Hobbs Keynote, Turkish Private Schools Association
1. Digital & Media Literacy:
Connecting Classroom
to Culture
Renee Hobbs
Professor and Founding Director
Harrington School of Communication and Media
University of Rhode Island USA
The Turkish Private Schools Association
February 8, 2013 ANTALYA TURKEY
20. PRINT: Books, newspapers & magazines
VISUAL: Films, movies & TV shows
SOUND: Radio & recorded music
DIGITAL: Social media, Internet & videogames
LOVE IT HATE IT
21. LOVE HATE
PRINT VISUAL SOUND DIGITAL
How do your attitudes about media, technology and popular
culture shape your work with children and youth?
22. THE TECHIE
You’re the educator who loves tablets, apps, programs, plug-
ins, widgets, websites, and other types of educational
technology because you have a passionate curiosity about
new tools. You see much potential to engage students with
the technology tools they love and use in their everyday lives.
THE MOTIVATOR
You are a catalyst for your students’ creative energy. In your
class, students get energized and inspired using media and
technology to become creative, competent and lifelong
learners.
23. THE DEMYSTIFIER
As a teacher, you “pull back the curtain” to help students see
how various forms of information and knowledge are
constructed. You emphasize the practice of critical thinking,
helping students ask good “how” and “why” questions.
THE ACTIVIST
As an educator, you want to make society more just and
equitable by promoting democratic participation. You use
media in the classroom as a catalyst for students to
understand how they might have a voice in improving the
quality of life in their communities and in the world.
24. Teachers’ knowledge, beliefs and attitudes about
print, visual, sound and digital media shape their
pedagogical uses of technology in the classroom.
25. Opportunities to ACCESS, ANALYZE, COMPOSE, REFLECT and ACT
using media, technology and popular culture should be an
essential component of elementary and secondary educational
programs
37. Digital & Media Literacy
Instructional Practices
1. Reflect on our Media Choices
2. Play and Learning with Media & Technology
3. Develop Information Access & Research Skills
4. Strengthen Message Analysis Skills
5. Compose Messages using Multimedia Tools
6. Explore Media Issues in Society
7. Share Ideas and Taking Action
38. How do educators create learning experiences to meet the
current and future needs of children and youth?
55. Digital & Media Literacy:
Connecting Classroom to
Culture
Renee Hobbs
Harrington School of Communication and Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: reneehobbs
Web: http://mediaeducationlab.com
Notes de l'éditeur
People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.
Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.
People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.
People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.
In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.
Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.
People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.
People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.
In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.
Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.
People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.
People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.
In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.
Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.
People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.
People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.
In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities.
Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning.
People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator.
People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world.
In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
Please share the White Paper with colleagues and all who see that the time is now – together, we can build a community education movement for digital and media literacy.
People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
EU Survey of risks N = 25,000 kids from 13 countries
The survey asked about a range of risks, as
detailed in what follows. Looking across all
these risks, 41% of European 9-16 year olds
have encountered one or more of these
risks.
Risks increase with age: 14% of 9-10 year
olds have encountered one or more of the risks
asked about, rising to 33% of 11-12 year olds,
49% of 13-14 year olds and 63% of 15-16 year
olds.