17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills
-
Danilo Madayag Baylen
Baylen, Danilo Madayag Professor of Instructional Technology, Media, and Design, Department of Educational Technology and Foundations, College of Education at the University of West Georgia, US. Danilo holds degrees in Instructional Technology, Elementary Education, Library and Information Studies, and Counselling. He teaches courses on technology integration practices in K-12 and higher education contexts, visual and media literacy, and learning design. His research interests include digital media tools and resources, online learning and teaching strategies, and instructional design in international contexts. In addition, he studies the visual representation of identity, relationships, and culture in Asian children’s literature.
Before his faculty position, Danilo worked as an instructional designer, IT services director, and faculty developer in higher education institutions. He publishes extensively, serves on book selection award committees and has participated in various international, national, and state organizations, including leadership roles as the President of the Georgia Association of Instructional Technology, Executive Secretary to the Board, and International Division President of the Association for Educational Communications and Technology, and Vice President and Board Member of the International Visual Literacy Association. In 2023, he was named a Fulbright US Scholar to the Philippines. He received recognition as one of the 2024 Centennial Scholars by the Graduate School and the 2025 Outstanding Alumni for Library and Information Studies by the College of Communication and Information Sciences of the University of Alabama.
Email:
dbaylen@westga.edu Thompson, Jessica Lecturer, Department of Educational Technology and Foundations, University of West Georgia, Carrollton, GA, US, and Program Coordinator for the School Library Media programmes. Jessica has worked in education for more than twenty years and developed a love of learning and sharing knowledge with her students. She is interested in all things school libraryrelated, especially topics relating to collection development and promoting a love of reading. Jessica has presented at various conferences on issues such as students’ intellectual freedom rights, STEM in the library, and using AI. She is a member of the American Library Association, the American Association of School Librarians (AASL), the Virginia Association of School Librarians (VAASL), and the Georgia Library Media Association. She has served her profession in various ways such as chairing the awards and scholarships committee for VAASL, serving on several different AASL committees, and judging for the Independent Book Publishers awards. Jessica has published in professional literature and holds BA and MA degrees in education from Ashford University, an MS in elementary education and school library media from Old Dominion University Norfolk, VI, US and an EdD in curriculum and instruction from Liberty University, Lynchburg, VA, US.
Email:
jessicat@westga.edu
Abstract
A meme is a form of viral cultural transmission and one of the strategies for communicating messages in digital spaces. Memes help get a point across quickly and succinctly, encourage politically motivated actions, provide humor, and can even make someone call their mother. They take many forms for political, cultural, and social-emotional purposes. Memes are primarily transmitted through social media and can be seen by millions all day every day. However, many recipients of memes need training in their use since reading them involves various levels of literacies including visual, media, digital, and information. This chapter discusses categories of memes, the skills required for reading and understanding them, and their applications in educational settings.
Abstract
A meme is a form of viral cultural transmission and one of the strategies for communicating messages in digital spaces. Memes help get a point across quickly and succinctly, encourage politically motivated actions, provide humor, and can even make someone call their mother. They take many forms for political, cultural, and social-emotional purposes. Memes are primarily transmitted through social media and can be seen by millions all day every day. However, many recipients of memes need training in their use since reading them involves various levels of literacies including visual, media, digital, and information. This chapter discusses categories of memes, the skills required for reading and understanding them, and their applications in educational settings.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
-
Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
-
Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
-
Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
-
Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
-
Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
-
Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
