Download - Oklahoma Sept 08
Media Literacy as Literacy for the Information Age
Renee Hobbs, Ed.D.Temple University
Philadelphia PA
CRITICAL LITERACY FOR ADOLESCENTS ROSE STATE COLLEGE
PROFESSIONAL TRAINING & EDUCATION CENTEROKLAHOMA CITY, September 19, 2008
Citizen
Educator
Parent
Our Love/Hate Relationship with Media & Technology
Self
Instant Message, Instant Girlfriend
By ROGER HOBBS
For several years I had a problem unusual among Internet geeks: I had too much success with women. I used the Internet as a means of communication with women I had already met offline in order to overcome my social awkwardness and forge romantic relationships.
Sounds healthy? It wasn’t.
It started in my sophomore year in high school…
May 25, 2008
I was blinded by the common belief that somehow a relationship forged on the Internet isn’t real. When I saw that fated text message — “I love you” — I realized the truth. The Internet is not a separate place a person can go to from the real world. The Internet is the real world. Only faster.
May 25, 2008
Instant Message, Instant Girlfriend
Donna Alvermann
Ernest Morrell
Colin Lankshear
Don Liu & Julie Coiro
Richard Beach
David Buckingham
Kathleen Tyner
Henry Jenkins
Gretchen Schwarz & Pamela Brown
Bill Kist
Integrating Multidisciplinary Perspectives
John Dewey
Paolo Freire
Rudolf Arnheim
Neil Postman
Stuart Hall
Norbert Weiner
Marshall McLuhan
Integrating Multidisciplinary Perspectives
TECHNOLOGY
TOOL: A resource that helps you do or make things
TECHNOLOGY
HardwareComputerDigital cameraVideo cameraCell phoneMicrophoneDVD playerTelevisionPDAs
Software PowerpointWord/ExcelI-movieAudacitySearch engines
TOOL: A resource that helps you do or make things
TECHNOLOGY
TOOL: A resource that helps you do or make things
TECHNOLOGY
CONTENT: The messages that
matter
Current EventsEntertainmentScienceWorkFashionPoliticsMathHistoryNatureMoneyLove/RomanceHealthStories about life
TOOL: A resource that helps you do or make things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
TOOL: A resource that helps you do or make things
TECHNOLOGY
CONTENT: The messages that
matter
ConversationBooksNovelsComicsTV showsPhotographs/ ImagesVideos/MoviesVideogamesMusicInterview
DiaryComedyNews & journalismInformationOpinionReference materialsReviews, criticism
TOOL: A resource that helps you do or make things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
DISTRIBUTION &PARTICIPATION:
A means of sharing
TOOL: A resource that helps you do or make things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
PublicationsPresentationsPerformancesWikis
WebsitesEmail/IM/chatYou TubeSkypeSocial networkingFlickrBlogs
DISTRIBUTION &PARTICIPATION:
A means of sharing
TOOL: A resource that helps you do or make things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
PEDAGOGY: A way of learning and teaching
ACCESSANALYZE/EVALUATE
COMMUNICATE ACT
TOOL: A resource that helps you do or make things
TECHNOLOGY
CONTENT: The messages that
matter
DISTRIBUTION &PARTICIPATION:
A means of sharing
MEDIA: Forms of expression and communication
Media Literacy is an Expanded
Conceptualization of Literacy
SPEAKING & LISTENING
READING & WRITING
CRITICAL VIEWING & MEDIA COMPOSITION
--Aspen Institute Leadership Forum on
Media Literacy, Washington DC (1993)
The purpose of
media literacy education is to
help individuals of all ages
develop the habits of inquiry and
skills of expression that they need to be critical thinkers,
effective communicators and
active citizens in today’s world.
