This document summarizes key points from a presentation on media literacy and learning. It discusses how middle school students now spend 8 hours per day engaged with screens and discusses their media habits. It also notes that video games are regularly played by most 7th and 8th grade boys and over a quarter of girls, including violent games. The importance of parental involvement is discussed, as is how students are increasingly creating their own media content and the merging of television and computers. The goal of media literacy education is to help people develop critical thinking skills to engage with today's media landscape.
Lori Takeuchi and Briana Pressey presented "Zooming in: Studying family engagement with media at large and small scales" at the "Learning With Technology: Different Perspectives From Low-Income Families" panel at the AERA Annual Meeting in April 2014. In this presentation, they shared findings from two complementary studies aimed at understanding how families with young children are using media together. Both studies are part of the Families and Media Project, a multi-institution consortium that is being funded by the Bezos Family and Heising-Simons Foundations.
On January 24, 2014 the Joan Ganz Cooney Center released the results of a national survey of more than 1500 parents of children ages 2-10 to find out how much of children’s media time is devoted to educational content, platform by platform, age by age. These slides were presented by Michael Levine and Vicky Rideout to introduce the Families and Media Project and provide key highlights from the report.
Learning at Home: Families’ Educational Media Use in America is the first comprehensive analysis of parents’ experiences with the educational media their children use: Which subjects do parents feel their children are learning the most about from media? Which platforms do they perceive as being most effective? And what are some of the obstacles to greater use of educational media? All of these issues are explored by age, gender, race/ethnicity, and socioeconomic status. The report measures the degree to which children and parents use media together, overall and by platform, and looks at how this joint media engagement changes as children get older. The study also examines children’s reading behaviors, especially online or on electronic reading devices.
The report was authored by Victoria Rideout, and conducted with the generous support of the Bezos Family Foundation, the Heising-Simons Foundation, AARP, and the LIFE Center as part of the Families and Media Project.
Teaching on Teachers: Honoring the Pedagogy of Renee HobbsRenee Hobbs
Former students gathered to reflect on Renee's approach to teaching and learning and her influence in their lives. Listen to their reflections here: https://soundcloud.com/reneehobbs/honoring-the-pedagogy-of-renee-hobbs
Lori Takeuchi and Briana Pressey presented "Zooming in: Studying family engagement with media at large and small scales" at the "Learning With Technology: Different Perspectives From Low-Income Families" panel at the AERA Annual Meeting in April 2014. In this presentation, they shared findings from two complementary studies aimed at understanding how families with young children are using media together. Both studies are part of the Families and Media Project, a multi-institution consortium that is being funded by the Bezos Family and Heising-Simons Foundations.
On January 24, 2014 the Joan Ganz Cooney Center released the results of a national survey of more than 1500 parents of children ages 2-10 to find out how much of children’s media time is devoted to educational content, platform by platform, age by age. These slides were presented by Michael Levine and Vicky Rideout to introduce the Families and Media Project and provide key highlights from the report.
Learning at Home: Families’ Educational Media Use in America is the first comprehensive analysis of parents’ experiences with the educational media their children use: Which subjects do parents feel their children are learning the most about from media? Which platforms do they perceive as being most effective? And what are some of the obstacles to greater use of educational media? All of these issues are explored by age, gender, race/ethnicity, and socioeconomic status. The report measures the degree to which children and parents use media together, overall and by platform, and looks at how this joint media engagement changes as children get older. The study also examines children’s reading behaviors, especially online or on electronic reading devices.
The report was authored by Victoria Rideout, and conducted with the generous support of the Bezos Family Foundation, the Heising-Simons Foundation, AARP, and the LIFE Center as part of the Families and Media Project.
Teaching on Teachers: Honoring the Pedagogy of Renee HobbsRenee Hobbs
Former students gathered to reflect on Renee's approach to teaching and learning and her influence in their lives. Listen to their reflections here: https://soundcloud.com/reneehobbs/honoring-the-pedagogy-of-renee-hobbs
Bring old and new world examples to life with digital media and primary sources from adventures the globe. MISSION US will send middle school students on a colonial assignment to investigate early founding fathers through digital interactives.
