Ideas for Introducing Media Literacy in Your School
MedienABC outlines and describes the basic
theoretical framework for media literacy –
but concepts and theories are not enough. Teachers,
administrators, even parents must learn how to
apply the concepts and implement the process of
media literacy in each local situation.
Implementing media literacy takes experiments and
experience, commitment and practice over time.
MedienABC articulates a comprehensive framework for
theory and practice and can provide support for
implementing media literacy. MedienABC can also
provide consultation and/or teacher in-service
training and coaching for schools.
1. Start with the best, most enthused teachers.
• A single
teacher working alone can often feel
isolated and become frustrated; working as
a team or group provides support and builds
motivation.
• Middle school is good place to start as collaborative learning and interdisciplinary units are already quite common at middle school level. But any collaborative teaching team in a department or a grade can experiment with introducing media literacy concepts across the curriculum.
• Expand the core group with a media librarian and/or curriculum specialist whose job it is to assist teachers in finding resources to accomplish planned learning objectives.
• Get help (if needed) from technical experts – computer technology specialists, video production, journalism or photography teachers. Production or constructing messages is essential in media literacy; students deserve access to top quality technology resources if they are going to master the skills of communicating in the 21st century.
• Don’t forget to involve administrators. Without active support from the principal or superintendent, as well as other “stakeholders” including parents and community leaders, media literacy may become just another educational “fad.”
• Build toward having several teachers, library media specialists or staff development leaders gain the experience and expertise in the field needed to become in-house or in-district “consultants” or “coaches.”
• Self-reflection by teams of teachers over time with a knowledgeable coach / consultant is the most effective way to stimulate the integration of media literacy throughout your school or district.
• Middle school is good place to start as collaborative learning and interdisciplinary units are already quite common at middle school level. But any collaborative teaching team in a department or a grade can experiment with introducing media literacy concepts across the curriculum.
• Expand the core group with a media librarian and/or curriculum specialist whose job it is to assist teachers in finding resources to accomplish planned learning objectives.
• Get help (if needed) from technical experts – computer technology specialists, video production, journalism or photography teachers. Production or constructing messages is essential in media literacy; students deserve access to top quality technology resources if they are going to master the skills of communicating in the 21st century.
• Don’t forget to involve administrators. Without active support from the principal or superintendent, as well as other “stakeholders” including parents and community leaders, media literacy may become just another educational “fad.”
• Build toward having several teachers, library media specialists or staff development leaders gain the experience and expertise in the field needed to become in-house or in-district “consultants” or “coaches.”
• Self-reflection by teams of teachers over time with a knowledgeable coach / consultant is the most effective way to stimulate the integration of media literacy throughout your school or district.
2. Explore the how the national curriculum supports media literacy.
• Media
literacy is not a new subject to teach but
a new way to teach all subjects!
• Media literacy is a logical extension of traditional language arts: reading/writing and listening/speaking; today we must add viewing (reading) and creating/producing (writing) using all media forms
• “Creating/producing” opens up a multitude of connections to self-expression and practice in sequencing, summarizing, interpreting, etc. Although video or film may seem to be the ultimate production project, consider a range of activities from still photography to PowerPoint presentations, from a notebook journal to a wall mural.
• Health standards contain many important linkages to media literacy, including classroom units on tobacco prevention, nutrition education, sexuality and sexual behavior, alcohol and drug abuse as well as beauty and body image
• Social studies is a field ripe with media literacy connections. Media Education connects with Political Education Polictical Education media; German as Second Language, Religion or Philosophy and Ethics.
• Media literacy is a logical extension of traditional language arts: reading/writing and listening/speaking; today we must add viewing (reading) and creating/producing (writing) using all media forms
• “Creating/producing” opens up a multitude of connections to self-expression and practice in sequencing, summarizing, interpreting, etc. Although video or film may seem to be the ultimate production project, consider a range of activities from still photography to PowerPoint presentations, from a notebook journal to a wall mural.
• Health standards contain many important linkages to media literacy, including classroom units on tobacco prevention, nutrition education, sexuality and sexual behavior, alcohol and drug abuse as well as beauty and body image
• Social studies is a field ripe with media literacy connections. Media Education connects with Political Education Polictical Education media; German as Second Language, Religion or Philosophy and Ethics.
3.
Acknowledge our “love/hate”
relationship with media and popular
culture.
•
Encourage an attitude of inquiry and
exploration of media and popular culture
rather than disparagement or dismissal.
Remember, everyone tries to “make
meaning” out of their media
experiences. Acknowledge that many points
of view and interpretations are possible
and no single view is always
“right” or “wrong.”
• Stimulate open conversation about new TV series, popular movies, trends in advertising, whatever students are watching and talking about. Become familiar with youth culture and you’ll find many points of connection to what you’re already teaching.
• Check into your students’ world by asking:
-- “So it’s the weekend. Got any suggestions for a video I should rent?”
-- “If I have time for a little TV tonight, is there anything good on?”
