Teaching English 9. Media: a balanced approach · Teaching English 9. Media: a balanced approach ... 1.Established place in TEFL three-layered function ... teachers as agents of change

Teaching English

9. Media: a balanced approach

Nancy Grimm – Michael Meyer – Laurenz Volkmann

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


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.


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


1. Media pedagogy and

media literacy –pedagogy of

multiliteracies

Multiliteracies model


Cazden et al. 1996: 83

1. Media pedagogy and media literacy – media literacy objectives


Wermke 1997: 145, adapted

1. Media pedagogy and media literacy – media literacy objectives


� 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


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


1. Media pedagogy

and media literacy

Long-term implementation

Cooperation

Disadvantages

Infrastructure

Teacher training

Research

11

There is room for improvement!



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.


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?


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

Blended learning

173. Media repertoireWiepcke et al. 2008: 30, adapted

3. Media repertoire

A balanced approach!


“[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


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.


4. Digital technologies – digital media: friend or foe?


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?


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?


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.


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


new horizons, new

challenges

Technological pedagogical content knowledge

28

Koehler & Mishra 2009: 63


5. Four examples of

media use

Beginners: writing and illustrating a picture book


Stafford 2011: 48-49, adapted

5. Four examples of

media use

Intermediate learners: weather reports with fun


Grimm & Riecken 2014, adapted

5. Four examples of

media use

Upper-intermediate learners: telling stories in pictures


project: M. Meyer, undocumented

5. Four examples of

media use

Advanced learners: platform-based literature project


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.


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


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


Documents

Teaching English 9. Media: a balanced approach · Teaching English 9. Media: a balanced approach ... 1.Established place in TEFL three-layered function ... teachers as agents of change