Spot-Bilt Archives

Tools, Apps & Texts

Internet Safety (2009)


We take privacy and online safety seriously at The Media Spot. One of the most important outcomes of our work with Web 2.0 tools like blogs is the opportunity to inform students about Internet safety, and get them into safe online habits in a safe environment.

We encourage participation and sharing, but are careful to protect the identities student users of online collaborative environments we proctor. We do not allow the full names of students to appear on our web sites, and we will always collect parental consent forms before images of students appear on our web sites, and all content appearing on our web sites will be stricktly monitored.

We also comply with Regulations & Standards outlined by the following organizations:

Key issues related to online safety:

Student Privacy

  • Sign your work with FIRST NAMES ONLY! (If you want to establish “code names” with your students for the blogs, that’s another layer of safety)
  • Never share personal information over the Internet
  • DO NOT type email addresses
  • DO NOT type last names
  • DO NOT type home addresses or phone numbers

Blog, Voicethread, and other online community & social networking moderation
Social Networking tools allow registered users within an online community to publish content and reply to content using “comments”. All staff members have accounts that allow them to publish posts, and students may publish by using designated class user accounts. No one else has the ability to publish blog posts.

ALL COMMENTS LEFT ON BLOG POSTS MUST BE APPROVED BY A TMS or Authorized Adult ADMINISTRATOR BEFORE THEY APPEARING ON OUR SITE.

Those who visit our networks who are not logged in may respond to blog posts with comments, but those comments will not be published until a blog administrator approves them.

As an additional security measure for content that should only be viewed by members of the school commnunity, certain blog posts may be password protected.

Cyberbullying

‘Cyberbullying’ is when a child, preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and digital technologies or mobile phones. Read More on StopCyberBullying.org

We consider Cyberbullying a serious issue. Because all student activity on our websites are “moderated” by staff members, it is not likely that inappropriate content will reach our students. However, when an attempt at Cyberbulling is encountered (i.e. a derogatory comment from one student responding to another student’s work), staff members should treat it as a teaching opportunity by following these steps:

  • Identify the author of the message
  • Alert the class that an inappropriate message has been detected, and have a discussion about Cyberbullying
  • Show the author of the message how their offending message was detected in the “moderation queue”, and explain that a large audience of administrators and teachers have seen the message in moderation
  • Ad Council’s Campaign Against Cyberbullying
  • (Optionally) Watch this Public Service Announcement on Cyberbullying

Also, check out the following Internet Safety Resources

Online Culture & Parenting

Social Networking, Facebook & Cyberbullying

TMS Custom Resources

TMS Web Site License Information (2006)


All content on themediaspot.org is created by The Media Spot in collaboration with schools, organizations and the media literacy community at large. We hope to Add value to that community by building on what’s already been done and in turn offering the content on this web site back to the community for reference and discussion. (more…)

Tools, Apps & Texts

Resources (2006)


concepts & standards

10 most frequently used words in the CPMLE

The TMS resources are here to provide support and context to media literacy education as we define it.

What’s inside

  • The media literacy page provides key definitions, concepts, and frameworks developed by TMS and national media literacy leaders
  • Our favorite media links to organizations in the field that provide online media literacy research, resources, and curricula
  • Our viewing list links to films that promote critical analysis of media, and cover the role of media in politics, the economy and culture
  • The reading list includes articles and books on media education, media studies, and novels that illustrate social issues related to media effects
  • Our glossary is a handy list of some key terms and concepts we mention often on this site related to what we do
  • The learning standards align our beliefs and core principles of media literacy education to international, national and local educational objectives

If you have a book, article, website, video, or other resources that you think we should include in our resources, please contact us.

Tools, Apps & Texts

Reading List (2006)


20 Important Reasons to Study the Media
Chris Worsnop (1999)
A rationale for media literacy, tying study of the media to 20 other subjects of study.

Amusing Ourselves To Death
Neil Postman, (1989)
The book that helped form TMS! Neil Postman wrote about communication and technology for several decades. This book is vintage Postman: a simple and engaging look at how much of our culture is funneled through television, and some of the consequences.

Brave New World
Aldous Huxley, (1932)
In Amusing Ourselves to Death, Neil Postman wrote:
“[In Brave New World] no Big Brother is required to deprive people of their autonomy, maturity and history. As [Huxley] saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think.”
Huxley’s vision of a mass-produced, opiated culture rings more true today than ever before.

Cultural Studies, Multiculturalism, And Media Culture (pdf link)
Douglas Kellner, (1994)
A clear description of how the cultural studies approach can be applied to media studies–Kellner touches on issues of empowerment, representation, and media immersion. This and other essays from the cultural studies perspective are also available on Kellner’s UCLA web site.

Democracy and Education
John Dewey, (1916)
A classic in pedagogical theory outlining Dewey’s ideas of pragmatism and ‘learning by doing’.

Disappearance of Childhood, The
Neil Postman, (1982)
Postman theorizes that the distinction between adults and children in our society is diminishing due to the shift from print to television as the primary medium of socialization. He explains his theory by breaking down what it takes to interpret and understand television’s messages–how relaying visual and auditory messages along with its text, television can reach adults and children simultaneously.

