Digital and Media Literacy

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An exploration of media literacy in the context of Quaker education

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  • 1. Introduction to Digitaland Media Literacy Renee Hobbs Temple UniversityMedia Education Lab Abington Friends School November 4, 2011

2. LOVE IT HATE ITPRINT: Books and magazinesVISUAL: Movies & TV showsSOUND: Radio & recorded musicDIGITAL: Social media, Internet & videogames 3. MEDIA, TECHNOLOGY& EDUCATION Pre- Professional Preparation Teaching with Media &TechnologyINSTRUCTIONAL TOOL Teaching about Media & TechnologyACTIVE AUDIENCE: GAIN INTERPRETIVE & ANALYSIS SKILLS RESPONSIBLE PRODUCER: USE & COMPOSE 4. Protection- Empowerment DialecticThe Protectionist Empowerment:A Two-Sided Coin 5. Protection- Empowerment DialecticThe Protectionist Empowerment:A Two-Sided Coin 6. NEW TEXTSNEW TOOLS 7. Ignore Engage 8. Expanding the Concept of Literacy Print LiteracyVisual Literacy Information LiteracyMedia LiteracyComputer LiteracyNews LiteracyDigital Literacy 9. One Expansive Conceptualizationto Unite Them AllKeyConcepts 10. People InterpretMessages Differently 11. People Interpret Messages DifferentlyMessages Use DifferentCodes and Conventions 12. People InterpretMessages are Messages DifferentlyRepresentationsMessages Use DifferentCodes and Conventions 13. People InterpretMessages are Messages DifferentlyRepresentationsMessages Have Economic &Political PowerMessages Use DifferentCodes and Conventions 14. People InterpretMessages are Messages DifferentlyRepresentationsMessages Have Economic &Political PowerMessages Use Different Messages Influence ourCodes and ConventionsAttitudes and Behaviors 15. One Expansive Conceptualizationto Unite Them All LearningProcessKeyConcepts 16. The Learning Process of Digital & Media LiteracyREFLECT ACCESS ANALYZECREATE ACT 17. Learning ProcessComprehend andMake Sense of All Sorts of TextsUse Technology Tools Well ACCESSGather InformationIndependentlyASSIGNMENT: Find and summarize information from multiple points of view 18. Learning Process Ask Good Questions Evaluate the Quality & Value of Messages ANALYZE Explore Context in Meaningful WaysASSIGNMENT: Develop an argument by comparing and contrasting mediamessages using critical questions 19. Learning ProcessUse Multiple Modes of ExpressionReach Authentic Audiences COMPOSEManipulate Content and Form inRelation to Purpose and AudienceASSIGNMENT: Compose a media message for a specific audience using image,language and sound 20. Learning Process Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical ReasoningREFLECT Examine Issues of Power and ResponsibilityASSIGNMENT: Discuss the ethical, political & social dimensions of a media message 21. Learning Process Connect the Classroom to the World Strengthen Leadership and Collaboration ACT Develop Integrity and AccountabilityASSIGNMENT: Create and disseminate a media message that accomplishes a civicpurpose 22. How Do You Support the Learning Process ofDigital & Media Literacy?REFLECT ACCESS ANALYZE CREATEACT 23. Case Study: Roberts Elementary School 24. Program Elements Activate prior knowledge and dismantle stereotypes Gather information to extend cultural knowledge Represent ideas through image, language & sound Develop critical analysis skills Use film to develop emotional connectedness to the other Understand the constructed nature of film Strengthen civic dialogue through online creative expression 25. Case Study: Middle-School Students ExploreCelebrity Culture and AdvertisingLINK 26. Case Study: Youth Workshop on MediaRepresentations of Iranian Culture 27. Representations of Persian Culture 28. Characteristics of the DML Learning Environment Integration of speaking, listening, reading, writing, mediaanalysis and media production Active interpretation combines with student voice Climate of respect and trust supports the sharing of diverseideas & perspectives Why questions are plentiful Space for the teachable moment Use of mass media, popular culture & digital media connectsthe classroom to the culture Project-based learning promotes collaboration and criticalthinking 29. DML in High-Tech and No-Tech Classrooms 30. REFLECTACCESSANALYZE CREATEACT 31. How can we best help students to develop the knowledge and skills they need to be global citizens? 32. Exploring Iranian Identity & CultureACCESS: Watch an Iranian music video and read lyrics then discuss the key ideasexpressed visually and verbally.ANALYZE: Use five critical questions and the ML remote control to analyze themessage.ANALYZE: Generate questions about the text and context. What do you want tolearn more about?ACCESS: With a partner, find information to answer your questions. What sourcesare most useful and why?REFLECT. Reflect on how what you learned matches or contradicts your worldview of Iran?COMPOSE: Compose a poem about your own cultural identity and perform it.ACT: Develop a spoken-word poetry event to share these performances. 33. REFLECTACCESSANALYZE CREATEACT 34. BEGINNING IN JANUARY:Founding DirectorHarrington School of Communication and MediaUniversity of Rhode Island USAEmail: renee.hobbs@uri.eduwww.mediaeducationlab.com 35. Videos and More Resources Online:http://mediaeducationlab.com

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