The document discusses media literacy in the context of teaching English, highlighting its definition as the ability to access, evaluate, and produce media. It outlines various techniques for integrating media literacy into education, emphasizing the need to expand definitions of text and enhance student engagement. The author, Antonio López, provides strategies for evaluating media credibility and encourages students to create their own media to connect personal values with professional practices.

1. Media
Literacy
for
Teaching
English
Antonio
López
John
Cabot
University
July
8,
2014

2. Agenda:
Brief
introducGon
Defining
Media
Literacy
Media
Literacy
Techniques
Media
Literacy
and
Teaching
English

3. What
is
the
difference
between
“literature”
and
“media”?

4. What
is
literacy?

5. Media
Literacy:
Defined
variously
as
learning
to
access,
evaluate
and
produce
media
in
a
variety
of
formats.
Literacy:
“the
sharing
of
meaning
through
symbols
in
order
to
fully
parGcipate
in
society”
(hTp://www.knightcomm.org/digital-­‐and-­‐media-­‐literacy/the-­‐heritage-­‐of-­‐
digital-­‐and-­‐media-­‐literacy/)

6. Major
OrientaGons

7.
Types
of
media
literacy:
Using:
Computer
use/ICT
skills,
workforce
development
Teaching
with:
Technology
integraGon,
digital
learning,
online
reading
Authorship:
MulGmedia
composiGon
Teaching
about:
InformaGon
literacy,
media
literacy,
internet
safety,
social
responsibility
Source:
h*p://www.slideshare.net/reneehobbs/the-­‐globaliza:on-­‐
of-­‐digital-­‐literacy

8. Media
and
InformaGon
Literacy
(UNESCO)

9. Doing
Media
Lit:
• Access
• Map
• Ask
• Evaluate
• Synthesize
• Communicate

11. Media
Object
Text
Audience/User/
parGcipant
Material
CondiGons
Producer
Worldview
Environment
Culture
Economy

12. Text
Audience/User/
parGcipant
Material
CondiGons
Producer
What
is
its
format?
What
do
you
see/hear?
What
is
the
story?
Is
it
fact,
opinion,
or
something
else?
How
is
it
told?
What
symbolic
resources
does
it
use?
What
techniques
are
used?
What’s
leb
out
of
the
story?
How
does
the
lifestyle
&
values
of
the
M.O.
orient
to:
• Your
worldview
• Family
experience
• Ethnic/cultural
idenGty
• Social
status?
What
emoGons
does
it
generate?
Does
this
benefit
or
harm
anyone?
What
could
you
do
to
respond?
How
was
it
made?
What
are
the
medium’s
properGes?
What
is
it
comprised
of?
Where
did
it
come
from?
How
does
it
impact
the
environment?
Who
paid
for
it?
How
was
it
distributed?
Why
was
it
produced?
Who
is
being
targeted?
Why?
What
is
the
goal(s)
of
the
producer?
What
kind
of
organizaGon
(corporate,
for
profit,
nonprofit,
government,
public,
individual,
social
network)?
Media
Object
(M.O.)

13. hTp://youtu.be/dnLQnTOCF6w
Warm-­‐up
Gps:
What
messages
do
you
see?
What
did
you
feel
while
you
watched
it?
what
symbols
do
you
see?
What
camera
angles
are
used?

14. ProducGon,
literary,
and
format
issues:
Novels
and
graphic
novels
Poems
and
music
videos
Short
stories
and
TV
shows/film
Music
vs.
music
video
Poem
read
vs.
poem
heard

19. Content
Areas:
RL
–
Reading
literature
RI
–
Reading
informaGon
W
–
WriGng
SL
–
Speaking
and
Listening
L
–
Language
hTp://namle.net/wp-­‐content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdf
Common
Core
State
Standards
English
Language
Arts

20. Connec9on
#1:
Imagine
students
as
authors
of
different
types
of
media
messages
—
how
might
their
wriGng
style,
purpose,
point
of
view,
or
use
of
evidence
shib
if
they
were
wriGng
a
blog
post
versus
an
academic
essay?
A
leTer
to
the
editor
versus
a
“tweet”?
hTp://namle.net/wp-­‐content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdf

21. Connec9on
#2:
When
we
expand
our
definiGon
of
texts
to
the
variety
of
media
that
we
use
in
our
everyday
lives,
we
broaden
the
materials
and
concepts
we
have
at
our
disposal
in
the
classroom,
increase
student
engagement,
and
enrich
learning
experiences.
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD
D

22. Connec9on
#3:
Strategies
include
asking
quesGons
to
assess
credibility
—where
do
sources
come
from?
Who
made
them
and
why?
Are
they
intended
to
entertain,
inform,
or
persuade?
And
if
so,
whom
are
they
trying
to
reach?
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD
D

23. Connec9on
#4:
When
students
make
media
of
their
own,
whether
it’s
through
filmmaking,
graphic
design,
web
design,
or
some
other
form
of
media
producGon,
they
connect
professional
media
pracGces
to
their
own
opinions,
ideas,
quesGons,
and
values.
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD

24. Connec9on
#5:
By
reflecGng
on
their
own
values
and
understanding
the
values
of
different
disciplines,
cultures,
and
points
of
view,
students
are
beTer
able
to
communicate
thoughoully
with
others
who
may
be
different
from
them.
h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfD

25. Ciao!
Antonio
López
Email:
alopez@johncabot.edu
Workshop
website:
hTp://www.openmediaeducaGon.net/
medialit-­‐english/