Encoding and Decoding In Television Discourse
Stuart Hall, (1973)
Pioneer of British cultural studies, Hall describes his theory on how people make sense of media messages, claiming that the intended message of media producers can be interpreted in different ways by audiences which has various effects on society.

Five Key Questions That Can Change the World
The Center for Media Literacy publishes a free downloadable classroom activity guide with 25 core lesson plans for K-12 media literacy. We agree with their approach of building the key concepts of critical media analysis across traditional curricula as an approach to integrating media education in the U.S. school system.

Future of Ideas, The
Lawrence Lessig, (2001)
From the Stanford Law web site:
“In The Future of Ideas, Lawrence Lessig explains how the Internet revolution has produced a counterrevolution of devastating power and effect. The explosion of innovation we have seen in the environment of the Internet was not conjured from some new, previously unimagined technological magic; instead, it came from an ideal as old as the nation. Creativity flourished there because the Internet protected an innovation commons. The Internet’s very design built a neutral platform upon which the widest range of creators could experiment. The legal architecture surrounding it protected this free space so that culture and information–the ideas of our era–could flow freely and inspire an unprecedented breadth of expression. But this structural design is changing–both legally and technically.”

Instructional Practices In Media Literacy Education And Their Impact On Students’ Learning
Renee Hobbs, (1999)
From reneehobbs.org: “This study reports the findings of qualitative and quantitative research designed to assess the impact of different types of instructional practices involving media literacy education across the curriculum. Teachers in a small school district participated in a staff development program in media literacy and developed unique approaches for integrating media literacy concepts into language arts, history, math and science at the ninth grade level. The work of four different teams of ninth grade teachers is described by examining the instructional practices, motivations and philosophy behind teachers’ application of media literacy concepts into the curriculum.”

Literacy in a Digital World
Kathleen Tyner, (1998)
A thorough look at the history of literacy in the U.S.; comparisons of literacy, communication and educational theory; makes the case for the expansion of literacy to include “multiliteracies”; examines the relationship between access to educational technology and media education.

Media Literacy: Education for a Technological Age
Center for Media Literacy, (2002)
An excellent introduction to some of the theory behind media literacy: well-written, simple, and concise.

Necessary Illusions; Thought Control in Democratic Societies
Noam Chomsky, (1989)
from ZNet:
“This book applies the propaganda model Chomsky has developed with Edward Herman to media coverage of the diplomatic process in Central America and the Middle East, human rights issues, terrorism, and other topics, revealing the crucial function of the media and educated elites in limiting democracy in the United States.
Rigorously documented, Necessary Illusions is an invaluable tool for understanding how democracy functions in the United States.”

Plug-in Drug, The
Marie Winn, (2002)
Classic study of the impact of TV on youth development and family life. Highly debateable theories, but ideas all parents and teachers should consider. Good source of statistics on children’s media consumption.

Seven Great Debates in Media Literacy Education, The
Renee Hobbs, (1998)
Another bedrock TMS resource, Renee’s comprehensive account of the prevailing debates that exist in the development of a standardized U.S. media literacy curriculum is great place to start framing your own approach to media education.

Teaching Youth Media
Steven Goodman, (2003)
Founder of the Educational Video Center‘s social constructivist guide to supporting literacy through documentary video production.

Technics and Civilization
Lewis Mumford, (1934)
An account of how the incorporation of new technologies has effected society in the past, and what factors we should heed as new technologies arise that will affect our future.

Understanding Media
Marshall McLuhan, (1964)
A classic — many would say progenitor — of the media literacy movement. Though not a scholarly work, McLuhan makes compelling arguments for more analysis of the role of technology in culture by cobbling together changes influenced by technology in human history with tremendous foresight into the effects of modern technology including the prediciton of a “global village” connected through new media.

What Media Literacy is NOT
Center for Media Literacy, (2002)
A short list of some misconceptions about “media literacy” that can help students and educators understand what the term really means.

Tools, Apps & Texts

Media Literacy Links (2006)


Media Literacy Leaders

National Association for Media Literacy Education (NAMLE)

The National Association for Media Literacy Education is a national membership organization dedicated to advancing the field of media literacy education in the United States. Check out their list of Organizational Members to find other leaders in the field. The Media Spot became a member in 2009, and TMS Director Rhys Daunic is currently serving on the executive board. @medialiteracyed

The Learning about Media Project (The LAMP)

Brooklyn-based friends in media literacy education providing in and afterschool, library-based youth workshops, and creators of LAMPlatoon & the Media Breaker.

The Media Education Lab

One of the nation’s leading authorities in media education, Renee Hobbs and her team at the  Harrington School of Communications and Media at the University of Rhode Island  post and archive articles, research, and curricular resources and workshops.  Also check out their K-6 focused media literacy professional development resources at PowerfulVoicesforKids.com. TMS director Rhys Daunic collaborated with URI and MEL on their Digitial Literacy Institute in the Summer of 2013.