PBS traditional favorites such as History Detectives and Antiques Roadshow offers original documents and artifacts to examine as if you were the appraiser or archeologist. Consider points of view from PBS special series such as Equal Voices and reflect on the incredible impact religion has had on our nation's history in recent release Conversation's with God. WGBH Teachers' Domain and PBS Teachers offers mashable video segments from a variety of collections. Dig into these PBS collections, find favorites from Ken Burns' series, American Experience, and others, and find out how they support your state's standards already taught in your classroom.
A brief description of research process in understanding how African-American children actively or passively respond to their favorite TV shows, music and videogames
This slide show gives an overview of the service projects done in Fall 2010 by students in my section of MASC 101 (our introductory mass communications course) at Virginia Commonwealth University. Student David Minor helped prepare the presentation.
Jennifer Stancil - WQED, PBS Kids and the Trend Toward Data Through GamesSeriousGamesAssoc
Presenter: Jennifer Stancil, Executive Director of Educational Partnerships, WQED Multimedia
Hundreds of games and apps are made by PBS Kids producers each year. Games throughout the PBS system are not only helping kids learn literacy, numeracy and social-emotional skills, they are a window into learning for parents and teachers. How can teachers make use of games and evidence-based tracking in school? How can parents? And, overall, what narratives are we sharing with parents about gaming overall among today’s media savvy kids on our TV show, iQ: smartparent?
If you want to reach moms & families in West Michigan, WGVU is THE chance to reach them! Become a supporter of the highest rated and most trusted source of children\'s programming- PBS on WGVU!
Presented to CTIA and Commonsense Media's Responsible Wireless Use forum in San Francisco, this talk looks at how teens use mobile phones. The slides detail data on texting, voice calling, why teens call versus text, and the types of phone plans teens have. Further, it unpacks how institutions (schools and families) manage and regulate teens' mobile phones.
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Media, Technology And 21st Century LearnersRenee Hobbs
Renee Hobbs' presentation at the 3rd Annual Media Literacy Conference, sponsored by Drug Free Pennsylvania. Dr. Hobbs is a Professor at Temple University School of Communications and Theater.
Understanding How 'Screen Time' Affects Learning Lisa Guernsey
Presented in parts with Faith Rogow at NAEYC 2013, the annual meeting for the National Association for the Education of Young Children, in Washington, DC on November 23, 2013.
Schools, peers, and the media can impact a childs development. .docxgemaherd
Schools, peers, and the media can impact a child's development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction.
Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others.
Although television and electronic media impact a child's development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as
Sesame Street
teach basic cognitive and pro-social skills to their young viewers).
For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media.
To prepare for this Discussion:
Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media.
Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral.
By Day 4
Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations.
readings for this week, only view whichever you want to answer question
Berk, L. E. (2014).
Development through the lifespan
(6th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Emotional and Social Development in Early Childhood” (pp. 254–286)
Chapter 10, “Emotional and Social Development in Middle Childhood” (pp. 328–358)
Deaton, S. (2015). Social learning theory in the age of social media: Implication for educational practitioners.
Journal of Educational Technology, 12
(1), 1–6.
Note:
You will access this article from the Walden Library databases.
Green, L., & Brady, D. (2014). Do Australian children trust their parents more than peers when seeking support for onl ...
Powerful Voices for Kids at IRA Conference in San Antonio Brings Media Litera...Renee Hobbs
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
Bring old and new world examples to life with digital media and primary sources from adventures the globe. MISSION US will send middle school students on a colonial assignment to investigate early founding fathers through digital interactives.
PBS traditional favorites such as History Detectives and Antiques Roadshow offers original documents and artifacts to examine as if you were the appraiser or archeologist. Consider points of view from PBS special series such as Equal Voices and reflect on the incredible impact religion has had on our nation's history in recent release Conversation's with God. WGBH Teachers' Domain and PBS Teachers offers mashable video segments from a variety of collections. Dig into these PBS collections, find favorites from Ken Burns' series, American Experience, and others, and find out how they support your state's standards already taught in your classroom.
