2. Situating Who WE Are
http://journalofmedialiteracy.org
Melda Yildiz Belinha De Abreu
3. Workshop Objectives:
In this participatory workshop, members will be:
1. Introduced to basic strategies of persuasive writing such as making claims,
ethos, pathos, logos, and kairas. Also included will be how to use a persuasion map with
media literacy activities and using persuasive writing rubrics to evaluate media literacy
activities.
PRE-PRODUCTION: Focusing on reading, media literacy skils- de-construction skills
2. Engage in a wide range of media literacy activities through storyboarding: logo making,,
creating fliers, webpage making (front page of a blog or a wiki), and creating “tweets.”
PRODUCTION: Focusing on persuasive writing skills
3. Working in groups creating media literacy projects which will then be presented to the
whole group as well as a mock panel of “State Board of Education Members” (who are
actually workshop participants). These projects will attempt to persuade the Board of
Education to allow the districts schools to utilize cell phones in the classroom.
POST-PRODUCTION: Focusing on speaking-presentation skills.
4. Directive:
• During this workshop participants will be introduced to a
wide range of media literacy activities which can be utilized
to further advance students' persuasive writing skills.
Participants will be provided with a wide range of articles
on the topic of mobile technologies such as cell phone
usage in the classroom. They will then engage in various
groups activities that will allow them to create and develop
persuasive pieces engaging in innovative and replicable
activities to promote cell phone use in the classroom. The
goal of this workshop is to produce numerous persuasive
writing strategies through media literacy projects.
5. Media Literacy:
Key Concepts & Core Questions
All media messages are "constructed."
Who created this message and why are they sending it?
Media messages are constructed using a creative language with its own rules.
What techniques are being used to attract my attention?
Different people experience the same media message differently.
How might different people understand this message differently from me?
Media have embedded values and points of view.
What lifestyles, values and points of view are represented in; or omitted
from, this message?
Media are primarily businesses driven by a profit/power motive.
Why is this message being sent?
6. Agenda
•Welcome to the Company (10 – 15 minutes)
•Name Your Division – Create Your Vision (10 – 15 minutes)
•Read and Summarize Articles Using Alpha Boxes
(Individually) (25 – 35 minutes)
•Writing a Thesis Statement and Supporting Reasons / Facts
(Whole Division Activity Using Persuasion Map) (15 – 25
minutes)
•Create Poster and Presentation (Whole Division Activity) (20
– 30 minutes)
•Present Posters (Whole Division Activity) (30 – 40 minutes)
•Board of Education Selects Best Project (10 minutes)
•Wrap –Up (10 minutes)
7. Welcome to “The Company”
During this whole workshop you will be
engaging in replicable project-based learning
activities.
For the purpose of these activities, you are no
longer YOU…you are NOW a new hire at
“The Company.”
WELCOME TO THE COMPANY!!!!
8. Overall Objective
• You have been newly hired to work for a cell
phone company that is starting a new division
which needs to develop a persuasive poster
that promotes mobile technologies in
education.
• You will work with this team to design a
research-based poster which will be
presented to a Board of Education in order to
promote cell phone use in K12 for the school
districts.
9. The “Problem”
• The “Problem”: This company is “in trouble.”
Competing with other cell phone providers
are getting difficult. This “last ditch” effort to
start this division may be the only way for this
company to become solvent again.
10. “Dream Team”
• A so-called “Dream Team” has now been put
together and YOU are on it. You have been
chosen to be on this team because of a special
skill or knowledge you possess. It’s crunch
time…you only have a short amount of time to
put together this presentation and it has to be
a winner!!
11. Good Luck!!!
• Look around the room….the competition is
tough! The State Commission on Education
has the reputation of only adding a few new
vendors to the list every year!
Good luck!
12. Naming Your Division – Group Task
• Name Your Division – Create Your Vision (10 – 15 minutes)
• Choose a Team leader.
• Read all the directions through before beginning this task.
• Your objective is to create, on one side of the poster, an
image / visual with your Division’s name and vision.
• Assign roles, as needed (graphic designer(s), time keeper,
writer(s),etc…).
• Begin this task.
• REMEMBER: USE ONLY ONE SIDE OF THE POSTER!!!!!!
13. Read and Summarize Articles Using
Alpha Boxes (Individually)
(25 – 35 minutes)
• The purpose of this task is to read and summarize
periodicals about mobile technologies particularly
cell phones in the classroom.
• First: Assign a group leader
• Second: Have the group leader read the directions
before breaking up individually to do this task.
• Note: Be mindful of time as sharing your summaries
is a key part of this task.
14.
15. Writing a Thesis Statement and Supporting
Reasons / Facts (Whole Team Activity Using
Persuasion Map) (15 – 25 minutes)
• The purpose of this activity is for the group to create a
thesis statement with supporting reasons and facts.
This statement should be generated based on the
articles read in Task 1.
• First: Assign a group leader (someone different than
the last group leader).
• Second: Read all directions before beginning.
• Use the Persuasion Map to keep track of your notes /
ideas (on the Persuasion Map Goal = Thesis).
16.
17.
18.
19. Create Poster and Presentation
(Whole Division Activity)
(20 – 30 minutes)
• The purpose of this task is to create your actual
poster and presentation to be given to the State
Commission on Education.
• Choose a new group leader.
• Read all directions before beginning.
• Note: Be mindful of the recommendations for
creating a poster presentation.
23. Wrap Up: Please Discuss the Following Objective with Regard to
this Workshop Today
• Objective: During this workshop participants
will be introduced to a wide range of
periodicals on mobile technologies in
education. Participants will work in groups;
each group will utilize different media and
engage in specific strategic and replicable
activities that support the development of
basic research skills. Each group will create
and present a research-based poster,
including both visuals and text, on their topic.
26. "One World - One Web" by PSD, Creative Commons License on Flickr.com
http://www.flickr.com/photos/psd/2731067095/in/set-72157604703336122/
27.
28. Mobile Technologies:
CISCO:
http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns
827/white_paper_c11-520862.pdf
29. Mobile Technologies:
Smartphones represent only 12 percent of total global handsets in use today, but
they represent over 82 percent of total global handset traffic. In 2011, the typical
smartphone generated 35 times more mobile data traffic (150 MB per month) than
the typical basic-feature cell phone (which generated only 4.3 MB per month of
mobile data traffic).
There were 175 million laptops on the mobile network in 2011, and each laptop
generated 22 times more traffic than the average smartphone. Mobile data traffic
per laptop was 2.1 GB per month, up 46 percent from 1.5 GB per month in 2010.
CISCO:
http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns827/whi
te_paper_c11-520862.pdf
30. Mobile Technologies:
CISCO:
http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns827/whi
te_paper_c11-520862.pdf
35. References:
Buckingham, D. (1998). "English and media Studies: Making the difference."
English Quarterly, 25(2-3), 8-13.
Common Core State Standards Initiative (2010). The standards. Retrieved from
http://www.corestandards.org/the-standards
DeVoogd, G.L. and M. McLaughlin. (2005). Critical literacy: Enhancing students'
comprehension of text. New York: Scholastic Publisher, 5-10.
International Reading Association. (2010). Standards for reading professionals-Revised. Retrieved
from http://www.reading.org/resources/issues/reports/professional_standards.html
Moore, D.W., Bean, T.W., Birdyshaw, D., & Rycik, J.A. (1999). Adolescent literacy: A position
statement for the commission on adolescent literacy of the International Reading Association.
Newark, DE: International Reading Association.
Read Write Think-
http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-techniques-advertising-1166
html.
Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of information.
Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
