Workshop 3 – The Global Critical Media Literacy Project (GCMLP) – Bellin Gallery

Julie Frechette -Worcester State University & Rob Williams – Action Coalition for Media Education

Collaborating To Promote 21st Century Digital Youth Voices. This presentation will describe the new Global Critical Media Literacy Project (GCMLP) platform, a collaborative initiative by several Media Literacy Education organizations in the United States: the Action Coalition for Media Education (ACME at www.smartmediaeducation.net), Project Censored (www.projectcensored.org), and Sacred Heart University’s Masters in Media Literacy and Digital Culture (MLDC) program. Co-presenters Julie Frechette, Ph.D. of Worcester State University and Rob Williams, Ph.D. of the University of Vermont will share the GCMLP platform and free online resource guide with attendees, and then introduce interested teachers and professors to the submission process for high school and university students to submit their work for publication to the GCMLP.

 

Workshop 2 – Constructivist Media Decoding Approach to Media Analysis – Sprague Room

Cyndy Scheibe – Project Look Sharp

In order for educators to effectively integrate media literacy into their work with students, they need access to high quality, engaging media examples and the support materials to be able to easily teach these media literacy activities in the context of their subject area and grade level. Project Look Sharp (projectlooksharp.org) has developed hundreds of media literacy lessons and activities – including thousands of media documents – which are all available free online through the Look Sharp website. In addition, Look Sharp has developed a wide range of support materials for educators, including Tips for Leading a Decoding in the Classroom, an online DIY Guide, and annotated demonstration videos that showcase the ways in which student learning can be deepened through the inquiry-based constructivist media decoding process.
These media literacy approaches are particularly useful in engaging all students, including those who are typically disenfranchised or disinterested in school, and those who are not strong text-based learners. They are also especially effective in leading students through challenging conversations about controversial issues (including those related to politics, climate change and sustainability practices, stereotyping, unhealthy behaviors, and personal identity).
This dynamic, interactive workshop will demonstrate ways in which constructivist media decoding and other inquiry-based media literacy pedagogies can be used effectively with students at all grade levels (kindergarten through college) and all subject areas. Using examples from Project Look Sharp’s extensive collection of free media literacy lessons and materials, Dr. Scheibe will lead participants through the decoding process and showcase student learning in a short video clip demonstrating constructivist media decoding in the classroom. Participants will also learn how to create their own media literacy activities and lessons using a free online DIY Guide and other support materials, including a new look at Key Questions to Ask When Analyzing Media Messages.

 

Workshop 3 – Mind Over Media – Carleton Room

Renee Hobbs – Media Education Lab

Learn teaching about propaganda as a form of media literacy education and explore a new online educational resource, Mind Over Media: Analyzing Contemporary Propaganda, a crowdsourced educational media platform for discussing the many new forms of propaganda we encounter as part of daily life. We will be discussing the use of the digital platform for cross-national and intercultural dialogue that advances media literacy competencies.  Rising levels of apathy and disengagement are combining with increasing levels of political polarization, here in the United State and all over the world. With the significant volume of messages in our daily lives coming in so many forms and from so many different channels, it can be difficult to recognize new forms of contemporary propaganda. Entering into a discussion about contemporary propaganda with people from around the world may invites us to think about the power of communication and our responsibilities as authors and audiences. It raises fresh questions about the use and potential impact of new media and technologies and invites us to scrutinize how propaganda thrives in the blurred boundaries between art, journalism and advocacy.

 

Workshop 4 – Creating Civic Media Activists – Philbrick Room

DC Vito – The LAMP

Since 2007, The LAMP’s mission has been to help youth and educators understand media, how to make their own media and how to ultimately challenge harmful, misleading and untrue messages. We believe it is critical for authentic voices/media from young people to counter the media they consume to foster empathy and discourse. This session will share how The LAMP’s direct services to 900+ students a year in New York City and our MediaBreaker tool that is being used in 45 states work towards this goal.

