1. The globalization of media
in the classroom
Jonathan Friesem, Dr. Sait Tüzel,
Elizaveta Friesem & Simon Bojesen.
Media Education Lab

2. Media literacy practices
in the classroom
USA vs. Israel
Jonathan Friesem @yonty
Media Education Lab
@MedEduLab

3. Media Education Lab
www.mediaeducationlab.com

4. FACULTY LEADERS
 Julie Coiro, School of Education, University of Rhode Island
 Renee Hobbs, Professor and Founding Director, Harrington
School of Communication and Media, University of Rhode Island
…plus workshop leaders, teachers, researchers, librarians and other
distinguished presenters
FOR MORE INFORMATION AND TO REGISTER ONLINE: www.mediaeducationlab.com
Engaging Professional Development for K-12
Educators, Librarians & College Faculty
GRADUATE CREDIT AVAILABLE
Innovative Learning & Teaching
with Digital Media Texts, Tools & Technologies
Summer Institute
in Digital Literacy
July 13 – 18, 2014
URI-CCE Campus, Providence RI

5. Media Literacy in the US
Access
Analyze
Create
Reflect
Act

6. American School System
Public, charter, and private
Decentralized
Common Core Standards
Standardized tests

7. Media Literacy is integrated into:
English Language Arts
Social Science

8. Media Literacy Analysis
TURN OFF & DISCUSS
!
! ! !
!!
!
!! !
Off
! ! ! !
!! ! !
Reality(
Check(
Values((
Check(
Private(Gain(or(
Public(Good?(
What’s(
Left(Out?(
Read(Between(
the(Lines(
Record/Save(
for(Later(
Stereotype(
Alert(
Solutions(
too(Easy(
TV(Newspapers( Internet(
Movies( Comics(Tablets( Radio(
Books( Video(Games(Music( Social(Media(
@!
Key Questions of
Media Literacy
1. Who is the author and
what is the purpose of
the message?
2. What techniques are
used to attract your
attention?
3. What lifestyles, values
and points of view are
represented?
4. How might different
people interpret the
message?
5. What is omitted from
the message?
Reality(
Check(
Value((
Check(
Private(Gain(or(
Public(Good?(
What’s(
Left(Out?(
Read(Between(
the(Lines(
Stereotype(
Alert(
Solutions(
too(Easy(
TV(Newspapers( Internet(
Movies( Comics(Tablets( Radio(
Books( Music( Social(Media(
Media Education Lab
www.mediaeducationlab.com
Using the
Media Literacy Smartphone
Developed by Prof. Hobbs
according to the CML

9. Media Literacy Analysis
Activity:
Watch the 3 advertisements
Answer questions on
Media Literacy Smartphone
Compare and contrast ads

10. 1. Who is the author and
what is the purpose of the video?
2. What techniques attract your attention?
3. What lifestyle, values and points of view are represented?
4. How might different people interpret the message differently?
5. What is omitted from the message?
Media Literacy Smartphone

11. Media Literacy in Israel
Mass Media
Film Analysis
Media Effects
Audience studies
News Literacy

12. Israeli School System
Formal, semi-formal, and private
Centralized
National Curriculum

13. Media Literacy is integrated into:
Communication Studies
Film Studies
500 High School

14. 3. How do we process the data
from our impression?
- Familiarizing with media theories
- Referencing cinema and TV critique
- Different decoding techniques
2. What made me react
- Analyzing texts and identifying
the grammar
- Understanding the connection
between form and content
- Learning basic professional key terms
- Being aware of psychological
influence of text consumption
1. Airing feelings:
What I heard and saw, and what I felt?
- First impression
- Partial recollection
- Intuitive assumptions
- Spontaneous interpretation
5. What are
the conclusions?
- Awareness of the social
and cultural meaning
- Awareness of the relationship
between the audience and the media
in creating cognitive patterns
- Acknowledgment of
the need to form a habit of
critical consumption
Keller, H. (1994).The Flower Model
4. What are the messages
that were transmitted?
- Acknowledging the message and subtext
- Identifying ideological aspects and
their use to convey social values
- Imparting awareness of the connection
between the production value and
the content of the message

