Media Literacy in the Junior Secondary English Classroom … · 2016-08-04 · Aims • To experience, reflect on and evaluate a range of activities using digital texts at Junior

Media Literacy in the Junior Secondary English

Classroom – Enhancing Critical Thinking Skills

through the Use of Digital Texts

Icebreaker

Use your iPad to scan the QR code.

Add your response to the question.

Aims

• To experience, reflect on and evaluate a range of activities using

digital texts at Junior Secondary level.

• To be exposed to approaches, frameworks and strategies to

support the development of media literacy and critical thinking

skills in the English Language classroom and discuss how they

can be applied to their own contexts.

• To consider different learning technologies that can be used with

students to analyse, produce commentaries on and to produce

creative digital texts.

•Part 1 Introduction to the Module

Facilities

Workshop Schedule

• Introduction

• Demonstration 1 – Advertisements

Break

• Demonstration 2 – Documentaries

• Other resources

• Final reflection

Definitions

Digital texts

Critical Thinking Skills

Media Literacy

Definitions

Digital texts


Media Literacy

Definitions


Media Literacy

Critical thinking is drawing out meanings from given data or

statements.

It is concerned with determining the potential accuracy of

given statements.

It aims at generating and evaluating arguments.

Critical thinking is the questioning and enquiry we engage in

to judge what to believe and what not to.

Definitions

Media literacy is the ability to access, analyze, evaluate,

and create media.

Media literate youth and adults are better able to

understand the complex messages we receive from

television, radio, Internet, newspapers, magazines,

books, billboards, video games, music, and all other

forms of media.

The media literacy project (online)

https://www.google.com.hk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=media%20literacy

Definitions

) Production

Language

Representation

Audience

https://www.google.com.hk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=media%20literacy

Definitions

Digital texts


Media Literacy

Watch this video of junior secondary students on a short

course at the British Council.

What activities did they do on this course?

Note down your ideas.

Digital texts


Media Literacy

Watch the video.

(WS1)

Use your worksheets to analyse what you see.

Media Literacy and Critical Thinking

https://www.youtube.com/watch?v=-22bv8uFRLI




Selecting Digital Texts

Consider…..

Layers

Segments

Framework

Selecting Digital Texts

Age

Appropriacy

Complexity

Cultural Understanding

Speed/Density

Usability (Is it a good model?)

Copyright

Demonstration 1- Adverts

Aims

• To watch and analyse an advertisement.

• To consider perceptions of body image created from

images in advertisements.

• To develop thinking skills and practise giving personal

opinions - to challenge and reject media.

• To plan and create a storyboard for an advertisement.

• To use comparative adjectives to describe changes.

Discussion

Do you use advertisements with your students?

How?

Look at Worksheet 2.

Could you use this with your students?



True False

90% of lipsticks

contain lead.

1 in 3 women will not leave

the house without makeup.

The Chinese Zhou Dynasty (600 BC)

used gum, egg whites, gelatine and

beeswax to create nail varnish.

WS 3.

Watch this short video.

Is it….

a) An advertisement?

b) A documentary?

c) A movie?


https://www.youtube.com/watch?v=hibyAJOSW8U



Creative Sad

Wrong Nice

Interesting


How can we change an image?

Photoshop!!


Watch again.

What did they do after they took the photographs?

They changed her……

They made her …… longer.

They made her …… bigger.

They made her ……. higher.

They removed her ………

They made her …… whiter.





WS4

Have a look at the reviews of the video…which are positive?

Where or how can students express their views about the video?


How advertising works…re-order the text

1. The promise…you will be better…happier…buy this.

2. You are not happy…you want it.

3. You buy it.

4. You believe it will make you better or happier.

5. It does not make you better or happier.

6. You are not happy again…you want something better.

7. You find another promise.


‘Selfies’

1. Have you created an ideal image of yourself?

2. What if…someone else created a photoshop image of

you? How would you react?

3. What can you do to stop the ‘ideal’ culture?


Use the app Skitch….or…..Popplet….

Find and save an image of ‘Dove Evolution’.

Describe the changes made to the model.

Annotate the image/build a mind map with your worksheets.

Add any thoughts of your own about the ad.

Let’s share.


Extending the Lesson(s).

Planning an Ad.

Look at the example storyboard (WS 5).

What information does it contain?


Making an Ad.

