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An exploration of media literacy in the context of Quaker education
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Introduction to Digital and Media Literacy
Renee HobbsTemple University
Media Education Lab
Abington Friends SchoolNovember 4, 2011
PRINT: Books and magazines
VISUAL: Movies & TV shows
SOUND: Radio & recorded music
DIGITAL: Social media, Internet & videogames
LOVE IT HATE IT
Pre-Professional Preparation
Teaching with Media & Technology
INSTRUCTIONAL TOOL
Teaching about Media & TechnologyACTIVE AUDIENCE: GAIN INTERPRETIVE & ANALYSIS SKILLS
RESPONSIBLE PRODUCER: USE & COMPOSE
MEDIA, TECHNOLOGY& EDUCATION
Protection - Empowerment: A Two-Sided Coin
The Protectionist – Empowerment Dialectic
Protection - Empowerment: A Two-Sided Coin
The Protectionist – Empowerment Dialectic
NEW TEXTS
NEW TOOLS
Ignore Engage
Expanding the Concept of Literacy
Print LiteracyVisual Literacy
Information LiteracyMedia Literacy
Computer LiteracyNews LiteracyDigital Literacy
One Expansive Conceptualization to Unite Them All
Key Concepts
People Interpret Messages Differently
People Interpret Messages Differently
Messages Use Different Codes and Conventions
Messages are Representations
People Interpret Messages Differently
Messages Use Different Codes and Conventions
Messages are Representations
People Interpret Messages Differently
Messages Use Different Codes and Conventions
Messages Have Economic &
Political Power
Messages are Representations
Messages Influence our Attitudes and Behaviors
People Interpret Messages Differently
Messages Use Different Codes and Conventions
Messages Have Economic &
Political Power
One Expansive Conceptualization to Unite Them All
Key Concepts
Learning Process
ACCESS
ANALYZE
CREATE
ACT
REFLECT
The Learning Process of Digital & Media Literacy
ACCESS
Learning Process
Comprehend and Make Sense of All Sorts of Texts
Use Technology Tools Well
Gather Information Independently
ASSIGNMENT: Find and summarize information from multiple points of view
ANALYZE
Ask Good Questions
Evaluate the Quality & Value of Messages
Explore Context in Meaningful Ways
Learning Process
ASSIGNMENT: Develop an argument by comparing and contrasting media messages using critical questions
COMPOSE
Use Multiple Modes of Expression
Reach Authentic Audiences
Manipulate Content and Form in Relation to Purpose and Audience
Learning Process
ASSIGNMENT: Compose a media message for a specific audience using image, language and sound
REFLECT
Activate Multiperspectival Thinking
Predict Consequences and Use Hypothetical Reasoning
Examine Issues of Power and Responsibility
Learning Process
ASSIGNMENT: Discuss the ethical, political & social dimensions of a media message
ACT
Connect the Classroom to the World
Strengthen Leadership and Collaboration
Develop Integrity and Accountability
Learning Process
ASSIGNMENT: Create and disseminate a media message that accomplishes a civic purpose
ACCESS
ANALYZE
CREATE
ACT
REFLECT
How Do You Support the Learning Process of Digital & Media Literacy?
Case Study: Roberts Elementary School
Program Elements
Activate prior knowledge and dismantle stereotypesGather information to extend cultural knowledgeRepresent ideas through image, language & soundDevelop critical analysis skillsUse film to develop emotional connectedness to the otherUnderstand the constructed nature of filmStrengthen civic dialogue through online creative expression
Case Study: Middle-School Students Explore Celebrity Culture and Advertising
LINK
Case Study: Youth Workshop on Media Representations of Iranian Culture
Representations of Persian Culture
Characteristics of the DML Learning Environment Integration of speaking, listening, reading, writing, media
analysis and media productionActive interpretation combines with student voiceClimate of respect and trust supports the sharing of diverse
ideas & perspectives“Why” questions are plentifulSpace for the “teachable moment”Use of mass media, popular culture & digital media connects
the classroom to the cultureProject-based learning promotes collaboration and critical
thinking
DML in High-Tech and No-Tech Classrooms
ACCESS
ANALYZE
CREATE
ACT
REFLECT
L i t e ra c y
How can we best help students to develop the knowledge and skills they need to be global citizens?
ACCESS: Watch an Iranian music video and read lyrics then discuss the key ideas expressed visually and verbally.
ANALYZE: Use five critical questions and the ML remote control to analyze the message.
ANALYZE: Generate questions about the text and context. What do you want to learn more about?
ACCESS: With a partner, find information to answer your questions. What sources are most useful and why?
REFLECT. Reflect on how what you learned matches or contradicts your world view 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.
Exploring Iranian Identity & Culture
ACCESS
ANALYZE
CREATE
ACT
REFLECT
L i t e ra c y
www.mediaeducationlab.com
BEGINNING IN JANUARY:Founding DirectorHarrington School of Communication and MediaUniversity of Rhode Island USAEmail: [email protected]
Videos and More Resources Online:
http://mediaeducationlab.com