--Core Principles of Media Literacy Education, AMLA, St. Louis (2007)
Reading in Cultural Context
Cognitive: attention, memory, critical analytic
ability, inferencing, visualization ability
Motivation: a purpose for reading, an
interest in the content being read, self-efficacy
as a reader
Knowledge: vocabulary, topic knowledge,
linguistic and discourse knowledge, knowledge
of specific comprehension strategies
Multimodal Reading in Context
Print Media: books, newspapers, magazines
Visual Media: photographs, charts/graphs,
film, television
Sound: music, language, audio books
Digital: email, videogames, websites
ACCESSANALYZE/EVALUATE
COMMUNICATEACT
Literacy in Context: The Learning Spiral
Integrating ML into the English Language Arts
Curriculum
1. Teaching With Media & Technology
2. Making Connections with Out-of-School Literacies
3. Developing Information Access & Research Skills
4. Strengthening Message Analysis Skills
5. Composing Messages using Multimedia
6. Exploring Media Issues in Society
7. Sharing Ideas and Taking Action
Building Analysis and Critical Thinking Skills with theMedia Literacy Remote Control
Critically Analyzing Non-Fiction
VIDEO: Assignment Media Literacy, Maryland State Department of Education, 1999
Critically Analyzing Non-Fiction
Comprehending Content
Examining Form- language- image- sound
Middle School Students Spend8 hrs/day in Screen Activity
Middle School Students Spend8 hrs/day in Screen Activity
Middle School Students Spend8 hrs/day in Screen Activity
Most have a TV in their bedroomWatch 6 – 12 movies per weekListen to 15 hours of music weeklyList three or more favorite celebrities, athletes or musiciansUse social media websites for 40 minutes per dayMany create original content while online
Middle School Students Spend8 hrs/day in Screen Activity
Most have a TV in their bedroomWatch 6 – 12 movies per weekListen to 15 hours of music weeklyList three or more favorite celebrities, athletes or musiciansUse social media websites for 40 minutes per dayMany create original content while online4 of 5 teens say they rarely discuss media & technology issues with parents or other adults
Deepening Student Engagement with Media Literacy
For some reluctant readers,traditional decoding and comprehension activities may not seem relevant, interesting or important to contemporary life
Texts from mass media and popular culture can stimulate the engagement required for meaningful
literacy development to occur
Deepening Student Engagement with Media Literacy
For some reluctant readers,traditional decoding and comprehension activities may not seem relevant, interesting or important to contemporary life
Texts from mass media and popular culture can stimulate the engagement required for meaningful
literacy development to occur
Authors & Audiences
Messages & Meanings
Representations & Realities
Media Literacy Offers Powerful Conceptual Themes for Exploring Multimedia Genres
Promoting Habits of Inquiry
Authors &
Audiences
Authorship: Who made this?
Purpose: Why was it made? Who
is the target audience?
Economics: Who paid for it?
Impact: Who benefits from this?
Why does this matter to me?
Response: What kinds of actions
might I take?
Messages &
Meanings
Content: What is this about? What
values and points of view are
expressed? What is omitted?
Techniques: How was this
constructed? What tools and
techniques were used?
Interpretations: How might
different people understand this
message? What is my
interpretation and what do I learn
about myself from my reaction?
Promoting Habits of Inquiry
Representations &
Realities
Representation: How does this
message represent its
subject?
Context: When was this
made? Where or how was it
shared?
Credibility: What are the
sources of information, ideas
or assertions? What criteria
do I use to evaluate it?
Promoting Habits of Inquiry
Authors & Audiences
Messages & Meanings
Representations & Realities
Media Literacy Offers Powerful Conceptual Themes for Exploring Multimedia Genres
Media literacy education has varied characteristics based on program design, learning outcomes, setting, teacher qualifications, and the perceptions of the value of the program by participating teachers and students.
Kist, New Literacies in Action, 2005
What Works: A Look at the Research
Use of contemporary media and popular culture in the classroom makes a difference in school attendance.
Motivation and engagement are increased when students get opportunities to analyze and manipulate familiar texts.
Michie, Holler if You Hear Me, 1999
What Works: A Look at the Research
Media production is a form of composition with many similarities to the writing process.
Students can learn to use & apply many rhetorical concepts in the multimedia production process.
Bruce, “Multimedia production as composition,” Research on Teaching LiteracyThrough the Visual and Communicative Arts, (2008).
What Works: A Look at the Research
What Middle-School Students Love
When integrated into English language arts, MLE strengthens adolescent literacy learning, including reading comprehension, analysis, and writing skills.
