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  • 1. Melda N. Yildiz [email_address] Digital Storytelling Across Cultures and Throughout History: From Awareness to Action in Teacher Education
  • 2. Everybody has a story to tell http://mnyildiz.googlepages.com/digitalstorytelling
  • 3.  
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  • 8.  
  • 9.
    • This engraved depiction of New Jersey women voting around 1800 was created by noted illustrator Howard Pyle in 1880 to make women aware of the earlier voting rights they had lost.
  • 10.  
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  • 13. The trouble…is that we have taken our democracy for granted; we have thought and acted as if our forefathers had founded it once and for all. We have forgotten that it has to be enacted anew in every generation. John Dewey
  • 14. Yeh- Shen: A Cinderella Story From China
  • 15. Circle of Life
  • 16. Mickey Mouse Monopoly
    • http://www.mediaed.org/videos/CommercialismPoliticsAndMedia/MickeyMouseMonopoly
  • 17. Low Self-Esteem
    • “ 92% of girls want to change at least one aspect of their appearance.Dove believes all girls deserve to see how beautiful they really are and is committed to raising self-esteem in girls everywhere. That's why we created the Dove Self-Esteem Fund.”
    • (www.campaignforrealbeauty.com)
  • 18. http://www.thriveoncreative.com/clients/seejane.org/pdfs/where.the.girls.arent.pdf#search='findings%20of%20the%20study%2C%20Where%20the%20Girls%20Aren%27t ‘
    • The study examined 101 animated and live-action films made from 1990 to 2004. It found only 28 per cent of speaking characters were female and, in crowd scenes, only 17 per cent were female.
    • Among the films studied were Finding Nemo, The Lion King, Monsters, Inc., Chicken Run, The Princess Diaries, Babe, The Santa Clause 2 and Toy Story .
  • 19. Findings of the study, Where the Girls Aren't
    • Children's films devalue women by making most characters male, says Geena Davis
    • http://enjoyment.independent.co.uk/film/news/article345283.ece
  • 20.
    •   Half the Population, a Fifth of the News     By Sanjay Suri     Inter Press Service
    •      Wednesday 15 February 2006
    •      London - More and more women are now reporting the news, but still only about a fifth of the subjects are women, a new survey shows.
    •      "What we see in news subjects is that whilst women make up 52 percent of the world's population, they make up only 21 percent of news subjects," Anna Turley from the World Association for Christian Communication (WACC) told IPS. WACC is a non-governmental organisation that promotes communication for social change.
    • http://www.truthout.org/issues_06/021506WA.shtml
  • 21.  
  • 22.  
  • 23. http://www.snopes.com/inboxer/petition/drunk.asp
  • 24.  
  • 25.
    • "Somebody Should Have Taught Him"
    • I went to a birthday party mom I remembered what you said. You told me not to drink at all mom So I drank soda instead.
    • I felt proud inside mom, Just the way you said I would, that I didn't choose to drink and drive mom Though some friends said I should.
    • I knew I made the right choice mom Because your advice to me was right And as the party finally ended mom The kids drove out of sight.
    • I got into my car mom Sure to get home in one piece, never knowing what was coming mom Something I expected least.
    • Now I'm lying on the pavement, mom I can hear the policeman say, "The kid that caused this wreck was drunk," mom His voice seems far away.
    • My own blood is all around me, mom as I try hard not to cry. I can hear the paramedic say, mom "This girl is going to die."
    • I'm sure the guy had no idea, mom while he was flying high, because he chose to drink and drive mom that I would have to die.
    • So why do people do it, mom knowing that it ruins lives? But now the pain is cutting me now mom like a hundred stabbing knives.
    • Tell my sister not to be afraid, mom Tell daddy to be brave, and when I go to heaven mom Write "Daddy's Girl" on my grave.
    • Someone should have taught him mom that it's wrong to drink and drive. Maybe if his mom and dad had, mom I'd still be alive.
