Hobbs AUSACE 2011

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Renee Hobbs offers keynote address at AUSACE 2011 in Beirut, Lebanon, October 31.

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Hobbs AUSACE 2011

  1. 1. How  Digital  and    Media  Literacy  Educa5on     Promotes  Global    Cultural  Understanding           Renee  Hobbs   Temple  University   Media  Educa5on  Lab     Arab-­‐US  Associa-on  of  Communica-on  Educators   American  University  of  Beirut   October  31,  2011  
  2. 2. NEW  TEXTS   NEW  TOOLS  
  3. 3. Ignore   Engage  
  4. 4. Expanding  the  Concept  of  Literacy   Print  Literacy   Visual  Literacy   Informa5on  Literacy   Media  Literacy   Computer  Literacy   News  Literacy   Digital  Literacy  
  5. 5. One  Expansive  Conceptualiza-on     to  Unite  Them  All   Key  Concepts  
  6. 6. Key  Concepts   Authors     Messages     Representa-on     &     &     &  Audiences   Meanings   Reali-es    
  7. 7. One  Expansive  Conceptualiza-on     to  Unite  Them  All   Key  Concepts  
  8. 8. One  Expansive  Conceptualiza-on     to  Unite  Them  All   Learning   Process   Key  Concepts  
  9. 9. Learning  Process   Comprehend  and     Make  Sense  of  All  Sorts  of  Texts       Use  Technology  Tools  Well  ACCESS     Gather  Informa5on   Independently    
  10. 10. Learning  Process   Ask  Good  Ques5ons     Evaluate  the  Quality  &  Value  of   Messages  ANALYZE     Explore  Context  in  Meaningful  Ways  
  11. 11. Learning  Process   Use  Mul5ple  Modes  of  Expression     Reach  Authen5c  Audiences    COMPOSE   Manipulate  Content  and  Form  in   Rela5on  to  Purpose  and  Audience  
  12. 12. Learning  Process   Ac5vate  Mul5perspec5val  Thinking     Predict  Consequences  and  Use   Hypothe5cal  Reasoning    REFLECT   Examine  Issues  of  Power  and   Responsibility    
  13. 13. Learning  Process     Connect  the  Classroom  to  the  World     Strengthen  Leadership  and   Collabora5on    ACT   Develop  Integrity  and  Accountability    
  14. 14. Does  Your  Classroom  Support  the  Learning   Process  of  Digital  &  Media  Literacy?   REFLECT   ACCESS   ANALYZE   CREATE   ACT  
  15. 15. Case  Study:  Roberts  Elementary  School  
  16. 16. Program  Elements  ü   Ac5va5ng  prior  knowledge  and  dismantling  stereotypes  ü Gathering  informa5on  to  extend  cultural  knowledge  ü Represen5ng  ideas  through  image,  language  &  sound  ü Developing  cri5cal  analysis  skills  ü Using  film  to  develop  emo5onal  connectedness  to  the  other  ü Understanding  the  constructed  nature  of  film  ü Strengthening  civic  dialogue  through  online  crea5ve  expression  
  17. 17. Case  Study:  Youth  Workshop  on  Media   Representa-ons  of  Iranian  Culture  
  18. 18. Representa-ons  of  Persian  Culture  
  19. 19. Characteris-cs  of  the  DML  Learning  Environment   ü Integra5on  of  speaking,  listening,  reading,  wri5ng,  media   analysis  and  media  produc5on   ü Ac5ve  interpreta5on  emphasizes  the  power  of  student  voice   ü Climate  of  respect  and  trust  supports  the  sharing  of  diverse   ideas  &  perspec5ves   ü “Why”  ques5ons  are  plen5ful   ü Space  for  the  “teachable  moment”   ü Use  of  mass  media,  popular  culture  &  digital  media  connects   the  classroom  to  the  culture   ü Project-­‐based  learning  promotes  collabora5on  and  cri5cal   thinking    
  20. 20. REFLECT   ACCESS  ANALYZE   CREATE   ACT  
  21. 21. Strategies  for  Implementa-on:    University-­‐School  Partnerships   ü  Direct  Service  to  Children  and  Youth     ü  Field  Experience  Courses   ü  In-­‐School  Mentoring  to  Classroom   Teachers   ü  Teacher  Professional  Development   ü  Curriculum  Development   ü  Parent  Outreach  Programs        
  22. 22. How  are  you  helping  students  to  develop  the  knowledge   and  skills  they  need  to  thrive  in  the  21st  century?  
  23. 23. BEGINNING  IN  JANUARY:  Founding  Director  Harrington  School  of  Communica5on  and  Media  University  of  Rhode  Island  Email:  renee.hobbs@uri.edu     www.mediaeduca5onlab.com  

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