EDUC 6810 Philosophy

            As an educator, my goal is to inspire my students to have a passion for learning, and to seek knowledge throughout their lives.  I want to help them build a solid foundation that will prepare them for their future.  In today’s world, that foundation revolves around being a digitally literate citizen.  “…successful participation in our digital society includes the ability to understand, think critically about, reflect on, and respond to the societal, cultural, and economic forces that shape our interactions with and through technology…” (Avila and Pandya)

            There are very few places you can go without encountering some form of technology.  To simply ignore that it is there, and insist upon using the “old school” way of teaching, is to do a huge disservice to our students.  “When educators and policies deliberately exclude the opportunities demonstrated through mobile media and participatory media pedagogy, they are perpetuating an achievement gap that further cleaves society.” (Jenkins 2008)  In other words, if we don’t prepare our students for a digital world, we are hindering their potential to fully engage in the world around them.  They simply won’t be equipped to keep up with their peers.

            Whether it’s a smart phone, IPad, or social media account, digital media plays an important role in our students’ lives.  Why not embrace that opportunity and use it to our advantage?  “…as images push words off the page and as our lives become increasingly mediated by a popular visual culture.” (Avila and Pandya) Technology shouldn’t be a tool that is pulled out once or twice a month to meet a demand of “I have to have technology in my lesson plans.”  It should be integrated into everything that we teach.  The possibilities are enormous.  You can create a classroom blog, where students could discuss a book they are reading.  They can read their peers’ thoughts and provide authentic feedback.  Your students can Skype with other students or experts in another country.  They can do research, create digital stories, or create a podcast featuring what they are studying.

            As a first year teacher, I realize just how lucky I am to have the availability of the technology resources that I do.  It enables me to provide a student-centered learning environment where the students have the technology in their hands.  They are engaged and DOING something, not listening to me lecture about it.  They are thinking critically, collaborating with their peers, and creating solutions to problems.  They are laying the foundation for a bright and promising future.

Resources

1.     Digital Wish.  Website with multiple lesson plans for creating digital stories.  http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?keyword=storytelling

 

2.     Edutopia: A Blog on Classroom Technology.  http://www.edutopia.org/blogs/tag/classroom-technology

 

3.     Global Warming and Climate Change.  A lesson plan that integrates science and technology.  http://www.mrsoshouse.com/pbl/globwarm.html

 

4.     Kidblog. A safe and simple blog for students and teachers. http://kidblog.org/home/

5.     Problem and Project Based Learning Activities.  A great site with numerous lessons plans that integrate technology.  http://www.mrsoshouse.com/pbl/pblin.html

 

 

 

EDUC 6810 Weekly Reading #14 and Digital Story

"...as images push words off the page and as our lives become increasingly mediated by a popular visual culture."

 

I chose this quote because I think it sums up why digital stories are so powerful and so important to our audiences.  Words are no longer enough.  To really connect with someone and their story, we want to see images and video; to feel like we are a part of their story.  We are more likely to watch a digital story about someone's life than to read an essay about it.

 

 

I chose this image because it goes with what I was saying above: digital stories are a great way to connect with others.

 

1. How does digital storytelling support academic literacies?

 

Digital storytelling supports academic literacies because even though you are making a video, there is still writing and problem solving involved.  You have to problem solve what you want your message to be and create a storyboard for it.  You can have written or verbal text.  You either have text scrolling across the screen, or you write a script to be recorded.

 

2. Now that you have created your own digital story, do you think that using images, words and music to create a message is simplistic compared to traditional alphabetic print based argumentation?

 

I think creating a digital story is a powerful way to tell a story.  The story becomes interactive to the audience because they can view your images and hear text and music.  Telling a digital story is more involved than traditional print, but it so much more meaningful.  You can really set the tone with music and sound.  And you bring the story to life with images.

 

3. After creating your own digital story, do you see how digital storytelling can help develop a stronger sense of agency in their own lives? Do you think this might have a positive impact on students academic lives? How? Why?

 

Yes, I believe creating digital stories would have a positive impact on students' lives, both emotionally and academically.  They are given the opportunity to use their creativity and really have a voice in their storytelling.  I think they will be proud of the finished product, and want to share it with others.

 

Sources

 

At Last: Youth Culture and Digital Media: New Literacies for New Times by Glenda Hull in Research in the Teaching of English Journal Vol. 38 no. 3 229-233.

 

Image obtained from Langwitches Blog.  (2013).  Retrieved from  http://langwitches.org/blog/2008/04/19/digital-storytelling-part-i/


Digital Story

  

EDUC 6810 Weekly Reading #13

"...successful participation in our digital society includes the ability to understand, think critically about, reflect on, and respond to the societal, cultural, and economic forces that shape our interactions with and through technology..."

