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0. Table of contents
1. Media pedagogy and media literacy
2. Potential
3. Media repertoire
4. Digital technologies: new horizons, new challenges
5. Four examples of media use
5.1 Writing and illustrating a picture book3.2 Weather reports with fun3.3 Telling stories in pictures3.4 Platform-based literature project
6. Recommended reading
7. Acknowledgments
Chapter 9: Media – a balanced approach 2
1. Media pedagogy
and media literacy
Kultusministerkonferenz: Media literacy
� educational mandate of schools
� a Kulturtechnik like reading, arithmetic, writing
31. Media pedagogy and media literacy
based on Hug 2002: 8-9
1. Media pedagogy and media literacy – which risks do media pose?
Over-stimulation � attention deficits
Disinterest in the actual media contents
Anxieties, delusive perceptions of reality, problematic set of norms & values, problematic behavior � intellectual development, social relationships
Access to media varies � social exclusion
Manipulation & propaganda � issues: public opinion formation, data protection, protection of minors & consumers, safeguarding of personal rights & intellectual property.
41. Media pedagogy and media literacy
1. Media pedagogy and
media literacy –pedagogy of
multiliteraciesFirst, we want to expand the idea and scope of literacy pedagogy to account for the context of our culturally and linguistically diverse and increasingly globalized societies, for the multifarious cultures that interrelate and the plurality of texts that circulate. Second, we argue that literacy pedagogy now must account for the burgeoning variety of text forms associated with information and multimedia technologies. This includes understanding and competent control of representational forms that are becoming increasingly significant in the overall communications environment […].
Cazden et al. 1996: 61
Today we are beginning to notice that the new media are not just mechanical gimmicks for creating worlds of illusion, but new languages with new
and unique powers of expression. –
Marshall McLuhan
51. Media pedagogy and media literacy
1. Media pedagogy and
media literacy –pedagogy of
multiliteracies
Multiliteracies model
61. Media pedagogy and media literacy
Cazden et al. 1996: 83
1. Media pedagogy and media literacy – media literacy objectives
71. Media pedagogy and media literacy
Wermke 1997: 145, adapted
1. Media pedagogy and media literacy – media literacy objectives
81. Media pedagogy and media literacy
� Picture frame and caption
� Size and format (landscape- or portrait-format)
� Composition (line, shape, color, texture, rhythm, contrast, salience)
� Genre and motif
� Point of view/perspective, angle, horizon, and space (visible – invisible, seen – unseen)
� Position and size of subject on the page
1. Media pedagogy
and media literacy
[T]here are no purely visual images; images never appear without words, music, or other sounds. Even in art galleries images appear with labels, and their assumed significance is deeply grounded in art history texts and columns of written critique. The multimodal nature of imagery is even more evident when considering the forms in which imagery mostly occurs today, on television, at the movies, in print, and on computer screens. Words, music, and sound effects anchor the meaning of images.
Duncum 2010: 10
Visual literacy
91. Media pedagogy and media literacy
Media studies
Information
Communi-cation & coopera-
tion
Reflection
Analysis & evaluation
Production & presen-
tation
Legal issue, data
protection, protection of minors
1. Media pedagogy and media literacy – educational objectives of media studies
101. Media pedagogy and media literacy
1. Media pedagogy
and media literacy
Long-term implementation
Cooperation
Disadvantages
Infrastructure
Teacher training
Research
11
There is room for improvement!
1. Media pedagogy and media literacy
1. Media pedagogy and media literacy
Collect and discuss tasks, activities, projects that could be carried out in the EFL classroom to facilitate media literacy and address the teaching objectives outlined above.
121. Media pedagogy and media literacy
1. Media pedagogy
and media literacy
1. Established place in TEFL � three-layered function
a. teaching and learning aids
b. communicative tools
c. subjects of reflection
2. Facilitating media literacy as interdisciplinary endeavor
� teachers as agents of change and innovation
3. Sensible use of media required of competent EFL teachers � sound didactic reflection
� how the choice of a medium contributes to the learning objectives they are aiming at
� which method as well as activities and tasks they want to use
� which learning environment and media infrastructure they have at their hands
� which prior knowledge on the part of students they can work with
Why should (English) teachers care about media?
