This document discusses bringing digital and media literacy to K-6 learners. It describes a university-school partnership program aimed at strengthening children's communication, critical thinking, and civic participation skills. The program includes a summer program for children, staff development for educators, in-school mentoring, curriculum development, research, and community outreach. It discusses theoretical frameworks for child development and learning, and strategies for engaging students through connecting home and school experiences with digital media.
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Powerful Voices for Kids at IRA Conference in San Antonio Brings Media Literacy to Elementary Learners
1. Bringing Digital and Media Literacy to K-6 Learners
Renee Hobbs
Professor and Founding Director
Harrington School of Communication and Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: reneehobbs
Web: http://mediaeducationlab.com
2.
3. JOIN OUR ONLINE COMMUNITY
www.powerfulvoicesforkids.com
Book and Website Launch, June 2013
5. What do we need to know and be able to do when it comes to
supporting and extending the use of print, visual, sound and
digital texts, tools and technologies among children & youth?
12. A university-school partnership program designed to strengthen
children’s ability to think for themselves, communicate effectively,
and use their powerful voices to contribute to the quality of life in
their families, their schools, their communities, and the world.
Increase relevance, motivation & engagement
by connecting home and school
13. +
The Vision
1 Summer Program for Children
2 Staff Development Program for Educators
3 In-School Mentoring
4 Multimedia Curriculum Development
5 Video Documentation and Research
6 Parent and Community Outreach
14. Urban charter school
• 70% of families receive free or
reduced lunch
• Median income: $35K
• Teachers: 90% White
• 85% African-American
• 60% of Grade 3 students met state
standards for reading
Suburban public schools (2)
• 10% of families receive free or
reduced lunch
• Median income: $120K
• Teachers: 95% White
• 78% White, 15% Asian
• 88% of students met state standards
for reading
16. TV SORT TASK
LEARNING TARGETS:
• I can recognize images that appear on TV and use language
to describe the shows.
• I can recognize that different TV shows may appeal to
children, teens and adults.
• I can listen to others and offer additional information of my
own.
• I can make a choice, form an opinion and write about it.
17. Very young children explore an expanded
conceptualization of authorship
in relation to print, visual, sound and digital media
LINK
LINK
18. RESEARCH
Active Reasoning as a
Precursor to Media Literacy
Some children describe their
favorite TV shows, videogames
and music using active
reasoning:
• Identify the genre
• Describe a compositional element
• Link an emotional response to a
compositional element
• Identify a social function of media
use
• Describe message or meaning
Hobbs & RobbGrieco, Journal of Children and
Media (2013)
19. 0 10 20 30 40 50 60 70 80 90
Downloaded music from the Internet
Created a personal webpage
Gotten information from the Internet
Visited Facebook
Used a digital camera to take a photo
Uploaded a photo
Used a computer program to create or design pictures
Made an avatar of myself
Create a profile for myself on Facebook
Created a blog
Used instant messaging or chat
None of these
RBCS
WES
Children engage in a wide variety of online activities
24. EXPLORING DIGITAL MEDIA USING MY POP STUDIO
LEARNING TARGETS:
• I can share my experiences with the both benefits and drawbacks of
digital media like cell phones, videogames and social media when it
comes to social relationships with friends and family.
• I can listen to the ideas and experiences of others and learn from them.
• I can transform a real experience into a simple narrative story with
characters, setting and a plot.
• I can select images and compose language to convey a story that has a
lesson or moral.
• I can use my imagination to empathize with other people’s experiences
and point of view.
35. Messy engagement results when teachers interact with
children about the media and technology they use at home
LINK
36. Both teachers and school leaders have concerns about mayhem
and loss of control that may interfere with digital media projects
“unpredictable” and “exhausting”
Not clearly linked to
academic standards
Not easy to assess
student learning
outcomes
Not text-based
Organizational and
management
challenges
37. Teachers can create structured digital & media literacy learning
experiences that provide a balance between order and chaos
LINK
38. They develop a well-structured activity with a clear audience and
purpose
Activate creative & independent thinking from learners
Carefully monitor small groups
Learn basics of technology use
Dedicate time for analysis, composition and reflection
When teachers see the value of creating with media and
technology in school…
39. • They tap into children’s
knowledge of media and popular
culture
• They take advantage of
unpredictable moments in social
interactions with children.