I chose this quote because it lays out what is most important for our students to be able to do with the technology they have access to.  Being digitally literate isn't about typing a paper in word, creating a generic Power Point, or playing drill math games; there is so much more out there.  Students could be using technology to do authentic research about issues going on in their own community.  Then, they can analyze the data and think critically to come up with a possible solution.  They could create a digital story, podcast, or blog post to get the information out to the pubic.  Technology should be used as an interaction with the world around them.

1. Why do the authors of this chapter chose to use the term "critical digital literacies" rather than just "digital literacies"

These are skills that are vital in order for our students to be successful in their future endeavors.  As I stated above, technology is more than just typing on a computer.  In the workplace, people have to be able to use technology to communicate and problem solve.  These are critical digital literacies, because if they don't know them, how will they function in a digital world?

2. How well did our own teacher education program prepare you to use technology in your teaching practices? Was it more tools based or literacy based?

I feel it was more tool based.  I learned a lot about technology (portfolios, blogs) but I really didn't at that point feel ready to integrate it into a classroom.  My graduate classes are where I have learned the most valuable information.  I have been bringing in what I have learned into my own classroom.  My advanced reading class has their own blog, and last week they began creating their first digital story, a PSA about animal cruelty, which ties into our reading of the novel "Shiloh."

3. What should  teachers be thinking about when they engage in critical thinking as it relates to technology use in school?

First, they need to determine what their outcome is.  What do they want the students to be able to do?  What do they want them to learn from the experience?  Then, they need to determine how their students will use technology to think critically about an issue, and problem solve for a possible solution.  Finally, they need to decide what medium they want the students to present with; blog, podcast, video, etc.

4. On page 149, it is stated that students have certain rights with respect to "critical digital literacies." Do students in your teaching context have these rights? Give an example or non-example of at least one of these rights.

Yes, my students have these rights.  We are very fortunate at our school, where we have access to so much wonderful technology.  Students have access to technology on a daily basis.  Our staff routinely gets together to discuss new ideas for technology integration. 

Additional Resource

The 5 Resources Model of Critical Digital Literacy

Source

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 Coombs, Antony and  Hinrichsen, Juliet.  (2013).  The Five Resources model of Critical Digital Literacy.  Retrieved from https://sites.google.com/site/dlframework/home

Rough Draft

* Still deciding on the music I want to go in my digital story

Storyboard: My First Marathon

Point of View:  My story will be told in first person.  The target audience will be anyone with a dream.  It is important to tell, because everyone has something they want to accomplish.  The message of my video is that if you believe, and work hard, you can achieve anything.

Dramatic Question:  26.2 miles...what was I thinking?!?

Emotional Content:  The emotional content is about how scary it is to try something you've never done before; to go out of your comfort zone.  And the fear of failing.  And all of the time, hard work, determination, and sacrifice you put into something you really want.  And finally, achieving your goal and seeing how it can change you as a person.

Voice:  Informal tone

Soundtrack:  Not sure yet, still looking, but I want something inspirational and upbeat

Economy: The script will focus on the journey from training through race day.  The story will end with the impact it has had on my life.

Pacing: Medium


My Storyboard

EDUC 6810 Weekly Reading #12

"When educators and policies deliberately exclude the opportunities demonstrated through mobile media and participatory media pedagogy, they are perpetuating an achievement gap that further cleaves society by race and class (Jenkins, 2008)."

I chose this quote because I strongly agree with it.  I have heard several teachers dismiss technology because they believe it is nothing more than a distraction.  They describe it as playing, and say that no meaningful learning is taking place.  I have also heard teachers say that students get enough media outside of school. 

That is exactly why we should be integrating media into our curriculum.  Media is something meaningful and prevalent in our students lives.  So why not use that to our advantage?    We can use media in authentic ways to prepare our students for the future.

I have witnessed so many benefits of media with my own students.  It has changed their view of reading.  They are excited about the novel we are reading and about their blog.  When they come in, they tell me "I can't wait to blog about this" or "I wonder what the other kids will say about this."  They are reading and commenting on each others' posts.  They are doing the same thing they would be doing if we were using pencil and paper (discussing and analyzing the reading), but by using technology they are engaged and motivated. 

We should be looking for opportunities to bring our students' school lives and out of school lives together. Instead of fighting technology, we should embrace it.

