In fact, HTML makes it very easy (true for the reasons that lead Mark to write that it can be copied and manipulated). It's contemporary authoring systems and the typical author-as-publisher and the choices they make that are what makes this difficult.

The future of rich media lies in striving to be more like dead media (or at least mining it for insights by better understanding it through thoughtful study), rather than the misguided attempts we've been living inside.

(This is something that I've done a 180 on in the last year or so.)

Welcome! You are invited to join a webinar: ‘Understanding Digital Racism After COVID-19’ with Professor Lisa Nakamura. After registering, you will receive a confirmation email about joining the webinar. (n.d.). Zoom Video. Retrieved 6 March 2021, from https://oii.zoom.us/webinar/register/2216016571338/WN_TrfmBBp-Rrm_ASHWL5e6nA

Fukuyama, Barak Richman and Francis. “How to Quiet the Megaphones of Facebook, Google and Twitter.” Wall Street Journal, February 12, 2021, sec. Life. https://www.wsj.com/articles/how-to-quiet-the-megaphones-of-facebook-google-and-twitter-11613068856.

Toff, B. J., Badrinathan, S., Mont’Alverne, C., Arguedas, A. R., Fletcher, R., & Nielsen, R. K. (2020). What we think we know and what we want to know: Perspectives on trust in news in a changing world. Reuters Institute for the Study of Journalism. https://experts.umn.edu/en/publications/what-we-think-we-know-and-what-we-want-to-know-perspectives-on-tr

Fischer, Sean, Kokil Jaidka, and Yphtach Lelkes. ‘Auditing Local News Presence on Google News’. Nature Human Behaviour, 21 September 2020, 1–9. https://doi.org/10.1038/s41562-020-00954-0.

Starominski-Uehara, M. (2020). Powering Social Media Footage: Simple Guide for the Most Vulnerable to Make Emergency Visible [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/gefhv

Mark Zuckerberg & Thierry Breton: Towards a post COVID-19 Digital Deal between tech and governments? (2020, May 18). https://www.youtube.com/watch?v=uZfi6WkIfgU&feature=youtu.be

Starominski-Uehara, M. (2020). Powering Social Media Footage: Simple Guide for the Most Vulnerable to Make Emergency Visible [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/ek6tz

Midgley, C., Thai, S., Lockwood, P., Kovacheff, C., & Page-Gould, E. (2020). When Every Day is a High School Reunion: Social Media Comparisons and Self-Esteem [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zmy29

Brashier, N. M., & Schacter, D. L. (2020). Aging in an Era of Fake News. Current Directions in Psychological Science, 0963721420915872. https://doi.org/10.1177/0963721420915872

Bode, L., & Vraga, E. (2020 May 7). Analysis | Americans are fighting coronavirus misinformation on social media. Washington Post.https://www.washingtonpost.com/politics/2020/05/07/americans-are-fighting-coronavirus-misinformation-social-media/

Edelmann, A., Wolff, T., Montagne, D., & Bail, C. A. (2020). Computational Social Science and Sociology. Annual Review of Sociology, 46(1), annurev-soc-121919-054621. https://doi.org/10.1146/annurev-soc-121919-054621

The Associated Press (2020, May 8). UN Chief Says Pandemic Is Unleashing a “Tsunami of Hate.” The New York Times. https://www.nytimes.com/aponline/2020/05/08/world/ap-un-virus-outbreak-hate-speech.html

Cellini, N., Canale, N., Mioni, G., & Costa, S. (2020, April 11). Changes in sleep pattern, sense of time, and digital media use during COVID-19 lockdown in Italy. https://doi.org/10.31234/osf.io/284mr

Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9

Hamilton, J. L., Nesi, J., & Choukas-Bradley, S. (2020, April 29). Teens and social media during the COVID-19 pandemic: Staying socially connected while physically distant. Retrieved from psyarxiv.com/5stx4

Jarynowski, A., Wójta-Kempa, M., & Belik, V. (2020, April 22). TRENDS IN PERCEPTION OF COVID-19 IN POLISH INTERNET. https://doi.org/10.31234/osf.io/dr3gm

Picturing Health. Films about coronavirus (COVID-19). picturinghealth.org/coronavirus-films/

Also key.

