Discovering Media Literacy

Teaching Digital Media and Popular Culture in Elementary School
1. Auflage 2013
ISBN: 978-1-4522-0563-2
Verlag: Corwin

Buch, Englisch, 256 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 489 g

Give digital kids a voice!

Today’s kids are digital natives, but what’s the best way to help them become empowered, creative and responsible communicators across different media? Discover insights and strategies specific to children ages 5-12 in this guide from an acclaimed media literacy program: Powerful Voices for Kids. Readers will find
- Thought-provoking lesson plans that reach students of all backgrounds and abilities

- Use of a wide range of technology tools, including the Internet, video, and mobile apps, combined with an emphasis on online safety and development of essential critical thinking skills

- Materials for teacher professional development

This innovative book is equally valuable as a resource for lesson planning or for developing a full media literacy program.

"Many professional books talk about digital and media literacy, but this text addresses the complete continuum—from television to technology—and guides teachers to think deeply about their own preferences and beliefs, as well as those of their students to develop knowledgeable, informed media users and consumers for the 21st Century."
—Kristin Ziemke Fastabend, First Grade Teacher
Chicago Public Schools

Autoren/Hrsg.

Hobbs, Renee

Moore, David Cooper

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Preface
Acknowledgments
About the Authors
Introduction
Part I. Why Digital and Media Literacy Matters
Chapter 1. Digital and Media Literacy
Lesson: What's Inside and Outside the Frame
Chapter 2. Motivations for Teaching Digital and Media Literacy
Lesson: Target Audience Music Remix
Part II. Work With Intermediate Students
Chapter 3. Connecting Culture and Classroom
Lesson: Creating Realistic Dialogue
Chapter 4. Asking Questions About Media and Popular Culture
Lesson: Celebrity You
Chapter 5. Making Media
Lesson: Screencasting the Critical Questions
Chapter 6. Everything Is Social
Lesson: Bootleg Cola: Pro and Con
Part III. Work With Primary Children in Grades K-2
Chapter 7. Media Literacy for Young Learners
Lesson: The Ant and the Grasshopper
Chapter 8. Authors and Audiences
Lesson: Collaborative Storytelling
Part IV. Approaches to Teacher Education
Chapter 9. Transforming Practice
Part V. Extras
Resource A. Learning Targets for Digital and Media Literacy With Young Learners
Resource B. Glossary for Kids
Resource C. Glossary of Concepts
Resource D. About the PVK Instructors
Index

Über Autor(innen)

Moore, David Cooper
David Cooper Moore is a filmmaker and media literacy educator based in Philadelphia. He is currently the Program Director of Powerful Voices for Kids, a university-school partnership model from the Media Education Lab at the University of Rhode Island and a board member of the National Association for Media Literacy Education. His work involves designing professional development and enrichment opportunities in media literacy education for K-12 schools. He has also developed video resources and curriculum for PBS Teachers and the Center for Social Media and has published scholarship about youth media, music and popular culture in educational environments, and copyright and fair use.



David Cooper Moore received his M.F.A. in documentary filmmaking from Temple University and a B.S. in film and photography from Ithaca College.

Hobbs, Renee
Renee Hobbs is Professor and Founding Director of the Harrington School of Communication and Media at the University of Rhode Island, and Interim Director of the Graduate Program in Library and Information Studies. Professor Hobbs is one of the nation's leading authorities on media literacy education. Through community and global service and as a leader, researcher, teacher, and advocate, Hobbs has worked to advance the quality of digital and media literacy education in the United States and around the world. She founded the Media Education Lab, whose mission is to improve the quality of media literacy education through research and community service. In the early 1990s, she created the first national teacher education program in media literacy at the Harvard Graduate School of Education.

Renee Hobbs maintains an active research agenda that examines the intersections of the fields of media studies and education. She has published four books and dozens of articles in scholarly journals in three fields: communication, education and health. She is the founding co-editor of the Journal for Media Literacy Education, an open-access peer reviewed journal. In 2012, she served as a Fellow for the American Library Association Office of Information Technology Policy. As a field-builder, she helped found the Partnership for Media Education, which evolved into the National Association for Media Literacy Education (NAMLE), the national membership organization for media literacy. She has sought and received exemptions on behalf of K-12 educators to protect fair use of copy-protected digital media as part of the Digital Millennium Copyright Act (DMCA), helping advance the benefits of digital learning for all teachers and students.



Renee Hobbs received an Ed.D in Human Development from the Harvard Graduate School of Education, an M.A. in Communication from the University of Michigan, and a B.A. with a double major in English Literature and Film/Video Studies from the University of Michigan.

Renee Hobbs is one of the nation's leading authorities on media literacy education. She spearheaded the development of a online journal and national organization to support the work of media literacy educators and scholars. She has created numerous award-winning videos, websites and multimedia curriculum materials for K-12 educators and offers professional development programs to educators in school districts across the United States. Her research examines the impact of media literacy education on academic achievement and has been published in more than 50 scholarly and professional books and journals. She is a Professor at the School of Communications and Theater at Temple University in Philadelphia and holds a joint appointment at the College of Education. She received an Ed.D from the Harvard Graduate School of Education, an M.A. in Communication from the University of Michigan, and a B.A. with a double major in English Literature and Film Video Studies from the University of Michigan.

David Moore is currently the lead for older people’s mental health training for West Sussex County Council. His background is in Mental Health, working with People with dementia and has managed a number of services specifically for people with dementia including one of the first services for younger people in the UK. David worked for Dementia Care Matters Ltd for four years before becoming the chief assessor for EDIs VRQ in dementia care. David has a BSc and MSc in Health Psychology and is a qualified Dementia Care Mapper.