Facilitator: Pelin Guney · Media literacy is the ability to access, analyse, evaluate, and create...
Transcript of Facilitator: Pelin Guney · Media literacy is the ability to access, analyse, evaluate, and create...
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EDB Professional Development Programme
e-Learning Series: Media Literacy in the Junior Secondary
English Classroom
Enhancing Critical Thinking Skills through the Use of
Digital Texts
Facilitator: Pelin Guney
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Icebreaker
1.What kind of ‘media’ do you use in class?
2.What activities have you used to analyse the media?
3.Have your students created any media? What are
they?
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Aims
• To experience, reflect on and evaluate a range of activities using
digital texts at the junior secondary level
• To be exposed to approaches, frameworks and strategies to
support the development of media literacy and critical thinking
skills in the English Language classroom and discuss how they
can be applied to their own contexts
• To consider different learning technologies that can be used with
students to analyse, produce commentaries on and to produce
creative digital texts
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Workshop Schedule
• Introduction
• Demonstration 1 – Responding to and creating media:
Advertisements
Break
• Demonstration 2 – Responding to and creating media:
Online news
• Final reflection
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Learning technologies
iMovie
Padlet
Popplet
QR Code
Reader
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Learning technologies
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Learning technologies
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Defining media literacy
Media literacy is the ability to access, analyse, evaluate, and
create media.
Media literate youth and adults are better able to
understand the complex messages we receive from
television, radio, the Internet, newspapers, magazines,
books, billboards, video games, music, and all other forms of
media.
The media literacy project (online)
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Building media literacy
)Production
Language
Representation
Audience
Key concepts
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Building media literacy
)
Key concept: Production
• Technologies
• The industry
• Connections
• Regulation
• Circulation and distribution
• Access and participation
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Building media literacy
)
Key concept: Language
• Meanings
• Conventions
• Codes
• Genres
• Choices
• Combinations
• Technologies
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Building media literacy
Key concept: Representation
• Realism
• Telling the truth
• Presence and absence
• Bias and objectivity
• Stereotyping
• Interpretations
• Influences
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Building media literacy
)
Key concept: Audience
• Targeting
• Address
• Circulation
• Uses
• Making Sense
• Pleasures
• Social differences
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Selecting Digital Texts
Think about the main issues you would face
when selecting digital texts for your students.
How would these issues affect your lesson
planning?
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Age appropriacy
Cultural appropriacy and relatability
Ethical content
Accessibility
Complexity of meaning
Usability in terms of providing scaffolding for creation of a similar
text
Copyrights
Speed and density
Selecting Digital Texts
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Demonstration 1:Responding to and creating media:
Advertisements
Aims
• To watch and analyse an advertisement
• To consider perceptions of body image created from
images in advertisements
• To develop thinking skills and practise giving personal
opinions - to challenge and reject media
• To plan and create an advertisement
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Demonstration 1:
Responding to and creating media:
Advertisements
Dove Evolution
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Demonstration 1:
Responding to and creating media:
Advertisements
Choose a word that best describes the video
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Demonstration 1:
Responding to and creating media:
Advertisements
Watch the video again
and analyse it using
these questions
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Demonstration 1:
Responding to and creating media:
Advertisements
How do you feel about Dove Evolution?
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Demonstration 1:
Responding to and creating media:
Advertisements
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Demonstration 1:
Responding to and creating media:
Advertisements
Reflection on advertisements:
• How would you adapt the demo?
• When do students have the opportunity to think critically?
• What impact does bringing ads into the classroom have?
• Why give students e-tools to annotate or comment on texts?
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Aims
• To consider the factors for evaluating web pages
• To evaluate online news
• To respond to fake news stories
Demonstration 2:
Responding to and creating media
Online news
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How do you use news stories with your students?
Demonstration 2:
Responding to and creating media
Online news
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Are you a good digital citizen? Take the quiz.
Demonstration 2:
Responding to and creating media
Online news
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•Brainstorm
•Question
•Watch a video
•Take a quiz
Demonstration 2:
Responding to and creating media
Online news
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Demonstration 2:
Responding to and creating media
Online news
How to spot fake news online?
•Accuracy
•Authority
•Purpose
•Audience
•Coverage
•Objectivity
•Currency
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Demonstration 2:
Responding to and creating media
Online news
Five ways to spot fake news
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Demonstration 2:
Responding to and creating media
Online news
Reflection on online news:
• What was useful for you in this demonstration?
• How would you adapt this for your students?
• How would you approach using the news in your classes now?
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Recap
• Building media literacy
• Employing critical thinking skills
• Responding to and creating media by advertisements
and online news
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Key referencesBuckingham, D., Grahame, J., Powell, M., Burn, A. and Ellis, S. Developing media literacy: Concepts, processes and
practices.
Date accessed: 15th January, 2019
Harvard University. Harvard guide to using sources.
Date accessed: 5th June, 2019
Hockly, N. Digital literacies: What are they and why should we care?
Date accessed: 5th June, 2019
Mind Tools. How to spot real and fake news - Critically appraising information.
Date accessed: 5th June, 2019
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Key references
The University of Edinburgh. How to evaluate website content.
Date accessed: 5th June, 2019
University of Leicester. Evaluating websites.
Date accessed: 5th June, 2019
University of Reading. Evaluating websites: Home.
Date accessed: 5th June, 2019
Woolf, N. (2016, November 29). How to solve Facebook's fake news problem: Experts pitch their ideas. The
Guardian.
Date accessed: 5th June, 2019