Annotated Bibliography

Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/

This article discusses the ways that media literacy education helps students become more critical thinkers.  The questions are identified that students can ask to evaluate media messages and determine their value. 

Semali, L. (2001, November). Defining new literacies in curricular practice. Reading Online, 5(4). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=semali1/index.html

This article discusses the types of literacies included in media literacy.  These include computer literacy, information literacy, media literacy, television literacy, and visual literacy.

Sauer, H., & Robles-Pina, Ph.D., R. (2003). Magazines: what adolescent girls are reading and the way they shape body image. Advancing Women in Leadership, Retrieved from http://www.advancingwomen.com/awl/winter2003/SAUERR~1.html

This article discusses the impact that magazines and similar media have on the self-images of adolescent girls, as well as the importance of teaching them critical media literacy skills to help them interpret misinformation.

Hobbs, R. Teaching media literacy: yo! are you hip to this?. Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

This article focuses on teaching children to identify and interpret the media images that they are presented with on a daily basis from various sources.  If students are taught to evaluate these messages, they are able to become more informed consumers and be less easily influenced.

Abilock, D. (2003, November/December). A seven-power lens on 21st-century literacy. Multimedia Schools, Retrieved from http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf

This article focuses on teaching students to evaluate media messages through observation and inferences.

Media Literacy PSA

Week 13 D.E.J.

Week 13 D.E.J.

Question 1: Should media education have an explicit political and ideological agenda?

I do not believe that media education should have an explicit political and ideological agenda.  I believe that students should be able to develop and choose their own political and ideological beliefs.  However, I do believe that media education should provide students with the tools to identify and interpret the media messages they receive and to identify the political and ideological content, as well as the ability to create their own messages.  Hobbs writes about critical media literacy education providing students with tools of “self-reflection, critical analysis and communication for one’s own purposes and motives” (Hobbs, 1998).  In my opinion, this is an approach better suited to public education, where there are a variety of political and ideological beliefs.  If each educator taught media literacy based on his/her own beliefs, I believe it would be difficult to assess students whose own beliefs may differ from the instructor.

Question 2: Based on your reading to date in this course, would you teach critical media literacy in the classroom?  Why or why not?  You must reference three prior course readings to justify your answer to this question.

Based on my readings to date in this course, I would definitely teach critical media literacy in the classroom.  Before taking this class, I was not even aware of the concept of critical media literacy, but each week, its importance becomes clearer to me.  In the article, Teaching Media Literacy: Yo! Are You Hip to This, Renee Hobbs states, “It's time to help ourselves and our children to embrace and celebrate the messages worth treasuring, to analyze and understand the economic and political forces which sustain it, and to develop the skills and new habits we need to think carefully and wisely about the messages we create ourselves and the abundant messages we receive.”  This quote really speaks to me and sums up the attitude I have developed toward media literacy. 

Another important reason to teach media literacy is that it teaches important critical thinking skills.  Teachers are using media literacy skills and teaching students critical thinking by asking important questions such as, “Who created the message?”, “What is the message?”, and “What is the impact of the message on me and on society?”.  In this way, educators are able to both teach critical media literacy skills and to help students prepare for standardized tests (Medialiteracycolloquium’s Blog, 2010).

Overall, the importance of critical media literacy had the most impact when considering the impact that media messages can have on adolescent girls.  I have a twelve-year-old daughter who has said in the past that she wants to look like the models on the covers of magazines.  Heidi Sauer and Rebecca Robles-Pina’s study showed that critical media literacy skills can help girls analyze the messages these magazines send and choose not to be pressured into looking or acting a certain way because it is what the authors portray as desirable.  Teaching critical media literacy skills will help all students, both girls and boys make better decisions regarding which messages they view as important, and which ones to ignore.

References:

Hobbs, R. Teaching media literacy: yo! are you hip to this?. Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/

Digital Story

Here is my digital story, created using iMovie...My Grandmother's Life

Week 11 D.E.J.

