How  Digital  and    Media  Literacy  Educa5on    

Promotes  Global    Cultural  Understanding    

     

Renee  Hobbs  Temple  University  

Media  Educa5on  Lab    

Arab-­‐US  Associa-on  of  Communica-on  Educators  American  University  of  Beirut  October  31,  2011  

NEW  TEXTS  

NEW  TOOLS  

Ignore   Engage  

Expanding  the  Concept  of  Literacy  

Print  Literacy  Visual  Literacy  

Informa5on  Literacy  Media  Literacy  

Computer  Literacy  News  Literacy  Digital  Literacy  

One  Expansive  Conceptualiza-on    to  Unite  Them  All  

Key  Concepts  

Key  Concepts  

Authors    &    

Audiences    

Messages    &    

Meanings  

Representa-on    &  

Reali-es  

One  Expansive  Conceptualiza-on    to  Unite  Them  All  

Key  Concepts  

One  Expansive  Conceptualiza-on    to  Unite  Them  All  

Key  Concepts  

Learning  Process  

ACCESS  

Learning  Process  

Comprehend  and    Make  Sense  of  All  Sorts  of  Texts      Use  Technology  Tools  Well    Gather  Informa5on  Independently    

ANALYZE  

Ask  Good  Ques5ons    Evaluate  the  Quality  &  Value  of  Messages    Explore  Context  in  Meaningful  Ways  

Learning  Process  

COMPOSE  

Use  Mul5ple  Modes  of  Expression    Reach  Authen5c  Audiences    Manipulate  Content  and  Form  in  Rela5on  to  Purpose  and  Audience  

Learning  Process  

REFLECT  

Ac5vate  Mul5perspec5val  Thinking    Predict  Consequences  and  Use  Hypothe5cal  Reasoning    Examine  Issues  of  Power  and  Responsibility    

Learning  Process  

ACT  

 

Connect  the  Classroom  to  the  World    Strengthen  Leadership  and  Collabora5on    Develop  Integrity  and  Accountability    

Learning  Process  

ACCESS  

ANALYZE  

CREATE  

ACT  

REFLECT  

Does  Your  Classroom  Support  the  Learning  Process  of  Digital  &  Media  Literacy?  

Case  Study:  Roberts  Elementary  School  

Program  Elements  

ü   Ac5va5ng  prior  knowledge  and  dismantling  stereotypes  ü Gathering  informa5on  to  extend  cultural  knowledge  ü Represen5ng  ideas  through  image,  language  &  sound  ü Developing  cri5cal  analysis  skills  ü Using  film  to  develop  emo5onal  connectedness  to  the  other  ü Understanding  the  constructed  nature  of  film  ü Strengthening  civic  dialogue  through  online  crea5ve  expression  

Case  Study:  Youth  Workshop  on  Media  Representa-ons  of  Iranian  Culture  

Representa-ons  of  Persian  Culture  

Characteris-cs  of  the  DML  Learning  Environment  ü Integra5on  of  speaking,  listening,  reading,  wri5ng,  media  analysis  and  media  produc5on  

ü Ac5ve  interpreta5on  emphasizes  the  power  of  student  voice  ü Climate  of  respect  and  trust  supports  the  sharing  of  diverse  ideas  &  perspec5ves  

ü “Why”  ques5ons  are  plen5ful  ü Space  for  the  “teachable  moment”  ü Use  of  mass  media,  popular  culture  &  digital  media  connects  the  classroom  to  the  culture  

ü Project-­‐based  learning  promotes  collabora5on  and  cri5cal  thinking  

 

ACCESS  

ANALYZE  

CREATE  

ACT  

REFLECT  

Strategies  for  Implementa-on:    University-­‐School  Partnerships  

ü  Direct  Service  to  Children  and  Youth    

ü  Field  Experience  Courses  

ü  In-­‐School  Mentoring  to  Classroom  Teachers  

ü  Teacher  Professional  Development  

ü  Curriculum  Development  

ü  Parent  Outreach  Programs            

How  are  you  helping  students  to  develop  the  knowledge  and  skills  they  need  to  thrive  in  the  21st  century?  

www.mediaeduca5onlab.com  

BEGINNING  IN  JANUARY:  Founding  Director  Harrington  School  of  Communica5on  and  Media  University  of  Rhode  Island  Email:  renee.hobbs@uri.edu