The document discusses the importance of media literacy and how it can be taught in elementary school classrooms, defining media literacy as an expanded conceptualization of literacy that helps students access, analyze, create, and reflect on media messages. Research shows that teaching media literacy skills improves learning, inspires leadership, and increases civic engagement as students learn to think critically about the media they consume and create.
1. Digital &
Media Literacy:
Connecting Classroom
and Community
Renee Hobbs
MEDIA LITERACY FOR ELEMENTARY
SCHOOL TEACHERS (ML4T)
University of Zagreb, Croatia
May 11, 2015
7. PEER-TO-PEER FILE SHARING
Questions for Today
What is media literacy and why is it important?
How is media literacy relevant to the elementary curriculum?
What does media literacy look like in the classroom?
What do students actually learn when they learn media
literacy?
How can teachers play a role in advancing media literacy?
8. Media literacy is a response to the
contemporary cultural
environment
25. PEER-TO-PEER FILE SHARING
Communication & Education. Institutions of education, communication
practices & democratic values are interconnected.
Inquiry Learning. People learn best from experiences that are carefully
supported or scaffolded to meet the needs of the learner.
Critical Pedagogy. Awareness, analysis, and reflection enable people to
take action to make society more just and equitable.
Medium Theory. Media & technology are immersive cultural
environments; media structures re-shape human perception & values.
Active Audience Theory. Audiences are active; meaning-making is
variable; lived experience & social context are key dimensions of
interpretation.
Theoretical Framework
31. Media Literacy is a Lifelong Process
What media content do you use now that you did not use when you were growing up?
What media content did you use long ago that is not so important to you now?
32. Media literacy educators use a
wide variety of instructional
practices to advance core
competencies
34. ACCESS
Keyboard and mouse skills
Be familiar with hardware, storage and file
management practices
Understand hyperlinking & digital space
Gain competence with software applications
Use social media, mobile, peripheral & cloud
computing tools
Identify information needs
Use effective search and find strategies
Troubleshoot and problem-solve
Learn how to learn
Listening skills
Reading comprehension
Defining Digital & Media Literacy Competencies
35.
36. Analyze &
Evaluate
Understand how symbols work: the
concept of representation
Identify the author, genre, purpose and
point of view of a message
Compare and contrast sources
Evaluate credibility and quality
Understand one’s own biases
and world view
Recognize power relationships that shape
how information and ideas circulate in
culture
Understand the economic context of
information and entertainment production
Examine the political and social
ramifications of inequalities in information
flows
Defining Digital & Media Literacy Competencies
37.
38.
39. Create &
Collaborate
Recognize the need for communication and
self-expression
Identify your own purpose, target
audience, medium & genre
Brainstorm and generate ideas
Compose creatively
Play and interact
Edit and revise
Use appropriate distribution, promotion &
marketing channels
Receive audience feedback
Work collaboratively
Comment, curate and remix
Defining Digital & Media Literacy Competencies
40. Reflect
Recognize how entertainment media
communicate values & ideology
Understand how differences in values and
life experience shape people’s media use
and message interpretation
Appreciate risks and potential harms of
digital media
Apply ethical judgment and
social responsibility to
communication situations
Understand how concepts of ‘private’ and
‘public’ are reshaped by digital media
Appreciate and respect legal rights and
responsibilities (copyright, intellectual
freedom, etc)
Defining Digital & Media Literacy Competencies
41. What values are depicted in this episode of
children’s entertainment media ?
42. Take Action
Acknowledge the power of
communication to maintain the status
quo or change the world
Participate in communities of shared
interest to advance an issue
Be a change agent in the family &
workplace
Participate in democratic self-
governance
Speak up when you
encounter injustice
Respect the law and work to change
unjust laws
Use the power of communication and
information to make a difference in the
world
Defining Digital & Media Literacy Competencies
45. PEER-TO-PEER FILE SHARING
When students can access, the power of choice activates intellectual
curiosity
When students can analyze, they have critical autonomy – control over
their interpretations
When students compose media, the discover the power of collaboration
as a key dimension of human creativity
When students reflect, they consider the impact of their communication
on themselves and others and develop a sense of social responsibility
When students act, they use of the power of information and
communication to make a difference in the world
Learning Outcomes
46. Media literacy educators are
passionate about its
transformative value and research
is demonstrating its effectiveness
47. Teacher Leadership is at the Heart of
Media Literacy Education
• Book Clubs
• Tech Tuesday Sessions
• Teachers Teaching Teachers
• After-School & Summer
Programs
• Graduate Programs
• Curriculum Development
• Participatory Action Research
• Sharing and Discussion of
Student Work
• Advocacy and community
building
• University-school partnerships
48.
