The attached slides help explain the concept of "critical literacy" and provide a rationale for teaching it in the secondary classroom and some examples of how to do so. These slides, like critical literacy itself, are controversial and not suitable to every classroom and environment. They are, however, geared toward getting students to think beyond traditional stereotypes.
The attached slides help explain the concept of "critical literacy" and provide a rationale for teaching it in the secondary classroom and some examples of how to do so. These slides, like critical literacy itself, are controversial and not suitable to every classroom and environment. They are, however, geared toward getting students to think beyond traditional stereotypes.
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.
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.
In this fast-paced, technology-driven time, we are bombarded with various information here and there, in the convenience of a click, right in the comforts of our very own homes.
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.
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.
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.
Mind Over Media: Analyzing Contemporary Propaganda WorkshopRenee Hobbs
This 3-hour workshop offers ideas about how to teach about contemporary propaganda to learners from all around the world. We consider the potential of media literacy to address issues of radicalization and extremism.
The words used and our interpretation of images and statistics are an insight into our perspective or bias – our view of the world. Bias influences our attitudes and behaviours towards other people, places and issues. Our experiences, gender, age, class, religion and values all affect our bias. People who are passionate about an issue will generally be quite overt about their bias. People who want to promote a particular point of view may be less overt and more subtle in their use of words and images.
Global education aims to assist students to recognise bias in written and visual texts, consider different points of view and make judgements about how bias can lead to discrimination and inequality.
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.
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.
In this fast-paced, technology-driven time, we are bombarded with various information here and there, in the convenience of a click, right in the comforts of our very own homes.
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.
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.
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.
Mind Over Media: Analyzing Contemporary Propaganda WorkshopRenee Hobbs
This 3-hour workshop offers ideas about how to teach about contemporary propaganda to learners from all around the world. We consider the potential of media literacy to address issues of radicalization and extremism.
The words used and our interpretation of images and statistics are an insight into our perspective or bias – our view of the world. Bias influences our attitudes and behaviours towards other people, places and issues. Our experiences, gender, age, class, religion and values all affect our bias. People who are passionate about an issue will generally be quite overt about their bias. People who want to promote a particular point of view may be less overt and more subtle in their use of words and images.
Global education aims to assist students to recognise bias in written and visual texts, consider different points of view and make judgements about how bias can lead to discrimination and inequality.
Mind Over Media: Presentation at Hosei University JapanRenee Hobbs
Professor Renee Hobbs reviews research on media literacy and talks about analyzing contemporary propaganda as a means to promote intellectual curiosity and intercultural understanding
Audience Analysis Sections 16.1What Is a.docxrock73
Audience Analysis
Sections 16.1
What Is an Audience Analysis?
&
Why Conduct an Audience Analysis?
Public Speaking as
Shared ActivityThe interaction between speaker and audience; speakers jointly create meaning with audiences.Public speaking is an audience-centered activity in which the speaker considers the needs and interest of the audience.Audience analysis is the process of gathering information about the people in the audience so a speaker can understand their needs, values, and expectations.Find an appropriate way to acknowledge and greet your audience.
Choose a
Worthwhile TopicYour topic should reflect regard for the audience; audiences do not want to listen to a speech that is too simple or a topic they already know a great deal about.Many students are tempted to choose an easy topic or a topic they already know a great deal about because it decreases their own workload rather than engaging audience interest.Choose a topic that is interesting enough for you to research and your audience to listen to.
Clarity is ImportantUse straightforward vocabulary and avoid convoluted sentences.
The Risk of ControversyControversial topics are topics about which people disagree.Many controversial topics confront people’s fundamental and closely-held values.There are often more than two perspectives on important controversial topics.How you treat your audience is just as important as how you treat your topic.
Adapting to
Audience NeedsAudiences differ in their perspectives and readiness to accept new ideas.Even in a homogeneous audience, an audience composed of people who are similar to one another, different listeners will understand the same ideas in different ways.Every member of every audience has his or her own frame of reference generated by their unique life experience.
Categories of
Life Experiences Demographic information refers to gender, age range, marital status, race and ethnicity, all of which impact an audience’s perspectives and needs.Socioeconomic status refers to characteristics including income, wealth, level of education, and occupational prestige.Psychographic information involves the beliefs, attitudes, values, and opinions that are most often difficult to predict.
Respecting your audience means that you avoid offending, excluding, or trivializing the beliefs and values they hold.
DiversityRefers not only to racial and ethnic groups, but also to religion, sexual orientation, body size, and physical and mental ability.