A brief description of research process in understanding how African-American children actively or passively respond to their favorite TV shows, music and videogames
This slide show gives an overview of the service projects done in Fall 2010 by students in my section of MASC 101 (our introductory mass communications course) at Virginia Commonwealth University. Student David Minor helped prepare the presentation.
Jennifer Stancil - WQED, PBS Kids and the Trend Toward Data Through GamesSeriousGamesAssoc
Presenter: Jennifer Stancil, Executive Director of Educational Partnerships, WQED Multimedia
Hundreds of games and apps are made by PBS Kids producers each year. Games throughout the PBS system are not only helping kids learn literacy, numeracy and social-emotional skills, they are a window into learning for parents and teachers. How can teachers make use of games and evidence-based tracking in school? How can parents? And, overall, what narratives are we sharing with parents about gaming overall among today’s media savvy kids on our TV show, iQ: smartparent?
If you want to reach moms & families in West Michigan, WGVU is THE chance to reach them! Become a supporter of the highest rated and most trusted source of children\'s programming- PBS on WGVU!
Presented to CTIA and Commonsense Media's Responsible Wireless Use forum in San Francisco, this talk looks at how teens use mobile phones. The slides detail data on texting, voice calling, why teens call versus text, and the types of phone plans teens have. Further, it unpacks how institutions (schools and families) manage and regulate teens' mobile phones.
The Division of Student Life at the University of Tennessee, Knoxville welcomed Kevin Kruger, president and CEO for NASPA – Student Affairs Administrators in Higher Education on February 11. Kruger spoke during the 2019 Southeast Chief Student Affairs Officers (SECSAO) annual meeting on February 10-12, 2019.
Kevin Kruger, Ph.D. draws on more than 35 years of experience in higher education. As NASPA president, Dr. Kruger represents student affairs at a variety of national forums and is a frequent contributor to higher education news stories on the college student experience.
Media, Technology And 21st Century LearnersRenee Hobbs
Renee Hobbs' presentation at the 3rd Annual Media Literacy Conference, sponsored by Drug Free Pennsylvania. Dr. Hobbs is a Professor at Temple University School of Communications and Theater.
Understanding How 'Screen Time' Affects Learning Lisa Guernsey
Presented in parts with Faith Rogow at NAEYC 2013, the annual meeting for the National Association for the Education of Young Children, in Washington, DC on November 23, 2013.
Schools, peers, and the media can impact a childs development. .docxgemaherd
Schools, peers, and the media can impact a child's development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction.
Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others.
Although television and electronic media impact a child's development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as
Sesame Street
teach basic cognitive and pro-social skills to their young viewers).
For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media.
To prepare for this Discussion:
Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media.
Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral.
By Day 4
Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations.
readings for this week, only view whichever you want to answer question
Berk, L. E. (2014).
Development through the lifespan
(6th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Emotional and Social Development in Early Childhood” (pp. 254–286)
Chapter 10, “Emotional and Social Development in Middle Childhood” (pp. 328–358)
Deaton, S. (2015). Social learning theory in the age of social media: Implication for educational practitioners.
Journal of Educational Technology, 12
(1), 1–6.
Note:
You will access this article from the Walden Library databases.
Green, L., & Brady, D. (2014). Do Australian children trust their parents more than peers when seeking support for onl ...
Powerful Voices for Kids at IRA Conference in San Antonio Brings Media Litera...Renee Hobbs
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
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
Media & Learning: What Parents Should Know!
By Yongping Ye
Home
Topics
Activities
Help
Development
Home
Topics
Activities
Help
Development
Why does it matter?
We live in the digital age
The environment has deep impact on children’s behaviors and development.
Good or bad? It depends on how we use media.
Science behind
Learning from TV and other media:
Require repetition
Familiar characters
Socially relevant and contingent feedback (looks at and talk to the child)
Here is a video represents above three contents in a show.
Children under 2.5 or 3 years old learn better from a real-world than from an equivalent media. They develop the ability of dual representation (need to represent TV as something they learn from) around 3 years old.
