Hobbs explores the history of the media industry's involvement in the media literacy movement by comparing curriculum resources produced by the National Association of Broadcasters in 1962 and Google in 20111.
The Role of the Media Industry in Advancing Digital & Media LiterRenee Hobbs
The document discusses the role of the media industry in advancing digital and media literacy, noting the tension between empowering learners and protecting them from negative influences. It provides a history of industry involvement in media literacy education and compares approaches from the 1960s that emphasized empowerment to more recent efforts focused on protection. The document argues for a balanced approach that promotes both empowerment and protection for learners.
Digital Media Literacy, Advocacy and LibrariesAshley D'Andrea
This document outlines a plan to train librarians in digital and media literacy skills. It notes that children spend over 7 hours per day consuming digital media and cites research showing they feel misunderstood in their media use. The training objective is to have all librarians serving youth trained by January 2013 through MediaSmarts workshops to integrate these skills into programming. It discusses stakeholders interested in this issue, obstacles like aligning with partners and measuring success, and emphasizes values like supporting literacy and equipping youth with skills for the future, to address with decision makers.
Digital and Media Literacy Learning ProcessRenee Hobbs
The document outlines the key competencies for digital and media literacy. It discusses four main competency areas: access, use and share; analyze and evaluate; create and collaborate; and reflect. Each competency area contains a list of skills and understandings that fall under that category. For example, access, use and share involves skills like keyboarding, file management, searching for information, and troubleshooting technologies. The document emphasizes that digital literacy involves not just consuming media, but also creating new works, reflecting critically on information and communication, and taking informed action.
Media, Technology And 21st Century LearnersRenee Hobbs
Renee Hobbs' presentation at the 3rd Annual Media Literacy Conference, sponsored by Drug Free Pennsylvania. Dr. Hobbs is a Professor at Temple University School of Communications and Theater.
This document outlines Renee Hobbs' presentation on digital and media literacy. It discusses expanding the concept of literacy to include new forms of media like visual, digital, and news literacy. The key concepts of media literacy are that people interpret messages differently, messages use different codes and conventions, messages are representations that can influence attitudes, and have economic and political power. The learning process of media literacy involves accessing information from multiple sources, analyzing it by asking critical questions, composing new media, reflecting on issues of power and responsibility, and taking action. The document provides case studies of how media literacy has been applied in classrooms and concludes by asking how we can help students develop global citizenship skills.
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.
The Role of the Media Industry in Advancing Digital & Media LiterRenee Hobbs
The document discusses the role of the media industry in advancing digital and media literacy, noting the tension between empowering learners and protecting them from negative influences. It provides a history of industry involvement in media literacy education and compares approaches from the 1960s that emphasized empowerment to more recent efforts focused on protection. The document argues for a balanced approach that promotes both empowerment and protection for learners.
Digital Media Literacy, Advocacy and LibrariesAshley D'Andrea
This document outlines a plan to train librarians in digital and media literacy skills. It notes that children spend over 7 hours per day consuming digital media and cites research showing they feel misunderstood in their media use. The training objective is to have all librarians serving youth trained by January 2013 through MediaSmarts workshops to integrate these skills into programming. It discusses stakeholders interested in this issue, obstacles like aligning with partners and measuring success, and emphasizes values like supporting literacy and equipping youth with skills for the future, to address with decision makers.
Digital and Media Literacy Learning ProcessRenee Hobbs
The document outlines the key competencies for digital and media literacy. It discusses four main competency areas: access, use and share; analyze and evaluate; create and collaborate; and reflect. Each competency area contains a list of skills and understandings that fall under that category. For example, access, use and share involves skills like keyboarding, file management, searching for information, and troubleshooting technologies. The document emphasizes that digital literacy involves not just consuming media, but also creating new works, reflecting critically on information and communication, and taking informed action.
Media, Technology And 21st Century LearnersRenee Hobbs
Renee Hobbs' presentation at the 3rd Annual Media Literacy Conference, sponsored by Drug Free Pennsylvania. Dr. Hobbs is a Professor at Temple University School of Communications and Theater.
