Media Literacy for Your Classroom

Presenter: Kelsey GreeneWednesday, March 1, 2017

8:30 am - 11:00 am

Workshop Goals

1. Explore the effectiveness of media literacy as a pedagogical approach to constructivist, inquiry-driven, student-centered learning

2. Reflect on the strengths and challenges of your current instructional practices involving media

3. Brainstorm strategies for incorporating media literacy into your curriculum through both analytical and production activities

Workshop Outline

1. Framing Contexts

Introductions

Instructional use of media

Defining media literacy

1. Media Analysis

Constructivist media decoding

Curriculum remix

3. Media Production Why making media matters

Key questions to consider when producing media

Curriculum remix

4. Reflection & Next Steps

About Myself

Media Producer

Educator

Scholar

Introductions

1. What’s your name?

2. What do you teach?

3. Where do you teach?

4. What’s your interest in this workshop?

5. What’s one of your favorite media texts?

How do you use media in your instruction?

How do you define media?

Media refers to all electronic or digital means and print or artistic visuals used to transmit messages

How do you define literacy?

Literacy is the ability to encode and decode symbols and to synthesize and analyze messages

How do you define media literacy?

Media literacy is the ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT

using all forms of communication

Why is media literacy important?

What’s your initial response to this ‘text’?

Why was this made?

Who is the target audience?

What ideas, values, information, and/or points of view are overt? Implied?

What is left out?

Why is it worth analyzing this text?

Media Literacy - Decoding

Media Literacy & Common Core

Media literacy engages in the thoughtful understanding of all texts in our media environment. Media literate students are able to decode and comprehend texts, which allows them to evaluate texts for credibility, point of view, values, varying interpretation, and the context in which they are made.

Main connections:

1.Exploring the Relationships between Authors and Audiences

2.Expanding the Concept of Literacy

3.Research with Information, News, and Current Events

4.Empowering Students as Critical Thinkers through Media Production and Analysis

5.Reflection, Ethics, and Understanding Multiple Points of View

Core Principles of Media Literacy

1. All media messages are constructed by someone for some purpose - they have embedded values and points of view

2. Media are a part of culture and function as agents of socialization

3. Different people experience the same media message differently - we use our individual skills, beliefs and experiences to construct our own meanings from media messages

Constructivist Media Decoding

What did you notice about the decoding we did?

How was the decoding similar/different from your instructional practice?

What questions would you ask students about this media text?

Source: http://www.iagreetosee.com/controversial-betsy-devos-political-cartoon-ruby-bridges/

Source: http://www.iagreetosee.com/controversial-betsy-devos-political-cartoon-ruby-bridges/

What questions would you ask students about these media texts?

Media Decoding in your Curriculum

How are you currently having students analyze/decode media?

Where in your curriculum could you incorporate media decoding more/differently?

Tech Tools to Deconstruct and Remix Media

Videos:

VideoAnt

Vialogues

The LAMP’s Media Breaker

Screencasting with Quicktime

Photos:

Canva

PicMonkey

Adobe Acrobat

Text:

Voyant

Mind Over Media

Evernote or Diigo

Planning Your Media Decoding Lesson

1. Identify curriculum and content goals, align learning standards

2. Select one or two rich “anchor” media documents

Consider media form and how the text(s) can expand your students thinking

Try to incorporate documents the have diverse perspectives/representation

1. Determine effective decoding questions

2. Consider additional lesson components (classroom practice, use of tech, assessment, etc.)

What’s your decoding activity?

How do you incorporate media production into your instruction?

What are the rewards of implementing production projects?

What are the challenges of implementing production projects?

Why is production important?

What type of learning does it promote?

Key Questions to Consider When Producing Media

Media Production in your Curriculum

What goal do you want to achieve through production?

Are there any obstacles you want to overcome?

Where in your curriculum could you incorporate media production more/differently?

Would a production activity supplement/strengthen the deconstruction lesson you just envisioned?

Tech Tools to Produce Media

WebsitesWix, WordPress, Weebly, Edublogs, Kidblog

VideosAnimoto, Voki, iMovie, Windows Movie Maker

PhotosFotoflexer, PicMonkey,Tumblr, Flickr

Podcasts/MusicAudacity, Podomatic, Garageband

WordlesWordle, Tagul, Tag Crowd

Journalism

Penzu Classroom, Patch

Planning Your Media Production Lesson(s) 1. Identify curriculum and content goals, align learning standards

2. Select - or create - one or two rich example media documents to deconstruct for genre elements and technique

Consider media form and production level

1. Outline media production process to scaffold for students

Make sure to incorporate feedback and iteration!

1. Consider additional lesson components (classroom practice, use of tech, assessment, etc.)

2. Share work with a meaningful audience

What’s your production activity?

Favorite Resources

Project Look Sharp

Media Education Lab - Mind Over Media

Critical Media Project

Common Sense Education

PBS Learning Media

Frank Baker’s Media Literacy Clearinghouse

The Media Spot

The LAMP

Thank You!

Kelsey Greene

kelseygreene5@gmail.com

@kelseylgreene

Professional Development Hours

●If you are interested in receiving Professional Development Hours (PDH) for time spent at the conference, you must physically sign in on a paper sign-in sheet during registration for each day you attend the conference. ●Workshop attendees should sign in at their session via a sign-in sheet made available by their presenter.●An online evaluation form will be made available on the ICE website after 3:30pm on each day of the conference. This form will only be available for 10 days. ●Once the online evaluation form is submitted, an Evidence of Completion form will be sent to you via email. The sender will be PDH@iceberg.org; please add this address to your Contacts list and/or check your Spam folder if you do not see the email within 24 hours of submission. ●Attendees must complete a separate evaluation form for each day of the conference. ●As a reminder, attendees must be physically signed in for each day, and they must complete a unique PDH evaluation form in order to receive hours for each day.