1. Make the task ‘real’….avoid simulation.

2. Be clear who the audience is.

3. Storyboard first.

4. Use SonicPics/Puppet Edu or iMovie.

5. Students self-assess.

6. Peer-assess.

7. Repeat cycle?


Reflection

1. Why watch the ad twice?

2. Why give students e-tools (personal media) to annotate, or

comment on texts?

3. Did the students have the opportunity to think critically?

When?

4. Why build in production?

5. What impact does bringing in advertisements into the

classroom have?

6. How would you adapt the demo?


Break – 15 minutes

Aims

• To watch and analyse a documentary.

• To develop critical/analytical thinking, speaking and

writing.

• To develop a sense of structure of digital texts – (genre,

convention and grammar).

• To explore production and presentation opportunities.

Demonstration 2 - Documentaries

Documentaries – Why are they useful for teaching languages?

• A high degree of focus – a moving version of a newspaper or magazine

article;

• The overall structure is very predictable – a teaser, perhaps an image,

followed by questions and then examples/answers which aim to reveal the

truth, explain or convince;

• They are topical but are not as ephemeral as news items;

• They are ‘slower’ than news items;

• They mix scripted and non-scripted language;

• The commentary usually uses standard English;

• The visual channel is very supportive to the audio channel.



Historical Monuments

Quiz

How long is the Great Wall of China? Guess. How many thousands

of miles?

Where is Stonehenge? Which country?

Where can you find these statues?

In England

Around 5.500 miles

Easter Island


0.16 – 0.34

Let’s listen to this music.

Which monument?

Easter Island?

Stonehenge?

The Great Wall of China?

https://www.youtube.com/watch?v=jGu19mwM8-U





Stonehenge

What do you know about it?

What do you want to know?

Vocabulary

site/research/myths

Let’s watch!


Stonehenge

The woman is a historian.

Write four questions in groups you think the presenter

will ask the historian.

Listen and watch. Are your questions asked?


What did he ask?

_______ is Stonehenge?

Why is it so _____________?

What have you ____________?

Tell me one of the famous ______ .


Role-play

Now that you have the questions, work with a partner to

write the historian’s replies.

Role-play the interview.

Let’s listen to some answers.

Let’s listen to the historian now.


Language

WS 6 and 7

Description and facts.

Current research (what is happening now?)

A story or myth about

the monument.


Structure

What do these blocks represent. Let’s watch again.


Production Techniques

WS 8

• Shots and shot types

• Panning

• Tilting

0.13 - End


Other Follow-Up/Creative Work

• Re-write the script with different questions and answers.

• Same as above but with a monument of the students’ choice.

• Write an extended research essay with guided questions.

• Invent a fictitious monument (perhaps on another planet) and do a

presentation about it.

• Write to the historian!

• Create a documentary/presentation using SonicPics/iMovie


Reflection

Consider the stages you went through.

a) Quiz/Prediction task

b) Viewing

c) Evaluating the information – attitudes to Stonehenge

d) Language/Presentation

e) Creative work

What were the aims of the stages?

What would you adapt or change in this lesson for your students?


Stages

(a) Activation of students’ knowledge/interest in ancient

monuments (quiz/ prediction task);

(b) Increasing the students’ level of engagement with the interview

about Stonehenge, process of prediction, partial listening and role

play;

(c) Helping the students to understand how the information is

presented (creating a positive image)

(d) Language work (focused on the historian with transcript work);

(e) Creative work (guiding their own generation of content e.g.

creating a documentary about another site or creating a fictitious

documentary).


Responding to and Creating Media

Work with a partner and explore briefly the following

resources using Worksheet 9:

Comic Life

Puppet Edu

SonicPics

Responding to and Create Media

COLLABORATIVE E-TOOLS:

Collaborative mind mapping and poster-making: Popplet app (free)

Online corkboard to use as work portfolio by individuals or small groups:

Padlet website/app (free)

CREATIVE E-TOOLS:

Individual or pairwork short annotated single image: Skitch (Evernote) (free)

Individual or pairwork short presentations photos/videos:

Sonic Pics/Puppet Edu app

Individual or pairwork digital comic pages: Comic Life app

Recap

• An introduction to Media Literacy

• Student Media Projects

• Building your Media Literacy

• Advertisements

• Documentaries

• Responding to and Creating Media

Feedback

Documents

Media Literacy in the Junior Secondary English Classroom … · 2016-08-04 · Aims • To experience, reflect on and evaluate a range of activities using digital texts at Junior