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There are many learning theories. Many of them closely relate to many of the concepts of MIL in all 14 modules of this MIL curriculum. In the end, knowledge of these will enhance how people learn about MIL and apply MIL to social life in general. (See: Teacherofsci, (A Complete Summary.)

• Here are some examples of learning theories
  • Piaget’s Theory of Cognitive Development
  • Vygotsky’s Theory of Learning
  • Social Learning Theory
  • Cognitive learning theory
  • Bruner’s Spiral Curriculum
  • Behaviourism learning theory
  • Constructivism learning theory
  • Humanism learning theory
  • Connectivism learning theory
• Consider learning the theories above. Educators or learners are put into groups. Each group should prepare basic 5-minute self-created video (maybe with a mobile phone or computer software). Present the videos and proceed to guided discussion. Educators and learners should answer the following questions (other questions could be added). What are the main components of the theory? What are its focus and strengths? How does it differ or relate to at least one other theory? What are its weaknesses? Can educators or learners give at least one real-life example where they have seen this theory add value to their educating or learning process? What might be missing for the theory or model? How do you think MIL can help? Are there other theories of interest?
• “While social platforms, such as Twitter, may be seen as relatively new actors, social learning is not. Social learning theories date back many decades, long before the Internet was conceived. New technologies, new flow of information, and the proliferation of media can sometimes be viewed through a negative lens. MIL enables people to benefit from the opportunities while self-protecting from the risks. MIL supports people in their quest for better social learning and lifelong learning. It seems intuitive that social learning can be renewed and conducted through social media. If noted educational innovators such as Burrhus Frederic Skinner, Clark Lewis Hull, Neil Miller, and John Dollard were alive today, they might have promoted the merits of research through social media. Certainly, Albert Bandura would agree that educators and other social actors have unique opportunities to enrich people’s learning and engagement through social media.” Discuss this statement taken from the Teaching and Learning with Twitter: Media and Information Literacy, Digital Classroom resource developed in cooperation with UNESCO. Formulate and answer various questions to assess the usefulness of this tool. Do you as educators or learners use Twitter for teaching and learning within and outside formal learning spaces?
• Study and test the various activities for educating and learning suggested in the Teaching and Learning with Twitter: Media and Information Literacy. This includes a guide for educators and learners to document their experiences and share them through different hashtags and on different social media platforms online. Could you do the same for other educators’ and learners’ guidelines and tools provided by other social media platforms or digital communication companies? Are MIL related competencies mainstreamed in these resources? What improvements could be added?
• Connect media and information literacy to Bloom’s Domains of Learning:
  • Task definition
  • Information search
  • Location and access
  • Analysis of messages and information
  • Assessment of context for messages and information
  • Use of information
  • Synthesis
  • Evaluation
• Identify the ways in which learners can develop and demonstrate the related skills, within your learning space. Describe specific pedagogical strategies or activities that make this possible.
• Develop a lesson plan or outline for a curriculum unit that incorporates these strategies and activities. Consider developing a stand-alone lesson/outline in MIL, or a lesson/ outline that integrates MIL into an existing course. Identify the key considerations/ accommodations that educators need to make in order for learners to successfully demonstrate these skills.
• Considering the communication and information theories/models outlined in the previous unit, explain and justify the roles that the media, libraries, archives and other content providers will play in your lesson/unit outline. What role(s) will you assume as an educator? What role(s) will be available to learners? How will these roles enhance the learning process?
• In order for trainees to experience success as learners, knowledge of metacognition and metacognitive strategies is important. Metacognition can be defined as ‘cognition about cognition’, or ‘knowing about knowing’. It can take many forms and includes knowledge about when and how to use particular strategies for learning or for problem-solving. In practice, these capacities are used to regulate one’s own cognition, to maximize one’s potential to think and learn, and to evaluate proper ethical/moral rules.
• Examine the list of skills for MIL that appears above. For each MIL skill, list and describe a metacognitive strategy that learners could use to support their learning experience. For example, task definition could be supported by the use of a concept map, while analysis of messages and information could be supported by a diagram that labels various parts of an information text, accompanied by critical questions.
• Select several activities from a module of your choice. Identify the skills that learners require to complete each activity. What role can metacognition play in the transfer of learning from this activity to learners’ involvement with the information providers such as libraries, archives, museums, media, digital communications companies and tools outside of formal learning spaces?
• Refer to Module 1, Unit 5 on pedagogical strategies for the teaching of MIL. In the context of your own curriculum, select a specific strategy and adapt or develop it for learners. How does this approach integrate communication and information theories and learning theories and MIL into the learning experience? How does this strategy link to your specific curriculum expectations? How will educators and learners know if they have been successful? (i.e. where does this strategy fit in, terms of a programme for assessment and evaluation?)
• Consider the role of libraries, archives, and museums in developing MIL skills. Design an activity that illustrates how a specific pedagogical strategy could be used in one of these environments. Consider the unique features that are part of these environments and that can influence the teaching and learning experience in a positive way
• Based on activities from one of the modules in this curriculum, or from your own work, explain the ways in which a MIL curriculum provides opportunities for differentiated instruction and learning (i.e. kinaesthetic learning, visual learning, auditory learning, deep reading, social learning, etc.)