Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.
Logogen model
The logogen model of 1969 is a model of speech recognition that uses units called "logogens" to explain how humans comprehend spoken or written words. Logogens are a vast number of specialized recognition units, each able to recognize one specific word. This model provides for the effects of context on word recognition. == Overview == The word logogen can be traced back to the Greek-language word logos, which means "word", and genus, which means "birth". British scientist John Morton's logogen model was designed to explain word recognition using a new type of unit known as a logogen. A critical element of this theory is the involvement of lexicons, or specialized aspects of memory that include semantic and phonemic information about each item that is contained in memory. A given lexicon consists of many smaller, abstract items known as logogens. Logogens contain a variety of properties about given word such as their appearance, sound, and meaning. Logogens do not store words within themselves, but rather they store information that is specifically necessary for retrieval of whatever word is being searched for. A given logogen will become activated by psychological stimuli or contextual information (words) that is consistent with the properties of that specific logogen and when the logogen's activation level rises to or above its threshold level, the pronunciation of the given word is sent to the output system. Certain stimuli can affect the activation levels of more than one word at a time, usually involving words that are similar to one another. When this occurs, whichever of the words' activation levels reaches the threshold level, it is that word that is then sent to the output system with the subject remaining unaware of any partially excited logogens. This assumption was made by Marslen-Wilson and Welch (1978), who added to the model some assumptions of their own in order to account for their experimental results. They also assumed that the analysis of phonetic input can only become available to other parts of the system by process of how the input affects the logogen system. Finally, Marslen-Wilson and Welch assume that the first syllable of a given word will increase the activation level of a given logogen more than those of the latter syllables, which supported the data found at the time. == Analysis == The logogen model can be used to help linguists explain particular occurrences in the human language. The most-helpful application of the model is to show how one accesses words and their meanings in the lexicon. The word-frequency effect is best explained by the logogen model in that words (or logogens) that have a higher frequency (or are more common) have a lower threshold. This means that they require less perceptual power in the brain to be recognized and decoded from the lexicon and are recognized faster than those words that are less common. Also, with high-frequency words, the recovery from lowering the item's threshold is less fulfilled compared to low-frequency words so less sensory information is needed for that particular item's recognition. There are ways to lower thresholds, such as repetition and semantic priming. Also, each time a word is encountered through these methods, the threshold for that word is temporarily lowered partially because of its recovering ability. This model also conveys that specific concrete words are recalled better because they use images and logogens, whereas abstract words are not as easily recalled well because they only use logogens, hence showing the difference in thresholds between these two types of words. At the time of its conception, Morton's logogen model was one of the most influential models in springing up other parallel word access models and served as the essential basis for these subsequent models. Morton's model also strongly influenced other contemporary theories on lexical access. However, despite the advantages that the logogen theory presents, it also displays some negative facets. First and foremost, the logogen model does not explain all occurrences in language, such as the introduction of new words or non-words into a person's lexicon. Also, because of the distinctive model application, it may vary in its effectiveness in different languages. == Criticisms == While this model does a reasonable job of understanding the underlying semantics of many aspects in psycholinguistics, there are some flaws that have been pointed out in the logogen model. It has been argued that the prior stimulus patterns that have been seen in the logogen theory are not centrally localized in the logogen itself but are actually distributed throughout the different pathways over which the stimulus is being processed. What this directs at is that the notion and proliferation of logogens was due to modality. In essence, the logogen is unnecessary in the idea of attaining the title of being a recognition unit because of the variety of pathways that it is open to, not just logogens. Another criticism has been that this model essentially ignores larger and more critical structures in language and phonetics such as the different syntactic rules or grammatical construction that innately exists in language. Since this model overtly limits itself to the scope of lexical access then this model is seen as biased and misunderstood. To many psychologists, the logogen model does not meet the functional or representational adequacy that a theory should include to sufficiently comprehend language. Also, another criticism is that the logogen theory was supposed to predict that stimulus degradation should affect priming and word frequency in humans. However, many