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The Future of Digital and Media Literacy Education

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Professor Renee Hobbs returns to the Harvard Graduate School of Education, her alma mater, to speak about digital and media literacy education for the HGSE Language and Literacy and Technology in Education students. She defines digital literacy and shows examples from K-12 and informal learning. Hobbs explains why reflection on teacher motivations is a transformative practice for educator professional development.

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The Future of Digital and Media Literacy Education

  1. 1. Digital and Media Literacy Education Renee Hobbs Professor, Department of Communication Studies Director, Media Education Lab Harrington School of Communication and Media University of Rhode Island EMAIL: hobbs@uri.edu TWITTER: @reneehobbs WEB: www.mediaeducationlab.com
  2. 2. PEER-TO-PEER FILE SHARING Medium Theory. Media & technology are immersive cultural environments; media structures re-shape human perception & values. Active Audience Theory. Audiences are active; meaning-making is variable; lived experience & social context are key dimensions of interpretation. Communication & Education. Institutions of education, communication practices & democratic values are interconnected. Inquiry Learning. People learn best from experiences that engage them in active work that promotes intellectual curiosity and collaboration. Critical Pedagogy. Awareness, analysis, and reflection enable people to take action to make society more just and equitable. Theoretical Framework
  3. 3. expanding the concept of text
  4. 4. ACCESS expanding the concept of literacy
  5. 5. expanding the concept of literacy open access multitasking transmediation curation play data ownership identity representation privacy addiction
  6. 6. PEER-TO-PEER FILE SHARING Define and operationalize digital and media literacy with examples from K-12 and informal learning contexts Describe some of the approaches to professional development we’re exploring in K-12 and higher education Consider why an examination of teacher motivations for digital learning is essential for implementing curricular reform Share an example of how teacher motivations shapes innovation in digital literacy Goals for Today’s Talk
  7. 7. Stakeholders in Digital Literacy TECHBUSINESSACTIVIST GOVERNMENTLIBRARY EDUCATIONCREATIVE
  8. 8. Rhetoric Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy Critical Literacy News Literacy Digital Literacy Defining Digital Literacy in Historical Context
  9. 9. A Lifelong Process
  10. 10. A Lifelong Process
  11. 11. A Lifelong Process
  12. 12. Digital Literacy Competencies Access, Use and Share  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  Identify information needs  Use effective search and find strategies  Troubleshoot and problem-solve  Learn how to learn  Listening skills  Reading comprehension
  13. 13. Access: Read & Comprehend
  14. 14. Digital & Media Literacy Competencies Analyze & Evaluate  Understand how symbols work: the concept of representation  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 of information and entertainment production  Examine the political and social ramifications of inequalities in information flows
  15. 15. Analyze a YouTube Video
  16. 16. Digital Literacy Competencies Create & Collaborate  Recognize the need for communication and self-expression  Identify your own purpose, target audience, medium & genre  Brainstorm and generate ideas  Compose creatively  Play and interact  Edit and revise  Use appropriate distribution, promotion & marketing channels  Receive audience feedback  Work collaboratively  Comment, curate and remix
  17. 17. Learn about Primary Source Materials by Creating a Music Video
  18. 18. Digital Literacy Competencies Reflect  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 communication situations  Understand how concepts of ‘private’ and ‘public’ are reshaped by digital media  Appreciate and respect legal rights and responsibilities (copyright, intellectual freedom, etc)
  19. 19. Digital Literacy Competencies Take Action  Acknowledge the power of communication to maintain the status quo or change the world  Participate in communities of shared interest to advance an issue  Be a change agent in the family & workplace  Participate in democratic self- governance  Speak up when you encounter injustice  Respect the law and work to change unjust laws  Use the power of communication and information to make a difference in the world
  20. 20. Act: Create a Public Service Announcement
  21. 21. PEER-TO-PEER FILE SHARING Define and operationalize digital and media literacy with examples from K-12 and informal learning contexts Describe some of the approaches to professional development we’re exploring in K-12 and higher education Consider why an examination of teacher motivations for digital learning is essential for implementing curricular reform Share an example of how teacher motivations shapes innovation in digital literacy Goals for Today’s Talk
  22. 22. www.harrington.uri.edu
  23. 23.  Project-based learning  Real-world client  Intensive faculty involvement  Digital literacy competencies are embedded  Student work is gifted to client
  24. 24. Media Smart Libraries Children’s Librarians & Children’s Media Professionals In Partnership with the Providence Children’s Film Festival and the Rhode Island Office of Library and Information Services
  25. 25. Graduate Certificate in Digital Literacy A 12-credit graduate program that enables educators, librarians and media professionals to acquire the knowledge and skills required for full participation in a read/write culture where active participation in a knowledge community requires the skillful use, creation and sharing of digital texts, tools and technologies.
