This document discusses three methods for analyzing film adaptations of novels: visual thinking strategies, media literacy education, and critical media literacy. It provides examples of how visual thinking strategies can guide students to analyze details in images. It also explains key concepts in media literacy education like film language, and discusses how critical media literacy involves analyzing representations and ideologies in media. The document aims to expand teachers' literacy skills for having students critically examine film versions of books.
This is an abbreviated version of a presentation given as part of a Residency program for graduate education students earning their Superintendent's letter.
This is an abbreviated version of a presentation given as part of a Residency program for graduate education students earning their Superintendent's letter.
Literacy in a digital age: a challenge for language teachers? Turku Finland A...Jeroen Clemens
3rd Baltic Sea – 17th Nordic Literacy Conference14−16 August 2016 − Turku/Åbo, Finland Making meaning – literacy in action
Workshop Literacy in a digital age: a challenge for language teachers?
MotivationMotivations of Turkish Teachers for Digital & Media Literacy Educa...Media Education Lab
A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.
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Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified.
A Reflexive Narrative of one Teacher’s Professional Digital LiteracyRichard Pinner
I have always combined my interest in technology with my work as a teacher, thereby developing my own digital literacy to the extent that it has been a very influential factor in my professional development and teaching beliefs. Whilst working in London in 2007, I began teaching IT skills classes to pre-masters students and at the same time I became the eLearning coordinator for a large chain of language schools with over 40 international locations. I was responsible for maintaining an online self-access centre and virtual learning environment with over 10,000 registered users. I created my own consultancy which offered technology training specifically for language teachers. Since moving to Japan in 2011, I have continued to utilise educational technologies in my work. My story may not be particularly unusual, and therefore in presenting a reflexive narrative of my experience I hope to open up a discussion with other practitioners who have similarly developed their digital literacy in order to improve their teaching and career prospects. I will also discuss my views on EFL teacher digital literacy in general, as well as my experience of student digital literacy. This presentation takes the form of a narrative inquiry (Barkhuizen, 2013), based on data collected through the process of reflexive practice (Edge, 2011). I encourage others to utilise narratives as a way of improving their practice.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Video Production
by- Nihal Ghosarwade- points covered- Ideating a video, characters, conflict, resolution, communicate your ideas, camera angles, level shots, Aerial shots, Mise-en-scene, lights, green room, chroma keying, studio lights, color temperature, depth of field. Hope it will help you out.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Literacy in a digital age: a challenge for language teachers? Turku Finland A...Jeroen Clemens
3rd Baltic Sea – 17th Nordic Literacy Conference14−16 August 2016 − Turku/Åbo, Finland Making meaning – literacy in action
Workshop Literacy in a digital age: a challenge for language teachers?
MotivationMotivations of Turkish Teachers for Digital & Media Literacy Educa...Media Education Lab
A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.
Systematic review and meta-analysis of teachers’ development of digital literacyKhalid Md Saifuddin
Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified.
A Reflexive Narrative of one Teacher’s Professional Digital LiteracyRichard Pinner
I have always combined my interest in technology with my work as a teacher, thereby developing my own digital literacy to the extent that it has been a very influential factor in my professional development and teaching beliefs. Whilst working in London in 2007, I began teaching IT skills classes to pre-masters students and at the same time I became the eLearning coordinator for a large chain of language schools with over 40 international locations. I was responsible for maintaining an online self-access centre and virtual learning environment with over 10,000 registered users. I created my own consultancy which offered technology training specifically for language teachers. Since moving to Japan in 2011, I have continued to utilise educational technologies in my work. My story may not be particularly unusual, and therefore in presenting a reflexive narrative of my experience I hope to open up a discussion with other practitioners who have similarly developed their digital literacy in order to improve their teaching and career prospects. I will also discuss my views on EFL teacher digital literacy in general, as well as my experience of student digital literacy. This presentation takes the form of a narrative inquiry (Barkhuizen, 2013), based on data collected through the process of reflexive practice (Edge, 2011). I encourage others to utilise narratives as a way of improving their practice.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Video Production
by- Nihal Ghosarwade- points covered- Ideating a video, characters, conflict, resolution, communicate your ideas, camera angles, level shots, Aerial shots, Mise-en-scene, lights, green room, chroma keying, studio lights, color temperature, depth of field. Hope it will help you out.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Slides for a workshop for an audience of international journalists visiting DePaul University in Chicago, June 2016. Workshop learning objectives:
1) Understand key concepts in digital storytelling, as applied to news production, and be able to apply to story development on current political news example;
2) Improve photography with a smart phone for using in social media and/or digital news stories, plus in-the-field activity to practice concepts; and
3) Using Snapseed photo editing application to edit photos on a smart phone.
