Media Literacy Makes an IMPACT @ your library

Linda Sutherland and Sybille Parryteacher-librarians

Toronto District School Board

linda.sutherland@tel.tdsb.on.casybille.parry@tel.tdsb.on.ca

Media Literacy Makes an IMPACT @ your

library

Media Literacy – connections to curriculum

Highly motivating Integration with other strandsCollaborationDifferentiated Learning

The Media TriangleTEXT AUDIENCE

PRODUCTION

What is it?

Can you name other things like this?

Does it have any stereotypes?

What values do you see?

Do you like it? Why or why not?

Who else would like it?

Would you buy it?

Would your parents buy it?

Who makes this?

Where is it made?

Have you seen a commercial for this? Where?

Media Studies K-12TDSB, 2005

A Poppy is to Remember (P/J)

Media Literacy• produce media texts for specific purposes and audiences

Social Studies (Grade 2)• identify ways in which heritage and traditions are passed on

Book by Heather Patterson

Read and discuss book

Students complete a sentence starter

Multimedia Presentation

To view the finished media presentation please view the file named “poppies” which is attached to this presentation. It will open in your media player.

Images on Flickr

Students choose from a pre-selected choice of images a picture that matches their sentence

Drawing in Kidpix

Adding Music

Students choose music in Kidpix program to suit their image

Images from all class members are made into a Kidpix slide show and shared with an audience

Deconstructing an Animated Film (P)

Media Literacy• identify the conventions and techniques used in some familiar media forms and explain how they convey meaning

Reading•Identify specific elements of texts and explain how they contribute to the meaning of texts

Book by Lynette ComissiongA Caribbean version of Hansel and

GretelRead the text of the story without

showing the illustrations

Illustrating the book in KidpixDuring reading of the story students

are encourage to make pictures in their heads

Each student in class is given one sentence in the story to illustrate

Story is reconstructed using student images

Next step

Show students the illustrations in the book

Discuss the role of the illustratorValidate their interpretation (there is

no “true image”)

Animated Film Version

Film produced by National Film BoardDirected by Chris Cormier and Derek

Cummings

Film (Step 1)

Play soundtrack only of filmAsk students to listen to the various

elements of the soundtrack MusicDialogueSound effectsDiscuss the role of each element

Film (Step 2)

Play film without soundDiscuss the narrativeDiscuss elements of the film such as

camera angle

Film (Step 3)

Show students film with sound and image

Pay particular attention to credits at the end of the film and discuss the role of various people who had a part in making the film

Compare this to the people involved in making the book

Blue Spruce 2009Excellent selection of new Canadian

picture books

Provides a rich source of media literacy ideas

Consider using with whole school not just primary grades

Judging Books By Their Covers (P/J)Media Literacy• Explain why different audiences might respond differently to specific media texts

• Discuss book covers with students. • Ask them to find as many things as they can about the book from the

cover only (i.e. name of author, illustrator, publisher’s name, barcode, price, ISBN

• Have all the new Blue Spruce books available for the students. Put an elastic band around the text block so the students will only look at the covers and inside flaps of book jacket.

• Have them fill out a quick survey to predict how they will like the book based on the cover.

• Follow up with a discussion on how they made their decisions.

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Making Grizzle Grow (P/J)

Media Literacy• Identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view

A snow dinosaur takes on a life of its own.

A Story in the Media There is a great news story that relates to Grizzle.

Read the following links, view videos and discuss.

http://www.google.com/hostednews/ap/article/ALeqM5jeOivSoRGOBtYf9zD9kG3Lj4IssAD9580N880

  http://www.msnbc.msn.com/id/10547826/   http://www.msnbc.msn.com/id/16498949/   http://www.snowzilla.org/about/   http://www.flickr.com/photos/huggerindustries/311

0867016/

Several videos about Snowzilla on You Tube. Compare for point of view.

To view the news media clip click on this link or copy and paste into your browser:

http://www.youtube.com/watch?v=TWWotvCusO0&feature=PlayList&p=A91758E01122CD7C&playnext=1&index=6

Mattland (P/J)

Media Literacy• produce media texts for specific purposes, using a few simple media forms and appropriate techniques and conventions

Mapping Mattland

Mattland

Read the story without showing the illustrations Use the template of map + images

OLA Blue Spruce

Students retell story or create a new story

Sample map created with images and Kidpix tools, using template

Writing•Point of View – identify one or more possible points of view about the topicMedia Literacy• Point of View – identify who’s point of view is presented and how the text might change if a different point of view were used

Getting back at Chester

Chester

Chester Use selected images (<10%) from a story with

limited text e.g. Grumpy Bird by Jeremy Tankard, Pigeon books by Mo Willem

SmartBoard – project the images in sequence, and model “interfering with” the story using the red pen; give students the opportunity to try

Chester Chart Paper – as above, using

photocopied images and red marker

Extension: give students 3 images and a red marker, and allow them to experiment using think/pair/share

New idea – freshly minted at Superconference – use tools to have Grumpy meet Scaredy – what would happen?

