Media

1. WELCOME
To
Week 3 - Media Studies l
Please sit in your PLC groups

2. AGENDA
• Housekeeping
• PLCs
• Media Literacy
• Characteristics of Effective Blogs
• Social Justice Picture Book Presentation - Carolina
• Professionalism
• Looking ahead to next week

3. HOUSEKEEPING
• Name cards
• Questions/Clarifications from last week?
• Please proofread before you submit your work
• SJ PBP see updated Rubric
• It would be helpful, for me, if you included your name at the top of your
document
• Attach files as PDF rather than word doc

4. TODAY’S BIG QUESTIONS
• What does the Language curriculum document have to say about Media Literacy
instruction, and how does this fit with 21st century literacy skill acquisition?
• How can I use the Indigenous Resources explored in class to address the Media
Literacy expectations?
• How can educational blogs, as a form of 21st Century media be useful to my
classroom practice?
• How can I help my students understand bias in media?
• What considerations do I need to be aware of when using Social Media for personal
or professional uses?

5. MEDIA LITERACY
BLOGGING FOR AND IN THE
CLASSROOM
• How might we use educational blogs?
• What are the characteristics of an effective blog?

6. PROFESSIONAL LEARNING
CONVERSATIONS
(15 MIN)
Post:
• Choose one resource or idea that you explored. Consider how it could address
a key principle in teaching media literacy or a specific curriculum expectation
for Media Literacy. Create a Forum post that answers the “3 Ws”:
• What is the resource? Provide a link and basic information about your
selection.
• Why? What principles of teaching media literacy or specific expectation(s)
could be addressed though this resource? What features make this resource
useful for teachers of literacy.
• What now? How could you anticipate using this idea in your upcoming literacy
placement?

7. WHAT IS MEDIA LITERACY?
• https://teamhuman.fm/episodes/ep-09-d-c-vito-media-literacy/
8:45-13:50

8. MEDIA LITERACY
• Whereas traditional literacy may be seen to focus primarily on the understanding of
the word, media literacy focuses on the construction of meaning through the
combination of several media “languages” – images, sounds, graphics, and words.
(p.14)
• Think-Pair-Share
• What makes each of these “languages” – images, sounds, graphics, and words – so
powerful?

9. MEDIA LITERACY
• This strand focuses on helping students develop the skills required to understand,
create, and critically interpret media texts. It examines how images (both moving
and still), sound, and words are used, independently and in combination, to create
meaning. It explores the use and significance of particular conventions and
techniques in the media and considers the roles of the viewer and the producer in
constructing meaning in media texts. Students apply the knowledge and skills
gained through analysis of media texts as they create their own texts. (p.15)
• Think-Pair-Share with alternate elbow partner
• What do you think is meant by “the roles of the viewer and the producer in constructing
meaning…”?

10. MEDIA LITERACY
• Media texts can be understood to include any work, object, or event that
communicates meaning to an audience. Most media texts use words, graphics,
sounds, and/or images, in print, oral, visual, or electronic form, to communicate
information and ideas to their audience.
• To develop their media literacy skills, students should have opportunities to view,
analyze, and discuss a wide variety of media texts and relate them to their own
experience. They should also have opportunities to use available technologies to
create media texts of different types (p.13)
• Think-Pair-Share with alternate elbow partner
• How many different forms of media texts can you think of that you might show to
students or have them create?
• (e.g. cartoons, radio plays, short videos, web pages, etc).

11. MEDIA LITERACY
• Media literacy explores the impact and influence of mass media and
popular culture by examining texts such as films, songs, video games,
action figures, advertisements,(CD covers), clothing, billboards, television
shows, magazines, newspapers, photographs, and websites.
• These texts abound in our electronic information age, and the messages
they convey, both overt and implied, can have a significant influence on
students’ lives. For this reason, critical thinking as it applies to media
products and messages assumes a special significance. Understanding
how media texts are constructed and why they are produced enables
students to respond to them intelligently and responsibly. Students must
be able to differentiate between fact and opinion; evaluate the credibility
of sources; recognize bias; be attuned to discriminatory portrayals of
individuals and groups, including women and minorities; and question
depictions of violence and crime. (p.13)
• Think-Pair-Share with alternate elbow partner
• What is one idea of how to teach critical literacy with respect to the media
texts that surround students daily?

12. ONTARIO LANGUAGE CURRICULUM
MEDIA STRAND
• With a partner at your table, choose any grade you are interested in and
locate the media literacy expectations in the curriculum document.
• Choose a resource from last week’s Indigenous classroom resources
exhibits (resources on table at the front)
• Generate ideas about an activity or project that could be assigned to
students using this resource as a mentor text. Link that activity to one or
more curriculum expectations that could be assessed.
• Be prepared to share your ideas with the class.

