Renee Hobbs invites teen librarians to reflect on how their attitudes about print, visual, sound and digital media shape their work. She reviews the developmental characteristics of adolescents that most affect teen media use behaviors. She considers the pros and cons of empowerment and protection in helping teens thrive in a media-saturated society.
7. What do we need to know and be able to do when it comes to
supporting and extending teens’ use of print, visual, sound and
digital texts, tools and technologies?
37. Characteristics of the Empowerment
Learning Process
Hanging Out
Messing Around
Geeking Out
38. Empowerment has Challenges
Unintended Consequences
of Digital Engagement
Making without
Critical Analysis =
Mindless Imitation
Social & Ethical Norms
Re-Shaped by Peer
Expectations of Constant
Connectedness
40. 50% of classroom teachers believe that
children spend too much time
in front of screens
Wartella, Schomburg, Lauricella, Robb & Flynn, 2010
41. Media Addiction among
11 – 16 Year Olds
5% Gone without eating or sleeping because of the Internet
11% Felt bothered when I cannot be on the Internet
16% Caught myself surfing when I am not really interested
13% Spent less time with either family, friends, or doing
schoolwork because of the time I spent on the Internet
13% Tried unsuccessfully to spent less time on the Internet
SOURCE: EU Kids Online, 2012
46. Media Literacy
Instructional Practices
1. Reflecting on our Media Choices
2. Play and Learning with Media & Technology
3. Developing Information Access & Research Skills
4. Strengthening Message Analysis Skills
5. Composing Messages using Multimedia Tools
6. Exploring Media Issues in Society
7. Sharing Ideas and Taking Action
49. Messages are
Representations
Messages Influence our
Attitudes and Behaviors
People Interpret
Messages Differently
Messages Use Different
Codes and Conventions
Messages Have
Economic &
Political Power
54. What did you notice?
Is this activity harmful or harmless?
What questions should be asked?
55. Opportunities for frank and candid discussion about media,
technology and popular culture should be an essential component
of teen library programs
58. Civic
Engagement
What factors predict a teenager’s intention to be civically engaged?
Sample. Middle-class suburban
Detroit high school, 50% white and
50% African-American. N = 100
Method. End-of-semester online
survey. Pilot study for PBS
McNeil/Lehrer Student Reporting
Labs
(www.studentreportinglabs.com)
Approach to Analysis. Factor
analysis and regression.
59. Civic
Engagement
POSITIVE ATTITUDES ABOUT INFORMATION ,
SEARCH, NEWS AND CURRENT EVENTS
UNDERSTANDING OF MEDIA LITERACY CONCEPTS
HANDS-ON EXPOSURE TO
MEDIA PRODUCTION EXPERIENCES
What factors predict a teenager’s intention to be civically engaged?
60. Stakeholders in
Digital & Media Literacy
TECH
BUSINESS
ACTIVIST
GOVERNMENT
LIBRARY
EDUCATION
CREATIVE
61. Teens & Libraries:
A Media Literacy
Perspective
Renee Hobbs
Harrington School of Communication and Media
University of Rhode Island
Email: hobbs@uri.edu
Twitter: reneehobbs
Web: http://mediaeducationlab.com
Editor's Notes
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 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.
We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
EU Survey of risks N = 25,000 kids from 13 countries
The survey asked about a range of risks, as
detailed in what follows. Looking across all
these risks, 41% of European 9-16 year olds
have encountered one or more of these
risks.
Risks increase with age: 14% of 9-10 year
olds have encountered one or more of the risks
asked about, rising to 33% of 11-12 year olds,
49% of 13-14 year olds and 63% of 15-16 year
olds.
EU Survey of risks N = 25,000 kids from 13 countries
The survey asked about a range of risks, as
detailed in what follows. Looking across all
these risks, 41% of European 9-16 year olds
have encountered one or more of these
risks.
Risks increase with age: 14% of 9-10 year
olds have encountered one or more of the risks
asked about, rising to 33% of 11-12 year olds,
49% of 13-14 year olds and 63% of 15-16 year
olds.
Please share the White Paper with colleagues and all who see that the time is now – together, we can build a community education movement for digital and media literacy.