•Media Literacy – identify some media forms and explain how the conventions and techniques associated with them are used to create meaning•Media Literacy– describe how different audiences might respond to specific media texts

Logos (P)

Logos (P/J)

Students examine a wide variety of logos – from their clothing, backpacks, books, Google images, a logo walk in the neighbourhood

Using Smart Ideas software – apply media triangle questions to logos

• Invite expert in to speak about branding

Logos – Smart Ideas

Logos – Smart Ideas

Logos (P/J)

• Sort, classify and explore logos by characteristics

• Using the SmartBoard –– What’s my sorting rule?

Logos (P/J)

Logos (P/J)

• Students create their own logos• Model process

Logo – grade 2

Advertising and Gender Stereotypes (P/J)

Media Literacy• identify who produces various media texts and the reason for their production

Oral Communication• identify the point of view presented in oral texts and ask questions about possible bias

• Students examine an online flyer for toys to see what appeals to either boys, girls or both boys and girls.

• Discuss why certain toys appeal to each gender.

Create a Biased Ad for a Glass of Water

Using something as neutral as a glass of water students will create an advertisement that appeals to either boys, girls, both or adults.

Students will talk about their work and what elements they chose to support their choice.

Toys R Us

Creating Ads Using Kidpix

Students start with a photograph of a glass of water

Add stamps, background colour and choose a suitable font for their text

Creating Ads Using Kidpix

Urban and Rural Communties (P)Media Literacy• identify the topic, purpose, and audience for media texts they plan to create

Social Studies• use media works to communicate information about urban and rural communities

• This culminating task of the unit incorporates all four stages of the research and inquiry process.

• Many curriculum expectations from a variety of subjects are covered.

A Multimedia Presentation Using Photo Story 3To view the finished media

presentation click on this link or copy and paste into your browser:

http://www.teachertube.com/view_video.php?viewkey=d2e44ca6500d433e56ab

Social Studies (Grade 5)• use a variety of resources and tools to gather and analyse information about the rights of groups and individuals, and the responsibilities of citizenship in CanadaMedia Literacy• create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniquesLanguage• generate, gather and organize ideas and information for an intended purpose and audience

Collaboration between 3 teachers over half a year, focussing on brain-based learning

Heroes Be the Change (J)

Be the Change - HeroesPart 1: Rights Rights and responsibilities – which rights should

all children enjoy? Sort/ classify/ name groups – compare with

Universal Declaration of the Rights of the Child

Share facts from If the World Were a Village Reflect on rights – 3 forms of media –

watercolours, drama, Kidpix

Part 2: Heroes• Use co-operative group techniques to define “hero”

• Highlight 10 – 12 heroes in poster form for students to browse – key facts, dates, quotation, photo

• think/pair/share, select hero to research

Heroes – Be the Change

• Collect information, sort, organize

• Transfer learning in choice of media – trading cards, Visual Arts + text, movement piece

Part 3: Be the Change• Being the change – whole school initiative

– fund-raising for Free the Children to send children to school in Kenya

Be the Change: culminating event

SPRING CONCERT

ART SHOW & SALE

Sustainability and Stewardship of Water (I)

Media Literacy• Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations

Science and Technology• Evaluate personal water consumption, compare it with personal water consumption in other countries, and propose a plan of action to reduce personal water consumption to help address water sustainability issues

Ryan and Jimmy and the Well in Africa That Brought Them Together

Activity Number of timeson a typical Saturday or

Sunday

Number of litres Total number of litres

Washing face or hands 4

Taking a shower (5 min) 100

Taking a shower (10 min) 200

Taking a bath 150

Brushing teeth (water running)

8

Brushing teeth (water turned off)

1

Flushing the toilet 15

World on Fire

To view the music video click on this link or copy and paste into your browser:

http://www.youtube.com/watch?v=hzoNInZ2ClQ

World on Fire by Sarah McLachlanThe world's on fire and

It's more than I can handleI'll tap into the water(Try and bring my share)I try to bring moreMore than I can handle(Bring it to the table)Bring what I am able

African Heritage Month

Students learn about the civil rights movement

Show and discuss Martin Luther King’s “I Have a Dream” speech (on You Tube)

Students create a slide show in Kidpix of their dreams for the world.

Media Literacy• produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions and techniquesLanguage• use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Creating Commercials (J)

Creating Commercials (J)

View a range of commercials E.g. pre-taped from TV, YouTube

Identify key characteristics of effective commercials

E.g. humour, action, storyline

Create chart for students to refer to as work progresses

Commercials – Smart Ideas

Media Literacy• produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions and techniques e.g. a selection of sound effects to accompany a poem for an intended audienceLanguage• use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Poetry Sound Fx(P/J)

Poetry Sound Fx Immerse students in a wide range of

poetry, rhyming and non-rhyming, free verse

• Share favourites, use think\pair\share to maximize reading aloud often

Share several poems on SmartBoard Share ideas for adding sound Fx with body

percussion, changing elements e.g volume, tempo, layered voices – practice and share lots

Add rhythm instruments judiciously – a little goes a long way

Illustrate backdrop in Kidpix and present to intended audience against backdrop

Great Media Literacy Resources

TV and MeLessons, resources, and Public

Service announcements, organized by grade and curriculum

Media Awareness Network “MNet is a Canadian non-profit organization that has been pioneering

the development of media literacy programs since its incorporation in 1996.” from Media Awareness Network (Mnet) Website