Transforming Education with Digital and Media Literacy
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Hobbs connects the key concepts and instructional practices of digital and media literacy in K-12 education to the need for education about copyright and fair use.
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Transforming Education with Digital and Media Literacy
- 1. Transforming Education Through Digital & Media Literacy Renee Hobbs Harrington School of Communication and Media University of Rhode Island TWITTER BACK CHANNEL: #baisl
- 2. Teacher-librarians help students develop the knowledge and competencies they need to thrive in the 21st century
- 3. PEER-TO-PEER FILE SHARING How new tools and new texts are reshaping educational practice Why students benefit when we use digital and media literacy concepts to embrace interdisciplinary connections between culture and classroom How codes of best practice help people become more confident in understanding copyright and fair use How the concept of transformativeness enables students to maximize the power of digital learning Goals for Today’s Session
- 7. Bringing digital and media literacy education to children in grades PK – 6 through curriculum integration, informal learning and professional development. --in bookstores and online Spring 2013
- 8. NEW TOOLS
- 10. Texts of Digital & Media Literacy
- 11. Texts of Digital & Media Literacy
- 12. Texts of Digital & Media Literacy
- 13. Texts of Digital & Media Literacy
- 14. Texts of Digital & Media Literacy
- 16. Ignore Engage
- 17. Learning Environments In-School At-Home Independent
- 18. Digital and media literacy embraces interdisciplinary connections between classroom and culture
- 19. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy News Literacy Digital Literacy
- 20. One Expansive Conceptualization to Unite Them All Key Concepts
- 21. One Expansive Conceptualization to Unite Them All Key Concepts
- 22. Messages are Representations Messages Influence our Attitudes and Behaviors People Interpret Messages Differently Messages Use Different Codes and Conventions Messages Have Economic & Political Power
- 23. One Expansive Conceptualization to Unite Them All Key Concepts Learning Process
- 24. ACCESS ANALYZE CREATE ACT REFLECT The Learning Process of Digital & Media Literacy
- 25. ACCESS Learning Process Comprehend and Make Sense of All Sorts of Texts Use Technology Tools Well Gather Information Independently
- 26. ACCESS Find and select appropriate texts using reasoning and evidence LINK
- 27. ANALYZE Ask Good Questions Evaluate the Quality & Value of Messages Explore Context in Meaningful Ways Learning Process
- 28. ANALYZE Analyze a media message using five critical questions LINK
- 29. COMPOSE Use Multiple Modes of Expression Reach Authentic Audiences Manipulate Content and Form in Relation to Purpose and Audience Learning Process
- 31. REFLECT Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical Reasoning Examine Issues of Power and Responsibility Learning Process
- 32. REFLECT Discuss the ethical dimensions of a media message LINK
- 33. ACT Connect the Classroom to the World Strengthen Leadership and Collaboration Develop Integrity and Accountability Learning Process
- 34. ACT Learning Process Create a public service announcement about littering LINK
- 35. ACCESS ANALYZE CREATE ACT REFLECT Transforming Education Through Digital & Media Literacy
- 36. One Law Protects Us All: Owners & Users
- 37. Codes of Best Practice Support Academic & Creative Communities LINK
- 39. Is Your Use of Copyrighted Materials a Fair Use? 1. Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? 2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? LINK
- 40. Exercising Fair Use Reasoning Involves Critical Thinking Transformative Use is Fair Use
- 41. Communities of Practice Assert Their Fair Use Rights
- 43. Results of our Advocacy Users may unlock DVDs protected by the Content Scrambling System when circumvention is for the purpose of criticism or comment using short sections, for educational, documentary or non- profit use.
- 44. Both Law and Education Adapt to Changes in Technology and Society
- 45. Three Visions of Copyright Flexible Licensing Schemes: Some Rights Reserved Creative Communities Develop Codes of Best Practice for Fair Use Open Source Business Models Make Copyright Obsolete
- 46. PEER-TO-PEER FILE SHARING How new tools and new texts are reshaping educational practice Why students benefit when we use digital and media literacy concepts to embrace interdisciplinary connections between culture and classroom How codes of best practice help people become more confident in understanding copyright and fair use How the concept of transformativeness enables students to maximize the power of digital learning Goals for Today’s Session
- 48. www.mediaeducationlab.com CONTACT: Renee Hobbs Founding Director Harrington School of Communication and Media University of Rhode Island Email: hobbs@uri.edu
- 49. Videos and More Resources Online: http://mediaeducationlab.com
- 50. ACCESS ANALYZE CREATE ACT REFLECT Transforming Education Through Digital & Media Literacy
Editor's Notes
- .