15. 1. Airing feelings: What I heard and saw, and what I felt?
- First impression
- Partial recollection
- Intuitive assumptions
- Spontaneous interpretation

16. 2. What made me react?
- Analyzing texts and identifying the grammar
- Understanding the connection between form and content
- Learning basic professional key terms
- Being aware of psychological influence of text consumption

17. 3. How do we process the data from our impression?
- Familiarizing with media theories
- Referencing cinema and TV critique
- Different decoding techniques

18. 4. What are the messages that were transmitted?
- Acknowledging the message and subtext
- Identifying ideological aspects and their use to convey social values
- Imparting awareness of the connection between the production value
and the content of the message

19. 5. What are the conclusions?
- Awareness of the social and cultural meaning
- Awareness of the relationship between the audience and the media in
creating cognitive patterns
- Acknowledgment of the need to form a habit of critical consumption

20. Key Questions of
Media Literacy
1. Who is the author and
what is the purpose of
the message?
2. What techniques are
used to attract your
attention?
3. What lifestyles, values
and points of view are
represented?
4. How might different
people interpret the
message?
5. What is omitted from
the message?
Media Education Lab
www.mediaeducationlab.com

21. Hobbs
ML Smartphone
Keller’s
Flower model
Questions and Discussion Questions and Discussion
Revealing the “Behind Scene” Revealing the “Behind Scene”
Connecting Persuasion
Technique and audience
Connecting Persuasion
Technique and audience
Cognitive Model Cognitive & Affective Model
Impression Based Theory Based
Linear model Spiral Model
Media Oriented Visual Media Oriented
Emphasis on the Economics Emphasis on the Social
Empathy Consumption Awareness

22. Jonathan Friesem
Doctoral student, URI/RIC Ph.D. in Education program
Manager, Media Education Lab
Lab: (401) 277-5048
Twitter: @yonty
Email: yonty@my.uri.edu
www.mediaeducationlab.com

23. Media Literacy Movement in
Turkish National Curriculum
Dr. Sait Tüzel @saidtuzel
Media Education Lab
@MedEduLab

24. SOME INFORMATION ABOUT TURKEY
• A bridge between Asian and European continents
• Political Structure: Parliamentary democracy
• About 73.000.000 population
• Age groups in population
- 0 - 15 Ages 29 %
- 15 - 64 Ages65 %
- 65 + Ages 6 %
• 18,000,000 K-12 Students in Turkey

25. Turkish School System
• Formal and Private
• Centralized
• National Curriculum

26. Formal Education in Turkey
In Turkish National Education System, formal
education is formed of five parts as:
• Pre-School
• Primary School (4 years)
• Secondary School (4 years)
• High School(4 years)
• University
Compulsory

27. Different Approaches in
Media Literacy Education
1. The Specialist Course Approach:
– In this approach, media literacy is seen to be situated in educational
systems as a separate course.
2. Integration Approach to an Available Course:
– On the other hand in this approach rather than situating media literacy
in educational systems, it is integrated into an available course. From
this point of view, it is seen that media literacy education is integrated
into courses such as (especially ) language arts education, social
sciences, health education and citizenship education.

