DATE: Tuesday, February 23, 2021
TIME: 4 pm EST 
LOCATION Online. Click here to register. 
This event is open to the public and all are welcome to attend!
Meet the folks who are developing Agents of Influence, a spy-themed media literacy video game, in which middle school students work to defeat Dr. Disinfo, an embodiment of online misinformation. Gameplay covers topics including media bias, manipulated content, and pseudoscience, equipping players with the tools and knowledge to defeat misinformation in their own lives.

Anahita Dalmia is a recent graduate of the University of Southern California and a native of New Delhi, India. She founded Alterea Inc, an award-winning experience design start-up based in Los Angeles. Alterea uses storytelling expertise and myriad production talents to create transformative experiences.

You know how much fun it is to gather with a group of friends to discuss a book, video, or other media content. Each month, the DigiURI Media Club meets for an engaging discussion about a piece of media in any form—video, audio, text, etc.—related to the digital world, how it is changing our lives, and how we can best teach about it.

Anyone can recommend a title for discussion and we encourage you host a discussion about the title of your choice. Members even vote on what to discuss! This group started as a very small group of participants suggesting media to each other at the 2018 DigiURI Summer Institute and we have grown to more than 200.
Please join us!

DATE: Monday March 1
TIME: 12 pm EST
TOPIC: We are discussing Ecomedia Literacy by Antonio Lopez.
It's the nation's premiere professional development program in digital literacy -- a 6-day hands-on, minds-on learning experience like no other. This year, the program is offered fully-online for only $400.

You can be a leader in digital literacy -- join us!
Such a deal: Take the Summer Institute for 3 (transferable) graduate credits from the University of Rhode Island for only $800!
At the end of the week, participants told us:
"It was a great model for what engaging online instruction can be like."
"I liked the broad spectrum of topics available."
"I loved how personal everything felt."
"I liked that the program itself modeled many of the practices that we were being encouraged to incorporate into our teaching practices."
"I was blown away by the comprehensive methods in a virtual setting."
You make new friends and benefit from the fresh perspectives & imagination of those who attend.
Learning is joyful in our supportive and playful online community!
Rich content and flexible schedule meets your needs and promotes active participation.
Did you experience the Summer Institute in the past?
Come back again! Join us for a deeper dive in digital literacy leadership with Tier 2!
Advocating Change in English Language Arts Education
Final Report of the
NCTE Task Force
on Critical Media Literacy
At the present time, media literacy is still a marginal component of English language arts education in K-12 and teacher education because of certain beliefs that are normative within the ELA community:

“Not My Job”
English teachers may introduce Critical Media Literacy when exploring the topic of literary adaptation or in examining genres like journalism or graphic novels. But given the increasing focus on high-stakes tests in reading, some may perceive it to be the responsibility of other education professionals, including school librarians, social studies teachers, or media teachers.

“Not Allowed”
Because school policies may limit how film, video, and popular culture can be used in many schools, English teachers must be strategic and intentional when using contemporary media in the classroom to advance Critical Media Literacy competencies.


“Not a Priority”
Well before the Common Core State Standards replaced the study of persuasion with a focus on argumentation, English educators have not felt compelled to teach persuasive genres like advertising and propaganda.

“Not Relevant”
Within the NCTE community, there is a substantial gap between K-12 teachers and Critical Media Literacy experts. At times, experts may seem to be “speaking a different language” and this may affect how practitioners approach classroom implementation within ELA curriculum in elementary, middle-school, and high schools.

“Not Valued”
The hierarchical positioning of literature and writing as superior to other forms of media has marginalized Critical Media Literacy in English language arts education. These hierarchies are evident in the NCTE convention. Authors who write literature are showcased at NCTE conventions; filmmakers, podcasters, video producers, journalists, YouTubers, and social media influencers are generally not featured. NCTE gives awards to student writers, but does not acknowledge students who compose using other forms of media.