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Title: Power of Media Literacy in Social Studies Curriculum: Virtual Collaboration in Teacher Education


1
Power of Media Literacy in Social Studies
Curriculum Virtual Collaboration in Teacher
Education
  • Melda N. Yildiz
  • Burt Weltman
  • Jennifer Chen
  • William Paterson University
  • yildizm_at_wpunj.edu
  • March 18, 2005

2
Abstract
  • This presentation is for Teacher Educators who
    want to integrate new media and technologies into
    social studies curriculum. It outlines the
    participatory research based on an online course
    called, Rediscovering History through Media
    Education offers creative strategies for
    producing media in classrooms with limited
    resources and equipment and showcase the
    students' multimedia projects.

3
Vocabulary average of a 14-year-old dropped from
25,000 words in 1950s to only 10,000 words in
1999.
  • Numbers. Time Magazine 155, no 6 (Feb 14,
    2000) 25

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  • AYT?
  • SUP?
  • Notin U?
  • G/G
  • POS
  • Are you there?
  • What's up?
  • Nothing how about you?
  • Gotto go
  • Parent over shoulder

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  • I cdnuolt blveiee taht I cluod aulaclty
    uesdnatnrd waht I was rdanieg. The phaonmneal
    pweor of the hmuan mnid Aoccdrnig to a rscheearch
    at Cmabrigde Uinervtisy, it deosn't mttaer inwaht
    oredr the ltteers in a wrod are, the olny
    iprmoatnt tihng is taht the frist and lsat ltteer
    be in the rghit pclae.
  • The rset can be a taotl mses and you can sitll
    raed it wouthit a porbelm. Tihs is bcuseae the
    huamn mnid deos not raed ervey lteter by istlef,
    but the wrod as a wlohe. Amzanig huh? yaeh and I
    awlyas thought slpeling was ipmorantt.

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President Bush's Cabinet
  • http//www.whitehouse.gov/government/cabinet.html

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Media Literacy Quiz from
  • http//www.griid.org/pdfs/medialit-exercise-01.pdf
  • http//www.griid.org/pdfs/medialit-exercise-04.pdf

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The trouble…is that we have taken our democracy
for granted we have thought and acted as if our
forefathers had founded it once and for all. We
have forgotten that it has to be enacted anew in
every generation.
John Dewey
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  • As we enter the twenty first century, it is
    essential that the schools be places that help
    students better understand the complex,
    symbol-rich culture in which they live in.
  • A new vision of literacy is essential if
    educators are serious about the broad goals of
    education preparing students to function as
    informed and effective citizens in a democratic
    society preparing students to realize personal
    fulfillment and preparing students to function
    effectively in a rapidly changing world that
    demands new, multiple literacies.
  • Renee Hobbs, 1997

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Media Literacy
  • The ability to access, analyze, evaluate, and
    communicate media messages in a variety of forms.
  • The Aspen Institute, 1989

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  • It is no longer enough to simply read and write.
    Students must also become literate in the
    understanding of visual images. Our children must
    learn how to spot a stereotype, isolate a social
    cliché and distinguish facts from propaganda,
    analysis from banter, important news from
    coverage.
  • Ernest Boyer

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Why Study Media?
  • Media Saturation
  • Media Influence
  • Manufacture and Management of Information
  • Media Democracy/ Critical Autonomy
  • Increasing Importance Emphasis
  • Privatization of Information
  • Educating for the future

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  • Media Education is both essential to the
    exercising of our democratic rights and a
    necessary safeguard against the worst excesses of
    media manipulation for political purposes.
  • Len Masterman

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Reasons using new media
  • Provides
  • Access-- Liberate teachers and students from
    textbook format. Provide alternative resources-
    Teachers and students will be able to research
    through online resources.
  • Global Point of View-- Students and teachers will
    participate online discussion groups, weblogs,
    and listservs.
  • New tools for classrooms Students and teachers
    will be able to produce media presentations,
    learning objects, interactive teaching material.

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Course has three main parts
  • De-construct (Read Media) Media Literacy
    Activities (deconstructing webpages, news,
    advertisement, and newspapers POV (point of
    view) exercise, etc.)
  • Research (Use Media) Information Literacy
    (Library Skills, researching internet resources,
    etc.)
  • Construct (Write Media) Media Production (Create
    an oral history project, video documentary,
    website, webquest, weblog, and multimedia
    presentation)

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  • Media are symbolic systems not simply reflection
    of reality which must be accepted, but with
    languages which need to be actively read, and
    interrogated.
  • Len Masterman

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  • The aim is to develop an awareness about print
    and the newer technologies of communications so
    that we can orchestrate them, …. And get the best
    out of each in the educational process.
  • Without understanding of media languages and
    grammars, we cannot hope to achieve a
    contemporary awareness of the world in which we
    live.
  • Marshall McLuhan

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Main Questions
  • Who produces it? Originator, creator, or author
  • Who are the stories intended for? Target Audience
  • What is missing?
  • Whose point of view is being presented?

