EDUC 616 CURRICULUM DESIGN AND INSTRUCTION

EDUC 616 CURRICULUM DESIGN AND

INSTRUCTIONWeek 6

ClassroomSession 7

MEDIA LITERACY

Benedictine University 2

Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD.

ClassroomSession 7

Digital disconnect refers to the research supporting the fact that K-12 students demonstrate media proficiency that their teachers do not possess!

‘Digital Natives’ is a term used to describe individuals who were born in the age of technology

Most teachers are not ‘digital natives’ thereby resulting in ‘digital disconnect’

Digital Disconnect


ClassroomSession 7

Digital Natives demonstrate literacy in one or more of the following: Upload, download, and remix music, photos, videos and

movies Text and instant message using mobile phones and other

handheld devices Connect and communicate via social networking and websites Operate digital still and video cameras Edit and post online videos Create blogs, podcasts, video games, digital

productions, and graphic novels Participate in virtual reality games and forums

Digital Native Skills


ClassroomSession 7

MEDIA HISTORY



ClassroomSession 7

- 1960 – T.V. is used as a learning tool in classrooms 1970-80 – PBS introduces shows such as Sesame Street and

Mr. Rogers’ Neighborhood to teach pre-schoolers 1970- NCTE issues a statement encouraging teachers to use

‘non-print’ texts in instruction 1990- Partnership for Media Education became the Alliance

for a Media Literate America – designed to raise awareness of media literacy in U.S. schools

1993- New Mexico literacy project becomes the first statewide initiative to take media literacy education to both teachers and students

A Brief History of Media Literacy


ClassroomSession 7

The Center for Media Literacy (www.medialit.org) suggests five core concepts of media literacy:

1) All media messages are constructed2) Media messages are constructed using a

creative language with its own rules3) Different people experience the same media

message differently4) Media have imbedded values and points of view5) Most media messages are organized to gain

profit and/or power

Five Core Concepts of Media Literacy


http://www.medialit.org/

ClassroomSession 7

MEDIA LITERACY

What Does It Mean?



ClassroomSession 7

Media Literacy is a way to teach young people the rules regarding proper behavior on the internet

Definitions of ‘Media Literacy’


Media Literacy is searching for and locating accurate, reliable information on the internet

Media Literacy is analysis of media messages and the creation of media productions

Media Literacy is the development of an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques

Media Literacy is the skillful application of literacy skills to media and technology messages

Media Literacy is both the analysis of and the creation of media products

ClassroomSession 7

All media messages are constructed using a creative language with its own rules

Students need to consider:◦Who is the author of the media message? ◦Is the author a reliable source? ◦Is their message backed by credible

research?◦Why was it created?

To relay information in an expository format To offer differing opinions For personal gain, etc.

Media Rules


ClassroomSession 7

On Student Learning: Research indicates that incorporating lessons

on media literacy into the classroom can HELP:◦ Reduce potentially harmful effects on young viewers of T.V.

violence◦ At-risk youth make more responsible decisions◦ Enhance self-esteem and reduce

adolescent eating disorders and steroid use

◦ Reduce the use of alcohol, tobacco and drugs

Benefits of Media Literacy

Benedictine University 11Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD.

ClassroomSession 7

On Educators: Education in media literacy can HELP:

◦Educators meet state teaching standards◦Allow teachers to bring youth-media culture

into the classroom and engage youth in discussions

◦Teach inquiry based learning◦Foster cooperative learning◦Connect the curriculum of

the classroom to the home◦Foster interdisciplinary instruction


Benefits of Media Literacy

ClassroomSession 7

Different People Experience the Same Media Message Differently:How do these questions impact a message? Who is the target audience? Is the message designed to reach others besides the

target audience? How does the message get the attention of its

intended target audience? How might different people understand the message

differently? How could different interpretations of a media

message cause problems?

Different Media Messages


ClassroomSession 7

Media imbeds values and ‘points of view’ into all messages Students must be taught to critically examine the

values and determine the points of view of media in order to evaluate the source

Reflective questions to help filter the message are: What values, lifestyles, and/or points of view are

included or excluded and why? What degree of bias exists? Where can I find more information, different

perspectives or verify the information? What can I do with this information?

