1. Media Literacy andAdolescent DevelopmentRenee HobbsProfessor of Communication StudiesHarrington School of Communication and Media,University of Rhode Island USAEmail: hobbs@uri.eduTwitter: @reneehobbs

2. PEER-TO-PEER FILE SHARINGTheoretical FrameworkCommunication & Education. Institutions of education, communicationpractices & democratic values are interconnected.Inquiry Learning. People learn best from experiences that are carefullysupported or scaffolded to meet the needs of the learner.Critical Pedagogy. Awareness, analysis, and reflection enable people totake action to make society more just and equitable.Medium Theory. Media & technology are immersive culturalenvironments; media structures re-shape human perception & values.Active Audience Theory. Audiences are active; meaning-making isvariable; lived experience & social context are key dimensions ofinterpretation. 3. expanding the concept of text 4. expanding the concept of literacyACCESSCREATE ACTANALYZEEREFLECTACCESS 5. PEER-TO-PEER FILE SHARINGQuestionHow does media literacy education affectdimensions of adolescent development? 6. PEER-TO-PEER FILE SHARINGApproachParticipatory Action Research uses iterative cycles ofplanning, reflection, action and evaluation. Keycharacteristics: Participants collaborate at every stage Intended to result in some action, change or improvement 7. PEER-TO-PEER FILE SHARINGOverview of Three StudiesMontgomery Blair High School: How does ability groupingaffect the acquisition of media literacy competencies?PBS News Hour Student Reporting Labs: What is theimpact of a high school program in broadcast journalism onadolescents?Mark Day School: How can a social media pen-palexperience between American and Turkish middle-schoolstudents promote global understanding? 8. Communication Arts Program (CAP) 9. Communication Arts Program (CAP)GRADE 9 - 10INTERDISCIPLINARYINTERDISCIPLINARY PROJECTSThe projects synthesize informationfrom various disciplines intocomprehensive presentations thathighlight the events of the eraassigned.MOVIE REVIEWSEach quarter theStudents watch a movie in theauditorium that relates to thehistorical period focused on in Historyclass. They write a movie review andfor homework, watch movies from alist compiled by the faculty.The project entails an in depthargument and analysis for a majorsocial issue facing humanity.A comprehensive programthat connects thehumanities to the media,now in its 24th year 10. Communication Arts Program (CAP)Crystal BallStudents research demographicand voter characteristics and thenpredict the Presidential, US Senate,US House of Representatives, andgubernatorial races throughout theUnited States.Critical Thinking EssayThe Critical Thinking Essay requiresstudents to select an issue ofnational importance and write apersuasive essay arguing one sideof that issue, supported bydocumented and cited sources. In10th grade, each student supportsthe issue from the side opposite tothe one advocated in the 9th gradeessayCAP Congress Foreign PolicyStudents research foreign policyissues concerning seven hotspotsfrom around the world, draftresolutions, debate the issues, andprioritize the foreign policy needsof the US.CAP CourtStudents hold mock trials on courtcases drawn from each of the four10th grade subjects: English,Government, Journalism andMedia. Students act as lawyerstrying the case and also role-playthe defendants and witnesses.GRADE 9 - 10INTERDISCIPLINARY 11. Selective Admission ProgramsCommunication Arts Program (CAP)Science, Mathematics and Computer ScienceMagnet ProgramOpen Admission ProgramsMedia LiteracyEntrepreneurshipInternational Studies and LawHuman Service ProfessionsScience, Math and Technology 12. Research DesignQuasi-experimental study2 x 2 factorialOpen SelectiveAdmission AdmissionMediaLiteracyNo MLML ACADEMY CAPCONTROL CONTROLAcademy LevelTreatment 13. MEASURESInternet useInformation Motives (U&G)Civic EngagementNews AnalysisAd AnalysisMedia KnowledgeWe asked respondents to identify how muchthey use the Internet on an 8-point scaleranging