These questions are for the chapter by Frank Baker about media literacy:
1. How can we help our learners realize that "all media messages are constructed"?
2. What are the implications for the K-12 curriculum when media literacy includes both analysis of media messages and production of media messages?
3. What are the specific implications for media literacy in each discipline? In interdisciplinary projects?
4. How can we help students wrestle with media issues such as plagiarism, censorship, and cyber bullying?
Reading assignment for May 24: Chapters 9 and 10
Monday, May 17, 2010
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5 comments:
This chapter made complete sense to me and a do-able endeavor. This author made the point that much research is showing that media literacy increases comprehension in all areas and critical thinking and writing skills. So, why aren't we doing this? I think it is because of fear. I think it will take a leap of faith on the part of a teacher and/or campus because of high stakes testing. Although, many of us have stepped out of that thinking, there are still teachers and schools that believe a good rating with the state is the purpose and reason for eduation. I still hear it on my campus even though we do not make a big deal of it. I am ready for a change. Frank w. Baker made a compeling argument for such a change.
I was also intrigued by the ideas for each of the discipline in this chapter. I highlighted many sites to look up that already have some lessons and curriculum developed. Has anyone looked at these sites? It might be a place to start, NOT to use for our curriculum, but to give ideas for teachers and campuses to begin with. I was also curious to see if any applied to the younger elementary grades or if they were adaptable to younger students.
I believe if teachers read this chapter, they would see a practical and applicable way to begin teaching 21st century skills.
I agree with Jaimie, and I hope to take this chapter and start a dialogue with my teachers next year about this. Unfortunately, as long as the parents, community, and state give importance to testing, I don't see any way of changing this. The bottom line is that for as long as we continue to judge ourselves based on our ranking, the ranking and what is on the test will be what is important. I hate to say it, but I am just as worried about being Exemplary as my teachers are. I do though believe that when you teach students to be smart, they will do well on whatever test you give them. This is the belief that will help the teachers move past state testing and onto better curriculum and assessment.
I am in complete agreement with Jaimie and April. Media literacy is absolutely necessary in the instructional setting and very do-able. I did not leave this chapter with a sense of being overwhelmed and frustrated. Rather I was motivated by the ideas and examples that HHJ gave in how to incorporate media literacy into all disciplines. I am already thinking about a professional learning session where I can group teachers vertically, and give each group a discipline. There challenge would be to create a media stimulating and critical thinking learning plan for students in elementary school. When meeting with grade levels during their planning time, I can add this question: How can you incorporate quality and challenging media literacy into this particular learning plan for your students?
I particularly loved her ideas of students analyzing and interpreting the media world that they live in. Elementary students are certainly capable of doing this.
I am thinking that, as a district, there could be some kind of an incentive plan to encourage teachers to integrate media literacy into their daily instruction? What about the technology hours? Can those modules be changed for new hires to include more instruction on how to create and utilize media literacy in daily instruction?
Good chapter.
I loved this chapter and the wealth of ideas presented at the end for each area of the the curriculum and the inter-disciplinary approach. It is so doable, in all grades! By focusing on the process of creating a media production (the script writing and storyboarding) students learn problem solving, critical thinking, collaboration skills. The end product may look "messy", especially for younger students but as they have more opportunities to practice their skills they will improve. Media does make learning irresistible (previous chapter). Teachers who are concerned about knowing the ins and outs of implementing a media project can rely on student experts and other professionals (including the ITS). As student make their own productions they will begin to recognize what is involved in the process and be able to more critically analyze information that floods their world this becoming better consumers of media. Like stated in the previous posts on this topic, media literacy is exciting and I for one and looking for opportunities to engage both students and teachers in this endeavor.
I attended the TXASCD conference on technology with Alan November this summer. It reminded me how important it is that we teach our students to "read" the sites they visit. They need to be able to analyze the information they receive just like we had to understand that everything in print was not true. Web literacy is going to be necessary to prepare our students to be informed comsumers.
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