Overview of three studies on media literacy in K-12 education and impact on civic engagement, plus an introduction to Mind Over Media, a new resource designed to teach about contemporary propaganda.
Media Literacy and Civic Engagement in the Context of Ability GroupingRenee Hobbs
Renee Hobbs and Hans Martens report research about media literacy and civic engagement in the context of ability grouping in a U.S. high school. Presentation at Digital Media and Learning Conference, San Francisco, March 3, 2012.
Presented at “Knowledge for Sustainable Development: the Research-Policy Nexus” Global Sustainable Development Network Conference in Bonn, Germany, 23-25 October 2019.
Study on How College Students Update their knowledge on Current AffairsMuhammed Anaz PK
The objective was to find various sources of college students prefer to update their knowledge on current affairs. 220 samples were taken and it is found that 75% prefer Internet and Newspaper comes second. Age and Social Circle influence the Medium of knowledge updation
Media Literacy and Civic Engagement in the Context of Ability GroupingRenee Hobbs
Renee Hobbs and Hans Martens report research about media literacy and civic engagement in the context of ability grouping in a U.S. high school. Presentation at Digital Media and Learning Conference, San Francisco, March 3, 2012.
Presented at “Knowledge for Sustainable Development: the Research-Policy Nexus” Global Sustainable Development Network Conference in Bonn, Germany, 23-25 October 2019.
Study on How College Students Update their knowledge on Current AffairsMuhammed Anaz PK
The objective was to find various sources of college students prefer to update their knowledge on current affairs. 220 samples were taken and it is found that 75% prefer Internet and Newspaper comes second. Age and Social Circle influence the Medium of knowledge updation
This academic study on the status quo and future of strategic communication and public relations is based on responses from 1,046 communication professionals working in different types of organizations (25.6% in Canada and 74.4% in the United States). The sample achieved a fairly balanced gender split (47.7% men and 52.1% women) for accurate comparisons. The average age of participants was 41.2 years.
This newest edition of the NACM is part of the Global Communication Monitor series and joins existing studies in Europe (ECM 2020), Latin America (LCM 2020-2021) and Asia-Pacific (APCM 2020-20201) to explore diverse topics, including COVID-19 and communication professionals’ responses, ethical challenges and resources for communication professionals, cybersecurity and communications, gender equality in the profession, strategic issues and communication channels, competency development, salaries, and characteristics of excellent communication departments.
Highlight results include:
• Seven out of 10 professionals were satisfied with their organization’s communication and management during the COVID-19 pandemic, although the satisfaction level significantly decreased as the scope of the leadership responsibility decreases.
• Professionals in the U.S. were significantly more likely than their Canadian counterparts to report ethical challenges, and most ethical concerns are related to social media strategies.
• More than half of professionals confirmed their organization had been a victim of cyberattack or data theft.
• Nearly half (49.5%) of surveyed women acknowledged the impact of the glass ceiling in leadership advancement.
• While building and maintaining trust remains as the top strategic issue for the communication profession, tackling diversity, equity and inclusion (DEI) presents a pressing need.
• Professionals recognize the need to improve competencies, especially in data, technology, and management.
The study has been organized by The Plank Center for Leadership in Public Relations - see www.plankcenter.ua.edu for more details.
Center for Scholastic Journalism's information about what it takes for student media to be a forum for student expression and project to map compilation of such schools.
Results of the largest empirical study on status quo and trends in strategic communication, corporate communications and public relations worldwide with 2,710 participants from 43 countries. Insights about CEO communication and positioning, crisis communication, digital gatekeepers, social media skills, international communication, status and budgets, and much more. Conducted by 11 renowned European universities, led by Prof Dr Ansgar Zerfass, University of Leipzig, Germany, & BI Norwegian Business School, Oslo. PDF download and previous versions of this annual survey are available at http://www.communicationmonitor.eu
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.
Media Literacy Programs and How They Work: Quantitative ApproachesRenee Hobbs
obbs reflects on her use of quantitative research methods for media literacy education research through the examination of program evaluation, hypothesis testing and scale construction.
This academic study on the status quo and future of strategic communication and public relations is based on responses from 1,046 communication professionals working in different types of organizations (25.6% in Canada and 74.4% in the United States). The sample achieved a fairly balanced gender split (47.7% men and 52.1% women) for accurate comparisons. The average age of participants was 41.2 years.
