DOWNLOAD: https://www.blog.noypiguide.com/2021/04/writing-news-lead.html
VIDEO+DOWNLOAD https://youtu.be/cU596BPfjOk
Types of Newspaper Lead. This includes the Three Major Classifications of Lead: The Conventional or summary Lead, the Grammatical Beginning Lead and the Novelty lead.
These three classifications have their own lead types.
For Video and SLIDE DOWNLOAD:
https://youtu.be/cU596BPfjOk
DOWNLOAD HERE:
https://www.blog.noypiguide.com/2021/04/writing-news-lead.html
Slideshow for teaching Song of Roland. Note that the final slides are teacher's notes. Some materials are from a variety of other sources; all of which I believe are credited. Please inform me if work that is included is not properly credited.
DOWNLOAD: https://www.blog.noypiguide.com/2021/04/writing-news-lead.html
VIDEO+DOWNLOAD https://youtu.be/cU596BPfjOk
Types of Newspaper Lead. This includes the Three Major Classifications of Lead: The Conventional or summary Lead, the Grammatical Beginning Lead and the Novelty lead.
These three classifications have their own lead types.
For Video and SLIDE DOWNLOAD:
https://youtu.be/cU596BPfjOk
DOWNLOAD HERE:
https://www.blog.noypiguide.com/2021/04/writing-news-lead.html
Slideshow for teaching Song of Roland. Note that the final slides are teacher's notes. Some materials are from a variety of other sources; all of which I believe are credited. Please inform me if work that is included is not properly credited.
Social networking is on the rise and study found that 22% of teenagers log onto their favorite social media sites more than 10 times a day. To connect effectively with your children or younger siblings, you have to learn more about the different social media platforms that they are on, understand how each platform work, communicate in their lingo and be seen as a ‘cool’ parent.
The increased level of social engagement also saw the rise of cyberbullying, “Facebook depression” (a new phenomenon where “de-friending” and online bullying lead to symptoms of depression) and exposure to inappropriate content for our young ones.
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.
In today’s digital age, social media has become an integral part of the lives of teenagers. With a plethora of platforms available, it has transformed the way young people interact, communicate, and express themselves.
Teens and Libraries: A Media Literacy PerspectiveRenee Hobbs
Renee Hobbs invites teen librarians to reflect on how their attitudes about print, visual, sound and digital media shape their work. She reviews the developmental characteristics of adolescents that most affect teen media use behaviors. She considers the pros and cons of empowerment and protection in helping teens thrive in a media-saturated society.
Hobbs introduces the challenges associated with teaching about media and democracy and shows how core concepts of media literacy can promote critical thinking, creativity, collaboration and communication skills.
Reaching teens through Social Media recaps some statistics about the teen demographic and social media, share the "10 Truths about Millennials" and finishes up with "10 Rules on Engaging Teens".
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
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
11. Instant Message, Instant Girlfriend By ROGER HOBBS For several years I had a problem unusual among Internet geeks: I had too much success with women. I used the Internet as a means of communication with women I had already met offline in order to overcome my social awkwardness and forge romantic relationships. Sounds healthy? It wasn’t. It started in my sophomore year in high school… May 25, 2008
12. I was blinded by the common belief that somehow a relationship forged on the Internet isn’t real. When I saw that fated text message — “I love you” — I realized the truth. The Internet is not a separate place a person can go to from the real world. The Internet is the real world. Only faster. Instant Message, Instant Girlfriend May 25, 2008
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14. What Life Skills do We Need for Navigating Digital Media? Using Tools & Technology Resources Well Critical Analysis, Reflection & Ethics Teamwork & Problem- Solving Creativity & Expression
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16. Building Analysis and Critical Thinking Skills with the Media Literacy Remote Control
19. Analyze an Alcohol Ad 2.What techniques are used to attract and hold attention?
20. 3. What lifestyles, values and points of view are represented? The ad suggests a meaning. It doesn’t state the meaning directly. What are some possible messages that the advertiser wants you to think or feel after viewing this ad?
