1.2 Media and Digital Literacy Fundamentals
Today's session will focus on defining terms relevant to media and digital literacy, examining frameworks, and exploring why we should explicitly teach media and digital literacy.
Goals:
Goals:
- analyze definitions of media and digital literacy to gain understanding of common and diverse terms
- deconstruct and compare frameworks for media literacy (e.g. media triangle)
- create a DIY framework (word cloud) to demonstrate synthesis of elements and concepts
- outline core concepts in the teaching of media and digital literacy
Readings
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What is Learning? from CLRI on Vimeo. |
Why is Media and Digital Literacy Important to educators and parents?
Henry Jenkins from Edutopia from Ray on Vimeo.
Defining Terms
Let's examine terms, ideas and elements for media literacy more closely.
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The Media Literacy Triangle is a compilation of core concepts and questions around media literacy found on the Association of Media Literacy site.
What is Media Literacy? - the Cyberwise Guide
Examining Frameworks
One model for teaching and learning is the Inquiry Model. This is highlighted in the revised version of the Ontario Social Studies, History and Geography Curriculum Document, 2013. This framework will be applied to our work in this course. Entry points into the inquiry process can occur anywhere since it is not linear. Investigations do not need to include all points. (Ontario Curriculum, Social Studies, 1-6, 2013, p. 22)
Frameworks for teaching media and digital literacy are outlined below. Analyzing these frameworks carefully to determine key concepts and elements. Graphic images can help consolidate key ideas and terms.
Continue to gather and organize information from these readings, images, charts and discussion with others to consolidate your own understanding through conversation and application - using a concept map or graphic organizer. (Your students can also use concept maps to make their thinking visible.)
Frameworks for teaching media and digital literacy are outlined below. Analyzing these frameworks carefully to determine key concepts and elements. Graphic images can help consolidate key ideas and terms.
Continue to gather and organize information from these readings, images, charts and discussion with others to consolidate your own understanding through conversation and application - using a concept map or graphic organizer. (Your students can also use concept maps to make their thinking visible.)
Media Smarts - A Digital Literacy Framework
Media Smarts Canada has developed a framework for digital literacy with a USE, UNDERSTAND and CREATE roadmap. The overview and applications for grade level instruction are provided for Canadian educators. The PDF version is downloadable and interactive.
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Media Literacy in Education
As we begin to explore media and digital teaching and learning, let's examine some critical concepts about how learning occurs. Theories about learning and skill development are relevant to this investigation.
Constructivism is a theory of learning that has been applied to classroom instruction since it's introduction by theorists like Jean Piaget, Lev Vygotsky, Maria Montessori and John Dewey. It's roots reach back to Greek philosophy (Socrates, Plato) and are more closely examined by Jerome Bruner and David Ausubel. When approaching media and digital literacy teaching, an awareness of constructivism theory is essential. Learn more with this module - Concept to Classroom Workshop: Constructivism as a Paradigm for Teaching and Learning.
As we begin to explore media and digital teaching and learning, let's examine some critical concepts about how learning occurs. Theories about learning and skill development are relevant to this investigation.
Constructivism is a theory of learning that has been applied to classroom instruction since it's introduction by theorists like Jean Piaget, Lev Vygotsky, Maria Montessori and John Dewey. It's roots reach back to Greek philosophy (Socrates, Plato) and are more closely examined by Jerome Bruner and David Ausubel. When approaching media and digital literacy teaching, an awareness of constructivism theory is essential. Learn more with this module - Concept to Classroom Workshop: Constructivism as a Paradigm for Teaching and Learning.
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Shifting the focus
In the teaching of media and digital literacy, the focus moves students beyond the technical skills and lower order thinking skills to incorporate higher order thinking skills and becoming involved in creating culture through media production. The three graphics below identify key elements in teaching children about media and digital technology.
Bloom's Taxonomy ranges from lower order to higher order thinking skills. |
The Ontario Language Arts Curriculum (pg. 13-14) state four overall expectations for media literacy. |
Media literacy essentials adapted from Renee Hobbs' book
Digital and Media Literacy: Connecting Classrooms and Culture. |
Compare and contrast each of these graphics. Consider these questions:
- What elements are similar in each?
- Where do they differ?
- Which ones are more important?
- Which ones are less important?
- What are the entry points for teaching and learning?
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Media Education - Narrowing the gap by building bridges
In this video, Renee Hobbs talks about narrowing the gap between classroom and culture by teaching media literacy. As you view this video, jot down ideas, concepts, skills or meaningful connections. Be prepared to share these with a partner in the classroom. |
CREATE YOUR 'TOP TEN'
Early into these explorations into teaching about media and digital literacy, brainstorm with your table group. Together, we'll create a list of skills, knowledge, and understandings necessary for students to be proficient in media and digital literacy. This list will certainly expand as we continue to explore these topics.
From your readings, viewing, discussions and reflections, and the collaborative list, CREATE a TOP TEN list (similar to David Letterman style lists) about media and digital skills for yourself and/or your students.
(You may wish to include your TOP TEN activity as part of your Professional Practices Reflection).
From your readings, viewing, discussions and reflections, and the collaborative list, CREATE a TOP TEN list (similar to David Letterman style lists) about media and digital skills for yourself and/or your students.
(You may wish to include your TOP TEN activity as part of your Professional Practices Reflection).
