media literacy and the emergence of adolescent civic engagement
TRANSCRIPT
Media Literacy and the Emergence of Adolescent Civic Engagement
Renee Hobbs Professor of Communication StudiesHarrington School of Communication and Media, University of Rhode Island USAEmail: [email protected]: @reneehobbs
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Graduate Certificate in Digital Literacy
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Media Literacy and the Emergence of Adolescent Civic Engagement
Renee Hobbs Professor of Communication StudiesHarrington School of Communication and Media, University of Rhode Island USAEmail: [email protected]: @reneehobbs
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Medium Theory. Media & technology are immersive cultural
environments; media structures re-shape human perception & values.
Active Audience Theory. Audiences are active; meaning-making is
variable; lived experience & social context are key dimensions of
interpretation.
Communication & Education. Institutions of education, communication
practices & democratic values are interconnected.
Inquiry Learning. People learn best from experiences that engage them
in active work that promotes intellectual curiosity and collaboration.
Critical Pedagogy. Awareness, analysis, and reflection enable people to
take action to make society more just and equitable.
Theoretical Framework
expanding the concept of literacy
open access
multitasking
transmediation
curation
play
data ownership
identity
representation
privacy
addiction
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How can media literacy education support the
emergence of adolescent civic engagement?
Question
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Participatory action research uses iterative cycles of planning,
reflection, action and evaluation. Key characteristics:
• Participants collaborate at every stage
• Intended to result in some action, change or improvement
Approach
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Montgomery Blair High School: How do media literacy
competencies develop in learners enrolled in programs
designed for different groups?
PBS News Hour Student Reporting Labs: What is the
impact of a high school program in broadcast journalism on
adolescents?
Mark Day School: Can a media literacy program combined
with the use of social media help promote global
understanding?
Overview of Three Studies
Communication Arts Program (CAP)IN
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INTERDISCIPLINARY PROJECTSThe projects synthesize information from various disciplines into comprehensive presentations that highlight the events of the era assigned.
MOVIE REVIEWSEach quarter theStudents watch a movie in the auditorium that relates to the historical period focused on in History class. They write a movie review and for homework, watch movies from a list compiled by the faculty.
The project entails an in depth argument and analysis for a major social issue facing humanity.
A comprehensive program that connects the
humanities to the media, now in its 25th year
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Communication Arts Program (CAP)Crystal Ball
Students research demographic and voter characteristics and then predict the Presidential, US Senate, US House of Representatives, and gubernatorial races throughout the United States.
Critical Thinking EssayThe Critical Thinking Essay requires students to select an issue of national importance and write a persuasive essay arguing one side of that issue, supported by documented and cited sources. In 10th grade, each student supports the issue from the side opposite to the one advocated in the 9th grade essay
CAP Congress – Foreign PolicyStudents research foreign policy issues concerning seven regions from around the world, draft resolutions, debate the issues, and prioritize the foreign policy needs of the US.
CAP CourtStudents hold mock trials on court cases drawn from each of the four 10th grade subjects: English, Government, Journalism and Media. Students act as lawyers trying the case and also role-play the defendants and witnesses.IN
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Selective Admission ProgramsCommunication Arts Program (CAP)
Science, Mathematics and Computer Science Magnet Program
Open Admission ProgramsMedia Literacy
Entrepreneurship
International Studies and Law
Human Service Professions
Science, Math and Technology
Research DesignQuasi-experimental study
2 x 2 factorial
Open SelectiveAdmission Admission
Media Literacy
No ML
CAPML ACADEMY
CONTROL CONTROL
Academy Level
Trea
tmen
t
MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
We asked respondents to identify how much they use the Internet on an 8-point scale ranging from never to every day.
MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
To assess students’ motives to seek out information as a part of daily life, we used an instrument developed to assess Internet uses and gratifications by Papacharissi & Rubin (2000). Using a five-point scale, students were asked to respond to four statements:
I use the internet:• to search for information• to see what is out there • to keep up with current events and issues• because it provides me with a new and
interesting way to do research
MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
Students were asked to report if they expect to engage in the following activities when they become an adult:
• vote in national elections• get information about candidates before
voting in an election• join a political party• write letters to a newspaper about social or
political concerns• be a candidate for a local or city office• volunteer time to help poor or elderly
people in the community• collect money for a cause• collect signatures for a petition, and
participate in a peaceful rally or protest.
A 4-point scale was used, scaled as certainly will not do, probably will not do, probably will do, and certainly will do.
MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
In the news analysis task, students were given a short Time magazine piece and asked to read it, responding to open-ended questions including:
• summarize the main point of the article• identify the target audience & explain what
specific information from the reading supports your answer
• identify the message purpose• identify what techniques were used to
attract and hold attention • list some different points of view presented • identify omitted information
Scores were summed to form an additive index which ranged from 14 to 0.
MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
In the ad analysis task, students were given a print ad and asked to respond to open-ended questions including:
• identify the target audience & explain what specific information from the reading supports your answer
• identify the message purpose• Identify the ad’s implied message or subtext • identify what techniques were used to attract
and hold attention • list some different points of view presented • identify omitted information
Scores were summed to form an additive index which ranged from 14 to 0.
MEASURES
Internet use
Information Motives (U&G)
Civic Engagement
News Analysis
Ad Analysis
Media Knowledge
We asked students to complete short tests relating to different facets of the media industry, including information about history, economics, institutions, audiences and effects.
MULTIPLE CHOICE (6 items): • identify the main purpose of photos in a
newspaper• recognize the most common kind of economic
control over mass media • name the system of financing used to pay for
commercial radio.
TRUE FALSE (11 items)• The number of companies that own mass media
outlets is growing• Newspapers make most of their money through
the price paid by the consumers who buy them
Students in the Selective Admission media literacy program have stronger media knowledge and news and advertising analysis skills than students in other programs.
Table 1 Comparing means
Open Admission Program Selective Admission Program
Other program ML program Other program ML program
Mean (SD) Mean (SD) Mean (SD) Mean (SD)
Media knowledge .53 (.17) .62 (.22) .71 (.17) .75 (.13)
News analysis 4.80 (3.09) 4.27 (3.32) 7.60 (3.16) 8.86 (2.58)
Ad analysis 8.20 (3.45) 8.38 (4.02) 9.31 (3.18) 11.10 (3.16)
n = 191 n = 55 n = 87 n = 59
Students who participate in media literacy programs are more likely to be civically engaged than students enrolled in other programs.
Predictors of Civic Engagement
News analysis skills, media knowledge & information motive predict civic engagement. Amount of Internet use and advertising analysis skills are not associated with civic engagement.
Predictors of Civic Engagement
PEER-TO-PEER FILE SHARING
How do media literacy competencies develop in learners
enrolled in programs designed for different groups?
Students have differential skills in analyzing news and
advertising
News analysis, media knowledge and information
seeking motives are associated with higher levels of
civic engagement
Finding #1
http://www.studentreportinglabs.com/video/philly-teens-examine-possible-solutions-dropout-epidemic
Benjamin Rush High School, Philadelphia PA
PILOT STUDYN = 85 HS students
61% African American33% Caucasian
3% Hispanic/Latino
MAIN STUDYN = 544 HS students
36% Hispanic30% Caucasian
13% African American
RESEARCH DESIGNPre-Post Online Survey
Teacher InterviewsAnalysis of Student Work
Samples
PRODUCTION SKILLS
Communication skills
Technical skills
MEDIA LITERACY
CIVIC ENGAGEMENT
Sign an online petition
Express an opinion to news media
Blog about an issue
Write an opinion letter
PRODUCTION SKILLS
Non-technical skillsTechnical skills
IN-CLASSROOM ACTIVITIES
Gathering & Synthesizing Info
Using Digital Media
Revision
MEDIA LITERACY
CIVIC ENGAGEMENT
Sign an online petition
Express an opinion to news media
Blog about an issue
Write an opinion letter
Gathering and Synthesizing InformationPercentage Analyzed videos 70%Created a story board 65%Conducted interviews 68%Fact-checked information 49%Pitched a news story 54%Discussed different points of view aboutsocial and political issues 53%
Using Digital Media to Communicate IdeasUsed a video camera to record visuals 69%Wrote a script 64%Performed in front of the camera 65%Worked behind the scenes/different roles 64%Logged footage 43%Edited visuals and sounds 68%Used images/sounds to tell a story 54%Posted videos online 38%
Engaging in Cycles of Revision & FeedbackEdited reports in response to feedback 38%
PRODUCTION SK\]ILLS
Communication skills
Technical skills]\
MEDIA LITERACY ANALYSIS
CIVIC ENGAGEMENT
Sig an online petition
Express an opinion to news media
Blog about an issue
Write an opinion letter
PRODUCTION SKILLS
Communication skills
Technical skills
ATTITUDES
Intellectual Curiosity
Giving & Receiving Feedback
Confidence
MEDIA LITERACY ANALYSIS
CIVIC ENGAGEMENT
IN-CLASSROOM ACTIVITIES
Gathering & Synthesizing Info
Using Digital Media
Revision
PRODUCTION SKILLS
Communication skills
Technical skills
ATTITUDES
Intellectual Curiosity
Giving & Receiving Feedback
Confidence
MEDIA LITERACY ANALYSIS
CIVIC ENGAGEMENT
IN-CLASSROOM ACTIVITIES
Gathering & Synthesizing Info
Using Digital Media
Revision
PRODUCTION SKILLS
Communication skills
Technical skills
ATTITUDES
Intellectual Curiosity
Giving & Receiving Feedback
Confidence
MEDIA LITERACY ANALYSIS
CIVIC ENGAGEMENT
Sign an online petition
Express an opinion to news media
Blog about an issue
Write an opinion letter
IN-CLASSROOM ACTIVITIES
Gathering & Synthesizing Info
Using Digital Media
Revision
OTHER VARIABLES THAT DID NOT AFFECT CIVIC ENGAGEMENT
• Attitudes Towards School
• Leadership
• Cynicism towards Media
• Vocational Interest in Media
• News Media Use
PEER-TO-PEER FILE SHARING
How does a production-focused media literacy program
affect participating youth?