-- “I’d like to go to a movie on Saturday – what’s playing at the mall?”
-- Do a 5-minute brainstorm: What’s going on in your world right now that’s cool/uncool,
fascinating, unfair, outrageous or worrisome? Once you’ve got a list, keep your eyes and ears peeled for examples from their world that you can use to illustrate concepts in the classroom.
• Create a media literacy bulletin board in the teacher’s lounge and invite faculty to post short reviews of books, reflections on a new movie, analysis of an ad campaign, insightful work done by students.
• Stimulate open conversation about new TV series, popular movies, trends in advertising, whatever students are watching and talking about. Become familiar with youth culture and you’ll find many points of connection to what you’re already teaching.
• Check into your students’ world by asking:
-- “So it’s the weekend. Got any suggestions for a video I should rent?”
-- “If I have time for a little TV tonight, is there anything good on?”
-- “I’d like to go to a movie on Saturday – what’s playing at the mall?”
-- Do a 5-minute brainstorm: What’s going on in your world right now that’s cool/uncool,
fascinating, unfair, outrageous or worrisome? Once you’ve got a list, keep your eyes and ears peeled for examples from their world that you can use to illustrate concepts in the classroom.
• Create a media literacy bulletin board in the teacher’s lounge and invite faculty to post short reviews of books, reflections on a new movie, analysis of an ad campaign, insightful work done by students.
4. Create
a reference resource center with background
materials as well as teaching resources.
• Help
build success for teachers by providing a
budget for teaching resources (for at least
a shelf in the library). And build in time
for teachers to dig into and review
teaching materials that look promising. The
goal is to integrate media literacy
activities into curricular goals in
language arts, social studies, health and
other mandated subjects.
Integration takes time
• Check out the book recommendations
• Study online cataloges of teaching materials for the quality resources most suited to your educational goals. There is no one perfect package or program for all grades and all subjects but quality off-the-shelf resources can be useful to jumpstart your curriculum.
• Be sure to include books of theory and research to deepen your grounding in media literacy pedagogy and best practices. Promote reflection on media literacy pedagogy by reading the literature, exploring top media literacy sites on the Internet, critiquing and coaching each other
Integration takes time
• Check out the book recommendations
• Study online cataloges of teaching materials for the quality resources most suited to your educational goals. There is no one perfect package or program for all grades and all subjects but quality off-the-shelf resources can be useful to jumpstart your curriculum.
• Be sure to include books of theory and research to deepen your grounding in media literacy pedagogy and best practices. Promote reflection on media literacy pedagogy by reading the literature, exploring top media literacy sites on the Internet, critiquing and coaching each other
5. Network, network, network -- nationally / regionally / locally.
•
Don’t reinvent the wheel; connect
with others who may also be looking for
connections!
• Join MedienABC, the new professional membership organization for teachers and practitioners of inquiry-based media literacy education. Help build a strong professional association that can serve the field with a national voice.
• Send two (or more) teachers to Media Education Conferences held in various cities.
• Subscribe to e-letters, list-servs and publications that cover or serve the media literacy field. You’ll soon discover what issues are under discussion, how others are thinking about them and where you can find out more. But don’t just lurk, join the conversation!
• Media literacy panels, workshops and presentations are increasingly offered at professional conferences for teachers, school librarians, curriculum and technology coordinators.
• Join MedienABC, the new professional membership organization for teachers and practitioners of inquiry-based media literacy education. Help build a strong professional association that can serve the field with a national voice.
• Send two (or more) teachers to Media Education Conferences held in various cities.
• Subscribe to e-letters, list-servs and publications that cover or serve the media literacy field. You’ll soon discover what issues are under discussion, how others are thinking about them and where you can find out more. But don’t just lurk, join the conversation!
• Media literacy panels, workshops and presentations are increasingly offered at professional conferences for teachers, school librarians, curriculum and technology coordinators.
Summary
1. People
• Start with the best, most enthused teachers.
• Expand the core group
• Get help from technical experts
• Involve administrators
• Build toward having a team of media “consultants”
2. Curriculum
• Teaching media literacy skills can support what you’re already mandated to teach.
• Media Education is not a new subject to teach but a new way to teach all subjects!
• Media Education is a logical extension of Language and Arts and connects with Political Education Polictical Education; German as Second Language, Religion or Philosophy and Ethics
• Connect with other government supported campaigns and projects
• Media production projects open up a multitude of connections to self-expression and media practice
3. Approch
• Acknowledge our “love/hate” relationship with media and popular culture.
• Encourage an attitude of inquiry
• no single view is always “right” or “wrong.”
• Stimulate open conversation
5. Network
• Connect with others
• Join MedienABC
• Attend Media Education Conferences
• Subscribe to e-letters, list-servs and publications
Source: © 2003
Center for Media Literacy / www.medialit.org
Literacy for the 21st Century / Orientation &
Overview
6
© 2006 Sigrid Jones
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