Digital and Media Literacy

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An exploration of media literacy in the context of Quaker education

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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.
  • Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
  • 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?
  • 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?
  •  
    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?
  • Students will read an article by Jehanzab Dar which discusses the racism inherent in Frank Miller’s film, 300. Students make a list of the stereotypes that are identified in the article.
    View the 300 trailer and use repeated viewing to analyze various components, paying attention to camera angle, color palettes, wardrobe/costuming, role of women, makeup, audio, and how certain images are associated with one another or positioned adjacent to one another in the shot sequence.
    Students listen to “Hoviate Man” by Persian rapper, Yas, which responds to the film 300. Students list all the new ideas presented about Iran and Persian culture.
    Students will then discuss how contemporary Persian music borrows from both traditional aesthetics and from Western culture. An Iranian musician visits the class to discuss these issues and provide examples of contemporary fusion between Persian and Western music. 
    Students videotape musical performance using multiple cameras and plan a music video
  • .
  • Digital and Media Literacy

    1. 1. Introduction to Digital and Media Literacy Renee Hobbs Temple University Media Education Lab Abington Friends School November 4, 2011
    2. 2. PRINT: Books and magazines VISUAL: Movies & TV shows SOUND: Radio & recorded music DIGITAL: Social media, Internet & videogames LOVE IT HATE IT
    3. 3. Pre- Professional Preparation Teaching with Media & Technology INSTRUCTIONAL TOOL Teaching about Media & Technology ACTIVE AUDIENCE: GAIN INTERPRETIVE & ANALYSIS SKILLS RESPONSIBLE PRODUCER: USE & COMPOSE MEDIA, TECHNOLOGY & EDUCATION
    4. 4. Protection - Empowerment: A Two-Sided Coin The Protectionist – Empowerment Dialectic
    5. 5. Protection - Empowerment: A Two-Sided Coin The Protectionist – Empowerment Dialectic
    6. 6. NEW TEXTS NEW TOOLS
    7. 7. Ignore Engage
    8. 8. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy News Literacy Digital Literacy
    9. 9. One Expansive Conceptualization to Unite Them All Key Concepts
    10. 10. People Interpret Messages Differently
    11. 11. People Interpret Messages Differently Messages Use Different Codes and Conventions
    12. 12. Messages are Representations People Interpret Messages Differently Messages Use Different Codes and Conventions
    13. 13. Messages are Representations People Interpret Messages Differently Messages Use Different Codes and Conventions Messages Have Economic & Political Power
    14. 14. Messages are Representations Messages Influence our Attitudes and Behaviors People Interpret Messages Differently Messages Use Different Codes and Conventions Messages Have Economic & Political Power
    15. 15. One Expansive Conceptualization to Unite Them All Key Concepts Learning Process
    16. 16. ACCESS ANALYZE CREATE ACT REFLECT The Learning Process of Digital & Media Literacy
    17. 17. ACCESS Learning Process Comprehend and Make Sense of All Sorts of Texts Use Technology Tools Well Gather Information Independently ASSIGNMENT: Find and summarize information from multiple points of view
    18. 18. ANALYZE Ask Good Questions Evaluate the Quality & Value of Messages Explore Context in Meaningful Ways Learning Process ASSIGNMENT: Develop an argument by comparing and contrasting media messages using critical questions
    19. 19. COMPOSE Use Multiple Modes of Expression Reach Authentic Audiences Manipulate Content and Form in Relation to Purpose and Audience Learning Process ASSIGNMENT: Compose a media message for a specific audience using image, language and sound
    20. 20. REFLECT Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical Reasoning Examine Issues of Power and Responsibility Learning Process ASSIGNMENT: Discuss the ethical, political & social dimensions of a media message
    21. 21. ACT Connect the Classroom to the World Strengthen Leadership and Collaboration Develop Integrity and Accountability Learning Process ASSIGNMENT: Create and disseminate a media message that accomplishes a civic purpose
    22. 22. ACCESS ANALYZE CREATE ACT REFLECT How Do You Support the Learning Process of Digital & Media Literacy?
    23. 23. Case Study: Roberts Elementary School
    24. 24. Program Elements  Activate prior knowledge and dismantle stereotypes  Gather information to extend cultural knowledge  Represent ideas through image, language & sound  Develop critical analysis skills  Use film to develop emotional connectedness to the other  Understand the constructed nature of film  Strengthen civic dialogue through online creative expression
    25. 25. Case Study: Middle-School Students Explore Celebrity Culture and Advertising LINK
    26. 26. Case Study: Youth Workshop on Media Representations of Iranian Culture
    27. 27. Representations of Persian Culture
    28. 28. Characteristics of the DML Learning Environment  Integration of speaking, listening, reading, writing, media analysis and media production  Active interpretation combines with student voice  Climate of respect and trust supports the sharing of diverse ideas & perspectives  “Why” questions are plentiful  Space for the “teachable moment”  Use of mass media, popular culture & digital media connects the classroom to the culture  Project-based learning promotes collaboration and critical thinking
    29. 29. DML in High-Tech and No-Tech Classrooms
    30. 30. ACCESS ANALYZE CREATE ACT REFLECT
    31. 31. How can we best help students to develop the knowledge and skills they need to be global citizens?
    32. 32. ACCESS: Watch an Iranian music video and read lyrics then discuss the key ideas expressed visually and verbally. ANALYZE: Use five critical questions and the ML remote control to analyze the message. ANALYZE: Generate questions about the text and context. What do you want to learn more about? ACCESS: With a partner, find information to answer your questions. What sources are most useful and why? REFLECT. Reflect on how what you learned matches or contradicts your world view of Iran? COMPOSE: Compose a poem about your own cultural identity and perform it. ACT: Develop a spoken-word poetry event to share these performances. Exploring Iranian Identity & Culture
    33. 33. ACCESS ANALYZE CREATE ACT REFLECT
    34. 34. www.mediaeducationlab.com BEGINNING IN JANUARY: Founding Director Harrington School of Communication and Media University of Rhode Island USA Email: renee.hobbs@uri.edu
    35. 35. Videos and More Resources Online: http://mediaeducationlab.com

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