1. How did the Ask Anansi game support critical literacies?

 

The students were using the clues to promote a deeper understanding of issues that were important to them: trash, violence graffiti, pollution, stereotypes, and love.  When they discovered the clues, they had to read, analyze, and question the messages.  The clues appeared in multiple formats: posters, barcodes, text messages, email, etc.  They had to be able to read these different formats in order to successfully find the next clue.  When they were done, they taped the clues around their school, where other students could read about the issues.

 

2. How did the Ask Anansi game support academic literacies?

 

Throughout the game, students had to analyze, think critically, and problem solve.  They also conducted research and documented evidence.  They wrote narratives and counter narratives about their experiences.

 

3. How did the Ask Anansi game support digital literacies?

 

A digitally literate person can use technology to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic and personal goals.  The students had to create, find, and evaluate the clues to the game.  They collaborated with others first by working as a whole, then as a pair, and finally individually.  Even though they were working individually at the end, they still had to rely on each other for the clues.  They shared their work through the displaying of the clues and in their narratives.  They used the IPods to take pictures and document evidence.

 

4. What is meant by the term "reading the word and reading the world and writing the world"? Give an example from the chapter.

 

It means making literacy relevant to our society and culture.  What we read and write is no longer confined to traditional print.  A majority of what we read is now digital.  It is important we understand how to read digital information and write digital information in order to be successful in our technology rich world.  An example from the chapter is the students reading the QR codes.  It was something they had no experience with before, but they had to learn in order to participate in the game.

 

 

I thought this cartoon was cute and it describes critical literacy perfectly; you have to think differently.

 

Sources

 

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 

Literacies, School, and Communities. (November 2011).  Retrieved from http://literaciesfall2011.wordpress.com/ 

 

Brainstorming my Digital Story

Describe a vivid or important memory from any time in your adult years.  

 

A memory that really stands out for me is the day I ran my first marathon.  I remember every detail.  It took place in Columbus, Ohio, it was a really cold morning, and there were over 15,000 runners.  I was there with four of my running friends, who I had spent the last five months training with.  I remember standing in the crowd waiting for the start, and I was a nervous wreck.  I kept thinking "Why did I sign up for this?" and "What if I can't do it?"  But I did, and it was the most amazing feeling in the world.  I remember being at mile 24 and realizing I only had 2 more to go, and that I was actually going to finish.  Never in my wildest dreams did I ever think I would run a marathon.  I cried the entire last 2 miles because I was so overwhelmed.  I felt so happy, proud, and strong. 

 

Running has really changed my life.  It has given me confidence, and the knowledge that I can do anything I set my mind to, as long as I am willing to work hard.  It has not only made me stronger physically, but emotionally.  Running is my go to when I have had a stressful day or am facing a difficult time.  When I was having a particularly rough time a few years ago my running friend gave me some advice that has stuck with me, "We'll just run through it." 

 

Running has also given me an incredible group of friends who have loved me, supported me, and made me laugh for the past 6 years.  I don't know what I would do without them.  Running has had such a positive impact on my life, and it has inspired me to share it with my students.  A fellow teacher and I are starting a girls' running club at our school this spring.  I hope that it will give them the same joy it has given me.

  

EDUC 6810 Weekly Reading #11

"I look at the others, how good they are...learn much from it...when you look at the others, you learn new methods...new ideas..."

 

I chose this quote because I believe it's one of the best parts of having a classroom blog; the ability for my students to look at what their peers are doing, and learn from it.  It is such a great way for them to collaborate and share ideas with each other.  And it is so motivating.  I had a parent call me to tell me how much her son was into our blog, and that he was reading everyone's posts to see what they were doing.  Students can learn so much from each other, and blogging is a new way for them to do that.

 

 

 

I chose this image because it shows just how many great benefits there are for students blogging in the classroom.  

 

1. What is the difference between an "essentialist" "traditionalist" or "autonomous" "perspective of technology and literacy and a New Literacy Studies ot "ideological"perspective on technology and literacy? Which perspective do you adhere to? Why?

 

The essentialist focuses on the technology abilities, and doesn't focus on the settings where the technology is used. The autonomous is more traditional and believes that literacy is a set of skills or aptitudes, and that is tied to intellectual makeup.  The ideological perspective believes literacy is affected by social, political, and economic factors.  I agree with this perspective, because I believe that our surroundings and upbringing play a part in our development.

 

2. Give three concrete examples of how the teacher in the chapter supported "new literacy" or "critical digital literacies" practices with blogging.

 

The teacher in this chapter supported critical digital literacies by promoting a classroom rooted in community and sharing.  Her students were able to view each others' blog posts and get new ideas from them.  The teacher also posted many helpful links, videos, and other materials related to the content they were covering.  Students were familiar with her blog and were frequent viewers of it.  They knew they could go there to find the information they needed.  Finally, the teacher engaged the students by giving them motivating assignments.  By blogging, the students had an authentic audience to write for; they weren't just writing for the teacher.  This motivated them to do their best work, because they didn't want to post inferior work that they knew anyone could see.

