Week 3 media 1- 2017
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This document provides an agenda and resources for a media studies class. The agenda includes discussions on professional learning conversations, storing resources online, characteristics of effective blogs, and assigning students to create blogs. It also includes an inquiry into the Truth and Reconciliation Commission and its report, as well as questioning strategies around a video on Lego astronauts.
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This document outlines the agenda for a week 3 media studies class which includes professional learning conversations, learning about effective blog characteristics and creating blogs, questioning techniques using a Lego video, creating haiku poetry about space tweets, using apps like PicCollage and ThingLink, connecting activities to the Ontario curriculum, and having a professional reading discussion. Students will analyze space-themed tweets and create haiku poetry and photo collages about them. They will also discuss how the poetry activity addresses Ontario Language curriculum expectations and other subject areas.
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Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
Incorporating information literacy outcomes into your course
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What wikis can contribute to collaborative projects
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Week 3 media 1- 2017
- 1. 8P24 Week 3 Media Studies 1 2017-2018
- 2. Agenda • Professional Learning Conversations • Storing resources: Diigo • Characteristics of Effective Blogs • Assignment: Blog Creation – Rubric • Inquiry: What is the TRC? – Print media • Questioning: Lego man in Space – Q-Chart
- 3. Professional Learning Conversation • Resources to support Media Literacy
- 5. Characteristics of Effective Educational Blog Posts • Consult your notes from this week’s online question • As a table, list features of an educational blog post that should be incorporated into your own blog posts for each strand • List these features on the paper provided
- 6. Blog Post Assignment • Structure • Success Criteria – Compare with your table group charts • Sample blog post • http://teachinglanguageandliteracy.blogspot.c a/
- 8. Aboriginal children at Fort Simpson Indian Residential School in 1922 http://www.thestar.com/news/canada/2015/06/02/the-truth-and- reconciliation-commission-report.html J.F. Moran/Library & Archive
- 9. Truth & Reconciliation Commission Report Ottawa, June 2, 2015
- 10. 3 R’s • 3R (Recovery of Meaning, Reconstruction of Meaning, Reflection on Meaning) • Write 3 short paragraphs in response to the reading using the 3R framework: • 1. Recovery of Meaning: Concise message about the key messages in the reading • 2. Reconstruction of Meaning: How the message of the reading will impact your personal literacy learning and teaching in your practicum. • 3. Reflection on Meaning: How you think the reading will have impact on literacy teacher education for both pre-service and in-service teachers.
- 13. INQUIRY KWHLAQ Know Want to know How to find it Learned Action Questions
- 15. Questions • Brainstorm questions you would ask these young men if they came to our class or we conducted a Skype interview.
- 17. Now… • Examine the questions you have posed and identify where they fall on the Q matrix • Now try to pose some questions that are in the bottom right area of the chart
- 18. Professional Reading Evans, J. (2015). More verbs, fewer nouns. Educational Leadership, 72(8), 10-16.
Editor's Notes
- Show other curation tools as well. Point to the Resource section on Sakai and the list of curation tools from Dane. Expectations for last class – 5%
- Could substitute someone from last year. See notes on my desk
- At their tables fill in Know and Want to Know; groups then read newspaper articles displayed throughout the room. Can also go online to TRC website.
- https://senoraferguson.edublogs.org/files/2015/07/KWHLAQ-v2-tolisano-2g7unms.png
- Use Q chart to ask questions from a number of places on the chart.