Conversation with Renee HobbsThursday, December 5, 201310 a.m. EST / 4 p.m.CET

Twitter: @reneehobbsWeb: www.mediaeducationlab.com

www.mediaeducationlab.com

Who’s Here Today?Poll

Copyright and Fair Use for Digital Learning

• Hobbs, R. (2010). Copyright clarity: How fair use supports digital learning. Beverly Hills: Corwin/Sage.

• Hobbs, R. and Donnelly, K. (2011). Towards a pedagogy of fair use for multimedia composition. In Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss (Eds.) Copy(write): Intellectual property in the writing classroom. West Lafayette, IN: Parlor Press (pp. 275 – 294).

• Hobbs, R. (2012). Exemption to the Prohibition of Circumvention of Copyright Protection Systems for Access Control Technologies. To the Copyright Office, Library of Congress. Reply Comments of Professor Renee Hobbs on Behalf of the Media Education Lab at the Harrington School of Communication and Media at the University of Rhode Island.

• Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638. (Moritz College of Law, The Ohio State University)

News Media Production in School• Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom.

Beverly Hills: Corwin/Sage.• Hobbs, R. , Cohn-Geltner, H. & Landis, J. (2011). Views on the news: Media literacy

empowerment competencies in the elementary grades. In C. Von Feilitzen, U. Carlsson & C. Bucht (Eds.). New questions, new insights, new approaches. The International Clearinghouse on Children, Youth and Media. NORDICOM. University of Gothenburg, Sweden (pp. 43 – 56).

• Babad, E., Peer, A., & Hobbs, R. (2012). Media literacy and media bias: Are media literacy students less susceptible to non-verbal judgment biases? Psychology of Popular Media Culture.1(2), 97 – 107. Doi: 10.137/a0028181

• Hobbs, R., Clay, D., Clapman, L. & Cheers, I. (2010). PBS News Hour Student Reporting Labs. [News reporting and production curriculum.] PBS News Hour: Washington, D.C. Available: http://studentreportinglabs.org

• Hobbs, R., Donnelly, K., Friesem, J. & Moen, M. (2013). Learning to engage: How positive attitudes about the news, media literacy and video production contribute to adolescent civic engagement. Educational Media International. DOI: 10.1080/09523987.2013.862364

Digital & Media Literacy with Young Children

• Hobbs, R., Ebrahimi, A., Cabral, N., Yoon, J., & Al-Humaidan, R. (2011). Field-based teacher education in elementary media literacy as a means to promote global understanding. Action for Teacher Education 33, 144 – 156.

• Hobbs, R. & RobbGrieco, M. (2012). African-American children’s active reasoning about media texts as a precursor to media literacy. Journal of Children and Media 6(4), 502 – 519.

• Hobbs, R. & Moore, D.C. (2013). Discovering media literacy: Digital media and popular culture in elementary school. Thousand Oaks CA: Corwin/Sage.

• Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy. Learning, Media and Technology, 38(2), 1 – 28.

• Hobbs, R. & Moore, D.C. (2013). Powerful Voices for Kids. Professional development website with video content for K-6 educators. Online: http://www.powerfulvoicesforkids.com

Which Topic is Most Relevant to You?Poll

Powerful Voices for Kids is a comprehensive curriculum and professional development program for K-6 digital and media literacy education.

www.powerfulvoicesforkids.com

www.powerfulvoicesforkids.com

ACCESS

ANALYZEE

CREATEREFLECT

ACT

REFLECT

ACCESS

Media Literacy Learning Process

LOVE HATE

PRINT VISUAL SOUND DIGITAL

Teachers’ attitudes about media, technology and popular culture shape their work with children and youth

Exploring Teacher Motivations for Using Media & Technology

TAKE THE QUIZ: http://quiz.powerfulvoicesforkids.com

THE TECHIEYou’re the educator who loves tablets, apps, programs, plug-ins, widgets, websites, and other types of educational technology because you have a passionate curiosity about new tools. You see much potential to engage students with the technology tools they love and use in their everyday lives.