131. Media pedagogy and media literacy
2. Potential
142. Potential
Potential for students, teachers, schools
» bridge the gap: private life & school
» creativity
» negotiation of meaning
» cooperation
» bridge the gap: teacher and learner
» greater variety
» learning atmosphere
» social competences
» infrastructure & innovation
» collaboration & action
» reach larger public: interest & initiative
3. Media repertoire
Media can be described “as those sociotechnical systems and cultural practices of the dissemination and storage of information which serve for the design of communication and interaction” (Banse & Metzner-Szigeth 2012: 235)
153. Media repertoirebased on Banse & Metzner-Szigeth 2012: 235
3. Media repertoire
163. Media repertoire
- language
- pictures
- chalkboard
- textbook
- audiovisual media - CALL
- MALL
“In the case of educational contexts, learners can easily produce different kinds of digital contents (e. g., with their mobile phones, iPods, handheld consoles, etc.), which they can rapidly edit and share with learners and/or teachers through the Internet.”
Díaz Vera 2012: xiv
3. Media repertoire
A balanced approach!
183. Media repertoire
“[I]t is not media but the uses made of them that can be characterised as traditional or modern.” (Evans 2012: 217)
“[F]undamental continuities and interdependencies between new media and ‘old’ media (such as television) […] exist at the level of form and content, as well as in terms of economics.” (Buckingham 2008: 14)
“[T]he advent of a new technology may change the functions or uses of old technologies, but it rarely completely displaces them.” (Buckingham 2008: 14)
“[L]earning is influenced more by the content and instructional strategy in a medium than by the type of medium.” (Clark 1994: 21)
3. Media repertoire – functions along media types
193. Media repertoire
Body Textbook Blackboard OHP Pictures Texts
Audiovisual media
Multimedia projector
CD-Rom Smartphone Apps Computer/laptop
3. Media repertoire – functions along media types
Collect and discuss tasks, activities, projects that could be carried out in the EFL classroom to facilitate media literacy and address the teaching objectives outlined above.
203. Media repertoire
4. Digital technologies – digital media: friend or foe?
214. Digital technologies: new horizons, new challenges
Euphoric proposals promoting digital media in teaching
Pessimisticstances on how
digital media have caused a ‘dumbing-
down’ of society
Opinions which stress that the risks
of digitalmedia need to be
addressed, but generally opt for
an integrative and reflected
use
4. Digital technologies – net generation?
224. Digital technologies: new horizons, new challenges
Digital immigrants
Digital natives
“Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.”
Prensky 2001a: 2
?
4. Digital technologies – net generation?
234. Digital technologies: new horizons, new challenges
Digital immigrants
Digital natives
The alleged rift between these two generations has now been relativized!� inept generalizations� media use, competencies and motivation differ� statistics paint a diverse picture
!
4. Digital technologies:
new horizons, new
challenges
24
Teachers could learn more about what young people think and how they reflect on media such as computer games.
A lot of students know more about the use of media than most teachers. […] It is a real shame that our so-called media teacher is not able to play a video because he does not know how to open the media player.
In my opinion, one should learn more about cyber-bullying because that is one of the worst things in chatrooms. Data protection is another important issue! Which kind of information is one allowed to share and publish?! These topics should be addressed more at school.
What students expect from their teachers
4. Digital technologies: new horizons, new challengesKeine Bildung ohne Medien! 2010: 1-5, own trans.
4. Digital technologies:
new horizons, new
challenges
25
Teachers could learn more about what young people think and how they reflect on media such as computer games.
A lot of students know more about the use of media than most teachers. […] It is a real shame that our so-called media teacher is not able to play a video because he does not know how to open the media player.
In my opinion, one should learn more about cyber-bullying because that is one of the worst things in chatrooms. Data protection is another important issue! Which kind of information is one allowed to share and publish?! These topics should be addressed more at school.