Values and Points of View


ClassroomSession 7

DIGITAL PORTFOLIOS AND

CURRICULUM MAPSHayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. [Chapter 9]


ClassroomSession 7

A ‘digital portfolio’ is a multimedia collection of student work that provides evidence of a student’s skills and knowledge

They represent a powerful way to collect student work

Digital portfolios can:◦ Show that a student has met standards◦ Show a student’s growth as an

individual learner

What is a Digital Portfolio?


ClassroomSession 7

According to the Coalition of Essential Schools there are several essential questions that should govern the use of digital portfolios:1. Vision: What should a student know and be able to do?2. Purpose: Why do we collect student work?3. Audience: What audiences are important to us?4. Assessment: How can students demonstrate the

school vision? How do we know what is good?5. Technology: What hardware, software, and networking

will we need? Who will support the system?6. Logistics: When will information be digitalized?

Who will do it?7. Culture: Is the school used to discussing student work?

Essential Questions: Digital Portfolio


ClassroomSession 7

For optimal effectiveness, a digital portfolio should: Contain a table of contents clearly defining the

expectations of the state and the school district regarding student growth and performance

Be content based as well as interdisciplinary ie. Portfolios should also address universal concepts such as problem solving, communication and research techniques

Include student reflection and/or self-evaluation Include an action plan mutually agreed upon by both

teacher and student to address areas of improvement and set goals that will be assessed on the student’s next entry

Components of an Effective Digital Portfolio


ClassroomSession 7

For Students:In using digital portfolios to assess student growth and set goals for future performance assessments, the following benefits are realized: Students are able to set short-term goals to

realize long-term goals (graduation; higher ACT/SAT scores; career choices)

Overall student performance improves by allowing students to engage in purposeful feedback

Optimal Use of Digital Portfolios


ClassroomSession 7

For Instructor:By implementing digital portfolios to assess student growth teachers: Can clearly assess areas of strength and weakness in

the curriculum Provide documentation of alignment of curriculum to

state standards Are challenged to reexamine the quality of methods and

assessments and change them accordingly Provide an ongoing dialogue between stakeholders in

the educational process Can use online rubrics to assess student

work and, thereby, improve their own media literacy


Optimal Use of Digital Portfolios

ClassroomSession 7

STEP 1: The teacher creates a curriculum map outlining content, skills and assessments

STEP 2: Student is assessed on content and skillsSTEP 3: Student responds to the assessment

(reflects) and enters it into his/her digital portfolio

STEP 4: Teacher analyzes the results of the assessment and student feedback and makes revisions to the map

The Feedback Loop: How Does it Work?


Feedback Loop

Step 1

Step 2

Step 3

Step 4

ClassroomSession 7

“The data in the curriculum maps, when taken into account with assessment data, can be the basis for informed decisions to improve student learning.” – Kallick and Colosimo (2009) – Jacobs, p. 161 Data should be both quantitative and qualitative

(dialogue with students and teacher observations) Data should be used as a valuable tool for

differentiation:◦ What areas need more attention?◦ How can the instruction/assessments be differentiated

to meet student needs?

Curriculum Mapping and The Feedback Loop


ClassroomSession 7

Provide students with an electronic copy of the curriculum map

Prior to teaching the unit, assess student’s comfort with the essential questions and skills as defined on the curriculum map (see suggested method of gathering this information in text, p. 163)

Teacher plans accordingly after assessing student prior knowledge of the unit

Students reflect, at the end of the unit, on their education journey and end result

The Value of Combining Curriculum Maps with Digital Portfolios


ClassroomSession 7

Students and teachers dialogue and determine which student work best documents the objectives of the map and student growth

Students document their journey in their digital portfolio

Students create a narrative to describe what the work represents

Students are afforded the opportunity to present their work to an audience of peers, parents and teachers

The Value of Combining Curriculum Maps with Digital Portfolios [Cont.]


ClassroomSession 7

Let us look at all maps with the focus on media literacy: Keep in mind that, like all good instruction, media literacy

needs to be progressive That is, as the child moves from grade to grade, media

literacy must take on a degree of sophistication commensurate with the child’s cognitive growth

This means that a student should not be solely instructed/limited to one media medium to demonstrate meeting content and/or literacy objectives – going beyond PowerPoint to blogs, Photo-stories, web quest, etc.

Do the maps address a level of sophistication of media literacy?

Vertical and Horizontal Scaffolding of Media Literacy


Documents

EDUC 616 CURRICULUM DESIGN AND INSTRUCTION