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Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
Writing TV News
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Writing TV News

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Media Education Lab collaborated with PBS NewsHour to evaluate the Student Reporting Labs (www.studentreportinglabs.com) program. Research shows the program improved media literacy and media …

Media Education Lab collaborated with PBS NewsHour to evaluate the Student Reporting Labs (www.studentreportinglabs.com) program. Research shows the program improved media literacy and media production skills, and increased intellectual curiosity, collaboration, appreciation for quality news sources, and civic engagement.

Published in: Education, News & Politics
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  • Project in collaboration with PBS NewsHour. Publication on PBS Student Reporting Labs website. Some even aired on NewsHour showCurriculum created by journalists from NewsHour and educators like Dr. HobbsUsed social media sites such as Tumblr and Open Atrium to share and post ideas, questions, information, and student workBroadcast journalists from local PBS stations mentored teachers and students
  • Put the program in contextSchools: Florida to AlaskaVocational schools- broadcast journalism pathway multi-year programTeachers ELA & SS - electives – adding new journalism courses, updating journalism from print to digital, usually year long coursesTeachers: Experience zero to very experiencedStudents: Diverse socio-economic and racial backgroundsCurriculum – aligned to CCSS, ELA and ISTE technology national education technology standardsMentor helped both teachers and students. Provided real-world connection and relevance.
  • Journalism curriculum with a lot of standards and learning objectives. During a mini-conference in Arlington, VA at PBS headquarters, teachers identified the learning objectives they felt were most important. They are: 1. Critical thinking skills aligned to CCSS2. Learn by doing, problem based learning in a group environment increases communication and collaboration – 21st century skills that are in demand3. Synthesis of information from diverse viewpoints, developing a point of view, CCSS4. Interviewing, information gathering, research skills CCSSPotential of civic engagement and the power of social responsibility – 21st century demand for these types of qualities to be a productive citizen in our global world.Topics – Students report on critical issues from a youth perspective. Ultimate assessment was publication on the PBS Student Reporting Labs website.Exploration of reasons students drop out or stay in schoolYouth perspective on constitutional rights that have been challenged. Science issues relevant to ordinary citizens, environmental pieces, The example of student work I am going to show is from the John F Kennedy High School in Silver Spring, Maryland, Joanna Greer – ELA teacher who developed her broadcast news program and now focuses solely on television production and journalism She took her students on a journalism field trip to West VirginiaThis Science topic is presented in a way that informs, educates and entertains.
  • Transcript