Learning two “5”
Children follow 5 steps to learn new things
Sensory register: receives input from the environment and registers it for processing
Information processing: Approach that describes how people learn using a computer analogy
Short-term memory: Holds information temporarily
Long-term memory: Stores information processed from short term memory for later retrieval
Learning response: Recognize and recall information from short- and long-term memory.
5 capabilities that contribute to social learning
Symbolization: can think about social behavior in words and images
Forethought: anticipate consequences of our own and others’ actions
Self-regulation: adopt standards of acceptable behavior for us (aspirational, social, moral)
Self-reflection: analyze our thoughts and actions
Vicarious learning: learn by watching others be rewarded and punished
Home
Topics
Activities
Help
Development
Parenting instructions:
Media is a new environment for children. Parents should guide them to adapt to the environment.
Consider media as an optional tool for learning. Parents’ companion is necessary for children’s development. It always better to learn from real-world than from the screen.
Don’t use it as an emotional pacifier. Parents should not use TV or other media to calm down their children. They need to learn to control their emotion.
Set limits and encourage playtime. Kids are kids. They will make mistakes using media. Parents’ surveillance is indispensable.
Be a good role model. Except for limiting children’s on-screen playtime, parents should control their time on using media each day.
Here is a video explaining how TV affect young children’s brain development
Ball & Bogatz (1970) – research on Sesame Street
Children could learn basic information
Literacy skills
Preschool readiness skills
Other studies showed learning from a single episode or clip
Better learning with repetition.
Home
Topics
Activities
Help
Development
Play with your child!
For ages 5-8 children, play Animal Crossing.
Through the game, you can create a home with your child. It is good way to interact with cute animal villagers and enjoy life in the game.
For ages 8-12 children, play Lego
You can introduce children to a franchise you alr ...
Media Use, Face-to-Face Communication, Media Multitasking, and.docxandreecapon
Media Use, Face-to-Face Communication, Media Multitasking, and Social
Well-Being Among 8- to 12-Year-Old Girls
Roy Pea, Clifford Nass, Lyn Meheula, Marcus Rance, Aman Kumar, Holden Bamford, Matthew Nass,
Aneesh Simha, Benjamin Stillerman, Steven Yang, and Michael Zhou
Stanford University
An online survey of 3,461 North American girls ages 8 –12 conducted in the summer of 2010 through
Discovery Girls magazine examined the relationships between social well-being and young girls’ media
use—including video, video games, music listening, reading/homework, e-mailing/posting on social
media sites, texting/instant messaging, and talking on phones/video chatting—and face-to-face commu-
nication. This study introduced both a more granular measure of media multitasking and a new
comparative measure of media use versus time spent in face-to-face communication. Regression analyses
indicated that negative social well-being was positively associated with levels of uses of media that are
centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that
are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative
social well-being indicators. Media multitasking was also associated with negative social indicators.
Conversely, face-to-face communication was strongly associated with positive social well-being. Cell
phone ownership and having a television or computer in one’s room had little direct association with
children’s socioemotional well-being. We hypothesize possible causes for these relationships, call for
research designs to address causality, and outline possible implications of such findings for the social
well-being of younger adolescents.
Keywords: late childhood, social well-being, media, multitasking, computers
Extensive research has addressed social developmental pro-
cesses and outcomes and the many effects of media use (primarily
TV) on cognitive development (e.g., Calvert & Wilson, 2008;
Parke & Clarke-Stewart, 2010; Pecora, Murray, & Wartella, 2007).
Yet the intersections of social well-being and media use patterns in
the current era of multiscreen media multitasking (with TVs,
computers, and mobile devices) have not been examined. Another
key omission has been the failure to assess time spent in face-to-
face communication in studies of the relationships of media use on
social development. This oversight is important given the shift
from face-to-face communication to mediated interpersonal com-
munication, even among children (Rideout, Foehr, & Roberts,
2010).
This study examined this important set of relationships in a
large-scale survey on traditional and new media use and face-to-
face communication and social well-being indices in girls 8 to 12
years old. Specifically, we addressed the relationships between
these girls’ media use, face-to-face communication, and media
multitasking and their overall social success, feelings of accep-
tance and nor ...
