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


TECHNOLOGY


TECHNOLOGY

CONTENT: The messages that

matter

Current EventsEntertainmentScienceWorkFashionPoliticsMathHistoryNatureMoneyLove/RomanceHealthStories about life


TECHNOLOGY


matter

MEDIA: Forms of expression and communication


TECHNOLOGY


matter

ConversationBooksNovelsComicsTV showsPhotographs/ ImagesVideos/MoviesVideogamesMusicInterview

DiaryComedyNews & journalismInformationOpinionReference materialsReviews, criticism


TECHNOLOGY


matter


DISTRIBUTION &PARTICIPATION:

A means of sharing


TECHNOLOGY


matter


PublicationsPresentationsPerformancesWikis

WebsitesEmail/IM/chatYou TubeSkypeSocial networkingFlickrBlogs


A means of sharing


TECHNOLOGY


matter


PEDAGOGY: A way of learning and teaching

ACCESSANALYZE/EVALUATE

COMMUNICATE ACT


TECHNOLOGY


matter


A means of sharing


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


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


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

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?


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?


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


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 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)


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


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


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


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

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

mailto:[email protected]

http://mediaeducationab.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

mailto:[email protected]

http://mediaeducationlab.com/

Oklahoma Sept 08

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