psychologists have conducted studies and researched the model to show that only priming and not word frequency is interacted with stimulus degradation. Priming is supposed to deteriorate a stimulus because it postulates that the semantic characteristics of previously known words are fed back into the detector of a person which in turn raises the threshold of related items. In word frequency, stimulus degradation is supposed to occur because it postulates that familiar words have lower thresholds than their low-frequency counterparts. However, in studies, priming is the only structure that does show observable and notable stimulus decadence. Even though the logogen theory has many unfilled holes, Morton was a revolutionary of his field whose speculation and research has opened up a remarkable era of psycholinguistics. == Other models to consider == cohort model – This model was proposed by Marslen-Wilson and was designed specifically to account for auditory word recognition. It works by breaking the word down and states that when a word is heard all words that begin with the first sound of the target word are activated. This set of words is considered the cohort. Once the first cohort has been activated, the other information, or sounds in the word narrow down the choices. The person recognizes the word when you are left with a single choice; this is considered the "recognition point". checking model – This model was developed by Norris in 1986. In this particular model, he took the approach that any word that partially matches the input is analyzed and checked to see if it fits with the context of the situation. interactive-activation model – This model is considered a connectionist model. Proposed by McClelland and Rumelhart in the 1981 to 1982 period, it is based around nodes, which are visual features, and positions of letters within a given word. They also act as word detectors which have inhibitory and excitatory connections between them. This model starts with first letter and suggests that all the words with that first letter are activated at first and then going through the word one can determine what the word is they are looking at. The main principle is that mental phenomena can be described by interconnected networks of simple units. verification model – The model was developed by Curtis Becker in 1970. The main idea is that a small number of candidates that are activated in parallel are subject to a serial-verification process. This model starts the word-recognition process with a basic representation of the stimulus. Then, sensory trace, consisting of line features is used to activate word detectors. When an acceptable number of detectors are activated these are used to generate a search set. These items are drawn from the lexicon on the basis of similarity to the sensory trace, which help with the identity of the stimulus. Then, in a serial process the candidates are compared to the representation of the sensory-trace input. == Related concepts == word frequency – This is the belief that the speed and accuracy with which a word is recognized is related to how frequently the word occurs in our language. Each logogen has a threshold (for identification) and words with higher frequencies have lower thresholds. Words with higher freq
Scan line
A scan line (also scanline) is one line, or row, in a raster scanning pattern, such as a line of video on a cathode-ray tube (CRT) display of a television set or computer monitor. On CRT screens the horizontal scan lines are visually discernible, even when viewed from a distance, as alternating colored lines and black lines, especially when a progressive scan signal with below maximum vertical resolution is displayed. This is sometimes used today as a visual effect in computer graphics. The term is used, by analogy, for a single row of pixels in a raster graphics image. Scan lines are important in representations of image data, because many image file formats have special rules for data at the end of a scan line. For example, there may be a rule that each scan line starts on a particular boundary (such as a byte or word; see for example BMP file format). This means that even otherwise compatible raster data may need to be analyzed at the level of scan lines in order to convert between formats.
Time-compressed speech
Time-compressed speech refers to an audio recording of verbal text in which the text is presented in a much shorter time interval than it would through normally-paced real time speech. The basic purpose is to make recorded speech contain more words in a given time, yet still be understandable. For example: a paragraph that might normally be expected to take 20 seconds to read, might instead be presented in 15 seconds, which would represent a time-compression of 25% (5 seconds out of 20). The term "time-compressed speech" should not be confused with "speech compression", which controls the volume range of a sound, but does not alter its time envelope. == Methods == While some voice talents are capable of speaking at rates significantly in excess of general norms, the term "time-compressed speech" most usually refers to examples in which the time-reduction has been accomplished through some form of electronic processing of the recorded speech. In general, recorded speech can be electronically time-compressed by: increasing its speed (linear compression); removing silences (selective editing); a combination of the two (non-linear compression). The speed of a recording can be increased, which will cause the material to be presented at a faster rate (and hence in a shorter amount of time), but this has the undesirable side-effect of increasing the frequency of the whole passage, raising the pitch of the