    • My breath is getting shorter, mom I'm getting really scared. These are my final moments, mom and I'm so unprepared.
    • I wish that you could hold me Mom, as I lie here and die. I wish that I could say Mom I love you and good-bye
  • 26.
    • Watch Full Circle
    • http://homepage.mac.com/hbarrett/eportfolios/iMovieTheater63.html
    • View the clips provided on the links and write what do they sell? who is the target audience?
    • Truth About http://youtube.com/watch?v=ShDoxve85jI
    • I am Canadian: http:// youtube.com/watch?v =E4Nw3qlXOJo
  • 27.
    • Shakira AD http:// www.youtube.com/watch?v =HqK7fOA56bc&search=pepsi%20shakira
    • watch and identify and respond
    • what they sell?
    • a) Pepsi b) God c) Beauty d) Youth e) all
    • who is their target audience?
    • a) you b) hispanic c) global d) young people
  • 28.  
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  • 31.  
  • 32. http://www.pbs.org/race/000_General/000_00-Home.htm
  • 33.  
  • 34.  
  • 35. As we enter the twenty first century, it is essential that the schools be places that help students better understand the complex, symbol-rich culture in which they live in. A new vision of literacy is essential if educators are serious about the broad goals of education: preparing students to function as informed and effective citizens in a democratic society; preparing students to realize personal fulfillment; and preparing students to function effectively in a rapidly changing world that demands new, multiple literacies . Renee Hobbs, 1997
  • 36.
    • It is no longer enough to simply read and write. Students must also become literate in the understanding of visual images. Our children must learn how to spot a stereotype , isolate a social cliché and distinguish facts from propaganda , analysis from banter, important news from coverage.
    • Ernest Boyer
  • 37.
    • Media Education is both essential to the exercising of our democratic rights and a necessary safeguard against the worst excesses of media manipulation for political purposes.
    • Len Masterman
  • 38.
    • The aim is to develop an awareness about print and the newer technologies of communications so that we can orchestrate them, …. And get the best out of each in the educational process.
    • Without understanding of media languages and grammars , we cannot hope to achieve a contemporary awareness of the world in which we live.
    • Marshall McLuhan
  • 39. "I learned how to deconstruct commercials, how to use the camera equipment, and how to create a public service announcement. Most importantly, I experienced that every message can be interpreted differently. Depending on the era, personal experience, each sign makes different meaning to different people. Prior to taking this course, I simply watched a commercial at face value. I never really looked at the details or asked myself what target audience the advertising company was aiming for. Since class, I have been a commercial-analyzing junkie. I look at the color scheme, the logo, the endorser (if there is one), choice of music, and the intended target audience.”
  • 40. “ I am happy to have met you, because you have given me much more to think about than just the content of this class. … More than learning video production, this course gave me the chance to reflect on my own viewing habits and I learned something about myself.”
  • 41.
    • A democratic civilization will save itself only if it makes the language of the image into a stimulus for critical reflection , not an invitation to hypnosis.
    • Umberto Eco (l979)
  • 42. Teacher’s Role
    • Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.
    • Paulo Freire
  • 43.
    • What do they have in common?
  • 44.  
  • 45.
    • They are Arab-Americans
    • http://www.aaiusa.org/famous_arab_americans.htm
    • http://www.aaiusa.org/PDF/Cas.Broch.(AAIF-V).pdf
  • 46. http://tyrashow.warnerbros.com/show_recaps/show_recap_tue61.html
  • 47.
    • Paula Abdul
    • Selma Hayek
    • Casey Kasem
    • Spencer Abraham
    • Ralph Nader
    • Christa McAuliffe
    • Spencer Abraham
    • Ralph Nader
    • Doug Flutie
  • 48.
