Using The Media to Teach 21 st Century Skills and Standards Frank W. Baker Media Literacy Clearinghouse Anderson School District 5 February 18, 2008

Generation M: multi-taskers Digital natives the super-communicators

Teens & Multi-tasking Grades 7-12 Grades % usually consume some other form of media while they read 63% typically multitask while listening to music 62% usually do so while using the computer. 58% usually consume some other form of media while they read 63% typically multitask while listening to music 62% usually do so while using the computer.

One study found that when students multi task-- where they retain info in the brain is not as easily recalled

Media creators and producers 54% of those surveyed said they are making their own entertainment content through editing photos, videos or music, 45% said they are producing that content for others to see, 32% said they consider themselves to be "broadcasters" of their own media. 54% of those surveyed said they are making their own entertainment content through editing photos, videos or music, 45% said they are producing that content for others to see, 32% said they consider themselves to be "broadcasters" of their own media. State of The Media Democracy, December 2007

The need for training “Our students are growing up in a world saturated with media messages…yet, they (and their teachers) receive little or no training in the skills of analyzing or re-evaluating these messages, many of which make use of language, moving images, music, sound effects.” R. Hobbs, Journal Adult & Adolescent Literacy, February 2004 “Our students are growing up in a world saturated with media messages…yet, they (and their teachers) receive little or no training in the skills of analyzing or re-evaluating these messages, many of which make use of language, moving images, music, sound effects.” R. Hobbs, Journal Adult & Adolescent Literacy, February 2004

Educating for the new century Educating for the new century “In this new media age, the ability to -negotiate and evaluate information online, - to recognize manipulation and propaganda, - and to assimilate ethical values is becoming as basic to education as reading and writing….” “In this new media age, the ability to -negotiate and evaluate information online, - to recognize manipulation and propaganda, - and to assimilate ethical values is becoming as basic to education as reading and writing….” New Generations, New Media Challenges New Generations, New Media Challenges

ML Research Findings: Means for improving student critical thinking and academic performance Means for improving student critical thinking and academic performance Hook to engage students in core curriculum Hook to engage students in core curriculum Teacher grasp/commitment is crucial Teacher grasp/commitment is crucial ML learned better through hands-on media experiences ML learned better through hands-on media experiences Winter 2006

Recognizing media literacy:

Media Literacy What does it mean to be media literate? Spend a few minutes now drafting your own definition. video

Media Literacy ANALYSIS + PRODUCTION ANALYSIS + PRODUCTION

Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions. Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions. Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors. Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors. Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Ministry of Education “Media literacy is concerned with helping students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase the students' understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how they construct reality. Media literacy also aims to provide students with the ability to create media products.” “Media literacy is concerned with helping students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase the students' understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how they construct reality. Media literacy also aims to provide students with the ability to create media products.”

Media Literacy: Core Concepts Core ConceptsCore Concepts All media are constructed All media are constructed Media use unique languages Media use unique languages Different people interpret the same media message differently Different people interpret the same media message differently Media convey values and points of view Media convey values and points of view Media: power & profit Media: power & profit Source: The Center for Media Literacy

Critical Inquiry Who created the message? ( author) Who created the message? ( author) Why was it made? ( purpose) Why was it made? ( purpose) For whose eyeballs? (audience) For whose eyeballs? (audience) What techniques are used both to attract What techniques are used both to attracttechniques attention and/or increase believability? Who or what is omitted and why? Who or what is omitted and why? Who benefits? Who benefits? How is meaning created/understood? How is meaning created/understood?

Visual Literacy Considering the critical inquiry questions— let’s examine some images images

Media Literacy in SCDE Teaching Standards English/LA Social Studies Health Create persuasive writings such as print advertisements and commercial scripts that develop a central idea with supporting evidence and use language appropriate for the specific audience propaganda mass media the influence of advertising on consumer choices body image influences on food selection alcohol/tobacco advertising & marketing

Classroom Applications ELA: Print Advertisements ELA: Print Advertisements How to “read an ad” - reading the words - examining the images - considering the layout (e.g. rule of thirds; color, etc.) - techniques of persuasion - where it was published - consider the audience

Classroom Applications ELA: Commercial Scripts ELA: Commercial Scripts VIDEOAUDIO Everything that is seen Everything that is heard cell phone ad

Political Ad Script Political Ad Script VIDEOAUDIO (WS) Countryside. Hillary seen walking with a farmer (cut) little girl in bed- camera pans to show Hillary smiling looking down (cut) shakes hand with male worker (VO) Sen. Clinton: “As I travel around America, I hear from so many people who feel like they’re just invisible to their government. (VO) Narrator: Hillary Clinton has spent her life standing up for people others don’t see… Source: AdWatch (AP)

Motion Picture Screenplay "If video is how we are communicating and persuading in this new century, why aren't more students writing screenplays as part of their schoolwork?" Heidi Hayes Jacob, Educational consultant "If video is how we are communicating and persuading in this new century, why aren't more students writing screenplays as part of their schoolwork?" Heidi Hayes Jacob, Educational consultant

Classroom Applications PBS series about World War II encourages students to identify and interview veterans and document their stories using digital tools: PBS series about World War II encourages students to identify and interview veterans and document their stories using digital tools: digital storytelling

Newspaper Activity 1. Each table gets a newspaper 2. Each table uses ONE blank script form 3. As a group: write a 30-second TV news promotion script using a. ONE international story a. ONE international story b. ONE national story b. ONE national story c. ONE regional/local story d. either weather or sports c. ONE regional/local story d. either weather or sports

Recommended Resources NCTE Books (November 2007) Lessons for students in Grades 7-12

Recommended Resources

Evaluation Please complete the one page evaluation tear it off and leave it in the room THANKS!