 

Sources

 

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 

Morris, Kathleen.  Why We Blog in Our Classrooms.  (2013).  Retrieved from http://www.techiebrekkie.net/2011/02/06/why-we-blog-in-our-classrooms-lesson-26/ 

 

 

EDUC 6810 Week 10 Activity #1

Element #1: Take a look at the two examples and see if you can identify the purpose behind each story. What is the point of view in each? Whose voice do you hear?

 

The purpose behind the first video is to inform the audience on how to make salt.  The point of view is from the person making the salt.  The voice you hear are of children.  The purpose behind the second video is to inform the audience on how to turn solar power into electricity.  Music is heard the majority of the video, but a man's voice can be heard at some points.  The scrolling text provides the majority of the information.

Element #2: See if you can find a dramatic question in the examples for this section. Is the question resolved in each movie or are you left without a resolution?

The dramatic question in the first video is "Why are we making Guam ugly?"  There is no resolution.  The dramatic question in the second video is "The Hawaiians were taught to never waste their food."  The solution is a salt water pool.

Element #3: See if you can identify the emotional paradigms behind these stories.

The emotional paradigm in the first video is teen depression.  The second video is dealing with the loss of grandparents.  The third video is about the abduction of a child, and how not all strangers look like monsters.

Element #4: What impact that the voice plays on the overall effect of the story.

The woman in the first video is answering a questions.  You can tell from the tone of her voice and her expressions that she is excited and interested about what she is talking about.  In the second video you hear a group of children singing, and a child narrating in a foreign language.  Even though I don't know what they are saying, it sounds emotional.

Element #5: What impact does the music have on the emotional content or purpose of the story?

You can hear chanting throughout the video.  It adds emotion to the photos.

Element #6: Look at the examples in this section and consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces? Give an example?
The first video is short.  I was able to fill in the missing pieces that Maria got her own room based on the illustration of her in her own bed.  The second video is more detailed.  We find out that the family turned the basement into a bedroom for Maria.  The third video was too long and a little confusing.  The story did not flow.  They were trying to do too much in one story.

Element #7: How does the narrator use their voice to pace the story? Give a specific example.

In the first video the pacing is too fast.  I had trouble keeping up, and if I were listening for specific information I would have had to watch it again.  The pacing of the second video was too slow.  I found it boring and it would not be one I would watch again.

EDUC 6810 Week 10 Activity #2

What is the point of view?

The point of view is from a brand new nurse.  The story is told in first person; she is recounting a personal experience.

Whose voice do you hear?

You hear the voice of the nurse, but it is many years later from the time the story took place.

What is the dramatic question?

"And I probably wouldn't have remembered her name if the story had ended there...but she died."  This is the statement that hooked me.  I wanted to know what happened to the little girl.

What is the emotional content?

The emotional content is the loss of a child at the hands of her own father.

How/why do you relate to it?

I relate to this story as someone who loves children.  When I first started watching the story I was hoping for a happy ending for the little girl.  It is unimaginable to me that anyone could abuse a child.  The reason I chose this video is because I love the message that this nurse/professor leaves with her students; that every child has a name and a story.

Source

Vicki Erikson.  Let's Call Her Michelle.  (April 2012).  Retrieved from http://www.youtube.com/watch?v=ej_3SQ-iW8U&feature=c4-overview-vl&list=PL40FE28CF7CC65EC0

EDUC 6810 Weekly Reading # 10

1. How has social media changed reading and writing processes in the digital age?

 

Readers are engaged with the text.  They click on links, read and comment on other users' text, and share information with the world.  There is a close relationship between reading and writing.  The users see themselves as authors, and value that role.  Authors have more of an opportunity to have their material read.  They don't have to wait for someone else to publish their work; they can put it out there themselves.

 

2. Explain "cosmopolitan practice" in relation to digital literacies and it means for learning in school.

 

It is the idea that we should be citizens of the world.  While we embrace our local heritage and connections, we can also reach out to the rest of the world.  And being digitally literate gives us the opportunity to do that.  We can communicate with someone half way around the world.  We can video chat, blog, email, send videos, and so much more.  But we must learn to be "hospitable" in our interactions.  Sensitivity and respect are important when we are engaging in social networking.  We have to carefully choose our words and images, as to not offend someone who may interpret our communication in a negative way based on their particular culture.  It is basically manners in a digital form.