"And, while students may be using social networking/digital tools such as Facebook, MySpace, Twitter, blogs, and YouTube for largely entertainment purposes, they also need to learn to use these tools for academic purposes (Beach, Anson, Kastman-Breuch, & Swiss, 2009a)."

This struck me as an important point.  Without instruction in critical media literacy, I believe that a lot of what students are doing online as far as social media and entertainment is not going to benefit them as much as it would if they had the skills to evaluate what they are reading and seeing, as well as what they themselves create or post.  Academically, students will be much better prepared to succeed if they learn to use what they do on the computer everyday for fun to enhance their academic experience and make it more meaningful.

Beach, R. (2011). An american perspective: Justifying uses of digital tools to foster critical media literacy. The Journal of Media Literacy, 57(1&2), Retrieved from http://www.journalofmedialiteracy.org/index.php/current-issue/145-an-american-perspective-justifying-uses-of-digital-tools-to-foster-critical-media-literacy






In this video, a veteran teacher describes his adoption of digital tools in the classroom, and how this has transformed him into a "facilitator".

Week 11 Storyboard

Week 10 D.E.J.

"Digital Storytelling by students provides a strong foundation in many different types of literacy, such as information literacy, visual literacy, technology literacy, and media literacy."

I believe we have seen in previous weeks that critical media literacy is lacking in many educational systems in this country.  In fact, it is lacking so much that I had never heard of it before beginning this course.  I think that digital storytelling is a great way to incorporate many different types of literacy, including critical media literacy. This is a tool that can also be used in many different subject areas, such as social studies, english, journalism etc.  In addition, students will learn how to use technology in ways that will be beneficial to them as they continue on in school and later in life.  There are few educational tools that incorporate so many important skills in one activity as digital storytelling.

Robin, B. The educational uses of digital storytelling. Informally published manuscript, University of Houston, Houston, TX. Retrieved from http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf


Digital Storytelling in the Classroom
This website includes a teacher's guide and other resources, such as evaluation rubrics, to assist teachers who wish to incorporate digital storytelling in their classrooms.

Week 9 D.E.J

"For example, students learned that it takes courage to share their stories publicly; they risk judgment from others. But once they develop confidence and commitment to the storytelling process, students can generate many new insights related to media production as a vehicle for engagement with culture identity work through producing short videos and by remixing and repurposing existing media content to tell new stories."

What a great thing to instill in our students - confidence!!  In addition to the skills they learn through the digital storytelling process, the ability to instill the confidence to tell their story is something that will stay with them their whole life and do more to promote success than almost anything else they gain in school.  I also liked another point that was made in this article, and that is that creating a digital story is an important part of critical media literacy in that the creative process helps students gain an even better understanding of digital media.

Ramist, R., Doerr-Stevens, C., & Jacobs, W. (2010). The pedagogy of digital storytelling in the college classroom. seminar.net International Journal of Media, Technology & Lifelong Learning,6(2), Retrieved from http://www.seminar.net/index.php/volume-6-issue-2-2010/145-the-pedagogy-of-digital-storytelling-in-the-college-classroom








I like this video because it gives teachers the students' perspective on why digital storytelling is meaningful to them...

micornhusker. (2009).Digital storytelling - student perspective. [Web Video]. Retrieved from http://www.youtube.com/watch?v=BU1SkaTsv78

Week 9 - Interview subject

I will interview my grandmother, Ruth White Ellyson.  She grew up during the Depression on a family farm.  Her family was quite self-sufficient, and she worked hard along with her family to help them succeed during those years.  She has been a strong role model for the women of my family and has had a great influence on me throughout the years. We plan to conduct the interview Wednesday, October 26.

D.E.J. 8

"It's time to help ourselves and our children to embrace and celebrate the messages worth treasuring, to analyze and understand the economic and political forces which sustain it, and to develop the skills and new habits we need to think carefully and wisely about the messages we create ourselves and the abundant messages we receive ."

To me, these statements summarize the purpose of critical media literacy education.  This article points out the importance of students both learning to create meaningful messages, and analyze those they are faced with in abundance on a daily basis.  It also emphasizes the fact that critical media literacy does not just encompass digital media, but "traditional" skills such as reading, writing, speaking and listening.  I love the idea of teaching students to "embrace and celebrate the messages worth treasuring", and I think that an important aspect of that is to teach students the skills necessary to analyze messages and determine the meaning and motive behind them.