Hobbs, Reading the Media: Media Literacy in High School English (2007)
What Works: A Look at the Research
When integrated into English language arts, MLE strengthens adolescent literacy learning, including reading comprehension, analysis, and writing skills.
VIDEO: Mind Over MediaNational Education Association 2003
What Works: A Look at the Research
Media literacy improves children’s ability to make distinctions between real life experiences and media representations.
MLE alters expectations concerning alcohol and tobacco use among school-age youth.
Austin, Pinkleton, Hust & Cohen,Health Communication, 2004
What Works: A Look at the Research
Media literacy programs can cause lowered internalization of the beauty standard. It can lower the perceived realism of media images for adolescent females.
Irving, DuPen & Berel, 1998; Neumark-Sztainer et al, 2000
What Works: A Look at the Research
Research Questions for
Reading Researchers• What instructional approaches involving the use of
multimedia, popular culture and online texts help develop critical reading comprehension and writing skills?
• What knowledge, skills and attitudes enable teachers to be effective in connecting out-of-school literacy practices to in-school activity?
• What approaches to pre-service and in-service education are effective?
• How does the integration of ML in English language arts affect students and their families outside the classroom?
Teacher Education and Media Literacy Integration
Programs are generally independently initiated by teacher enthusiast who is: comfortable with mass media, popular culture, technology & risk-takingmotivated by a passionate interest in reaching youth responsive to and respectful of students’ lived experience confident in the recursive process of literacy development
Teacher Education and Media Literacy Integration
Some programs are introduced through staff development with teachers who may be: unclear about the purposes and goals of integrating media/technology uncomfortable when feeling loss of expertise or loss of control unfamiliar with or uninterested in mass media, popular culture and technology confused about what can/should be done
Alignment Matters
Teacher Motivations
Approaches to Teacher Education
Instructional Methods
Media Texts, Tools & Technologies
Technologies make it easy to:
ShareUseCopyExcerpt/Quote fromModifyRepurposeDistribute
Technologies make it easy to:
ShareUseCopyExcerpt/Quote fromModifyRepurposeDistribute
Owners forcefully assert their rights to:
RestrictLimitCharge high feesDiscourage useUse scare tactics
The Result: Copyright Confusion
The Result: Copyright Confusion
Quiz Question: What is the purpose of copyright?
Quiz Question: What is the purpose of copyright?
To promote creativity, innovation and the spread of knowledge
Fair Use Protects Educators
Fair use gives users the right to use copyrighted materials freely without payment or permission for purposes such as criticism, comment, news reporting, teaching, scholarship, and research.
Tranformative Use is Fair Use
When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.
--Joyce Valenza, School Library Journal
Transformative Use is Fair Use
1. Make copies of newspaper articles, TV shows, and other copyrighted
rights and use them and keep them for educational use.
For example, teachers make a copy of a TV news program or use a full-page ad from a magazine and use it as a tool for learning.
2. Create and distribute curriculum materials and scholarship with
copyrighted materials embedded.
For example, teachers create a series of Powerpoint slides that show how to analyze a scene from a film using embedded clips from the film. A media scholar uses a screen shot of a website in her scholarly article to illustrate the process of identifying authorship of websites.
Transformative Use is Fair Use
3. Learners use copyrighted works in creating new material.
For example, students use a copyrighted image of a popular icon embedded in their own writing about media and popular culture. They use copyrighted video materials in the context of learning editing skills, or in the creation of assignments, work products or other materials.
4. Student creative works are distributed digitally if they meet the
transformativeness standard.
For example, students who make a video that critically analyzes food marketing to children use short clips from junk-food ads and share this work on public access TV, on the school’s website, or on a public site like You Tube.
Renee HobbsFounder, Media Education LabProfessor, Department of Broadcasting, Telecommunications and Mass MediaSchool of Communications & Theater | College of EducationTemple UniversityPhiladelphia PA 19122Email: [email protected]
http://mediaeducationab.comhttp://mediaeducationlab.com
Citizen
Educator
Parent
Our Love/Hate Relationship with Media & Technology
Self
CONTACT: Professor Renee Hobbs, Ed.D.Temple UniversityPhiladelphia PA 19122
Email: [email protected]: (215) 204-4291Web: http://mediaeducationlab.com