Powerful Voices for Kids at IRA Conference in San Antonio Brings Media Literacy to Elementary Learners


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Join the Powerful Voices for Kids community and bring digital and media literacy to your elementary learners. Renee Hobbs and David Cooper Moore authored the new book, Discovering Media Literacy: Digital Media and Popular Culture in Elementary School (Corwin/Sage, 2013). Learn more at: www.powerfulvoicesforkids.com

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Powerful Voices for Kids at IRA Conference in San Antonio Brings Media Literacy to Elementary Learners

  1. 1. Bringing Digital and Media Literacy to K-6 LearnersRenee HobbsProfessor and Founding DirectorHarrington School of Communication and MediaUniversity of Rhode Island USAEmail: hobbs@uri.eduTwitter: reneehobbsWeb: http://mediaeducationlab.com
  2. 2. JOIN OUR ONLINE COMMUNITYwww.powerfulvoicesforkids.comBook and Website Launch, June 2013
  3. 3. www.powerfulvoicesfor kids.com
  4. 4. What do we need to know and be able to do when it comes tosupporting and extending the use of print, visual, sound anddigital texts, tools and technologies among children & youth?
  5. 5. Empowerment and Protection are Two Sides of the Coin
  6. 6. Human Development & Socialization are Lifelong ProcessesTheoretical Frames
  7. 7. Human Development is Situational and ContextualTheoretical Frames
  8. 8. Learning Occurs through Social Interaction & Media ExposureTheoretical Frames
  9. 9. Play and Learning are LinkedTheoretical Frames
  10. 10. Key DevelopmentalCharacteristics of ChildhoodSocial Skills& BelongingExploring & DiscoveringMastery &Accomplishment
  11. 11. A university-school partnership program designed to strengthenchildren’s ability to think for themselves, communicate effectively,and use their powerful voices to contribute to the quality of life intheir families, their schools, their communities, and the world.Increase relevance, motivation & engagementby connecting home and school
  12. 12. +The Vision1 Summer Program for Children2 Staff Development Program for Educators3 In-School Mentoring4 Multimedia Curriculum Development5 Video Documentation and Research6 Parent and Community Outreach
  13. 13. Urban charter school• 70% of families receive free orreduced lunch• Median income: $35K• Teachers: 90% White• 85% African-American• 60% of Grade 3 students met statestandards for readingSuburban public schools (2)• 10% of families receive free orreduced lunch• Median income: $120K• Teachers: 95% White• 78% White, 15% Asian• 88% of students met state standardsfor reading
  14. 14. TV SORT TASK
  15. 15. TV SORT TASKLEARNING TARGETS:• I can recognize images that appear on TV and use languageto describe the shows.• I can recognize that different TV shows may appeal tochildren, teens and adults.• I can listen to others and offer additional information of myown.• I can make a choice, form an opinion and write about it.
  16. 16. Very young children explore an expandedconceptualization of authorshipin relation to print, visual, sound and digital mediaLINKLINK
  17. 17. RESEARCHActive Reasoning as aPrecursor to Media LiteracySome children describe theirfavorite TV shows, videogamesand music using activereasoning:• Identify the genre• Describe a compositional element• Link an emotional response to acompositional element• Identify a social function of mediause• Describe message or meaningHobbs & RobbGrieco, Journal of Children andMedia (2013)
  18. 18. 0 10 20 30 40 50 60 70 80 90Downloaded music from the InternetCreated a personal webpageGotten information from the InternetVisited FacebookUsed a digital camera to take a photoUploaded a photoUsed a computer program to create or design picturesMade an avatar of myselfCreate a profile for myself on FacebookCreated a blogUsed instant messaging or chatNone of theseRBCSWESChildren engage in a wide variety of online activities
  19. 19. Many children ages 9 – 11 experience “accidental transgression”
  20. 20. LINKChildren benefit from literacy activitiesthat promote critical thinking, creativityand intercultural social interaction
  21. 21. When kids create, they fuse elements from media and personal life.LINK
  23. 23. EXPLORING DIGITAL MEDIA USING MY POP STUDIOLEARNING TARGETS:• I can share my experiences with the both benefits and drawbacks ofdigital media like cell phones, videogames and social media when itcomes to social relationships with friends and family.• I can listen to the ideas and experiences of others and learn from them.• I can transform a real experience into a simple narrative story withcharacters, setting and a plot.• I can select images and compose language to convey a story that has alesson or moral.• I can use my imagination to empathize with other people’s experiencesand point of view.
  24. 24. www.mypopstudio.com LINK
  25. 25. Mass media, celebritiesand popular cultureinflect children’s onlineactivities
