The globalization of media in the classroom

Jonathan Friesem, Dr. Sait Tüzel, Elizaveta Friesem & Simon Bojesen.

Media Education Lab

Media literacy practices in the classroom

USA vs. IsraelJonathan Friesem @yonty Media Education Lab@MedEduLab

Media Education Labwww.mediaeducationlab.com

FACULTY LEADERS Julie Coiro, School of Education, University of Rhode Island Renee Hobbs, Professor and Founding Director, Harrington School of

Communication and Media, University of Rhode Island…plus workshop leaders, teachers, researchers, librarians and other distinguished presenters

FOR MORE INFORMATION AND TO REGISTER ONLINE: www.mediaeducationlab.com

Engaging Professional Development for K-12 Educators, Librarians & College Faculty

GRADUATE CREDIT AVAILABLE

Innovative Learning & Teaching with Digital Media Texts, Tools & Technologies

Summer Institute in Digital Literacy

July 13 – 18, 2014URI-CCE Campus, Providence RI

Media Literacy in the USAccessAnalyzeCreateReflectAct

American School SystemPublic, charter, and privateDecentralizedCommon Core StandardsStandardized tests

Media Literacy is integrated into:

English Language ArtsSocial Science

Media Literacy Analysis Using the

Media Literacy SmartphoneDeveloped by Prof. Hobbs

according to the CML

Media Literacy AnalysisActivity:

Watch the 3 advertisements

Answer questions on Media Literacy Smartphone

Compare and contrast ads

1. Who is the author and

what is the purpose of the video?

2. What techniques attract your attention?

3. What lifestyle, values and points of view are represented?

4. How might different people interpret the message differently?

5. What is omitted from the message?

Media Literacy Smartphone

Media Literacy in Israel

Mass MediaFilm AnalysisMedia EffectsAudience studiesNews Literacy

Israeli School SystemFormal, semi-formal, and privateCentralizedNational Curriculum

Media Literacy is integrated into:

Communication StudiesFilm Studies

500 High School

3. How do we process the data from our impression?- Familiarizing with media theories - Referencing cinema and TV critique - Different decoding techniques

2. What made me react?- Analyzing texts and identifying

the grammar - Understanding the connection between form and content - Learning basic professional key terms - Being aware of psychological influence of text consumption

1. Airing feelings: What I heard and saw, and what I felt? - First impression - Partial recollection- Intuitive assumptions - Spontaneous interpretation

5. What are the conclusions?

- Awareness of the social and cultural meaning - Awareness of the relationship between the audience and the media in creating cognitive patterns - Acknowledgment of the need to form a habit of critical consumption

Keller, H. (1994).The Flower Model

4. What are the messages that were transmitted? - Acknowledging the message and subtext - Identifying ideological aspects and their use to convey social values - Imparting awareness of the connection between the production value and the content of the message

1. Airing feelings: What I heard and saw, and what I felt? - First impression - Partial recollection- Intuitive assumptions - Spontaneous interpretation

2. What made me react?- Analyzing texts and identifying the grammar - Understanding the connection between form and content - Learning basic professional key terms - Being aware of psychological influence of text consumption

3. How do we process the data from our impression?- Familiarizing with media theories - Referencing cinema and TV critique - Different decoding techniques

4. What are the messages that were transmitted? - Acknowledging the message and subtext- Identifying ideological aspects and their use to convey social values - Imparting awareness of the connection between the production value and the content of the message

5. What are the conclusions? - Awareness of the social and cultural meaning - Awareness of the relationship between the audience and the media in creating cognitive patterns- Acknowledgment of the need to form a habit of critical consumption

Hobbs ML Smartphone

Keller’s Flower model

Questions and Discussion Questions and Discussion

Revealing the “Behind Scene” Revealing the “Behind Scene”

Connecting Persuasion Technique and audience

Connecting Persuasion Technique and audience

Cognitive Model Cognitive & Affective Model

Impression Based Theory Based

Linear model Spiral Model

Media Oriented Visual Media Oriented

Emphasis on the Economics Emphasis on the Social

Empathy Consumption Awareness

Jonathan Friesem Doctoral student, URI/RIC Ph.D. in Education program Manager, Media Education Lab

Lab: (401) 277-5048Twitter: @yontyEmail: yonty@my.uri.eduwww.mediaeducationlab.com

