how their choices illustrate, support, and extend the media literacy concepts and principles contained in the text. By the conclusion of the program, each class will have assembled its own edition of the text that furnishes perspective into their particular cultures, developments in media technology, and issues of importance to them. Thus, while every edition contains the same media literacy concepts and principles, each version contains its own culturally relevant examples, quotes, statistics, and studies. These editions become available to future classes, users, thus giving the text an ongoing relevance.
The materials for this media literacy curriculum are derived from Media Literacy: Keys to Interpreting Media Messages, a text authored by Art Silverblatt. The text introduces students to a series of qualitative “Keys” that furnish students with strategies for the systematic analysis of media content, enabling students to develop an independence from the media messages to which they are exposed.
The DIMLE educational model addresses two ongoing challenges facing global media literacy education—the currency of information and its applicability to a range of cultures. One of the impediments to media literacy education is that, although the Principles and Strategies contained in a text may remain significant, the supporting materials (i.e., the examples, research, media technology, events, and issues) are soon outdated. Consequently, our digitized version of the text includes a User Interface feature, so that students assume the responsibility for substituting contemporary supporting information that accurately reflects their cultural experience.
These materials are being made available at a reasonable, negotiated cost to individuals and organizations with an interest in media literacy education. DIMLI will assume responsibility for vetting applicants and providing instructional support.
The DIMLE media literacy initiative is distinct from existing models in the following respects:
- The DIMLI initiative is designed to extend media literacy education to the widest possible audience, including schools, community organizations, and families.
- The materials are being offered at no cost at a negotiated cost to Media Literacy Educators. After, after vetting the Educators, DIMLI provides orientation and ongoing instructional support for instructors. (Mark—what language do we include here? We want to say something about vetting the Educators, as well as our vow to provide orientation and support)
- Media literacy classes may take place in a variety of settings: in academic institutions, community groups, or individual parents working with children.
- The DIMLE model is set up to work specifically for an online interactive environment.
- The DIMLE format is neither a media webinar hosted by experts or a prescribed, standardized course. Instead, the DIMLI program, consists of instructional materials that teachers can use as they develop in their virtual classes.Our curricular framework program furnishes a range of materials, from a general framework structure for a media literacy course to specific lesson plans, thus respecting the backgrounds and expertise of the instructors.
- DIMLE has established a global network of media literacy scholars, furnishing opportunities for educational collaborations designed to enhance cultural understanding.
- An Archives feature on the DIMLE website contains materials from previous editions, providing frames of reference for updates. These older entries also can be useful in the analysis of cultural trends and patterns of development.
- Supporting materials can appear on the Website in a variety of forms, including of print articles, images, graphs, videos, and hyperlinks.
This media literacy education model is designed to serve as source of collaborative scholarship and as a springboard to innovative and effective strategies for the systematic analysis of media and media presentations. This educational initiative offers the potential for Educators from different countries to collaborate on instructional activities. By sharing their choices of examples, research, and developments in the media, students will, in the process, learn about other cultures.
In addition, the DIMLE initiative is designed to be culturally relevant for media literacy students throughout the world. Students are tasked with updating the supporting materials with Examples, Research, Quotes, and References from their own cultures. This opens the possibility of collaborative projects with students from different countries, and in the process, in which they can learn about other cultures.