Lesson Three: Examining Curriculum-Driven Approaches to Media Literacy in a 7-12 Classroom

Teacher's Guide to Media Literacy.jpg

Learning Objective

Participants will examine curriculum-driven approaches to media literacy in a 7-12 classroom.

Activity One

Read: Deeper Sense of Literacy:Curriculum-Driven Approaches to Media Literacy in the K-12 Classroom

Lecture: Examining Curriculum-Driven Approaches to Media Literacy in a 7-12 Classroom

There are both challenges and benefits of the curriculum-driven approach to media literacy education. On one hand, many teachers and educators are reluctant to adopt this approach into the classroom and their pedagogy because they cannot find the time for it. Scheibe and Rogow (2012) state, “increasing demands of testing and mandated curricula place astonishing burden on both teachers and students and in many schools that means that anything that isn’t mandated or won’t “appear on the test” is bound to be given short shrift” (pg. 201). If educators continue to view media literacy education as a separate content area as opposed to part of pedagogy, they will never find the time to incorporate it into their pedagogy. Media literacy education is supposed to be integrated into the curriculum to enhance the learning. Of course, integrating media literacy may be time consuming the first time around, but once it is done educators can find different ways to continue to implement media literacy into curriculum. Another challenge with curriculum-driven approach to media literacy education is overcoming technology barriers. Because of all these new advances in technology and innovations, it is important to keep up with these advances and incorporate them into the curriculum. With this being said, a common technology challenge is lack of access. At times, some educators do not have access to high speed internet connection to use these technologies in the classroom. This barrier interferes with fully participating in media literacy education, but there are ways to incorporate media literacy in the classroom that require little to no technology. Lastly, paradigm shifts may be another barrier to curriculum-driven approach to media literacy. Scheibe and Rogow (2012) argue “the most obstinate barriers to media literacy education are those based on ingrained habits and deeply held (but often unstated) beliefs. For example, media literacy education, with decoding and communication techniques that value diverse perspectives, is not a “Just the facts, ma’am kind of discipline” (pg. 204). Scheibe and Rogow go on to say that this may be a challenge because some educators are not comfortable teaching and learning something that has more than one answer. On the contrary, media literacy provides many ways for student engagement and empowerment where the role of the teacher/expert is shared with the students.

Although there are some challenges associated with a curriculum-driven approach to media literacy, there are many benefits. For example, media literacy allows students to bring their own media culture into the classroom which allows them to feel comfortable. Scheibe and Rogow (2012) also mention that “because the media decoding process is not based on knowing the one “right” answer, it is particularly effective in involving students who rarely share their opinions or ideas in the class discussions out of fear of being wrong” (pg. 205). This benefit is what all educators strive for, an opportunity for all students to express themselves. Another benefit curriculum-driven approach to media literacy is that it requires students to reflect on the learning process which allows them to make connections between the media literacy task and other tasks. Media literacy education connects to real life and is an effective way to engage students. All in all, a curriculum-driven approach to media literacy “helps students become “effective communicators” by providing opportunities not only to create media in various forms but also to discover their own voices and have opportunities for their voiced to be heard” (Scheibe & Rogow, 2012, pg. 206).


Read: Integrating Media Literacy Concepts and Skills into Teaching

Discuss: After reading the lecture and the above article, please respond to the following questions. Use evidence from the lecture and article to support your claims. Create a Google Doc in this mini-course folder:Media Literacy Mini-Course 2017

Reminder: Please label your Google Doc and all other files with your full name and assignment. (i.e. Stephanie Aquino Lesson Three). Please use double space, 12 pt Times New Roman font and 1" margins. Please remove all extra space between paragraphs.
  • What are your thoughts about the curriculum-driven approach?
  • What are the challenges and benefits of the curriculum-driven approach to media literacy education?

Activity Two

Read:File:A Review of School-Based Initiatives in.pdf

Discuss: After reading the above article, respond to the following question in your Lesson Three Google Doc:

  1. According to article, what are the teachers' motivations for implementing media literacy in K-12 education in secondary English Language Arts?

Lesson Wrap-Up

Now that you have examined curriculum-driven approaches to media literacy in 7-12 classrooms, reflect on your thinking, learning, and work today to complete the following in your lesson three Google Doc:

  1. Do you personally see the need and have the knowledge and strength to adopt this approach in your classroom? Why or why not?
  2. Read and provide comments to at least two of your peer's lesson three discussion questions located in the following folder: Media Literacy Mini-Course 2017


Congratulations! You have successfully completed lesson three of this mini-course and the first unit. In the next unit, you will apply learned knowledge of media literacy skills and concepts to create a lesson plan that builds on students’ media literacy skills in a 7-12 ELA classroom.

Proceed to Unit Two: Unit Two: Applying the Curriculum-Driven Approaches to Media Literacy in an ELA Classroom

Additional Resources

12 Basic Ways to Integrate Media Literacy and Critical Thinking into Any Curriculum File:12BasicWays.pdf

The Pedagogy of Critical Enjoyment: Teaching and Reaching the Hearts and Minds of Adolescent Learners Through Media Literacy Education

References and Resources

Hobbs, R (2016). A Review of School-Based Initiatives in Media Literacy Education. American Behavioral Scientist.

https://www.lib.umn.edu/media/teachingmedialiteracy

Scheibe, C. L. (n.d.). A Deeper Sense of Literacy.

Scheibe, C., & Rogow, F. (2012). The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World. Thousand Oaks, CA: Corwin.

Links

ETAP 623 Spring 2017: ETAP 623 Spring 2017

Portfolio Page: Stephanie Aquino's Portfolio Page

Mini-Course Homepage: Media Literacy Mini-Course Homepage

Unit One Homepage: Understanding the Importance of Building Students' Media Literacy Skills

Lessons in this unit:

  1. Lesson One: What is Media and Why is it Important?
  2. Lesson Two: Reviewing Media Literacy Research
  3. Lesson Three: Examining Curriculum-Driven Approaches to Media Literacy in a 7-12 Classroom

Unit Two: Unit Two: Applying the Curriculum-Driven Approaches to Media Literacy in an ELA Classroom