Younger Learners Get Digital and Media Literacy

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Renee Hobbs shares how digital and media literacy can be implemented with children in the elementary grades. Presentation to the Indiana State Reading Association, September 23, 2012.

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  • 1. Transforming Education through Digital & Media Literacy: Focus on Young Learners Renee HobbsHarrington School of Communication and Media University of Rhode Island
  • 2. http://slideshare.net/reneehobbs
  • 3. Parents and teachers help students develop the knowledge and competencies they need to thrive in the 21st century
  • 4. PEER-TO-PEER FILE SHARING Goals for Todays SessionWhy parents and educators must both protect and empowerchildren in using and responding to mass media, popularculture and digital mediaWhy the shift from passive viewing to active analysis ofmedia texts supports literacy developmentHow student engagement with mass media andpopular culture stimulates intellectual curiosity
  • 5. www.mediaeducationlab.com
  • 6. A university-school partnership program designed to strengthenchildrens ability to think for themselves, communicate effectively,and use their powerful voices to contribute to the quality of life intheir families, their schools, their communities, and the world.
  • 7. LAUNCHES at the International Reading Association in 2013
  • 8. The Learning Process of Digital & Media Literacy ACCESS REFLECT REFLECT ACCESS ACT ANALYZE ANALYZE CREATE CREATE
  • 9. Learning Process Read, Comprehend and Make Sense of All Sorts of Texts ACCESS Use Technology Tools WellACCESS Gather Information Independently
  • 10. ACCESSLINKFind, comprehend and gather information aboutwhats in the food we eat
  • 11. Learning Process Ask Good Questions Evaluate the Quality & Value of Messages ANALYZEANALYZE Explore Context in Meaningful Ways
  • 12. ANALYZE ANALYZELINK LinkAsk questions to an author
  • 13. ANALYZE ANALYZELINKRead and analyze a magazine ad
  • 14. Learning Process Use Multiple Modes of Expression Reach Authentic Audiences COMPOSE Manipulate Content and Form inCREATE Relation to Purpose and Audience
  • 15. COMPOSE CREATE LINKCompose a comic about homelessness
  • 16. Empowerment and Protection are Embedded In Digital and Media Literacy EMPOWERMENT PROTECTIONChildren learned that homelessness Children did not use the Internetoccurs when people lack jobs, to gather informationhousing, and health care, when they independently. Instead, theare victims of domestic violence, or instructor selected child-have problems with alcoholism, appropriate content aboutsubstance abuse, or mental illness. homelessness for children to read, view and discuss.
  • 17. Learning Process Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical Reasoning REFLECTREFLECT Examine Issues of Power and Responsibility
  • 18. REFLECT REFLECTLINKExplore how stereotypes shape our interpretation of messages
  • 19. Learning Process Connect the Classroom to the World Strengthen Leadership and Collaboration ACT Develop Integrity and AccountabilityACT
  • 20. Learning Process ACT ACTLINKCreate a public service announcement about littering
  • 21. ACCESSLINKCreate a public service announcement
  • 22. Transforming Education Through Digital & Media LiteracyACCESS REFLECT REFLECT ACCESS ACT ANALYZEANALYZE CREATE CREATE
  • 23. Why dont more elementary educators use digitaland media literacy pedagogy?
  • 24. Requires a well-structured activity with a clear audience and purpose Requires some creative & independent thinking from learners Requires careful monitoring of small groups Requires the use of media & technology
  • 25. Both teachers and school leaders have concerns about mayhemand loss of control that may interfere with digital media projects Not clearly linked to standards Not easy to assess student learning outcomes Not text-based Children are not sitting down at desks upredictable and exhausting
  • 26. So why do it?A pedagogy of listening activates thesearch for meaning andunderstanding in the various socialand physical environments ofeveryday life.Listening to children enableseducators to discover how childrenthink, how they develop arelationship with reality, and howthey begin to question it.--Carla Rinaldi, Reggio Emilia earlychildhood education expert
  • 27. Reading and Research
  • 28. Reading and Research Composition
  • 29. Reading and Research CompositionFeedback & Revision
  • 30. Reading and Research CompositionFeedback & Revision Distribution
  • 31. We Learn to be Passive & Active Readers
  • 32. CONTACT:Renee HobbsProfessor and Founding DirectorHarrington School of Communication and MediaUniversity of Rhode IslandTwitter: reneehobbsEmail: hobbs@uri.edu www.mediaeducationlab.comm