Workshop: Media Literacy Instructional Practices for Every TeacherRenee Hobbs
How can media literacy education help address important community needs? Review 16 media literacy instructional practices that are foundational to students in primary and secondary education and learn about research on the specific characteristics of quality MIL education. Then work in a small group under deadline pressure to plan how you could implement one or more instructional practices to address a timely and relevant community issue, using a creative design process to imagine educational futures.
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
Media Literacy Education in a Global SocietyRenee Hobbs
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
Improving Reading Comprehension by Using Media Literacy Activities
By Renee Hobbs
Some literacy educators still hold to the idea that audiovisual media and digital technologies are the enemies of print culture, but a growing number of educators are exploring the synergistic relationship between different forms of reading that occur when the concept of text is expanded to include images, graphic design, multimodality, moving image media, and online content. At home, parents cultivate children's understanding of story structure by engaging in activities that involve children's re-telling of books, cartoons, games, and short films. They pause children's videos to ask questions, comment on action and predict what will happen next. Such practices cultivate viewing as a cognitively active process, a concept that was first articulated in the 1970s but continues to be more deeply appreciated with the rise of YouTube culture, where the distinction between authors and audiences is diminished. During the elementary grades, teachers use media literacy competencies when reading children's picturebooks, calling attention to when the words of a story and the image of the story conflict or deliver different messages. Active "reading" of picture books is a practice that foregrounds the meaning-making process and elevates reading comprehension beyond mere decoding. When educators reframe their work with youth as less about passing high-stakes tests and more about learning to navigate the multiple literacy contexts in which they live, learn, and work, students' motivation for reading increases. For this reason, literacy specialists are exploring links between disciplinary literacy, inquiry, and media literacy. Media literacy instructional practices honor students' popular culture and lived experience, and offer opportunities for students to bring their affect, emotion, imagination, and social interaction into reading practices that examine and challenge cultural conventions like materialism and consumerism that are reproduced in media culture on a daily basis.
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Propaganda vs. Democracy in a Digital AgeRenee Hobbs
Renee Hobbs shows how digital learning that addresses the needs of educators can have transformative impact in addressing the needs of learners growing up in a world full of propaganda and disinformation.
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and Beyond
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and Beyond
Presented by Renee Hobbs
Media literacy educators rely on the ability to access movies and popular culture and use them for learning purposes. As “create to learn” pedagogies become increasingly common, students, educators and library patrons continue to rely on ripped excerpts from DVDs. After all, ripped clips of movie DVDs can be educationally useful in presentations as well as in composing remix media production projects. Thanks to the DMCA 1201 exemption, ripping DVDs is legal for educational and creative purposes. But with the rise of streaming media and screencasting, is the process of “ripping” DVDs still as relevant and important as it was in 2006? In this discussion, we’ll consider the future of DMCA 1201, the law that impacts educators, learners, creative people, and librarians. Using an open discussion, we’ll consider the question: Given the rise of streaming video and screencasting and the decline of DVD players in schools, is it worth the effort to preserve the exemption? Why or why not?
Tuesday, November 3, 2020, 2pm-3pm ET
Council of Europe Digital Citizenship Days, November 3, 2020Renee Hobbs
Renee Hobbs explains why the coronavirus crisis created an opportunity for teacher empowerment, as they discovered the importance of feeling safe online, empathic listening, guided and open inquiry, and enhanced care and responsibility towards others. Learn more: www.mediaeducationlab.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Overview on Edible Vaccine: Pros & Cons with Mechanism
Day 2
1. Media Literacy
North Carolina Teachers Academy
Day 2: Focus on the Learner
Renee Hobbs, Ed.D.
Temple University
Philadelphia PA
2. Literacy in Context: The Learning Spiral
ANALYZE/
ACCESS
EVALUATE
ACT COMMUNICATE
3. Integrating ML
Across the Curriculum
1. Teaching With Media & Technology
2. Making Connections with Out-of-School Literacies
3. Developing Information Access & Research Skills
4. Strengthening Message Analysis Skills
5. Composing Messages using Multimedia
6. Exploring Media Issues in Society
7. Sharing Ideas and Taking Action
4. The purpose of
media literacy education is to
help individuals of all ages
develop the habits of inquiry and
skills of expression that they need
to be critical thinkers,
effective communicators and
active citizens in today’s world.
