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A Case For Media
Education in the
Classroom
Nicoleta Fotiade
ActiveWatch, Romania
nicoleta@mma.ro
What is this?

• A glimpse into one model of media
  education practice
• With illustration of several media
  education activities to use in the
  classroom (interdisciplinary approach,
  secondary education)
• Also a brief reflection on what media
  education is
Our preoccupation

• We are interested in active aware
  citizens
• Information media
• We do: teachers’ training and
  assistance, support materials,
  students’ workshops, advocacy for
  media education in schools.
ActiveWatch & Media
                       Education
• We understand media education as the
  process through which
• children and adults achieve knowledge
  and skills that help them
• (1) understand media and their social,
  cultural and economic implications in
  everyday life and
• (2) use various media in a critical and
  creative way for their own benefit.
Why MedEd?

• Our belief: MedEd should be part of
  the core school curriculum.
• MedEd contributes to the children and
  young people’s media literacy in an
  increasingly mediated society
• It adds value to the teaching &
  learning activity
How?

• Introducing media knowledge and media-
  based teaching strategies within various
  subjects (social and humanistic sciences
  and languages)
• Extracurricular activities
• Media as object of study (education about
  media)
• Questioning/Dialogue between teacher and
  students
I am going to briefly
                     illustrate….
• … with 3 examples taken out of our
  own experience with teachers.
(1) How to Find Credible and Useful Resources Online?
(1) How to Find Credible and Useful
                         Resources Online?
• Imagine tasks that suppose a certain amount of
  documentation and ask your students to identify
  their sources of information
                           &
• Initiate a class debate to discuss the reasons why
  they chose certain sources and not others.

  Aim: To stimulate your students’ critical thinking
             during search of information.
                                                       
Value of information on
                           Internet
• Who posted the information? Identify the
  author/speaker’ background, the funding body,
  ownership, the distributor etc.
• Why?
• Where?
• How do we verify information?
• Is the piece of information trustworthy?
                                              
TIPS to verify information
• Use specialized search engines! More chances to
  find articles from trustworthy sources.
• QUESTIONING: Look up the information from at
  least 3 sources and answer questions: Was there
  any information omitted? / Any significant
  contradictions in the article?
• BIAS: author’s value judgments / phrases that
  could minimize or increase the importance of an
  event / a person.
• Identification of SOURCES & QUOTATION give
  credibility to information.
(2) Judge an image to its
                                          context!
1. Present a press image to your students!
2. Ask them to write their own caption (without offering
     any context related-information).
3. Give them the context (e.g. the article) and then ask
     your students to write a new caption!
4. Have a group sharing of the students’ captions!
5. Now compare with the original caption!
6. Discussion: To what extent your students’ own
     social and cultural prejudice played a role in their
     former interpretation of the image?

What do you think this is about?




Photo: Dumitru Liviu Ștefan
(3) Media Consumption Diary
                  Aim:
  • to understand how and why we
 consume and interact with the certain
                  media
(social, cultural & economic reasons)
      • To become aware of the
   circumstances in which we use &
           interact with media
Media Consumption Diary
1. Encourage your students to record their
   personal media consumption diary for at
   least three days (in an excel database if
   possible).
2. Ask them to write a short analysis based on
   the recorded data.
3. Organize a classroom or an online forum
   debate on the basis of their findings.
                             
Media Consumption
                  Diary(excel)
              • Date
           • Time/hour
              • Place
    • Type of media content
• Context/Reason for consumption
    • General observations
         
Short analysis
                  questions to answer:
1. What time of the day you access various
   media? And where?
2. What type of media channels?
3. What type of content? Why?
4. What exactly determined you to read or use
   certain media?
5. Role of the media content you access in your
   daily life.
A Variation of the USDA’s
Food Pyramid by Steven Leckart (Balance Your
                Media Diet)
Questions

• How feasible do you find this sort of
  activities for classroom practice?
• What are the limitations of the critical
  approach in media education?
• Any other considerations?
Proposals of a Romanian
                  language teacher
For lower secondary school students (13-14 y)
• Short exercises to critically analyze advertising
  & news items, music video clips.
• Online search. Comparative study on literary
  topics - the basis of a critical discussion.
• Production of short films on topics of interest for
  the students’ age; presentation and discussion.
• Short exercises to understand the meanings
  they give to images; the study of image.
“How to teach…” Resources
                   Online
OnAir Course   Media&Learning
               Resource Database
Thank You!

