The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools
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A six-week pilot project explored using media literacy pedagogy to promote intercultural communication between middle school students in the United States and Turkey. Students from Saint Mark's School in California and Gokkusagi Middle School in Turkey analyzed TV shows about high school and discussed current events. While American students lacked knowledge about Turkish culture, Turkish students knew more about American popular culture. Discussing politics in Turkey made Turkish students uncomfortable. The project found that media literacy activities online can help mitigate asymmetrical cultural knowledge between the countries' adolescents.
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This document outlines an online immersion curriculum map created by Bernd Nuss to help teachers with collaborative planning, resource organization, and curricular alignment. The curriculum map is structured for easy navigation and includes vertical alignment between grade levels. It connects to state world language standards and incorporates comparisons between cultures, connections to other disciplines, and communities. Access is provided through a template for all immersion programs and online training is available to instruct teachers on administration and collaboration through the centralized resource hosted by the North Carolina Department of Public Instruction.
Multicultural final proposal final
This document proposes a multicultural education program for Kindezi Elementary School in Atlanta, Georgia. The school has a racially imbalanced student population that lacks diversity. The proposed program would implement monthly cultural celebrations and project-based learning to highlight African American, Hispanic/Latino, Asian, Native American, and Hawaiian/Pacific Islander cultures. Teachers would collaborate to develop culturally-focused lesson plans and activities. Students would help plan monthly Cultural Arts Day events honoring different cultures. The program aims to increase students' multicultural knowledge and collaboration through experiential, hands-on learning over the course of a semester, culminating in a three-day Multicultural Arts Festival open to the school and community. The program seeks to reduce
Capitalists, Consumers, and Communicators: How Schools Approach Civic Education
In this talk presented at the Digital Media and Learning (DML) conference in Los Angeles on June 12, 2015, Professor Renee Hobbs explores three aspects of civic education as students learn to consume news, gain an understanding of consumer finance, and develop skills as digital media communicators. Hobbs explains that school-based civic education programs are shifting from emphasis on transmission of civic content towards a focus on cultivating skills & dispositions. She describes how a variety of partnerships with the business and philanthropic community are bringing new approaches to teaching and learning of civic education. She notes that these approaches use civic education to address a particular problem of interest to the funder and claims that the most sustainable school-based programs are developed by educators who engage in partnership programs while crafting learning experiences to meet the civic education needs of the students they serve.
Week 6 Summative Assessment Diversity.docx
This document discusses diversity and inclusion in education. It defines diversity as accepting differences in race, culture, beliefs, gender and experiences with the goal of equality. A diverse and inclusive curriculum acknowledges different cultures and teaches about them throughout the year, not just during specific months. For instruction to be effective for all students, teachers must use culturally responsive practices, collaborate to meet diverse needs, and ensure policies and procedures support equity and inclusion. Ongoing evaluation of diversity efforts is also important to promote continuous improvement.
Transforming lives ,critical pedagogy
1. Critical pedagogy in ELT aims to relate classroom learning to wider social contexts and promote social transformation through education. It deals with issues of social justice and change.
2. Critical pedagogues argue that educational systems reflect and reproduce social inequalities like discrimination based on race, class, and gender.
3. A critical approach bases instruction on students' local cultures and lived experiences, utilizes students' first languages as a resource, and makes students aware of issues facing marginalized groups. This helps students think critically about their own societies and potentially transform conditions outside the classroom.
The Digital Shift: Families, Film/Media and Libraries
This document discusses how libraries are positioning themselves as digital hubs for their communities through film and media literacy programs. It finds that while film and digital media are important parts of cultural life, many children, families, and libraries lack skills and awareness in critically analyzing media. The author proposes the "Media Smart Libraries" initiative to increase digital and media literacy in Rhode Island libraries through public programs, educator training, and curriculum changes to help libraries better serve communities with film and digital media.
Action Oriented Teaching and Learning Guide (Englishpost.org)
This document provides an overview of Costa Rica's new English curriculum and the action-oriented teaching approach it promotes. Key points include:
- The new curriculum aims to develop 21st century skills in learners and better prepare them for a globalized world through an emphasis on project-based learning tasks.
- Learners are envisioned as "new citizens" who can communicate effectively across cultures, solve problems collaboratively, and take action on sustainability issues.
- Teaching practices are influenced by socio-constructivist, holistic, and critical pedagogical approaches with a focus on learner autonomy and scaffolding.
- The Common European Framework of Reference (CEFR) provides standardized descriptors to track
English cg 2016 version (1)
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum for grades 1 through 10. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and that learning requires making meaning. It also notes that learners develop language skills through engaging with varied texts and activities involving viewing, listening, speaking, reading and writing. The context section describes the characteristics of Generation Z, born between 1994-2004, who are digital natives highly dependent on technology and social media with short attention spans.
English-CG.pdf
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
CG - English.pdf
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also notes that today's students, known as Generation Z, have grown up with ubiquitous technology and shorter attention spans than previous generations.
English cg spideylab.com 2017
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also notes that today's students, known as Generation Z, have grown up with ubiquitous technology and short attention spans due to extensive technology use.
English-CG.pdf
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
English-CG.pdf
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also emphasizes developing communicative competence and critical literacy. Finally, the context discusses the characteristics of Generation Z learners who have grown up with ubiquitous technology and short attention spans but are also creative, collaborative, and more technologically savvy than previous generations.
English-CG.pdf
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also emphasizes developing communicative competence and critical literacy. Finally, the context discusses the characteristics of Generation Z learners who have grown up with ubiquitous technology and short attention spans but are also creative and collaborative.
