media literacy for teaching english
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DESCRIPTIONThis is the presentation used for a workshop at John Cabot University in Rome. The aim of the workshop is professional development for Italian teachers of English literature.
Media Literacy for Teaching English
John Cabot University
July 8, 2014
Defining Media Literacy
Media Literacy Techniques
Media Literacy and Teaching English
What is the difference between “literature” and
What is literacy?
Media Literacy: Defined variously as learning to access, evaluate and produce media in a variety of formats. Literacy: “the sharing of meaning through symbols in order to fully parGcipate in society” (hTp://www.knightcomm.org/digital-‐and-‐media-‐literacy/the-‐heritage-‐of-‐digital-‐and-‐media-‐literacy/)
Types of media literacy: Using: Computer use/ICT skills, workforce development Teaching with: Technology integraGon, digital learning, online reading Authorship: MulGmedia composiGon Teaching about: InformaGon literacy, media literacy, internet safety, social responsibility Source: h*p://www.slideshare.net/reneehobbs/the-‐globaliza:on-‐of-‐digital-‐literacy
Media and InformaGon Literacy (UNESCO)
Doing Media Lit: • Access • Map • Ask • Evaluate • Synthesize • Communicate
What is its format? What do you see/hear? What is the story? Is it fact, opinion, or something else? How is it told? What symbolic resources does it use? What techniques are used? What’s leb out of the story?
How does the lifestyle & values of the M.O. orient to: • Your worldview • Family experience • Ethnic/cultural idenGty • Social status? What emoGons does it generate? Does this benefit or harm anyone? What could you do to respond?
How was it made? What are the medium’s properGes? What is it comprised of? Where did it come from? How does it impact the environment?
Who paid for it? How was it distributed? Why was it produced? Who is being targeted? Why? What is the goal(s) of the producer? What kind of organizaGon (corporate, for profit, nonprofit, government, public, individual, social network)?
Media Object (M.O.)
Warm-‐up Gps: What messages do you see? What did you feel while you watched it? what symbols do you see? What camera angles are used?
ProducGon, literary, and format issues: Novels and graphic novels Poems and music videos Short stories and TV shows/film Music vs. music video Poem read vs. poem heard
RL – Reading literature RI – Reading informaGon W – WriGng SL – Speaking and Listening L – Language hTp://namle.net/wp-‐content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdf
Common Core State Standards English Language Arts
Connec9on #1: Imagine students as authors of different types of media messages — how might their wriGng style, purpose, point of view, or use of evidence shib if they were wriGng a blog post versus an academic essay? A leTer to the editor versus a “tweet”?
Connec9on #2: When we expand our definiGon of texts to the variety of media that we use in our everyday lives, we broaden the materials and concepts we have at our disposal in the classroom, increase student engagement, and enrich learning experiences.
Connec9on #3: Strategies include asking quesGons to assess credibility —where do sources come from? Who made them and why? Are they intended to entertain, inform, or persuade? And if so, whom are they trying to reach?
Connec9on #4: When students make media of their own, whether it’s through filmmaking, graphic design, web design, or some other form of media producGon, they connect professional media pracGces to their own opinions, ideas, quesGons, and values.
Connec9on #5: By reflecGng on their own values and understanding the values of different disciplines, cultures, and points of view, students are beTer able to communicate thoughoully with others who may be different from them.
Ciao! Antonio López Email: [email protected] Workshop website: hTp://www.openmediaeducaGon.net/medialit-‐english/