voices, which can reduce intelligibility. There are normally silences between words and sentences, and even small silences within certain words, both of which can be reduced or removed ("edited-out") which will also reduce the amount of time occupied by the full speech recording. However, this can also have the effect of removing verbal "punctuation" from the speech, causing words and sentences to run together unnaturally, again reducing intelligibility. Vowels are typically held a minimum of 20 milliseconds, over many cycles of the fundamental pitch. DSP systems can detect the beginning and end of each cycle and then skip over some fraction of those cycles, causing the material to be presented at a faster rate, without changing the pitch, maintaining a "normal" tone of voice. The current preferred method of time-compression is called "non-linear compression", which employs a combination of selectively removing silences; speeding up the speech to make the reduced silences sound normally-proportioned to the text; and finally applying various data algorithms to bring the speech back down to the proper pitch. This produces a more acceptable result than either of the two earlier techniques; however, if unrestrained, removing the silences and increasing the speed can make a selection of speech sound more insistent, possibly to the point of unpleasantness. == Applications == === Advertising === Time-compressed speech is frequently used in television and radio advertising. The advantage of time-compressed speech is that the same number of words can be compressed into a smaller amount of time, reducing advertising costs, and/or allowing more information to be included in a given radio or TV advertisement. It is usually most noticeable in the information-dense caveats and disclaimers presented (usually by legal requirement) at the end of commercials—the aural equivalent of the "fine print" in a printed contract. This practice, however, is not new: before electronic methods were developed, spokespeople who could talk extremely quickly and still be understood were widely used as voice talents for radio and TV advertisements, and especially for recording such disclaimers. === Education === Time-compressed speech has educational applications such as increasing the information density of trainings, and as a study aid. A number of studies have demonstrated that the average person is capable of relatively easily comprehending speech delivered at higher-than-normal rates, with the peak occurring at around 25% compression (that is, 25% faster than normal); this facility has been demonstrated in several languages. Conversational speech (in English) takes place at a rate of around 150 wpm (words per minute), but the average person is able to comprehend speech presented at rates of up to 200-250 wpm without undue difficulty. Blind and severely visually impaired subjects scored similar comprehension levels at even higher rates, up to 300-350 wpm. Blind people have been found to use time-compressed speech extensively, for example, when reviewing recorded lectures from high school and college classes, or professional trainings. Comprehension rates in older blind subjects have been found to be as good, or in some cases better than those found in younger sighted subjects. Other studies have determined that the ability to comprehend highly time-compressed speech tends to fall off with increased age, and is also reduced when the language of the time-compressed speech is not the listener's native language. Non-native speakers can, however, improve their comprehension level of time-compressed speech with multiday training. === Voice Mail === Voice mail systems have employed time-compressed speech since as far back as the 1970s. In this application, the technology enables the rapid review of messages in high-traffic systems, by a relatively small number of people. === Streaming Multimedia === Time-compressed speech has been explored as one of a variety of interrelated factors which may be manipulated to increase the efficiency of streaming multimedia presentations, by significantly reducing the latency times involved in the transfer of large digitally encoded media files.
KoalaPad
The KoalaPad is a graphics tablet, released in 1983 by US company Koala Technologies Corporation, for the Apple II, TRS-80 Color Computer (as the TRS-80 Touch Pad), Atari 8-bit computers, Commodore 64, and IBM PC compatibles. Originally designed by Dr. David Thornburg as a low-cost computer drawing tool for schools, the Koala Pad and the bundled drawing program, KoalaPainter, was popular with home users as well. KoalaPainter was called KoalaPaint in some versions for the Apple II, and PC Design for the IBM PC. A program called Graphics Exhibitor was included for creating slideshow presentations from KoalaPainter drawings. == Description == The pad was four inches square (i.e. roughly 10×10 cm) and mounted on a slightly inclined base with the back of the pad higher than the front. At the top, "behind" the pad, were two buttons. The pad hooked into the computer using the analog signals of the joystick ports (the so-called paddle inputs), which meant that it had a low resolution and tended to jostle the cursor if moved during use. As an alternative to the drawing stylus, the pad could as easily be operated by the user's fingers for tasks that demanded less precision, such as selecting between menu items (thus using the pad as a kind of "indirect touch screen"). The top-mounted buttons tended to be somewhat frustrating to use, as the user had to "reach around" the stylus to push the buttons in order to start or stop drawing. A similar tablet from Atari, the Atari CX77 Touch Tablet, addressed this with a built-in button on