digital and media literacy

Introduction to Digital and Media Literacy

Renee HobbsTemple University

Media Education Lab

Abington Friends SchoolNovember 4, 2011

PRINT: Books and magazines

VISUAL: Movies & TV shows

SOUND: Radio & recorded music

DIGITAL: Social media, Internet & videogames

LOVE IT HATE IT

Pre-Professional Preparation

Teaching with Media & Technology

INSTRUCTIONAL TOOL

Teaching about Media & TechnologyACTIVE AUDIENCE: GAIN INTERPRETIVE & ANALYSIS SKILLS

RESPONSIBLE PRODUCER: USE & COMPOSE

MEDIA, TECHNOLOGY& EDUCATION

Protection - Empowerment: A Two-Sided Coin

The Protectionist – Empowerment Dialectic

Protection - Empowerment: A Two-Sided Coin

The Protectionist – Empowerment Dialectic

NEW TEXTS

NEW TOOLS

Ignore Engage

Expanding the Concept of Literacy

Print LiteracyVisual Literacy

Information LiteracyMedia Literacy

Computer LiteracyNews LiteracyDigital Literacy

One Expansive Conceptualization to Unite Them All

Key Concepts

People Interpret Messages Differently

People Interpret Messages Differently

Messages Use Different Codes and Conventions

Messages are Representations

People Interpret Messages Differently

Messages Use Different Codes and Conventions

Messages are Representations

People Interpret Messages Differently

Messages Use Different Codes and Conventions

Messages Have Economic &

Political Power

Messages are Representations

Messages Influence our Attitudes and Behaviors

People Interpret Messages Differently

Messages Use Different Codes and Conventions

Messages Have Economic &

Political Power

One Expansive Conceptualization to Unite Them All

Key Concepts

Learning Process

ACCESS

ANALYZE

CREATE

ACT

REFLECT

The Learning Process of Digital & Media Literacy

ACCESS

Learning Process

Comprehend and Make Sense of All Sorts of Texts

Use Technology Tools Well

Gather Information Independently

ASSIGNMENT: Find and summarize information from multiple points of view

ANALYZE

Ask Good Questions

Evaluate the Quality & Value of Messages

Explore Context in Meaningful Ways

Learning Process

ASSIGNMENT: Develop an argument by comparing and contrasting media messages using critical questions

COMPOSE

Use Multiple Modes of Expression

Reach Authentic Audiences

Manipulate Content and Form in Relation to Purpose and Audience

Learning Process

ASSIGNMENT: Compose a media message for a specific audience using image, language and sound

REFLECT

Activate Multiperspectival Thinking

Predict Consequences and Use Hypothetical Reasoning

Examine Issues of Power and Responsibility

Learning Process

ASSIGNMENT: Discuss the ethical, political & social dimensions of a media message

ACT

Connect the Classroom to the World

Strengthen Leadership and Collaboration

Develop Integrity and Accountability

Learning Process

ASSIGNMENT: Create and disseminate a media message that accomplishes a civic purpose

ACCESS

ANALYZE

CREATE

ACT

REFLECT

How Do You Support the Learning Process of Digital & Media Literacy?

Case Study: Roberts Elementary School

Program Elements

Activate prior knowledge and dismantle stereotypesGather information to extend cultural knowledgeRepresent ideas through image, language & soundDevelop critical analysis skillsUse film to develop emotional connectedness to the otherUnderstand the constructed nature of filmStrengthen civic dialogue through online creative expression

Case Study: Middle-School Students Explore Celebrity Culture and Advertising

LINK

Case Study: Youth Workshop on Media Representations of Iranian Culture

Representations of Persian Culture

Characteristics of the DML Learning Environment Integration of speaking, listening, reading, writing, media

analysis and media productionActive interpretation combines with student voiceClimate of respect and trust supports the sharing of diverse

ideas & perspectives“Why” questions are plentifulSpace for the “teachable moment”Use of mass media, popular culture & digital media connects

the classroom to the cultureProject-based learning promotes collaboration and critical

thinking

DML in High-Tech and No-Tech Classrooms

ACCESS

ANALYZE

CREATE

ACT

REFLECT

L i t e ra c y

How can we best help students to develop the knowledge and skills they need to be global citizens?

ACCESS: Watch an Iranian music video and read lyrics then discuss the key ideas expressed visually and verbally.

ANALYZE: Use five critical questions and the ML remote control to analyze the message.

ANALYZE: Generate questions about the text and context. What do you want to learn more about?

ACCESS: With a partner, find information to answer your questions. What sources are most useful and why?

REFLECT. Reflect on how what you learned matches or contradicts your world view of Iran?

COMPOSE: Compose a poem about your own cultural identity and perform it.

ACT: Develop a spoken-word poetry event to share these performances.

Exploring Iranian Identity & Culture

ACCESS

ANALYZE

CREATE

ACT

REFLECT

L i t e ra c y

www.mediaeducationlab.com

BEGINNING IN JANUARY:Founding DirectorHarrington School of Communication and MediaUniversity of Rhode Island USAEmail: renee.hobbs@uri.edu

Videos and More Resources Online:

http://mediaeducationlab.com