Media literacy for the information professional

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Media literacy for the information professional

A three day workshop at the Summer School Hochschule der Medien in Stuttgart. May, 2010.

Barbara Devilee, Esther Hammelburg

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  • 9.30Welcome Short theoretical intoduction in teaching methods 10.00Assignment 3 in expert groups: Elevator Pitch for your workshop 11.00Elevator pitches and feedback 11.15Coffee break 11.30Assignment 4 in expert groups: Design of your workshop 13.00Lunch Break 14.00Continue to work on assignment 4 in expert groups 15.00Expert Group presentations and discussion 16.15Plenary: looking back and looking forward 16.30EndDrinks
  • 9.30Welcome Short theoretical intoduction in teaching methods 10.00Assignment 3 in expert groups: Elevator Pitch for your workshop 11.00Elevator pitches and feedback 11.15Coffee break 11.30Assignment 4 in expert groups: Design of your workshop 13.00Lunch Break 14.00Continue to work on assignment 4 in expert groups 15.00Expert Group presentations and discussion 16.15Plenary: looking back and looking forward 16.30EndDrinks

Transcript

  • 1. Good morning! Media Literacy for the Information Professional Day one Monday May 3 2010
  • 2. Summer School Seminar Media Literacy for theInformation Professional Seminar Goals, Learning Objectives and Products
  • 3. Seminar GoalAt the end of the seminar you have designed amedia literacy workshop within your experttheme.
  • 4. Who are you?What are your learning needs?
  • 5. Learning ObjectivesYou can explain the concept of media literacy.You can differentiate between various media literacies.You can apply various teaching methods.You can explain the importance of media literacy.You can convince contractors of the importance of your own workshop.You can formulate learning objectives.You can choose the suitable teaching method for the learning objectives of your workshop.You can test the formulated learning objectives with the right tools.You can design a workshop in which you teach relevant knowledge, skills and attitudes on media literacy.
  • 6. Day by DayMonday May 3rd: focus on Media LiteracyTuesday May 4th: focus on Teaching MethodsWednesday May 5th: demonstrations of the designed workshops
  • 7. The program for today9.30 Getting to know each other and Seminar Goals11.15 Coffee Break11.30 Media Literacy12.00 Assignment: target group and learning needs13.00 – 14.00 Lunch14.00 Assignment prepare expert group presentation15.00 Expert group presentations16.15 Looking Back and Looking Forward16.30 End
  • 8. Getting to know each otherAnswer the following questions on paper (a3)• What is your name?• Where are you from?• Where do your work or study?• What expert group are you in?• What do you wish to learn during this seminar?• How do you wish to to apply the things you learn in this seminar?• What are your learning needs?Write down the title of your favourite book/film/website/game (with a short explanation)
  • 9. Quiz TimeSelf test: write down the questions (numbers) and answers (letters) on a piece of paper. We will look into the answers right after the quiz.
  • 10. 1.Potters book takes a _________________ approach tomedia literacy.A PersonalB PositiveC NegativeD Cultural
  • 11. 2. Personal locus is a building block of media literacy. Yourpersonal locus is composed of ___________________ and___________________.A Access and controlB Goals and accessC Access and drivesD Goals and drives
  • 12. 3. _________________________ is/are organized informationin a persons memory.A Knowledge structuresB Personal locusC Media literacyD Literacy skills
  • 13. 4. Factual information consists of information that isA Contextual and confirmed.B Delivered via media.C Accepted beliefs that cannot be verified.D Raw, unprocessed, and context free.
  • 14. 5. If I take existing elements and construct a new structure, Iam using my ______________ skill.A AnalysisB EvaluationC GroupingD Synthesis
  • 15. 6. When we move into the intensive development stage ofmedia literacy, we become able toA Recognize our decisions affect society.B Make comparisons among different messages.C Seek out different forms of narrative.D Develop detailed information on particular topics.
  • 16. 7. From a media literacy perspective, "programming" is theprocess ofA Deciding what we want to consume.B Coding our mind to make more informed choices.C Developing an appetite for wider variety.D Creating a television network line-up.
  • 17. Answers
  • 18. 1.Potters book takes a _________________ approach tomedia literacy.A PersonalB PositiveC NegativeD Cultural
  • 19. 2. Personal locus is a building block of media literacy. Yourpersonal locus is composed of ___________________ and___________________.A Access and controlB Goals and accessC Access and drivesD Goals and drives
  • 20. 3. _________________________ is/are organized informationin a persons memory.A Knowledge structuresB Personal locusC Media literacyD Literacy skills
