Monika 2.pptx general media learning eng

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1. MEDIA LITERACY IN EDUCATION PART 2 Monika Hanley, Fulbright Scholar, Albanian Media Institute

2. Overview Media Literacy review Guiding Questions and exercise 01 02 03 04 05 06 Information Literacy Empowerment Spiral Source Evaluation Pedagogies

3. Overview Integration 07

4. Media Literacy

5. Media Literacy is not a subject. It is a way to teach ALL subjects.

6. Why it matters? Media literacy means that individuals are not just passive recipients of information but active participants in shaping their own lives and societies. Asks individuals to question assumptions, understand different perspectives, and evaluate evidence before reaching conclusions. It is not just about consuming information but also about questioning the structures of power and representation within media itself.

7. How it can help with disinformation Critical Analysis: Teaches individuals to critically assess the source and content of information, distinguishing between credible news and potential disinformation. Source Verification: Encourages the verification of information by cross-checking with multiple reputable sources before accepting and spreading content. Understanding Bias: Helps individuals recognize bias and perspective in media messages, enabling a more nuanced interpretation of information.

8. How it can help with disinformation Questioning Motives: Instills a habit of questioning the motives behind the information presented, understanding who benefits from certain messages being spread. Improved Decision-Making: Empowers people to make informed decisions based on accurate information, reducing the likelihood of manipulation through false narratives. Resilience to Manipulation: Builds resilience against psychological manipulation by identifying common tactics used in disinformation campaigns, such as emotional triggers or fake experts.

9. Foundations You will discover how five key concepts and five key questions inform the decision-making process reflected in the empowerment spiral - awareness, analysis, reflection and action.

10. Empowerment Spiral Awareness, analysis, reflection and action How to break complex topics or concepts into four short term learning steps that stimulate different aspects of the brain

11. Awareness step In the awareness step, participants engage in an activity that leads to observations and personal connections to a potential insight: “Oh! I never thought about it before. ” For example, children could compare whether their action toys work like the ones shown in the advertisements; teens can determine the length or number of stories on the news to discover how much news there really is vs. ads, etc.; Comprehension activities provide the “ah-ha” moments that open the spiral of critical inquiry and inquiry that is the foundation of media literacy pedagogy.

12. Analysis step Analysis, gives participants time to figure out “how” the problem occurred. Applying the Five Key Questions and conducting a thorough analysis are two methods that can be used to better understand the complexity of the media in question. Creative production helps us understand the "how" and "what" of the exchange between media producer and audience. It is important that the analysis goes deeper than just trying to determine some "meaning" in an ad, song or comedy episode.

13. Analysis step Try to avoid the “why” questions; they too often lead to speculation, personal interpretation, and circular debates that can stall the critical process of investigation, research, and discovery. Instead, ask "what" and "how": How does camera angle make us feel about the advertised product? What difference would it make if a car in the ad were blue instead of red? How does the music contribute to the mood of the story?

14. Reflection step In a reflection step, the group looks deeper to ask, "So what?" or "What should we do or think?" Depending on the group, they may also want to consider the philosophical or religious traditions, ethical values, social justice, or democratic principles adopted as guides for individual and collective decision-making. What about advertising dangerous products like cigarettes? What viewpoints are not represented?

15. Action step Finally, the action step gives participants the opportunity to formulate constructive action ideas, “learning by doing, individually or collectively”. It's important to remember that action in this context doesn't necessarily mean activism, and it doesn't have to be life-changing or earth-shattering. The decision not to act is an action. The most enduring actions are often simple actions that symbolize or ritualize heightened inner awareness.

16. Action step In a college-level media literacy course or adult education workshop, participants are assigned to create an in-depth media awareness campaign that tackles contemporary media challenges such as misinformation, digital privacy, the impact of algorithms on information consumption, or the ethical considerations of AI-generated content. Participants, working in teams, are encouraged to conduct comprehensive research into their chosen topic, critically analyzing case studies, academic literature, and current events related to their issue.

17. Action step for younger learners Choose a Theme: Start by selecting a theme that is relevant and understandable to younger students. For instance, you might choose "Understanding Advertisements" or "Internet Safety." Group Activities: Divide the students into small groups. Each group selects a specific topic within the theme. For example, under "Understanding Advertisements," one group might focus on toy ads, another on cereal commercials, etc.

18. Action step for younger learners Media Gathering: Allow students to gather different types of media related to their topic. This could include print ads from magazines, video clips of commercials, or examples of social media ads (with teacher guidance). Analysis and Discussion: Understanding the Message: Teach students to ask questions about the media they see: Who created this? Who is the target audience? What is the message?

19. Action step for younger learners Creative Response: Have students create a poster or a simple presentation that shows what they’ve learned about their media piece. They can point out what's true, what might be misleading, and any other observations. Class Presentation: Each group presents their findings to the class, explaining their analysis and how they came to their conclusions.

