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A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson
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Thinking Beyond Beats & Rhymes: Practicing Media Literacy in Communication Arts
Professional Development InstituteSchool District of PhiladelphiaCareer and Technical Education (CTE)Office of Secondary EducationNovember 6, 2007
Setting High Expectations
1. Communication
A qualified Philadelphia graduate will communicate effectively in English, both orally and in writing. Specifically, the student will have demonstrated the ability to:
write effectively and appropriately to a variety of audiences for a variety of purposes, including informing, reporting, persuading, and summarizing;
listen actively, in a variety of situations and for a variety of purposes;
read with understanding, read critically, and interpret a wide variety of written materials;
use with ease the tools of information technology.
Setting High Expectations
2. Reasoning and Problem Solving
A qualified Philadelphia graduate can apply reasoning and problem solving skills to all aspects of work, study, and life. Specifically, the student will have demonstrated the ability to:
choose and apply logical and effective problem solving techniques; approach problem solving with a critical eye, an open mind, and
persistence; think abstractly and creatively; ask meaningful questions.
Overview of the Day
• New Literacies and Secondary Education• Critical Questions of Media Literacy• Video: “Beyond Beats and Rhymes” by
Byron Hurt• Identity and Discourse Communities• Modeling Active Learning Strategies• Creating Media: Play, Learning & Performance• Empowerment Spiral: Awareness, Analysis,
Reflection, Action
FACULTY
Sherri Hope Culver, Director
Renee Hobbs, Professor
Eugene Martin, Lecturer
GRADUATE STUDENTS
Jiwon Yoon Mike Robb Grieco
Kelly Mendoza Tanya Jackson
STAFFKrystin McBrien
A Conflicted FanWhat is your love-hate relationship with mass media, popular culture and digital technology?
Widespread Interest in“New Literacies”
• Information technology• Communication and media studies• Library and information science• K-12 education• Public health• Fine and performing arts• After school and informal learning
New Literacies…
• Visual Literacy
• Information Literacy
• Media Literacy
• Critical Literacy
• ICT Literacy
Visual Literacy Questions
-- How can visual information help people learn?
-- How do the emotional and aesthetic dimensions of images affect learning?
-- How do viewers make sense of the different kinds of realism in the images we see in films and television?
-- How do we best help visual learners?
Visual Literacy
The genres, codes, conventions and symbolic forms of visual messages shape perception and interpretation Texts are only representations but people process images as reality
Information Literacy Q’s
-- How do students learn to effectively locate, evaluate and use information?
-- How do students learn to identify the credibility of information?
-- What competencies are required to be skillful in accessing and using digital information resources?
Information Literacy
There are a range of strategies for locating information using databases and search tools
People need to learn to evaluate message quality, authenticity, credibility and usefulness
Media Literacy Questions
-- What do students learn from mass media and popular culture?
-- What knowledge & skills are needed to enable students to critically analyze media messages?
-- How does media composition by students enhance student learning?
Media Literacy
The interpretation of media texts varies among audience members from various cultural groups and backgrounds
Messages are constructed by authors for specific purposes and goals
Critical Literacy Questions
-- How are identity and power relations depicted in media texts and textual activity?
-- How do students recognize, resist and transform inequity and oppression and what learning processes can help them develop as responsible citizens?
Critical Literacy
Meanings are multiple, shifting and contested
Literacy skills can help people to take action towards the goals of social justice and equity
ICT Literacy Questions
-- What kinds of cognitive skills and technology skills are needed for life in an information society?
-- How are these skills and competencies best learned in school and workforce settings?
ICT Literacy
Technology proficiency alone is not adequate for success in information age jobs
Cognitive skills are involved in accessing, managing and analyzing information, and creating messages
A combination of “tool competence” and cognitive skills are needed
Border Crossing and Shifting Disciplinary Boundaries
• Visual Literacy
• Information Literacy
• Media Literacy
• Critical Literacy
• ICT Literacy
Ideas from all the “new literacies” are being integrated into K-12 instructional practices
Literacy in an Information Age
ACCESS
CREATE
EVALUATEANALYZE
...through the integration and application of critical thinking and technology skills
The ability to…
Literacy in an Information Age
D
AB
Technological Competence
C
Critical ThinkingSkills
HIGH
LOW
LOW HIGH
LEARNING SKILLS
LEARNING TOOLS
Information & Communication Skills
Thinking & Problem-Solving Skills
Interpersonal & Self-Directional Skills
Word processing & graphic design tools,email, Internet, search engines, web authoring tools, distributed learning (Blackboard), IM, chat, digital cameras, video & audio editing software, computer simulations, presentation software, spreadsheets, databases, e-learning, etc.
The true potential of new literacies comes not just from being wired together but also from having the knowledge and skills to use technology and to understand its complex role in our families, our workplaces, our communities, our nation and the world.
Asking Critical Questions
The Media Literacy
Remote Control
Media Education Lab
Temple University School of Communications and Theater
1A Annenberg Hall
Philadelphia PA
Phone: (215) 204-4291
Email: [email protected]
Web: http://mediaeducationlab.com