Younger Learners Get Digital and Media Literacy

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Renee Hobbs shares how digital and media literacy can be implemented with children in the elementary grades. Presentation to the Indiana State Reading Association, September 23, 2012.

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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.
  •  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.
  • 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.
  • .
  • Institute for Policy Innovation global music piracy causes $12.5 billion of economic losses every year,
    71,060 U.S. jobs lost, a loss of $2.7 billion in workers' earnings, and a loss of
    $422 million in tax revenues, $291 million in personal income tax and
    $131 million in lost corporate income and production taxes.

    FORTUNATELY: ten million licensed tracks available on more than 400 different services worldwide.  That’s great news for music fans and the industry alike.
  • 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?
  • 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?
  • 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?
  • 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?
  • 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?
  • 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?
  •  
    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?
  • This possibility is magnified when it occurs within a group context that allows for the experience of others to be shared and debated.
  • Younger Learners Get Digital and Media Literacy

    1. 1. Transforming Education through Digital & Media Literacy: Focus on Young Learners Renee Hobbs Harrington School of Communication and Media University of Rhode Island
    2. 2. http://slideshare.net/reneehobbs
    3. 3. Parents and teachers help students develop the knowledge and competencies they need to thrive in the 21st century
    4. 4. PEER-TO-PEER FILE SHARING Why parents and educators must both protect and empower children in using and responding to mass media, popular culture and digital media Why the shift from passive viewing to active analysis of media texts supports literacy development How student engagement with mass media and popular culture stimulates intellectual curiosity Goals for Today’s Session
    5. 5. www.mediaeducationlab.com
    6. 6. A university-school partnership program designed to strengthen children’s ability to think for themselves, communicate effectively, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities, and the world.
    7. 7. LAUNCHES at the International Reading Association in 2013
    8. 8. ACCESS ANALYZE CREATE ACT REFLECT The Learning Process of Digital & Media Literacy ACCESS CREATE ANALYZE REFLECT
    9. 9. ACCESS Learning Process Read, Comprehend and Make Sense of All Sorts of Texts Use Technology Tools Well Gather Information Independently ACCESS
    10. 10. ACCESS Find, comprehend and gather information about what’s in the food we eat LINK
    11. 11. ANALYZE Ask Good Questions Evaluate the Quality & Value of Messages Explore Context in Meaningful Ways Learning Process ANALYZE
    12. 12. ANALYZE Ask questions to an author LINK Link ANALYZE
    13. 13. ANALYZE Read and analyze a magazine ad LINK ANALYZE
    14. 14. COMPOSE Use Multiple Modes of Expression Reach Authentic Audiences Manipulate Content and Form in Relation to Purpose and Audience Learning Process CREATE
    15. 15. COMPOSE Compose a comic about homelessness LINK CREATE
    16. 16. PROTECTION Children did not use the Internet to gather information independently. Instead, the instructor selected child- appropriate content about homelessness for children to read, view and discuss. Empowerment and Protection are Embedded In Digital and Media Literacy EMPOWERMENT Children learned that homelessness occurs when people lack jobs, housing, and health care, when they are victims of domestic violence, or have problems with alcoholism, substance abuse, or mental illness.
    17. 17. REFLECT Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical Reasoning Examine Issues of Power and Responsibility Learning Process REFLECT
    18. 18. REFLECT Explore how stereotypes shape our interpretation of messages LINK REFLECT
    19. 19. ACT Connect the Classroom to the World Strengthen Leadership and Collaboration Develop Integrity and Accountability Learning Process ACT
    20. 20. ACT Learning Process Create a public service announcement about littering LINK ACT
    21. 21. ACCESS Create a public service announcement LINK
    22. 22. ACCESS ANALYZE CREATE ACT REFLECT Transforming Education Through Digital & Media Literacy ACCESS CREATE ANALYZE REFLECT
    23. 23. Why don’t more elementary educators use digital and media literacy pedagogy?
    24. 24.  Requires a well-structured activity with a clear audience and purpose  Requires some creative & independent thinking from learners  Requires careful monitoring of small groups  Requires the use of media & technology
    25. 25. Both teachers and school leaders have concerns about mayhem and loss of control that may interfere with digital media projects “”upredictable” and “exhausting”  Not clearly linked to standards  Not easy to assess student learning outcomes  Not text-based  Children are not sitting down at desks
    26. 26. So why do it? A pedagogy of listening activates the search for meaning and understanding in the various social and physical environments of everyday life. Listening to children enables educators to discover how children think, how they develop a relationship with reality, and how they begin to question it. --Carla Rinaldi, Reggio Emilia early childhood education expert
    27. 27. Reading and Research
    28. 28. Reading and Research Composition
    29. 29. Reading and Research Composition Feedback & Revision
    30. 30. Reading and Research Composition Feedback & Revision Distribution
    31. 31. We Learn to be Passive & Active Readers
    32. 32. www.mediaeducationlab.comm CONTACT: Renee Hobbs Professor and Founding Director Harrington School of Communication and Media University of Rhode Island Twitter: reneehobbs Email: hobbs@uri.edu

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