Hobbs Keynote, Turkish Private Schools Association
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Renee Hobbs discusses digital and media literacy and its importance in education. She outlines several types of literacy including visual, information, media, computer, and critical literacy. Hobbs also discusses different media texts including music, entertainment, the internet, videogames, and social media. She argues that opportunities to access, analyze, compose, reflect on, and take action using media should be part of elementary and secondary education. Hobbs provides examples of media literacy lessons and activities for different grade levels. She advises educators to identify learner needs, manage momentum, explore and document practices, and give media literacy time to grow in their classrooms.
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Hobbs Keynote, Turkish Private Schools Association
- 1. Digital & Media Literacy: Connecting Classroom to Culture Renee Hobbs Professor and Founding Director Harrington School of Communication and Media University of Rhode Island USA The Turkish Private Schools Association February 8, 2013 ANTALYA TURKEY
- 4. Harrington School of Communication and Media University of Rhode Island USA
- 6. Stakeholders in Digital Literacy TECH BUSINESS ACTIVIST GOVERNMENT LIBRARY EDUCATION CREATIVE
- 8. Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy Critical Literacy News Literacy Digital Literacy Digital Literacy in Historical Context
- 12. Texts of Digital & Media Literacy
- 13. music & sound
- 14. entertainment
- 15. internet
- 16. videogames
- 17. social media
- 18. Texts of Digital & Media Literacy WHY THE TIME IS RIGHT apps
- 19. Ignore Engage
- 20. PRINT: Books, newspapers & magazines VISUAL: Films, movies & TV shows SOUND: Radio & recorded music DIGITAL: Social media, Internet & videogames LOVE IT HATE IT
- 21. LOVE HATE PRINT VISUAL SOUND DIGITAL How do your attitudes about media, technology and popular culture shape your work with children and youth?
- 22. 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 MOTIVATOR You are a catalyst for your students’ creative energy. In your class, students get energized and inspired using media and technology to become creative, competent and lifelong learners.
- 23. 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.
- 24. Teachers’ knowledge, beliefs and attitudes about print, visual, sound and digital media shape their pedagogical uses of technology in the classroom.
- 25. Opportunities to ACCESS, ANALYZE, COMPOSE, REFLECT and ACT using media, technology and popular culture should be an essential component of elementary and secondary educational programs
- 26. Why Does it Matter?
- 28. Searching for the Sensational
- 29. Escaping to Alternative Worlds
- 31. Speaking Out as a Civic Actor
- 33. Understanding & Using Social Power Fitting In Standing Out
- 34. Talking to Anyone about Anything LINK ... and keeping secrets from parents and adults
- 36. Access, Use & Share Create & Collaborate Analyze & Evaluate Apply Ethical Judgment
- 37. Digital & Media Literacy Instructional Practices 1. Reflect on our Media Choices 2. Play and Learning with Media & Technology 3. Develop Information Access & Research Skills 4. Strengthen Message Analysis Skills 5. Compose Messages using Multimedia Tools 6. Explore Media Issues in Society 7. Share Ideas and Taking Action
- 38. How do educators create learning experiences to meet the current and future needs of children and youth?
- 39. Kindergarten Children Gain Media Vocabulary LINK
- 40. Elementary Children Develop a Public Awareness Campaign LINK
- 41. Middle School Students Develop Local News and Current Events Stories LINK
- 42. High School Students Compose an Educational Music Video LINK
- 43. High School Students Compose a Video Book Review LINK
- 44. Media Literacy Embraces Protection & Empowerment When it comes to children and teens… It’s a two-sided coin
- 45. Protection
- 46. Empowerment
- 47. Helping Children and Young People Grow from Passive to Active Users
- 48. Access, Use & Share Create & Collaborate Analyze & Evaluate Apply Ethical Judgment
- 49. Use & Share Create & Collaborate Analyze & Evaluate Apply Ethical Judgment Advice for Educators
- 50. Advice #1 Identify Learner Needs
- 51. Advice #2 Manage the Momentum
- 52. Advice #3 Explore and Document
- 53. Advice #4 Give it Time to Grow
- 54. Book and Website Launch, June 2013 www.mediaeducationlab.com
- 55. Digital & Media Literacy: Connecting Classroom to Culture Renee Hobbs 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 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 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.
- 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.
- 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.