ICA 2017 Presentation: Media LiteracyEducation in Poverty Neighborhoods' School
Media Literacy in High-Poverty Neighborhoods: Six Case Studies Offering a Global Perspective / ICA 67th Annual Conference 25-29 May 2017, San Diego, USA Comparing the Media Literacy Education in Low and High Income Neighborhoods' Schools in Turkey / Presented by Sait Tuzel Poverty continues to constrain the life chances of many learners across the world. While significant sociological and geographical work has explored patterns of educational and other disadvantage that are associated with low incomes there are limited studies focussing on the role of media literacy in such contexts. Media literacy education is considered by many to be a successful practice to not only foster students’ voice, identity and creativity, but also to teach critical thinking and civic engagement with and via media messages. While there is undoubtedly some difference in how the term media literacy is interpreted across the world and its role in the curriculum, in this panel we bring together six case studies focussed on the intersection of media literacy and educational inequality.
More Related Content
Similar to ICA 2017 Presentation: Media LiteracyEducation in Poverty Neighborhoods' School
Similar to ICA 2017 Presentation: Media LiteracyEducation in Poverty Neighborhoods' School (20)
Recently uploaded
Recently uploaded (20)
ICA 2017 Presentation: Media LiteracyEducation in Poverty Neighborhoods' School
- 6. Neighborhood
- 8. House
- 9. Dress
- 10. Shoes
- 11. Desk
- 12. Cafeteria
- 13. Pencil
- 14. Blackboard
- 15. HER STUDENTS’ MEDIA USE • They have lots of media devices (computer, tablet, mobile phone, PsP, TV in their room etc.). • They usually online in the out of the school time. • They usually use the internet to do their homework. • They are very active on social media (facebook, instagram, snapchat, whatsup etc.). • They live in online media saturated culture.
- 16. HIS STUDENTS’ MEDIA USE • Television is the only media device that they have at the common family place. • They watch TV for 3 hours on average week day/ 4.5 hours weekend. • They are daily follower of TV shows and serials. • They go to internet café at least once a week for use internet and check their social media account. • They live in TV saturated culture.
- 19. HER MEDIA and DIGITAL LITERACY MOTIVATION • She loves technology and new device … • She does not fear to try new things and tools on her class. • She engages to students’ technologic interest • Generally she does not thinking beyond simple engagement in flashy technology..,
- 20. HIS MEDIA and DIGITAL LITERACY MOTIVATION • He loves critical literacy… • He try to teach student how pulling back to the curtain of media production… • He help to students identify how manipulation of images distorts our perceptions of reality. • He does not encourage students to make their own work.
- 21. HER CURRICULUM CHOICES • Teaching with media and technology • Keyboard and mouse skills • Familiarity with hardware, storage and file management practices • Using a video camera to record images and sound • Creating a photographic image
- 22. HIS CURRICULUM CHOICES: • Teaching about media and technology • Identifying purpose, target audience, medium, and genre • Recognizing how symbols stand for the ideas and things they represent • Identifying the author, genre, purpose, techniques, and point of view of a message • Comparing and contrasting sources • Stereotypes • Understanding one’s own biases and world-view