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Maximizing the Power of Media to Teach 21st Century Skills
 

Maximizing the Power of Media to Teach 21st Century Skills

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Hobbs offers five strategies that secondary English teachers can use to maximize the power of media in developing students' critical thinking, writing and communication skills.

Hobbs offers five strategies that secondary English teachers can use to maximize the power of media in developing students' critical thinking, writing and communication skills.

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  •  People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.  Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.  People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.  As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.  People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.  In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
  •  We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
  •  We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
  •  People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
  • Please share the White Paper with colleagues and all who see that the time is now – together, we can build a community education movement for digital and media literacy.
  •  People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.  Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.  People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.  As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.  People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.  In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
  •  People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.  Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.  People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.  As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.  People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.  In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
  •  People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.  Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.  People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.  As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.  People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.  In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
  •  People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.  Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.  People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.  As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.  People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.  In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning?Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf?Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
  • Consider how analysis and evaluation competencies are part of your curriculum:Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter?Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining?Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
  • Every teacher must consider how communication and composition are part of their teaching goals:Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across?Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return?Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
  • Teachers can support students’ ethical, social, and emotional development when they do the following:Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes?Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships?Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
  •  Connect the classroom to the world. Do classroom activities connect to relevant social issues, debates, and controversies in the world outside the classroom? Do students take action to address meaningful real-world problems that require solutions?Support leadership and collaboration. Do students get to use problem-solving skills to influence more than one person toward a goal? Do they recognize how to leverage the strengths of others to accomplish a common goal?Develop integrity and accountability. Are students held accountable for their actions? Are situations and opportunities provided that enable students to discover how personal values like honesty and courtesy benefit the individual, the group, and the society?
  • .
  • Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning?Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf?Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
  • Consider how analysis and evaluation competencies are part of your curriculum:Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter?Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining?Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
  • Every teacher must consider how communication and composition are part of their teaching goals:Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across?Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return?Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
  • Teachers can support students’ ethical, social, and emotional development when they do the following:Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes?Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships?Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
  •  Connect the classroom to the world. Do classroom activities connect to relevant social issues, debates, and controversies in the world outside the classroom? Do students take action to address meaningful real-world problems that require solutions?Support leadership and collaboration. Do students get to use problem-solving skills to influence more than one person toward a goal? Do they recognize how to leverage the strengths of others to accomplish a common goal?Develop integrity and accountability. Are students held accountable for their actions? Are situations and opportunities provided that enable students to discover how personal values like honesty and courtesy benefit the individual, the group, and the society?
  • The most interesting and fiery conversations, however, revolved around what Shakespeare's intended message of the play was: was he giving us a realistic portrayal of love and courtship in his time, or not? Was the play going for straight-up gags, or deeper satire? And how did we interpret the text today?
  • Going into the project, I would have immediately sided with the critics. Most romantic comedies strike me as highly cheesy. They still do. But the more we discussed the "reality" of these texts, the clearer it became that there was no way to separate our beliefs about romantic love from the endless media examples that fill our lives. We were all wrapped up together in a diverse but connected web of romantic texts.The more sobering discovery, however, was how hard it was for students to detach from these films emotionally and analyze them as reflections of society. Having now taught this unit twice, I am beginning to see the outline of what it means for all of us as media consumers.
  • Going into the project, I would have immediately sided with the critics. Most romantic comedies strike me as highly cheesy. They still do. But the more we discussed the "reality" of these texts, the clearer it became that there was no way to separate our beliefs about romantic love from the endless media examples that fill our lives. We were all wrapped up together in a diverse but connected web of romantic texts.The more sobering discovery, however, was how hard it was for students to detach from these films emotionally and analyze them as reflections of society. Having now taught this unit twice, I am beginning to see the outline of what it means for all of us as media consumers.

Maximizing the Power of Media to Teach 21st Century Skills Maximizing the Power of Media to Teach 21st Century Skills Presentation Transcript

