Transforming Education through Digital and Media Literacy
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Renee Hobbs explains how new stakeholders are enabling literacy educators to create initiatives that remix the fields of education, communication and media studies.
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Transforming Education through Digital and Media Literacy
- 2. Transforming Education through Digital & Media Literacy Renee Hobbs Harrington School of Communication and Media University of Rhode Island
- 10. Teachers help students develop the knowledge and competencies they need to thrive in the 21st century
- 11. PEER-TO-PEER FILE SHARING How new tools and new texts are expanding the concept of literacy Why students benefit when teachers use digital and media literacy concepts and practices to make connections between culture, community and classroom How student engagement with mass media and popular culture stimulates intellectual curiosity Goals for Today’s Session
- 14. Bringing digital and media literacy education to children in grades PK – 6 through curriculum integration, informal learning and professional development. --in bookstores and online Spring 2013
- 15. NEW TOOLS
- 18. Ignore Engage
- 19. Stakeholders in Digital & Media Literacy TECH BUSINESS ACTIVIST GOVERNMENT LIBRARY EDUCATION CREATIVE
- 20. Rhetoric Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy Critical Literacy News Literacy Digital Literacy Literacy in Historical Context
- 21. Use & Share Create & Collaborate Analyze & Evaluate Ethics & Social Responsibility
- 22. Digital & Media Literacy Use and Share Listening skills Reading comprehension Keyboard and mouse skills Be familiar with hardware, storage and file management practices Understand hyperlinking & digital space Gain competence with software applications Use social media, mobile, peripheral & cloud computing tools Identify information needs Use effective search and find strategies Troubleshoot and problem-solve Learn how to learn
- 23. Digital & Media Literacy Authorship and Creative Competencies Recognize the need for communication and self-expression Identify your own purpose, target audience, medium & genre Brainstorm and generate ideas Compose creatively Work collaboratively Edit and revise Use appropriate distribution, promotion & marketing channels Receive audience feedback Play and interact Comment Curate Remix
- 24. Digital & Media Literacy Understanding Issues of Representation Recognize the relationship between symbol and referent Identify the author, genre, purpose and point of view of a message Compare and contrast sources Evaluate credibility and quality Understand one’s own biases and world view Recognize power relationships that shape how information and ideas circulate in culture Understand the economic context of information and entertainment production Examine the political and social ramifications of inequalities in information flows
- 25. Digital & Media Literacy Ethics and Social Responsibility Acknowledge the power of communication to maintain the status quo or change the world Understand how differences in values and life experience shape people’s media use and message interpretation Appreciate risks and potential harms of media and technology Apply ethical judgment and social responsibility to communication situations Understand how concepts of ‘private’ and ‘public’ are reshaped by digital media Appreciate and respect legal rights and responsibilities (copyright & intellectual freedom)
- 26. Use & Share Create & Collaborate Analyze & Evaluate Ethics & Social Responsibility
- 28. Digital and media literacy embraces interdisciplinary connections between classroom and culture
- 29. One Expansive Conceptualization to Unite Them All Key Concepts Learning Process
- 30. ACCESS ANALYZE CREATE ACT REFLECT The Learning Process of Digital & Media Literacy
- 31. ACCESS Learning Process Comprehend and Make Sense of All Sorts of Texts Use Technology Tools Well Gather Information Independently
- 32. ACCESS Find and select appropriate texts LINK
- 33. ANALYZE Ask Good Questions Evaluate the Quality & Value of Messages Explore Context in Meaningful Ways Learning Process
- 34. ANALYZE Analyze a media message using five critical questions LINK
- 35. COMPOSE Use Multiple Modes of Expression Reach Authentic Audiences Manipulate Content and Form in Relation to Purpose and Audience Learning Process
- 36. COMPOSE Create a video to demonstrate something you have learned LINK
- 37. REFLECT Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical Reasoning Examine Issues of Power and Responsibility Learning Process
- 38. REFLECT Discuss the ethical dimensions of a media message LINK
- 39. ACT Connect the Classroom to the World Strengthen Leadership and Collaboration Develop Integrity and Accountability Learning Process
- 40. ACT Learning Process LINK Find out what people already know and do and help them learn something to make their lives better
- 41. ACCESS ANALYZE CREATE ACT REFLECT Transforming Education Through Digital & Media Literacy
- 43. www.mediaeducationlab.com CONTACT: Renee Hobbs Professor and Founding Director Harrington School of Communication and Media University of Rhode Island Twitter: reneehobbs Email: hobbs@uri.edu
- 44. ACCESS ANALYZE CREATE ACT REFLECT Transforming Education Through Digital & Media Literacy
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.
- 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.
- 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.
- 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.
- .
- Institute for Policy Innovation global music piracy causes $12.5 billion of economic losses every year, 71,060 U.S. jobs lost, a loss of $2.7 billion in workers' earnings, and a loss of $422 million in tax revenues, $291 million in personal income tax and $131 million in lost corporate income and production taxes. FORTUNATELY: ten million licensed tracks available on more than 400 different services worldwide. That’s great news for music fans and the industry alike.
- 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.
- Examples of this: Science communication – using digital media to help the public understand about climate change Ritchie Garrison, professor of history at the University of Delaware- digitizing early American samplers enlisting technology to connect the public with its cultural legacy.
- Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning? Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf? Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
- Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning? Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf? Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
- Consider how analysis and evaluation competencies are part of your curriculum: Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter? Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining? Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
- Consider how analysis and evaluation competencies are part of your curriculum: Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter? Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining? Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
- Every teacher must consider how communication and composition are part of their teaching goals: Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across? Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return? Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
- Every teacher must consider how communication and composition are part of their teaching goals: Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across? Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return? Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
- Teachers can support students’ ethical, social, and emotional development when they do the following: Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes? Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships? Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
- Teachers can support students’ ethical, social, and emotional development when they do the following: Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes? Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships? Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
- Connect the classroom to the world. Do classroom activities connect to relevant social issues, debates, and controversies in the world outside the classroom? Do students take action to address meaningful real-world problems that require solutions? Support leadership and collaboration. Do students get to use problem-solving skills to influence more than one person toward a goal? Do they recognize how to leverage the strengths of others to accomplish a common goal? Develop integrity and accountability. Are students held accountable for their actions? Are situations and opportunities provided that enable students to discover how personal values like honesty and courtesy benefit the individual, the group, and the society?
- Connect the classroom to the world. Do classroom activities connect to relevant social issues, debates, and controversies in the world outside the classroom? Do students take action to address meaningful real-world problems that require solutions? Support leadership and collaboration. Do students get to use problem-solving skills to influence more than one person toward a goal? Do they recognize how to leverage the strengths of others to accomplish a common goal? Develop integrity and accountability. Are students held accountable for their actions? Are situations and opportunities provided that enable students to discover how personal values like honesty and courtesy benefit the individual, the group, and the society?