The Salzburg Academy on Media & Global Change

Directed by Paul Mihailidis, the Salzburg Academy is a multi-dimensional initiative that provides curricular materials, training and support for journalism schools, programs and classrooms across the world. Rhys Daunic of TMS attended in 2010 as visiting faculty.

Media Studies Podcasts

On the Media (npr/podcast)

“On the Media explores how the media ‘sausage’ is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of “making media,” especially news media, because it’s through that lens that we literally see the world and the world sees us.”

Media Matters with Bob McChesney (radio/podcast)

Robert McChesney is a major force in media education: …author of eight books on media and politics, professor of communication at the University of Illinois at Urbana-Champaign, and host of the weekly talk show, Media Matters, on WILL-AM radio. McChesney also writes widely for both academic and non-academic publications. He gives talks frequently on issues related to media and politics in the United States and world today.

Fairness and Accuracy In Reporting

FAIR provides a thorough liberal analysis of the major news media.

Related Curriculum Providers

The Blueprint for Teaching and Learning in The Moving Image

A comprehensive film production curriculum for K-12 provided by the NYCDOE Arts Education division.

PBS Newshour Student Reporting Labs

Student Reporting Labs connect students with a network of public broadcasting mentors, an innovative journalism curriculum and an online collaborative space to develop digital media, critical thinking and communication skills while producing original news reports for PBS NewsHour Extra.

NY Times Media Studies: Daily Lesson Plan

Excellent source for grades 6-12 media literacy lesson plans. Each lesson is accompanied by follow-up questions, interdisciplinary connections, assessment techniques, related web links, and academic content standards.

Ed Tech Sources

The Consortium for School Networking

An excellent resource for understaffed K-12 schools struggling to support the technology the have strategically to improve teaching and learning.

 

K-12 Curriculum Development, TMS Custom Resources

TMS: The Benefits of Media Literacy Education (2006)


The goal of working with TMS is primarily to increase media literacy for youth and educators alike. The production projects deal with a range of topics and content, but always support the core concepts of media analysis and our objectives. Below are some of the benefits of working with us (see also: Learning Standards).

Connecting with the world of 21st Century youth

We believe that at whatever age, youth can apply their own experiences to uniquely enrich projects in ways that inherently promote media literacy. The TMS production process is designed to connect students’ comfort, or “ways of knowing”, with new media to existing curricula.
Foundations: Spiral Curriculum, Goodman, Tyner, Winn, PBS

Professional producers working with you

TMS media professionals provide the technical expertise to help educators complete projects with confidence while focusing on new and traditional teaching opportunities during the production process. (see also our philosophy‘s section on “collaborative production”)
Foundations: Hobbs, Tyner

Curriculum-based content

Our projects start with language-based subject matter drawn from existing curricula. This adds new perspective and learning opportunities to existing teaching strategies.
Foundations: Hobbs

Technology planning and support

Any computer use in a group setting requires professional technical support and planning. The rush to acquire new media has left many groups with more computers than they can maintain and no realistic plan for using them to increase learning. Collaborative production with TMS can include long-term technology planning and technical support to allow educators to capitalize on potential learning opportunities instead of troubleshooting technical glitches they are not trained to handle.
Foundations: Tyner, COSN

Create new media voices in your community

We believe that if a child knows their work will have a life beyond their immediate surroundings, they will be more invested in the process. Digital audio and video, and the Internet have made it possible for virtually anyone to create a voice in these dominant forms of 21st Century public discourse. Aside from helping youth create these voices, TMS works to distribute and share your group’s work through community screenings and, with your permission, on the Internet.
Foundations: Goodman

Custom educational resources created by YOU

Material produced through TMS can be distributed within your educational community as teaching material with cross-curricular value. With your permission, your projects can become part of The Media Spot’s production archive for others to use in their pursuit of media literacy.

K-12 Curriculum Development

TMS Approach to Project-based Media Literacy Education (2006)


A Couple of Minutes, from our productions
A Couple of Minutes, The Atlanta School 1999


Our approach to promoting media literacy is to provide professional development and student services to educational communities through project-based media education. Through this web site, we provide access to the concept of media literacy through our resources, by outlining our collaborative production process, and presenting TMS productions.

Through this approach we hope to achieve the objectives outlined below.

collaborative production objectives:

  1. to empower youth to become informed and active 21st century citizens by developing media literacy and multimedia production skills
  2. to help youth identify media messages in society, understand how and why they are present, and think independently and critically about their relationship to those messages
  3. to empower youth to establish a voice using the dominant media of the 21st Century
  4. to empower educators to integrate media literacy themes and projects into their curricula
  5. to teach youth technical skills essential in the classroom and beyond
  6. to help schools efficiently and effectively utilize the technology they possess to enhance teaching and learning practices

objectives of this web site:

  1. to introduce our approach & rationale to educators interested in media literacy
  2. to share foundational resources that have helped us become media literate ourselves
  3. to support media education projects in the classroom
  4. to connect and share our productions with the world