Workshop 5 – The 5- Image Story: A Powerful Media Tool for All Classrooms – Camp Room

Bonnie Kaplan, Hudson Valley Writing Project

Even though many teachers are not teaching in laptop schools, in this media-rich world we can easily bring images into our classrooms.  During this 30-minute,  hands-on workshop, participants will have the opportunity to collaboratively create a 5-image story, learn from other teachers who use this technique, how they inspire their students to use images to build their writing skills. Finally, there will be time provided to consider how participants can use the 5 image story in their own classrooms.

5-Image Story Background and Resources:

When composing with images, we are forced to think critically in a way that focuses us on our intent in order to get a clear message across. To this end, we will focus our explorations on the concept of a 5-Image Story. According to Wesley Fryer’s “Mapping Media to the Common Core,” a 5-Image Story is a “collection of five images which tell a story of some kind without using supplementary text, audio or video. The five photos should ‘stand alone’ as a story.”

At the Hudson Valley Writing Project, we have been playing with the 5-Image Story since Bonnie Kaplan, Co-Director, and Jack Zangerle, 8th grade ELA (Summer Institute ‘10) at Dover Middle School, co-facilitated an innovative project. The 5-Image Story seemed to be a perfect way to begin the storytelling process with a small group of tech kids. Here’s an example of a basic procedural 5-Image Story from one of the 8th grade students:

More recently, Andrea Tejedor,(SI ‘13) Director of Technology at Highland Falls School District collaborating with Bonnie, brought 5-Image Stories to her teacher team. Here’s a video of teachers sharing and Paul’s 5-Image Story Project with a rubric.

  • What does it mean to compose a visual text?
  • What happens when makers push the boundaries of a 5-Image Story and approach the creation of a 5- Image Story from different angles?
  • What might this process mean for classroom practices as teachers prepare for the new school year?
  • How can teachers evolve this type of composition to move beyond the definition of a 5-Image Story and move into other media rich creations?

 

Workshop 6 – The Media Spot’s Scope and Sequence for enabling media literacy infusion K-12 schools – Blue & White Room

Rhys Daunic – The Media Spot

In this session, Rhys Daunic and Emily Bailin Wells will outline how The Media Spot works to infuse media literacy into the culture of schools by engaging staff and students in reflective media use that expands curricula, communication, collaboration, and self-expression.  We will also share our progress towards developing a Scope and Sequence for K-12 Media Literacy grounded in the Core Principles of Media Literacy Education.  The goal of this project is to establish a flexible set of planning tools that allow schools to aim their use of media at benchmark student media literacy profiles.  The profiles allow schools to “backwards design” to establish the operational skills and critical awareness that develop graduates to be capable, nimble, and thoughtful citizen-producers, consumers, lifelong learners and actors in their media-rich communities.  We look forward to opening up our process and sharing the framework to invite feedback from the NEMLC attendees on this work in progress.

 

Workshop 7 – Teaching Media Literacy for Students with Learning Disabilities or Differences – Clocktower Room

Jaclyn Kahn Siegel – Winston Preparatory School

Media Literacy Education (MLE) is important for all students to learn and develop, but even more so for students with learning disabilities or differences (LD). The purpose of this workshop is to help bring an awareness to MLE and its importance in a special education setting. This teacher workshop will cover how one educator has incorporated MLE into an LD setting, as well as sharing how her school is expanding its understanding MLE to incorporate it to best serve the school community. It will also demonstrate how the use of media can also be essential when expanding students’ academic skills. The presenter will share various lessons for middle and high school History classes and one-on-one Focus sessions, as well as MLE activity ideas for after-school or elective classes. Audience members who attend this workshop will interact with the presenter and each other while participating in various activity examples. This will include bias and stereotypes found in articles and advertising and the use of social media in regards to presidential elections and its potential impact on broadening social skills and awareness. Examples of student work from MLE activities and specific lesson plans will also be shared at the end of the presentation. It is hoped that this workshop will raise an awareness of using MLE in an LD setting, as well as encourage of educators to share how they use MLE in their classrooms.