Renee Hobbs shares how digital and media literacy can be implemented with children in the elementary grades. Presentation to the Indiana State Reading Association, September 23, 2012.
6. Parents and teachers help students develop the knowledge
and competencies they need to thrive in the 21st century
7. PEER-TO-PEER FILE SHARING
Why parents and educators must both protect and empower
children in using and responding to mass media, popular
culture and digital media
Why the shift from passive viewing to active analysis of
media texts supports literacy development
How student engagement with mass media and
popular culture stimulates intellectual curiosity
Goals for Today’s Session
10. A university-school partnership program designed to strengthen
children’s ability to think for themselves, communicate effectively,
and use their powerful voices to contribute to the quality of life in
their families, their schools, their communities, and the world.
18. COMPOSE
Use Multiple Modes of Expression
Reach Authentic Audiences
Manipulate Content and Form in
Relation to Purpose and Audience
Learning Process
CREATE
24. PROTECTION
Children did not use the Internet
to gather information
independently. Instead, the
instructor selected child-
appropriate content about
homelessness for children to read,
view and discuss.
Empowerment and Protection are Embedded
In Digital and Media Literacy
EMPOWERMENT
Children learned that homelessness
occurs when people lack jobs,
housing, and health care, when they
are victims of domestic violence, or
have problems with alcoholism,
substance abuse, or mental illness.
31. Why don’t more elementary educators use digital
and media literacy pedagogy?
32. Requires a well-structured activity with a clear audience and
purpose
Requires some creative & independent thinking from learners
Requires careful monitoring of small groups
Requires the use of media & technology
33. Both teachers and school leaders have concerns about mayhem
and loss of control that may interfere with digital media projects
“”upredictable” and “exhausting”
Not clearly linked to standards
Not easy to assess student learning outcomes
Not text-based
Children are not sitting down at desks
34. So why do it?
A pedagogy of listening activates the
search for meaning and
understanding in the various social
and physical environments of
everyday life.
Listening to children enables
educators to discover how children
think, how they develop a
relationship with reality, and how
they begin to question it.
--Carla Rinaldi, Reggio Emilia early
childhood education expert
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.
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.
.
Institute for Policy Innovation global music piracy causes $12.5 billion of economic losses every year,
71,060 U.S. jobs lost, a loss of $2.7 billion in workers' earnings, and a loss of
$422 million in tax revenues, $291 million in personal income tax and
$131 million in lost corporate income and production taxes.
FORTUNATELY: ten million licensed tracks available on more than 400 different services worldwide. That’s great news for music fans and the industry alike.
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?
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?
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?
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?
This possibility is magnified when it occurs within a group context that allows for the experience of others to be shared and debated.