Digital Natives or Digitally Naive? Lessons in Digital and Media Literacy
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Renee Hobbs offers a keynote and workshop to the College and Research Libraries Division of the Pennsylvania Library Association.
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Digital Natives or Digitally Naive? Lessons in Digital and Media Literacy
- 1. Transforming Higher Education Through Digital & Media Literacy Renee Hobbs Harrington School of Communication and Media University of Rhode Island May 24, 2012
- 2. NEW TOOLS
- 6. NEW TEXTS
- 7. Texts Used in Teaching and Learning
- 9. Texts Used Teaching and Learning
- 11. Texts Used in Teaching and Learning
- 12. One Law Protects them All
- 20. Ignore
- 21. Ignore Engage
- 22. Expanding the Concept of Literacy
- 23. Expanding the Concept of Literacy Print Literacy
- 24. Expanding the Concept of Literacy Print Literacy Visual Literacy
- 25. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy
- 26. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy Media Literacy
- 27. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy
- 28. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy News Literacy
- 29. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy News Literacy Digital Literacy
- 30. Expanding the Concept of Literacy Print Literacy Visual Literacy Information Literacy Media Literacy Computer Literacy News Literacy Digital Literacy
- 31. New Literacies Confront the Silos in the Academy
- 32. What Silos?
- 35. What Silos? Classroom Workplace Community
- 36. What Silos? Business Humanities & Sciences Education Library Ed Tech Fine & Performing Arts
- 38. Digital media literacy embraces interdisciplinary connections across campus and community
- 39. One Expansive Conceptualization to Unite Them All Key Concepts
- 40. One Expansive Conceptualization to Unite Them All Key Concepts
- 42. Messages are Representations Messages Use Different Codes and Conventions
- 43. Messages are Representations People Interpret Messages Differently Messages Use Different Codes and Conventions
- 44. Messages are Representations People Interpret Messages Differently Messages Use Different Codes and Conventions Messages Have Economic & Political Power
- 45. Messages are Representations Messages Influence our Attitudes and Behaviors People Interpret Messages Differently Messages Use Different Codes and Conventions Messages Have Economic & Political Power
- 46. One Expansive Conceptualization to Unite Them All Key Concepts Learning Process
- 47. ACCESS ANALYZE CREATE ACT REFLECT The Learning Process of Digital & Media Literacy
- 48. ACCESS Learning Process Comprehend and Make Sense of All Sorts of Texts Use Technology Tools Well Gather Information Independently
- 49. ACCESS Find information on a topic & examine the quality of source material LINK
- 50. ANALYZE Ask Good Questions Evaluate the Quality & Value of Messages Explore Context in Meaningful Ways Learning Process
- 51. ANALYZE Analyze a media message using five critical questions LINK
- 52. COMPOSE Use Multiple Modes of Expression Reach Authentic Audiences Manipulate Content and Form in Relation to Purpose and Audience Learning Process
- 54. REFLECT Activate Multiperspectival Thinking Predict Consequences and Use Hypothetical Reasoning Examine Issues of Power and Responsibility Learning Process
- 55. REFLECT Discuss the ethical dimensions of a media message LINK
- 56. ACT Connect the Classroom to the World Strengthen Leadership and Collaboration Develop Integrity and Accountability Learning Process Link Link
- 57. ACCESS ANALYZE CREATE ACT REFLECT Transforming Higher Education Through Digital & Media Literacy
- 59. Digital Literacy Computer & Internet Access Skills
- 61. Digital Literacy Issues of Representation
- 63. Digital Literacy • Computer Skills and Access Issues • Authorship • Issues of Representation • Online Social Responsibility Which of these definitions is most relevant to your work?
- 64. Definitions of Digital Literacy Renee Hobbs Professor Founding Director Harrington School of Communication & Media University of Rhode Island Email: hobbs@uri.edu
Notas del editor
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
- Please share the White Paper with colleagues and all who see that the time is now – together, we can build a community education movement for digital and media literacy.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions.
- We’ll reach underserved youth including those young people who experience the juvenile justice system, who may be among the most vulnerable to negative messages in the media because of the lack of access to supportive adults and other resiliency factors.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- People of all ages will internalize the practice of asking critical questions about the author, purpose and point of view of every sort of message--- from political campaigns, pharmaceutical advertising, reports and surveys issued by think-tanks, websites, breaking news, email, blogs, and the opinions of politicians, pundits and celebrities. Teachers will use engaging instructional methods to explore the complex role of news and current events in society, making connections to literature, science, health and history, building bridges between the classroom and the living room that support a lifetime of learning. People of all ages will be responsible and civil in their communication behaviors, treating others with respect and appreciating the need for social norms of behavior that create a sense of personal accountability for one’s online and offline actions. As a fundamental part of instruction, students will compose and create authentic messages for real audiences, using digital tools, images, language, sound and interactivity to develop knowledge and skills and discover the power of being an effective communicator. People from all walks of life will be able to achieve their goals in finding, sharing and using information solve problems, developing the ability to access, analyze, evaluate, communicate and share ideas and information, participating in meaningful social action in their neighborhoods, communities, nation and the world. In the process, teamwork, collaboration, reflection, ethics and social responsibility will flourish. Teachers won’t have to complain about a generation of young people who lack the ability to identify appropriate keywords for an online search activity, those who aren’t aware of which American city was devastated by Hurricane Katrina, and those who cannot identify the author of a web page.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Review history of each one. Note that all are approaches responding to the new texts, the new tools and the new technologies that are part of everyday life.