from never to every day. 14. MEASURESInternet useInformation Motives (U&G)Civic EngagementNews AnalysisAd AnalysisMedia KnowledgeTo assess students motives to seek outinformation as a part of daily life, we used aninstrument developed to assess Internet usesand gratifications by Papacharissi & Rubin(2000). Using a five-point scale, students wereasked to respond to four statements:I use the internet: to search for information to see what is out there to keep up with current events and issues because it provides me with a new andinteresting way to do research 15. MEASURESInternet useInformation Motives (U&G)Civic EngagementNews AnalysisAd AnalysisMedia KnowledgeStudents were asked to report if they expect toengage in the following activities when theybecome an adult: vote in national elections get information about candidates beforevoting in an election join a political party write letters to a newspaper about social orpolitical concerns be a candidate for a local or city office volunteer time to help poor or elderlypeople in the community collect money for a cause collect signatures for a petition, andparticipate in a peaceful rally or protest.A 4-point scale was used, scaled as certainlywill not do, probably will not do, probably willdo, and certainly will do. 16. MEASURESInternet useInformation Motives (U&G)Civic EngagementNews AnalysisAd AnalysisMedia KnowledgeIn the news analysis task, students were givena short Time magazine piece (Van Biema,2007) and asked to read it, responding toopen-ended questions including: summarize the main point of the article identify the target audience & explain whatspecific information from the readingsupports your answer identify the message purpose identify what techniques were used toattract and hold attention list some different points of view presented identify omitted informationScores were summed to form an additive indexwhich ranged from 14 to 0. 17. MEASURESInternet useInformation Motives (U&G)Civic EngagementNews AnalysisAd AnalysisMedia KnowledgeIn the ad analysis task, students were given a printad and asked to respond to open-ended questionsincluding: identify the target audience & explain whatspecific information from the reading supportsyour answer identify the message purpose Identify the ads implied message or subtext identify what techniques were used to attractand hold attention list some different points of view presented identify omitted informationScores were summed to form an additive indexwhich ranged from 14 to 0. 18. MEASURESInternet useInformation Motives (U&G)Civic EngagementNews AnalysisAd AnalysisMedia KnowledgeWe asked students to complete short testsrelating to different facets of the mediaindustry, including information about history,economics, institutions, audiences andeffects.MULTIPLE CHOICE (6 items): identify the main purpose of photos in anewspaper recognize the most common kind of economiccontrol over mass media name the system of financing used to pay forcommercial radio.TRUE FALSE (11 items) The number of companies that own mass mediaoutlets is growing Newspapers make most of their money throughthe price paid by the consumers who buy them 19. Students in the Selective Admission media literacy programhave stronger media knowledge and news and advertisinganalysis skills than students in other programs.Table 1 Comparing meansOpen Admission Program Selective Admission ProgramOther program ML program Other program ML programMean (SD) Mean (SD) Mean (SD) Mean (SD)Media knowledge .53 (.17) .62 (.22) .71 (.17) .75 (.13)News analysis 4.80 (3.09) 4.27 (3.32) 7.60 (3.16) 8.86 (2.58)Ad analysis 8.20 (3.45) 8.38 (4.02) 9.31 (3.18) 11.10 (3.16)n = 191 n = 55 n = 87 n = 59Students in the Open Admission media literacy programhave weaker news and advertising analysis skills thanstudents in other programs. 