Hobbs, R. Teaching media literacy: yo! are you hip to this?. Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

This YouTube video discusses the Five Key Questions for media literacy.

Jolls, T. (2008). Generation m - media literacy, education & choice[Web]. Retrieved from http://www.youtube.com/watch?v=yzeVjAM-drg&feature=player_embedded

Reel Works

My favorite of the Reel Works was Memories by Jordan Burns.  It was composed of interviews with residents in a nursing home in Brooklyn.  They discussed their favorite memories, as well as memories of those they had lost over the years, and the love that kept them going through the hard times.  The thing that I liked the most about this digital story was hearing how each person had someone special in their life who supported and loved them when things were hard.  I also liked the fact that their favorite memories were of times spent with people who were important to them.  I learned (or was reminded) that life is about the people you love.  Even when things aren't going your way, it is important to focus on your loved ones and know that they are more important than money or careers, or other things that will be gone someday.

How can digital storytelling promote critical media literacy?  Digital storytelling uses computer-based tools and focuses on a specific topic with a particular point of view. When students use digital storytelling, learning becomes more personal and the material has a deeper meaning to the student.  Because they have participated in creating digital media, students also develop more insight into critically analyzing other types of media and recognizing the messages and methods behind the finished product.

Week 7 D.E.J.

Why did the authors do this study?
The authors wanted to determine the impact of implementing media literacy in language arts curriculum on secondary school students.

How did the authors do the study?
The authors selected 11th grade English classes from two different schools with similar demographics.  The first school incorporated critical media literacy skills into the classroom, while the second school did not.  Students were evaluated on writing, critical reading, critical listening and comprehension skills.

What data/results emerged from the study?
Students who received media literacy instruction were more skilled at identifying main ideas, construction techniques, comparing and contrasting information, understanding and interpreting contextual evidence, and identifying an author's purpose and target audience.

What do the authors conclude from the data analysis?
The authors concluded that incorporating media literacy into the curriculum is a valid and effective teaching method.

What is the significance of the study?
The significance of this study is that it validates media literacy as an important instructional tool.  Students who receive instruction in critical media literacy scored better in listening comprehension than those who did not.

How do these findings influence your position on media literacy and school curriculum?
These findings strengthen my belief that media literacy is vital and can be incorporated in school curriculum in a wide variety of subjects and ways.

Hobbs, R., & Frost, R. (2003). Measuring the acquisition of media-literacy skills. Reading Research Quarterly, 38(3), 330-355.

Week 7 - Lesson Plan

Click on the image for a larger view, to see the Venn Diagram - click here.

Week 6 D.E.J.

"Instead of focusing lessons on specific test topics like reading, writing and mathematics, and other subjects, Summers believes that “educators must integrate critical thinking into all curricula to generate a lasting impact” (2005, pp. 2)."

Thinking back on the teachers who made the greatest impact on my life, I realize that those who I remember were those who really challenged me and taught me critical thinking skills that I could take outside of the classroom and into real life. I believe that most teachers want to make this kind of impact on their students, and provide them with these skills. However, the realities of the pressure to "teach to the test" and prepare students for the WesTest often overwhelms other goals and outcomes teachers want to accomplish. It seems unfair to both the teacher and the student that the success of the whole school year is dependent on a few days of high stakes testing. Teaching critical thinking skills through critical media literacy is one way to help students prepare for these tests, while also teaching important skills that will benefit them in the future as well.

Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/

Does the "No Child Left Behind" Act and State Testing Mandates Improve Schools and Increase Educational Opportunity?

Berlak, H., (March 2005) Retrieved from http://www.educationanddemocracy.org/Resources/NCLB_short.htm

Week 6 Lesson Plan

I chose the following lesson plan: Using Pictures to Build Schema for Social Studies Content.

