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When Literacy Goes Digital

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When Literacy Goes Digital

  1. 1. When Literacy Goes Digital: Meeting the Needs of the Youngest Learners with Digital and Media Literacy Renee Hobbs Professor and Founding Director Harrington School of Communication and Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: reneehobbs Web: http://mediaeducationlab.com
  2. 2. What do we need to know and be able to do when it comes to supporting and extending the use of print, visual, sound and digital texts, tools and technologies among children & youth?
  3. 3. Empowerment and protection are two sides of the same coin
  4. 4. Developmental Characteristics of Adolescence Love Experience for its Own Sake Take Risks in Pursuit of Experience Go After Novelty, Complexity and Intense Situations
  5. 5. Searching for the Sensational
  6. 6. Escaping to Alternative Worlds
  7. 7. Playing with Identity
  8. 8. Speaking Out as a Civic Actor
  9. 9. Developing Emotional Reasoning
  10. 10. Understanding & Using Social Power Fitting In Standing Out
  11. 11. Talking to Anyone about Anything LINK ... and keeping secrets from parents and adults
  12. 12. Transgressing Social Norms
  13. 13. Human Development & Socialization are Lifelong Processes
  14. 14. Human Development & Socialization are Lifelong Processes
  15. 15. Human Development & Socialization are Lifelong Processes
  16. 16. Missing Perspectives CHILDREN TEACHERS
  17. 17. Tis education forms the common mind, Just as the twig is bent, so is the tree inclined. --Alexander Pope
  18. 18. A university-school partnership program designed to strengthen children’s ability to think for themselves, communicate effectively, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities, and the world. Increase school relevance by connecting classroom to contemporary culture
  19. 19. + The Vision 1 Summer Program for Children 2 Staff Development Program for Educators 3 In-School Mentoring 4 Multimedia Curriculum Development 5 Video Documentation and Research 6 Parent and Community Outreach
  20. 20. Urban charter school • 70% of families receive free or reduced lunch • Median income: $35K • Teachers: 90% White • 85% African-American • 60% of Grade 3 students met state standards for reading • 9 – 11 year olds (N = 115) Suburban public schools (2) • 10% of families receive free or reduced lunch • Median income: $120K • Teachers: 95% White • 78% White, 15% Asian • 88% of students met state standards for reading • 9 – 11 year olds (N = 256)
  21. 21. Children can categorize visual media by purpose and target audience
  22. 22. Active Reasoning as a Precursor to Media Literacy Some children describe their favorite TV shows, videogames and music using active reasoning: • Identify the genre • Describe a compositional element • Link an emotional response to a compositional element • Identify a social function of media use • Describe message or meaning
  23. 23. 0 10 20 30 40 50 60 70 80 90 Downloaded music from the Internet Created a personal webpage Gotten information from the Internet Visited Facebook Used a digital camera to take a photo Uploaded a photo Used a computer program to create or design pictures Made an avatar of myself Create a profile for myself on Facebook Created a blog Used instant messaging or chat None of these RBCS WES Children ages 9 - 11 engage in a wide variety of online activities
  24. 24. Many children ages 9 – 11 experience “accidental transgression”
  25. 25. LINK Children benefit from literacy activities that promote critical thinking, creativity and intercultural social interaction
  26. 26. Very young children explore an expanded conceptualization of authorship in relation to print, visual, sound and digital media LINK LINK
  27. 27. When kids create, they fuse elements from media and personal life . LINK
  28. 28. Why don’t more elementary educators use digital and media literacy pedagogy?
  29. 29. Mass media, celebrities and popular culture inflect children’s online activities LINK
  30. 30. Messy engagement results when teachers interact with children about the media and technology they use at home LINK
  31. 31. Both teachers and school leaders have concerns about mayhem and loss of control that may interfere with digital media projects “unpredictable” and “exhausting”  Not clearly linked to academic standards  Not easy to assess student learning outcomes  Not text-based  Organizational and management challenges
  32. 32. Teachers can create structured learning experiences that provide a balance between order and chaos LINK
  33. 33.  They develop a well-structured activity with a clear audience and purpose  Activate creative & independent thinking from learners  Carefully monitor small groups  Learn basics of technology use  Dedicate substantial amounts of time When teachers see the value of creating with media and technology in school…
  34. 34. They take advantage of unpredictable moments in social interactions with children. They address the socialization processes involved in building character. When teachers see the value of talking about media and technology in school… For dialogue to be authentic, high levels of trust and respect are required.
  35. 35. LOVE HATE PRINT VISUAL SOUND DIGITAL Teachers’ attitudes about media, technology and popular culture shape their work with children and youth
  36. 36. THE 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. THE 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.
  37. 37. THE 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. THE 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.
  38. 38. THE 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. THE 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.
  39. 39. THE 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. THE 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.
  40. 40. THE 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. THE 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.
  41. 41. THE 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. THE 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 advance your lessons, goals, and learning target. Multimedia presentations, engaging websites, and educational technology serve the purpose of helping you deliver the core content and skills students need to master.
  42. 42. www.powerfulvoicesforkids.com Book and Website Launch, June 2013
  43. 43. Exploration of digital and media literacy pedagogy with younger children helps us understand the complex interaction between home and school in both the processes of development & socialization Sensitivity to teacher motivations may help researchers and teachers better collaborate to develop innovative digital and media literacy learning experiences – both in and out of school
  44. 44. Access, Use & Share Create & Collaborate Analyze & Evaluate Apply Ethical Judgment The future of literacy
  45. 45. When teachers feel respected and trusted, they make time and space in the curriculum to explore innovative approaches to teaching and learning
  46. 46. www.mediaeducationlab.com
  47. 47. Hobbs, R. & Moore, D. (2013). Discovering media literacy: Teaching digital media and popular culture in elementary school. 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 precursor to 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 the United 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 elementary media 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,” Paper presentation, 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 in the elementary grades. In C. Von Feilitzen, U. Carlsson & C. Bucht (Eds.). New questions, new insights, new approaches. The International Clearinghouse on Children, Youth and Media. NORDICOM. University of Gothenburg, Sweden (pp. 43 – 56).
  48. 48. Renee Hobbs Professor and Founding Director Harrington School of Communication and Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: reneehobbs Web: http://mediaeducationlab.com

Editor's Notes

  •  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.
  •  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.

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