This newest edition of the NACM is part of the Global Communication Monitor series and joins existing studies in Europe (ECM 2020), Latin America (LCM 2020-2021) and Asia-Pacific (APCM 2020-20201) to explore diverse topics, including COVID-19 and communication professionals’ responses, ethical challenges and resources for communication professionals, cybersecurity and communications, gender equality in the profession, strategic issues and communication channels, competency development, salaries, and characteristics of excellent communication departments.
Highlight results include:
• Seven out of 10 professionals were satisfied with their organization’s communication and management during the COVID-19 pandemic, although the satisfaction level significantly decreased as the scope of the leadership responsibility decreases.
• Professionals in the U.S. were significantly more likely than their Canadian counterparts to report ethical challenges, and most ethical concerns are related to social media strategies.
• More than half of professionals confirmed their organization had been a victim of cyberattack or data theft.
• Nearly half (49.5%) of surveyed women acknowledged the impact of the glass ceiling in leadership advancement.
• While building and maintaining trust remains as the top strategic issue for the communication profession, tackling diversity, equity and inclusion (DEI) presents a pressing need.
• Professionals recognize the need to improve competencies, especially in data, technology, and management.
The study has been organized by The Plank Center for Leadership in Public Relations - see www.plankcenter.ua.edu for more details.
Center for Scholastic Journalism's information about what it takes for student media to be a forum for student expression and project to map compilation of such schools.
Results of the largest empirical study on status quo and trends in strategic communication, corporate communications and public relations worldwide with 2,710 participants from 43 countries. Insights about CEO communication and positioning, crisis communication, digital gatekeepers, social media skills, international communication, status and budgets, and much more. Conducted by 11 renowned European universities, led by Prof Dr Ansgar Zerfass, University of Leipzig, Germany, & BI Norwegian Business School, Oslo. PDF download and previous versions of this annual survey are available at http://www.communicationmonitor.eu
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.
Media Literacy Programs and How They Work: Quantitative ApproachesRenee Hobbs
obbs reflects on her use of quantitative research methods for media literacy education research through the examination of program evaluation, hypothesis testing and scale construction.
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.
Philip Ryan Johnson Curriculum Vitae (CV) August 2014 @PRjohnsonPhilip Ryan Johnson
August 2014 Curriculum Vitae (CV) for Philip Ryan Johnson, Philip R. Johnson, @PRjohnson, S.I. Newhouse School of Public Communications, Syracuse University, Syracuse, NY, New York.
EDUC 8103-6: A3: Program Proposal, Section 1 Needs Assessment Planeckchela
This is Walden University course (EDUC 8103-6) Section 1 Needs Assessment Plan. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
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.
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
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.
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.
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
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.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Media Literacy and the Emergence of Adolescent Civic Engagement
1. Media Literacy and the Emergence
of Adolescent Civic Engagement
Renee Hobbs
Professor of Communication Studies
Harrington School of Communication
and Media, University of Rhode Island
USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
9. Media Smart Libraries
Children’s Librarians & Children’s Media Professionals
In Partnership with the Providence Children’s Film Festival and the
Rhode Island Office of Library and Information Services
11. Graduate Certificate in Digital Literacy
A 12-credit graduate program that enables educators, librarians and media
professionals to acquire the knowledge and skills required for full
participation in a read/write culture where active participation in a
knowledge community requires the skillful use, creation and sharing of
digital texts, tools and technologies.
13. Media Literacy and the Emergence
of Adolescent Civic Engagement
Renee Hobbs
Professor of Communication Studies
Harrington School of Communication
and Media, University of Rhode Island
USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
14. PEER-TO-PEER FILE SHARING
Medium Theory. Media & technology are immersive cultural
environments; media structures re-shape human perception & values.
Active Audience Theory. Audiences are active; meaning-making is
variable; lived experience & social context are key dimensions of
interpretation.
Communication & Education. Institutions of education, communication
practices & democratic values are interconnected.
Inquiry Learning. People learn best from experiences that engage them
in active work that promotes intellectual curiosity and collaboration.
Critical Pedagogy. Awareness, analysis, and reflection enable people to
take action to make society more just and equitable.
Theoretical Framework
18. expanding the concept of literacy
open access
multitasking
transmediation
curation
play
data ownership
identity
representation
privacy
addiction
19.
20.
21.
22.
23.
24. PEER-TO-PEER FILE SHARING
How can media literacy education support the
emergence of adolescent civic engagement?
Question
25. PEER-TO-PEER FILE SHARING
Participatory action research uses iterative cycles of planning,
reflection, action and evaluation. Key characteristics:
• Participants collaborate at every stage
• Intended to result in some action, change or improvement
Approach
26. PEER-TO-PEER FILE SHARING
Montgomery Blair High School: How do media literacy
competencies develop in learners enrolled in programs
designed for different groups?