THE TRENDSETTERYou’re tuned into pop culture and curious about kid culture. Maybe your own most-loved popular culture isn’t too far removed from that of your students. You are inquisitive about the trends and hot topics that make up a crucial component of the fabric of your students’ everyday lives. You want school culture to meet kids where they live with the popular culture they know and love.

THE DEMYSTIFIER As a teacher, you “pull back the curtain” to help students see how various forms of information and knowledge are constructed. You emphasize the practice of critical thinking, helping students ask good “how” and “why” questions.

THE WATCHDOGYou are a natural critical thinker, aware of how economic systems and institutions influence our everyday lives, particularly through the media we use. You want your students and your peers to be more mindful of the ways that things are bought and sold. Who owns and controls the media content that we see, hear, read, and play with? You feel responsible for giving your students a “wake-up call” about the economic and institutional inner-workings of the technology and the world that surrounds them.

THE TEACHER 2.0You understand that participation in digital media and learning cultures requires flexibility to new formats, modes of expression, and participation in and out of school. You use online or interactive versions of classic literature to explore meaning behind texts. Teacher 2.0 teachers always trying new things in the classroom and finding new ways to connect learning to children’s culture.

ACTIVISTAs an educator, you want to make society more just and equitable by promoting democratic participation. You use media in the classroom as a catalyst for students to understand how they might have a voice in improving the quality of life in their communities and in the world.

THE TASTEMAKERYou want to broaden your students’ horizons. You want them to have exposure to the kinds of media experiences that put them in touch with historical, aesthetic, and critical appreciation. You know that a key component of students’ future interactions will require them to draw from a variety of cultural sources both classical and popular.

THE ALTYou are an inventive, perhaps “DIY,” teacher. You’re always ready to challenge students with alternative ways of finding, using, thinking about, and making media in the classroom. Whether you use open source programs on school computers, encourage students to start alternative clubs or magazines, or introduce students to media that’s “off the beaten path” of mainstream and mass media, you are likely a key proponent of broadening students’ understanding of the many different ways that people can communicate in the world.

THE MOTIVATORYou are an inspiration, a catalyst for your students’ creative energy. Students who have never felt comfortable speaking up in class, participating in activities, or contributing to class dialogue find it easier to speak their mind when you’re leading the classroom. You see your role as helping students be the best they can be.

THE SPIRIT GUIDEYou are a listener. You have a dedication to the social and emotional well-being of your students, and want to make sure that everything you do in the classroom connects to their immediate needs to understand themselves and their lives. Students likely find you trustworthy, and may even confide in you in ways that they do not for other teachers. You know media is just one facet of student life, and you want to engage with it to help them through the highs and lows of life in all of its challenges and opportunities.

THE PROFESSIONALYou have high standards for your students’ work, and you may be seen as the go-to media professional in your school. You know how to push your students to understand and emulate the professional conventions that is important to being taken seriously in the world of media creation. To help students enter the real world of media creation, you bring other authors, professionals, and media-makers into your classroom to enrich the learning experience.

THE PROFESSOR You balance your interest in media and technology with a clear connection to academic standards. You want to be sure that media and technology are not used in the classroom for their own sake, but to advance your lessons, goals, and learning target. Multimedia presentations, engaging websites, and educational technology serve the purpose of helping you deliver the core content and skills students need to master.

Which Motivation Do You Identify With?Poll

DISCUSSION: How does reflection on teacher motivations help improve teaching and learning with digital media and technology?

Working with K-2 Students

Learning to be an active viewer

Learning to recognize how messages are constructed

Treating visual texts as textsVideo Video

1

Developing Student Voice

Engaging with the messy realities of popular culture

2

Making Sense of Popular Culture

Using media production activities to deepen critical analysis of media and popular culture

3

Renee HobbsProfessor and Founding DirectorHarrington School of Communication and MediaUniversity of Rhode IslandUSA

Email: hobbs@uri.eduTwitter: @reneehobbs

Web: http://mediaeducationlab.comWeb: http://harrington.uri.edu