  26. 26. Summer Institute in Digital Literacy July 26 – 31, 2015 Providence RI
  27. 27. 70% rated it the best professional development of their career, giving it a 10 on a 10-point scale
  28. 28. PEER-TO-PEER FILE SHARING Define and operationalize digital and media literacy with examples from K-12 and informal learning contexts Describe some of the approaches to professional development we’re exploring in K-12 and higher education Consider why an examination of teacher motivations for digital learning is essential for implementing curricular reform Share an example of how teacher motivations shapes innovation in digital literacy Goals for Today’s Talk
  29. 29. LOVE HATE PRINT VISUAL SOUND DIGITAL Educators’ attitudes about media, technology and popular culture shape their work with learners
  30. 30. Empowerment
  31. 31. Protection
  32. 32. How do Teachers Make Sense of Digital Media and Learning? Exploring the relationship between teacher motivation and likelihood to use digital media and technology in the classroom
  33. 33. Motivations for Using Media & Technology in Education 12
  34. 34. TECHIE You’re the educator who loves tablets, apps, programs, plug- ins, widgets, websites, and other types of educational technology because you have a passionate curiosity about new tools. You see much potential to engage students with the technology tools they love and use in their everyday lives. TRENDSETTER You’re tuned into pop culture and curious about kid culture. Maybe your own most-loved popular culture isn’t too far removed from that of your students. You are inquisitive about the trends and hot topics that make up a crucial component of the fabric of your students’ everyday lives. You want school culture to meet kids where they live with the popular culture they know and love.
  35. 35. DEMYSTIFIER As a teacher, you “pull back the curtain” to help students see how various forms of information and knowledge are constructed. You emphasize the practice of critical thinking, helping students ask good “how” and “why” questions. WATCHDOG You are a natural critical thinker, aware of how economic systems and institutions influence our everyday lives, particularly through the media we use. You want your students and your peers to be more mindful of the ways that things are bought and sold. Who owns and controls the media content that we see, hear, read, and play with? You feel responsible for giving your students a “wake-up call” about the economic and institutional inner-workings of the technology and the world that surrounds them.
  36. 36. ACTIVIST As an educator, you want to make society more just and equitable by promoting democratic participation. You use media in the classroom as a catalyst for students to understand how they might have a voice in improving the quality of life in their communities and in the world. TASTEMAKER You want to broaden your students’ horizons. You want them to have exposure to the kinds of media experiences that put them in touch with historical, aesthetic, and critical appreciation. You know that a key component of students’ future interactions will require them to draw from a variety of cultural sources both classical and popular.
  37. 37. ALT You are an inventive, perhaps “DIY,” teacher. You’re always ready to challenge students with alternative ways of finding, using, thinking about, and making media in the classroom. Whether you use open source programs on school computers, encourage students to start alternative clubs or magazines, or introduce students to media that’s “off the beaten path” of mainstream and mass media, you are likely a key proponent of broadening students’ understanding of the many different ways that people can communicate in the world. MOTIVATOR You are an inspiration, a catalyst for your students’ creative energy. Students who have never felt comfortable speaking up in class, participating in activities, or contributing to class dialogue find it easier to speak their mind when you’re leading the classroom. You see your role as helping students be the best they can be.
