User:Khaight
Link to my mini-course: Krystal Haight Media Literacy Mini-Course
Link back to Design Project Homepage for ETAP 623 Spring 2016: ETAP_623_Spring_2016
About me
My name is Krystal Haight, and I am excited to continue pursuing my Master's Degree in Curriculum Development and Instructional Technology at SUNY Albany. In May 2014, I graduated from SUNY New Paltz with a Bachelor's Degree in Adolescence Education: English 7-12. A few months later, I was extremely fortunate to connect with a full-time position in Westchester, NY, where I currently teach 7th grade English. Teaching is my passion, and I am grateful to work with talented colleagues. However, the best part of my job is working with the kids.
My Topic/Purpose
I have designed a mini-course that involves the topic of building students' media literacy (specifically in the English Language Arts discipline). The purpose of this mini-course is to help teachers prepare their students for success in our media-driven, 21st century society.
Needs Assessment
Problem
In today’s society, there is a major “push” towards students to be print literate. However, in our modern world, students are faced with all different types of media - not only print text. Print literacy alone is no longer enough for us to thrive and actively participate in our world. We need to be able to read and communicate with a wide range of visual and auditory tools, as well as with print. Thus, it is essential that students have media literacy skills in order to decode and analyze media documents in their lives. Many teachers, however, feel too constrained with standards and curriculum requirements that they believe there is no time to build students’ media literacy skills. Nevertheless, with the curriculum-driven approach, teachers can seamlessly integrate media literacy instruction within their classrooms. Students should learn how to raise the proper kinds of questions about what they watch, read, or listen to throughout their daily lives. In order to do so, media literacy should be integrated throughout the curriculum - it should not be a one-time or occasional lesson.
The curriculum-driven approach to media literacy education has several challenges, but the benefits tremendously outweigh them. Moreover, there are certainly ways to address and conquer these obstacles. After all, researchers Scheibe and Rogow (2012) note several ways in which a teacher can infuse inquiry into the curriculum “while still meeting the needs of life within the boundaries of testing and mandates” (Scheibe & Rogow, 2012, p. 202). In fact, while some educators may complain that there is “not enough instructional or prep time” to incorporate media literacy, this is simply not the case. With the curriculum-driven approach, media literacy and core content are taught together; consequently, time concerns are less of an issue. Furthermore, another possible difficulty revolves around the issue when a teacher’s personal beliefs run counter to media literacy education. However, while the traditional “lecture-role” of a teacher dissolves with the curriculum-driven approach, those who have begun to utilize it in their classrooms will likely become enlightened to the opportunities for “genuine student engagement and empowerment” (Scheibe & Rogow, 2012, p. 205). Teachers can focus on how the material applies to real-world situations, and even increase the amount of reflective activities and classroom discussions.
As Scheibe & Rogow (2012) stress, “the flexibility of curriculum-driven media literacy education is both its greatest strength and a significant weakness.” While it is adaptable anywhere, its practice is also so diverse that it could create confusion (p. 207). However, as long as teachers possess the will, knowledge, proper understanding of strategies to make it work, and want their students to be critical thinkers, it is bound to be successful! Thus, it is my hope that when they take this mini-course, secondary ELA teachers will feel better equipped to incorporate media literacy education within their curriculum!
What is to be Learned
Learners will become informed about how to incorporate media literacy instruction in the classroom and be familiar with how vital it is for educators to foster students’ ability to decode and think critically about media.
The Learners
In general, this course will be used for secondary English Language Arts (7-12) educators seeking knowledge and understanding regarding how they could successfully integrate media literacy within their curriculum. Not only will learners become more knowledgeable about the definition and need for media literacy, but they will also learn how to facilitate their students’ media literacy skills by applying its integration within their own classrooms.
Instructional Context
All instruction will take place online, so in order to successfully complete this course, participants will need to have access to a computer with working internet connection. Instruction will vary slightly depending on the unit being taught, however the majority of resources in this course will come from readings, videos, and/or lectures. Participants will be assessed through a series of activities dealing with scenarios dealing with using effective media literacy integration in the design of classroom lessons.
Exploring the Problem and Solution
Participants will continuously explore the positive effects that media literacy skills have on students’ ability to think critically, interpret, and decode media. They will review research and explore how media literacy instruction can enhance their curriculum. Through activities and other various assignments, participants will be able to recognize a variety of strategies for incorporating media literacy within their curriculum.
