The DIMLE Project

History of DIMLE

Phase I

DIMLE was launched in 2013, with the goal of extending media literacy education to a global audience through digital technology.

DIMLE  began in 2013 as a global initiative, with a network of media scholars from about 50 countries. However, this was incredibly labor intensive, and the material was soon outdated. Fortunately, our new digital infrastructure will resolve that problem.

In Phase I, a network of approximately 50 international media literacy scholars participated in the DIMLE initiative. In the first phase, the material was converted into e-books, with our partners providing culturally-relevant examples, research, etc. in support of the concepts and strategies.Each edition of the international online version of the text was co-authored by an international media literacy scholar who translated the text into the native language of the country, including the use of media terminology. Every edition included the identical media literacy concepts and strategies that appeared in the original text. However, each edition contained its own culturally relevant examples, quotes, statistics, and studies, which were most instructive to its target audience.

In addition, this approach was designed to serve as a source of collaborative scholarship and as a springboard to additional strategies for the systematic analysis of media and media presentations.

In September 2019, online Media and Information Literacy classes were offered concurrently in three different countries—Israel, India, and the U.S. This test program furnished valuable information about the learning potential of the DIMLI model, as well as insight into the technical and institutional challenges in instituting the program.

 See Animated Video on DIMLE web site

Phase II

In the first phase, the material was converted into e-books, with our partners providing culturally-relevant examples, research, etc. in support of the concepts and strategies. However, this was incredibly labor intensive, and the material was soon outdated.

Fortunately, innovations in digital technology now enable DIMLE to streamline the process that supports the mission of the initiative.  The text will no longer undergo onerous translations into e-books, with the insertion of updated supporting materials. Instead, the students will be responsible for researching and replacing the examples, research, and expert commentary in support of the strategies (i.e. Keys) with supporting materials that reflect up to date issues and their own cultural landscapes.

Class assignments require students to substitute their own supporting materials and explain how their selections illustrate, support, and extend the Concepts and Principles in the text. The assignments will be shared as part of class discussions. By the end of the course, 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.

By the end of the course each class will have assembled its own edition of the text that reflects its cultural context, developments in media technology, and issues of importance.   These editions will be uploaded to DIMLE for scholarly purposes. These updated and culturally appropriate editions will be available as texts for subsequent classes.

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