Sox SperryProject Look Sharp

Ithaca College

From the iPad into the Fire:Talking About Climate Using the Tools of Media Literacy

Climate Smart & Climate ReadyApril 20, 2013

Look for opportunities to raise the issues whenever and wherever we can

The cottage I spent part of every summer in from 1957-2006 – Deauville Beach, Jersey shore

This same cottage after Hurricane Sandy - 10/30/12

I’m afraid…

because

neither the candidates

nor the news media

are talking about

climate change

in this year’s election campaign.

What are you afraid of?

Acknowledge the emotional power and the risk in asking people to confront climate change

Integrating Media Literacy into the Science Curriculum

Use critical questions to stimulate dialogue.

Welcome opposing perspectives.

Audience • high school environmental science & social studies teachers•community sustainability educators •college–level agronomy and media studies professors

Focushow sustainability has been presented in the media with a particular focus on issues related to food, water and agriculture

Consistent themes •social justice •climate change•energy •economics •unintended consequences

Media Construction of Sustainability:Food Water & Agriculture

Thematic Listing by documents

What are the messages about climate change and sustainability?

What evidence do you find in the document to support your conclusions?

How are the mission and values of the source reflected in the constructed messages?

Use message questions to unearth prior knowledge and opinions.

Use source questions to inquire about how we know what we know.

Aug 26, 2002

What are the messages about climate change and sustainability?

Evidence?

How are the mission and values of the source reflected in the constructed messages?

Present a variety of media sources representing a range of corporate, grassroots and political interests

April 2009

What are the messages about climate change and sustainability? Evidence?How are the mission and values of the source reflected in the constructed messages?

Use a variety of media forms for decoding

What are the messages about climate change and sustainability?

How are the mission and values of the source reflected in the constructed messages?

What other questions might you ask about this media message?

Value and welcome questions as much as answers.

What are the messages about climate change and sustainability?

How are the mission and values of the source reflected in the constructed messages?

Look for media documents that can reveal how understandings are shaped by culture, race, generation, gender, homeplace

What are the messages about climate change and sustainability?

How are the mission and values of the source reflected in the constructed messages?

Acknowledge the enduring value of traditional ecological knowledge

Clarify your objectives

Use system questions to recognize complexity and interconnections.

Don’t be afraid to show documents from climate change deniers.

Allow critical questions and dialogue to educate and engage.

“’The Great Global Warming Swindle’ offers a powerful, well-sculpted naysayer perspective. I showed enough of this program to put the kids in a state of confusion. (Was Dan trying to help us see that there is real doubt that the changes are anthropogenic?) This heightened their own observations of what followed and forced them to push forward for the truth rather than participating in a predicable sequence of analysis and critique.“ Dan FlerlageLACS master teacher and curriculum co-author

Raise the question: Is climate change anthropogenic?

Ask for evidencefrom the doc

Draw conclusions based on content and on sourcing

Don’t be afraid to critique documents from climate change activists

Our analysis becomes more compelling when we are open to discussion

“Our critical thinking skills are likely to be robust when looking at media constructions that we disagree with…(My own) biases are harder for me to see.

One of our tasks in media literacy education is to help students, peers, and ourselves to beef up our critical thinking skills so that we are able to think critically about the very media we agree with.”Chris SperryLACS master teacher and curriculum co-authorThe Epistemological Equation: Integrating Media Analysis into the Core Curriculum The National Association for Media Literacy Education’s Journal of Media Literacy Education 1:2 (2010) 89-98

Compare constructions from contending perspectives.

Ask for conclusions about climate change and about the credibility of sources.

Find documents that are produced by local media sources and that relate to local and regional issues

What are some anticipated impacts of climate change on farming in the Finger Lakes suggested by the ClimAid report?

Ask questions about our backyard

ACTIVITY #1

What important information gets left out of sound bite news?

Ask about how citizens tend to get our information about climate change

ACTIVITY #1

Invite us to deepen and expand our news source choices

ACTIVITY #1

Explore how the biggest companies explain themselves

ACTIVITY #2

Select contending views with clearly contrasting perspectives

ACTIVITY #2

Refer to mission or “about us” statements to question how the bottom line impacts media constructions

ACTIVITY #2

This excerpt is from the Worldwatch Institute’s “Mission” web page: MissionWorldwatch Institute delivers the insights and ideas that empower decision makers to create an environmentally sustainable society that meets human needs. Worldwatch focuses on the 21st-century challenges of climate change, resource degradation, population growth, and poverty by developing and disseminating solid data and innovative strategies for achieving a sustainable society.

Use carefully chosen short video clips to enhance interest

ACTIVITY #3

Select a series of clips that can provide different answers to the same questions

ACTIVITY #3

ACTIVITY #3

ACTIVITY #3

After all the teams have presented lead a discussion on best strategies in agriculture to mitigate climate change.

Probe questions include:

Which strategies seemed most likely to result in reduced greenhouse gas emissions?

Which strategies seemed to take into account the needs of the human community including people of varied economic means, rural and urban populations and people of different cultural backgrounds?

Which strategies seemed to take into account overall environmental protection?

Which strategies seemed most likely to be politically feasible?

Which strategies seemed most likely to be economically sustainable?

Use media document decoding to lead into a strategic discussion of how to proceed with action steps

ACTIVITY #3

TAKE HOME MENURaise the issue & acknowledge the emotion

Invite critical questioning and respectful debate

Uncover media construction & question the source

Bring forward divergent and hidden voices

Think systemically – social justice + economic alternatives = climate change activism

Bring it on home to where we live