Respecting Diverse AudiencesBeing mindful of diversity means being respectful of all people and avoiding racism, ethnocentrism, stereotyping, sexism, ageism, elitism, and other assumptions.It’s easy to assume that people from a given culture are just alike, but they’re not; their social roles, life experiences, and circumstances vary.Frame of reference may be difficult to predict; for instance, we might assume that a successful businessman is primarily interested in p ...
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.
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.
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.
From Drab to Fab: Designing Dynamic Virtual Spaces Brenda Sherry
Presentation for technology-enabled teaching and learning educators about how to make online spaces more dynamic through social constructivist approaches.
This workshop will teach beginners how to using running records to help with assessment of reading in elementary school. We'll also look at some technology that can help with this.
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LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
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3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
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Stay ahead of the curve with our premium MEAN Stack Development Solutions. Our expert developers utilize MongoDB, Express.js, AngularJS, and Node.js to create modern and responsive web applications. Trust us for cutting-edge solutions that drive your business growth and success.
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https://viralsocialtrends.com/vat-registration-outlined-in-uae/
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Retail media wordt gezien als het nieuwe advertising-medium en ook mediabureaus richten massaal retail media-afdelingen op. Merken die niet in de betreffende winkel liggen staan ook nog niet in de rij om op de retail media netwerken te adverteren. Marvin belicht de uitdagingen die er zijn om echt aansluiting te vinden op die markt van non-endemic advertising.
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5. Ontario Curriculum
✤What does the Curriculum
say about Media Literacy?
✤What are the Overall
Expectations?
✤What are your grade’s specific
expectations?
7. “Media literacy” is the result of study of the art and
messaging of various forms of media texts. Media
texts can be understood to include any work,
object, or event that communicates meaning to an audience.
Most media texts use words, graphics, sounds, and/or
images, in print, oral, visual, or electronic form, to
communicate information and ideas to
their audience.
Whereas traditional literacy may be seen to focus primarily on
the understanding of the word, media literacy focuses on the
construction of meaning through the
combination of several media “languages” – images, sounds,
graphics, and words.
8. Media literacy explores the impact and influence of mass
media and popular culture by examining texts such as
films, songs, video games, action figures, advertisements,
CD covers, clothing, billboards, television shows,
magazines, newspapers, photographs, and websites.
These texts abound in our electronic information age, and
the messages they convey, both overt and implied, can
have a significant influence on students’ lives.
For this reason, critical thinking as it applies to media
products and messages assumes a special significance.
9. Understanding how media texts are constructed and
why they are produced enables students to respond to
them intelligently and responsibly.
Students must be able to:
✓differentiate between fact and opinion
✓evaluate the credibility of sources
✓recognize bias
✓be attuned to discriminatory portrayals of
individuals and groups, including women and
minorities
✓question depictions of violence and crime.
10. Overall Expectations
1. demonstrate an understanding of a variety of
media texts;
2. identify some media forms and explain how the
conventions and techniques associated with them
are used to create meaning;
3. create a variety of media texts for different purposes and
audiences, using appropriate forms, conventions, and techniques;
4. reflect on and identify their strengths, areas for improvement,
and the strategies they found most helpful in understanding and
creating media texts.
17. Questions to Guide Children:
Deconstruction
• What is this? How is this text put together?
• What do I see and hear? Smell? Touch or Taste? What do I like
or dislike about this text?
• What do I think and feel about this? What might other people
think and feel about this?
• What does this tell me about how other people like and
believe? Is anything or anyone left out?
• Is this trying to sell me something? Is this trying to tell me
something?
18.
19. 5 Critical Questions for
Constructing Text
• What am I making? How do I put it together?
• What does it look, sound, smell, feel or taste like? What do I like or
dislike about this?
• Who do I want to get this? What might other people think or feel
about this?
• What am I sharing about how people live and believe? Have I left
anything out or anyone out?
• What am I telling? What am I selling?
20. Deepening our Students Thinking:
Expanding Questions
• How might different individuals interpret this message differently?
• What reasons might an individual have for being interested in this
message?
• How have economic decisions influenced the construction of this
message?
• What conventions of storytelling or symbolism are used in this
message?
• Whose point of view is presented?
• How does this message fit in with your life experiences?
21. Essential Questions for
Educators
• Am I trying to tell students what the message is? Or am I giving
students the skills to determine what they think the message(s) might
be?
• Have I let students know that I am open to accept their interpretation,
as long as it is well substantiated, or have I conveyed the message that
only my interpretation is the only correct view?
• At the end of the lesson, are students likely to be more analytical? Or
more cynical?
Faith Rogow, Ph. D