    • 1. Renee Hobbs Mary Moen Katie Donnelly Jonathan Friesem @reneehobbs @mary_moen @katestryker @yonty
    • 2. In Today’s Session • Describe the PBS NewsHour Student Reporting Labs program • Share some details of the program evaluation process and key findings of the research • Discuss and reflect upon the opportunities and challenges in developing high school programs that use the genre of broadcast TV news
    • 3. www.studentreportinglabs.com
    • 4. STUDENT REPORTING LABS Program incudes: • Curriculum materials & resources • Online collaborative space • Network of public broadcasting mentors • Opportunities to produce original TV news reports for an authentic audience • Professional development & networking for teachers
    • 5. Participants • 50+ high schools, middle schools, and community programs • ELA, Social Studies, and Vocational teachers • Over 1,000 students from diverse backgrounds • Mentors from local PBS news stations • Dedicated staff members from PBS NewsHour
    • 6. Learning Objectives 1. Understand the purpose of journalism in society 2. Develop curiosity and interest in local, national and global news issues 3. Analyze news media messages to determine credibility and quality 4. Practice the creative process of generating ideas, interviewing, shooting and editing video 5. Develop initiative, enterprise, collaboration and problem-solving skills
    • 7. Approach to Evaluation 2010 – 2011. Classroom observation and interviews with program participants 2011 – 2012. Pilot study to develop and refine research instruments 2012 – 2013. Research on program impact. Pre- and post intervention / no control group / online survey / student profiles
    • 8. Sample Teachers from 38 schools recruited students to participate in the research Participants Time 1 566 students took the pre-test, 429 complete records Time 2, 358 students took the post-test, 283 complete records Ethnicity White African American Hispanic Asian, Native American Other 30% 13% 36% 2% 2% 17% Gender Male Female 60% 40% About 35% of students came from families whose parents had a high school education or less.
    • 9. Theoretical Framework Characteristics of the Instructional Program Social & Collaborative Focus on News and Current Events Creative Hands-on Activities Reach Authentic Audiences
    • 10. Theoretical Framework Characteristics of the Instructional Program Social & Collaborative Focus on News and Current Events Creative Hands-on Activities Reach Authentic Audiences Primary Outcomes Communication & Technical Skills Media Literacy Analysis Skills
    • 11. Theoretical Framework Characteristics of the Instructional Program Social & Collaborative Focus on News and Current Events Creative Hands-on Activities Reach Authentic Audiences Primary Outcomes Secondary Outcomes Intellectual Curiosity Communication & Technical Skills Collaboration Media Literacy Analysis Skills Positive Attitudes towards News & Journalism Civic Engagement
    • 12. Media Literacy Competencies     Message. What is the main message of the video? Authors. Who are the authors of this video? Purpose. What is the purpose of this video? Target Audience. Who is the target audience? What evidence supports your idea?  Techniques. What are the techniques used in this video to attract and hold your attention?  Interpretations. What are some different interpretations that different people might have of this video?  Omissions. What is left out of this video? TURN OFF & DISCUSS !  ! ! Reality( Check( ! Private( Gain( or( What’s( Public( Good?( Left( Out?( ! Values( ( Check(  !! !  ! ! Read( Between(Stereotype( Solutions( Record/Save( too( Easy( for( Later( the( Lines( Alert( @! Off Newspapers( Internet( TV( ! ! ! ! Movies( Tablets( Radio( Comics( !! ! ! Books( Music( Social( Media( Video( Games(
    • 13. TURN OFF & DISCUSS !  ! ! What is the Purpose? This question asks students to make an inference about the producer’s intent, which is a combination of informational, persuasive/advocacy/social change goals and feeling-mood-emotion goals. STUDENT ANSWER 1. To inform the public about the injustices of the education system. STUDENT ANSWER 2. To show the story of the two parents that lied to get their children a good education STUDENT ANSWER 3. Not to lie Reality( Check( ! Private( Gain( or( What’s( Public( Good?( Left( Out?( ! Values( ( Check(  !! !  ! ! Read( Between(Stereotype( Solutions( Record/Save( too( Easy( for( Later( the( Lines( Alert( @! Off Newspapers( Internet( TV( ! ! ! ! Movies( Tablets( Radio( Comics( !! ! ! Books( Music( Social( Media( Video( Games(
    • 14. TURN OFF & DISCUSS !  ! ! What Techniques are Used? Reality( Check( Values( ( Check( ! Read( Between(Stereotype( Solutions( Record/Save( too( Easy( for( Later( the( Lines( Alert( @! Off Newspapers( Internet( TV( ! ! ! ! Movies( Tablets( Radio( Comics( !! ! ! Books( Music( STUDENT ANSWER 1. There was a lot of interesting b-roll used in the video, as well as ambient sounds and interesting interviews which attract and hold your attention. STUDENT ANSWER 3. What people will do for their family ! ! This question measures students’ ability to identify formal elements of media composition including storytelling and production techniques. STUDENT ANSWER 2. Interviews ! Private( Gain( or( What’s( Public( Good?( Left( Out?(  !! !  Social( Media( Video( Games(