20. Students who participate in media literacy programs aremore likely to be civically engaged than students enrolled inother programs.Predictors of Civic Engagement 21. News analysis skills, media knowledge & information motivepredict civic engagement. Amount of Internet use andadvertising analysis skills are not associated with civicengagement.Predictors of Civic Engagement 22. PEER-TO-PEER FILE SHARINGFinding #1How does media literacy education affect dimensions ofadolescent development? Media analysis and production activities are associatedwith media knowledge, critical analysis of print media,and information seeking motives, all of which contributeto civic engagement 23. www.studentreportinglabs.com 24. PILOT STUDYN = 85 HS students61% African American33% Caucasian3% Hispanic/LatinoMAIN STUDYN = 544 HS students36% Hispanic30% Caucasian13% African AmericanRESEARCH DESIGNPre-Post Online SurveyTeacher InterviewsAnalysis of Student WorkSamples 25. PRODUCTION SKILLSCommunication skillsTechnical skillsMEDIA LITERACYCIVICENGAGEMENTSign an onlinepetitionExpress anopinion to newsmediaBlog about anissueWrite an opinionletter 26. PRODUCTION SKILLSNon-technical skillsTechnical skillsIN-CLASSROOMACTIVITIESGathering &Synthesizing InfoUsing Digital MediaRevisionGathering and Synthesizing InformationPercentageAnalyzed videos 70%Created a story board 65%Conducted interviews 68%Fact-checked information 49%Pitched a news story 54%Discussed different points of view aboutsocial and political issues 53%Using Digital Media to Communicate IdeasUsed a video camera to record visuals 69%Wrote a script 64%Performed MEDIA in front LITERACYof the camera 65%Worked behind the scenes/different roles 64%Logged footage 43%Edited visuals and sounds 68%Used images/sounds to tell a story 54%Posted videos online 38%CIVICENGAGEMENTSign an onlinepetitionExpress anopinion to newsmediaBlog about anissueWrite an opinionletterEngaging in Cycles of Revision & FeedbackEdited reports in response to feedback 38% 27. PRODUCTION SK]ILLSMEDIA LITERACYCommunication skillsTechnical skills]ANALYSISCIVICENGAGEMENTSig an onlinepetitionExpress anopinion to newsmediaBlog about anissueWrite an opinionletter 28. ATTITUDESIntellectual CuriosityGiving & ReceivingFeedbackConfidence 29. PRODUCTION SKILLSCommunication skillsTechnical skillsATTITUDESIntellectual CuriosityGiving & ReceivingFeedbackConfidenceMEDIA LITERACYANALYSISCIVICENGAGEMENTIN-CLASSROOMACTIVITIESGathering &Synthesizing InfoUsing Digital MediaRevision 30. PRODUCTION SKILLSCommunication skillsTechnical skillsATTITUDESIntellectual CuriosityGiving & ReceivingFeedbackConfidenceMEDIA LITERACYANALYSISCIVICENGAGEMENTIN-CLASSROOMACTIVITIESGathering &Synthesizing InfoUsing Digital MediaRevision 31. PRODUCTION SKILLSCommunication skillsTechnical skillsATTITUDESIntellectual CuriosityGiving & ReceivingFeedbackConfidenceMEDIA LITERACYANALYSISCIVICENGAGEMENTSign an onlinepetitionExpress anopinion to newsmediaBlog about anissueWrite an opinionletterIN-CLASSROOMACTIVITIESGathering &Synthesizing InfoUsing Digital MediaRevision 32. OTHER VARIABLESTHAT DID NOT AFFECTCIVIC ENGAGEMENT Attitudes TowardsSchool Leadership Cynicism towardsMedia Vocational Interest inMedia News Media Use 33. PEER-TO-PEER FILE SHARINGFinding #2How does media literacy education affect dimensions ofadolescent development? Media pre-production activities support mediaanalysis skills and contribute to intellectual curiosity,practices of creative collaboration & civicengagement 34. University-school partnership programSix-week pilot project designed to explore medialiteracy pedagogy in the context of globalcommunicationSubjects: Middle-school children ages 11 13 andtheir teachers SAINT MARKS SCHOOL San Rafael CA USA Gokkusagi MIDDLE SCHOOL, Canakkale, TurkeyMethodInterviews with teachersAnalysis of student work samplesClassroom observation 35. 