English-CG.pdf
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
Globalization and education
This document discusses several challenges facing secondary education in preparing students for a globalized world. It argues that deeper learning focusing on critical thinking, collaboration, communication and self-motivation (#1) is needed to develop competent graduates ready for college, careers and lifelong learning. It also emphasizes the importance of multicultural education (#3) and multiliteracy (#4) to understand diverse cultures and communicate effectively across different media. Finally, it notes that providing resources for teachers to address these issues is a challenge (#5) due to limited funding.
MotivationMotivations of Turkish Teachers for Digital & Media Literacy Educa...
A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.
Similar to The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools (20)
Intersections of Literacy: How and Why Some High School English Teachers use ...
Intersections of Literacy: How and Why Some High School English Teachers use ...
Capitalists, Consumers, and Communicators: How Schools Approach Civic Education
Capitalists, Consumers, and Communicators: How Schools Approach Civic Education
The Digital Shift: Families, Film/Media and Libraries
The Digital Shift: Families, Film/Media and Libraries
Action Oriented Teaching and Learning Guide (Englishpost.org)
Action Oriented Teaching and Learning Guide (Englishpost.org)
MotivationMotivations of Turkish Teachers for Digital & Media Literacy Educa...
MotivationMotivations of Turkish Teachers for Digital & Media Literacy Educa...
More from Renee Hobbs
Workshop: Media Literacy Instructional Practices for Every Teacher
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 Prevention
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 Values
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
HOBBS Digital Media Literacy.pptx
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 Society
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
Readers and Reading in a Digital Age
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.
Controversial Issues in the Classroom
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 final
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.
Media Literacy in Action Chapter 14
How Do People Become Media Literate? PPT slides to accompany Renee Hobbs's Media Literacy in Action #MLAction
Media Literacy in Action, Chapter 1
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.
Digital Authorship and the Practice of Media Literacy
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.
Create to Learn: Advancing Collaboration and Creativity
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomst
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Propaganda vs. Democracy in a Digital Age
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.
Digital Authorship & Media Literacy
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 2020
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...
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, 2020
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...
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.
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Workshop: Media Literacy Instructional Practices for Every Teacher
Workshop: Media Literacy Instructional Practices for Every Teacher
Courageous RI: A Whole-of-Society Approach to Violence Prevention
Courageous RI: A Whole-of-Society Approach to Violence Prevention
Media Literacy, Artificial Intelligence and American Values
Media Literacy, Artificial Intelligence and American Values
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...
Digital Authorship and the Practice of Media Literacy
Digital Authorship and the Practice of Media Literacy
Create to Learn: Advancing Collaboration and Creativity
Create to Learn: Advancing Collaboration and Creativity
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomst
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Create to Learn: Digital Media Literacy in Bulgaria 2020
Create to Learn: Digital Media Literacy in Bulgaria 2020
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...
Council of Europe Digital Citizenship Days, November 3, 2020
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The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools
- 1. Renee Hobbs Harrington School of Communication and Media University of Rhode Island USA Sait Tuzel University of Canakkale Onsekiz Mart Canakkale TURKEY The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools International Association for Intercultural Communication Studies (IAICS) Conference August 1, 2014
- 5. University-school partnership program Six-week pilot project designed to explore media literacy pedagogy in the context of global communication Subjects: Middle-school children ages 11 – 13 and their teachers • SAINT MARK’S SCHOOL – San Rafael CA USA • Gokkusagi MIDDLE SCHOOL, Canakkale, Turkey March – April 2014
- 8. Quabiz Mohammad Veysel Ozturk Dave Hickman
- 9. 1. Getting to Know You 2. Learning about Two Countries 3. Analyzing TV Shows that Feature High School 4. Discussing Current Events
- 13. American students have only basic information about Turkish history, daily life and culture
- 14. Information sharing about Turkey includes student- curated images and links
- 15. American students lack knowledge of Turkish history, life and culture
- 16. As a result of popular culture, Turkish students have significant information about American culture
- 18. Students recognize how values are (mis) represented in entertainment television
- 20. Students spontaneously share images and information
- 22. Feelings of social and emotional connectedness
- 23. 1. Getting to Know You 2. Learning about Two Countries 3. Analyzing TV Shows that Feature High School 4. Discussing Current Events
- 24. NEXT STEPS • Interviews with teachers • Close analysis of student participation RELATIONAL DIMENSIONS OF INTERCULTURAL EXPERIENCE • Challenges associated with establishing teacher partnership were managed by active participation of university faculty • Teachers perceived the work as relevant and valuable, although concerns about time were evident • Ning software was simple to use and provided the right balance of structure and freedom of expression • High levels of engagement and participation clearly evident among children because familiarity with digital media and popular culture serves as common ground
- 25. ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identify cultural values in the (mis)representation of school in popular television programs. DISCUSSING CURRENT EVENTS IN SCHOOL. Turkish students are not comfortable talking about the current political situation in their country. Some topics commonly discussed in the U.S. (i.e., gay marriage) are unfamiliar to Turkish teens. MEDIA LITERACY SUPPORTS CULTURAL KNOWLEDGE. For adolescents, the asymmetrical knowledge gap between Turkish and U.S. students can be somewhat mitigated through media literacy activities involving online interpersonal communication. American students are aware of the power imbalance in their lack of access to global popular culture.
- 26. Renee Hobbs Harrington School of Communication and Media University of Rhode Island USA Sait Tuzel University of Canakkale Onsekiz Mart Canakkale TURKEY The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools www.mediaeducationlab.com