Media Literacy Movement in Turkish National Curriculum

Dr. Sait Tüzel @saidtuzelMedia Education Lab

@MedEduLab

SOME INFORMATION ABOUT TURKEY

• A bridge between Asian and European continents• Political Structure: Parliamentary democracy• About 73.000.000 population• Age groups in population

- 0 - 15 Ages 29 %- 15 - 64 Ages 65 %- 65 + Ages 6 %

• 18,000,000 K-12 Students in Turkey

Turkish School System

• Formal and Private• Centralized• National Curriculum

Formal Education in TurkeyIn Turkish National Education System, formal

education is formed of five parts as:• Pre-School • Primary School (4 years)• Secondary School (4 years)• High School(4 years)• University

Compulsory

Different Approaches in Media Literacy Education

1. The Specialist Course Approach:– In this approach, media literacy is seen to be situated in educational

systems as a separate course.

2. Integration Approach to an Available Course:– On the other hand in this approach rather than situating media literacy

in educational systems, it is integrated into an available course. From this point of view, it is seen that media literacy education is integrated into courses such as (especially ) language arts education, social sciences, health education and citizenship education.

Media Literacy in Turkey• In 2006, the European Union suggested its members

and prospective members to integrate Media Literacy in their education systems through Brussels Declaration.

• After that, The Turkish government decided in 2006 to create a national curriculum in media literacy as an elective course for secondary school students (13-14 years old).

• The Turkish education system was acquainted with media literacy through that course.

(Radio and Television Supreme Council, 2013)

Media Literacy in Turkey

• This course was a specialist subject.• The course called as Media Literacy is two hours a

week and one-term long (36 hours)• There is not a grading system for the course at the

end of the term • The course is instructed by teachers of social sciences

and language arts• From 2006 to the present, six hundred thousand

students have selected the course of Media Literacy

The Media Literacy Curriculum (MLC)The subjects included in the course and the time periods are as the following:

Purpose of the MLC• «To regulate media consumption habits and improve critical

thinking skills by protecting students from harmful contents of media» (Ministry of Education, 2006: 5-6).

• «The children who are the most delicate and impressible group in terms of watching television will be instructed how and why the media reflects the events and facts in specific aspects during Media Literacy course through which children will gain an ability to differentiate the images on the screen as between «reality» and «fiction» and our citizens will be trained as critical thinkers of media and conscious receivers starting from the period of primary school» (Ministry of Education, 2006:6)

Overall Expectations of MLC1. Gain awareness of being environmentally-conscious, having

knowledge about the problems of his/her country, thinking critically for the images on the media by analyzing it from different aspects.

2. Gain an ability to analyze, evaluate and transfer the messages on environments such as television, video, cinema, advertisements, print media and the internet etc.

3. Gain a critical point of view for print, visual and auditory media 4. Propose a change from finding answers in terms of the

construction and analysis of messages to the process of asking questions

5. Become a conscious media literate person6. Become more active and costructive for community life7. Contributes to raising awareness in terms of getting public and

private broadcasting to more positive positions

Turkish Media Literacy Education Model: ?

• ???

• Due to the fact that media literacy education has just started in Turkey, there is not a model in terms of media literacy education.

• The current media literacy course has a protectionist structure based upon media tools (newspaper, radio, television etc.).

Positive Arguments

Six hundred thousand students have been instructed in terms of media literacy (Radio and Television Supreme Council, 2013).

Media literacy education has become a current issue in the country (Radio and Television Supreme Council, 2013).

The number of the academic studies related to media literacy have increased in Turkey (Altun, 2009)

Positive Opinion of Media Literacy Movement in Turkey

Negative ArgumentsrgumentsMedia literacy courses have turned into ones for media

hostility and protectionist approach has come into the prominence (Tuzel, 2012a).

Only six hundred thousand students among thirteen million primary school students have been instructed through media literacy course (Tuzel, 2012).

Media literacy courses have not fulfilled their purpose due to insufficient teacher education programmes in terms of media literacy (Altun, 2009).

Students’ motivation level has decreased due to not having a grading system for the course (Elma, 2009).

Negative Opinion of Media Literacy Movement in Turkey

Negative ArgumentsrgumentsHaving a specialist subject approach for the course has

caused to deviate the activities from their contexts (Tuzel, 2012a).

