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Authorship and Media Making as Learning

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Renee Hobbs explores how creative composition supports the learning process. Digital and media literacy provides an opportunity to better understand the complex interaction between the classroom and …

Renee Hobbs explores how creative composition supports the learning process. Digital and media literacy provides an opportunity to better understand the complex interaction between the classroom and the culture. Sensitivity to diverse teacher motivations may improve the quality of collaboration that enables robust and innovative learning with media & technology.

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  • 1. Authorship and Media Making as Learning Renee Hobbs Professor and Founding Director Harrington School of Communication and Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: reneehobbs Web: http://mediaeducationlab.com
  • 2. ACCESS ANALYZEE CREATE ACT REFLECT ACCESS Digital & Media Literacy Learning Process
  • 3. Powerful Voices for Kids is a curriculum and professional development program for digital and media literacy education in K- 6 and informal learning.
  • 4. www.powerfulvoicesforkids.com
  • 5. Who is an Author?
  • 6. What is a Text?
  • 7. What is an Author’s Purpose?
  • 8. What is an Author’s Purpose?
  • 9. How Does an Author Express a Point of View?
  • 10. Authors construct meaning using symbols and media
  • 11. SYMBOLS MEDIA Language Image Sound Interactivity Print --books, magazines, newspapers Visual --television, movies Sound --radio, recorded music Digital --video games, Internet, social media expression communication
  • 12. How do authors accomplish their goals? An Author’s Purpose
  • 13. LINK
  • 14. What steps are involved in creating a message? The Authorship Process
  • 15. Brainstorming VIDEO
  • 16. Creative Collaboration VIDEO
  • 17. Feedback & Revision VIDEO
  • 18. How does composition connect people together? Authorship as a Social Practice
  • 19. When we create, we fuse elements from both media experience and life experience. LINK
  • 20. When we create, we respond to the work of others LINK VIDEO VIDEO
  • 21. As we create, we may use excerpts of copyrighted material LINK VIDEO
  • 22. Learning about copyright and fair use supports the development of critical analysis and communication skills LINK VIDEO
  • 23. How do we create learning environments where creative composition can flourish? Authorship as Messy Engagement
  • 24. Both teachers and school leaders have concerns about mayhem and loss of control that may interfere with digital media projects “unpredictable” and “exhausting”
  • 25.  They develop a well-structured activity with a clear audience and purpose  Activate creative & independent thinking from learners  Carefully monitor small groups  Learn basics of technology use  Dedicate an appropriate amount of time When teachers see the value of creating with media and technology in school…
  • 26. They tap into student knowledge They take advantage of unpredictable moments in social interactions They address relational and social issues among members of the class When teachers see the value of talking about media and technology in school… For student creativity to be authentic, high levels of interpersonal trust and respect are required.
  • 27. Improvisation & Creative Risk Taking VIDEO
  • 28. Creating connections between readers and writers LINK LINK
  • 29. Digital and media literacy provides an opportunity to better understand the complex interaction between the classroom and the culture Sensitivity to diverse teacher motivations may improve the quality of collaboration that enables robust and innovative learning with media & technology
  • 30. Hobbs, R. & Moore, D. (2013). Discovering media literacy: Teaching digital media and popular culture in elementary school. Thousand Oaks: Corwin/Sage. Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy. Learning, Media and Technology, 38(2), 1 – 28. Hobbs, R. & RobbGrieco, M. (2012). African-American children’s active reasoning about media texts as a precursor to media literacy. Journal of Children and Media 6(4), 502 - 519. Grafe, S., Hobbs, R., Boos, M., Bergey, B. (2012). Teachers´ motivations for media education in Germany and in the United States. Paper presentation at Digital Media and Learning(DML) Conference, Los Angeles. Hobbs, R., Ebrahimi, A., Cabral, N., Yoon, J., & Al-Humaidan, R. (2011). Field-based teacher education in elementary media literacy as a means to promote global understanding. Action for Teacher Education 33, 144 – 156. Hobbs, R., Yoon, J., Al-Humaidan, R., Ebrahimi, A. & Cabral, N. (2011). Online digital media in elementary school. Journal of Middle East Media 7(1), 1 – 23. “Messy Engagement and Strategic Risk Taking as an Instructional Strategy in Informal Learning,” Paper presentation, International Communication Association (ICA), Phoenix, AZ. May 28, 2012. Hobbs, R. , Cohn-Geltner, H. & Landis, J. (2011). Views on the news: Media literacy empowerment competencies in the elementary grades. In C. Von Feilitzen, U. Carlsson & C. Bucht (Eds.). New questions, new insights, new approaches. The International Clearinghouse on Children, Youth and Media. NORDICOM. University of Gothenburg, Sweden (pp. 43 – 56).
  • 31. Renee Hobbs Professor and Founding Director Harrington School of Communication and Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: reneehobbs Web: http://mediaeducationlab.com

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