week 4 media

1. WELCOME
Week 4 – Media Literacy ll - Critical Media Literacy
Whoever controls the media – the images - controls the culture.
Allen Ginsberg, poet/author

2. AGENDA
• Housekeeping
• Questions or concerns from last week
• Review of assignment
• PLCs
• Media Literacy
• Break
• Social Justice Book presentation
• Protecting your students
• Closing circle

3. HOUSEKEEPING
• Up-coming professional learning opportunities

4. REVIEW OF ASSIGNMENT
• More Verbs, Fewer Nouns
• The Digital Conversation
in our Classrooms
https://lms.brocku.ca/access/lessonbuilder/item/46976988/group/bf7c0584-10f9-4ee1-b60b
-15af82e57ba0/8P24:%20Academic%20Readings%202015-16/Mobile%20Learning%20-%20Media%20Strand.pdf
• The Capacity Building Series
• TEACHER MODERATION:
• COLLABORATIVE ASSESSMENT OF STUDENT WORK
• http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

5. 3 MEDIA STATIONS
At each station:
• If you see a
put on your student hat and do the work!
• If you see a
put on your teacher hat and discuss your thoughts with your peers.

6. QR CODES FOR STATIONS
• Station 1: Comprehend Media
• Station 2: Create Media
• Station 3: Challenge Media

7. PROFESSIONAL LEARNING
CONVERSATIONS
• 15 minutes

8. 1. PROBLEM POSING
How might others understand this text
differently?
How has the message of the text been
constructed or crafted?
Who is the intended audience?
How has this text coloured your view of reality?
What lifestyles, values and points of view are
represented or have been omitted?
Who created this text and why?
Who benefits if this “message” is accepted? Who
may be disadvantaged?
What techniques and stylistic elements have been
used and why?

9. JUXTAPOSING
• The intent of this strategy is
to have students come to an
understanding of point of
view. Two texts on a similar
topic (e.g., editorials) are set
side by side so that students
can compare author’s bias,
perspective and intent as well
as strategies used to
influence the reader/viewer
(adapted from McLaughlin &
DeVoogd, 2004, p. 47).

10. CREATE YOUR ADVERTISEMENT
• Go to the google doc. https://goo.gl/zXeMBZ
• Choose a square, put your name in it
• Brainstorm ideas to create an advertising image for a bus stand, a magazine, a
newspaper, a billboard…….
• As a group let’s look at what we have…
• Pair up with someone from a different group and choose a topic, decide on your
audience
• Using Images, slogans, etc design your ad and put on this google doc!
• https://goo.gl/MQmfXo

11. 3. SWITCHING.
• An effective strategy for getting students to consider the impact of alternative
perspectives and to identify which voices are present and which voices are missing
from a text:
• Switching Character gender - students replace key characters with characters of the
other gender)
• Switching Setting (students set the story in a different time or place or switch the
social class of characters)
• Emotion switch (students have characters exhibit a different emotional tone) (adapted
from McLaughlin & DeVoogd, 2004. p.51).
• https://www.youtube.com/watch?v=oQbei5JGiT8
• *Warning: Language*

12. DR PEPPER 10
• https://youtu.be/Zza3GqEL5B0
•
• https://youtu.be/H2VDNlFo-tI

13. MEDIA LITERACY
Media literacy is…
an informed and critical understanding of the nature of
the media, the techniques used by them and the impact of
these techniques. Media literacy is also the ability to
understand and use the mass media in an active, critical
way.
Ontario Language Curriculum, 2006
Are we making the most of our technology?
How are you using yours?

14. FIVE KEY CONCEPTS OF MEDIA
LITERACY
1. Media are Constructions (CONSTRUCTIONS) Who created
this media product? What is its purpose? What assumptions or beliefs do its creators
have that are reflected in the content?)
2. Audiences negotiate Meaning (BELIEFS & VALUES) How
might different people see this media product differently? How does this make you
feel, based on how similar or different you are from the people portrayed in the media
product?
3. Media have commercial implications (AUDIENCE)
What is the commercial purpose of this media product? How does this influence the
content and how it's communicated? If no commercial purpose can be found, what
other purposes might the media product have?

