Media literacy in the 21st century isacs 2012

THE DEATH OF THE FIVE-PARAGRAPH ESSAY?

LY N N M I TT L E R , M A RY I N S T I T U T E A N D S T. L O U I S C O U N T RY D AY S C H O O L

H TT P: / / LY N N M I TT L E R . W I K I S PA C E S. C O M /

Media Literacy in the 21st Century

Really? Friday Afternoon?

Seven Survival Skills for the 21st Century

Critical Thinking and Problem SolvingCollaboration Across Networks and Leading

by InfluenceAgility and AdaptabilityInitiative and EntrepreneurialismEffective Oral and Written CommunicationAssessing and Analyzing InformationCuriosity and Imagination

InnovationThere are essentially two very

different kinds of innovation in both the for-profit and nonprofit arenas: incremental and disruptive. Incremental innovation is about significantly improving existing products, processes, or services. Disruptive or transformative innovation, on the other hand, is about creating a new or fundamentally different product or service that disrupts existing markets and displaces formerly dominant technologies.

Play, Passion, Purpose

21st Century Skills

Career and learning self-relianceCross-cultural understanding

Critical thinking and problem solvingCommunications, information and media literacyCollaboration, teamwork and leadershipCreativity and innovation

Why

Brain Research

ExperienceComprehensionElaborationApplication/intention

Brain Research

The more ways something is learned, the more memory pathways are built.

Effective teaching uses strategies to help students recognize patterns and then make the connections required to process the new working memory so they can travel into the brain’s long-term storage areas.

Digital and Media Literacy

Existing paradigms in technology education must be shifted towards a focus on critical thinking and communication skills and away from “gee-whiz” gaping over new technology tools. We must consider the balance between protection and empowerment and respond seriously to the genuine risks associated with media and digital technology. We must better understand how digital and media literacy competencies are linked to print literacy skills and develop robust new approaches to measure learning progression. We must help people of all ages to learn skills that help them discriminate between high-quality information, marketing hype, and silly or harmful junk. We must raise the visibility and status of news and current events as powerful, engaging resources for both K–12 and lifelong learning while we acknowledge the challenges faced by journalism today and in the future.

• Develop proficiency with the tools of technology• Build relationships with others to pose and solve problems collaboratively and cross-culturally• Design and share information for global communities to meet a variety of purposes• Manage, analyze, and synthesize multiple streams of simultaneous information• Create, critique, analyze, and evaluate multimedia texts• Attend to the ethical responsibilities required by these complex environments

Develop proficiency with the tools of technology Students in the 21st century should have experience with and

develop skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs. Do students use technology as a tool for communication, research, and

creation of new works? Do students evaluate and use digital tools and resources that match the work

they are doing? Do students find relevant and reliable sources that meet their needs? Do students take risks and try new things with tools available to

them? Do students, independently and collaboratively, solve problems as they

arise in their work? Do students use a variety of tools correctly and efficiently?

Design and share information for global communities that have a variety of purposes

Students in the 21st century must be aware of the global nature of our world and be able to select, organize, and design information to be shared, understood, and distributed beyond their classrooms.

  Do students use inquiry to ask questions and solve problems? Do students critically analyze a variety of information from a variety of sources? Do students take responsibility for communicating their ideas in a variety

of ways? Do students choose tools to share information that match their need and

audience? Do students share and publish their work in a variety of ways? Do students solve real problems and share results with real audiences? Do students publish in ways that meet the needs of a particular, authentic

audience?

Non-Negotiables

ReadingWritingClose readingCritical Thinking

What are we afraid we will lose if we move away from the five-paragraph essay?

UbD

Willingham Warning

“For material to be learned (that is, to end up in long-term memory), it must reside for some period in the working memory—that is, a student must pay attention to it. Further, how the student thinks of the experience completely determines what will end up in long-term memory” (63).

Googledocs

Personal Interest Blogs

Personal Interest Blogs

Personal Interest Blogs

Podcasting

Podcasting

Prezi

Complete your graphic organizer that shows the liminal process for your selected character.  Recall the tips and features used by classmates in their Liminal Prezis.  Specifically, continue to TINKER with the DESIGN of the CONTENT of your prezi.

Add a path that highlights each of the items you have included so that your Liminal Prezi can be viewed as a show.

You will be asked to review three of your peers' Prezis.  Please offer at least one comment on each of the Prezis you are given.  That comment should address on specific passage that referenced in the path.  Specifically, comment on how the design or appearance or placement of that passage in the Liminal Graphic Organizer communicates your classmate's understanding of the character.

Prezi

Prezi

Prezi

Frederick Douglas Speeches

Film a Scene

Final Cut Pro

Documentary as Close Reading

Sergei Eisenstein was a Soviet filmmaker who proposed that meaning results from the "collision" of images and, in our case, sound and text. Using the following formula, discuss how various elements are edited and combined in Born into Brothels and what effect the film maker hoped to achieve.

image+image+audio+text= possible meaning

Infographic

Carlos Fuentes has an innovative style that is highly cinematic and has multiple focal points. This can be seen throughout his novella, Aura. Your challenge is to capture his work visually in an infographic. This is one example. Using either http://visual.ly/ or http://www.easel.ly/, you will be creating an infographic for Aura. Process:Determine the purpose of your infographic: is it to tell the story, illustrate the importance of the symbols, explain the uncanny, discuss the marvelous, or all of the above?List the pertinent information your viewer/reader will need in order to understand the points you are trying to communicate.Brainstorm how this information can be communicated visually.Sketch out how each piece of information relates to each other and how you will visually represent those relationships.Begin building Using either http://visual.ly/ or http://www.easel.ly/.Test your infographic on someone who has not read the novella.Write a page-long, double-spaced explanation of what you were trying to communicate, what choices you made and why, what problems you may have encountered. Evaluation:Infographics will be evaluated on creativity, use of space, color and special relationships to other elements. The detail and clarity of your message will be assessed.

Infographics

Easel.ly

Inforgraphics

Infographics

Gaming

Global Action Project

Personal PassionGlobal IssuesDocumentary FilmmakingSocial Enterprise

Seven Survival Skills for the 21st Century

Critical Thinking and Problem SolvingCollaboration Across Networks and Leading

by InfluenceAgility and AdaptabilityInitiative and EntrepreneurialismEffective Oral and Written CommunicationAssessing and Analyzing InformationCuriosity and Imagination

Design Thinking

Rubric

A Word on Collaboration

“All of these challenges require us to recognize that although human beings are individually powerful, we must act together to achieve what we could not accomplish on our own…The miracle of social networks in the modern world is that they unite us with other human beings and give us the capacity to cooperate on a scale so much larger than the one experienced in our ancient past” (304).

A Word on Collaboration

“The great project of the twenty-first century—understanding how the whole of humanity comes to be greater than the sum of its parts—is just beginning. Like an awakening child, the human superorganism is becoming self-aware, and this will surely help us to achieve our goals. But the greatest gift of this awareness will be the sheer joy of self-discovery and the realization that to truly know ourselves, we must first understand how and why we are all connected” (305).

Conclusion