Teens and Libraries: A Media Literacy Perspective
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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.
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Teens and Libraries: A Media Literacy Perspective
- 1. Teens & Libraries: A Media Literacy Perspective Renee Hobbs YALSA Teens and Libraries Summit January 24, 2013
- 3. ROGER HOBBS Author of Ghostman ALA Gala Author Tea Mon, Jan 28 RACHEL HOBBS Planned Parenthood Fundraiser
- 7. What do we need to know and be able to do when it comes to supporting and extending teens’ use of print, visual, sound and digital texts, tools and technologies?
- 11. NEW RELATIONSHIPS NEW TEXTS NEW TOOLS
- 12. PRINT MEDIA
- 13. SOUND MEDIA
- 14. VISUAL MEDIA
- 16. DIGITAL MEDIA
- 17. LOVE HATE PRINT VISUAL SOUND DIGITAL What is your love/hate relationship with media, technology and popular culture?
- 18. LOVE HATE PRINT VISUAL SOUND DIGITAL How do your attitudes about media, technology and popular culture shape various aspects of your work?
- 19. Developmental Characteristics of Adolescence Love Experience for its Own Sake Take Risks in Pursuit of Experience Go After Novelty, Complexity and Intense Situations
- 21. Searching for the Sensational
- 22. Escaping to Alternative Worlds
- 24. Speaking Out as a Civic Actor
- 26. Understanding & Using Social Power Fitting In Standing Out
- 27. Talking to Anyone about Anything LINK ... and keeping secrets from parents and adults
- 29. How do you design library programs and services to meet the needs of young people?
- 30. Media Literacy Embraces Protection & Empowerment When it comes to children and teens… It’s a two-sided coin
- 31. Empowerment
- 32. Approaches to Empowerment Focus on: Medium Friendship Interests Advocacy Craft/DIY
- 33. Approaches to Empowerment Focus on: Medium Friendship Interests Advocacy Craft/DIY
- 34. Approaches to Empowerment Focus on: Medium Friendship Interests Advocacy Craft/DIY
- 35. Approaches to Empowerment Focus on: Medium Friendship Interests Advocacy Craft/DIY
- 36. Approaches to Empowerment Focus on: Medium Friendship Interests Advocacy Craft/DIY
- 37. Characteristics of the Empowerment Learning Process Hanging Out Messing Around Geeking Out
- 38. Empowerment has Challenges Unintended Consequences of Digital Engagement Making without Critical Analysis = Mindless Imitation Social & Ethical Norms Re-Shaped by Peer Expectations of Constant Connectedness
- 39. Protection
- 40. 50% of classroom teachers believe that children spend too much time in front of screens Wartella, Schomburg, Lauricella, Robb & Flynn, 2010
- 41. Media Addiction among 11 – 16 Year Olds 5% Gone without eating or sleeping because of the Internet 11% Felt bothered when I cannot be on the Internet 16% Caught myself surfing when I am not really interested 13% Spent less time with either family, friends, or doing schoolwork because of the time I spent on the Internet 13% Tried unsuccessfully to spent less time on the Internet SOURCE: EU Kids Online, 2012
- 42. Protection CONTENT CONTACT CONDUCT RISKS RISKS RISKS SOURCE: EU Kids Online
- 43. Media Content Influences Attitudes & Behaviors Nutrition Substance Abuse Stereotypes
- 44. Sexuality Aggression Online Social Responsibility Media Content Influences Attitudes & Behaviors
- 45. From Passive to Active Users
- 46. Media Literacy Instructional Practices 1. Reflecting on our Media Choices 2. Play and Learning with Media & Technology 3. Developing Information Access & Research Skills 4. Strengthening Message Analysis Skills 5. Composing Messages using Multimedia Tools 6. Exploring Media Issues in Society 7. Sharing Ideas and Taking Action
- 47. Characteristics of the Media Literacy Learning Process
- 48. Core Concepts of Media Literacy
- 49. Messages are Representations Messages Influence our Attitudes and Behaviors People Interpret Messages Differently Messages Use Different Codes and Conventions Messages Have Economic & Political Power
- 51. Protecting Has Challenges Adults Standing on Soapbox Teens Parroting the “Right” Critical Ideas Fear and Cynicism Discourage Innovation
- 53. Interpreting Teen Online Behavior Through a Protection – Empowerment Lens LINK STICKAM.com
- 54. What did you notice? Is this activity harmful or harmless? What questions should be asked?
- 55. Opportunities for frank and candid discussion about media, technology and popular culture should be an essential component of teen library programs
- 56. Discourses of protection and empowerment shape teen media use choices, attitudes and behaviors
- 57. Why does it matter?
- 58. Civic Engagement What factors predict a teenager’s intention to be civically engaged? Sample. Middle-class suburban Detroit high school, 50% white and 50% African-American. N = 100 Method. End-of-semester online survey. Pilot study for PBS McNeil/Lehrer Student Reporting Labs (www.studentreportinglabs.com) Approach to Analysis. Factor analysis and regression.
- 59. Civic Engagement POSITIVE ATTITUDES ABOUT INFORMATION , SEARCH, NEWS AND CURRENT EVENTS UNDERSTANDING OF MEDIA LITERACY CONCEPTS HANDS-ON EXPOSURE TO MEDIA PRODUCTION EXPERIENCES What factors predict a teenager’s intention to be civically engaged?
- 60. Stakeholders in Digital & Media Literacy TECH BUSINESS ACTIVIST GOVERNMENT LIBRARY EDUCATION CREATIVE
- 61. Teens & Libraries: A Media Literacy Perspective Renee Hobbs Harrington School of Communication and Media University of Rhode Island Email: hobbs@uri.edu Twitter: reneehobbs Web: http://mediaeducationlab.com
Editor's Notes
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
- We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
- We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
- EU Survey of risks N = 25,000 kids from 13 countries The survey asked about a range of risks, as detailed in what follows. Looking across all these risks, 41% of European 9-16 year olds have encountered one or more of these risks. Risks increase with age: 14% of 9-10 year olds have encountered one or more of the risks asked about, rising to 33% of 11-12 year olds, 49% of 13-14 year olds and 63% of 15-16 year olds.
- EU Survey of risks N = 25,000 kids from 13 countries The survey asked about a range of risks, as detailed in what follows. Looking across all these risks, 41% of European 9-16 year olds have encountered one or more of these risks. Risks increase with age: 14% of 9-10 year olds have encountered one or more of the risks asked about, rising to 33% of 11-12 year olds, 49% of 13-14 year olds and 63% of 15-16 year olds.
- Please share the White Paper with colleagues and all who see that the time is now – together, we can build a community education movement for digital and media literacy.