Fall public lecture by Renee Hobbs at the University of Arkansas College of Education and Health Professions

1. Create to Learn
How Digital Media Inquiry
Advances Intellectual
Curiosity
Renee Hobbs
University of Rhode Island
Media Education Lab
Twitter: @reneehobbs
October 28, 2019
University of Arkansas
Fall Public Lecture
Series

3. Language, Media & Technology Can
Create Unreal Realities

4. Language, Media & Technology Can
Create Unreal Realities
From Once Upon a Time
to Special Effects, Photoshop, Fake News, Deepfakes and Beyond

5. Welcome to the
Attention Economy

7. 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

8. www.mediaeducationlab.com

9. EXPANDED
CONCEPTUALIZATION

10. We share meaning through symbols
that come in many forms

11. PEER-TO-PEER FILE SHARING
Preview
When people create media, they demonstrate
literacy & learning competencies in a
naturalistic way
The rise of algorithmic propaganda requires new
knowledge, skills and habits of mind to cope
with the complex digital environment of today
Analyzing and creating media activates
intellectual curiosity & cultivates a spirit of
lifelong learning essential for participation in a
democratic society

12. Out-of-School Remix
The Odyssey First Contact Gilded Age Politics

13. WRITING
READING

15. Project Information Literacy
Students actively try to reduce the number of
choices they have to make in order to get
their assignments done.
The Citation Project
First-year college students who use sources
in their writing rarely write about them with
much understanding.
They don’t summarize sources, they harvest
quotes. Nearly half the time, the quotes they
use are from the first page of the source.
We

16. CUT-AND-PASTE CULTURE
At least 15% of college students
use term paper mills
SOURCE: Newton, P. (2018). How common is contract cheating in higher education? A systematic review. Frontiers in
Education. https://doi.org/10.3389/feduc.2018.00067

18. Screencasting
Digital Annotation
Asynchronous Video

19. Screencast-o-Matic
http://screencast-o-matic.com

20. Screencast-o-Matic
http://screencast-o-matic.com

21. Kami PDF & Document Markup
http://chrome.google.com
A Student PDF Annotation
@reneehobbs

22. A Student Annotates a Video
ANT Video Annotation
https://ant.umn.edu/

23. Flipgrid
https://flipgrid.com

24. Flipgrid
https://flipgrid.com

28. Developing Research Skills
through Multimedia Production

33. A majority of students ages 14 - 23 prefer learning from
YouTube videos over other activities including in-person
group activities, learning apps, games, or reading from
printed books.
SOURCE: Pearson (2018). Beyond millennials: The next generation of learners. Global Research &
Insights and Harris Polling.

34.  Why do many young people
prefer to learn from
YouTube videos?
 What are some benefits,
risks and consequences of
this?
Turn & Talk
4

35. Authority
Authenticity

36. Widen the Range of Genres
Inspire Creative Collaboration
Show Evidence of Learning

38. CLOUD-BASED DIGITAL TOOLS
Writing
KidBlog
Google Docs
Wikispaces
Storybird
Animation
Animoto
Powtoons
OSnap
Moovly
Screencasting
Screencastify
Screencast-o-Matic
Podcasting
Anchor FM
Video Production
YouTube
WeVideo
Shadow Puppet
Kizoa
Adobe Spark
Coding
Scratch
Ready
Infographics
Infogr.am
Easel.ly

43. Algorithms enable personalization of
information, entertainment & persuasive content

44. “The art of posing a
question must be held of
higher value than
solving it.”
- Georg Cantor, creator of Set Theory
(1867)

45. Question: Why do the shoes I was looking at
on Zappos follow me from one website to
another?
Question: Why do some FB friends
never show up on my News Feed?
Question: Why go Google search results seem
so different when I use my Grandma’s
computer?

46. Assignment: Generate a meaningful
question. Gather information from 3 or
more different types of sources as you
answer your question.
Aim to develop an informed position
on the topic.
Then create a short video to share
what you learned with a public
audience.
Search, Research
and Create Media

47. Coiro, J., Castek, J., & Quinn, D. (2016). Personal inquiry and online research: Connecting learners in ways that
matter. The Reading Teacher, 69(5), 483-492.

48. Why did the
National Rifle
Association
buy Facebook ads
warning people about
fake news?

51. What are the Implications of Participating in Highly
Personalized Media Worlds?

56. Hoaxes
Parody/Satire
ACTIVATE STRONG
EMOTIONS
ATTACK
OPPONENTS
SIMPLIFY
INFORMATION
RESPOND TO
AUDIENCE NEEDS
KEY FEATURES
OF CONTEMPORARY PROPAGANDA

57. Hoaxes
Parody/Satire
ACTIVATE STRONG
EMOTIONS
ATTACK
OPPONENTS
SIMPLIFY
INFORMATION
RESPOND TO
AUDIENCE NEEDS
KEY FEATURES
OF CONTEMPORARY PROPAGANDA

59. Teachers can help
students analyze
contemporary
propaganda and
understand
algorithmic
personalization

60. www.mindovermedia.tv

62. LESSON PLANS

63. www.mindovermedia.tv

66. Analyzing Media
with the
MEDIA LITERACY
SMARTPHONE

68. multi-perspectival thinking
critical analysis cultivates

69. PEER-TO-PEER FILE SHARING
Review
When people create media, they demonstrate
literacy & learning competencies in a
naturalistic way
The rise of algorithmic propaganda requires new
knowledge, skills and habits of mind to cope
with the complex digital environment of today
Analyzing and creating media activates
intellectual curiosity & cultivates a spirit of
lifelong learning essential for participation in a
democratic society

70. Analyzing Global Propaganda
to Increase Cultural Understanding
SOURCE: Hobbs, R., Seyferth-Zapf, C. & Grafe, S. (2018). Using virtual exchange to advance media literacy
competencies through analysis of contemporary propaganda, Journal of Media Literacy Education 10(2), 152 – 168.

72. Asking critical questions
about what you watch, see & read
builds a deeper appreciation of the
social responsibilities of digital authorship

73. Renee Hobbs
Director, Media Education Lab
Co-Director, Graduate Certificate Program in Digital Literacy
Harrington School of Communication & Media
University of Rhode Island
Email: hobbs@uri.edu
Twitter: @reneehobbs
LEARN MORE
Web: www.mediaeducationlab.com