    • Oh I come from a land, from a faraway place
    • Where the caravan camels roam
    • Where it's flat and immense
    • And the heat is intense
    • It's barbaric, but hey, it's home
    • { Original first verse (1992-93):
    • Oh I come from a land, from a faraway place
    • Where the caravan camels roam
    • Where they cut off your ear
    • If they don't like your face It's barbaric, but hey, it's home }
  • 49. WHO ARE THE ARAB AMERICANS?
      • Arab Muslims constitute about 20% of the world's Muslim population.
      • Some 3.5 million Arab Americans live in all 50 states and the District of Columbia.
      • According to the 1990 Census, 82% are citizens and 63% were born in the U.S.
      • Arab Americans in U.S. schools represent more than 20 countries in the Middle East and Northern Africa.
      • Arab Americans can be Muslim, Christian, Jewish, atheist or a follower of another faith.
  • 50. WHAT IS ISLAM?
    • With some 7 million Muslims living in the U.S.
    • Counting about 1 billion followers, Islam is the world's second largest religion after Christianity.
    • Indonesia, which is non-Arab, is the largest Islamic country, and a sizable population of Christian Arabs live in the Middle East.
    • The word "Islam" is derived from root words Silm and Salam , which mean "peace."
    • Muslims consider Allah the creator of all human beings and the god for Christians, Jews, Muslims, Buddhists, Hindus, atheists, and others.
  • 51.
    • Muslims believe it is sacrilege to present any image, even those that may seem benign, of the Prophet Muhammad. That's in contrast to adherents of many other religions, who view the display of figures such as Buddha or Jesus Christ to be a sign of devoutness.
    • http://www.indystar.com/apps/pbcs.dll/article?AID=/20060212/COLUMNISTS07/602120391/1040
  • 52. POV- Point of View
    • Muslims who believe that any image of Mohammed is blasphemous and non-Muslims who believe in freedom of expression .
    • http://www.boston.com/news/globe/editorial_opinion/oped/articles/2006/02/12/questionable_cartoons/
  • 53. Project Implicit
    • Dig Deeper: http:// www.tolerance.org/hidden_bias /
  • 54.  
  • 55.  
  • 56. Construction of Meaning Sign Experience Meaning Construction Time/ era Context/ place
  • 57. The factors that create meaning
    • The meaning of signs or representations is dependent on social, cultural, and historical contexts
      • Time/ era you live in
      • Context/ place it occurs
      • Previous personal and cultural experience
      • The physical appearance
  • 58.
    • The discipline studying everything which can be used in order to lie , …. Semiotics is concerned with everything that can be taken as a sign. A sign is everything which can be taken as significantly substituting for something else. Umberto Eco
  • 59. Statistics
    • In political Washington, Statistics are weapons of war . That’s why they get manipulated, massaged, and twisted until any connection to reality is strictly coincidental.
    • Peter Carlson
  • 60.
    • CNN.com posted misleading graph showing poll results on Schiavo case
    • http://mediamatters.org/items/200503220005
  • 61.  
  • 62.  
  • 63. The Truth but not the Whole Truth
  • 64.  
  • 65.  
  • 66. The V Sign
  • 67. V for Victory Winston Churchill gives the victory sign at a political rally, Liverpool, 1951
  • 68. The "V" for victory that Winston Churchill used (with the palm facing outward, same as the American sign for "peace"), when the palm is reversed, it means something else... If a person used two fingers to order two beers in a British pub.. it has insulting connotations…
  • 69. # 2 the two fingers in a 1st grade math class may refer to the number "two"
  • 70. OK (okay) vs. 0K (zero kilobyte)
  • 71. This sign might mean
    • "OK" in the United States
    • "money" in Japan
    • "sex" in Mexico
    • "homosexual" in Ethiopia
    • an obscenity in Brazil
    • “Zero” in Southern France
  • 72. Advantages of semiotics
    • Allows us to break down a message into its component parts and examine them separately and in relationship to one another.
    • Allows us to look for patterns across different forms of communication.
