The Importance of Media Literacy and Strategies for Teaching It at the Colleg...Renee Hobbs
Renee Hobbs explains the value of university-school partnerships that connect college and university students to local schools. University-school partnerships are helping us explore video documentation as a research and teaching tool. We are discovering that connecting university students to local community schools builds dispositions towards collaboration, civic engagement and advocacy. Finally, we are observing how educator motivations for teaching media and technology shape their instructional practices.
The Importance of Media Literacy and Strategies for Teaching It at the Colleg...Renee Hobbs
Renee Hobbs explains the value of university-school partnerships that connect college and university students to local schools. University-school partnerships are helping us explore video documentation as a research and teaching tool. We are discovering that connecting university students to local community schools builds dispositions towards collaboration, civic engagement and advocacy. Finally, we are observing how educator motivations for teaching media and technology shape their instructional practices.
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.
Media Literacy & Adolescent DevelopmentRenee Hobbs
Renee Hobbs shares results of 3 research studies exploring how school-based media literacy programs advance critical analysis skills, promote intellectual curiosity and contribute to civic engagement.
Renee Hobbs offers an overview of global developments in digital and media literacy education at the Media and Digital Literacy Academy of Beirut (MDLAB), August 19, 2013.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
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.
Digital Media Literacy, Advocacy and LibrariesAshley D'Andrea
This presentation was made for academic purposes to promote advocacy of media literacy and what libraries can do to ensure communities are educated on how to critically evaluate media content.
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.
Media Literacy & Adolescent DevelopmentRenee Hobbs
Renee Hobbs shares results of 3 research studies exploring how school-based media literacy programs advance critical analysis skills, promote intellectual curiosity and contribute to civic engagement.
Renee Hobbs offers an overview of global developments in digital and media literacy education at the Media and Digital Literacy Academy of Beirut (MDLAB), August 19, 2013.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
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.
Digital Media Literacy, Advocacy and LibrariesAshley D'Andrea
This presentation was made for academic purposes to promote advocacy of media literacy and what libraries can do to ensure communities are educated on how to critically evaluate media content.
From Audiences to Authors: Children and Young People as Content Creators and...Renee Hobbs
Professor Renee Hobbs makes the inaugural lecture for the ICMC 2015 conference "Digital Future: Content, Community and Communication" in Ahmenabad, India.
Presentation MEDEAnet webinar “Conversation with Prof Renee Hobbs”MEDEA Awards
This presentation was given by Prof Renee Hobbs as part of the MEDEAnet webinar on “Conversation with Prof Renee Hobbs”" on 5 December 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
Everything You Need to Counter Misinformation Can Be Learned In KindergartenRenee Hobbs
Renee Hobbs explains why solving the problem of misinformation and disinformation requires media literacy education in the elementary grades. Learn more:
https://mediaeducationlab.com/hobbs-misinfo-con-kiev
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
The Future of Digital and Media Literacy EducationRenee Hobbs
Professor Renee Hobbs returns to the Harvard Graduate School of Education, her alma mater, to speak about digital and media literacy education for the HGSE Language and Literacy and Technology in Education students. She defines digital literacy and shows examples from K-12 and informal learning. Hobbs explains why reflection on teacher motivations is a transformative practice for educator professional development.
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.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
This workshop is part of the Media Education: Make It Happen! program, a series of free resources to help educators understand and facilitate media literacy in their classrooms. The program consists of a booklet, PowerPoint workshop, and a facilitator's guide with handouts.
Transforming Education through Digital and Media LiteracyRenee Hobbs
Renee Hobbs explains how new stakeholders are enabling literacy educators to create initiatives that remix the fields of education, communication and media studies.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
Renee Hobbs tells teacher-librarians in Rhode Island about her work in a Philadelphia elementary school, demonstrating how media analysis and production activities support the acquisition of digital and media literacy competencies among the youngest learners.
Similar to Mapping the Literacies: Media, News, Information (20)
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.
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
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
Best Practices in Digital Learning, Anytime & Real TimeRenee Hobbs
How can digital learning be implemented in ways that deepen engagement and accelerate learning? The coronavirus crisis has created an opportunity to deepen digital literacy and learning competencies for teachers and students alike. In this session, we'll model and reflect upon three best practices of digital learning that go far beyond the Zoom or Google Classroom. Learn more about how trust and respect develop in online communities and discover the power of create-to-learn pedagogies that deepen engagement and accelerate learning. Learn strategies that help you to incorporate "anytime" and "real time" learning for students, teachers, and staff. Even when the coronavirus crisis is over, the best practices of digital learning are relevant to what happens in the classroom as we cultivate habits of mind that advance lifelong learning.
Teaching the Election: Focus on Propaganda Renee Hobbs
Renee Hobbs offers a keynote address to the Teaching the Election Conference at the University of Wisconsin, Madison on September 26, 2020. Learn more: https://mediaeducationlab.com/teaching-about-2020-elections-virtual-conference
Adult Learners as Media Makers: Create-to-Learn Pedagogies in Online LearningRenee Hobbs
Profesor Hobbs describes her approach to supporting adult learners as they become digital authors as a result of participating in the Graduate Certificate in Digital Literacy, University of Rhode Island.
How do librarians support patrons who may have experienced online harassment or defamation?
How do librarians support patrons who seek to legally “rip” media clips for fair use purposes?
How do librarians participate in the 2021 DMCA exemption process on behalf of the needs of patrons, educators and students?
At this week's session, we us discussion to practice the reasoning process that is needed to make a fair use determination. We are joined by Carla Myers of Miami University Ohio helps us learn more about this important statement from academic librarians on why copyright and fair use need to be extended beyond the usual parameters as a result of the coronavirus pandemic.