- Institute for Policy Innovation global music piracy causes $12.5 billion of economic losses every year, 71,060 U.S. jobs lost, a loss of $2.7 billion in workers' earnings, and a loss of $422 million in tax revenues, $291 million in personal income tax and $131 million in lost corporate income and production taxes. FORTUNATELY: ten million licensed tracks available on more than 400 different services worldwide. That’s great news for music fans and the industry alike.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- The silos that separate classroom learning from experiential learning that happens in the workplace and the community
- Examples of this: Science communication – using digital media to help the public understand about climate change Ritchie Garrison, professor of history at the University of Delaware- digitizing early American samplers enlisting technology to connect the public with its cultural legacy.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning? Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf? Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
- Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning? Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf? Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
- Consider how analysis and evaluation competencies are part of your curriculum: Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter? Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining? Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
- Consider how analysis and evaluation competencies are part of your curriculum: Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter? Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining? Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
- Every teacher must consider how communication and composition are part of their teaching goals: Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across? Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return? Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
- Every teacher must consider how communication and composition are part of their teaching goals: Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across? Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return? Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
- Teachers can support students’ ethical, social, and emotional development when they do the following: Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes? Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships? Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
- Teachers can support students’ ethical, social, and emotional development when they do the following: Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes? Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships? Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
- Connect the classroom to the world. Do classroom activities connect to relevant social issues, debates, and controversies in the world outside the classroom? Do students take action to address meaningful real-world problems that require solutions? Support leadership and collaboration. Do students get to use problem-solving skills to influence more than one person toward a goal? Do they recognize how to leverage the strengths of others to accomplish a common goal? Develop integrity and accountability. Are students held accountable for their actions? Are situations and opportunities provided that enable students to discover how personal values like honesty and courtesy benefit the individual, the group, and the society?
- Connect the classroom to the world. Do classroom activities connect to relevant social issues, debates, and controversies in the world outside the classroom? Do students take action to address meaningful real-world problems that require solutions? Support leadership and collaboration. Do students get to use problem-solving skills to influence more than one person toward a goal? Do they recognize how to leverage the strengths of others to accomplish a common goal? Develop integrity and accountability. Are students held accountable for their actions? Are situations and opportunities provided that enable students to discover how personal values like honesty and courtesy benefit the individual, the group, and the society?
- To educate educators themselves about how fair use applies to their work To persuade gatekeepers, including school leaders, librarians, and publishers, to accept well-founded assertions of fair use To promote revisions to school policies regarding the use of copyrighted materials that are used in education To discourage copyright owners from threatening or bringing lawsuits In the unlikely event that such suits were brought, to provide the defendant with a basis on which to show that her or his uses were both objectively reasonable and undertaken in good faith.
- Professors everywhere in higher education, and film/media students should be able to crack DVDs to use material both in new works and for teaching purposes, within an educational objective, argued the Library Copyright Alliance. (They won this exemption last time; it now needs renewal.) The Society for Cinema and Media Studies and others want this extended to all university students; their filing was done with help from Washington College of Law’s IP clinic. Teachers in K-12 should be able to crack encrypted audio-visual material for teaching, said the Media Education Lab at Temple University, with help from Washington College of Law’s IP clinic. Documentary and fiction filmmakers should be able to crack DVD, Blu-Ray and digital files (if unavailable in hard copy) to employ fair use to make their work, according to film organizations such as the International Documentary Association and filmmakers such as Kartemquin Films. They argued their case with the help of the University of Southern California’s IP clinic and Donaldson and Callif. (The last exemption round won documentary filmmakers only access to DVDs only.) DVD owners should be able to copy movies in order to watch them on other devices (like their iPads), argued Public Knowledge. Multimedia e-book authors should be able to crack DVDs and digital video generally in order to employ fair use in the creation of their work, argued book authors with the help f the University of Southern California’s IP clinic and Donaldson and Callif. Mobile device owners should be able to unlock their devices (i.e. let them connect to other than the carrier’s preferred networks), argued Consumers Union with help from the Institute for Public Representation at Georgetown Law School. (In the last round of exemptions, users of cellphone handsets won a similar exemption.)
- Institute for Policy Innovation global music piracy causes $12.5 billion of economic losses every year, 71,060 U.S. jobs lost, a loss of $2.7 billion in workers' earnings, and a loss of $422 million in tax revenues, $291 million in personal income tax and $131 million in lost corporate income and production taxes. FORTUNATELY: ten million licensed tracks available on more than 400 different services worldwide. That’s great news for music fans and the industry alike.