Media pre-production activities support media analysis
skills and contribute to intellectual curiosity, practices of
creative collaboration & civic engagement
Finding #2
University-school partnership program
Six-week pilot project designed to explore media literacy pedagogy in the context of global communication
Subjects: Middle-school children ages 11 – 13 and their teachers
• MARK DAY SCHOOL – San Rafael CA USA
• Gokkusagi MIDDLE SCHOOL, Canakkale, Turkey
MethodInterviews with teachersAnalysis of student work samplesClassroom observation
1. Getting to Know You
2. Learning about Two Countries
3. Creating Videos about our Lives
4. Analyzing TV Shows that Feature Schools & Teachers
5. Discussing Current Events
As a result of popular culture, Turkish students have significant information about American culture
ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identify cultural values in the representation of school in popular television programs. They can identify misrepresentations only from home country programming.
DISCUSSING CURRENT EVENTS IN SCHOOL. Turkish students are not comfortable talking about national politics in their country.
MEDIA LITERACY SUPPORTS CULTURAL KNOWLEDGE. For adolescents, the asymmetrical knowledge gap between Turkish and U.S. students can be mitigated through media literacy activities involving online interpersonal communication. American students gain new awareness of the power imbalance in their own lack of access to global popular culture.
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Can a media literacy program using social media help promote global
understanding?
Social media activities that involve global dialogue combined with
critical analysis of entertainment media can promote an awareness
of inequalities in information flows
Finding #3
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Students have differential skills in analyzing news and advertising;
news analysis, media knowledge and information seeking motives
are associated with higher levels of civic engagement
Media pre-production activities support media analysis skills that
contribute to intellectual curiosity, creative collaboration & civic
engagement
Social media activities that involve global dialogue combined with
critical analysis of entertainment media can promote an awareness
of inequalities in information flows
Overview of Findings
PEER-TO-PEER FILE SHARING
How could news and current events best be used in classrooms to
promote intellectual curiosity, critical analysis & civic engagement?
How could critical analysis of entertainment media be incorporated
into work with younger adolescents?
How can social media support other media literacy learning
outcomes?
What are the consequences of adolescents’ increased
understanding of the inequalities in global information flows?
What are best practices in teacher professional development in
implementing and assessing media literacy programs?
Future Questions
Martens, H. & Hobbs, R. (in press). How media literacy supports civic engagement in a digital age. Atlantic Journal of Communication.
Hobbs, R. & Tuzel, S. (2014). The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. & Turkish Middle Schools. Paper presentation to the International Association for Intercultural Communication Studies (IAICS). Providence, RI. August 1, 2014.
Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2), 56 – 67.
Hobbs, R., Donnelly, K., Friesem, J. & Moen, M. (2013). Learning to engage: How positive attitudes about the news, media literacy and video production contribute to adolescent civic engagement. Educational Media International 50(4), 231 – 246.
Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638.
Hobbs, R. & Donnelly, K. Friesem, J. & Moen, M. . (2013, August). Evaluation of PBS NewsHour Student Reporting Labs. Kingston, RI: Media Education Lab. University of Rhode Island.
Hobbs, R. (2013). “Global Developments in Media Literacy Education,” Media and Digital Literacy Lab (MDLAB). Keynote address at the American University of Beirut, Lebanon. August 18.
Hobbs (2011). “How Digital and Media Literacy Supports Global Understanding,” Arab-US Association of Communication Educators (AUSACE), Beirut, Lebanon, October 30.
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Beverly Hills: Corwin/Sage.
Renee Hobbs
Professor of Communication Studies
Harrington School of Communication and Media University of Rhode Island USA
Email: [email protected]
Twitter: @reneehobbs