 

3. How did the cosmopolitan conversation video challenge support critical media literacy?

 

The youth were engaging with people different than themselves.  They came from different backgrounds, and had different values and points of view.  But they were able to view the videos, analyze them, and provide respectful and "hospitable" feedback to the authors.   

 

4. How does this quote from the text, "In this digital age, traditional content creation such as book reports, unit projects and essays, cannot be merely digitized and regulated to the end of the unit as capstone demonstrations of content mastery," make you think about how digital technologies should be used to support learning in school?

 

I believe digital technology should be woven into all parts of our curriculum.  In a lot of classrooms, technology is used only to type up stories or essays.  That is not utilizing technology to its full potential.  You might as well just give them a typewriter.  There is so much more you can do to help your students become digitally literate.  They can contribute to a classroom blog or communicate with students around the world.  They can create podcasts or digital stories about content they are learning about.  They can research topics using TrackStar or WebQuests.  Technology should support curriculum throughout the entire learning process, not just as a stand alone.

 

5. How do the digital stories you watch this week support the concept of cosmopolitanism?

 

We are connecting with people from different backgrounds and experiences than ourselves.  Anyone can contribute; there is no exclusivity.  We can respectfully provide critique and commentary about our interpretations of what we are seeing. 

 

"Through social media outlets, more people of diverse ages, nationalities, genders, and socioeconomic positions produce news, comment on social issues, and even stage revolutions."

 

I chose this quote because I love how social media gives everyone a voice, no matter who they are or where they come from.  Anyone can voice their opinion.  It gets people talking to each other, and talking to people they wouldn't have an opportunity to in their everyday lives. 

 

I can even see this happening in my classroom.  My enrichment reading students and I have created a classroom blog.  They are blogging about their thoughts and opinions on the novel we are reading.  They are reading and commenting on their peers' posts.  They are really owning their writing; they choose their words carefully and they care about what they are writing because they know their classmates will be reading it.  I can see it on their faces and I hear it in their conversations; they feel like legitimate writers and that what they write matters.  Even though they are only ten, social media gives them an outlet to let their voices be heard.

 

I chose this image because I think it captures the meaning of cosmopolitan practice perfectly.  This is what it is all about; connecting people from around the world.  Learning to embrace and respect others' through digital literacy.

Sources

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

Image retrieved from Walk the World at  http://www.walktheworld.org.uk/

 

EDUC 6810 Weekly Reading #9

"The incorporation of cultural media in the digital-storytelling activity gave children like Eva the opportunity to engage in meaningful literacy practices that mixed popular culture with her interests in relationships, music, and dance.  These cultural practices might have been censored in formal educational environments."

I chose this quote because I believe it states exactly why digital storytelling is so important, because students get to have a voice.  In a lot of assignments and projects in school, children are not given the chance to have any input from their own lives.  They are told what to do and exactly how to do it.  In digital storytelling they can take their own experiences, thoughts, and personalities to create something meaningful to them. It is about where they are from, their interests, their family, and what matters to them.   These parts of the students lives are not censored, they are encouraged and embraced.  Children are engaged and learning because the assignment is authentic.

 

I chose this image because I believe it would be a great resource for students while planning their digital story.  It gives the students a variety of elements to consider.  It would be a great place to start to get some ideas on what they want their story to look like and be about.  It can also serve as a guide during the digital storytelling process to keep the students on track and make sure they are including all the elements they want. 

 

Sources

 

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 

EDUC 1049: Blog Response Assignment: Learning Tools for the 21st Century.  (May 2013).  Retrieved from http://haydenwilcox.edublogs.org/2013/05/16/digital-storytelling/ 

EDUC 6810 Digital Storytelling and Reel Works

Life Ain't Promised

1.What do you like about the digital story?

 

The title of the video is what initially drew me in.  I agree with the director of the video that there are too many senseless deaths due to gun violence.  What I liked about the story was seeing a different point of view on the issue: kids who live with this violence every day.  I sometimes feel removed from the issue because I grew up in a safe town where gun violence was never an issue.  I never felt scared to walk in my neighborhood or go to school.  It is eye opening to hear from these kids about the horrors and loss that they face.

 

2.What did you learn from the digital story?

 

I learned that these kids want a better life.  They want to get a good education and have a career.  They want to escape the violence.  I think sometimes we stereotype kids who are surrounded by violence; we assume that they want the lifestyle they are living in.  But they are hurting and scared, and they want better for themselves. 

 

3.What surprised you about the digital story?

 

I was surprised by the honesty of the director and the kids he interviewed.  I liked that they didn't hide from what is going on.  They told their side of the story and how gun violence has effected their lives.  They weren't afraid to be vulnerable and emotional. 

