Transforming Education with Digital and Media Literacy

Transforming  Educa0on  Through    

Digital  &  Media  Literacy    

Renee  Hobbs    

Harrington  School  of  Communica6on  and  Media  

University  of  Rhode  Island    

TWITTER  BACK  CHANNEL:  #baisl  

Teacher-­‐librarians  help  students  develop  the  knowledge  and  competencies  they  need  to  thrive  in  the  21st  century  

PEER-TO-PEER FILE SHARING

How new tools and new texts are reshaping educational practice Why students benefit when we use digital and media literacy concepts to embrace interdisciplinary connections between culture and classroom How codes of best practice help people become more confident in understanding copyright and fair use How the concept of transformativeness enables students to maximize the power of digital learning

Goals  for  Today’s  Session  

www.mediaeduca6onlab.com  

Bringing  digital  and  media  literacy  educa6on  to    children  in  grades  PK  –  6  through    

curriculum  integra6on,  informal  learning    and  professional  development.    

     -­‐-­‐in  bookstores  and  online  Spring  2013  

NEW  TOOLS  

NEW  TEXTS  

NEW  TOOLS  

Texts  of  Digital  &  Media  Literacy  

Texts  of  Digital  &  Media  Literacy  

Texts  of  Digital  &  Media  Literacy  

Texts  of  Digital  &  Media  Literacy  

Texts  of  Digital  &  Media  Literacy  

NEW  TEXTS  

NEW  TOOLS  

Ignore   Engage  

Learning  Environments  

In-­‐School          At-­‐Home            Independent                

Digital  and  media  literacy  embraces  interdisciplinary  connec0ons  between  classroom  and  culture  

Expanding  the  Concept  of  Literacy  

Print  Literacy  Visual  Literacy  

Informa6on  Literacy  Media  Literacy  

Computer  Literacy  News  Literacy  Digital  Literacy  

One  Expansive  Conceptualiza0on    to  Unite  Them  All  

Key  Concepts  

One  Expansive  Conceptualiza0on    to  Unite  Them  All  

Key  Concepts  

Messages  are  Representa0ons  

Messages  Influence  our  AHtudes  and  Behaviors  

People  Interpret  Messages  Differently  

Messages  Use  Different  Codes  and  Conven0ons  

Messages  Have  Economic  &  

Poli0cal  Power  

One  Expansive  Conceptualiza0on    to  Unite  Them  All  

Key  Concepts  

Learning  Process  

ACCESS  

ANALYZE  

CREATE  

ACT  

REFLECT  

The  Learning  Process  of  Digital  &  Media  Literacy  

ACCESS  

Learning  Process  

Comprehend  and    Make  Sense  of  All  Sorts  of  Texts      Use  Technology  Tools  Well    Gather  Informa6on  Independently    

ACCESS  

Find  and  select  appropriate  texts  using  reasoning  and  evidence    

LINK  

ANALYZE  

Ask  Good  Ques6ons    Evaluate  the  Quality  &  Value  of  Messages    Explore  Context  in  Meaningful  Ways  

Learning  Process  

ANALYZE  

Analyze  a  media  message  using  five  cri6cal  ques6ons  

LINK  

COMPOSE  

Use  Mul6ple  Modes  of  Expression    Reach  Authen6c  Audiences    Manipulate  Content  and  Form  in  Rela6on  to  Purpose  and  Audience  

Learning  Process  

COMPOSE  

Create  a  remix  

REFLECT  

Ac6vate  Mul6perspec6val  Thinking    Predict  Consequences  and  Use  Hypothe6cal  Reasoning    Examine  Issues  of  Power  and  Responsibility    

Learning  Process  

REFLECT  

Discuss  the  ethical  dimensions  of  a  media  message  

LINK  

ACT  

Connect  the  Classroom  to  the  World    Strengthen  Leadership  and  Collabora6on    Develop  Integrity  and  Accountability    

Learning  Process  

ACT  

Learning  Process  

Create  a  public  service  announcement  about  liaering  

LINK  

ACCESS  

ANALYZE  

CREATE  

ACT  

REFLECT  

Transforming  Educa0on  Through    Digital  &  Media  Literacy  

One  Law  Protects  Us  All:  Owners  &  Users  

Codes of Best Practice Support Academic & Creative Communities

LINK  

Is  Your  Use  of  Copyrighted  Materials  a  Fair  Use?  

1.  Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?

2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?

LINK  

Exercising  Fair  Use  Reasoning  Involves    Cri0cal  Thinking  

Transforma0ve  Use  is  Fair  Use  

Communities of Practice Assert Their Fair Use Rights

Results of our Advocacy Users may unlock DVDs protected by the Content Scrambling System when circumvention is for the purpose of criticism or comment using short sections, for educational, documentary or non-profit use.

Both  Law  and  Educa6on  Adapt    to  Changes  in  Technology  and  Society  

Three  Visions  of  Copyright  

Flexible  Licensing  Schemes:  

Some  Rights  Reserved  

Crea0ve  Communi0es  Develop  Codes  of  Best  Prac0ce  for  Fair  Use  

Open  Source  Business  Models  Make  

Copyright  Obsolete    

PEER-TO-PEER FILE SHARING

How new tools and new texts are reshaping educational practice Why students benefit when we use digital and media literacy concepts to embrace interdisciplinary connections between culture and classroom How codes of best practice help people become more confident in understanding copyright and fair use How the concept of transformativeness enables students to maximize the power of digital learning

Goals  for  Today’s  Session  

www.mediaeduca6onlab.com  

CONTACT:    Renee  Hobbs  Founding  Director  Harrington  School  of  Communica6on  and  Media  University  of  Rhode  Island  Email:  hobbs@uri.edu  

Videos  and  More  Resources  Online:    hap://mediaeduca6onlab.com  

ACCESS  

ANALYZE  

CREATE  

ACT  

REFLECT  

Transforming  Educa0on  Through    Digital  &  Media  Literacy