Digitalizing Critical Media Literacy Using Web 2.0 Tools in the Content Area

ID: 54192 Type: Best Practices
  1. Todd Cherner, Portland State University, United States
  2. Chrystine Mitchell, York University, United States

Tuesday, March 19 3:40 PM-4:00 PM Location: Sunset 2 View on map

Presider: Nari Kim

Abstract: With the rise of "fake news" and sensationalism in the media, it has spurred on a renewed interest in critical media literacy. First conceptualized in the 1970s, critical media literacy is a "pedagogy of inquiry" (Hobbs & Jensen, 2009) that emphasizes the active questioning of messages - advertisements, social media posts, news reports - communicated to the public. Through active questions, individuals become more aware of the implicit bias, slants, and motives of media messages. This workshop will demonstrate methods for blending critical media literacy into content-area instruction. Starting with defining and contextualizing critical media literacy, the presenters will include multiple examples of lessons where students engage a media text, use critical skills to analyze the message, and respond to the message by expressing their own thoughts. Embedded within these lessons are Web 2.0 technologies, which allow for the collaboration and dissemination of ideas related to the media message. The presenters will use an interactive style, so attendees will have the opportunity to share their own thinking about critical media literacy, practice using Web 2.0 technologies, and outline their own lessons! Attendees are encouraged to bring their own laptop.

Objectives

By the end of this workshop, attendees will have: - Defined critical media literacy; - Analyzed the five core concepts of critical media literacy (Center for Media Literacy, 2018); - Responded to the "Seven Great Debates" in critical media literacy (Hobbs, 1999); and, - Brainstormed methods for blending critical media literacy into their instruction.

Topical Outline

I. Workshop Overview A. Introduction of Presenters 1. Professional qualifications 2. Current research B. Introduction of Attendees 1. Attendees will be asked to share their professional role, affiliation, and interest of the topic C. Preview of Workshop Objectives II. Defining Critical Media Literacy A. Historical context of critical media literacy B. Definitions of critical media literacy C. Apply the Shannon-Weaver Communication Model to critical media literacy D. Analyze the five key questions for critical media literacy III. The Seven Great Debates of Media Literacy A. Past and Present Examples of the Debates (Hobbs, 1999) IV. Blending Critical Media Literacy into Content-Area Instruction A. Examples of critical media literacy being taught in the content area B. Major considerations for planning critical media instruction in the content area 1. Identify media messages specific to the content area 2. Develop multimodal ways for students to engage the media messages 3. Be strategic and mindful in posing open-ended questions to students 4. Offer multiple, differentiated ways for students to respond to the media message 5. Consider the assessment tool for evaluating student responses to the media message V. Conclusion A. Share ideas related to: 1. Using critical media literacy in the content area 2. Assessing critical media literacy in the content area 3. Concerns for using critical media in education

Experience Level

Beginner

Qualifications

The instructors are both teacher educators in accredited educator preparation programs who teach critical media literacy in their own classroom. In addition, both presenters have published in the field of critical media literacy and are co-authoring a manuscript that analyze edtech frameworks through a media literacy lens.

Topics

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