 

4.How did the digital story provide an example of how digital storytelling can build self esteem, help young people voice an opposition to social problems,  or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?

 

This video is an example of how young people can voice an opposition to a social problem, gun violence.  They're speaking out and telling everyone how young people are dying senselessly.  They are challenging young people to take a stand against gun violence.  They are encouraging their peers to get a good education and be successful in life.

EDUC 6810 PSA

EDUC 6810 Weekly Reading #8

1.  What do you think about the concept of relocalization?

I think it is a great idea, because change can start with one person.  Every person could focus on how
they can work with their community to make it better and more productive.  Tap into the resources and skills that come from your own community.  Start from the bottom and work your way up; improvements in your local community can spread to the next town, the next county, the entire state, and so on.

2.  Where do you stand on neoliberal policies for education reform?

I think it sounds like an awful idea.  While I absolutely agree that there are a lot of people who take advantage of government assistance, there are also people who truly need help.  We shouldn't punish honest, hardworking people who find themselves in hard times.  I think the solution is not to take it away completely, but change how it is used. 

3.  How did using a public relations firm create tension between the goals of critical media literacy and having students create promotional videos?

The goals of critical media literacy are to break down and analyze media so that you can understand the message behind it.  The goal of the promotional video was the opposite; the firm wanted the students to create media to sell something; to take the persuasive techniques they have learned about and turn around and use them to sell their own product.  While it did go against everything they had learned about critical media literacy, I think it is a good idea because now they can really see media from both sides.

4.  Do you agree with the researcher that Ellen's PV should be consider an example of critical media literacy? Why? Why not?

Yes, I believe it is an example of media literacy because she is using persuasive techniques to speak to her target audience, artistic students like herself.  This is media literacy because she knows who she is trying to appeal to and is gearing the video towards them.  The media we see does this all the time; toys are marketed to children, beauty products to women, etc.

Source

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc .

EDUC 6810 Weekly Reading #7

Reading #1

"Youth between the ages of 8 and 18 have increased their daily media usage from 7:29 hours in 1999 to 8:33 hours in 2004 to 10:45 hours in 2009 with media including TV, music, computer, video, print, and movies."

I plan to use this statistic in my PSA because it shows the audience how media usage is on the rise.  The latest statistic was from 2009; I can't even imagine what the numbers are now.  This is an important idea to highlight because media isn't going anywhere, and it will only continue to rise as more and more technology is developed.  So it is important that we teach our students how to best utilize the technology that is available to them.

"Since 1970, NCTE has actively created resolutions that explore the relationships between literacy, media, and technology to the benefit of students' literacy development."

I want to use this idea in my PSA because it shows how important media literacy is to our students.  It is so critical that it is included in national teaching standards.  In our society, students will need to be digitally literate and print literate.

"Critical digital literacies stem from critical literacy education and are concerned with teaching learners to identify and work within understandings of the relations between language and power."

I chose this idea because I believe it is a strong statement: there is a relationship between language and power.  If we want our students to have the power to communicate in our society, we have to teach them about media.

Reading #2

I chose the article "Critical Pedagogy and the Teaching of Reading"  because I teach reading/social studies for 4th grade.  This was a very informative article for me.  I agree that most of the time when we ask what the author meant by something, we are looking for one answer.  But there is no correct answer to this question.  Everyone interprets what they read differently.  It is all based on your own personal experiences how you respond to a text.

My favorite thing to do with a reading is to ask my students to make a connection with the text, either personally or in something else they've read or seen.  To me, this tells me more about their understanding of a text then to answer generic, end of story questions.

I love the idea of having students "argue" with a text.  Disputing something they've read with their own personal knowledge or experience is a great way to activate higher level thinking.  And I think it would engage students to know that their opinions are valued, even if they go against the so called "right answers."

I also like the idea of using reading to create social awareness.  In my enrichment reading class we are reading the novel "Shiloh."  I want to tie the story into the students thoughts on animal cruelty and what they can do to help.

Sources

Avila, J., & Pandya, J. (2013). Critical  digital literacies  as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 

Naiditch, F. (n.d.). Critical pedagogy and the teaching of reading for social action. Retrieved from http://education.missouristate.edu/assets/ele/Naidtichfinal.pdf

EDUC 6810 Counter Ad

Persuasion Techniques:

Association: This ad uses association because our society associates thinness with beauty.
Beautiful People/Celebrities: The Kardashians are well known celebrities and people buy their products.
Testimonials: The ad includes quotes from the celebrities; "I've reached my goal" and "I love my new body."