This document outlines Renee Hobbs' presentation on digital and media literacy. It discusses expanding the concept of literacy to include new forms of media like visual, digital, and news literacy. The key concepts of media literacy are that people interpret messages differently, messages use different codes and conventions, messages are representations that can influence attitudes, and have economic and political power. The learning process of media literacy involves accessing information from multiple sources, analyzing it by asking critical questions, composing new media, reflecting on issues of power and responsibility, and taking action. The document provides case studies of how media literacy has been applied in classrooms and concludes by asking how we can help students develop global citizenship skills.
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.
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
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.
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.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
The document discusses media literacy and provides statistics about media consumption habits. It notes that the average American watches over 4 hours of television per day and sees 2 million commercials by age 65. By age 18, children have watched 17,000 hours of television. The document defines media literacy as the ability to access, analyze, evaluate and create media. It explains the key skills involved - accessing information from different sources, analyzing messages by comparing/contrasting and identifying facts vs opinions, evaluating the quality and value of messages, and creating new media content.
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 State of Digital & Media Literacy Education 2019Renee Hobbs
Hobbs gives a brief overview of digital and media literacy for the Media Literacy in Early Childhood Alliance National Leadership Forum, January 15, 2019.
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.
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.
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
Media Literacy: Connecting Classroom and CultureRenee Hobbs
The document discusses the importance of media literacy and how it can be taught in elementary school classrooms, defining media literacy as an expanded conceptualization of literacy that helps students access, analyze, create, and reflect on media messages. Research shows that teaching media literacy skills improves learning, inspires leadership, and increases civic engagement as students learn to think critically about the media they consume and create.
Media literacy provides a framework for accessing, analyzing, evaluating, and creating various messages from print to video to the internet. It builds an understanding of media's role in society and teaches important inquiry and self-expression skills for citizens of a democracy. Social media literacy involves having the proficiency to communicate appropriately and responsibly on social networks, and to critically evaluate online conversations. It includes skills like impression management, monitoring one's online reputation, thinking critically about content, having responsible conversations, managing one's social media presence, and managing information and technology.
The document discusses several national programs that promote media literacy in India. It describes initiatives like Cybermohalla that provide underprivileged youth access to technology and media training. It also outlines programs by Agastya International Foundation and Central Institute of Educational Technology that introduce rural and school-aged children to digital media and teach media creation skills. Finally, it summarizes UNESCO and UNODC collaborations on integrating media literacy into teacher training and raising drug awareness.
Digital Authorship: A Pedagogy of LearningRenee Hobbs
Digital authorship is a form of social power that allows authors to enter conversations by sharing creative works. It is a creative and collaborative process involving experimentation and risk-taking. Authors can choose to be socially responsible for what they create and share. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages.
The document discusses introducing media education and production into teacher education programs to empower teachers and students. It outlines various digital tools and online platforms that can be used for media literacy activities, research, and student-created media projects. The goals are to provide alternative learning resources, global perspectives, and new tools for classrooms. Students will analyze, research, and produce their own media like videos and websites.
New media is defined as mass communication using digital technologies like the internet. It refers to content that is accessible on demand via the internet from any digital device. Examples include websites, social networking, video games, blogs, and computer multimedia. New media allows for interactive user feedback, creative participation, and connection/conversation between people worldwide. It transmits information through sharing, commenting, and discussion of a wide variety of topics.
The document discusses media literacy education at different levels, including elementary, secondary, higher education, and adult learners. It provides case studies on media literacy curriculum and policies from countries like the US, Taiwan, Canada, Singapore, Hong Kong, China, and the UK. The conclusion reflects on challenges in defining media literacy and focusing efforts on K-12 education over adult learners, though the need for adult media literacy is acknowledged.
From Audiences to Authors: Children and Young People as Content Creators and...Renee Hobbs
Professor Renee Hobbs makes the inaugural lecture for the ICMC 2015 conference "Digital Future: Content, Community and Communication" in Ahmenabad, India.