This lesson plan meets WV CSOs
SS.O.4.5.2: chronologically organize and explain the influences of individuals and events discussed in the stories of Native Americans, explorers, settlers and colonists in North America through the Revolutionary Period.
SS.O.4.5.8: chronologically organize and categorize the major events leading to and during the Revolutionary War; examine and explain why and how these events influenced choice made by different groups (e.g., Patriots, Loyalists, Native Americans) during this period.
SS.O.4.5.12: select, analyze, interpret and use information from various sources for reconstructing the past (e.g., documents, letters, maps, photos, newspaper articles) and prepare short reports that explain who, what, when, where, how and why events occurred as they did.

Can integrating media literacy into your classroom activities help prepare your students for taking the WesTest?
The answer is yes, integrating media literacy in the classroom can improve students' critical thinking skills, which will positively influence their WesTest scores.

Week 5 D.E.J.

"Girls need to learn that their identity is tied to more than their physical beauty and shape. Oliver (2001) asserted that adolescents ought to be educated in how to criticize texts and images that purport to contain facts about their bodies."

This statement really stands out to me because I have a twelve-year-old daughter who is often influenced by media images regarding what makes girls beautiful.  Before seeing my daughter's reaction to models on the covers of magazines, I really didn't think much about the impact that these images can have on young girls.  Once she started pointing out the cover models and stating that she wants to look like them, I cancelled my subscription to Glamour.  I know that I can't keep her from seeing and being influenced by the overwhelming media influence, I have made a point to explain to her that the models are made up and photo-shopped to produce the unrealistic product that shows up on magazine covers.  I also point out qualities and characteristics that make her unique and beautiful - both physical and otherwise.  I believe that critical media literacy is critical to allowing young people to see beyond the message that media sends regarding physical beauty and success.  They should be able to determine their own standards and also be accepting of others who look different and have varying goals and interests.

Sauer, H., & Robles-Pina, Ph.D., R. (2003). Magazines: what adolescent girls are reading and the way they shape body image. Advancing Women in Leadership, Retrieved from http://www.advancingwomen.com/awl/winter2003/SAUERR~1.html


This video explains the Photoshop process that takes place in magazines and shows a real-life example of the process.

The photoshop effect. (2008, June 16). Retrieved from http://www.youtube.com/watch?v=YP31r70_QNM

Week 5 Magazine Cover

Week 4 D.E.J

"A reconceptualized vision of new literacies education would include an explicit effort to enable students to acquire the ability to understand how visual media work to produce meanings. This effort would strive to develop literate people who are able to read, write, listen, talk, analyze, evaluate, and produce communications in a variety of media, including print, television, music, video, film, radio, hypertext, and the arts."

This article stresses the importance for today's educators to teach students how to create and evaluate all types of media.  When students are better prepared to observe and analyze the numerous messages they receive each day, they can make better decisions about how to handle the information, as well as what is valuable information and what to ignore.  Students today are met with such a deluge of advertising, peer pressure, and a huge variety of messages that surround them in so many different forms that it is important to teach them how to discriminate between what is important or valuable to them and what is "noise" that can be ignored.  Whether we call it "media literacy", "visual literacy" or "information literacy" is not important.  What is important is that the concept is defined in a way that can be easily explained and relayed to students.

Semali, L. (2001, November). Defining new literacies in curricular practice. Reading Online, 5(4). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=semali1/index.html

http://www.edutopia.org/lucas-visual-literacy

This is an interesting interview with filmmaker George Lucas, and his view of the importance of visual literacy in education.

Daly, J. Life on the screen: visual literacy in education. Edutopia, Retrieved from http://www.edutopia.org/lucas-visual-literacy
 

Deconstructing Magazine Covers

The person on the cover of this magazine (Arnold Schwarzenneger) is very fit and confidant.  He appears very intimidating, like he expects other to be afraid of him, and as if he can physically overpower anyone who challenges him.  The purpose of this magazine is to promote bodybuilding and fitness.  Its intended readership is men who are interested in bodybuilding and how to improve their appearance and become "tougher".  Some values and viewpoints that are omitted are those who are interested in improving their health, and not their appearance, those looking for family-oriented content, or intellectual stimulation.