After researching this product I found there are many dangerous side effects that the ad does not tell you.  QuickTrim elixirs have some pretty powerful stimulants, laxatives, and diuretics.  Colon cleanses cause symptoms from mild cramping to kidney failure.  And the results don't last.  As soon as you quit taking the product, the weight comes back.

 

 

For my counter ad I used Plain Folk instead of Celebrity.  I wanted to show a real person struggling with weight loss instead of a celebrity like the Kardashians, who have access to personal trainers and chefs.  In my ad I included the many side effects that have been reported from using QuickTrim, the most serious being kidney failure.  I also wanted to highlight the fact that if you discontinue use of the product, the weight comes right back.

Source

Kotz, Deborah. (March 2012). The Dangers of Kardashian Endorsed QuickTrim. Retrieved from http://health.usnews.com/health-news/diet-fitness/articles/2012/03/05/the-dangers-of-kardashian-endorsed-quicktrim-2.

EDUC 6810 Weekly Reading #6

1.What instructional moves (i.e. group formation, topic selection, scaffolding the process, assessment) did the teacher use that you might replicate in your own teaching practices that involve critical media literacy?

 

I really like the idea of brainstorming a list of topics and then letting the students choose which topic they would like to do.  I like that the students have a choice, instead of the teacher assigning topics.  I would like to try this in my classroom.

2. What do you think about the student created PSA? Did it seem creative? Do you think it could serve as a legitimate assessment of writing ability? Do you think the topic would be appropriate for school? What if the students chose a pro-choice stance? 

 

I thought is was well done and creative.  I liked the angle of using the grown up child.  I think it is a legitimate writing assignment, because they wrote and edited the script.  I think the topic would be appropriate for high school students, because teen pregnancy is an issue.  If the students wanted to choose a pro-choice stance, they should be allowed because it is important to look at an issue from both sides.

3. Do you share the researcher's concerns that the student created PSA reproduced dominant or mainstream media representations of girls and social class? Why or Why not? 

 

I do think it may have been more powerful to portray a girl of a high social class as the one struggling with the choice.  I think it would have shown that teen pregnancy can happen to anyone, no matter what kind of family they come from.  Having money doesn't mean you make good choices.

4. What concerns do you have about engaging students in critical media literacy? 

 

My concern is that I teach 4th grade.  The topics they were discussing for their PSAs were more for older students.  I would like to find topics that would be appropriate for my students.

5.  What topics might you use for a PSA that would  that would help you meet your curriculum goals and content standards?

 

I teach reading and social studies, so I would like to do something with current events.

6. How would you implement the construction of a PSA in your own classroom to include aspects of critical media literacy?

 

I would look have my students look at newspapers and new stories (that I have pre approved) that deal with current events.  I would also like to tie that in with stories we are reading in class.

 

Source

 

Alvila J and Pandya J.  (2013)  Critical Digital Literacies as Social Praxis.  Vol. 64. New York: Peter Lang Publishing.

EDUC 6810 Week 5 Activity #1

Do you agree with the deconstruction? Why? Why not? Be specific.
Yes, I agree with the Alltel deconstruction.  They are trying to appeal to the middle class, "ideal" Caucasian family.  The ad features a nice, two story home and the family consists of both parents and a male and female child. 

Do you agree with the claims made in the deconstructions? Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? Does the Alltel ad really promote racism or stereotypes of immigrants? Why or Why not?
Yes, if the customer is happy and satisfied, they will continue to pay money for the product.  That is the bottom line with all companies; they want to make money.  And a happy customer spends more money. 
Yes, the Alltel ad is promoting racism.  They portray the Caucasian family as "normal" and they look down on and make fun of the immigrants they are renting their room to.  The message they are presenting is that there is something wrong with these people.  It is absolutely stereotyping the immigrants, by having them dance around the fact that they live with a chicken.

What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?
By deconstructing these ads with our students we can teach them how the media manipulates them into buying their product.  We can teach them how to really look at and question these ads:  Who are they coming from?  Who is the target audience?  What are they trying to sell?  How are they trying to manipulate us? 

How might conducting these kinds of deconstruction empower students whom  have been historically and continue to be disenfranchised by  "traditional schooling? 
These types of deconstructions can empower students, especially our minority students, to show them that there is nothing wrong with their culture.  It empowers them by providing the opportunity to discuss their cultures and the misconceptions that people have about them.

How might deconstructing these kinds of media messages help students recognize connections between their individual problems and experiences and the social contexts in which they are embedded?
It helps to show them where a lot of stereotyping comes from; the media.  We stereotype people based on what we have been shown; advertisements, television, movies, video games, music, etc.  We have been bombarded with these false images from a young age.  By questioning and deconstructing them we gain a better understanding of how we are being manipulated.

