Using The Media to TeachUsing The Media to Teach2121stst Century Skills Century Skills

and Standardsand Standards

Frank W. BakerFrank W. BakerMedia Literacy Media Literacy ClearinghouseClearinghouse

www.frankwbaker.comwww.frankwbaker.com

Anderson SchoolAnderson SchoolDistrict 5District 5

February 18, 2008February 18, 2008

www.frankwbaker.comwww.frankwbaker.com

Generation M: multi-taskersGeneration M: multi-taskers

Digital natives the super-communicatorsDigital natives the super-communicators

Teens &Teens &Multi-taskingMulti-tasking

Grades 7-12Grades 7-12

58% usually consume 58% usually consume some other form of media some other form of media while they readwhile they read

63% typically multitask 63% typically multitask while listening to music while listening to music

62% usually do so while 62% usually do so while using the computer.using the computer.

One study found thatOne study found thatwhen students when students multi task--multi task--where they retain infowhere they retain infoin the brain is not asin the brain is not aseasily recalledeasily recalled

Media creators and producersMedia creators and producers

54%54% of those surveyed said of those surveyed said they are making their own they are making their own entertainment content entertainment content through editing photos, through editing photos, videos or music, videos or music,

45%45% said they are producing said they are producing that content for others to that content for others to see, see,

32%32% said they consider said they consider themselves to be themselves to be "broadcasters" of their own "broadcasters" of their own media.media.

State of The Media Democracy, December 2007State of The Media Democracy, December 2007

The need for trainingThe need for training

“ “Our students are growing up in a Our students are growing up in a world saturated with media world saturated with media messages…yet, they messages…yet, they (and their teachers)(and their teachers) receive little receive little or no training in the skills of or no training in the skills of analyzing or re-evaluating these analyzing or re-evaluating these messages, many of which make messages, many of which make use of language, moving images, use of language, moving images, music, sound effects.”music, sound effects.” R. Hobbs, Journal Adult & Adolescent Literacy, February 2004R. Hobbs, Journal Adult & Adolescent Literacy, February 2004

Educating for the new centuryEducating for the new century

“ “In this new media age, the ability to In this new media age, the ability to --negotiate and evaluate negotiate and evaluate information online, information online, -- to recognize manipulation and to recognize manipulation and propaganda,propaganda,-- and to assimilate ethical values and to assimilate ethical values is becoming as basic to education as is becoming as basic to education as reading and writing….”reading and writing….”

New Generations, New Media ChallengesNew Generations, New Media Challengeshttp://digitallearning.macfound.org 

ML Research Findings:ML Research Findings:

Means for improving student Means for improving student critical thinking and critical thinking and academic performanceacademic performance

Hook to engage students in Hook to engage students in core curriculumcore curriculum

Teacher grasp/commitment Teacher grasp/commitment is crucialis crucial

ML learned better through ML learned better through hands-on media experienceshands-on media experiences

Winter 2006

Recognizing media literacy:Recognizing media literacy:

Media LiteracyMedia Literacy

What does it mean to be What does it mean to be media literate?media literate?

Spend a few minutes now drafting Spend a few minutes now drafting your own definition.your own definition.

video

Media LiteracyMedia Literacy

ANALYSIS + PRODUCTIONANALYSIS + PRODUCTION

Understanding Understanding how media messages how media messages are constructed, for what purposes are constructed, for what purposes and using whichand using which tools, characteristics tools, characteristics and conventions. and conventions.

Examining how individuals Examining how individuals interpret interpret messages differently, how values and messages differently, how values and points of view are included or points of view are included or excluded excluded and how media canand how media can influence influence beliefs and behaviors. beliefs and behaviors.

Possessing a fundamental Possessing a fundamental understanding of the understanding of the ethical/legalethical/legal issuesissues surrounding the access and use surrounding the access and use of informationof information

Ministry of EducationMinistry of Education

“ “Media literacy is concerned with helping Media literacy is concerned with helping students develop an informed and critical students develop an informed and critical understanding of the nature of mass understanding of the nature of mass media, the techniques used by them, media, the techniques used by them, and the impact of these techniquesand the impact of these techniques. . More specifically, it is education that aims More specifically, it is education that aims to increase the students' understanding and to increase the students' understanding and enjoyment of enjoyment of how the media work, how how the media work, how they produce meaning, how they are they produce meaning, how they are organized, and how they construct organized, and how they construct realityreality.  Media literacy also aims to provide .  Media literacy also aims to provide students with the ability to create media students with the ability to create media products.” products.”