  • Maximizing the
    Power of Media
    for Teaching
    21st Century Skillsa
    Renee Hobbs
    Professor, Temple University
    Founder, Media Education Lab
    Iowa Council of Teachers of English
    October 13, 2011
  • Ignore
  • Ignore
    Engage
  • Expanding the Concept of Literacy
  • Expanding the Concept of Literacy
    Print Literacy
  • Expanding the Concept of Literacy
    Print Literacy
    Visual Literacy
  • Expanding the Concept of Literacy
    Print Literacy
    Visual Literacy
    Information Literacy
  • Expanding the Concept of Literacy
    Print Literacy
    Visual Literacy
    Information Literacy
    Media Literacy
  • Expanding the Concept of Literacy
    Print Literacy
    Visual Literacy
    Information Literacy
    Media Literacy
    Computer Literacy
  • Expanding the Concept of Literacy
    Print Literacy
    Visual Literacy
    Information Literacy
    Media Literacy
    ComputerLiteracy
    News Literacy
  • Expanding the Concept of Literacy
    Print Literacy
    Visual Literacy
    Information Literacy
    Media Literacy
    ComputerLiteracy
    News Literacy
    Digital Literacy
  • One Expansive Conceptualization
    to Unite Them All
    Key Concepts
  • Key Concepts
    Authors
    &
    Audiences
  • Key Concepts
    Authors
    &
    Audiences
    Messages
    &
    Meanings
  • Key Concepts
    Authors
    &
    Audiences
    Messages
    &
    Meanings
    Representation
    &
    Realities
  • One Expansive Conceptualization
    to Unite Them All
    Key Concepts
  • One Expansive Conceptualization
    to Unite Them All
    Learning Process
    Key Concepts
  • Learning Process
    Comprehend and
    Make Sense of All Sorts of Texts
    Use Technology Tools Well
    Gather Information Independently
    ACCESS
  • Learning Process
    Ask Good Questions
    Evaluate the Quality & Value of Messages
    Explore Context in Meaningful Ways
    ANALYZE
  • Learning Process
    Use Multiple Modes of Expression
    Reach Authentic Audiences
    Manipulate Content and Form in Relation to Purpose and Audience
    COMPOSE
  • Learning Process
    Activate Multiperspectival Thinking
    Predict Consequences and Use Hypothetical Reasoning
    Examine Issues of Power and Responsibility
    REFLECT
  • Learning Process
    Connect the Classroom to the World
    Strengthen Leadership and Collaboration
    Develop Integrity and Accountability
    ACT
  • Digital and Media Literacy
    REFLECT
    ACCESS
    ANALYZE
    CREATE
    ACT
  • Literacy
    REFLECT
    ACCESS
    ANALYZE
    CREATE
    ACT
  • Are you helping students to develop the knowledge and skills they need to thrive in the 21st century?
  • ACCESS
    Find information on a topic & examine the quality of source material
  • ANALYZE
    Analyze a media message using five critical questions
  • COMPOSE
    Create a remix
  • REFLECT
    Discuss the ethical dimensions of a media message
  • ACT
    Respond to a social or political issue using the power of communication
  • Literacy
    REFLECT
    ACCESS
    ANALYZE
    CREATE
    ACT
  • SOURCE: PBS, New Learners of the 21st Century
  • THE REFLECTIVE PRACTITIONER
    LARISSA PAHOMOV
    When reading a novel in class, I'm thrilled if students become invested in the fates of the characters, but later I will expect students to balance that visceral connection with a more removed consideration of issues like authorship, theme, and audience.
    In this unit, however, I was surprised (and a little frustrated) at how students flat-out avoided answering a question that was posed to guide their conclusions: What do these portrayals show us about society's attitudes towards courtship/dating?
    Many students wrote about the movie characters as though they were real people, and their conclusions spun the themes they had identified into commentary resembling relationship advice. At best, students pointed out how their modern film showed more equality between the genders than "Shrew," but these comparisons were also using the texts as stand-ins for real world examples.
  • In a way, this trend was its own response to the questions posed at the beginning of the unit -- there is no division between the text and the people who consume it, because the audience either considers the text to be real, or at least an adequate facsimile thereof, and award it as much value and influence as they would any "real" personal experience.
    This discovery terrified me. Didn't students know how many of these films were callibrated for profit, not honesty? But I knew that we were hitting up against one of the most basic understandings of Media Literacy. Students had been trained to approach written fiction in a particular way, but little or no suggestion had ever been made to them that the same methods could be applied to the fiction they watched.
    I felt like Marshall McLuhan was in the room, shaking his head at us. I keep coming back to one of his aphorisms: “We shape our tools and afterwards our tools shape us." What will it take for students to deconstruct visual media the same way they do books? And if film is a tool, what function does that tool serve? The best literature inspires the soul as well as gives us something to sink our critical teeth into. Here's to hoping that students can eventually have that same experience with film in the classroom.
  • Key Concepts
    Authors
    &
    Audiences
    Messages
    &
    Meanings
    Representation
    &
    Realities
  • CONTACT NOW:
    Renee Hobbs
    Temple University
    Philadelphia PA
    Email: renee.hobbs@temple.edu
    www.mediaeducationlab.com
  • BEGINNING IN JANUARY:
    Founding Director
    Harrington School of Communication and Media
    University of Rhode Island
    Email: renee.hobbs@uri.edu
    www.mediaeducationlab.com
  • Videos and More Resources Online:
    http://mediaeducationlab.com