In this keynote delivered at the National Council of Teachers of English, Katherin Garland represents Katie Dredger, Crystal Beach, and Cathy Leogrande in exploring how media represent those who are marginalized in sports and sports media. A transcript follows.
In this keynote delivered at the National Council of Teachers of English, Katherin Garland represents Katie Dredger, Crystal Beach, and Cathy Leogrande in exploring how media represent those who are marginalized in sports and sports media. A transcript follows.
Intersections of Literacy: How and Why Some High School English Teachers use ...Kathy Garland
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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.
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
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,
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Expanding Teacher's Literacy: Playing with Digital Text and Media in School - JOLLE 2013
1. Expanding Teacher’s Literacy:
Playing with Digital Text and
Media in School
JOLLE 2013
Kathy Garland, Ph.D.
Florida State University
2. Have you ever been disappointed by
the film version of a book?
3. Three methods support in-depth analysis of film
renditions of novels.
VISUAL THINKING MEDIA LITERACY
STRATEGIES EDUCATION
CRITICAL MEDIA
LITERACY
4. Visual Thinking Strategies
These strategies were 1) What’s going on with
created in order to this picture?
help students develop 2) What do you see that
and support makes you say that?
interpretations of art and 3) What more can you
find in there?
other visual images
(Housen, 2001).
5. Visual Thinking Strategies
• What’s going on with
this picture?
• What do you see that
makes you say that?
• What more can you find
that makes you say
that?
6. Visual Thinking Strategies
• What’s going on with
this picture?
• What do you see that
makes you say that?
• What more can you find
in there?
8. Media Literacy Education
Is the ability to access, analyze, evaluate and
create media texts, such as popular culture
(Aspen Institute Leadership Conference, 1992).
9. Film Language
John Golden (2001) MOST COMMON SHOTS
• Medium
• Close-up
• Long
VARIATIONS OF SHOTS
• Two-shot
• Extreme close-up
• Over-the-shoulder-shot
• Point-of-view shot
10. Medium Shot
• Most common and natural of
framing shots, because humans
see each other in relation to
personal space issues
• Offers viewers some choice,
so attention can be called to
what is happening around
object
• Humans are usually shown
from waist up
• Neutral shot because it does
not force viewer to see one
object nor does it offer a
huge variety of sights to see
• Seldom does it generate a
“WOW!” like long or close
shots can do
11. The Close-Up Shot
– Object or subject takes
up 80% of frame, so
appears to be large
• Can direct viewer’s
attention to a detail, like a
clue, to a facial expression
• Forces viewer to look only
at what director intended
• Deprives viewer of overall
context
• Is intimate and revealing,
although intrusive and
authoritative
12. Extreme Close-Up Shot
• Extreme close-up
possess shock value by
calling attention to a
character’s facial
expression and cannot
be used often or they
lose their potency
13. The Long Shot
– Object is in the
distance, if of a
person usually the
whole body is shown
• Can establish the
scene
• Can show separation
• Gives viewer a sense
of time and place
• Allows viewer choice
of where to look since
there is so much in
frame
14. Two-Shot
• Two people are framed
comfortably, a lot like a
medium shot
15. Point of View Shot
• Shows a view from the
subject's perspective.
This shot is usually
edited in such a way
that it is obvious
whose POV it is.
16. What shots do you notice?
• Think about what
happens in each scene.
• Why do you think the
director would choose
to film these shots?
• How do the specific
shots convey or
enhance the director’s
message?
17. Critical Media Literacy
• recognition of the construction of media and
communication as a social process as opposed to accepting
texts as isolated neutral or transparent conveyors of
information;
• some type of semiotic textual analysis that explores the
languages, genres, codes, and conventions of the text;
• an exploration of the role audiences play in actively
negotiating meanings;
• problematizing the process of representation to uncover
and engage issues of ideology, power, and pleasure;
• examination of the production and institutions that
motivate and structure the media industries as corporate
profit seeking businesses. (Kellner & Share, 2007)
18. Critical Media Literacy
Film Version Book Version
• “I am!” She tossed
me the glass ball.
“Just look at her in
the glass. Never
look at her
directly” (Riordan,
2005, p. 182).
19. Handout, Rationale, Resources, and
Questions
• According to NCTE’s 21st Century Curriculum and
Assessment Framework (2008), there are six
components that support a literate person in the
21st Century.
• Common Core State Standards suggest sixth
through 12th grade students critique and/or
analyze film versions of novels and other
literature.
• There are several online resources that you can
introduce your students to in order to get started.