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
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
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.
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.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
The document discusses media literacy and provides statistics about media consumption habits. It notes that the average American watches over 4 hours of television per day and sees 2 million commercials by age 65. By age 18, children have watched 17,000 hours of television. The document defines media literacy as the ability to access, analyze, evaluate and create media. It explains the key skills involved - accessing information from different sources, analyzing messages by comparing/contrasting and identifying facts vs opinions, evaluating the quality and value of messages, and creating new media content.
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 State of Digital & Media Literacy Education 2019Renee Hobbs
Hobbs gives a brief overview of digital and media literacy for the Media Literacy in Early Childhood Alliance National Leadership Forum, January 15, 2019.
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.
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.
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
Media Literacy: Connecting Classroom and CultureRenee Hobbs
The document discusses the importance of media literacy and how it can be taught in elementary school classrooms, defining media literacy as an expanded conceptualization of literacy that helps students access, analyze, create, and reflect on media messages. Research shows that teaching media literacy skills improves learning, inspires leadership, and increases civic engagement as students learn to think critically about the media they consume and create.
Media literacy provides a framework for accessing, analyzing, evaluating, and creating various messages from print to video to the internet. It builds an understanding of media's role in society and teaches important inquiry and self-expression skills for citizens of a democracy. Social media literacy involves having the proficiency to communicate appropriately and responsibly on social networks, and to critically evaluate online conversations. It includes skills like impression management, monitoring one's online reputation, thinking critically about content, having responsible conversations, managing one's social media presence, and managing information and technology.
The document discusses several national programs that promote media literacy in India. It describes initiatives like Cybermohalla that provide underprivileged youth access to technology and media training. It also outlines programs by Agastya International Foundation and Central Institute of Educational Technology that introduce rural and school-aged children to digital media and teach media creation skills. Finally, it summarizes UNESCO and UNODC collaborations on integrating media literacy into teacher training and raising drug awareness.
Digital Authorship: A Pedagogy of LearningRenee Hobbs
Digital authorship is a form of social power that allows authors to enter conversations by sharing creative works. It is a creative and collaborative process involving experimentation and risk-taking. Authors can choose to be socially responsible for what they create and share. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages.
The document discusses introducing media education and production into teacher education programs to empower teachers and students. It outlines various digital tools and online platforms that can be used for media literacy activities, research, and student-created media projects. The goals are to provide alternative learning resources, global perspectives, and new tools for classrooms. Students will analyze, research, and produce their own media like videos and websites.
New media is defined as mass communication using digital technologies like the internet. It refers to content that is accessible on demand via the internet from any digital device. Examples include websites, social networking, video games, blogs, and computer multimedia. New media allows for interactive user feedback, creative participation, and connection/conversation between people worldwide. It transmits information through sharing, commenting, and discussion of a wide variety of topics.
The document discusses media literacy education at different levels, including elementary, secondary, higher education, and adult learners. It provides case studies on media literacy curriculum and policies from countries like the US, Taiwan, Canada, Singapore, Hong Kong, China, and the UK. The conclusion reflects on challenges in defining media literacy and focusing efforts on K-12 education over adult learners, though the need for adult media literacy is acknowledged.
From Audiences to Authors: Children and Young People as Content Creators and...Renee Hobbs
Professor Renee Hobbs makes the inaugural lecture for the ICMC 2015 conference "Digital Future: Content, Community and Communication" in Ahmenabad, India.
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
Professor Renee Hobbs explores how disparities in access to information contribute to misunderstandings and explains how analyzing media helps make our interpretation processes transparent. She shows how creating media helps people share in the social power of representing ideas and identity and notes that such competencies are essential for advancing the social responsibilities of media consumers and creators.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
1. The document outlines a learning plan for developing media literacy. It defines key concepts like media literacy and discusses the roles and types of social media.
2. Media literacy is defined as the ability to access, analyze, evaluate, and create media. It helps people become critical thinkers, smart consumers, and understand cultural influences.