These two magazine covers portray the same person in two totally different ways.  While the first one focuses on Arnold's strength and tough-guy attitude, the second cover portrays him as more approachable, as a politician running for office who wants to be your friend, as opposed to someone you should be scared of.  The colors and text on the covers of the two magazines represent the magazines' purpose.  The color red on the cover of Muscle & Fitness and the text is in bold capital letters represent power and strength, while the text is softer, which appeals to a wider variety of readers.  The readers of Esquire are more likely to be interested in business and politics, and the text on the cover refers to Arnold's run for Governor of California.  In the Muscle & Fitness magazine, the articles noted on the cover are about workouts and the article about Arnold is about one of his movies and his workouts.  On the Esquire cover, the articles are about music and books, more sedentary interests.  The Esquire cover also includes a black and white picture of a beautiful woman, and though she's got a lot of skin showing, it's done in an artistic manner.  Esquire's intended readership is probably males in their 30's-50's, who are in professional careers and higher incomes who are interested in the finer things in life.  Although the same person is on the cover of both magazines, he is portrayed in totally different roles, although both are stereotypes of those roles.  In the first cover, he is the stereotypical action hero, while in the second, he is the stereotypical politician, ready to shake your hand and pat you on the back.

Week 3 - Deconstructing Commercials

CenturyLink

I do not believe that this ad itself is an attack on the American workforce.  The add seems to be an attempt to make the new customers feel welcome and more connected than they were in the past.  While it may be misleading, as it does not mention CenturyLinks's reputation for poor customer service, or the fact that many workers may lose their jobs as a result of this merger, I don't see that as an attack.  I do believe that it is an example of manipulative advertising, but I also believe that, in general, Americans are skeptical of large companies such as CenturyLink and many people will not see this change as an improvement to their service.







This is a Volkswagon commercial designed to encourage people to purchase their product.  The target audience for this commercial is middle-class professional families in their mid 30's-40's.  These are people with families who are concerned about maintaining a certain lifestyle.  This is suggested by the child in the Darth Vader costume who is the main character in the commercial.  The family lives in a nice house, where everything is new and well-maintained.  The mother obviously stays home and takes care of the children, while the father is a professional who provides for the family.  The target audience would be people who grew up watching (and probably playing) Star Wars themselves.  The text of the message is a child who is playing dress up and trying to use "the Force" throughout the house.  The father comes home in his Volkswagon, and the child, who seems about ready to give up, tries to use the Force on the car, and his father, watching from inside with the mother, uses the remote to play along and make the child think they finally succeeded.  The subtext is that driving a Volkswagon will help to attain the seemingly "perfect" life, and from the child's point of view "the Force will be with you."  The lifestyle presented is a middle-class lifestyle, with a successful, professional father providing for his family.  The mother doesn't appear to work, and they live in a very nice home.  The idea is that if you want to appear successful, you will drive a Volkswagon.  It is a very "keeping up with the Jonses" mentality.  Some of the tools of persuasion used in this add are association, where the Volkswagon brand is associated with success and happiness, beautiful people - the family depicted in this add are very attractive and "perfect", and nostalgia - the viewer remembers role playing in childhood, and probably even watching the Star Wars movies and playing with Star Wars-themed toys.  The positive messages presented here are success, happiness, and fun, and there really aren't any negative messages.  It is designed to empower successful people who are able to go out and buy a new car, but it disempowers those who are struggling to make ends meet, or single parents who are trying to provide for a family on their own.  This serves the media maker's interest because people who want to appear successful will buy their product, even if they can't really afford it.  The part of the story not being told here is the cost of the Volkswagon, the performance and safety and resale value.  This information can be found on the company's website, Kelly Blue Book, or an auto magazine that provides information and comparisons between similar vehicles.

D.E.J. #3

"There is an expanding recognition that media representations help construct our images and understanding of the world and that education must meet the dual challenges of teaching media literacy in a multicultural society and sensitizing students and the public to the inequities and injustices of a society based on gender, race, and class inequalities and discrimination."