Teachers have taught other subjects (maths, science atc.) in media literacy courses due to the concern for students’ high school entrance exams (Cakmak, 2010).

The Media literacy curriculum could not stand out amongst other traditional media tools such as TV, radio, newspaper and could not meet the communal expectations in terms of the internet and social media (Altun, 2009).

Negative Opinion of Media Literacy Movement in Turkey

The New Media Literacy Approach in Turkey: Integrating Media Literacy with Language Arts Subject

• Due to the fact that media literacy courses that have a specialist subject approach, could not meet the expectations, it was decided to be associated with Language Arts Curriculum in 2013.

• Language Arts Course Curriculum that was started to be constructed for this purpose is planned to be completed in 2014 and implemented in 2015.

Structure of Language Arts Curriculum • The new Language Arts Curriculum is formed of 4 learning domains:

Language Arts

Curriculum

Listening and

Speaking

Reading

Writing

Media Literacy

Media Literacy Learning Domain (Overall Expectations)

End of the 8th grade, students will be able to;

1. Assess the messages from several media tools through a critical point of view

2. Explain the impact of techniques and technology used in the construction of media messages on meaning

3. Construct several types of media texts (written, audio, visual and multimodal) through benefiting from technology

4. Determine how to be more successful media literate people by assessing themselves in the process of understanding and producing media texts

What Kind of Benefits Does Turkey Aim to Have by Integrating Media Literacy

into the Language Arts Curriculum ?

• To eliminate the digital divide between school and life by getting popular media into the class.

• To prevent the media hostility occurring in activities by contextualizing media literacy activities

• To concentrate on Teachers of Language Arts in Teacher Education Programmes in terms of media literacy

• To introduce all of thirteen million primary school students with media literacy education

• To provide education for media literacy starting from early years of school stage

ReferencesAltun, A. (2009). Egitim bilimi acisindan secmeli medya okuryazarligi dersi programina elestirel

bir yaklasim. Ahi Evran Universitesi Egitim Fakultesi Dergisi’ 3(10), 97-109. [in Turkish]

Cakmak, E. (2010). Ingiltere ve Turkiye`deki ilkogretim medya okuryazarligi egitimi program ve uygulamalarinin karsilastirmali olarak incelenmesi. (Doctoral dissertation, Bolu Abant Izzet Baysal University / Turkey). [in Turkish].

Elma, C., Kesten, A. Dicle, A. N., Mercan, E. Cinkir, S. & Plavan, O. (2009). Medya okuryazarligi dersinin okul mudurlerinin goruslerine gore degerlendirilmesi. Hacettepe Universitesi Egitim Fakultesi Dergisi’,36: 87-96. [in Turkish].

MEB (2006). Medya Okuryazarligi Ogretim Programi. (available online at http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72).

RTUK (2013). Turkiye`de Medya Okuryazarligi (available online at http://www.medyaokuryazarligi.org.tr/).

Tuzel, S. (2012) Ilkogretim ikinci kademe Turkce derslerinde medya okuryazarligi: Bir eylem arastirmasi. (Doctoral dissertation, Canakkale Onsekiz Mart University / Turkey). [in Turkish].

Tuzel, S. (2012a) Türkçe Ders Programında Yeni Bir Öğrenme Alanı: Medya Okuryazarlığı? X. Türkçenin Eğitimi-Öğretimi Kurultayı. 5-6 Temmuz 2012 Mersin Üniversitesi: Mersin. [in Turkish].

Dr. Sait Tüzel

Assistant Professor School of EducationCanakkale Onsekiz Mart University

Twitter: @saidtuzelEmail: saidtuzel@gmail.com

Russian initiatives to implement media literacy

in the classroomElizaveta Friesem (Provorova) Media Education Lab@MedEduLab

Russian School System

Centralized(Mostly) public and privateMinistry of Education and Science Standardized tests

Media Literacy in Russia

ProtectionismFear of WesternizationMoral standardsAesthetic education

Key Characteristics

Government approvalBureaucracyWords vs. practiceCritical thinking?Russian academia

Media Analysis ModelNo national modelLittle use of non-Russian modelsAudio-visual texts

• Narrative structure and plot (Eco, 1960)• Hermeneutic analysis (Silverblatt, 2001)• Key aspects of media education (Bazalgette, 1992)

Media Analysis Model (Fedorov, A.)