20. Action step for younger learners Reflection: After the presentations, lead a discussion where students can reflect on what they learned from the project and how it might affect their perception of media in the future.

21. Remember: Media literacy isn't about answers, it's about questions.

22. Five Core Concepts and Key Questions The five key questions derive directly from the five core concepts that media literacy practitioners around the world have developed to explore the five analytical aspects of the media message. The following key words form a brief outline of this approach, which underpins the concepts and questions: 1) Authorship (who is the author of the message) 2) Format (and creative techniques) 3) Audience 4) Content (or framework) 5) Purpose (or intention)

23. Five Key Questions and Core Concepts (Media deconstruction ) Keyword: Authorship Core Concept: All media messages are constructed. Key question: Who created this message? Keyword: Format Core Concept: Media messages are constructed using a creative language with its own rules. Key Question: What creative techniques are used to get my attention? 01 02

24. Five Key Questions and Core Concepts 03 Keyword: Audience Core concept: Different people perceive the same message differently. Key Question: How might different people understand this message differently? Keyword: Content Core Concept: Media have embedded values and points of view. Key Question: What values, lifestyles, and points of view are reflected or omitted in this message? 04

25. Five Key Questions and Core Concepts Keyword: Purpose Core Concept: Most media messages are constructed for profit and/or power. Key Question: Why is this message being sent? 05

26. Five Key Questions and Core Concepts (Media construction ) Keyword: Authorship Core Concept: All media messages are constructed. Key question: What am I authoring? Keyword: Format Core Concept: Media messages are constructed using a creative language with its own rules. Key question: Does my message reflect an understanding of format, creativity and technology? 01 02

27. Five Key Questions and Core Concepts 03 Keyword: Audience Core concept: Different people experience the same media message differently. Key question: Is my message engaging and appealing to my target audience? Keyword: Content Core Concept: Media have embedded values and points of view. Key Question: Have I clearly and consistently framed values, lifestyles, and points of view in my content? 04

28. Five Key Questions and Core Concepts Keyword: Purpose Core Concept: Most media messages are orchestrated for profit and/or power. Key question: Have I effectively communicated my purpose? 05

29. What kind of "text" is this? What different elements (building blocks) make up the whole? Who owns the media this message is presented on? How similar or different is it from other texts in the same genre? What technologies have been used in its creation? How would it be different using a different medium? What choices were made that could have been made differently? How many people did it take to create this message? What are their different jobs? 1. Authorship guiding questions

30. How is the story told? What are people doing? Are there any visual symbols or metaphors? 2. Format guiding questions

31. What do you notice... (about how the message is made?) Colors and shapes? Sounds? Silence? Dialogue or narration? In motion? Props, decorations, clothing? Composition? Lighting? Where is the camera? What is the point of view? 2. Format guiding questions

32. Have you ever experienced anything like this? How close is it to what you experienced in real life? What did you learn from this media text? What did you learn about yourself from reading this media text? 3. Audience guiding questions

33. How is a person's personality described? What kind of behavior / consequences are depicted? What type of person is the reader/viewer/listener invited to sympathize with? What questions come to mind while watching / reading / listening? 4. Content guiding questions

34. What ideas or values are being "sold" in this message? What political or economic ideas are expressed in the message? What judgments or statements are made about how we treat other people? What is the general worldview? Have any ideas or perspectives been left out? How would you find what's been left out? What political or economic ideas are expressed in the message? What judgments or statements are made about how we treat other people? What is the general worldview? Have any ideas or perspectives been left out? How would you find what's been left out? What political or economic ideas are expressed in the message? What judgments or statements are made about how we treat other people? What is the general worldview? Have any ideas or perspectives been left out? How would you find what's been left out? 4. Content guiding questions

35. Who controls the creation and delivery of this message? Why are they sending it? How do you know that? Who are they sending it to? How do you know that? Who does this message serve, who benefits from it? Society? Private interests? Individuals? Institutions? 5. Purpose guiding questions

36. Who wins? Who loses? Who makes the decision? What economic decisions might have influenced the creation or transmission of the message? 5. Purpose guiding questions

37. Information literacy is a set of abilities requiring individuals to 'recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Information literacy definition

38. Awareness of how you engage with the digital world How you find meaning in the information you discover How to articulate what kind of information you require How to use information ethically Understand the role you can play in the communication in your profession How you evaluate information for credibility and authority. Information literate means...