3. The document examines concepts of media information literacy and discusses its aspects and dimensions according to various researchers. It also explores approaches to integrating media literacy in the curriculum.
4. Assessment of media literacy is discussed, emphasizing the use of rubrics and focusing on key concepts like the role of media and how it shapes thinking.
This document discusses the importance of media literacy education for students. It notes that while students are exposed to large amounts of media, they often lack critical thinking skills to analyze and evaluate media messages. The document advocates for integrating media literacy concepts and skills into various subject areas to help students become independent thinkers and critical viewers of media. Some key benefits of media literacy education include improving critical thinking, engaging students through hands-on learning, and connecting classroom lessons to students' lives outside of school.
The document discusses the importance of media literacy education for students. It notes that while students are exposed to various media like TVs and computers, they often lack critical thinking skills to analyze media messages. Media literacy aims to teach students how to access, analyze, interpret, produce and evaluate various media forms. It involves understanding how media constructs reality, uses language and techniques to influence audiences, and conveys values and points of view. The benefits of media literacy education include improving critical thinking skills and engaging students through hands-on media production activities.
Media literacy is the ability to access, analyze, evaluate, and create media. It involves understanding how media messages are constructed, the techniques used, the intentions of the creator, and the impact on the audience. There are several key aspects of media literacy, including being able to think critically about media, understand different perspectives, and create media responsibly. Teachers can integrate media literacy into any subject area by having students evaluate different media sources, compare representations of topics in various media, and create their own media projects. Media literacy skills are assessed based on students' comprehension of key concepts, depth of analysis, and ability to apply technical skills.
Group5_WS3_Zamora, Rechelle Mary C..docxzamorapegafi
The document provides templates for designing multi-disciplinary, inter-disciplinary, and intra-disciplinary performance tasks for a senior high school in-service training. It includes sample performance scenarios that require teachers to create an informative video about raising awareness of disabilities. The scenarios integrate concepts from different subjects like UCSP, Personal Development, Introduction to Philosophy, Statistics and Probability, and Oral Communication. The tasks are aimed at developing skills like critical thinking, communication, and technology use. Scoring will be based on applying different lenses, citing sources, technical delivery, and creative design of the video output.
This document provides an introduction to media information literacy. It defines communication and the four categories of communication: verbal, non-verbal, written, and visual. It discusses different mediums of communication and gives examples. It also includes activities about how communication is affected by media and information. The document defines media literacy, information literacy, and technology literacy. It discusses the importance of media and information literacy in accessing, analyzing, evaluating, and creating media and information in ethical and effective ways.
Istanbul Presentation on Digital and Media LiteracyRenee Hobbs
This document discusses the importance of digital literacy and outlines a framework for teaching it. It defines digital literacy and explains that both cognitive and technical skills are required. It presents a learning process for digital literacy with five stages: access, analyze, create, act, and reflect. For each stage it provides examples of the types of skills and activities students should practice, such as evaluating online sources, analyzing media messages, creating remixes, and reflecting on ethical issues. The document argues that digital literacy education needs to unite various literacies like media literacy and help students connect classroom learning to their lives outside of school.
Digital Natives: How to Engage the 21st Centuryaccording2kat
This is the PowerPoint to a presentation I gave at the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD)'s 84th Annual Convention. It includes current terms of digital technology and how to integrate new and relevant technology avenues into health and physical education classrooms. Such avenues include but are not limited to social media, podcasts, blogs, and more!
The document summarizes key points from a 5-day media literacy training for elementary school teachers in Croatia. It discusses how media literacy is an expanded conceptualization of literacy that involves accessing, analyzing, creating, and taking action using media. It also describes how media literacy educators use various instructional practices to advance five core competencies and help children develop critical thinking skills about topics like advertising, persuasion, and propaganda. Additionally, the summary notes that media analysis and production projects can be done with "low tech" or "high tech" tools and how creating media promotes skills like problem-solving and intellectual curiosity.