    • 15. Research Findings 1. COLLABORATION, TEAMWORK & INTELLECTUAL CURIOSITY. Significant increases in collaboration and teamwork competencies, including intellectual curiosity, the ability to give and receive feedback, and confidence in self-expression and advocacy. 2. IMPROVED ANALYSIS SKILLS & A PREFERENCE FOR QUALITY. Strong media literacy analysis skills, more selectivity in their media use choices, and a shift towards high‐quality news sources over entertainment--type news. 3. POSITIVE ATTITUDES TOWARD JOURNALISM. A less apathetic view of news and journalism, as well as orientation toward journalism careers. 4. CREATIVE AND TECHNICAL SKILLS. The development of media production skills that involved gathering and synthesizing information, using digital media and technology to communicate ideas in the format of a broadcast news package, and engaging in cycles of revision and feedback to polish their work. 5. CIVIC ENGAGEMENT. Increased commitment to civic activism and an interest in civic engagement activities, particularly ones that are digital and collaborative.
    • 16. 1. COLLABORATION, TEAMWORK & INTELLECTUAL CURIOSITY Intellectual Curiosity I want to learn about all sides of a given issue. I am curious about ways to solve issues in my community I often find myself questioning things that I hear or read. TIME 1 3.08 2.67 3.10 TIME 2 CHANGE 3.31 +.23* 2.97 +.30* 3.33 +.23*
    • 17. TURN OFF & DISCUSS 2. IMPROVED MEDIA ANALYSIS SKILLS !  ! ! Reality( Check( ! Private( Gain( or( What’s( Public( Good?( Left( Out?( ! Values( ( Check(  !! !  ! ! Read( Between(Stereotype( Solutions( Record/Save( too( Easy( for( Later( the( Lines( Alert( @! Off Newspapers( Internet( TV( ! ! ! ! Movies( Tablets( Radio( Comics( !! ! ! Books( Music( Social( Media( Video( Games( MESSAGE AUTHORS PURPOSE TECHNIQUES TARGET AUDIENCE INTERPRETATIONS OMISSION T1 1.38 1.23 1.43 1.57 1.32 1.72 1.88 T2 1.50* 1.44* 1.69* 1.87* 1.48* 1.72 2.00* N = 348
    • 18. 2. A PREFERENCE FOR QUALITY INFORMATION Magazines like “Entertainment Weekly” or “Sports Illustrated” TV news programs like "TMZ" or "SportsCenter” TIME 1 2.18 2.57 TIME 2 1.91 2.19 CHANGE -.27* -.38*
    • 19. 2. A PREFERENCE FOR QUALITY INFORMATION NPR shows like “All Things Considered” Or “Morning Editition PBS News Shows like News Hour TIME 1 1.38 TIME 2 1.56 1.55 1.72 CHANGE +.18* +.17*
    • 20. 3. LESS APATHY TOWARDS NEWS News and current events don’t really affect me. News and journalism doesn’t make a difference one way or the other. I don’t really care about news and current events TIME 1 2.12 TIME 2 1.90 CHANGE -.22* 2.04 1.89 -.15* 2.18 2.01 -.17*
    • 21. 4. CREATIVE AND TECHNICAL SKILLS Gathering and Synthesizing Information Analyzed videos 70% Created a story board 65% Conducted interviews 68% Fact-checked information 49% Pitched a news story 54% Discussed different points of view 53%
    • 22. 3. CREATIVE AND TECHNICAL SKILLS Using Digital Media to Communicate Ideas Used a video camera to record visuals 69% Wrote a script 64% Performed in front of the camera 65% Worked behind the scenes in different roles 64% Logged footage 43% Edited visuals and sounds 68% Used images and sounds to tell a story 54% Posted videos online 38%
    • 23. 3. CREATIVE AND TECHNICAL SKILLS Using Digital Media to Communicate Ideas Used a video camera to record visuals 69% Wrote a script 64% Performed in front of the camera 65% Worked behind the scenes in different roles 64% Logged footage 43% Edited visuals and sounds 68% Used images and sounds to tell a story 54% Posted videos online 38%
    • 24. 4. CREATIVE AND TECHNICAL SKILLS Engaging in Cycles of Revision and Feedback Edited reports in response to feedback 38%
    • 25. 5. CIVIC ENGAGEMENT TIME 1 I will sign an online petition or write a comment on a website about an issue I care about. I will blog about an issue I care about. 2.57 2.29 TIME 2 CHANGE 2.87 2.44 +.30* +.15*
    • 26. Summary of Results Characteristics of the Instructional Program Social & Collaborative Focus on News and Current Events Creative Hands-on Activities Reach Authentic Audiences Primary Outcomes Secondary Outcomes Intellectual Curiosity Communication & Technical Skills Collaboration & Teamwork Media Literacy Analysis Skills Positive Attitudes towards News & Journalism Civic Engagement
    • 27. Questions for Discussion 1. What are the most important characteristics of media literacy instructional programs that explore news and journalism?
    • 28. Questions for Discussion 2. What are some of the challenges or limitations of K-12 programs that explore broadcast news and journalism?
    • 29. Questions for Discussion 3. What additional learning outcomes or research questions could be measured in future research?
    • 30. Questions for Discussion 4. How do students and teachers perceive the advantages of participating in a program like PBS NewsHour Student Reporting Labs?
    • 31. Questions for Discussion 5. What approaches to professional development are most effective?
    • 32. Renee Hobbs hobbs@uri.edu @reneehobbs Mary Moen Mary.Moen@chariho.k12.ri.us @mary_moen Katie Donnelly katie_donnelly@etal.uri.edu @katestryker Jonathan Friesem yonty@my.uri.edu @yonty

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