  • 21. 4. Factual information consists of information that isA Contextual and confirmed.B Delivered via media.C Accepted beliefs that cannot be verified.D Raw, unprocessed, and context free.
  • 22. 5. If I take existing elements and construct a new structure, Iam using my ______________ skill.A AnalysisB EvaluationC GroupingD Synthesis
  • 23. 6. When we move into the intensive development stage ofmedia literacy, we become able toA Recognize our decisions affect society.B Make comparisons among different messages.C Seek out different forms of narrative.D Develop detailed information on particular topics.
  • 24. 7. From a media literacy perspective, "programming" is theprocess ofA Deciding what we want to consume.B Coding our mind to make more informed choices.C Developing an appetite wider variety.D Creating a television network line-up.
  • 25. Extra questions
  • 26. A. Social information consists of information that isA Accepted beliefs that cannot be verified.B Contextual and confirmed.C Raw, unprocessed, and context free.D Delivered via media.
  • 27. B. Which of the following skills allows you to determine ifthere is a pattern and then make a generalization based onthat pattern?A DeductionB SynthesisC EvaluationD Induction
  • 28. C. Which of the following is NOT one of the dimensions ofmedia literacy?A MoralB CriticalC EmotionalD Cognitive
  • 29. D. When you are able to recognize that the way a productlooks in an advertisement isnt as it will be in reality, you arein the __________________ stage of media literacydevelopment.A Narrative acquisitionB Critical appreciationC Intensive developmentD Developing skepticism
  • 30. A. Social information consists of information that isA Accepted beliefs that cannot be verified.B Contextual and confirmed.C Raw, unprocessed, and context free.D Delivered via media.
  • 31. B. Which of the following skills allows you to determine ifthere is a pattern and then make a generalization based onthat pattern?A DeductionB SynthesisC EvaluationD Induction
  • 32. C. Which of the following is NOT one of the dimensions ofmedia literacy?A MoralB CriticalC EmotionalD Cognitive
  • 33. D. When you are able to recognize that the way a productlooks in an advertisement isnt as it will be in reality, you arein the __________________ stage of media literacydevelopment.A Narrative acquisitionB Critical appreciationC Intensive developmentD Developing skepticism
  • 34. Assignment 1Who is your target group?What are their learning needs?• Exchange the answers to the reading questions of the expert readings.• Decide on target group for your workshop.• What are their learning needs?• Write down 3 learning needs on 3 different post its (individually)• Exchange within your expert group• Use the seven skills Potter has formulated as a guide and make your learning needs more specifically targeted to your target group and make them more concrete.• Visualize your target group and their learning needs in a collage using the magazines and postcards we provided.
  • 35. The seven skills of Media Literacy (according to J.W. Potter)Analysis breaking down a message into meaningful elementsEvaluation judging the value of an element; the judgment is made by comparing a message element to some standardGrouping determining which elements are alike in some way; determining how a group of elements is different from another group of elementsInduction inferring a pattern across a small set of elements, the generalizing the pattern to all elements in the setDeduction using general principles to explain particularsSynthesis assembling elements into a new structureAbstracting creating a brief, clear, and accurate description capturing the essence of a message in a smaller number of words than the message itself
  • 36. Assignment 2Expert group presentationIn your expert group prepare a short presentation (appr. 5 mins) about:• The expert readings (use the reading questions as a guide)• The two best and the two worst practices (and explanation)• Your target group (visualized and in words)• The skills you find important to work at during the workshop you are going to designAudience:• Write down at least one question and one suggestion for every other group.• Write down the feedback on the other groups on the feedback form.• Write down the feedback other groups get that is useful to you.
  • 37. Plenary EvaluationWhat did you learn from the presentations from the other expert groups, you can use for your own workshop?Do you have any questions about the feedback you got?Do you have any questions about the goals and end products of the seminar?Write down 5 keywords about this day of the seminarUse the readings and material from the other students (on Moodle) to design your workshop
  • 38. The Program for TomorrowTeaching MethodsAssignment: Elevator Pitch11.15 Coffee BreakAssignment: Design Workshop13.00 – 14.00 LunchAssignment: Design WorkshopLooking Back and Looking Forward16.30 End of Workshop: Drinks