PBS News Hour Student Reporting Labs: What is the
impact of a high school program in broadcast journalism on
adolescents?
Mark Day School: Can a media literacy program combined
with the use of social media help promote global
understanding?
Overview of Three Studies
28. Communication Arts Program (CAP)
INTERDISCIPLINARY
INTERDISCIPLINARY PROJECTS
The projects synthesize information
from various disciplines into
comprehensive presentations that
highlight the events of the era
assigned.
MOVIE REVIEWS
Each quarter the
Students watch a movie in the
auditorium that relates to the
historical period focused on in History
class. They write a movie review and
for homework, watch movies from a
list compiled by the faculty.
The project entails an in depth
argument and analysis for a major
social issue facing humanity.
A comprehensive program
that connects the
humanities to the media,
now in its 25th year
9
29. Communication Arts Program (CAP)
Crystal Ball
Students research demographic
and voter characteristics and then
predict the Presidential, US Senate,
US House of Representatives, and
gubernatorial races throughout the
United States.
Critical Thinking Essay
The Critical Thinking Essay requires
students to select an issue of
national importance and write a
persuasive essay arguing one side
of that issue, supported by
documented and cited sources. In
10th grade, each student supports
the issue from the side opposite to
the one advocated in the 9th grade
essay
CAP Congress – Foreign Policy
Students research foreign policy
issues concerning seven regions
from around the world, draft
resolutions, debate the issues, and
prioritize the foreign policy needs
of the US.
CAP Court
Students hold mock trials on court
cases drawn from each of the four
10th grade subjects: English,
Government, Journalism and
Media. Students act as lawyers
trying the case and also role-play
the defendants and witnesses.
INTERDISCIPLINARY
10
30. Selective Admission Programs
Communication Arts Program (CAP)
Science, Mathematics and Computer Science
Magnet Program
Open Admission Programs
Media Literacy
Entrepreneurship
International Studies and Law
Human Service Professions
Science, Math and Technology
32. MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
We asked respondents to identify how much
they use the Internet on an 8-point scale
ranging from never to every day.
33. MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
To assess students’ motives to seek out
information as a part of daily life, we used an
instrument developed to assess Internet uses
and gratifications by Papacharissi & Rubin
(2000). Using a five-point scale, students were
asked to respond to four statements:
I use the internet:
• to search for information
• to see what is out there
• to keep up with current events and issues
• because it provides me with a new and
interesting way to do research
34. MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
Students were asked to report if they expect to
engage in the following activities when they
become an adult:
• vote in national elections
• get information about candidates before
voting in an election
• join a political party
• write letters to a newspaper about social or
political concerns
• be a candidate for a local or city office
• volunteer time to help poor or elderly
people in the community
• collect money for a cause
• collect signatures for a petition, and
participate in a peaceful rally or protest.
A 4-point scale was used, scaled as certainly
will not do, probably will not do, probably will
do, and certainly will do.
35. MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
In the news analysis task, students were given
a short Time magazine piece and asked to read
it, responding to open-ended questions
including:
• summarize the main point of the article
• identify the target audience & explain what
specific information from the reading
supports your answer
• identify the message purpose
• identify what techniques were used to
attract and hold attention
• list some different points of view presented
• identify omitted information
Scores were summed to form an additive index
which ranged from 14 to 0.
36. MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
In the ad analysis task, students were given a print
ad and asked to respond to open-ended questions
including:
• identify the target audience & explain what
specific information from the reading supports
your answer
• identify the message purpose
• Identify the ad’s implied message or subtext
• identify what techniques were used to attract
and hold attention
• list some different points of view presented
• identify omitted information
Scores were summed to form an additive index
which ranged from 14 to 0.
37. MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
We asked students to complete short tests
relating to different facets of the media
industry, including information about history,
economics, institutions, audiences and
effects.
MULTIPLE CHOICE (6 items):
• identify the main purpose of photos in a
newspaper
• recognize the most common kind of economic
control over mass media
• name the system of financing used to pay for
commercial radio.
TRUE FALSE (11 items)
• The number of companies that own mass media
outlets is growing
• Newspapers make most of their money through
the price paid by the consumers who buy them
38. Students in the Selective Admission media literacy program
have stronger media knowledge and news and advertising
analysis skills than students in other programs.