13. MEDIA LITERACY
• Media texts can be understood to include any work, object, or
event that communicates meaning to an audience. Most
media texts use words, graphics, sounds, and/or images, in
print, oral, visual, or electronic form, to communicate
information and ideas to their audience.
• To develop their media literacy skills, students should have
opportunities to view, analyze, and discuss a wide variety of
media texts and relate them to their own experience. They
should also have opportunities to use available technologies
to create media texts of different types (p.13)
• Think-Pair-Share with alternate elbow partner
• How many different forms of media texts can you think of that
you might show to students or have them create?
• (e.g. cartoons, radio plays, short videos, web pages, etc).

14. BEHIND THE SCENES
• COMPREHEND ALL FORMS OF MEDIA
• CREATE ALL FORMS OF MEDIA
• CHALLENGE ALL FORMS OF MEDIA
• Go to flipgrid. https://flipgrid.com/
• Flip Code: 07adfe
• Using the raw media provided, cut your own version of the the story

15. BREAK
SET UP FOR PICTURE BOOK LESSON

16. SJPBP
• Please complete the following peer evaluation questions on a
cue card. Be sure to identify both yourself (top right hand
corner) and the presenter (top left).
Presenter:_______ My Name: ________
• During this presentation…
• I noticed…
• I felt…
• I learned…
• One thing I would like to incorporate into my teaching from
this presentation would be…

17. REFLECTION ON SJPBP
• Peer Evaluation Debrief Meeting
• During this time, create your flipgrid video discussed prior to break

18. SHARE OUT FLIPGRIDS
• Popcorn strategy
• What did you learn when making your video?
• How can we use this technique?
• Think back to Team Human interview with “The Lamp”. How do we see the three Cs
now? (Comprehend, Create, Challenge?

19. NEWS MEDIA
Quick look at News Media “Fake News”
https://www.snopes.com/fact-check/kindergarten-
crock/
Quick look at one education website
https://www.studentnewsdaily.com/
http://theedunut.blogspot.com/2016/02/dont-be-
fooled-by-this-sites-anti-media.html

20. ETFO PRS MATTERS BULLETIN -
PROFESSIONALISM AND SOCIAL MEDIA
• Social media presents special challenges for teachers. Communication is abbreviated, less
formal and immediate. These qualities are useful, but can also present risk for unprofessional
conduct. Inappropriate use of social media and other forms of electronic communication can
and has resulted in discipline both at the College and by school boards. Members should
review any applicable school board policies on the use of social media and electronic
communication as well as the Ontario College of Teacher’s Professional Advisory on the Use
of Electronic Communication and Social Media, which is available online. ETFO also has
publications on the ETFO website that provide important advice to members on these issues.
Members should not have students as Facebook friends or have any other type of social
networking contact with students. Members should not be posting pictures of students on
their Facebook (or other social networking sites) pages and should be careful not to have
any material on their personal pages which would be inappropriate for students to see.
• Why do you think keeping a professional distance from your students is so important?

21. ETFO PRS MATTERS BULLETIN -
PROFESSIONALISM AND SOCIAL MEDIA
• Similarly, members should not post critiques of their employers or messages that will reflect badly on their
employer in the community. To do so will be seen as inconsistent with your duties to your employer and will
attract discipline.
Members who decide to maintain an online social networking presence should take steps to ensure that their
privacy settings are set to their most restrictive levels and should review those settings periodically to ensure
that they are maintained. Members should ask their friends not to “tag” them in photos. Take care to ensure
that inappropriate material is not sent to your accounts.
Members must exercise great caution in having parents of students as Facebook friends. Communication
with parents of students needs to maintain a level of professionalism that is not normally found on social
media websites. Allowing parents access to a member’s online social media may permit viewing of this
material. Inappropriate pictures of other adults, tasteless jokes or other such material may offend the
community and may be seen as unprofessional.
• Think about the photos you’re tagged in on-line. Is there anything there you wouldn’t want your employer
to see? Your students’ parents? Could any of your posts be perceived as being unprofessional? Take some
time this week to review them.

22. ETFO PRS MATTERS BULLETIN –
PROFESSIONALISM - ADVICE TO MEMBERS
• Professionalism and Off-Duty Conduct
Members’ obligations to conduct themselves
professionally may on occasion extend beyond the
classroom. Conduct which is unprofessional can be
the subject of College and/or school board
investigations even if the conduct has occurred
during non-teaching hours. For instance, posting
videos about behaviour at private parties on the
weekend may cause problems.
• What kinds of problems could you envision arising
from posting videos from private parties to your on-
line account?

