media literacy for teaching english

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Media Literacy for Teaching English Antonio López John Cabot University July 8, 2014

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This 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.

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Page 1: Media Literacy for Teaching English

Media  Literacy  for  Teaching  English  

 

Antonio  López  

John  Cabot  University  

July  8,  2014    

Page 2: Media Literacy for Teaching English

Agenda:    

Brief  introducGon  

Defining  Media  Literacy  

Media  Literacy  Techniques  

Media  Literacy  and  Teaching  English  

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What  is  the  difference  between  “literature”  and  

“media”?    

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What  is  literacy?  

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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/)  

     

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Major  OrientaGons  

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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        

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Media  and  InformaGon  Literacy  (UNESCO)  

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Doing  Media  Lit:  • Access  • Map  • Ask  • Evaluate    • Synthesize  • Communicate  

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Media  Object  

Text  

Audience/User/  parGcipant  

Material  CondiGons  

Producer  

Worldview   Environment  

Culture   Economy  

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Text  

Audience/User/  parGcipant  

Material    CondiGons  

Producer  

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.)  

Page 13: Media Literacy for Teaching English

hTp://youtu.be/dnLQnTOCF6w  

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?    

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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      

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Content  Areas:    

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  

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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”?  

hTp://namle.net/wp-­‐content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdf    

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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.  

h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfDD

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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?  

h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfDD

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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.  

h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfDD

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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.  

h"p://namle.net/wp.content/uploads/2013/12/NAMLEMLECCSSGUIDE.pdfDD

Page 25: Media Literacy for Teaching English

Ciao!    Antonio  López    Email:    [email protected]    Workshop  website:    hTp://www.openmediaeducaGon.net/medialit-­‐english/