The document outlines a media literacy program developed by Renee Hobbs, aimed at enhancing understanding of Middle Eastern cultures through technology and critical analysis. It details activities such as lessons on visual stereotypes, collaboration with Kuwaiti university students, and a film screening, all designed to foster emotional connections and challenge misconceptions. Challenges faced included limited development time and varying technology skills among participants, but the program successfully promoted cultural understanding and civic dialogue.

1. Understanding the “Other” through Media and Digital LearningRenee HobbsTemple University, Media Education LabRoberts Elementary School, Wayne PAKuwait UniversityFunded by a grant from the Alliance of Civilizations

2. Using Tools & Technology ResourcesWellCritical Analysis, Reflection & EthicsTeamwork& Problem-SolvingCreativity & ExpressionOur Approach to Media Literacy

3. Assumptions and goalsMedia literacy concepts can support learning about the cultures and peoples of the Middle EastTechnology integration activities are more meaningful when connected to authentic texts and audiencesGoal: explore the types of activities that help promote cultural understanding about the Middle East

4. Program ComponentsPlanning Meetings with Elementary Educators & One (90 minute) Staff Development Training

5. Lessons on Visual Stereotypes of the Middle East

6. Research Activity: Learning about the Countries and Cultures of the Middle East

7. Film Screening and Visit from Filmmaker: “Santa Claus in Baghdad”

8. Class Wiki Pages Support Interaction with Students of Kuwait University

9. Students Produce Short Videos about Life in the United States to Share with Kuwait students

10. Research: Classroom observations, student work samples, teacher interviewsElements of Program Process Activate prior knowledge about the Middle East

11. Create awareness of inaccuracies in understanding

12. Use inquiry to gain information about cultures

13. Express new knowledge about cultures

14. Strengthen emotional connectedness to the “other” through film and print narratives

15. Strengthen understanding of constructed nature of film

16. Share ideas in civic dialogue using social media toolsChallenges of the Program Limited time for staff development

17. Attitudes of staff towards Middle East

18. Media literacy vs technology integration

19. Use of film for media literacy vs moral education

20. Differential technology skills among participants

21. Schedule coordination with Kuwait UniversityConclusionDisrupting Stereotypes. The lessons encouraged children to recognize the common stereotypes of the peoples and cultures of the Middle East.Emotional Learning. The use of child-centered narrative supported an emotional connection between children and Middle East people and cultures. Going Behind the Scenes. The filmmaker visit helped children understand the many choices involved in the filmmaking process.Connecting to Others. Social interaction between children and students of Kuwait University promoted feelings of empowerment.

22. Media Education Labhttp://mediaeducationlab.comContact: Renee HobbsTemple UniversitySchool of Communication and TheaterMedia Education LabPhiladelphia, PA USAEmail: renee.hobbs@temple.eduPhone: 215 204 3255