Reflect on the student statements. Assess your technology-related instructional competences and discuss how these could be improved.
4. Digital technologies: new horizons, new challengesKeine Bildung ohne Medien! 2010: 1-5, own trans.
4. Digital technologies: new horizons, new challenges – impact on learning
Used in problem- & project -oriented learning as well as open teaching and learning scenarios
Students adopt increasingly active roles � more self-regulated learning takes place
Online publishing, cooperation with external partners � more responsibility for learning process & outcome
Peer-tutoring
Cooperation (e. g., classes in other countries, authors, media experts)
264. Digital technologies: new horizons, new challengesSchulz-Zander 2003: n. p.
4. Digital technologies: new horizons, new challenges – impact on learning
Access
Multifunctionality and convergence
Portability, ubiquity, personal ownership
User-generated content and contexts
Interactivity and non-linearity
Distributed knowledge construction
Multimodal knowledge representation
274. Digital technologies: new horizons, new challengesPachler 2014: 146
4. Digital technologies:
new horizons, new
challenges
Technological pedagogical content knowledge
28
Koehler & Mishra 2009: 63
4. Digital technologies: new horizons, new challenges
5. Four examples of
media use
Beginners: writing and illustrating a picture book
295. Four examples of media use
Stafford 2011: 48-49, adapted
5. Four examples of
media use
Intermediate learners: weather reports with fun
305. Four examples of media use
Grimm & Riecken 2014, adapted
5. Four examples of
media use
Upper-intermediate learners: telling stories in pictures
315. Four examples of media use
project: M. Meyer, undocumented
5. Four examples of
media use
Advanced learners: platform-based literature project
325. Four examples of media use
Klemm & Grimm 2013, adapted
Recommended reading
Albers, Carsten; Johannes Magenheim & Dorothee M. Meister (2011). Der Einsatz digitaler Medienals Herausforderung von Schule: Eine Annäherung. In: Carsten Albers; Johannes Magenheim & Dorothee M. Meister, eds. Schule in der digitalen Welt: Medienpädagogische Ansätze und Schulforschungsperspektiven. Wiesbaden: VS, 7-16.
Grimm, Nancy (2012). Digital Media: Promise for or Threat to Education? In: Maria Eisenmann & Theresa Summer, eds. Basic Issues in EFL Teaching and Learning. Heidelberg: Winter, 229-40.
Groeben, Norbert (2002). Dimensionen der Medienkompetenz: Deskriptive und normative Aspekte. In: Norbert Groeben & Bettina Hurrelmann, eds. Medienkompetenz: Voraussetzungen, Dimensionen, Funktionen. Weinheim et al.: Juventa, 160-97.
Medienanstalt Hamburg/Schleswig Holstein (2010). Medienbildung – (k)ein Unterrichtsfach? Eine Expertise zum Stellenwert der Medienkompetenzförderung in Schulen. Hamburg: Universität Hamburg.
Reinfried, Marcus & Laurenz Volkmann, eds. (2012). Medien im neokommunikativen Fremdsprachenunterricht: Einsatzformen, Inhalte, Lernerkompetenzen. Frankfurt a. M. et al.: Lang.
Voigts-Virchow, Eckhart (2005). Introduction to Media Studies. Stuttgart et al.: Klett.
Volkmann, Laurenz (2005). ‘Demokratisierung des Lernens’ oder ‘Medienverwahrlosung’? Überlegungen zum didaktischen Umgang mit dem Internet. In: Gabriele Blell & Rita Kupetz, eds. Fremdsprachenlernen zwischen Medienverwahrlosung und Medienkompetenz: Beiträge zu einer kritisch-reflektierenden Mediendidaktik. Frankfurt a. M. et al.: Lang, 43-66.
Chapter 5: Grammar and vocabulary 33
Acknowledgments
Banse, Gerhard & Andreas Metzner-Szigeth (2012). Cultural Diversity and New Media – Their Interaction as an Element of European Integration: Elaborating a European Research Network. In: Annely Rothkegel& Sonja Ruda, eds. Communication on and via Technology. Berlin et al.: de Gruyter, 217-258.
