Weighting table

Each task contributes to the calculation of the final grade according to the following proportional weightings.

Task Weighting
Task 1: Analyse a press release from a critical media literacy perspective 15%
Task 2: Investigate how the medium and publisher of a topical news item influences the message 15%
Task 3: Apply web-literacy skills for online fact-checking 15%
Task 4: Use multimodal communication to express outputs of learning effectively in a digital online environment 40%
Task 5: Assess your learning as a reflective digital online learner 15%
Total 100%

Download print version of Assessment and rubrics for LiDA104 (pdf)

Task 1: Analyse a press release from a critical media literacy perspective

Weighting: 15%

Criterion Achieved
10 – 9
Achieved
8-7
Achieved
6-5
Not achieved
4-0
Prepare a report analysing a press release from a critical media literacy perspective. The applicant produces a thorough analysis demonstrating that they have not read the press release at face value but can objectively justify, with examples, how the genre, authorship, intended purpose and points of view or values can influence the message.

An exceptional report will identify values, perspectives or points of view that are missing in the message as verified by 3rd party evidence (i.e. consulting alternate but credible sources).

The report references a minimum of 3 credible sources using the APA style to support assertions.

In addition to the requirements for 6-5, the applicant must:

  • reference at least two creative techniques used to gain the reader’s attention
  • provide examples of how two different audiences may interpret the message.
The applicant must provide a hyperlink to the press release. The applicant provides an holistic definition of media literacy derived from the literature (appropriately referenced) that covers a minimum of three (3) relevant literacies and identifies a relevant connection to what media literacy means for their learning in a digital age (approximately 150 words).

The report (approximately 400 words) provides examples of how: the authorship, and the purpose of the press release, have influenced the message.

The applicant provides a concluding statement with a valid evaluation of the press release based on the evidence presented.

The applicant has not used a press release used by journalists for preparing the report (for example based the report on a published news article in the mainstream media or a post in the blog sphere.) The report does not meet the minimum task specification requirements for 6-5.

Task 2: Investigate how the medium and publisher of a topical news item influences the message

Weighting: 15%

Criterion Achieved
10 – 9
Achieved
8-7
Achieved
6-5
Not achieved
4-0
Prepare a report contrasting and comparing a topical news item published through different mediums The applicant provides an exemplary, thorough and objective analysis including supporting evidence (and references) from investigating laterally beyond the primary news items selected for the analysis.

In addition, the applicant has investigated social media coverage of the news item noting trends and themes to inform the applicants evaluation of how the medium or publisher has has influenced the message (or not influenced the message in the selected example.).

The applicant has demonstrated an exceptional standard of critical media literacy.

The applicant must list and reference a minimum of four (4) different sources published through a minimum of three (3) different mainstream mediums. In addition to the requirements for 6-5, the report must:

  • Identify themes which appear consistently across the reports providing reasons why this is the case.
  • Provide reasons for any differences in the reporting angle.
The applicant submits a report (approximately 450 words) documenting the findings of an analysis of a topical news item published through different mediums. The report must:

  • List and reference a minimum of three (3) different sources.
  • Include sources from a minimum of two (2) different mainstream mediums (eg broadcast television or radio news, hard copy newspaper, online news report etc.)
  • Provide evidence of a comparison of the reporting from different sources providing examples of the similarities and/or differences in the reports
  • Provide an evaluation statement of how the medium or publisher has influenced the message (or not influenced the message in the selected example.)
The applicant does not produce a report that meets the minimum specified task requirements for 6-5.

Task 3: Apply web-literacy skills for online fact-checking

Weighting: 15%

Criterion Achieved
10 – 9
Achieved
8-7
Achieved
6-5
Not achieved
4-0
Prepare a report documenting evidence of applying strategies for online fact-checking. The applicant provides a thorough analysis of a suitable artefact for fact-checking and can clearly demonstrate competence in a wide range of web-literacy skills for online fact-checking.