Messy Engagement: The Heart of the Common CoreRenee Hobbs
Renee Hobbs gives a keynote address to Rhode Island School Librarians on August 13, 2013 to demonstrate how the close reading and careful analysis skills that are emphasized in CCCS ELA-Literacy support the kind of student-centered inquiry that blends the use of both popular culture and academic informational texts, creating relevance and independent thinking which support intellectual curiosity.
Renee Hobbs gave a keynote address entitled, “Media Literacy: Activism, Consumption and Production,” Boston Public Schools, Arts Media and Communication Conference, Northeastern University, Boston. February 2, 2008.
Media Literacy in the Secondary ClassroomRenee Hobbs
Renee Hobbs is a professor of communication studies and director of the Media Education Lab at the University of Rhode Island. She discusses best practices for implementing high-quality media literacy education in secondary schools. This includes having curriculum standards, teacher training, sharing of information between educators, instructional resources, program evaluation, and support for implementation. She emphasizes asking critical questions about media, viewing media as an expanded form of literacy, and having students "create to learn" through authoring digital media to demonstrate deeper understanding.
This document summarizes Renee Hobbs' work on media literacy education. It discusses the rise of digital propaganda and the need to advance media literacy in schools. Key points include:
1. Media literacy education has its roots in propaganda education and can help people recognize different types of "fake news" like disinformation, propaganda, and hoaxes.
2. Schools need support like curriculum standards, teacher training, and resources to effectively teach media literacy and help students critically analyze stories in entertainment and news media.
3. Engaging in global, multi-perspective dialogue through activities like social media encounters can increase understanding of propaganda worldwide and recognize hate speech.
4. Students can use social media and digital tools
This document discusses the future of social media and literacy. It covers how George Takei transformed himself into a social media star and uses his platform to promote education and fight stereotypes. While social media allows for positive socialization and information sharing, it can also be used negatively if users are not media literate. The document advocates for greater media literacy education in schools to help people critically examine complex media messages. It highlights how literacy skills are important for both interpreting social media content and being an effective participant in the emerging online environment.
Similar to The Role of the Media Industry in Advancing Digital & Media Literacy (20)
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.
Courageous RI: A Whole-of-Society Approach to Violence PreventionRenee Hobbs
The document discusses a whole-of-society approach to violence prevention through media literacy, active listening, compassion, and community engagement. It argues that media and technology amplify hate while dialogue programs increase intellectual humility and reduce defensiveness. Training in active listening helps apply media literacy knowledge to understand different perspectives. Courageous conversations that find common ground also help prevent violence. Research shows dialogue programs improve skills like active listening, media literacy, and intellectual humility.
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.
This document discusses digital media literacy pedagogies. It notes that educators incorporate these approaches for various reasons such as engaging and motivating learners, activating critical thinking, and building students' confidence as authors. The create to learn process involves 5 steps: access, analyze, create, reflect, and take action. Instructors support learning through offering a mix of creative freedom and control. When students shift from passive learning to creating media, they increase engagement and motivation. The document asks questions to prompt reflection on incorporating these approaches in one's own teaching.
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
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.
Media Lteracy in Action Chapter 4 finalRenee Hobbs
The chapter discusses how competition in the news industry has impacted American society in unexpected ways. It introduces the concept of "news avoiders" who get information from social media rather than news sources. It also covers news values like human interest, conflict and timeliness that influence which stories are covered. The chapter examines techniques like framing that journalists use to make stories more appealing and how this can influence audience beliefs. It analyzes different forms and sources of news today from legacy media to born digital publications to citizen journalism.
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
Renee Hobbs gave a presentation on digital authorship and media literacy. She discussed how librarians can support students' creative media production skills and critical analysis abilities. Hobbs covered different digital authorship tools and explained key concepts around copyright and fair use. She emphasized how digital authorship can empower learners and promote skills like creativity, collaboration, and civic participation.