28. Media Literacy in Turkey
• In 2006, the European Union suggested its
members and prospective members to integrate
Media Literacy in their education systems through
Brussels Declaration.
• After that, The Turkish government decided in 2006
to create a national curriculum in media literacy as
an elective course for secondary school students
(13-14 years old).
• The Turkish education system was acquainted with
media literacy through that course.
(Radio and Television Supreme Council, 2013)

29. Media Literacy in Turkey
• This course was a specialist subject.
• The course called as Media Literacy is two hours a
week and one-term long (36 hours)
• There is not a grading system for the course at the end
of the term
• The course is instructed by teachers of social sciences
and language arts
• From 2006 to the present, six hundred thousand
students have selected the course of Media Literacy

30. The Media Literacy Curriculum (MLC)
The subjects included in the course and the time periods are as the following:

31. Purpose of the MLC
• «To regulate media consumption habits and improve
critical thinking skills by protecting students from harmful
contents of media» (Ministry of Education, 2006: 5-6).
• «The children who are the most delicate and impressible
group in terms of watching television will be instructed how
and why the media reflects the events and facts in specific
aspects during Media Literacy course through which
children will gain an ability to differentiate the images on
the screen as between «reality» and «fiction» and our
citizens will be trained as critical thinkers of media and
conscious receivers starting from the period of primary
school» (Ministry of Education, 2006:6)

32. Overall Expectations of MLC
1. Gain awareness of being environmentally-conscious, having
knowledge about the problems of his/her country, thinking
critically for the images on the media by analyzing it from
different aspects.
2. Gain an ability to analyze, evaluate and transfer the messages
on environments such as
television, video, cinema, advertisements, print media and the
internet etc.
3. Gain a critical point of view for print, visual and auditory media
4. Propose a change from finding answers in terms of the
construction and analysis of messages to the process of asking
questions
5. Become a conscious media literate person
6. Become more active and costructive for community life
7. Contributes to raising awareness in terms of getting public and

33. Turkish Media Literacy Education
Model: ?
• ???
• Due to the fact that media literacy education
has just started in Turkey, there is not a model
in terms of media literacy education.
• The current media literacy course has a
protectionist structure based upon media
tools (newspaper, radio, television etc.).

34. Positive Arguments
Six hundred thousand students have been instructed in
terms of media literacy (Radio and Television Supreme Council, 2013).
Media literacy education has become a current issue in
the country (Radio and Television Supreme Council, 2013).
The number of the academic studies related to media
literacy have increased in Turkey (Altun, 2009)
Positive Opinion
of Media Literacy Movement in Turkey

35. Negative Arguments
rguments
Media literacy courses have turned into ones for media
hostility and protectionist approach has come into the
prominence (Tuzel, 2012a).
Only six hundred thousand students among thirteen million
primary school students have been instructed through media
literacy course (Tuzel, 2012).
Media literacy courses have not fulfilled their purpose due to
insufficient teacher education programmes in terms of media
literacy (Altun, 2009).
Students’ motivation level has decreased due to not having a
grading system for the course (Elma, 2009).
Negative Opinion
of Media Literacy Movement in Turkey

36. Negative Arguments
rguments
Having a specialist subject approach for the course has
caused to deviate the activities from their contexts
(Tuzel, 2012a).
Teachers have taught other subjects (maths, science atc.)
in media literacy courses due to the concern for students’
high school entrance exams (Cakmak, 2010).
The Media literacy curriculum could not stand out
amongst other traditional media tools such as
TV, radio, newspaper and could not meet the communal
expectations in terms of the internet and social media
(Altun, 2009).
Negative Opinion
of Media Literacy Movement in Turkey

37. The New Media Literacy Approach in Turkey:
Integrating Media Literacy
with Language Arts Subject
• Due to the fact that media literacy courses that have
a specialist subject approach, could not meet the
expectations, it was decided to be associated with
Language Arts Curriculum in 2013.
• Language Arts Course Curriculum that was started to
be constructed for this purpose is planned to be
completed in 2014 and implemented in 2015.

