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Ei607 digital media literacy

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Digital Media Literacy
EI607

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Movie Time!
Some examples of student movies from previous years

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We believe that learning about moving
image media needs to be seen as a
fundamental entitlement for all children.
The Brit...

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Ei607 digital media literacy

  1. 1. Digital Media Literacy EI607
  2. 2. Movie Time! Some examples of student movies from previous years
  3. 3. We believe that learning about moving image media needs to be seen as a fundamental entitlement for all children. The British Film Institute ” “
  4. 4. We live in an age when to be literate means to be as familiar with images on a screen as with text on a page, and to be as confident with a camera or a keyboard as with a pen. 21st Century Literacy – The UK Film Council ” “
  5. 5. Literacy is the repertoire of knowledge, understanding and skills that enables us all to participate in social, cultural and political life. Many now recognise that this repertoire has to include the ability to ‘read’ and ‘write’ in media other than print: in moving images and audio, and in the hypertext structures of the digital world. The British Film Institute ” “
  6. 6. Literature and modes of communication are constantly changing and this should be reflected in our primary curriculum. If teachers provide opportunities for children to analyse and be critical of time based texts (film) these skills will continue to develop and will be transferable to the analysis of print based texts. Jackie Marsh, 2008 ” “
  7. 7. Language of the moving image When watching moving images consider the following- Camera Colour Character Story Sound Settings
  8. 8. The grammar of film language wide shot mid shot close up extreme close up over the shoulder
  9. 9. Children Making Movies Creativity & Digital Media Technologies Website
  10. 10. Teachers have seen how, starting with film, all children regardless of ability, have been able to discuss narrative in a sophisticated manner. The use of film has allowed children to learn using a medium with which they feel comfortable and able to take risks. This allows for higher order thinking to take place which is then transferable, as well as giving them the tools to understand the media-rich world around them. Literacy Adviser, East Midlands ” “
  11. 11. 60 Second Movies In this week’s session you are going to work in a group to shoot and edit a 60 second movie.
  12. 12. Storyboarding Make sure your storyboard includes the following information for each shot: the type of shot (e.g. WS, MS, CU, ECU) the length of the shot (in seconds) a description of what is happening in the shot

Editor's Notes

  • Examples are on Dropbox and in the Facebook ‘Primary ICT Education Videos’ Group.
  • Put this in the context of the way so much cultural production and reproduction in our society is carried out through a range of media – not just text. Does anyone want to challenge this though?
  • As with previous slide
  • Discuss the way in which this is calling for a new extended definition of literacy itself. Consider:

    Is reading/writing on the web the same as reading a book or a newspaper?
    What about reading/writing via a handheld device (Kindle, iPad, smartphone)?
    What about the idea that 90% of what we handwrite with a pen or a pencil on paper will have been written by the time we’re eighteen?
  • Briefly discuss how both recent reviews of the primary curriculum acknowledged this shift in modes of communication in their own ways. But both have been rejected for the time being.

    In 2005 Jackie Marsh looked into children’s use of popular culture, media and new technologies. Her study offers a variety of perspectives on the changing worlds of very young children in contemporary society. It provided evidence of the extensive nature of children’s engagement with popular culture, media and new technologies and suggests that they are competent and confident navigators of digital worlds. Young children are immersed in practices relating to popular culture, media and new technologies from birth. They are growing up in a digital world and develop a wide range of skills, knowledge and understanding of this world from birth.
  • These are the 6 key concepts for developing meaningful talk and practical activity relating to films. They point to techniques used in film making and enable us to group features common to both film and print based text.
    The 3 Cs are common to both print based texts and moving images, whilst the 3 Ss are specific to film.


  • Just as with literature, there are building blocks of image and sound that create expression, thought and meaning in filmmaking. These building blocks are what we can think of the grammar and syntax of films.

    A wide shot – will typically introduce and establish a location and time
    A mid shot- will allow you a more detailed look at the location , becoming more specific.
    A close up – will offer a detail that has a particular emotional and intellectual resonance.

    Any combination of these three key shots will allow you to tell a story in moving images. A director normally chooses the shot which best conveys a particular point, detail, mood or gesture to carry the story forward.

    Suggest that they try the film grammar worksheet in their own time!
  • Briefly introduce them to this website plotting some of our own work with children using digital video.
  • Discuss the task for next week.

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