An exceptional report is demonstrated by disproving a plausible “fact” with compelling and original evidence not previously reported on any mainstream fact-checking site.

The applicant must provide reasonable evidence to confirm that their discovery has not previously been reported, for example, sharing outputs from search results from a minimum of two (2) fact checking sites.

The applicant must document evidence of fact-checking for a minimum of three (3) strategies.

In addition to the requirements for 6-5, the applicant must provide a statement on how their choice of artefact for fact-checking impacted on their findings for this task.

The applicant demonstrates online search skills and discernment in sourcing an online artefact suitable for fact-checking (e.g. a plausible “fact” that warrants further investigation to prove its validity) and describes their search strategies and reasons for the selection (maximum 150 words).

The applicant must document their findings from fact-checking (approximately 450 words) providing evidence for a minimum of two (2) strategies, for example previous work, going upstream, reading laterally to express a value judgement on the validity of the “fact”.

The report must include hyperlinks to relevant sources providing online evidence of what your found.

The applicant does not produce a report that meets the minimum specified task requirements for 6-5.

Task 4: Use multimodal communication to express outputs of learning effectively in a digital online environment

Weighting: 40%

Criterion Achieved
10 – 9
Achieved
8-7
Achieved
6-5
Not achieved
4-0
Produce a multimodal video presentation to demonstrate proficiency to remix, create and distribute digital media online. In addition to the requirements for 8-7, the applicant has produced an exceptional multimodal presentation that:

  • Is original and compelling to view.
  • Effectively utilises the strengths of the medium.
  • Provides a link to the transcript for the audio track in the description or alternatively embedded as closed captions.
In addition to the requirements for 6-5, the applicant’s multimodal video must:

  • Be less than 4 minutes
  • Demonstrate best practice for attribution of creative works legally reused and remixed within the video.
  • Convey a logical structure, for e.g. introduction, body and conclusion.
  • Illustrate acceptable presentation standards regarding legible text, layout composition and clear audio commensurate with an amateur video production using non-professional equipment.
The applicant must must upload a self-generated multimedia presentation saved and uploaded as a video file on a publicly accessible site (for example, Youtube, Vimeo, file hosting site etc.) on any topic that expresses the outputs of their learning or a resource to support learners studying a topic of their choice.

The compiled video presentation:

  • Minimally exceeded the specified time, i.e. the video is longer than 4 minutes
  • Incorporate a self-recorded audio track plus a minimum of two (2) additional modalities (for example text, static images, animations, or video inserts).
  • Adheres to copyright requirements, i.e. no unauthorised audio, images or text not covered by copyright exemptions or open licenses can be included in the video. (Please note that many online hosting sites have automated algorithms to detect unauthorised use of copyrighted media.)
The applicant does not provide a valid url link to the video presentation or the applicant does not produce a multimodal video presentation that meets the minimum specified task requirements for 6-5. Blatant breach of copyright and / or plagiarism is detected in the video.

Task 5: Assess your learning as a reflective digital online learner

Weighting: 15%

Criterion Achieved
10 – 9
Achieved
8-7
Achieved
6-5
Not achieved
4-0

Evaluate your learning as a reflective practitioner

In addition to the requirements for 8-7, the reflection submitted is exemplary, and incorporates planning for how the current learning experience will inform learning in the future.

The applicant clearly identifies what they have learned and how they have learned it with clear examples to illustrate connections between prior experience and new learning. The reflection is structured under relevant subheadings.

The applicant provides a short reflection illustrating examples of what they learned about digital literacies for online learning. The reflection provides adequate evidence of personal learning, that is, learning acquired through participation in this Edubit but does not establish appropriate connections between experience (what the learner already knew) and new learning and/or reflect on how new knowledge or competencies were acquired. The reflection is not structured under appropriate subheadings.

The applicant is unable to provide evidence of learning using reflective learning techniques. There is no connection between experience and new learning or the reflection does not relate to digital literacies for online learning.