38. Structure of Language Arts Curriculum
• The new Language Arts Curriculum is formed of 4 learning domains:
Language
Arts
Curriculum
Listening
and
Speaking
Reading
Writing
Media
Literacy

39. Media Literacy Learning Domain
(Overall Expectations)
End of the 8th grade, students will be able to;
1. Assess the messages from several media tools through a
critical point of view
1. Explain the impact of techniques and technology used in
the construction of media messages on meaning
1. Construct several types of media texts (written, audio,
visual and multimodal) through benefiting from
technology
1. Determine how to be more successful media literate
people by assessing themselves in the process of
understanding and producing media texts

40. What Kind of Benefits Does Turkey Aim to Have
by Integrating Media Literacy
into the Language Arts Curriculum ?
• To eliminate the digital divide between school and
life by getting popular media into the class.
• To prevent the media hostility occurring in activities
by contextualizing media literacy activities
• To concentrate on Teachers of Language Arts in
Teacher Education Programmes in terms of media
literacy
• To introduce all of thirteen million primary school
students with media literacy education
• To provide education for media literacy starting from
early years of school stage

41. References
Altun, A. (2009). Egitim bilimi acisindan secmeli medya okuryazarligi dersi programina
elestirel bir yaklasim. Ahi Evran Universitesi Egitim Fakultesi Dergisi’ 3(10), 97-109.
[in Turkish]
Cakmak, E. (2010). Ingiltere ve Turkiye`deki ilkogretim medya okuryazarligi egitimi
program ve uygulamalarinin karsilastirmali olarak incelenmesi. (Doctoral dissertation,
Bolu Abant Izzet Baysal University / Turkey). [in Turkish].
Elma, C., Kesten, A. Dicle, A. N., Mercan, E. Cinkir, S. & Plavan, O. (2009). Medya
okuryazarligi dersinin okul mudurlerinin goruslerine gore degerlendirilmesi.
Hacettepe Universitesi Egitim Fakultesi Dergisi’,36: 87-96. [in Turkish].
MEB (2006). Medya Okuryazarligi Ogretim Programi. (available online at
http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72).
RTUK (2013). Turkiye`de Medya Okuryazarligi (available online at
http://www.medyaokuryazarligi.org.tr/).
Tuzel, S. (2012) Ilkogretim ikinci kademe Turkce derslerinde medya okuryazarligi: Bir
eylem arastirmasi. (Doctoral dissertation, Canakkale Onsekiz Mart University /
Turkey). [in Turkish].
Tuzel, S. (2012a) Türkçe Ders Programında Yeni Bir Öğrenme Alanı: Medya Okuryazarlığı?
X. Türkçenin Eğitimi-Öğretimi Kurultayı. 5-6 Temmuz 2012 Mersin Üniversitesi:
Mersin. [in Turkish].

42. Dr. Sait Tüzel
Assistant Professor
School of Education
Canakkale Onsekiz Mart University
Twitter: @saidtuzel
Email: saidtuzel@gmail.com

43. Russian initiatives
to implement media literacy
in the classroom
Elizaveta Friesem
(Provorova)
Media Education Lab
@MedEduLab

44. Russian School System
Centralized
(Mostly) public and private
Ministry of Education and Science
Standardized tests

45. Media Literacy in Russia
Protectionism
Fear of Westernization
Moral standards
Aesthetic education

46. Key Characteristics
Government approval
Bureaucracy
Words vs. practice
Critical thinking?
Russian academia

47. Media Analysis Model
No national model
Little use of non-Russian models
Audio-visual texts

48. • Narrative structure and plot (Eco, 1960)
• Hermeneutic analysis (Silverblatt, 2001)
• Key aspects of media education (Bazalgette, 1992)
Media Analysis Model (Fedorov, A.)

49. • Author’s ideology and moral values in the
social/cultural context
• Market conditions that shaped the text’s idea,
creation and reception
• Structure and narrative techniques
• Story: historical context, time and place
• Audio-visual techniques
• Characters: appearance, values, behavior
• Plot development (problem and solution)
Media Analysis Model (Fedorov, A.)

50. Media Analysis Model (Fedorov, A.)
Sample questions about a media text:
• What is the ideology of this world?
• Is this story’s worldview optimistic or pessimistic?
• What values does this text convey? What is their
hierarchy?
• How can a person be successful in this world?
What behavior is rewarded in this world?
• Does the supernatural exist in this world?