  38. 38. SPIRIT GUIDE You are a listener. You have a dedication to the social and emotional well-being of your students, and want to make sure that everything you do in the classroom connects to their immediate needs to understand themselves and their lives. Students likely find you trustworthy, and may even confide in you in ways that they do not for other teachers. You know media is just one facet of student life, and you want to engage with it to help them through the highs and lows of life in all of its challenges and opportunities. PROFESSIONAL You have high standards for your students’ work, and you may be seen as the go-to media professional in your school. You know how to push your students to understand and emulate the professional conventions that is important to being taken seriously in the world of media creation. To help students enter the real world of media creation, you bring other authors, professionals, and media-makers into your classroom to enrich the learning experience.
  39. 39. PROFESSOR You balance your interest in media and technology with a clear connection to academic standards. You want to be sure that media and technology are not used in the classroom for their own sake, but to gain content knowledge. Multimedia presentations, engaging websites, and educational technology serve the purpose of helping you deliver the core content and skills students need to master. TEACHER 2.0 You understand that participation in digital media and learning cultures requires flexibility to new formats, modes of expression, and participation in and out of school. You use online or interactive versions of classic literature to explore meaning behind texts. Teacher 2.0 teachers always trying new things in the classroom and finding new ways to connect learning to children’s culture.
  40. 40. Instructional Practices of Digital and Media Literacy are Linked to Teacher Motivations Find, comprehend and interpret content Gain knowledge and information Examine the quality of information resources Share ideas through dialogue & discussion Create, build or make something Reflect on expected and unanticipated consequences Plan and implement action to effect social change Critically analyze how messages are constructed
  41. 41. Motivations for Using Media & Technology in Education 12
  42. 42. Why reflection is a transformative practice
  43. 43. Self-reflection on one’s own motivations may increase focus and creativity
  44. 44. Collaborative reflection may promote respect and cultivate shared values
  45. 45. Respect for teacher motivations may expand the diversity and range of instructional practices and tools
  46. 46. Sensitivity to teacher motivations may contribute to the design of PD with greater impact
  47. 47. WATCHDOG ACTIVIST
  48. 48. Hobbs, R. & Moore, D.C. (2013). Discovering media literacy: Digital media and popular culture in elementary school. Thousand Oaks CA: Corwin/Sage. Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638. Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy. Learning, Media and Technology, 38(2), 182-197. Hobbs, R. & RobbGrieco, M. (2012). African-American children’s active reasoning about media texts as a precursor to media literacy. Journal of Children and Media 6(4), 502 – 519. Hobbs, R. (2013). La tension dialectique entre les perspectives de l’empowerment et de la protection dans les programmes americans d’education aux medias. Jeunes et Medias 4: 19 – 31. Publibook, Paris France. [Translation: The dialectic tension between empowerment and protection in media literacy education in the United States.] Babad, E., Peer, A., & Hobbs, R. (2012). Media literacy and media bias: Are media literacy students less susceptible to non-verbal judgment biases? Psychology of Popular Media Culture.1(2), 97 – 107. DOI: 10.137/a0028181 Cappello, G., Felini, D. & Hobbs, R. (2011). Reflections on global developments in media literacy education: Bridging theory and practice. Journal of Media Literacy Education 3(2), 66 – 73. Hobbs, R. (2011). The state of media literacy: A response to Potter. Journal of Broadcasting and Electronic Media 55(3), 419 – 430. Hobbs, R. and RobbGrieco, M. (2010). Passive dupes, code breakers, or savvy users: Theorizing media literacy education in English language arts. In D. Lapp and D. Fisher (Eds.), Handbook of research on teaching the English language arts. Third edition. New York: Routledge (pp. 283 – 289). Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. Washington, D.C.: John S. and James L. Knight Foundation and Aspen Institute.
  49. 49. PEER-TO-PEER FILE SHARING Define and operationalize digital and media literacy with examples from K-12 and informal learning contexts Describe some of the approaches to professional development we’re exploring in K-12 and higher education Consider how an examination of teacher motivations for digital learning supports teacher reflection – a vital element of curriculum reform Share an example of how my motivations influenced the development of a interactive multimedia website for exploring contemporary propaganda Goals for Today’s Talk
  50. 50. Digital and Media Literacy Education Renee Hobbs Professor, Department of Communication Studies Director, Media Education Lab Harrington School of Communication and Media University of Rhode Island EMAIL: hobbs@uri.edu TWITTER: @reneehobbs WEB: www.mediaeducationlab.com

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