If ye extended beyond the usual parameters as a result of the coronavirus pandemic.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Mapping the Literacies: Media, News, Information
1. Mapping the Literacies:
Media, News and Information Literacies
Renee Hobbs
Harrington School of Communication and Media
University of Rhode Island
Association for Education in Journalism and Mass
Communication, San Francisco CA August 7, 2015
2.
3. Definitions of
Digital
Literacy
SKILLS & ABILITIES
➢ Computer Use and Knowledge
➢ Web Literacy
LITERACY
➢ Online Reading & New Literacies
➢ Media Production & Composition
➢ Coding
TEACHING WITH
➢ Technology Integration
➢ Digital Learning
➢ Blended Learning
➢ Connected Learning
TEACHING ABOUT
➢ Information Literacy
➢ Media Literacy
➢ Internet Safety & Digital Citizenship
6. History and Context
Theory
Pedagogy
Motivations
Challenges
7. INFORMATION LITERACY KEY CONCEPTS
1. Authority is constructed and contextual
2. Information creation is a process
3. Information has value
4. Research is an inquiry process
5. Scholarship is a conversation
6. Searching is a form of strategic exploration
SOURCE:
Association of College and Research Libraries (ACRL, 2015)
THEORY
10. 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 gain content knowledge. Multimedia
presentations, engaging websites, and educational
technology serve the purpose of helping you deliver the core
content and skills students need to master.
Information Literacy: Focus on Content and Quality
MOTIVATIONS
11. overreliance on simplistic heuristics?
Quality checklists
distort the process
of evaluating
information
A CHALLENGE
12. MEDIA LITERACY KEY CONCEPTS
1. All media messages are constructed
2. Each medium has different characteristics, strengths and a
unique language of construction
3. Media messages are produced for particular purposes
4. All media messages contain embedded values and points of
view
5. People use their individual skills, beliefs and experience to
construct meaning from media messages
6. Media and media messages can influence beliefs, attitudes
values and the democratic process
SOURCE:
(National Association for Media Literacy Education, 2007)
THEORY
16. 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.
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.
Media Literacy: Focus on Media Systems
MOTIVATIONS
17. how responsive to changes in media & tech?
open access
multitasking
transmediation
identity
curation
play
data ownership
representation
surveillance
addiction
displacement
propaganda
A CHALLENGE
Protection – empowerment
paradigm limits pedagogical
innovation
18. NEWS LITERACY KEY CONCEPTS
1. Free expression is the cornerstone of democracy.
2. Discerning fact from opinion is a basic skill and obligation.
3. When the process of gathering and reporting news is
transparent, news and information are more meaningful,
trusted and credible.
4. Effective communication of news and information requires
synthesis of multiple sources into meaningful context and
comprehension of its impact.
5. Information requires verification to be effective.
6. Information in today’s society must empower forums to give
voice to citizens and to monitor the free flow of information.
SOURCE:
(Radio Television Digital News Directors Foundation, ND)
THEORY
20. focus on journalistic norms of verification
Learners get a behind
the scenes view of
editorial decision-
making
PEDAGOGY
21. 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.
News Literacy: Focus on Formats, Codes and Conventions
MOTIVATIONS
22. is selling journalistic ideals a form of propaganda?
Producer-centered
views about about the
news media distort
and idealize
A CHALLENGE
27. REFERENCES
Hobbs, R. (in press). Where did media literacy come from? Uncovering the roots of media literacy through personal narrative.
Philadelphia: Temple University Press.
Hobbs, R. & Tuzel, S. (in press). Teaching motivations for digital and media literacy: An examination of Turkish educators. British
Journal of Educational Technology.
Hobbs, R. & Moore, D.C. (2013). Discovering Media Literacy: Digital Media and Popular Culture in Elementary School. Thousand Oaks
CA: Corwin/Sage.
RobbGrieco, M. & Hobbs, R. (2013, July). A Field Guide to Media Literacy Education in the United States. Kingston, RI: Media
Education Lab, University of Rhode Island.
Hobbs, R. & Donnelly, K. Friesem, J. & Moen, M. . (2013, August). Evaluation of PBS NewsHour Student Reporting Labs. Kingston, RI:
Media Education Lab. University of Rhode Island.
Hobbs, R. (2011). The state of media literacy: A response to Potter. Journal of Broadcasting and Electronic Media 55(3), 419 – 430.
Hobbs, R. (2010). Empowerment and protection: Complementary strategies for digital and media literacy education in the United
States. Formare, 70. 1 – 17. Rome, Italy.
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).
Hobbs, R. (2011). Connecting kids with news in their community. Nieman Reports 65(2), 48 – 51.
Hobbs, R. and RobbGrieco, M. (2010). Passive dupes, code breakers, or savvy users: Theorizing media literacy education in English
language arts. In D. Lapp and D. Fisher (Eds.), Handbook of research on teaching the English language arts. Third edition. New York:
Routledge (pp. 283 – 289).
Postman, N. (1969). Teaching as a Subversive Activity. New York: Basic Books.
Postman, N. (1974). Teaching as a Conserving Activity. New York: Basic Books.
28. Professor Renee Hobbs
Harrington School of Communication and Media
University of Rhode Island
Email: hobbs@uri.edu
Twitter: @reneehobbs
Web: www.mediaeducationlab.com
Editor's Notes
Rhys tries to move people from one level to another. I talk about what parts are most common, and where we try to go. Renee talks about distinctions, and she speaks to them as interdisciplinary. Renee is pretty Frierian (spiral)...