15. KEY CONCEPTS OF MEDIA
LITERACY
4. Media have social and political implications
(INTENT) Who and what is shown in a positive light? In a negative light? Who and
what is not shown at all? What conclusions might audiences draw based on these
facts?
5. Each medium has a unique aesthetic form
(FORM) What techniques does the media product use to get your attention and to
communicate its message? In what ways are the images in the media product
manipulated through various techniques (for example: lighting, makeup, camera
angle, photo manipulation)?

16. LINKING IT ALL TOGETHER
Canadian Media Literacy links:
Media Smarts site:
http://mediasmarts.ca/
http://mediasmarts.ca/teacher-resources/talking-kids-
about-hate-media-tip-sheet
E-workshops:
http://www.eworkshop.on.ca/edu/core.cfm

17. THINKING CRITICALLY ABOUT MEDIA
LITERACY
• Activity –
• With your table group, choose one of the ads created in class today, analyze with
respect to the 5 concepts of media literacy:
• Media are constructs
• Audiences negotiate meaning (beliefs/values)
• Media have commercial implications
• Media have social and political implications (intent)
• Each medium has a unique aesthetic form

18. MEDIA LITERACY EXPECTATIONS
• Understanding Media Texts
• Understanding Media Forms, Conventions, and Techniques
• Creating Media Texts*
• Hands on -
• Review the overall and specific expectations of the Media strand in the curriculum to
see how they align with the principles of media literacy.

19. A VISUAL JOURNEY

20. BREAK
• 10 Minutes

21. PRESENTATIONS
• Saleena presenting
• Please fill out the sheet provided
• Complete the following sentences.
• During the presentation,
• I noticed…
• I felt…
• I learned…
• One thing I’d like to incorporate into my teaching would be…

22. PROTECTING YOUR STUDENTS
• http://www.edudemic.com/protect-students-fake-news/
• To spot fake news, you first must be aware that the information you are reading could be fake. Most educators
would agree that their students are not well-skilled in critical thinking and less likely to be aware that fake
news even exists. For these reasons, all students should be baselined on what fake news is and how it’s used.
In addition, most educators rely on interactive experiences and real-world examples to guide students through
ways to spot fake news. There are several key questions students can ask when presented with any new piece
of information that can help identify what is or isn’t fake news:
• The Source: Who is the publisher? Do they publish other information largely recognized as accurate and
unbiased? Is the author properly attributed? Are there credible references? Is the domain name or website
address similar to that from another more well-recognized website (http://www.abc.com vs
http://www.abc.co)?
• The Site’s Appearance: Is the headline in CAPS? Is the grammar and sentence structure poor? Is there too
much punctuation? Is there a copyright or disclaimer? Does the site appear very basic (minimal color / design)
and poorly organized? Are there too many ads?
• The Content: Is it beyond belief? Is it too funny, too sad, too scary, too uplifting? Are there details in the text
that just don’t make sense? Is the tone sensational? Is it just trying to sell you something or get you to click on
something? Is it promising you something no one else can give you? When was it published and/or updated?
Is it an old story that just looks new?
• https://askatechteacher.wordpress.com/2012/03/01/29-steps-to-internet-safety-for-kids/

23. LOOKING AHEAD TO NEXT WEEK…
• Resource Critique:
• Choose one resource or idea that you explored above (not the entire website
or platform, but a specific resource or idea within it). Consider how it could
address a key principle in teaching reading or a specific curriculum expectation
for Reading. Create a Forum post that answers the “3 Ws”:
• What is the resource? Provide a link and basic information about your
selection.
• Why? What principles of teaching reading or specific expectation(s) could be
addressed though this resource? What features make this resource useful for
teachers of literacy.
• What now? How could you anticipate using this idea in your upcoming literacy
placement?

24. CLOSING CIRCLE
• How do you envision the use of media in your classroom?
• What’s one thing you’re excited about, going forward?
• What’s one area of concern you have, going forward?

25. BEFORE YOU LEAVE,
• Please return your name cards and, if you’re able, please help return the desks to
their spots.
• Thanks!