• 0:37 - need to recognize the networked nature of today's media
• 0:37 - need to recognize the networked nature of today's media
• 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
• 1:05 - how do children check sources on the internet
• 1:20 - one of the simplest ways is to follow the links back to the source
• 1:34 - when it's a photo, you can do a reverse image search
• 1:50 can do a news search and sort by date to see if the news story is current
• 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
• 3:25 - some create alternate identities or fake accounts
• 4:25 - important to get a sense of how reliable a source is
• 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source

• 5:10 - impact that we don't get our news from a limited number of sources
• 5:45 - some of these sources are from friends on social media, others are algorithmically determined
• 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
• 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
• 7:05 we need to train young people to do this
• 7:30 how should we teach this?
• 7:35 - with the concept approach you don't need to feel like an expert

• 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
• 7:52 - media are constructed;
• 7:55 - they have commercial considerations;
• 7:58 they have social and political implications;
• 8:00 that audiences negotiate meaning;
• 8:05 that each medium has a unique form and the form influences the content
• 8:20 these can be applied to any form of media and adapted to any grade from K-12

• 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
• 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
• 8:50 understand that content now is shareable, that this is the default rather than the exception
• 8:55 - the ways the tools we use influence not just the content but the ways we use them
• 9:05 - this has an impact, an ethical dimension
• 9:10 - these can be applied in any context and to any grade level
• 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
• 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
• 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons

what is this?

When students are shown quick techniques for judging the veracity of a news source, they will use them. Regardless of their existing beliefs, they will distinguish good sources from bad sources.

https://webliteracy.pressbooks.com/

This relates to another article on gender dysphoria in teens.

Among the noteworthy patterns Littman found in the survey data: 21 percent of parents reported their child had one or more friends become transgender-identified at around the same time; 20 percent reported an increase in their child’s social media use around the same time as experiencing gender dysphoria symptoms; and 45 percent reported both.

Is rapid-onset gender dysphoria a response—if only partially—to the identity paralysis borne out of an age of pervasive social media?

never mind that fake news is neither new (forgery, quackery, and conspiracy theorizing are not recent inventions) nor exclusively right-leaning. The new form it has taken in readily sharable social media, however, has made it easy for conventional media to excuse themselves from responsibility for how the election was covered.

"Fake news" was a small factor, compared to mainstream media treating Trump as a legitimate candidate, and sensationalizing hacked emails that contained nothing significant.

Thomas Edison. Love his quotes

Did Media Literacy Backfire?

Media literacy asks people to raise questions and be wary of information that they’re receiving. People are. Unfortunately, that’s exactly why we’re talking past one another.

...

Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information.

The Web has become an insidious propaganda tool. To fight it, digital literacy education must rise beyond technical proficiency to include wisdom.

• Double-check every claim before you share.
• Be wary of casual scrolling.<br> Everything you see affects your attitudes.
• Don't automatically disbelieve the surreal (or unpleasant).
• Do not exaggerate your own claims.
• Be prepared to repeat the truth over and over.
• Curate good resources, and share updates to them.
  • It will reinforce the previous information.
  • it will boost search engine rankings of the collection.

I worry that the industry has no idea how much research already goes on, or how vital it is to fund.

Maybe my fears are unfounded, but the stakes are high. Startups are the very tip of the iceberg, floating by virtue of work that was done by other people long ago. If people forget we need to fund research now, we’re going to feel it decades later and not know why. Imagine where we’d be without the government-funded research of the 60s!

-- Vi Hart

eleVR is a research team that experiments with immersive media, particularly virtual and augmented reality.

They are NOT a startup.

Q&A session with Alan Kay, June 2016.

"The BBC Domesday Project was a pair of interactive videodiscs made by the BBC in London to celebrate the 900th anniversary of the original Domesday Book and published in November 1986. It was one of the major interactive projects of its time, and it was undertaken on a scale not seen since."

"In 1983, a BBC Television producer named Peter Armstrong wondered if it would be possible to harness the Domesday philosophy to modern Britain. With the large user base of microcomputers in British schools (helped by a government subsidy) it was feasible to ask schools around the UK to survey their areas to produce a database of how Britain looked to the British in 1986."

"...the original Domesday book is still readable after (at the time) 925 years while our 15 year old one is not ... unless you have the original computer/videodisc system and it still works of course."

"The first visible manifestation of a reappearance of the BBC Domesday Project was achieved in a project called CAMiLEON, which was a research project that investigated emulation as a digital preservation strategy and was based at the Universities of Michigan and Leeds. [CAMiLEON web site ... with supreme irony this is now only available via the internet archive]"

What could educators do to better prepare students to interact with digital media that leverages tech to go far beyond what paper and pen affords (tools, skills, etc.)?

What Amber explained was exactly what I’d feared: through the Apple Music subscription, which I had, Apple now deletes files from its users’ computers. When I signed up for Apple Music, iTunes evaluated my massive collection of Mp3s and WAV files, scanned Apple’s database for what it considered matches, then removed the original files from my internal hard drive. REMOVED them. Deleted.