Goals
The main goal for this mini-course is for participants to gain a better understanding of media literacy and how to implement it in their own classrooms. By the end of this course, participants should feel sure of themselves and be able to seamlessly incorporate media literacy instruction within their curriculum. The focus will be towards English Language Arts instruction.
Analysis of the Learner and Context
The target participants of this mini-course will be Secondary English Language Arts Teachers (7-12). However, teachers of other content areas would also find the material helpful.
I conducted an informal survey among English teachers in my school. Interestingly, out of 15 English teachers, only 2 confessed that they are actively attempting to integrate media literacy skills within their curriculum. Moreover, 13 teachers stated that they have not begun to purposefully introduce these skills as they feel that there is "no time" to devote to media literacy within the curriculum. All 15 teachers explained that they would find explicit instruction helpful for guidance regarding how to build students' media literacy skills. 14 teachers noted that they were unsure about the actual meaning of media literacy.
Learning Outcomes
Learners will be able to define media literacy (Verbal Skill).
Learners will be able to review research that illustrates the benefits of media literacy and compare and contrast print and media literacy (Intellectual Skill).
Learners will be able to create meaningful media literacy lessons through the use of interaction and tangible learning opportunities (Motor Skill).
Learners will be able to design engaging inquiry-based activities to integrate media literacy instruction in the English Language Arts discipline (Cognitive Skill).
Learners will be able to apply their knowledge to advocate for the integration of media literacy in an English Language Arts classroom (Attitude Skill).
Performance Objectives
Performance Objectives:
1. Students will be able to define media literacy and describe why it is important for teachers to build students’ media literacy skills. (Bloom’s Level 2)
2. Students will be able to compare media literacy and print literacy skills. (Bloom’s Level 3)
3. Students will be able to investigate different lesson plans for integrating media literacy within the curriculum. (Bloom’s Level 4)
4. Students will be able to critique and revise media literacy lessons. (Bloom’s Level 4)
5. Students will be able to design a lesson plan that builds media literacy skills. (Bloom’s Level 5)
Assessment Plan:
1. Formative Pre-assessment: Self-reflection writing prompt - participants will make a list of different types of media and consider what they know about media literacy.
2. Formative Assessment: Participants will analyze a print text and a visual text, and participate in a discussion that asks them to compare and contrast the skills required to decode and analyze each one.
3. Formative Assessment: Participants will create a draft of a media literacy lesson plan and collaborate with other participants to critique their work and receive feedback
4. Summative Assessment: Participants will revise draft of media literacy lesson plan and design a final plan.
Task Analysis
Task Analysis:
Unit 1: Understanding the importance of media literacy
Lesson 2: difference between media and print literacy
Lesson 3: what is the curriculum-driven approach to media literacy?
Unit 2: Implementing media literacy in the ELA classroom through the curriculum-driven approach
Lesson 4: reviewing lesson/unit plans
Lesson 5: creating a media literacy lesson
Prerequisites:
Understand the definition of literacy and how to build print literacy skills through student-centered classrooms and increasing students’ inquiry/critical thinking skills.
Ability to reflect on personal experiences and background knowledge about a topic, think creatively and flexibly, and collaborate with others. Experience creating student-centered 7-12 English Language Arts lesson plans and using Google Docs/Drive.
Curriculum Map
References and Resources
Drawing the connection between media literacy and health. Medialiteracynow.org. http://medialiteracynow.org/wp-content/uploads/2014/01/Drawing-the-connection-between-Media-Literacy-and-Public-Health.pdf
Health benefits of milk. Dairy Council of California. Healthyeating.org. 2016. http://www.healthyeating.org/Healthy-Eating/All-Star-Foods/Beverages/Article-Viewer/Article/64/Health-Benefits-of-Milk.aspx
Media literacy defined. NAMLE. https://namle.net/publications/media-literacy-definitions/
Print vs. social media: Rethinking literacy in the digital age. Discoveryeducation.com. 2016. http://web2014.discoveryeducation.com/blog/index.cfm/2010/6/8/Print-vs-Social-Media-Rethinking-literacy-in-the-digital-age
Scheibe, C. & Rogow, F. (2012). The Teacher's guide to media literacy: Critical thinking in a multimedia world. Thousand Oaks, CA: Corwin Press.
Shepherd, D. (2013, March 15). What is media? [Video file]. Retrieved from https://m.youtube.com/watch?v=M89_wjcwzfY
Wagner, S. (2014, May 16). What is Media Literacy? [Video file]. Retrieved from https://vimeo.com/95563998