49.
50. What happens when children and
teens learn to critically analyze and
create media?
52. How Do How Attitudes towards News Media,
Media Literacy and Video Production
Contribute to Adolescent Civic Engagement?
Inspires leadership &
entrepreneurial thinking
ResearchEvidence
53. AUTHORSHIP
Creative sills
Collaboration skills
Technical skills
MEDIA ANALYSIS
SKILLS
Comprehension
Identify Purpose
Recognize
Point of View
ATTITUDES
Giving & Receiving
Feedback
Intellectual
Curiosity
CIVIC
ENGAGEMENT
Sign an online
petition
Express an
opinion to news
media
Blog about an
issue
Write an opinion
letter
QUALITY OF
MEDIA CHOICES
Increases civic engagement
60. PEER-TO-PEER FILE SHARING
Conclusion
Media literacy is a response to the contemporary cultural
environment
Media literacy enables people to be lifelong learners
Media literacy is an expanded conceptualization of literacy
Media literacy educators use a wide variety of instructional
practices to advance five core competencies
Media literacy educators are passionate about its
transformative value and research is demonstrating its
effectiveness
62. Martens, H. & Hobbs, R. (2015, April). How media literacy supports civic engagement in a digital age.
Atlantic Journal of Communication 23(2), 120 – 137. DOI:10.1080/15456870.2014.96163
Hobbs, R., He, H. & RobbGreico, M. (2014) Seeing, Believing and Learning to be Skeptical: Supporting
Language Learning through Advertising Analysis Activities. TESOL Journal.
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 50(4), 231 – 246.
Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy.
Learning, Media and Technology, 38(2), 182-197.
Hobbs, R., Yoon, J., Al-Humaidan, R., Ebrahimi, A. & Cabral, N. (2011). Online digital media in elementary
school. Journal of Middle East Media 7(1), 1 – 23.
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., 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).
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).
Hobbs, R. and RobbGrieco, M. (2010). Passive dupes, code breakers, or savvy users: Theorizing media
literacy education in English language arts. In D. Lapp and D. Fisher (Eds.), Handbook of research on
teaching the English language arts. Third edition. New York: Routledge (pp. 283 – 289).
www.mediaeducationlab.com
63. Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication
and Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: @reneehobbs
WEB: www.mediaeducationlab.com
Notas del editor
I’m interested in media literacy, which is the ability to access, analyze and evaluate, and create messages – in a wide variety of forms. Access - Analyze – Create – Reflect – Act.
An initiative of the PBS News Hour, PBS Student Reporting Labs is a digital and media literacy program that reaches thousands of high school students across the United States. Students learn about their communities, the environment, law and politics, the economy – and work collaboratively to create a video news segment,
Our research investigated learners who participated in the program: 544 students with 40% minority teens
Learning to make media increased creative, collaboration and technical skills, improved their ability to identify the author’s purpose while watching a video, and contributed to advancing civic engagement – being interested in using the power of communication to make a difference in the world.
These 6-year olds watched a YouTube video, then made their own video to ask questions to the author. After seeing the children’s video, the author responded, sending them back a YouTube video. The children gained confidence in asking questions and actively used the questioning process to learn.
These 6-year olds watched a YouTube video, then made their own video to ask questions to the author. After seeing the children’s video, the author responded, sending them back a YouTube video. The children gained confidence in asking questions and actively used the questioning process to learn.
Children in Grade 3 turned the teacher’s lesson upside down when they started asking questions during their teacher’s carefully planning fairy-tale lesson. They transformed the activity into learning about homelessness in their community – why it occurs and what can be done about it.
Digital and media literacy helps children and teens learn to use the power of communication – as both creators and consumers. Media literacy is like driver’s training for participating in the s1st century.