1. Getting to Know You2. Learning about Two Countries3. Analyzing TV Shows that Feature High School4. Discussing Current Events 36. American students haveonly basic informationabout Turkish history,daily life and culture 37. Information sharing aboutTurkey includes student-curatedimages and links 38. American students lackknowledge of Turkishhistory, life and culture 39. As a result of popularculture, Turkish studentshave significantinformation aboutAmerican culture 40. Students recognize howvalues are(mis) represented inentertainment television 41. Feelings of social andemotional connectedness 42. ANALYSIS OF POPULAR CULTURE IN SCHOOL. Students can identifycultural values in the representation of school in popular televisionprograms. They can identify misrepresentations only from home countryprogramming.DISCUSSING CURRENT EVENTS IN SCHOOL. Turkish students are notcomfortable talking about the current political situation in their country.MEDIA LITERACY SUPPORTS CULTURAL KNOWLEDGE. For adolescents, theasymmetrical knowledge gap between Turkish and U.S. students can bemitigated through media literacy activities involving online interpersonalcommunication. American students gain new awarenessof the power imbalance in their own lack of access to global popularculture. 43. PEER-TO-PEER FILE SHARINGFinding #3How does media literacy education affect dimensions ofadolescent development? Social media activities that involve global dialogue & criticalanalysis of entertainment media promotes an awareness ofinequalities in information flows 44. PEER-TO-PEER FILE SHARINGOverview of FindingsHow does media literacy education affect dimensions ofadolescent development? Media analysis and production activities are associated with mediaknowledge, critical analysis of print media, and information seekingmotives, all of which contribute to civic engagement Media pre-production activities support media analysis skills andcontribute to intellectual curiosity, practices of creativecollaboration & civic engagement Social media activities that involve global dialogue & criticalanalysis of entertainment media promotes an awareness ofinequalities in information flows 45. PEER-TO-PEER FILE SHARINGFuture QuestionsHow could news and current events best be used in the classroom topromote intellectual curiosity, critical analysis & civic engagement?How could critical analysis of entertainment media be incorporatedinto work with younger adolescents?How do teacher motivations for the use of digital media & technologyshape their instructional practices?What are best practices in teacher professional development inimplementing media literacy programs? 46. Martens, H. & Hobbs, R. (in press). How media literacy supports civic engagement in a digital age. AtlanticJournal of Communication.Hobbs, R. & Tuzel, S. (2014). The Use of Media Literacy Instructional Strategies for Promoting InterculturalCommunication in U.S. & Turkish Middle Schools. Paper presentation to the International Association forIntercultural Communication Studies (IAICS). Providence, RI. August 1, 2014.Hobbs, R., Donnelly, K., Friesem, J. & Moen, M. (2013). Learning to engage: How positive attitudes about thenews, media literacy and video production contribute to adolescent civic engagement. Educational MediaInternational 50(4), 231 246.Hobbs, R. (2013).Kids Who Produce News Become Better Citizens, Panel presentation, SXSWEdu, Austin, TX,March 6.Hobbs, R. & Donnelly, K. Friesem, J. & Moen, M. . (2013, August). Evaluation of PBS NewsHour StudentReporting Labs. Kingston, RI: Media Education Lab. University of Rhode Island.Hobbs, R. (2013). Global Developments in Media Literacy Education, Media and Digital Literacy Lab(MDLAB). Keynote address at the American University of Beirut, Lebanon. August 18.Hobbs (2011). How Digital and Media Literacy Supports Global Understanding, Arab-US Association ofCommunication Educators (AUSACE), Beirut, Lebanon, October 30.Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Beverly Hills: Corwin/Sage.Hobbs, R., Clay, D., Clapman, L. & Cheers, I. (2010). PBS News Hour Student Reporting Labs. [News reportingand production curriculum.] PBS News Hour: Washington, D.C.www.mediaeducationlab.com 47. Media Literacy and AdolescentCivic EngagementRenee HobbsProfessor of Communication StudiesHarrington School of Communication andMedia, University of Rhode Island USAEmail: hobbs@uri.eduTwitter: @reneehobbs