Renee Hobbs shows how digital learning that addresses the needs of educators can have transformative impact in addressing the needs of learners growing up in a world full of propaganda and disinformation.

1. Renee Hobbs
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
Web: www.mediaeducationlab.com
May 27, 2021
Propaganda vs Education in a Digital Age

2. www.mediaeducationlab.com

3. A GENERATION OF MEDIA LITERATE YOUTH

4. DIGITAL
MEDIA
LITERACY
ANALYZE
ACCESS
ACT
REFLECT
CREATE
Inquiry
Reading
Search
Curation
Credibility
Analysis
Creativity
Multimodal
Writing
Digital
Skills
Dialogue
Collaboration
Emotional Response
Ethical Reasoning
Knowledge of Cultural,
Political, Economic
& Social Context
Citizenship
Activism

5. Replace with your own text
1 in 3 college
students have
had some
exposure to
media literacy
in elementary
or secondary
grades

6. ACCESS TO TECH

7. CREATING MEDIA

8. CELEBRITY CULTURE

9. “FAKE NEWS”

10. DISINFORMATION

11. PROPAGANDA

12. CONSPIRACY CULTURE

13. VIOLENT EXTREMISM

14. www.mindovermedia.gallery
3500+ contemporary
examples
from 30+ countries on
a wide variety of topics

15. 3500+ contemporary
examples
from 30+ countries on
a wide variety of topics
www.mindovermedia.gallery

16. FREE ONLINE COURSES FOR DEEPER LEARNING

17. www.mindovermedia.us

18. www.mindovermedia.us

20. European Education Systems Adapt to the Covid Reality

21. The Needs of Educators Were Unmet

22. 1. Infrastructure, connectivity and digital equipment
2. Effective digital capacity planning and development
3. Digitally competent and confident teachers and education
and training staff
4. High-quality learning content, user-friendly tools and secure
platforms which respect privacy and ethical standards
The future of
digital education
requires new models
for supporting the needs
of educators

24. We Support Teachers as Learners in an Online Learning Community
60
daily
online
sessions
5
months
250+
participants

27. Crisis Creates Opportunity
How We Helped Teachers to Advance
Digital Media Literacy for Online Learning
Feeling Safe
Empathic Listening
Guided & Open Inquiry
Care & Responsibility Towards Others

28. STAGE 1. Talk about Feelings and Share Experiences
We learn how to develop trust and respect in an online setting as a way to “own” the reality of the
COVID-19 experience
Reducing anxiety about
self-representation
online
Sharing feelings and
feeling trusted
Feeling Safe

29. Replace with your own text
STAGE 2: Develop Shared Social Norms of Group Communication
We learn how to promote productive dialogue online, where every participant makes a
contribution and feels a sense of responsibility to the group
Developing
productive
social norms for
dialogue
and discussion
Empathic Listening

30. STAGE 3: Model and Share Media Literacy Instructional Practices
We demonstrate and practice learning activities and share resources that advance media literacy
competencies in an online context
Guided & Open Inquiry
Building
Critical Reading
&
Multimedia
Writing
Skills

31. REAL TIME
ANYTIME
Learning together
at the same time
Learning together
at different times

32. Adapting Media Literacy Instructional Practices to the Online Classroom
Building
Critical Reading Skills

33. www.mediaeducationlab.com
Students acquire
media literacy concepts
& vocabulary by
analyzing magazine covers

34. Students create digital posters to apply media literacy concepts and vocabulary

35. Students create digital posters to apply media literacy concepts and vocabulary

36. Adapting Media Literacy Instructional Practices to the Online Classroom
Building
Critical Reading Skills
through Discussion
& Digital Annotation

39. Propaganda Can Be Used for Beneficial Purposes

40. STAGE 4: Become a Community
We care for each other and feel a sense of interconnectedness and we take action to support one another
Collaborative online
media production
• podcast
• video
• parody song
• website
• curriculum resources
Care & Responsibility Towards Others

41. www.bestonlinemeetings.com

42. Impact of Virtually Viral Hangouts
Impact on Behavior
 48% used small group breakouts with their own students
 68% used emotional check-ins with their own students
 46% used a media literacy pedagogical strategy modelled
in the program
Compared to a Control Group
 Increased confidence in online self-expression
 Increased familiarity with digital tools
 Improved emotional coping & life satisfaction

43. Impact of Virtually Viral Hangouts
CONTROL GROUP 7.2
8.1

44. Crisis Creates Opportunity
How We Helped Teachers to Advance
Digital Media Literacy for Online Learning
Feeling Safe
Empathic Listening
Guided & Open Inquiry
Care & Responsibility Towards Others

45. www.digiURI.com
July 11 – 16, 2021
ONLINE

46. 1. Infrastructure, connectivity and digital equipment
2. Effective digital capacity planning and development
3. Digitally competent and confident teachers and education
and training staff
4. High-quality learning content, user-friendly tools and secure
platforms which respect privacy and ethical standards
The future of
digital education
requires new models
for supporting the needs
of educators

47. Educational publishers
can help educators
be responsive, lifelong
learners who adapt to
change

48. Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication & Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
LEARN MORE
www.mediaeducationlab.com