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Introduction to Digital
and Media Literacy
Renee Hobbs
Temple University
Media Education Lab
Abington Friends School
Novem...
PRINT: Books and magazines
VISUAL: Movies & TV shows
SOUND: Radio & recorded music
DIGITAL: Social media, Internet & video...
Pre-
Professional
Preparation
Teaching with Media &
Technology
INSTRUCTIONAL TOOL
Teaching about Media & Technology
ACTIVE...
Protection - Empowerment:
A Two-Sided Coin
The Protectionist – Empowerment Dialectic
Protection - Empowerment:
A Two-Sided Coin
The Protectionist – Empowerment Dialectic
NEW TEXTS
NEW TOOLS
Ignore Engage
Expanding the Concept of Literacy
Print Literacy
Visual Literacy
Information Literacy
Media Literacy
Computer Literacy
New...
One Expansive Conceptualization
to Unite Them All
Key
Concepts
People Interpret
Messages Differently
People Interpret
Messages Differently
Messages Use Different
Codes and Conventions
Messages are
Representations
People Interpret
Messages Differently
Messages Use Different
Codes and Conventions
Messages are
Representations
People Interpret
Messages Differently
Messages Use Different
Codes and Conventions
Messages H...
Messages are
Representations
Messages Influence our
Attitudes and Behaviors
People Interpret
Messages Differently
Messages...
One Expansive Conceptualization
to Unite Them All
Key
Concepts
Learning
Process
ACCESS
ANALYZE
CREATE
ACT
REFLECT
The Learning Process of Digital & Media Literacy
ACCESS
Learning Process
Comprehend and
Make Sense of All Sorts of Texts
Use Technology Tools Well
Gather Information
Indep...
ANALYZE
Ask Good Questions
Evaluate the Quality & Value of
Messages
Explore Context in Meaningful Ways
Learning Process
AS...
COMPOSE
Use Multiple Modes of Expression
Reach Authentic Audiences
Manipulate Content and Form in
Relation to Purpose and ...
REFLECT
Activate Multiperspectival Thinking
Predict Consequences and Use
Hypothetical Reasoning
Examine Issues of Power an...
ACT
Connect the Classroom to the World
Strengthen Leadership and
Collaboration
Develop Integrity and Accountability
Learni...
ACCESS
ANALYZE
CREATE
ACT
REFLECT
How Do You Support the Learning Process of
Digital & Media Literacy?
Case Study: Roberts Elementary School
Program Elements
 Activate prior knowledge and dismantle stereotypes
 Gather information to extend cultural knowledge
 ...
Case Study: Middle-School Students Explore
Celebrity Culture and Advertising
LINK
Case Study: Youth Workshop on Media
Representations of Iranian Culture
Representations of Persian Culture
Characteristics of the DML Learning Environment
 Integration of speaking, listening, reading, writing, media
analysis and...
DML in High-Tech and No-Tech Classrooms
ACCESS
ANALYZE
CREATE
ACT
REFLECT
How can we best help students to develop the knowledge
and skills they need to be global citizens?
ACCESS: Watch an Iranian music video and read lyrics then discuss the key ideas
expressed visually and verbally.
ANALYZE: ...
ACCESS
ANALYZE
CREATE
ACT
REFLECT
www.mediaeducationlab.com
BEGINNING IN JANUARY:
Founding Director
Harrington School of Communication and Media
University ...
Videos and More Resources Online:
http://mediaeducationlab.com
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Digital and Media Literacy

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An exploration of media literacy in the context of Quaker education

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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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