Table 1 Comparing means
Open Admission Program Selective Admission Program
Other program ML program Other program ML program
Mean (SD) Mean (SD) Mean (SD) Mean (SD)
Media knowledge .53 (.17) .62 (.22) .71 (.17) .75 (.13)
News analysis 4.80 (3.09) 4.27 (3.32) 7.60 (3.16) 8.86 (2.58)
Ad analysis 8.20 (3.45) 8.38 (4.02) 9.31 (3.18) 11.10 (3.16)
n = 191 n = 55 n = 87 n = 59
39. Students who participate in media literacy programs are
more likely to be civically engaged than students enrolled in
other programs.
Predictors of Civic Engagement
40. News analysis skills, media knowledge & information motive
predict civic engagement. Amount of Internet use and
advertising analysis skills are not associated with civic
engagement.
Predictors of Civic Engagement
41. PEER-TO-PEER FILE SHARING
How do media literacy competencies develop in learners
enrolled in programs designed for different groups?
Students have differential skills in analyzing news and
advertising
News analysis, media knowledge and information
seeking motives are associated with higher levels of
civic engagement
Finding #1
44. PILOT STUDY
N = 85 HS students
61% African American
33% Caucasian
3% Hispanic/Latino
MAIN STUDY
N = 544 HS students
36% Hispanic
30% Caucasian
13% African American
RESEARCH DESIGN
Pre-Post Online Survey
Teacher Interviews
Analysis of Student Work
Samples
46. PRODUCTION SKILLS
Non-technical skills
Technical skills
IN-CLASSROOM
ACTIVITIES
Gathering &
Synthesizing Info
Using Digital Media
Revision
MEDIA LITERACY
CIVIC
ENGAGEMENT
Sign an online
petition
Express an
opinion to news
media
Blog about an
issue
Write an opinion
letter
Gathering and Synthesizing Information
Percentage
Analyzed videos 70%
Created a story board 65%
Conducted interviews 68%
Fact-checked information 49%
Pitched a news story 54%
Discussed different points of view about
social and political issues 53%
Using Digital Media to Communicate Ideas
Used a video camera to record visuals 69%
Wrote a script 64%
Performed in front of the camera 65%
Worked behind the scenes/different roles 64%
Logged footage 43%
Edited visuals and sounds 68%
Used images/sounds to tell a story 54%
Posted videos online 38%
Engaging in Cycles of Revision & Feedback
Edited reports in response to feedback 38%
47. PRODUCTION SK]ILLS
Communication skills
Technical skills]
MEDIA LITERACY
ANALYSIS
CIVIC
ENGAGEMENT
Sig an online
petition
Express an
opinion to news
media
Blog about an
issue
Write an opinion
letter
49. PRODUCTION SKILLS
Communication skills
Technical skills
ATTITUDES
Intellectual Curiosity
Giving & Receiving
Feedback
Confidence
MEDIA LITERACY
ANALYSIS
CIVIC
ENGAGEMENT
IN-CLASSROOM
ACTIVITIES
Gathering &
Synthesizing Info
Using Digital Media
Revision
50. PRODUCTION SKILLS
Communication skills
Technical skills
ATTITUDES
Intellectual Curiosity
Giving & Receiving
Feedback
Confidence
MEDIA LITERACY
ANALYSIS
CIVIC
ENGAGEMENT
IN-CLASSROOM
ACTIVITIES
Gathering &
Synthesizing Info
Using Digital Media
Revision
51. PRODUCTION SKILLS
Communication skills
Technical skills
ATTITUDES
Intellectual Curiosity
Giving & Receiving
Feedback
Confidence
MEDIA LITERACY
ANALYSIS
CIVIC
ENGAGEMENT
Sign an online
petition
Express an
opinion to news
media
Blog about an
issue
Write an opinion
letter
IN-CLASSROOM
ACTIVITIES
Gathering &
Synthesizing Info
Using Digital Media
Revision
52. OTHER VARIABLES
THAT DID NOT AFFECT
CIVIC ENGAGEMENT
• Attitudes Towards
School
• Leadership
• Cynicism towards
Media
• Vocational Interest in
Media
• News Media Use
53. PEER-TO-PEER FILE SHARING
How does a production-focused media literacy program
affect participating youth?
Media pre-production activities support media analysis
skills and contribute to intellectual curiosity, practices of
creative collaboration & civic engagement
Finding #2
54. University-school partnership program
Six-week pilot project designed to explore media
literacy pedagogy in the context of global
communication
Subjects: Middle-school children ages 11 – 13 and
their teachers
• MARK DAY SCHOOL – San Rafael CA USA
• Gokkusagi MIDDLE SCHOOL, Canakkale, Turkey
Method
Interviews with teachers
Analysis of student work samples
Classroom observation
55. 1. Getting to Know You
2. Learning about Two Countries
3. Creating Videos about our Lives
4. Analyzing TV Shows that Feature Schools & Teachers
5. Discussing Current Events
68. ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identify
cultural values in the representation of school in popular television
programs. They can identify misrepresentations only from home country
programming.