Before taking this class, I had never really considered the concepts of "media literacy" and "critical media literacy".  One thing that really speaks to me about this quote is the power that critical media literacy provides the audience to not only become more aware of these "inequities and injustices" but to take action for social change.  One example of this is Twitter, where people can "follow" people or organizations who strive to identify and address social injustices or inequities.  Followers are then able to take action, whether small or large by spreading the word or becoming actively involved.  In this way, critical media literacy enables the audience to determine the motivations and reliability behind the message.

Kellner, D & Share, J(2005). Toward critical media literacy: core concepts, debates, organizations and policy. Discourse: studies in the cultural politics of education, 26(3), 369-386. Retrieved from http://gseis.ucla.edu/faculty/kellner/essays/2005_Kellner-Share_TowardsCriticalMediaLiteracy.pdf

Related Resource:

https://twitter.com/#!/Kiva_org

Kiva's Twitter page is an example of an organization that addresses social injustice and a forum where the audience has an opportunity to take action.

D.E.J. #2

"Explicit teaching of 21st-Century literacy metaskills can position students to analyze and evaluate news reporting in today's visually drenched world."

It seems to me that teaching students critical 21st-Century literacy skills will not only better prepare them to "analyze and evaluate" news reporting, but might also cultivate more of an interest in what they read.  It seems to me that many times students skim over articles and stories and see them as boring or irrelevant because they don't have the skills necessary to elicit meaning from them.  If students are taught how to analyze and evaluate what they read, it will then have meaning to them and they will develop an interest in materials introduced to them in the classroom or online.

Abilock, D. (2003, November/December). A seven-power lens on 21st-century literacy. Multimedia Schools, Retrieved from http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf


This video explains the meaning of 21st Century Media literacy skills, along with an explanation of how media literacy has historically been handled in the education system.  This appears to be a student-created video, however, it is well-made and very informative, although the audio is poor at times.

kfreudiger. (Producer). (2010). Media literacy: 21st century literacy skills. [Web]. Retrieved from http://www.youtube.com/watch?v=N8vqc8RAXSk

Week 2 Photo Analysis

*Click on the Photo Analysis form for a larger view.

Friday, August 26, 2011

In addition, those who advocate the development of  “critical consciousness” see teachers as cultural workers involved in citizen education where the incorporation of historical critique, critical reflection and social action are embraced  while exposing the conformist, passive and disciplining elements in the “hidden curriculum”

This quote resonates deeply with me, as I believe that the role of educators is to prepare students to be active participants in local and global societies.  In order to do this, students must be made fluent in social discourse.  If one cannot discuss a topic in detail, then they do not fully understand it.  They must also be prepared to advocate for political and social change when necessary.  Students must also have the critical thinking skills necessary to analyze media messages and discard hidden social and political subtexts.  This is where the notion of critical media literacy versus media literacy becomes relevant.  Media literacy is inductive and based on pre-conceived notions.  Critical media literacy is deductive and allows students to reach their own conclusions.  It takes reified notions or assumptions and makes them subjective.

I RESIST. Critical media literacy [Web log message]. Retrieved from http://www.iresist.org/media.html

The following link is an article from 21st Century Schools that supports my belief that critical media literacy is crucial for empowering students to be active and discerning participants in a global community.
http://www.21stcenturyschools.com/Critical_Pedagogy.htm

21st Century Schools. (2010). Critical pedagogy. Retrieved from http://www.21stcenturyschools.com/Critical_Pedagogy.htm

Animoto

Create your own video slideshow at animoto.com.

Introduction

I'm an Instructional Technologist in the Teaching & Learning Commons at Fairmont State University.  I provide support to faculty and students on the Blackboard LMS.  I design and deliver training to faculty on using Blackboard and Blackboard supported technologies.  I also edit the TLC web pages and provide desktop support as needed.  I'm very happy to have a job where I love what I do!!  I live in Fairmont with my daughter, and am engaged to be married in January.  My fiance and I have 4 children between the two of us, so I'm sure I will have my hands full, but I'm looking forward to the challenge.