Buckingham, David (2008). Introducing Identity. In: David Buckingham, ed. Youth, Identity, and Digital Media. Cambridge, MA et al.: MIT, 1-22.
Clark, Richard E. (1994). Media Will Never Influence Learning. In: Educational Technology: Research & Development 42.2, 21-29.
Cazden, Courtney; Bill Cope; Norman Fairclough & James P. Gee (1996). A Pedagogy of Multiliteracies: Designing Social Futures. In: Harvard Educational Review 66.1, 60-92.
Díaz Vera, Javier E. (2012). Great Expectations: Formalizing and Transforming Mobile-Assisted Language Learning. In: Javier E. Díaz Vera, ed. Left to My Own Devices: Learner Autonomy and Mobile-Assisted Language Learning. Bingley: Emerald, xi-xix.
Duncum, Paul (2010). Seven Principles for Visual Culture Education. In: Art Education 63.1, 6-10.
Evans, Michael (2012). Introduction: Traditional and Modern Media. In: Maria Eisenmann & Theresa Summer, eds. Basic Issues in EFL Teaching and Learning. Heidelberg: Winter, 217-27.
Grimm, Nancy & Olesya Riecken (2014). What’s the Weather Like? Oder: Weather Reports With Fun. In: Praxis Schule 5-10 6, 21-27.
Hug, Theo (2002). Medienpädagogik: Begriffe, Konzeptionen, Perspektiven. In: Gebhard Rusch, ed. Einführung in die Medienwissenschaft: Konzeptionen, Theorien, Methoden, Anwendungen. Wiesbaden: Westdeutscher Verlag, 189-207.
34Chapter 5: Grammar and vocabulary
Acknowledgments
Keine Bildung ohne Medien! (2010). Schüler fordern: Mehr mit und über Medien lernen! http://www.keine-bildung-ohne-medien.de/presse/svz-auswertung_offene-fragen.pdf.
Klemm, Uwe & Nancy Grimm (2013). Go Edmondo: Plattformgestützte Lektüre des Romans A Long Way Down. In: Babylonia 3, 50-54.
Koehler, Matthew J. & Punya Mishra (2009). What Is Technological Pedagogical Content Knowledge? In: Contemporary Issues in Technology and Teacher Education 9.1, 60-70.
Pachler, Norbert; Michael Evans; Ana Redondo & Linda Fisher (2014). Learning to Teach Foreign Languages in the Secondary School: A Companion to School Experience. 4th ed. London et al.: Routledge.
Prensky, Marc (2001a). Digital Natives, Digital Immigrants Part I. In: On the Horizon 9.5, 1-6.
Schulz-Zander, Renate (2003). Nationale Ergebnisse der internationalen IEA-Studie SITES Modul 2, Second Information Technology in Education Study: Zusammenfassung zentraler Ergebnisse. http://ipso.ifs-dortmund.de/pdf/Kurzfassungschlussbericht4.pdf.
Stafford, Tim (2011). Teaching Visual Literacy in the Primary Classroom: Comic Books, Film, Television and Picture Narratives. Abingdon et al.: Routledge.
Wermke, Jutta (1997). Integrierte Medienerziehung im Fachunterricht: Schwerpunkt Deutsch. Munich: kopaed.
Wiepcke, Claudia; Ewald Mittelstaedt & Andreas Liening (2008). Blended Learning Approaches to Enhance Gender Mainstreaming. In: Asian Women 24.4, 21-41.
35Chapter 5: Grammar and vocabulary
Acknowledgments
The cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise indicated, the copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the units unless given below. All of the websites were checked on 10 September 2014.
