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.