• They address the relational and
socialization issues involved in
building character.
When teachers see the value of talking about media and
technology in school…
For classroom dialogue to be
authentic, high levels of
interpersonal trust and respect
are required.
Hobbs, R. Learning, Media
and Technologies (2013)
41. SCREENCASTING THE CRITICAL QUESTIONS
LEARNING TARGETS:
• I can watch TV with the purpose of thinking about how and
why the program was made.
• I can use critical questions to analyze a media message.
• I can write answers to critical questions and think about
what my audience needs to know.
• I can perform my answers as spoken language using good
pacing, tone and fluency.
• I can use technology to create a short screencast.
• I can give feedback to others and accept feedback about
my work.
45. LINK
1. Who is the author and what is the
purpose of this message?
2. What techniques are used to attract
and hold attention?
3. How are lifestyles, values and points
of view represented?
4. How might different viewers interpret
this message?
5. What is left out?
Asking Critical
Questions
48. TAKE-AWAY IDEAS
Exploration of digital and media
literacy pedagogy with younger
children helps educators understand
complex interaction between home
and school
Mass media, popular culture and
digital media provide tremendous
opportunities for developing language
and literacy competencies
Children can demonstrate critical
thinking by composing messages to
reflect on media and technology’s role
in society
49. Access,
Use & Share
Create &
Collaborate
Analyze &
Evaluate
Apply Ethical
Judgment
The future of literacy
51. Hobbs, R. & Moore, D. (2013). Discovering media literacy: Teaching digital media and popular culture in elementary
school. Thousand Oaks: Corwin/Sage.
Hobbs, R. (2013). Improvization and strategic risk taking in informal learning with digital media literacy. Learning,
Media and Technology, 38(2), 1 – 28.
Hobbs, R. & RobbGrieco, M. (2012). African-American children’s active reasoning about media texts as a precursor
to media literacy. Journal of Children and Media 6(4), 502 - 519.
Grafe, S., Hobbs, R., Boos, M., Bergey, B. (2012). Teachers´ motivations for media education in Germany and in the
United States. Paper presentation at Digital Media and Learning(DML) Conference, Los Angeles.
Hobbs, R., Ebrahimi, A., Cabral, N., Yoon, J., & Al-Humaidan, R. (2011). Field-based teacher education in elementary
media literacy as a means to promote global understanding. Action for Teacher Education 33, 144 – 156.
Hobbs, R., Yoon, J., Al-Humaidan, R., Ebrahimi, A. & Cabral, N. (2011). Online digital media in elementary school.
Journal of Middle East Media 7(1), 1 – 23.
“Messy Engagement and Strategic Risk Taking as an Instructional Strategy in Informal Learning,” Paper
presentation, International Communication Association (ICA), Phoenix, AZ. May 28, 2012.
Hobbs, R. , Cohn-Geltner, H. & Landis, J. (2011). Views on the news: Media literacy empowerment competencies in
the elementary grades. In C. Von Feilitzen, U. Carlsson & C. Bucht (Eds.). New questions, new insights, new
approaches. The International Clearinghouse on Children, Youth and Media. NORDICOM. University of
Gothenburg, Sweden (pp. 43 – 56).
52.
53. JOIN OUR ONLINE COMMUNITY
www.powerfulvoicesforkids.com
Book and Website Launch, June 2013
55. Renee Hobbs
Professor and Founding Director
Harrington School of Communication and Media
University of Rhode Island USA
Email: hobbs@uri.edu
Twitter: reneehobbs
Web: http://mediaeducationlab.com