10 5-nclb2011 final

Foreign Languages in the 21st Century

ClassroomA Series of Workshops from the Department of International and Second Language Studies at the

University of Arkansas at Little Rock and

the Arkansas Department of Higher Education

September 2011-April 20121

2011-2012 Grant Schedule

• AM & PM - 9/12 - Sessions 1 & 2 – Introduction to the Partnership for the 21st Century Skills and the FL Skills Map

• AM - 10/10 Session 3 – LIS – Creativity and Innovation

• PM - 10/10 Session 4 – LIS – Critical Thinking and Problem Solving

• AM - 10/31 Session 5 – LIS – Communication and Collaboration

• PM - 10/31 Session 6 -- IMT – Information Literacy

• AM – 12/5 Session 7 – IMT -- Media Literacy

• PM – 12/5 Session 8 – IMT – Technology Literacy

• AM - 1/30 Session 9 – share/evaluation/report on fall Skills Map activities by participants

• PM - 1/30 Session 10 – LCS – Flexibility and Adaptability

• AM - 2/27 Session 11 – LCS – initiative and Self–Direction

• PM - 2/27 Session 12 – LCS – Social and Cross-Cultural Skills

• AM – 4/2 Session 13 – LCS – Productivity and Accountability

• PM – 4/2 Session 14 – LCS – Leadership and Responsibility

• AM & PM - 4/26 - Sessions 15 & 16 – share/evaluation/report on spring Skills Map activities by participants 2

Today’s Schedule

8:30-9:15 – Breakfast, Conversation, and Housekeeping

9:15-9:30 – Samples of Communication and Collaboration, Information Literacy

9:30-11:45 – Technology Literacy

11:45-12:45 – Working lunch

12:45-2:30 – Media Literacy

2:30-3:00 – Summary: OH, AHA!, OMG!

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What We’re “Learning”Interdisciplinary Themes

Global Awareness

Financial, Economic, Business and Entrepreneurial Literacy

Civic Literacy

Health Literacy

Environmental Literacy4

Technology Literacy

Dr. Stephanie Dhonau

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Technology Literacy

Students as productive global citizens use appropriate technologies when interpreting messages, interacting with others, and producing written, oral, and visual messages.

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Hallmarks of this Criteria

• Using digital technology, communication tools, and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy

• Using technology as a tool to research, organize, evaluate and communicate information, and understanding of the ethical/legal issues surrounding the access and use of information

Pros and Cons of the

P-21 FL Map

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Technology Literacy

• Students listen to an emergency weather report describing a major approaching storm and create a text message in the target language to warn their friends playing soccer in the field near the school.

• www.socrative.com• www.liveminutes.com

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socrative

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Technology Literacy

• Students prepare a multimedia presentation in which they show how education in the United States is similar to and different from education in the target culture

• www.slideshare.com• www.present.me

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Selecting Apps for Authentic Communication and Collaboration

• Using the iPads, go to the iTunes store and find one or two apps that would promote language creativity– Think listening, reading (interpretive

mode), speaking, writing (interpersonal mode)

– Report back to group

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Today’s Schedule

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It’s Time for You to be…

Technology Literate

Media Literacy

Dr. Stephanie Dhonau

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Media Literacy

Students as active global citizens evaluate authentic sources to understand how media reflect and influence language and culture.

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Hallmarks of this Criteria

• Understanding how media messages are constructed, for what purposes, and using which tools, characteristics, and conventions

• Examining how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors

• Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

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Pros and Cons of the

P-21 FL Map

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Media Literacy

• Students compare news headlined by the target culture(s) and their home community to determine what sorts of events are considered important. Similarities and differences are graphed and discussed.

• news19

• Students share selected TV commercials or ads from the target language. Students discuss the products to be sold and identify the words or phrases used to persuade the public. Students identify the advertising strategies or marketing techniques used to appeal to their emotions. They then compare these ads and product

• Milka• Hershey• Ritter

• M & Ms (US)• M & Ms (Germany)

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Media Literacy

Media Literacy

• PERSPECTIVES critical part of media literacy

• Comparisons inherent• INTERPRETIVE

• TED• What could learners take away

from this media presentation?21

Media Literacy and Digital Citizenship

• digital citizenship

• student perspective of digital citizenship

• MIT New Media Literacies - what is media literacy?

• Consumer/producer

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It’s Time for You to be…

Media Literate

OH

AHA!

OMG!!!24