hobbs anti circumvention testimony
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Rulemaking on Exemptions from Prohibition on Circumvention of Technological Measures
that Control Access to Copyrighted Works
Testimony of Renee HobbsTemple University
Philadelphia PA
What is Media Literacy?
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)
Authors & Audiences
Messages & Meanings
Representations & Realities
Media Literacy Offers Powerful Conceptual Themes for Exploring Multimedia Genres
Key Concepts of Media Literacy
1. All media messages are constructed.2. Media messages are produced within economic, social, political, historical and aesthetic contexts.3. Interpretative meaning-making processes consist of an interaction between the reader, the text and the culture.4. Media have unique 'languages,' characteristics which typify various forms, genres and symbol systems of communication.5. Media representations play a role in people's understanding of social reality, affecting behaviors, attitudes and values.
Instructional Methods for Integrating ML
Across the Curriculum
1. Teaching With Media & Technology2. Making Connections with Out-of-School Literacies3. Developing Information Access & Research Skills4. Strengthening Message Analysis Skills5. Composing Messages using Multimedia6. Exploring Media Issues in Society7. Sharing Ideas and Taking Action
Organizations Supporting the Code of Best Practices
Action Coalition for Media Education (ACME)
National Association for Media Literacy Education (NAMLE)
National Council of Teachers Of English (NCTE)
Visual Studies DivisionInternational Communication Association
(ICA)
Association for College and Research Libraries (ACRL)
Components of 21st Century Skills
Tool Competence
Analysis, Critical Thinking and Ethical Judgment
Creativity and Expression
Teamwork and Collaboration
Education: Preparing Young People for Life in Contemporary Culture
Functional Use-Based Exemption of CSS Circumvention is Essential for Media Literacy Education to Thrive
Proposal: Exemptions for Teachers and Students Using DVD
Clips for Teaching and Learning of Media Literacy Education
Critique #1: Class of Users is too Broad
Number of college graduates by discipline in 2006:73,000 Communication/Film Majors
318,000 Business Majors107,000 Education Majors
161,000 Social Science/History Majors
Critique #1: Class of Users is too Broad
Number of college graduates by discipline in 2006:73,000 Communication/Film Majors
318,000 Business Majors107,000 Education Majors
161,000 Social Science/History MajorsNumber of high school dropouts in 2006:
3,500,000 Houston, Atlanta, Detroit, Chicago, Philadelphia, New
York, Washington DC, Los Angeles, Phoenix
Critique #1: Class of Users is too Broad
Number of college graduates by discipline in 2006:73,000 Communication/Film Majors
318,000 Business Majors107,000 Education Majors
161,000 Social Science/History MajorsNumber of high school dropouts in 2006:
3,500,000 Houston, Atlanta, Detroit, Chicago, Philadelphia, New
York, Washington DC, Los Angeles, Phoenix
Everyone needs media literacy
education!
Critique #2: There are other options besides CSS circumvention
Lost Opportunities: Mrs. Scheffler’s High School English Class
Goal: explore how depictions of romance in mass media shape people’s expectations about social relationships
Learning Outcomes: 1. Recognize formulas, tropes and stereotypes about romance as
presented in contemporary film and television2. Identify formulas and stereotypes present in classic and
contemporary literature3. Reflect on how media may influence personal expectations about
social relationships 4. Strengthen written expression and public speaking by responding
to a personally meaningful film
Lost Opportunities: Mrs. Scheffler’s High School English Class
Goal: explore how depictions of romance in mass media shape people’s expectations about social relationships
Instructional Practices: 1. Students view and discuss teacher-created video which introduces
the formulas, tropes and stereotypes about romance as presented in contemporary film and television
2. Teacher models an the practice of critical analysis using a contemporary film excerpt and an example from literature
3. Students select a personally meaningful film excerpt that depicts stereotypes about romance. They compose an analytic essay and make an oral presentation that comments on the film excerpt.
Mrs. Scheffler Can’t Teach this Lesson Anymore
Her students don’t get the chance to reflect on how media depictions of
romance shape their own understanding of social relationships
“The language of the image must be a
stimulus for critical reflection, not an
invitation to hypnosis.”
-Umberto Eco
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