27. Integrating ML Across the Curriculum 1. Teaching With Media & Technology 2. Making Connections with Out-of-School Literacies 3. Developing Information Access & Research Skills 4. Strengthening Message Analysis Skills 5. Composing Messages using Multimedia 6. Exploring Media Issues in Society 7. Sharing Ideas and Taking Action
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30. Media today is mobile and user generated Media Today is Mobile and User-Generated
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32. Building Analysis and Critical Thinking Skills with the Media Literacy Remote Control
33. The Big Picture for Life in a Digital Nation Media Literacy at School Understanding Children’s and Teens’ Media & Technology Practices Media Literacy at Home Critical Thinking, Reflection, & Ethics Creativity & Expression Collaboration & Teamwork
38. CONTACT: Renee Hobbs Temple University School of Communications and Theater Media Education Lab Philadelphia PA 19122 Email: [email_address] Phone: (215) 204-4291 Web: http://mediaeducationlab.com
Editor's Notes
Where and how they use media has changed too: Media today is mobile, giving kids 24/7 access to their favorite TV shows, music, movies and games, wherever they are. Increase of media in children’s bedrooms: making media consumption a private and individual experience Media is also user generated. Kids are no longer just passive observers -- they are active participants in creating media. Whether it’s voting for their favorite Idol, creating a video to post on YouTube, or developing an online identity. Did you know that more than 65,000 videos are uploaded on YouTube daily? And that more than 10 million videos are downloaded each day?
I was at the bottom of the barrel: a plump, silent, painfully awkward dweeb who clung to his Latin textbook as if it held the secrets to existence. The only good thing that happened to me that year was meeting Chelsea. We talked for maybe 5 minutes about video games between classes, and of that time I spent 4 minutes and 59 seconds dripping in nervous sweat and trying to swallow my stutter. Whenever I tried to say something charming, my sentence drooped off with an invisible ellipsis. My words of wit fell flat, and my skillful cultural allusions deteriorated into a stream of loosely associated quotations from “Star Trek.” I don’t know what it was exactly. Somewhere in the dark reaches of the Internet I went through a transformation sequence worthy of a Japanese children’s cartoon. I suddenly shifted from an overweight, overdressed frog to a charming, handsome, technology-savvy prince. I was hooked. It was as if the Internet had allowed me to turn flirtation and seduction into a video game. But I didn’t know if my Internet charms were just a fluke or if they were real. I wanted, no, needed to know that the cool person I became when my fingers caressed the keys was actually me. Therefore, with a scientific resolve possessed only by physicists and 80th-level paladins, I set out to repeat my success. I didn’t want another girlfriend per se, but rather I wanted the affirmation that would come with being able to get another girlfriend. I did it again and again. In five minutes I could persuade a girl to give me her screen name and a week after that I could persuade her to go out with me. By the end of the year, I had six girlfriends simultaneously, all maintained through a complicated system of instant messenger, e-mail messages and heavily orchestrated dates.
When two nerds break up in person, the threat of eye contact typically ends the conversation in minutes. It’s painful, but at least it’s quick. When two nerds break up over the phone, it can take about an hour. With e-mail or instant messages, the fight can last longer than a special edition “Lord of the Rings” movie. Don’t mistake my story for a technophobe’s cautionary tale, however.
Where and how they use media has changed too: Media today is mobile, giving kids 24/7 access to their favorite TV shows, music, movies and games, wherever they are. Increase of media in children’s bedrooms: making media consumption a private and individual experience Media is also user generated. Kids are no longer just passive observers -- they are active participants in creating media. Whether it’s voting for their favorite Idol, creating a video to post on YouTube, or developing an online identity. Did you know that more than 65,000 videos are uploaded on YouTube daily? And that more than 10 million videos are downloaded each day?