• Author’s ideology and moral values in the social/cultural context

• Market conditions that shaped the text’s idea, creation and reception

• Structure and narrative techniques • Story: historical context, time and place • Audio-visual techniques • Characters: appearance, values, behavior• Plot development (problem and solution)

Media Analysis Model (Fedorov, A.)

Media Analysis Model (Fedorov, A.)Sample questions about a media text:

• What is the ideology of this world?• Is this story’s worldview optimistic or pessimistic?• What values does this text convey? What is their

hierarchy?• How can a person be successful in this world?

What behavior is rewarded in this world?• Does the supernatural exist in this world?

Elizaveta Friesem (Provorova) Doctoral student Ph.D. in Media and CommunicationSchool of Media and Communication Temple University

Cell: (267) 574-3134Email: elizaveta.friesem@gmail.com

Simon Bojesen @SBojese Media Education Lab@MedEduLab

Media Literacy in the Danish Libraries

Media Literacy in Denmark

Simon BojesenUniversity of CopenhagenBS.C Library & Information Science

Danish School System, Overview

Primary / Secondary School

• The ‘Folkeskole’ (Peoples basic school) consists of one year of pre-school class, nine years of primary and lower secondary education and a one-year 10th form.

• Education is compulsory in Denmark for everyone between the ages of 6-7 and 16.

• On the national level, the Danish Folkeskole is regulated by the Folkeskole Act (By the Ministry of Education), which provides the overall framework for the schools’ activities.

Primary / Secondary School

• Framework: ”Common Objectives”, ”all municipal primary and lower secondary schools share a common aim, standard requirements concerning the subjects that are to be taught at the specific form levels”

• it is the responsibility of the individual municipal boards to determine how the municipality’s schools are to be organised in practice.

Upper Secondary Education (High School)

• Upper secondary education divides into:

general education qualifying for access to higher education and vocational or technical education qualifying primarily for access to the labour market.

Purpose of Media Literacy

• Primary/Secondary School: • ‘Media’ is a class of itself, but is often merged with

‘Danish class’. It is not officially on the curriculum from 8th grade, but is typically taught earlier on.

• From ‘Common Objectives’ for 8th & 9th grade: : [teaching Media] …to evolve competencies through experience, production and analysis. Through working with different media, the students must gain insight in communication, and get the chance to use media as a way of expressing themselves . The students must obtain an understanding of mass-media’s place/meaning in their own, and other cultures, in order to strengthen their possibilities in and out of school.

• Upper Secondary Education: More focus on ’Information Literacy’ and developing research skills related to writing papers etc.

•

How Media is taught Primary/ Secondary School

What is required? (4 themes from ’Common Objectives’) called Digital Competencies:

1. Informationseeking and collection

2. Production

3. Analysis

4. Communication, Knowledge Sharing and Collaboration

How Media is taught Primary/ Secondary School

1. Informationseeking and collection

”Systematically and critically gather, interpret and compile information” – Critical thinking

Is typically taught by working with journalistic tools, writing articles and analyzing various news sources.

2. Production

”Besides learning tools like PowerPoint, MovieMaker etc, students must learn to reflect on intended audiece, chosen media channel etc, so it fits with the intended message”

How Media is taught Primary/ Secondary School

• 3. Analysis

”Learn to identify ’truth’, opinion, values and ideologies”

”Learn about retoric and to identify different audiences”

Is typically taught by use of various communication-models and in combination with other subjects like biology or religion. Ex. Nuclear power, global warming etc.

• 4. Communication, Knowledge Sharing and Collaboration

”Learn web 2.0 conventions of communication and about being in a virtual universe” – like informal/official communication.

Tool example ’EMU teaching Portal’

Tool example ’The Movie Strip’

Tool example ’Infomedia’

Tool example ’Make your own newspaper’

Tool example ’The Dilemma Game’

Twitter: @SBojeseEmail: simon.bojesen@mail.com

Simon Bojesen The Royal School of Information and library Science University of Copenhagen

The globalization of media in the classroom

Jonathan Friesem, Dr. Sait Tüzel, Elizaveta Friesem & Simon Bojesen.

Media Education Lab