Media Literacy:Media Literacy: Core ConceptsCore Concepts All media are constructedAll media are constructed Media use unique languagesMedia use unique languages Different people interpret the same Different people interpret the same

media message differentlymedia message differently Media convey values and points of viewMedia convey values and points of view Media: power & profitMedia: power & profit

Source:Source:The Center for Media LiteracyThe Center for Media Literacy

Critical InquiryCritical Inquiry

Who created the message? ( author)Who created the message? ( author) Why was it made? ( purpose)Why was it made? ( purpose) For whose eyeballs? (audience)For whose eyeballs? (audience) What What techniquestechniques are used both to attract are used both to attract

attention and/or increase believability?attention and/or increase believability? Who or what is omitted and why?Who or what is omitted and why? Who benefits?Who benefits? How is meaning created/understood? How is meaning created/understood?

Visual LiteracyVisual Literacy

Considering the critical inquiry questions—Considering the critical inquiry questions—

let’s examine some let’s examine some imagesimages

Media Literacy inMedia Literacy inSCDE Teaching StandardsSCDE Teaching StandardsEnglish/LAEnglish/LA Social StudiesSocial Studies HealthHealth

6-5.4 Create 6-5.4 Create persuasive writings persuasive writings such as such as print print advertisementsadvertisements and and commercial scriptscommercial scripts that develop a that develop a central idea with central idea with supporting supporting evidence and use evidence and use language language appropriate for the appropriate for the

specific audiencespecific audience

propagandapropaganda

mass mediamass media

the influence of the influence of advertising advertising on on

consumer choicesconsumer choices

body imagebody image

influences on influences on food selectionfood selection

alcohol/tobaccoalcohol/tobaccoadvertising & advertising & marketingmarketing

Classroom ApplicationsClassroom Applications

ELA: Print AdvertisementsELA: Print Advertisements

How to “read an ad”How to “read an ad”

- reading the words- reading the words- examining the images- examining the images- considering the layout- considering the layout(e.g. rule of thirds; color, etc.)(e.g. rule of thirds; color, etc.)- techniques of persuasion- techniques of persuasion- where it was published- where it was published- consider the audience- consider the audience

Classroom ApplicationsClassroom Applications

ELA: Commercial ScriptsELA: Commercial Scripts

VIDEOVIDEO AUDIOAUDIO

Everything that is seenEverything that is seen Everything that is heardEverything that is heard

cell phone ad

Political Ad ScriptPolitical Ad Script

VIDEOVIDEO AUDIOAUDIO

(WS) Countryside.(WS) Countryside.Hillary seen walking with Hillary seen walking with a farmera farmer

(cut) little girl in bed- (cut) little girl in bed- camera pans to show camera pans to show Hillary smiling looking Hillary smiling looking downdown

(cut) shakes hand with (cut) shakes hand with male workermale worker

(VO) Sen. Clinton:(VO) Sen. Clinton:“As I travel around “As I travel around America, I hear from so America, I hear from so many people who feel many people who feel like they’re just invisible like they’re just invisible to their government.to their government.

(VO) Narrator: Hillary (VO) Narrator: Hillary Clinton has spent her life Clinton has spent her life standing up for peoplestanding up for peopleothers don’t see…others don’t see…

Source: AdWatch (AP)

Motion Picture ScreenplayMotion Picture Screenplay

"If video is how we "If video is how we are communicating are communicating and persuading in and persuading in this new century, this new century, why aren't more why aren't more students writing students writing screenplays as part screenplays as part of their schoolwork?"of their schoolwork?"  

Heidi Hayes Jacob, Heidi Hayes Jacob, Educational consultantEducational consultant

Classroom ApplicationsClassroom Applications

PBS series about World War II encourages students PBS series about World War II encourages students to identify and interview veterans and document to identify and interview veterans and document their stories using digital tools:their stories using digital tools: digital storytelling www.pbs.org/thewarwww.pbs.org/thewar

Newspaper ActivityNewspaper Activity

1.1. Each table gets a newspaperEach table gets a newspaper

2.2. Each table uses ONE blank script formEach table uses ONE blank script form

3.3. As a group: write a 30-second TV news As a group: write a 30-second TV news promotion script usingpromotion script using

a. ONE international storya. ONE international story

b. ONE national storyb. ONE national story

c. ONE regional/local storyc. ONE regional/local story d. either weather or sports d. either weather or sports

Recommended ResourcesRecommended Resources

NCTE BooksNCTE Books

(November 2007)(November 2007)

Lessons for students inLessons for students in

Grades 7-12Grades 7-12

Recommended ResourcesRecommended Resources

www.amlainfo.orgwww.amlainfo.org

EvaluationEvaluation

Please complete the one page evaluationPlease complete the one page evaluationtear it off and leave it in the roomtear it off and leave it in the room

THANKS! THANKS!