    • Helps us understand how our cultural and social conventions relate to the communication we create and consume.
    • Helps us get beyond “the obvious,” which may not be all that obvious after all.
  • 73.  
  • 74.  
  • 75. L.A. Times Photographer Fired Over Altered Image
    • http://www.poynter.org/resource/28082/asdf.swf
    • http://www.poynter.org/content/content_view.asp?id=28082&sid=29
  • 76.  
  • 77.  
  • 78. James Mangan , 1981 Learning through pictures Yogi Bear Tsimshian Bear
  • 79. Marguerite de Valois Queen Margot 1553-1615
  • 80.
    • I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer inwaht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae.
    • The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas thought slpeling was ipmorantt.
  • 81.  
  • 82.  
  • 83.  
  • 84.  
  • 85.  
  • 86.  
  • 87.  
  • 88.  
  • 89.  
  • 90.  
  • 91. Vocabulary average of a 14-year-old dropped from 25,000 words in 1950s to only 10,000 words in 1999.
    • “ Numbers.” Time Magazine 155, no 6 (Feb 14, 2000); 25
  • 92.  
  • 93.  
  • 94.  
  • 95. Vocabulary average of a 14-year-old dropped from 25,000 words in 1950s to only 10,000 words in 1999.
    • “ Numbers.” Time Magazine 155, no 6 (Feb 14, 2000); 25
  • 96. Media Literacy
    • The ability to access, analyze, evaluate, and communicate media messages in a variety of forms.
    • The Aspen Institute, 1989
  • 97. Learn one thing!
    • Language Arts Literacy
    • STANDARD 3.5 (VIEWING AND MEDIA LITERACY ) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.
    • http://www.state.nj.us/njded/cccs/s3_lal.htm#35
  • 98.  
  • 99.  
  • 100.  
  • 101.  
  • 102. President Bush's Cabinet
    • http://www.whitehouse.gov/government/cabinet.html
  • 103.  
  • 104.  
  • 105. Media Literacy Quiz from
    • http://www.griid.org/pdfs/medialit-exercise-01.pdf
    • http://www.griid.org/pdfs/medialit-exercise-04.pdf
  • 106.  
  • 107.  
  • 108.  
  • 109.
    • AYT?
    • SUP?
    • Notin U?
    • G/G
    • POS
    • Are you there?
    • What's up?
    • Nothing how about you?
    • Gotto go
    • Parent over shoulder
  • 110.  
  • 111.  
  • 112.  
  • 113.  
  • 114. Dealing with Interactivity not TIME
    • Everquest.com
    • http://www.station.sony.com/everquest/
    • Ebay.com
    • http:// www.ebay.com /
  • 115. Why Study Media?
    • Media Saturation
    • Media Influence
    • Manufacture and Management of Information
    • Media Democracy/ Critical Autonomy
    • Increasing Importance & Emphasis
    • Privatization of Information
    • Educating for the future
  • 116. Principles of Media Literacy
    • Media construct reality
    • Media use identifiable techniques
    • Media have commercial interests
    • Media presents ideologies
    • New media creates new languages, new audiovisual grammars and new ways of using language
  • 117.  
  • 118.
    • Media are symbolic systems; not simply reflection of reality which must be accepted, but with languages which need to be actively read, and interrogated.
    • Len Masterman
  • 119. Girls, Girls, Girls: Mc Donald’s Commercial Production Notes: Fast Food for Thought by Jason Simon USA 1986, video, 28:00 min PublisherVideo Date Bank
  • 120. Grammar and Language of Media
    • Color
    • Sound
    • Lyrics
    • Setting
    • Lights
    • Editing
    • Characters
  • 121. Girls, Girls, Girls: Mc Donald’s Commercial Production Notes: Fast Food for Thought by Jason Simon
    • You want more than a book, you want a funky look
    • Because that’s part of being a girl
    • Some guys are dreams, sometimes you want to scream
    • Look at now and watch out world
    • You’ve got a sense of fun, you’ve found your space and
    • McDonald is your kind of place
    • Funny how you feel, seems to show on your face
    • You’ve heard the latest rumors, you are expressing your views and
    • Rock and Roll is the music you choose
    • Glad you are girl right down to your shoes
    • It’s a good time … for this Great Taste of McDonald
  • 122. Main Questions
    • Who produces it? Originator, creator, or author
    • Who are the stories intended for? Target Audience
    • What is missing?
