Istanbul Presentation on Digital and Media Literacy

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Renee Hobbs offers a workshop to 85 educators at ERG in Istanbul Turkey on October 8 2012.

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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.
  •  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.
  •  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.
  • Examples of this: Science communication – using digital media to help the public understand about climate changeRitchie Garrison, professor of history at the University of Delaware- digitizing early American samplers enlisting technology to connect the public with its cultural legacy.
  •  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.
  • 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?
  • 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?
  • 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?
  • 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?
  • 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?
  • Istanbul Presentation on Digital and Media Literacy

    1. 1. Transforming Education:The Competencies We Need When Information Becomes Digital Renee Hobbs
    2. 2. www.mediaeducationlab.com
    3. 3. Texts of Digital & Media Literacy
    4. 4. music & sound
    5. 5. entertainment
    6. 6. journalism
    7. 7. videogames
    8. 8. social media
    9. 9. =
    10. 10. Texts of Digital & Media LiteracyWHY THE TIME IS RIGHT
    11. 11. Why the Time is Right
    12. 12. Stakeholders in Digital Literacy EDUCATION CREATIVE GOVERNMENT LIBRARY TECH BUSINESS ACTIVIST
    13. 13. http://mediaeducationlab.com
    14. 14. http://mediaeducationlab.com
    15. 15. http://mediaeducationlab.com
    16. 16. LOVE IT HATE ITPRINT: Books and magazinesVISUAL: Movies & TV showsSOUND: Radio & recorded musicDIGITAL: Social media, Internet & videogames
    17. 17. Ignore Engage
    18. 18. Using Questions to Promote Critical Thinking Authors Messages Representation & & & Audiences Meanings Realities
    19. 19. Asking critical questions aboutmass media and popular culturedevelops intellectual curiosity and helpsmake connections between theclassroom and the culture
    20. 20. Media LiteracyRemote Control
    21. 21. One Expansive Conceptualization to Unite Them All KeyConcepts
    22. 22. Messages areRepresentations
    23. 23. Messages are RepresentationsMessages Use DifferentCodes and Conventions
    24. 24. People Interpret Messages are Messages Differently RepresentationsMessages Use DifferentCodes and Conventions
    25. 25. People Interpret Messages are Messages Differently RepresentationsMessages Have Economic &Political Power Messages Use Different Codes and Conventions
    26. 26. People Interpret Messages are Messages Differently RepresentationsMessages Have Economic &Political Power Messages Use Different Messages Influence our Codes and Conventions Attitudes and Behaviors
    27. 27. NEW TEXTSNEW TOOLS NEW RELATIONSHIPS
    28. 28. Digital literacy is the ability to use information and communication technologies to find, evaluate, create, andDigital Literacyinformation requiring communicate & Libraries: both cognitive and technical Next Designing What’s Coming skills. -ALA Digital Literacy Task Force
    29. 29. Access & Use Create & Analyze & Apply Ethical Collaborate Evaluate Judgment
    30. 30. Digital Literacy  Keyboard and mouse skills  Be familiar with hardware, storage and file management practices  Understand hyperlinking & digital space  Gain competence with software applications  Use social media, mobile, peripheral & cloud computing tools  Have access to broadband  Identify information needs  Use effective search and find strategies  Troubleshoot and problem-solve  Learn how to learnAccess and Use  Listening skills  Reading comprehension
    31. 31. Digital Literacy  Recognize the need for communication and self-expression  Identify your own purpose, target audience, medium & genre  Brainstorm and generate ideas  Compose creatively  Work collaboratively  Edit and revise  Use appropriate distribution, promotion & marketing channels  Receive audience feedback  Play and interactCreate and Collaborate  Comment  Curate  Remix
    32. 32. Digital Literacy  Recognize the relationship between symbol and referent  Identify the author, genre, purpose and point of view of a message  Compare and contrast sources  Evaluate credibility and quality  Understand one’s own biases and world view  Recognize power relationships that shape how information and ideas circulate in culture  Understand the economic context ofAnalyze and Evaluate information and entertainment production  Examine the political and social ramifications of inequalities in information flows
    33. 33. Digital Literacy  Acknowledge the power of communication to maintain the status quo or change the world  Understand how differences in values and life experience shape people’s media use and message interpretation  Appreciate risks and potential harms of digital media  Apply ethical judgment and social responsibility to online communication situations  Understand how concepts of ‘private’ andApply Ethical Judgment ‘public’ are reshaped by digital media  Appreciate and respect legal rights and responsibilities (copyright, intellectual freedom, etc)
    34. 34. Access & Use Create & Analyze & Apply Ethical Collaborate Evaluate Judgment
    35. 35. How We Learn: The Pedagogies of Media and Digital LiteracyChoiceInterpretation and Meaning-MakingQuestioningCreationCollaborationConnecting Classroom to Culture
    36. 36. http://mediaeducationlab.com
    37. 37. Renee Hobbs Professor Founding DirectorDefinitions of Harrington School of Communication &Digital Literacy Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: reneehobbs
    38. 38. One Expansive Conceptualization to Unite Them All Learning Process KeyConcepts
    39. 39. The Learning Process of Digital & Media Literacy REFLECT ACCESS ANALYZE CREATE ACT
    40. 40. Learning Process Comprehend and Make Sense of All Sorts of Texts Use Technology Tools WellACCESS Gather Information Independently
    41. 41. ACCESSLINKFind information on a topic & examine the quality of source material
    42. 42. Learning Process Ask Good Questions Evaluate the Quality & Value of MessagesANALYZE Explore Context in Meaningful Ways
    43. 43. ANALYZELINKAnalyze a media message using five critical questions
    44. 44. Learning Process Use Multiple Modes of Expression Reach Authentic AudiencesCOMPOSE Manipulate Content and Form in Relation to Purpose and Audience
    45. 45. COMPOSECreate a remix
    46. 46. Learning Process Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical ReasoningREFLECT Examine Issues of Power and Responsibility
    47. 47. REFLECTLINKDiscuss the ethical dimensions of a media message
    48. 48. Learning Process Connect the Classroom to the World Strengthen Leadership and Collaboration ACT Develop Integrity and AccountabilityLink Link
    49. 49. The Learning Process of Digital & Media Literacy REFLECT ACCESS ANALYZE CREATE ACT
    50. 50. Rhetoric Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy Critical Literacy News Literacy Digital LiteracyLiteracy in Historical Context
    51. 51. Renee Hobbs Professor Founding DirectorDefinitions of Harrington School of Communication & MediaDigital Literacy University of Rhode Island USA Email: hobbs@uri.edu Twitter: reneehobbs MEDIAEDUCATIONLAB.com

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