Create to Learn: Digital Media Literacy in Bulgaria 2020Renee Hobbs
Digital and media literacy requires technical, cognitive, social, emotional and civic competencies. Educators and students become co-learners through creating digital media, which involves balancing creative freedom with control. Digital authorship is a process involving choice, courage, risk-taking and vulnerability that activates intellectual curiosity and supports lifelong learning.
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
This document discusses a presentation about ripping media for fair use and the Digital Millennium Copyright Act (DMCA). The presentation covers:
1. The principles of the DMCA and its Section 1201 that makes circumventing copyright protections illegal.
2. How the DMCA exemption process has allowed some ripping/circumventing for purposes like criticism, commentary, and education over its 22 years.
3. Whether legal ripping is still necessary given streaming services, and if screen capturing should be celebrated or feared in supporting fair use.
The document outlines the presentation goals and sections on the DMCA, exemption results since 2006, and challenges around screen capturing. It also includes discussion questions and
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
Crisis Creates Opportunity: How the Covid Pandemic Advanced Digital Media Lit...Renee Hobbs
The document discusses how the COVID-19 pandemic created opportunities to advance digital media literacy in schools. It describes a program that provided daily online sessions for teachers over 5 months. The program helped teachers build skills in areas like developing trust online, promoting productive dialogue, modeling media literacy practices, and feeling interconnected while caring for one another. An evaluation found teachers were more likely to adopt strategies modeled in the program and students experienced benefits like improved online skills and well-being.
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.
Teaching the Election: Focus on Propaganda Renee Hobbs
Renee Hobbs offers a keynote address to the Teaching the Election Conference at the University of Wisconsin, Madison on September 26, 2020. Learn more: https://mediaeducationlab.com/teaching-about-2020-elections-virtual-conference
Adult Learners as Media Makers: Create-to-Learn Pedagogies in Online LearningRenee Hobbs
Profesor Hobbs describes her approach to supporting adult learners as they become digital authors as a result of participating in the Graduate Certificate in Digital Literacy, University of Rhode Island.
How do librarians support patrons who may have experienced online harassment or defamation?
How do librarians support patrons who seek to legally “rip” media clips for fair use purposes?
How do librarians participate in the 2021 DMCA exemption process on behalf of the needs of patrons, educators and students?
At this week's session, we us discussion to practice the reasoning process that is needed to make a fair use determination. We are joined by Carla Myers of Miami University Ohio helps us learn more about this important statement from academic librarians on why copyright and fair use need to be extended beyond the usual parameters as a result of the coronavirus pandemic.
If ye extended beyond the usual parameters as a result of the coronavirus pandemic.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
The Role of the Media Industry in Advancing Digital & Media Literacy
1. The Role of the Media Industry in
Advancing Digital & Media Literacy
Renee Hobbs
Harrington School of Communication and Media
University of Rhode Island USA
What Society Needs from Media in an
Age of Digital Communication
October 3 – 5, 2013 – Oxford UK
12. Messages are
Representations
Messages Influence our
Attitudes and Behaviors
People Interpret
Messages Differently
Messages Use Different
Codes and Conventions
Messages Have
Economic &
Political Power
15. Digital & Media Literacy Competencies
Access, Use and Share
Keyboard and mouse skills
Be familiar with hardware, storage and file
management practices
Understand hyperlinking & digital space
Gain competence with software applications
Use social media, mobile, peripheral & cloud
computing tools
Identify information needs
Use effective search and find strategies
Troubleshoot and problem-solve
Learn how to learn
Listening skills
Reading comprehension
16. Digital & Media Literacy Competencies
Analyze & Evaluate
Understand how symbols work: the
concept of representation
Identify the author, genre, purpose and
point of view of a message
Compare and contrast sources
Evaluate credibility and quality
Understand one’s own biases
and world view
Recognize power relationships that shape
how information and ideas circulate in
culture
Understand the economic context of
information and entertainment production
Examine the political and social
ramifications of inequalities in information
flows
17. Digital & Media Literacy Competencies
Create & Collaborate
Recognize the need for communication and
self-expression
Identify your own purpose, target
audience, medium & genre
Brainstorm and generate ideas
Compose creatively
Play and interact
Edit and revise
Use appropriate distribution, promotion &
marketing channels
Receive audience feedback
Work collaboratively
Comment, curate and remix
18. Digital & Media Literacy Competencies
Reflect
Understand how differences in values and
life experience shape people’s media use
and message interpretation
Appreciate risks and potential harms of
digital media
Apply ethical judgment and
social responsibility to
communication situations
Understand how concepts of ‘private’ and
‘public’ are reshaped by digital media
Appreciate and respect legal rights and
responsibilities (copyright, intellectual
freedom, etc)
19. Digital & Media Literacy Competencies
Take Action
Acknowledge the power of
communication to maintain the status
quo or change the world
Participate in communities of shared
interest to advance an issue
Be a change agent in the family &
workplace
Participate in democratic self-
governance
Speak up when you
encounter injustice
Respect the law and work to change
unjust laws
Use the power of communication and
information to make a difference in the
world
21. 7 Great Debates in Media Literacy
1. Should media literacy education aim to protect children
and youth from negative media influences?