    • Whose point of view is being presented?
  • 123. com•mu•ta•tion
    • Pronunciation: (kom"y u -t A 'sh u n),
    • 1. the act of substituting one thing for another; substitution; exchange. 2. the substitution of one kind of payment for another. 3. Also called commuta'tion test". Ling. the technique, esp. in phonological analysis, of substituting one linguistic item for another while keeping the surrounding elements constant, used as a means of determining the constituent units in a sequence and their contrasts with other units.
  • 124.  
  • 125.  
  • 126. Corporate Flag
  • 127.  
  • 128.  
  • 129.
    • Video (TV) is helping or hurting education?
    • Can school video production efforts compete with commercial endeavors?
    • Are teachers using video effectively?
    • Can students learn anything from planning or producing their own videos? (Valmont 1995, p.1)
  • 130. Media (video) production is considered to be time consuming
    • Reasons not to have production in the curriculum. Lack of:
      • equipment
      • technical knowledge to be able to use the equipment
      • support department
      • interest
      • time allocated in the curriculum
  • 131. Production is crucial because
    • Students need variety ways to present their ideas.
    • Different learning styles demands different ways to present a project besides essays. (Gardner, 1993)
    • Teaches Media Literacy skills
    • Gives students different perspectives and point of view to look at the world/ surroundings- Multiculturalism
  • 132.
    • Media Production is an essential component in education
    • Teachers education needs to include media production techniques and pedagogy
    • Media Literacy skills are important component for multicultural education
  • 133. Bloom's Taxonomy and Critical Thinking The goal is to go beyond Knowledge/ Comprehension Judge Panel Discussion Editorial Debate Mock Trial Book Review
    • appraise, value
    Evaluation Produce Role Play Mural Video Production Newspaper Story Advertisement
    • create, combine
    Synthesis Organize Graph Survey Questionnaire Research Plan dissect, generalize Analysis Value Map Model Interview Diagram Illustration use, practice Application Respond Report Review Summary Discussion
    • understand
    Comprehension Receive List fact Worksheet Chart Oral recitation
    • recall
    Knowledge
  • 134.
    • I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer inwaht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae.
    • The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas thought slpeling was ipmorantt.
  • 135.  
  • 136. Why Study Media?
    • Media Saturation
    • Media Influence
    • Manufacture and Management of Information
    • Media Democracy/ Critical Autonomy
    • Increasing Importance & Emphasis
    • Privatization of Information
    • Educating for the future
  • 137.
    • Media are symbolic systems; not simply reflection of reality which must be accepted, but with languages which need to be actively read, and interrogated.
    • Len Masterman
  • 138. Main Questions
    • Who produces it? Originator, creator, or author
    • Who are the stories intended for? Target Audience
    • What is missing?
    • Whose point of view is being presented?
  • 139. The factors that create meaning
    • The meaning of signs or representations is dependent on social, cultural, and historical contexts
      • Time/ era you live in
      • Context/ place it occurs
      • Previous personal and cultural experience
      • The physical appearance
  • 140.
    • The discipline studying everything which can be used in order to lie , …. Semiotics is concerned with everything that can be taken as a sign. A sign is everything which can be taken as significantly substituting for something else. Umberto Eco
  • 141. Statistics
    • In political Washington, Statistics are weapons of war . That’s why they get manipulated, massaged, and twisted until any connection to reality is strictly coincidental.
    • Peter Carlson