the stylus, which some enterprising users adapted for use with their KoalaPad. == KoalaPainter == The pad shipped with a simple bitmap graphics editor developed by Audio Light called KoalaPainter, PC Design or Micro Illustrator depending on the target machine (see release history). Although bundled with the pad, KoalaPainter could also be operated using an ordinary digital joystick. One unique feature of the program, for its time, was that it held two pictures in the computer's memory, allowing the user to flip from one to the other—a function commonly used in order to study the differences between an original and a modified picture, and to copy and paste between two different pictures. Some third-party bitmap editors could also be used with the KoalaPad, such as Broderbund's Dazzle Draw for the Apple II. === Release history === KoalaPainter for Commodore 64 (1983) and Atari 8-bit computers (1983) PC Design for the IBM PC (1983) Micro Illustrator for the Apple II (1983), Atari 8-bit computers (1983) and Commodore Plus/4 (1984) KoalaPainter II for Commodore 64 (1984) === Reception === Ahoy! called KoalaPainter "a very powerful and effective color drawing package", and concluded that it and the KoalaPad were "excellent in ease of use, a fine choice for a beginner as well as young children". BYTE's reviewer stated in December 1984 that he made far fewer errors when using an Apple Mouse with MousePaint than with a KoalaPad and its software. He found that MousePaint was easier to use and more efficient, predicting that the mouse would receive more software support than the pad. Cassie Stahl in InfoWorld's Essential Guide to Atari Computers praised the tablet and its documentation, rating it "Excellent" among all categories and stating that "Playing with the KoalaPad becomes addictive. It does everything it claims to, and it does it well". She also liked Micro Illustrator, rating it "Excellent" except for "Good" for Performance. While criticizing the limited erase function, Stahl reported an undocumented feature enabling exporting pictures to other software. === File format === The Commodore 64 version of KoalaPainter used a fairly simple file format corresponding directly to the way bitmapped graphics are handled on the computer: A two-byte load address, followed immediately by 8,000 bytes of raw bitmap data, 1,000 bytes of raw "Video Matrix" data, 1,000 bytes of raw "Color RAM" data, and a one-byte Background Color field. == KoalaWare == Koala Technologies offered more software beyond the bundled KoalaPainter and Graphics Exhibitor for use with the pad. Among these applications, marketed under the moniker KoalaWare (like KoalaPainter itself), was educational software for use with customized keypads and overlays, such as spelling tools, music programs, and mathematics instruction software, as well as software for "translating" graphical designs into Logo programs.
Drop shadow
In graphic design and computer graphics, a drop shadow is a visual effect consisting of a drawing element which looks like the shadow of an object, giving the impression that the object is raised above the objects behind it. The drop shadow is often used for elements of a graphical user interface such as windows or menus, and for simple text. The text label for icons on desktops in many desktop environments has a drop shadow, as this effect effectively distinguishes the text from any colored background it may be in front of. A simple way of drawing a drop shadow of a rectangular object is to draw a gray or black area underneath and offset from the object. In general, a drop shadow is a copy in black or gray of the object, drawn in a slightly different position. Realism may be increased by: Darkening the colors of the pixels where the shadow casts instead of making them gray. This can be done with alpha blending the shadow with the area it is cast on. Softening the edges of the shadow. This can be done by adding Gaussian blur to the shadow's alpha channel before blending. Inset drop shadows are a type which draws the shadows inside the element. This allows the interface element to appear as if it is sunken into the interface. == Photo editing == In photo editing or photography post-production, a drop shadow may be added right beneath a model or product in the image. It is used to create contrast between the background and the subject. To add a drop shadow, retouchers use graphic editing tools like Adobe Photoshop. Drop shadows are often used as a visual effect in e-commerce. This is done to improve the presentation of product images and create depth in the image. == Use == Generally, window managers which are capable of compositing allow drop shadow effects, whereas incapable window managers do not. In some operating systems like macOS, drop shadow is used to differentiate between active and inactive windows. Websites are able to use drop shadow effects through the CSS properties box-shadow, text-shadow, and drop-shadow() filter function in filter. The first two are used for elements and text respectively, while the filter applies to the element's content, letting it support oddly shaped elements or transparent images.
List of 3D rendering software
3D rendering software products are the dedicated engines used for rendering computer-generated imagery. This is not the same as 3D modeling software, which involves the creation of 3D models, for which the software listed below can produce realistically rendered visualisations.General-purpose packages which can have their own built-in rendering capabilities are not listed here; these can be found in the list of 3D computer graphics software and list of 3D animation software. See 3D computer graphics software for more discussion about the distinctions.