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Statistics
  • In political Washington, Statistics are weapons
    of war. Thats why they get manipulated,
    massaged, and twisted until any connection to
    reality is strictly coincidental. Peter Carlson

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The Truth but not the Whole Truth
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Construction of Meaning
Sign
Context/ place
Time/ era
Meaning Construction
Experience
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Corporate Flag by Adbusters.org
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Mickey Mouse Monopoly
  • http//www.mediaed.org/videos/CommercialismPolitic
    sAndMedia/MickeyMouseMonopoly

43
Circle of Life
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Yeh- Shen A Cinderella Story From China
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Advantages of semiotics
  • Allows us to break down a message into its
    component parts and examine them separately and
    in relationship to one another.
  • Allows us to look for patterns across different
    forms of communication.
  • Helps us understand how our cultural and social
    conventions relate to the communication we create
    and consume.
  • Helps us get beyond the obvious, which may not
    be all that obvious after all.

47
commutation
  • Pronunciation (kom"yu-tA'shun),
  • 1. the act of substituting one thing for another
    substitution exchange. 2. the substitution of
    one kind of payment for another. 3. Also called
    commuta'tion test". Ling.the technique, esp. in
    phonological analysis, of substituting one
    linguistic item for another while keeping the
    surrounding elements constant, used as a means of
    determining the constituent units in a sequence
    and their contrasts with other units.

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The V Sign
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V for Victory
Winston Churchill gives the victory sign at a
political rally, Liverpool, 1951
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The "V" for victory that Winston Churchill used
(with the palm facing outward, same as the
American sign for "peace"), when the palm is
reversed, it means something else... If a person
used two fingers to order two beers in a British
pub.. it has insulting connotations…
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2
the two fingers in a 1st grade math class may
refer to the number "two"
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OK (okay) vs. 0K (zero kilobyte)
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This sign might mean
  • "OK" in the United States
  • "money" in Japan
  • "sex" in Mexico
  • "homosexual" in Ethiopia
  • an obscenity in Brazil
  • Zero in Southern France

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Bloom's Taxonomy and Critical Thinking The goal
is to go beyond Knowledge/ Comprehension
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Production is crucial because
  • Students need variety ways to present their
    ideas.
  • Different learning styles demands different ways
    to present a project besides essays. (Gardner,
    1993)
  • Teaches Media Literacy skills
  • Gives students different perspectives and point
    of view to look at the world/ surroundings-
    Multiculturalism

56
Principles of Media Literacy
  •       Media construct reality      Media use
    identifiable techniques       Media have
    commercial interests       Media presents
    ideologies       New media create new languages,
    new audiovisual grammars and new ways of using
    language

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How to Teach Media Literacy
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  • History is not truth. Truth is in the Telling.
  • Robert Penn Warren

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"I learned how to deconstruct commercials, how to
use the camera equipment, and how to create a
public service announcement. Most importantly, I
experienced that every message can be interpreted
differently. Depending on the era, personal
experience, each sign makes different meaning to
different people. Prior to taking this course, I
simply watched a commercial at face value. I
never really looked at the details or asked
myself what target audience the advertising
company was aiming for. Since class, I have been
a commercial-analyzing junkie. I look at the
color scheme, the logo, the endorser (if there is
one), choice of music, and the intended target
audience.
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  • I am happy to have met you, because you have
    given me much more to think about than just the
    content of this class.
  • … More than learning video production, this
    course gave me the chance to reflect on my own
    viewing habits and I learned something about
    myself.

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  • A democratic civilization will save itself only
    if it makes the language of the image into a
    stimulus for critical reflection, not an
    invitation to hypnosis.
  • Umberto Eco (l979)

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Teachers Role
  • Education must begin with the solution of the
    teacher-student contradiction, by reconciling the
    poles of the contradiction so that both are
    simultaneously teachers and students.
  • Paulo Freire

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  • Lies My Teacher Told Me
  • James Loewen
  • Peoples History
  • of United States
  • Howard Zinn

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  • In Search of Americas Past
  • Bruce VanSledright
  • American History Detective
  • Stacle Hutton

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Resources
  • Melda N. Yildiz
  • yildizm_at_wpunj.edu
  • PPT presentation
  • http//euphrates.wpunj.edu/faculty/yildizm/NJedge.
    ppt
  • Course Outline
  • http//euphrates.wpunj.edu/faculty/yildizm/RH
  • Weblog
  • http//myildiz.blogspot.com

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Online Learning Projects
  • Kidlink http//www.kidlink.org/
  • Intercultural E-Mail Classroom Connections,
    http//www.stolaf.edu/network/iecc/ The IECC
    http//www.iecc.org/
  • The Global SchoolNet Foundation,
    http//www.gsn.org
  • IEARN http//www.igc.apc.org/iearn/ Excellent
    Youth Projects and Blogs Suggested time to spend
    a few hours http//www.takingitglobal.org/doflash
    .html?width1024
  • Global Navigator Network http//members.aol.com/an
    dycamps/gnn/home.htm
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