� Slide 3: Focal areas of media pedagogy, based on Hug 2002, 8-9
� Slide 6: Multiliteracies model, Cazden et al. 1996: 83
� Slide 7: Media literacy, based on Wermke 1997: 145
� Slide 8: Whale Rider movie posters, http://www.impawards.com/2003/whale_rider.html, http://www.impawards.com/2003/whale_rider_ver3.html
� Slide 11: http://www.onlydeadfish.co.uk/only_dead_fish/2011/01/future-trends-innovation-briefing.html, https://commons.wikimedia.org/wiki/File:Working_Together_Teamwork_Puzzle_Concept.jpg, https://leadershipfreak.wordpress.com/2012/07/11/women-dont-take-risks-like-men, http://www.navigaweb.net/2015/02/trovare-la-password-del-wifi-se.html, http://edmodo.antoniogarrido.es, http://research.northumbria.ac.uk/support/2015/03/23/ee-research-funding-drop-in-session-24th-march-2-5pm-pandon-217
� Slide 14: http://www.wiskundemeisjes.nl/20130311/beste-wethouders-van-onderwijs-over-loten-in-het-voortgezet-onderwijs, http://www.publicdomainpictures.net/view-image.php?image=56146&picture=woman-teacher-cartoon&large=1, http://www.meganford.net/lifelong-learner.html
� Slide 16: Extract from Comenius’ Orbis sensualium pictus, https://commons.wikimedia.org/wiki/Category:Orbis_pictus?uselang=de#/media/File:Orbis-pictus-024.jpg
� Slide 17: Blended learning: media, methods, and theories, adapted from Wiepcke et al. 2008: 30
36Chapter 5: Grammar and vocabulary
Acknowledgments
� Slide 19: http://www.clipshrine.com/multiple-user-icons-different-colors-16122-cv-b.html, http://www.clipshrine.com/straighten-books-4600-medium.html, http://www.publicdomainpictures.net/view-image.php?image=37299&large=1, https://en.wikipedia.org/wiki/Overhead_projector#/media/File:OHP-sch.JPG, https://de.wikipedia.org/wiki/V%C3%B6gel#/media/File:House_Sparrow_(M)_I_IMG_7881.jpg, http://blog.prathambooks.org/2010/07/conferences-contests-and-workshops.html, http://www.publicpolicy.telefonica.com/blogs/blog/2011/05/14/oecd-discussions-on-trade-restrictions-on-audiovisual-services, https://pl.wikipedia.org/wiki/Projektor, http://www.clipshrine.com/cdrom-disk-floder-15670-medium.html, https://en.wikipedia.org/wiki/Smartphone#/media/File:IPhone_5S_home_button.png, https://en.wikipedia.org/wiki/Mobile_app#/media/File:Apps_on_Nexus_4.png, https://en.wikipedia.org/wiki/Laptop#/media/File:Microsoft_Surface_Pro_3_with_Type_Cover.jpg
� Slide 21: https://commons.wikimedia.org/wiki/File:Digitale_Kompetenzen_01-09-2014_3.JPG?uselang=de#/media/File:Digitale_Kompetenzen_01-09-2014_3.JPG
� Slide 22 & 23: https://commons.wikimedia.org/wiki/Library#/media/File:SteacieLibrary.jpg, https://en.wikipedia.org/wiki/Mobile_app#/media/File:Apps_on_Nexus_4.png
� Slide 24: http://201037825.wikispaces.com/%2A%2A+Example+of+a+Blog+%2A%2A
� Slide 28: The TPACK framework and its knowledge components, Koehler, Matthew J., & Mishra, Punya (2009). “What Is Technological Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9.1, S. 63. Available online http://tpack.org; Reproduced by permission of the publisher, © 2012 by tpack.org
� Slide 29: https://pixabay.com/en/t-rex-dinosaur-animal-prehistoric-311592, writing and illustrating a picture book, adapted from Stafford 2011: 48-49
� Slide 30: word cloud created with tagxedo.com, weather reports with fun, adapted from Grimm & Riecken 2014
� Slide 31: https://en.wikipedia.org/wiki/Point_of_view_shot#/media/File:The_Driller_Killer_Pinball_Scene_Shot_to_Shot.png; project M. Meyer, undocumented
� Slide 32: screenshot of project homepage, https://toppersjump.wordpress.com; Platform-based literature project, adapted from Klemm & Grimm 2013
37Chapter 5: Grammar and vocabulary
Recommended