23. ETFO PRS MATTERS BULLETIN -
PROFESSIONALISM AND SOCIAL MEDIA
• Twitter represents an even greater risk to members. Unlike most social media websites, where the
user maintains a certain amount of control over what other people can access, Twitter is
accessible by almost everyone. Postings can be retweeted, out of the user’s control.
However, should a member decide to maintain a Twitter account, and to actively tweet, they
should maintain the same level of professionalism expected in their regular communications as
an educator and role model. Failure to do so could result in discipline at both the College and
school board level.
In conclusion, educators are repeatedly required to exercise their [professional] judgement to
determine if a course of behaviour is appropriate. It is important for members to know that as
professionals responsible for students, they are held to a higher standard. Your conduct should
reflect such a standard.
• How would you feel if your students came across some of your tweets? Are you leading by
example?

24. UNDERSTANDING YOUR
PROFESSIONAL JUDGEMENT
• Professional judgement is an important concept for educators. For the first time it is
now defined in our new central agreement. Section C. 2.5 of the Teacher/Occasional
Teacher Central Agreement reads as follows:
• “Professional Judgement” shall be defined as judgement that is informed by
professional knowledge of curriculum expectations, context, evidence of learning,
methods of instruction and assessment and the criteria and standards that indicate
success in student learning. In professional practice, judgement involves a
purposeful and systematic thinking process that evolves in terms of accuracy and
insight with ongoing reflection and self-correction.” (ETFO flyer, 2017)

25. PROFESSIONAL JUDGEMENT:
A RIGHT THAT COMES WITH
RESPONSIBILITY
• As an educator exercising your professional judgement, you should be prepared to
provide rationale for the decisions you make, if asked. The rationale may include
references to your professional knowledge (e.g., content and pedagogy) and
training, the classroom context, your prior professional experiences and existing
policies and curriculum documents. For example, if asked to change a mark on a
report card, you may quote sections from Growing Success along with making
references to the data that you have collected throughout the term to explain why
in your professional judgement you do not agree with changing the mark. (ETFO,
2017)

26. LOOKING AHEAD TO NEXT WEEK…
• Homework:
1. Reading: More Verbs, Fewer Nouns by Julie Evans
2. Viewing: Kayla Delzer’s TedTalk: Reimaging Classrooms: Teachers as Learners and
Students as Leaders (13 mins)
3. 3R Response Posted to forum
*Article and Video link found in Week 3 tab

27. 3R FRAMEWORK: RECOVERY OF MEANING (RETELL); RECONSTRUCTION OF MEANING (RELATE); REFLECTION ON
MEANING (REFLECT)
• Write three short paragraphs in response to the reading using the following format:
• Recovery of Meaning/Retell: In a short paragraph, write a concise message about what the reading is about and any striking
meaning that it had for you as a beginning literacy teacher.
• Reconstruction of Meaning/Relate: In a short paragraph, write how the message of the reading will impact your personal
literacy learning and teaching in your practicum. What might you incorporate from your new theory knowledge in the
reading to your practice of literacy teaching in Language Arts or across the curriculum content areas in your practice
teaching? How does the message of the reading have implications (positive or negative) for you as a beginning literacy
teacher?
• Reflection on Meaning/Reflect: In a short paragraph, write your personal reflection on how you think the reading will have
impact on literacy teacher education for both pre-service and in-service teachers. How might this reading be used to
incorporate school literacy strategies for whole school staff planning, school culture and community building, new school
programming, fresh ideas, etc.? Think big ideas here to reflect outward beyond your own personal usage of the reading in
your own class.
• Note: Once you have entered your response for each discussion question you will be able to see and respond to the entries of
your colleagues. Feel free to comment on other posts, offer further insights, etc. Your instructor will periodically join in these
discussions.
• All three Rs must be completed appropriately before the class to receive credit for the weekly reading. As part of (20%) the total
of 40% of article responses (3R) plus resource responses (3W).

28. BEFORE YOU LEAVE,
• Some valuable resources for media literacy:
• www.CreativeCommons.org
• http://thelamp.org/
• A new way to view news on Youtube : Check out Philip deFranco
• www.Teamhuman.fm
• Reverse image search in google or www.tineye.com
• https://unsplash.com
• https://archive.org/
• Great blogs: https://ww2.kqed.org/education/ and www.cultofpedagogy.com
• Let’s start a google doc of resources! https://goo.gl/4LyPXD
• Please hand in your name cards and, if you’re able, please help return the desks to their original positions.