Rhys Daunic taught a graduate-level course to in-service teachers, Media Literacy in the K-12 Classroom, for Columbia University Teachers College in the Spring of 2013. Below is information from the course website. (more…)
Fifth graders at PS 124 created “List” or “Catalog” poetry while learning to blog, and produced video representations of poems generated through this project.
The following links can be used for student independent practice to develop and reinforce academic skills, digital media operational skills, and fine motor skills related to using the computer. (more…)
Informed by long-standing curricula in Canada, England, and Australia, U.S. educators at the 1993 Media Literacy National Leadership Conference agreed upon the following concepts that should be included in the analysis of media messages (Hobbs): (more…)
- ACCESS: Finding and using media and technology tools skillfully and sharing appropriate and relevant information with others
- ANALYZE & EVALUATE: Comprehending messages and using critical thinking to analyze message quality, veracity, credibility, and point of view, while considering potential effects or consequences of messages
- CREATE: Composing or generating content using creativity and confidence in self-expression, with awareness of purpose, audience, and composition techniques
- REFLECT: Applying social responsibility and ethical principles to one’s own identity and lived experience, communication behavior and conduct
- ACT: Working individually and collaboratively to share knowledge and solve problems in the family, the workplace and the community, and participating as a member of a community at local, regional, national and international levels
“A Constellation of Life Skills”
Digital and Media Literacy Plan of Action defines digital and media literacy as a constellation of life skills that are necessary for full participation in our media-saturated, information-rich society. These include the ability to do the following:
- Make responsible choices and access information by locating and sharing materials and comprehending information and ideas
- Analyze messages in a variety of forms by identifying the author, purpose and point of view, and evaluating the quality and credibility of the content
- Create content in a variety of forms, making use of language, images, sound, and new digital tools and technologies
- Reflect on one’s own conduct and communication behavior by applying social responsibility and ethical principles
- Take social action by working individually and collaboratively to share knowledge and solve problems in the family, workplace and community, and by participating as a member of a community.
Storyboarding can leverage media production enthusiasm while providing another opportunity to look at their traditional writing or content.
Nice video introduction to storyboarding.
The second-grade teachers at PS 130 in Brooklyn are experimenting with integrating student multimedia production through iPads in their units of study on NYC communities, restaurants, and birds. (more…)