2. Should media production be an essential feature of media
literacy education?
3. Should media literacy focus on popular culture texts?
4. Should media literacy have an explicit political &
ideological agenda?
5. Should media literacy be focused on K-12 formal learning
environments?
6. Should media literacy be a specialist subject or integrated
across the curriclum?
7. Should media literacy be financially supported by media
institutions?
Hobbs, 1998
22. History of Industry Involvement in
Media Literacy
• Understanding New Media (NAEB, 1960)
• Television Information Office (NAB, 1962)
• Visual Learning (Kodak, 1969)
• Creating Critical Viewers (ABC, 1991)
• Know TV (Learning Channel, 1994)
• Assignment: Media Literacy (Discovery Channel, 1998)
• Taking Charge of Your TV (NCTA, 2001)
• Messages & Meanings (NAA Foundation, 2001)
• Adobe Youth Voices (Adobe, 2006)
• Google Digital Literacy & Citizenship (Google, 2011)
23. Television in Today’s Society, 1962
• 13 scripts / lecture notes
• Worksheets / quizzes / slides / reading list / recommendations for
supplmental 16mm films
• Pedagogy: Presentation by local expert; Q & A session;
supplemental readings and films
• Targeting young adult and adult learners as “educated and
thoughtful people”
• Multiple points of view from inside and outside the industry
• Acknowledges the pleasure people experience with television as a
leisure activity
• Reflection on unintended consequences of advertising-supported
economic model
• Little emphasis on the impact of television on family life, social
relationship or citizenship
25. Google Digital Literacy & Citizenship
• Created in partnership with iKeepSafe
• 3 videos / lesson plans
• Target audience: Grades 6 – 8 (ages 11 – 13)
• Pedagogy: presentation by teacher; view and discuss videos;
scenario activities and games.
• Goals: Increase knowledge of tools offered by Google/YouTube to
detect inaccuracies and protect oneself from inappropriate content.
• Provides little background information about the Internet
• Tone conveys sense of urgency to follow the “do’s and don’ts”
• Positions multiple points of view available online as a “problem”
that needs to be solved
26. Then & Now
1962 NAB
EMPOWERMENT
Focus on knowledge
Multiple points of view
Positive tone
2011 GOOGLE
PROTECTION
Focus on advice
Google’s point of view
Tone of warning
Pedagogy: lecture/activity plus discussion
No focus on critical analysis | No media production
27. Stakeholders in Digital and Media Literacy
BUSINESS
ACTIVIST
GOVERNMENT
LIBRARY
EDUCATION
CREATIVE
28.
29. Renee Hobbs
Professor and Founding Director
Harrington School of Communication and Media
University of Rhode Island USA
Web: www.mediaeducationlab.com
Webi: www.harrington.uri.edu
Email: hobbs@uri.edu
Twitter: reneehobbs