Beyond Drill and Kill

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Renee Hobbs tells teacher-librarians in Rhode Island about her work in a Philadelphia elementary school, demonstrating how media analysis and production activities support the acquisition of digital and media literacy competencies among the youngest learners.

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Beyond Drill and Kill

  1. 1. Beyond Drill and Kill 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. 2. ACCESS ANALYZEE CREATE ACT REFLECT ACCESS expanding the concept of literacy
  3. 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. 4. www.powerfulvoicesforkids.com
  5. 5. Who is an Author?
  6. 6. What is a Text?
  7. 7. What is an Author’s Purpose?
  8. 8. What is an Author’s Purpose?
  9. 9. How Does an Author Express a Point of View?
  10. 10. Authors construct meaning using symbols and media
  11. 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. 12. How do authors accomplish their goals? An Author’s Purpose
  13. 13. LINK
  14. 14. What steps are involved in creating a message? The Authorship Process
  15. 15. Brainstorming VIDEO
  16. 16. Creative Collaboration VIDEO
  17. 17. How does composition connect people across time and space? Authorship as a Social Practice
  18. 18. When we create, we respond to the work of others LINK VIDEO VIDEO
  19. 19. Media Literacy Smartphone A Resource to Support Critical Thinking Get the Smartphone for your students: http://mediaeducationlab.com/media-literacy-smartphone
  20. 20. Screencasting Tools are Simple to Use www.jing.com www.screencast-o-matic.com
  21. 21. How do we create learning environments where creative composition can flourish? Authorship as Messy Engagement
  22. 22. Both teachers and school leaders have concerns about mayhem and loss of control that may interfere with digital literacy projects “unpredictable” and “exhausting”
  23. 23.  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…
  24. 24. 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.
  25. 25. Digital and media literacy supports learning by:  encouraging complex interactions between learners and texts  supporting intellectual curiosity, critical analysis and reflection  using reasoning and evidence to support independent thinking  building confidence and a sense of agency in purposeful self-expression  ensuring relevance by connecting classroom and culture
  26. 26. www.powerfulvoicesforkids.com www.mediaeducationlab.com
  27. 27. www.mediaeducationlab.com
  28. 28. 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).
  29. 29. 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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