  Nicoleta Fotiade
 Program Manager
    ActiveWatch
       Romania
 nicoleta@mma.ro
www.activewatch.ro

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A Case For Media Education in the Classroom - Nicoleta Fotiade

  • 1. A Case For Media Education in the Classroom Nicoleta Fotiade ActiveWatch, Romania nicoleta@mma.ro
  • 2. What is this? • A glimpse into one model of media education practice • With illustration of several media education activities to use in the classroom (interdisciplinary approach, secondary education) • Also a brief reflection on what media education is
  • 3. Our preoccupation • We are interested in active aware citizens • Information media • We do: teachers’ training and assistance, support materials, students’ workshops, advocacy for media education in schools.
  • 4. ActiveWatch & Media Education • We understand media education as the process through which • children and adults achieve knowledge and skills that help them • (1) understand media and their social, cultural and economic implications in everyday life and • (2) use various media in a critical and creative way for their own benefit.
  • 5. Why MedEd? • Our belief: MedEd should be part of the core school curriculum. • MedEd contributes to the children and young people’s media literacy in an increasingly mediated society • It adds value to the teaching & learning activity
  • 6. How? • Introducing media knowledge and media- based teaching strategies within various subjects (social and humanistic sciences and languages) • Extracurricular activities • Media as object of study (education about media) • Questioning/Dialogue between teacher and students
  • 7. I am going to briefly illustrate…. • … with 3 examples taken out of our own experience with teachers.
  • 8. (1) How to Find Credible and Useful Resources Online?
  • 9. (1) How to Find Credible and Useful Resources Online? • Imagine tasks that suppose a certain amount of documentation and ask your students to identify their sources of information & • Initiate a class debate to discuss the reasons why they chose certain sources and not others. Aim: To stimulate your students’ critical thinking during search of information. 
  • 10. Value of information on Internet • Who posted the information? Identify the author/speaker’ background, the funding body, ownership, the distributor etc. • Why? • Where? • How do we verify information? • Is the piece of information trustworthy? 
  • 11. TIPS to verify information • Use specialized search engines! More chances to find articles from trustworthy sources. • QUESTIONING: Look up the information from at least 3 sources and answer questions: Was there any information omitted? / Any significant contradictions in the article? • BIAS: author’s value judgments / phrases that could minimize or increase the importance of an event / a person. • Identification of SOURCES & QUOTATION give credibility to information.
  • 12. (2) Judge an image to its context! 1. Present a press image to your students! 2. Ask them to write their own caption (without offering any context related-information). 3. Give them the context (e.g. the article) and then ask your students to write a new caption! 4. Have a group sharing of the students’ captions! 5. Now compare with the original caption! 6. Discussion: To what extent your students’ own social and cultural prejudice played a role in their former interpretation of the image? 
  • 13. What do you think this is about? Photo: Dumitru Liviu Ștefan
  • 14. (3) Media Consumption Diary Aim: • to understand how and why we consume and interact with the certain media (social, cultural & economic reasons) • To become aware of the circumstances in which we use & interact with media
  • 15. Media Consumption Diary 1. Encourage your students to record their personal media consumption diary for at least three days (in an excel database if possible). 2. Ask them to write a short analysis based on the recorded data. 3. Organize a classroom or an online forum debate on the basis of their findings. 
  • 16. Media Consumption Diary(excel) • Date • Time/hour • Place • Type of media content • Context/Reason for consumption • General observations 
  • 17. Short analysis questions to answer: 1. What time of the day you access various media? And where? 2. What type of media channels? 3. What type of content? Why? 4. What exactly determined you to read or use certain media? 5. Role of the media content you access in your daily life.
  • 18. A Variation of the USDA’s Food Pyramid by Steven Leckart (Balance Your Media Diet)
  • 19. Questions • How feasible do you find this sort of activities for classroom practice? • What are the limitations of the critical approach in media education? • Any other considerations?
  • 20. Proposals of a Romanian language teacher For lower secondary school students (13-14 y) • Short exercises to critically analyze advertising & news items, music video clips. • Online search. Comparative study on literary topics - the basis of a critical discussion. • Production of short films on topics of interest for the students’ age; presentation and discussion. • Short exercises to understand the meanings they give to images; the study of image.
  • 21. “How to teach…” Resources Online OnAir Course Media&Learning Resource Database
  • 22.
  • 23. Thank You! Nicoleta Fotiade Program Manager ActiveWatch Romania nicoleta@mma.ro www.activewatch.ro

Notas del editor

  1. transfer of media knowledge – media representation, media content & production, audiences.
  2. How does Google search work?