--Core Principles of Media Literacy Education, AMLA, St. Louis (2007)
5. Reading and Writing in
Cultural Context
Cognitive: attention, memory, critical analytic
ability, inferencing, visualization ability
Motivation: a purpose for reading and writing, an
interest in the content being read, self-efficacy as a
reader and writer
Knowledge: vocabulary, topic knowledge, linguistic
and discourse knowledge, knowledge of specific
comprehension strategies
6. Approaches to Teaching
Method: Skills and techniques used in teaching & learning
Awareness: What the teacher knows about the learners
Knowledge: What the teacher knows about the subject
Ends: The purposes and goals of learning
Relationship: Connection between teacher & learner
SOURCE: Fenstermacher, G. & Soltis, J. (2004). Approaches to Teaching. Teachers College Press.
7. Approaches to Teaching
Method: Skills and techniques used in teaching & learning
Awareness: What the teacher knows about the learners
Knowledge: What the teacher knows about the subject
Ends: The purposes and goals of learning
Relationship: Connection between teacher & learner
SOURCE: Fenstermacher, G. & Soltis, J. (2004). Approaches to Teaching. Teachers College Press.
10. Middle School Students Spend
8 hrs/day in Screen Activity
Most have a TV in their bedroom
Watch 6 – 12 movies per week
Listen to 15 hours of music weekly
List three or more favorite
celebrities, athletes or musicians
Use social media websites for 40
minutes per day
Many create original content
while online
11. Middle School Students Spend
8 hrs/day in Screen Activity
Most have a TV in their bedroom
Watch 6 – 12 movies per week
Listen to 15 hours of music weekly
List three or more favorite
celebrities, athletes or musicians
Use social media websites for 40
minutes per day
Many create original content
while online
4 of 5 teens say they rarely discuss
media & technology issues with
parents or other adults
15. What Kids do with Cell Phones
80
70
60
50
40 Grade 4
30 Grade 5
Grade 6
20
10
0
Play Games Text Message Listen to Take Photos Download
Music Music
RobbGrieco, M., Perez, A. Moore, D., Dainoff, B., Kiser, E. & Hobbs, R. (2008). It’s a Media World After All.
Available: http://mediaeducationlab.com
16.
17.
18.
19.
20. 1 out of
every 3
middle-
school boys
and 1 in 10
girls play
video or
computer
games every
day.
Massachusetts General Hospital (2007, July 4). Most Middle-
school Boys And Many Girls Play Violent Video Games.
Science Daily.
21. Videogame Violence
Most 7th and 8th graders regularly play
violent video games. Two-thirds of boys
and more than one in four girls
reported playing at least one M-rated
game quot;a lot in the past six months.“
Many children are playing video games
to manage their feelings, including
anger and stress. Children who play
violent games are more likely to play to
get their anger out. They are also more
likely to play games with strangers on
the Internet.
22. quot;Contrary to the stereotype of the solitary
gamer with no social skills, we found that
children who play M-rated games are actually
more likely to play in groups -- in the same
room, or over the Internet,quot; says Cheryl K.
Olson, ScD, co-director of the Center for
Mental Health and Media and lead author of
the study. quot;Boys' friendships in particular
often center around video games.quot;
33. Television & Computer Begin to Merge
• 48% of internet users have been to video-
sharing sites such as YouTube and the daily
traffic to such sites on a typical day has
doubled from 2006 to 2007.
• 2007 --15% of respondents said they had used
a video-sharing site quot;yesterdayquot;
• 2006 -- 8% had visited such a site quot;yesterday.quot;
Pew Internet and American Life (December, 2007). Teens and Social Media.
Available: http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf
37. Renee Hobbs
Founder, Media Education Lab
Professor, Department of Broadcasting, Telecommunications and Mass Media
School of Communications & Theater | College of Education
Temple University
Philadelphia PA 19122
http://mediaeducationlab.com
Email: Renee.hobbs@temple.edu
http://mediaeducationab.com