Create a word cloud that shows your top ten terms or concepts. This can include other words, but the top ten should be clearly visible in the cloud using both size and colour to make them pop! |
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Media and Digital Literacy in Ontario Schools
Relevant and rich resources for educators in Ontario are available for the teaching and learning of media and digital literacy. Only a few are listed here. More will be explored in the coming weeks. To get you started, explore at least ONE of the following suggested materials:
Relevant and rich resources for educators in Ontario are available for the teaching and learning of media and digital literacy. Only a few are listed here. More will be explored in the coming weeks. To get you started, explore at least ONE of the following suggested materials:
- Guide to Effective Literacy Instruction, Volume 7, Media Literacy
- eWorkshop Online Teaching Resource - Learning Module, Literacy, 4 to 6, Media Literacy
- Inquiry Based Learning - a blog created by a local Ontario Educator with many links to learning in action
- Media Smarts - Canada's Centre for Digital and Media Literacy: Teacher Resources - web site with links to curriculum from each province where teachers can share related lesson plans and resources. (Media Education in Ontario)
- OSAPAC - Digital Citizenship provides specific skills descriptions and links to Ministry Licensed digital tools to support students and teachers
Reflect and Connect: questions to ask yourself
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NEXT STEPS: In our next session we will explicitly define terms and examine web literacy. This is an essential component to build the foundation of your teaching practice for media and digital literacies. We will delve into the world of teaching media and digital literacy skills through the medium of storytelling in digital environments. The assigned readings for the next session will help you explore your understanding of basic elements and terminology related to Web literacy.
Creating a digital YOU - build a better blog
If you have not done any web publishing or created a personal/professional blog, you will need to spend some time exploring the tools and concepts. Before you leave class, make sure you have a 'digi-buddy' to work with you as you begin this exploration - you don't want to play in the sandbox alone!
Take some time to review personal/professional blogs for Ontario educators. There are many examples linked from this Livebinder collection. A few examples to get you started: |
Apply critical analysis using the 'Take Another Look at Your Blog Post' suggestions presented by Silvia Rosenthal Tolisano on her blog post Student Blogs: Learning to Write in Digital Spaces.
Consider what elements make the blog an effective media and digital presentation. Reflect on which tools and media you will apply to your professional blog. Specific expectations for your Media Make tasks will be clarified.
Take some time to explore blogging and professional presence in media rich, digital environments.
Some suggested resources are listed here:
Consider what elements make the blog an effective media and digital presentation. Reflect on which tools and media you will apply to your professional blog. Specific expectations for your Media Make tasks will be clarified.
Take some time to explore blogging and professional presence in media rich, digital environments.
Some suggested resources are listed here:
- Beginners Guide to Weebly - eight articles to get you started with your own website that can also be a blog http://help.weebly.com/beginners-guide.html and an introductory video http://www.youtube.com/watch?v=L_YGWqq-Pq4
- Edublogs Help and Support - good intro video clip to get you started http://help.edublogs.org/ and some samples found here http://edublogs.org/community/ and when you get started http://help.edublogs.org/getting-started-with-edublogs/
- WordPress - new to this blogging tool, there is more than you'll ever need here https://wordpress.com/
For this course you are asked to create a NEW blog OR web site. You can create this with your real name OR a fictitious pseudonym. There are benefits to doing either - be aware of your digital tattoo and digital footprint.
Check out Creating Blogs and Websites on the Free Technology for Teachers site. Create a NEW, FREE account with any of the available Web 2.0 tools, if you do not already have one. If you already have an account, create a NEW site or blog for this course. Some blogging platforms include Wordpress, Edublogger, Weebly for Education, Wix, Kidblogger and Blogger. As a member of Lakehead University you have FREE access to the BLOGGER tool from Google. This is suggested as a platform for your use so you can practice with a digital tool that has potential to transfer to the educational settings and placement workspace. You can see a sample/model of a new Blogger site created by your instructor HERE. |
As part of this course, your task is to create a digital presence (portfolio) for your professional practice as an educator. This will be a starting point for future work you will do with your students, co-workers, school community or professional organizations.
This activity will provide opportunities to enter into an inquiry related to media and digital technologies, Web 2.0 tools and communication forums that may be new to you. |
Getting Started with BLOGGER
Learn about the features and affordances of blogs. Watch this video on How to Set Up a Blog on Blogger to get started.
Here are some links to get you started with pages, posts and templates.
Videos available on this page include
Make sure you review the privacy and permissions section on this page. To make changes to the template for your blog review this Goggle support page – Template designer
Learn about the features and affordances of blogs. Watch this video on How to Set Up a Blog on Blogger to get started.
Here are some links to get you started with pages, posts and templates.
Videos available on this page include
Make sure you review the privacy and permissions section on this page. To make changes to the template for your blog review this Goggle support page – Template designer
Elements to be consider for getting your blog started:
- open a NEW blog or web site for this course - consider the elements and design of media outlined in the diagram (text, audience, production)
- create ONE post (blog) or splash page (website) with relevant media or digital literacy topics
- create ONE page - this could be an ABOUT page or a page where you can collect links to resources or references relevant to media or digital literacy topics
- Include ONE media rich element on either your post OR your page.
- an avatar image you have created
- a word cloud you have created
- a graphic you have created
- a video you have found
Resources/Links:
- Blooms Taxonomy: Language for communicating about learning.
- Churches, Andrew. Bloom's Digital Taxonomy (a resource filled wiki for all things about Blooms Taxonomy)
- Concept to Classroom Workshop: Constructivism as a Paradigm for Teaching and Learning
- Eisner, Elliot W. (2000). Benjamin Bloom. UNESCO: International Bureau of Education, volume XXX, No. 3.
- New London Group, A Pedagogy of Multiliteracies: Designing Social Futures