  26. 26. Messy engagement results when teachers interact withchildren about the media and technology they use at homeLINK
  27. 27. Both teachers and school leaders have concerns about mayhemand loss of control that may interfere with digital media projects“unpredictable” and “exhausting” Not clearly linked toacademic standards Not easy to assessstudent learningoutcomes Not text-based Organizational andmanagementchallenges
  28. 28. Teachers can create structured digital & media literacy learningexperiences that provide a balance between order and chaosLINK
  29. 29.  They develop a well-structured activity with a clear audience andpurpose Activate creative & independent thinking from learners Carefully monitor small groups Learn basics of technology use Dedicate time for analysis, composition and reflectionWhen teachers see the value of creating with media andtechnology in school…
  30. 30. • They tap into children’sknowledge of media and popularculture• They take advantage ofunpredictable moments in socialinteractions with children.• They address the relational andsocialization issues involved inbuilding character.When teachers see the value of talking about media andtechnology in school…For classroom dialogue to beauthentic, high levels ofinterpersonal trust and respectare required.Hobbs, R. Learning, Mediaand Technologies (2013)
  32. 32. SCREENCASTING THE CRITICAL QUESTIONSLEARNING TARGETS:• I can watch TV with the purpose of thinking about how andwhy the program was made.• I can use critical questions to analyze a media message.• I can write answers to critical questions and think aboutwhat my audience needs to know.• I can perform my answers as spoken language using goodpacing, tone and fluency.• I can use technology to create a short screencast.• I can give feedback to others and accept feedback aboutmy work.
  33. 33. www.screencast-o-matic.com
  34. 34. Grade 4 children use screencasting to demonstratecomprehension, writing and verbal fluencyLINK
  35. 35. LINKCollege students demonstrate critical analysis, writing andperformance skills with screencasting
  36. 36. LINK1. Who is the author and what is thepurpose of this message?2. What techniques are used to attractand hold attention?3. How are lifestyles, values and pointsof view represented?4. How might different viewers interpretthis message?5. What is left out?Asking CriticalQuestions
  37. 37. LINK
  38. 38. Talking with Children about iCarlyErin, age 4 Emma, age 8 Austin, age 11LINK
  39. 39. TAKE-AWAY IDEASExploration of digital and medialiteracy pedagogy with youngerchildren helps educators understandcomplex interaction between homeand schoolMass media, popular culture anddigital media provide tremendousopportunities for developing languageand literacy competenciesChildren can demonstrate criticalthinking by composing messages toreflect on media and technology’s rolein society
  40. 40. Access,Use & ShareCreate &CollaborateAnalyze &EvaluateApply EthicalJudgmentThe future of literacy
  41. 41. www.mediaeducationlab.com
  42. 42. Hobbs, R. & Moore, D. (2013). Discovering media literacy: Teaching digital media and popular culture in elementaryschool. Thousand Oaks: Corwin/Sage.Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy.Learning, Media and Technology, 38(2), 1 – 28.Hobbs, R. & RobbGrieco, M. (2012). African-American children’s active reasoning about media texts as a precursorto media literacy. Journal of Children and Media 6(4), 502 - 519.Grafe, S., Hobbs, R., Boos, M., Bergey, B. (2012). Teachers´ motivations for media education in Germany and in theUnited States. Paper presentation at Digital Media and Learning(DML) Conference, Los Angeles.Hobbs, R., Ebrahimi, A., Cabral, N., Yoon, J., & Al-Humaidan, R. (2011). Field-based teacher education in elementarymedia literacy as a means to promote global understanding. Action for Teacher Education 33, 144 – 156.Hobbs, R., Yoon, J., Al-Humaidan, R., Ebrahimi, A. & Cabral, N. (2011). Online digital media in elementary school.Journal of Middle East Media 7(1), 1 – 23.“Messy Engagement and Strategic Risk Taking as an Instructional Strategy in Informal Learning,” Paperpresentation, International Communication Association (ICA), Phoenix, AZ. May 28, 2012.Hobbs, R. , Cohn-Geltner, H. & Landis, J. (2011). Views on the news: Media literacy empowerment competencies inthe elementary grades. In C. Von Feilitzen, U. Carlsson & C. Bucht (Eds.). New questions, new insights, newapproaches. The International Clearinghouse on Children, Youth and Media. NORDICOM. University ofGothenburg, Sweden (pp. 43 – 56).
  43. 43. JOIN OUR ONLINE COMMUNITYwww.powerfulvoicesforkids.comBook and Website Launch, June 2013
  44. 44. www.powerfulvoicesfor kids.com
  45. 45. Renee HobbsProfessor and Founding DirectorHarrington School of Communication and MediaUniversity of Rhode Island USAEmail: hobbs@uri.eduTwitter: reneehobbsWeb: http://mediaeducationlab.com