39. Step 1 Source authority Make sure the source is qualified enough to speak on the subject. Step 2 Accuracy of the source Check the accuracy of the source - is the information provided accurate and true? Steps for evaluating information sources

40. Step 3 S ource transparency Check how transparent the source of information is - does it disclose its working methods and sources of information? Step 4 Source objectivity Make sure the source is not biased or biased. Steps for evaluating information sources

41. Step 5 Source relevance Check that the published information provides the latest facts on the given topic. Steps for evaluating information sources

42. Step 5 Source relevance Check that the published information provides the latest facts on the given topic. Steps for evaluating information sources

43. Rate a Source! Assign students groups and a link to news, website, video, etc. Have students evaluate for the following: Accuracy Authority Suitability (is it appropriate for them/the topic?) % of advertisements ...and more! What else can you think of? Activities for evaluating information sources

44. Multiliteracies & Constructivism

45. Multiliteracies

46. The concept of Multiliteracies was introduced by the New London Group in the mid-1990s, focusing on the varied communication channels and cultural and linguistic diversity in the digital age. Extends beyond traditional literacy (reading and writing) to include multimedia, visual, audio, and digital literacies. Multiliteracies

47. Diverse Texts and Media: Multiliteracies advocate for engaging with a wide range of texts and media forms. This diversity prompts students to develop skills to analyze and interpret different types of media, from print to digital content, enhancing their critical thinking abilities. Multiliteracies

48. Cultural and Social Awareness: By emphasizing the importance of cultural and linguistic diversity, Multiliteracies encourage students to consider the cultural contexts and societal implications of media messages. This awareness fosters a deeper understanding of how media can shape and reflect social values, prompting critical analysis. Multiliteracies

49. Design and Production: Multiliteracies also involve students in the design and production of media, facilitating a hands-on understanding of how media messages are constructed. This active engagement helps students critically evaluate media by understanding the choices behind text and media creation. Multiliteracies

50. Constructivism

51. Constructivism Learners construct their own understanding and knowledge of the world, through experiences and reflecting on those experiences. It emphasizes active learning, where students build new ideas upon their current knowledge.

52. Constructivism Reflective Thinking: A key aspect of Constructivism is reflection, where students evaluate their understanding and the learning process itself.

53. Constructivism In the Reflection step, the group looks deeper to ask “So what?” or “What ought we to do or think?” Depending on the group, they may want to also consider philosophical or religious traditions, ethical values, social justice or democratic principles that are accepted as guides for individual and collective decision-making.

54. Other Pedagogies Case studies Cooperative learning/creation Textual analysis

55. How to integrate ML into curriculum You don’t have to create new lessons, but identify where media literacy can fit. (Analyzing articles in language arts or evaluating sources in history classes.) Creation: Assign projects where students create their own blog posts, videos, or podcasts, applying media literacy principles.

56. How to integrate ML into curriculum Encourage critical thinking and questioning Use media in the lessons: Choose current and relevant media content. News articles, blog posts, video clips, advertisements, or social media content related to the subject.

57. How to integrate ML into curriculum Reflection: Facilitate a reflection session where students can share their insights and discuss how the media content influenced their understanding of the topic.

58. How to integrate ML into curriculum Can be in ANY subject (real world math problems, statistics, graphs, and claims based on numerical data). Encourage students to question and critique the data presented in media sources. Ask them to evaluate the validity of the claims made, look for missing information, and consider how the data is represented.

59. How to integrate ML into curriculum Assign projects where students create their own surveys, conduct research, and present their findings using graphs, charts, and reports. Have them reflect on how their presentation of data can influence perceptions. Discuss the importance of evidence, the scientific method, and peer review. Have students evaluate the credibility of sources, the evidence supporting claims, and the presence of any biases.

60. How to integrate ML into curriculum Using Media! Incorporate media into your own existing lessons where you can. Videos, ads, articles, images, songs, social media, games, magazines, radio, books etc.

61. Example of an existing lesson with added media Using Media! Incorporate media into your own existing lessons where you can. Videos, ads, articles, images, songs, social media, games, magazines, radio, books etc.

62. Example of an existing lesson with added media Books: Explore works by Ismail Kadare or Dritëro Agolli by reading excerpts or entire novels in class. Audio: Listen to readings of famous poems by Lasgush Poradeci or Migjeni, possibly from Albanian radio archives. Social Media: Use social media platforms to explore contemporary Albanian literature, follow favorite authors and literary festivals.

63. Example of an existing lesson with added media Images: Show pictures of different geographic regions such as the Albanian Alps, the coastal areas of the Ionian and Adriatic seas, and the plains of the interior. Videos: Virtual tours of landmarks such as Butrint or the Llogara Pass can bring the geography of Albania to life. Magazines: Articles from travel magazines that feature Albania's nature and discuss biodiversity and environmental protection. Who created these messages?

64. What are some lesson plans you can think of where you can easily add media?

65. What are some issues with using media, do you think? Any challenges we can work out today?

66. Thank you for your attention!