DISCUSSING CURRENT EVENTS IN SCHOOL. Turkish students are not
comfortable talking about national politics in their country.
MEDIA LITERACY SUPPORTS CULTURAL KNOWLEDGE. For adolescents, the
asymmetrical knowledge gap between Turkish and U.S. students can be
mitigated through media literacy activities involving online interpersonal
communication. American students gain new awareness
of the power imbalance in their own lack of access to global popular
culture.
69. PEER-TO-PEER FILE SHARING
Can a media literacy program using social media help promote global
understanding?
Social media activities that involve global dialogue combined with
critical analysis of entertainment media can promote an awareness
of inequalities in information flows
Finding #3
70. PEER-TO-PEER FILE SHARING
Students have differential skills in analyzing news and advertising;
news analysis, media knowledge and information seeking motives
are associated with higher levels of civic engagement
Media pre-production activities support media analysis skills that
contribute to intellectual curiosity, creative collaboration & civic
engagement
Social media activities that involve global dialogue combined with
critical analysis of entertainment media can promote an awareness
of inequalities in information flows
Overview of Findings
71. PEER-TO-PEER FILE SHARING
How could news and current events best be used in classrooms to
promote intellectual curiosity, critical analysis & civic engagement?
How could critical analysis of entertainment media be incorporated
into work with younger adolescents?
How can social media support other media literacy learning
outcomes?
What are the consequences of adolescents’ increased
understanding of the inequalities in global information flows?
What are best practices in teacher professional development in
implementing and assessing media literacy programs?
Future Questions
72.
73.
74. Martens, H. & Hobbs, R. (in press). How media literacy supports civic engagement in a digital age.
Atlantic Journal of Communication.
Hobbs, R. & Tuzel, S. (2014). The Use of Media Literacy Instructional Strategies for Promoting Intercultural
Communication in U.S. & Turkish Middle Schools. Paper presentation to the International Association for
Intercultural Communication Studies (IAICS). Providence, RI. August 1, 2014.
Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media
literacy. Journal of Media Literacy Education 6(2), 56 – 67.
Hobbs, R., Donnelly, K., Friesem, J. & Moen, M. (2013). Learning to engage: How positive attitudes about the
news, media literacy and video production contribute to adolescent civic engagement. Educational Media
International 50(4), 231 – 246.
Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a
world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638.
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. (2013). “Global Developments in Media Literacy Education,” Media and Digital Literacy Lab
(MDLAB). Keynote address at the American University of Beirut, Lebanon. August 18.
Hobbs (2011). “How Digital and Media Literacy Supports Global Understanding,” Arab-US Association of
Communication Educators (AUSACE), Beirut, Lebanon, October 30.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Beverly Hills: Corwin/Sage.
75. Renee Hobbs
Professor of Communication Studies
Harrington School of Communication and Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
Editor's Notes
Professors everywhere in higher education, and film/media students should be able to crack DVDs to use material both in new works and for teaching purposes, within an educational objective, argued the Library Copyright Alliance. (They won this exemption last time; it now needs renewal.) The Society for Cinema and Media Studies and others want this extended to all university students; their filing was done with help from Washington College of Law’s IP clinic.
Teachers in K-12 should be able to crack encrypted audio-visual material for teaching, said the Media Education Lab at Temple University, with help from Washington College of Law’s IP clinic.
Documentary and fiction filmmakers should be able to crack DVD, Blu-Ray and digital files (if unavailable in hard copy) to employ fair use to make their work, according to film organizations such as the International Documentary Association and filmmakers such as Kartemquin Films. They argued their case with the help of the University of Southern California’s IP clinic and Donaldson and Callif. (The last exemption round won documentary filmmakers only access to DVDs only.)
DVD owners should be able to copy movies in order to watch them on other devices (like their iPads), argued Public Knowledge.
Multimedia e-book authors should be able to crack DVDs and digital video generally in order to employ fair use in the creation of their work, argued book authors with the help f the University of Southern California’s IP clinic and Donaldson and Callif.
Mobile device owners should be able to unlock their devices (i.e. let them connect to other than the carrier’s preferred networks), argued Consumers Union with help from the Institute for Public Representation at Georgetown Law School. (In the last round of exemptions, users of cellphone handsets won a similar exemption.)