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MEDIA LITERACY IN THE MODERN NYC K-12 SCHOOL by Mind Map: MEDIA LITERACY IN THE MODERN NYC K-12 SCHOOL
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MEDIA LITERACY IN THE MODERN NYC K-12 SCHOOL

THE EFFECT OF ALL OF THIS CHANGE ON EDUCATORS.

FUTURE SHOCK: Too much change too quickly = Educator Fatigue!

Digital revolution late '90s-present: non-stop change and adaptation to new tools and modes of communication and socialization without a map.

Varied ed tech recommendations and tools with no prevailing road map.

New educational Paradigms, Standards, and Systems for Evaluation to adapt to.

HOW THE WORLD IS CHANGING FOR STUDENTS.

Citizenship

Citizenship: New modes of information and cultural exchange, education, commerce and the means of informing oneself (especially vital to democracy) have resulted in a new “Digital Citizenship”

Identity & Relationships

Identity:  Sense of self is cultivated through a combination of interpersonal and online interaction increasingly broadcast and archived in the public sphere.

Workplace

Work:  Basic digital operational and communication skills are required throughout most levels of the modern workforce.   Understanding how to create meaning and connect messages to people in the saturated media landscape is vital to any business endeavor.

HOW NYC SCHOOLS ARE ADJUSTING (2001-2014).

Range of tech infrastructure & access in schools

Schools in NYC typically have a combination of the following equipment and personnel.

Wide range of teacher training & comfort

Typically: More money spent on equipment than personnel needed to adapt curriculum and infrastructure

HOW K-12 LANDSCAPE & DIGITAL CULTURE ARE ADAPTING TO MEET THE CHANGE.

Paradigm Shift In Education

New System for Teacher Evaluation: Danielson Framework

CCSS

WHAT MEDIA LITERACY IS

Digital & Media Literacy Education Principles and Competencies

Digital Skill Development

Media Literacy - an extension of traditional literacy

Digital Citizenship

WHO ARE RHYS & THE MEDIA SPOT?

K-12 Embedded Professional Development (PD) in NYC since 2001

Working with Teacher Education Programs and Media Literacy Scholars in Higher Education

Background: A media maker drawn to media literacy through a mindful production & consumption Process

Established themediaspot.org in 2006

Board member of the National Association for Media Literacy Education since 2009 (NAMLE.net)

Concept of ML and first school-based media literacy project in 1999 is still relevant as the landscape continues to change...

EXAMPLES OF MEDIA LITERACY ED IN SCHOOLS

Project & Activity Examples

Sample Planning Resources

Common Challenges

Common Challenges: Lack of Time and Tech Support. Even in schools most enthusiastic about DML, lack of time is an inevitable obstacle in this process. As simple and efficient as a framework for DMLE development can be, schools have to make room for additional administrative, planning and instructional time, and account for technical support issues. This will take less time as staff internalize media literacy concepts, become more fluent with digital tools (along with students), and get comfortable matching those tools and concepts with their accumulating familiarity with the CCSS. Meanwhile, schools have to account for and address the following common questions to move towards efficiency: How and when will professional development occur to raise staff digital literacy to meet new and emerging digital classroom resources? Who will lead that process? How and when will professional development occur to help staff layer digital and media literacy onto CCSS-curricula? Who will lead that process? What is the scope and sequence for developing student digital literacy skills alongside traditional literacy skills? Who will teach those skills, how will they be assessed, and where will it fit in your program schedule? Who will keep technology resources working and make purchasing decisions to enable all of the above?  

INQUIRY QUESTIONS or DISCUSSION STARTERS

Where should media literacy fit in your curriculum... right now, and 5 years from now?

What's your Pedagogical Bias? Is Media Literacy critical to your practice?

How could media literacy concepts and digital productions enhance an existing objective or pedagogical bias in your classroom/school?

What support and training would you need to make this work in your classroom or school?

Where should training for teachers in digital and media literacy take place? Where for teacher ed? Where for in-service teachers?

How do you think schools should transform to reflect changes in the media landscape? What are essential practices and content from traditional curricula that fit best with media literacy concepts? What needs to be accounted for in the digital age? Where is the balance?

SUGGESTED TMS ANTIDOTE: SIMPLIFY.

Each year students arrive at schools with greater operational capacity for working with digital tools. Nonetheless, schools must develop and refine a simple scope and sequence for assessing the acquisition of basic skills to lower the cost of entry for classroom digital production over time. This should be designed to minimize instructional time is spent introducing and reinforcing operational skills that students will gain fluency in through use within academic productions. The goal should be to scaffold the most transferrable skills possible to allow them to eventually independently adapt to new tools as they emerge.

RECOMMENDATION: Simplify your incorporation of new standards and technology to serve to your "pedagogical bias".

The Media Spot's Process is to enable collaborative digital production in the classroom to blend Common Core Standards, schoolwide goals, media literacy concepts and digital skills.

The Media Spot's bias: Use Project-based Units to blend DMLE with CCSS and scaffold basic tech skills. To simplify the infusion of DMLE within complex NYCDOE environments, my own bias has been towards what I call “production-based media literacy”, which recommends that schools:     Engage new media resources (“technology”), ways of communicating, and digital literacy skills through content-driven student productions, and Layer core competencies of media literacy onto existing learning objectives during the production process. Each year students arrive at schools with greater operational capacity for working with digital tools.  Nonetheless, schools must develop and refine a simple scope and sequence for assessing the acquisition of basic skills to lower the cost of entry for classroom digital production over time.   This should be designed to minimize instructional time is spent introducing and reinforcing operational skills that students will gain fluency in through use within academic productions. The goal should be to scaffold the most transferrable skills possible to allow them to eventually independently adapt to new tools as they emerge.

Media Literacy Education intersects with CCSS and new paradigms while activating new technology

"Students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas... to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. " The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards, 2012) However, where CCSS K-12 English Language Arts standards are spelled out, skill-by-skill, year-to-year, it is left to schools to determine when, how and what specific DML skills and concepts are taught. For example: When should students learn to type, or incorporate mixed media into research or the writing process? When are students capable of determining the validity of an Internet source, identifying authorial intention in a video, or reflecting on their relationship to media culture? Should they be introduced to programming, and where do related skills intersect with standards-based math?

Media Literacy Education can begin at a range of needs/starting points. Our hope is that you may recognize your situation along this spectrum, and see it a little more clearly within the big picture.

View this map and more on themediaspot.org/media-literacy