- Disciplinary silos – communication, education, the arts, writing & rhetoric, library and information science
- Focus on communication senders and receivers, messages, systems, norms & expectations, industries, audiences, effects
- The silos that separate classroom learning from experiential learning that happens in the workplace and the community
- The silos that separate classroom learning from experiential learning that happens in the workplace and the community
- The silos that separate classroom learning from experiential learning that happens in the workplace and the community
- Focus on invention, argument, audience, community, authority, civic engagement,
- Examples of this: Science communication – using digital media to help the public understand about climate change Ritchie Garrison, professor of history at the University of Delaware- digitizing early American samplers enlisting technology to connect the public with its cultural legacy.
- Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning? Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf? Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
- Using technology tools. Do students get to use technology tools for finding information, problem solving, self-expression, and communication? Do assignments progressively deepen their capacity to use tools well? Or is going to the technology lab simply a matter of following directions on a worksheet? Or worse, is it a break from real learning? Gathering information. Do you model effective strategies for finding information from diverse sources? Do you give students opportunities to work independently? Do you give students choices? Or do you make most of the selections on their behalf? Comprehending. Are students challenged to make sense of texts? Do you create a learning climate where students’ interpretations are respected, valued, and shared? Or do you do most of the work of interpreting and explaining?
- Consider how analysis and evaluation competencies are part of your curriculum: Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter? Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining? Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
- Consider how analysis and evaluation competencies are part of your curriculum: Asking good questions. Do you ask open-ended questions that have no right or wrong answers? Do students’ answers matter in your classroom? Do their questions matter? Gaining knowledge. Do your assignments and activities promote curiosity? Do students get to apply and use the knowledge they are gaining? Contextualizing. Have you framed your curriculum around an essential question, one that touches hearts and souls, one that helps to define what it means to be human? In doing this, do students get to strengthen their understanding of political, social, economic, and cultural contexts that shape interpretation?
- Every teacher must consider how communication and composition are part of their teaching goals: Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across? Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return? Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
- Every teacher must consider how communication and composition are part of their teaching goals: Expression in multiple modes. Do students get to use different genres, including narrative, persuasive, and expository forms? Do they get to use image, language, sound, graphic design, performance, and interactivity to get their message across? Authentic audiences. Do students get to use literacy practices in ways that are meaningful forms of communication? Do they “talk back” to texts? Or do they primarily summarize and reproduce the ideas they encounter? Does their work reach real audiences, or is it created as an exercise for the teacher to grade and return? Content and form in relation to purpose and audience. Do students get to shape a message’s content based on their purpose and intended target audience? Or do students learn only standard forms, like the lab report, the research paper, the worksheet, or the five-paragraph essay?
- Teachers can support students’ ethical, social, and emotional development when they do the following: Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes? Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships? Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
- Teachers can support students’ ethical, social, and emotional development when they do the following: Encourage multiperspectival thinking. Do students get to imagine the thoughts, feelings, and ideas of others? Are they encouraged to move beyond either–or thinking? Do they get safe opportunities to share their feelings and listen to others? Do they practice building empathy by reflecting on the experience of standing in someone else’s shoes? Predict consequences and use hypothetical reasoning. Do students get to investigate the genuine conflicts they experience in the world outside the classroom? Do they get to apply reasoning skills to the challenges of daily life, especially in relation to communication and social relationships? Talk about power and responsibility. Do students get to examine how social status, hierarchy, respect, and power are exercised through communication practices, including praise, criticism, and gossip? Do they get to reflect on how our own communication behaviors shape the way we are treated by others?
- Connect the classroom to the world. Do classroom activities connect to relevant social issues, debates, and controversies in the world outside the classroom? Do students take action to address meaningful real-world problems that require solutions? Support leadership and collaboration. Do students get to use problem-solving skills to influence more than one person toward a goal? Do they recognize how to leverage the strengths of others to accomplish a common goal? Develop integrity and accountability. Are students held accountable for their actions? Are situations and opportunities provided that enable students to discover how personal values like honesty and courtesy benefit the individual, the group, and the society?