51. Elizaveta Friesem (Provorova)
Doctoral student
Ph.D. in Media and Communication
School of Media and Communication
Temple University
Cell: (267) 574-3134
Email: elizaveta.friesem@gmail.com

52. Simon Bojesen @SBojese
Media Education Lab
@MedEduLab
Media Literacy in
the Danish Libraries

53. Media Literacy in Denmark
Simon Bojesen
University of Copenhagen
BS.C Library & Information Science

54. Danish School System, Overview

55. Primary / Secondary School
• The ‘Folkeskole’ (Peoples basic school) consists of
one year of pre-school class, nine years of primary and
lower secondary education and a one-year 10th form.
• Education is compulsory in Denmark for everyone
between the ages of 6-7 and 16.
• On the national level, the Danish Folkeskole is regulated
by the Folkeskole Act (By the Ministry of Education),
which provides the overall framework for the schools’
activities.

56. Primary / Secondary School
• Framework: ”Common Objectives”, ”all municipal
primary and lower secondary schools share a common
aim, standard requirements concerning the subjects that
are to be taught at the specific form levels”
• it is the responsibility of the individual municipal boards
to determine how the municipality’s schools are to be
organised in practice.

57. Upper Secondary Education
(High School)
• Upper secondary education divides into:
general education qualifying for access to higher
education and vocational or technical education
qualifying primarily for access to the labour market.

58. Purpose of Media Literacy
• Primary/Secondary School:
• ‘Media’ is a class of itself, but is often merged with
‘Danish class’. It is not officially on the curriculum from
8th grade, but is typically taught earlier on.
• From ‘Common Objectives’ for 8th & 9th grade: : [teaching
Media] …to evolve competencies through experience, production and analysis. Through working
with different media, the students must gain insight in communication, and get the chance to use
media as a way of expressing themselves . The students must obtain an understanding of mass-
media’s place/meaning in their own, and other cultures, in order to strengthen their possibilities in
and out of school.
• Upper Secondary Education: More focus on
’Information Literacy’ and developing research skills
related to writing papers etc.
•

59. How Media is taught
Primary/ Secondary School
What is required? (4 themes from ’Common Objectives’)
called Digital Competencies:
1. Informationseeking and collection
2. Production
3. Analysis
4. Communication, Knowledge Sharing and Collaboration

60. How Media is taught
Primary/ Secondary School
1. Informationseeking and collection
”Systematically and critically gather, interpret and compile
information” – Critical thinking
Is typically taught by working with journalistic tools, writing
articles and analyzing various news sources.
2. Production
”Besides learning tools like PowerPoint, MovieMaker etc,
students must learn to reflect on intended audiece,
chosen media channel etc, so it fits with the intended
message”

61. How Media is taught
Primary/ Secondary School
• 3. Analysis
”Learn to identify ’truth’, opinion, values and ideologies”
”Learn about retoric and to identify different audiences”
Is typically taught by use of various communication-
models and in combination with other subjects like
biology or religion. Ex. Nuclear power, global warming
etc.

62. • 4. Communication, Knowledge Sharing and
Collaboration
”Learn web 2.0 conventions of communication and about
being in a virtual universe” – like informal/official
communication.

63. Tool example ’EMU teaching
Portal’

64. Tool example ’The Movie
Strip’

65. Tool example ’Infomedia’

66. Tool example ’Make your
own newspaper’

67. Tool example ’The Dilemma
Game’

68. Twitter: @SBojese
Email: simon.bojesen@mail.com
Simon Bojesen
The Royal School of Information and library Science
University of Copenhagen

69. The globalization of media
in the classroom
Jonathan Friesem, Dr. Sait Tüzel,
Elizaveta Friesem & Simon Bojesen.
Media Education Lab