How might conducting these kinds of deconstructions disrupt traditional banking systems of education?
We are letting the students have a voice.  The roles have been reversed; it's not the teacher telling the students what they are seeing.  The students are analyzing it for themselves.  They are the ones doing the questioning.

EDUC 6810 Week 5 Activity #2

Whose message is this? Who created or paid for it? Why? 
This message was created and paid for by NIKE to sell shoes.

Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What 
words, images or sounds suggest this? 
The target audience is women, 18-35, who have an interest in fitness.  The image is of a Caucasian woman who is in great physical shape.  This ad would appeal to women who are athletic, or women who want to be more in shape.

What is the “text” of the message? (What we actually see and/or hear: written or spoken words, 
photos, drawings, logos, design, music, sounds, etc.) 
The text of the message is "Get Fit."  The message is accompanied by the image of a woman's legs, which are very muscular and fit.

What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?) 
The subtext of the message is that if you wear these shoes, you too can be fit just like the model.

What kind of lifestyle is presented? 
The ad is presenting a healthy, active lifestyle.  A woman who is strong and competitive.  A woman who works hard and is motivated.

What values are expressed? 
This woman is someone who cares about herself and about her heath.  She probably eats healthy and gets plenty of exercise.

What “tools of persuasion” are used? 
They are promising something they can't guarantee; that if you wear these shoes, you can be fit just like the model.  But the ad plays on our desire to look like that model; to be healthy and attractive like she is.  And they are promising a quick, easy fix; the shoes will change your fitness.

What positive messages are presented? What negative messages are presented? 
The positive message is of a healthy lifestyle where exercise is a priority.  The negative message is that you have to look like the model to be healthy and fit.  Fitness comes in all shapes and sizes.  Being stick skinny doesn't necessarily mean you're fit.

What groups of people does this message empower? What groups does it disempower? How does 
this serve the media maker's interests? 
This message empowers women who value fitness.  It disempowers women who have tried to get in shape and failed; they feel like they're not good enough and that they can't do it.  This works to NIKE's interest because the women who have failed in the past might try these shoes because they think they will help.  People who are desperate are more gullible; they want to believe there is a quick fix.

What part of the story is not being told? How and where could you get more information about the 
untold stories?
The ad doesn't tell you how long it took her to reach this level of fitness; or if she actually wore these shoes during her workouts.  When I am researching which running shoes to buy, I always read the reviews from consumers who have actually used the product.  I can trust those reviews because they are from people who have used the product and are not being paid to endorse it.

What power relations are exposed as a result of your deconstruction?
This deconstruction makes me realize I need to be more careful about letting ads determine products that I buy.  Just because an ad looks good, does not mean the product is good.  As a consumer, I need to do my research and not be swayed by attractive ads.

EDUC 6810 Weekly Reading #5

What does it mean to "interrogate texts"?
Interrogating the text means to question it.  Who is it about?  What is it about?  Is it reliable information?  Should I believe what its says, or should I do my own research?

How would you respond to the question "should we just question everything then?"
I would respond "yes."  Asking questions and analyzing what we are being told/shown is a part of our students developing a deeper learning.  Some of the best discussions come from students questioning what they are being told.

What are "traditional banking systems of education"?
Traditional banking systems of education rely on students being consumers, instead of designers, of texts.  Students are not given access to technology, instead, everything is print based.  This is due to a fear that students cannot be protected from content on the Internet.

What does it mean to reformulate the learning process as a participatory one?
A participatory culture is one where students use media and tools to become more powerful in the digital world.  A participatory culture also can change the roles of teachers and students.  Traditionally, teachers are the experts, and are the ones guiding the students.  When it comes to technology, a lot of the time our students know more than us.  Participatory culture gives students the opportunity to be the expert, and to share their knowledge of technology.

Who was Paulo Freire?
Paulo Freire was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy.

What is critical pedagogy?
Critical pedagogy is a teaching approach that attempts to help students question and challenge domination, and the beliefs and practices that dominate.

What concerns do you have about the goals of Critical Pedagogy?
My concern would be the adjustment students would have to make.  They are used to the traditional teacher/student roles, where the teacher is doing the questioning and the students are learners.  In this role, students would be the ones doing the questioning and using their voices.

What questions do you have about Critical Pedagogy?
My question is, "How do you help students transition from the traditional role to one of a critical pedagogy?"

Sources
Avila, JuliAnna and Pandya, Jessica Zacher.  "Critical Digital Literacies as Social Praxis."  (2013).  Peter Lang Publishing, Inc.  New York, NY.

Freire Project TV.  Seeing Through Paulo's Glasses: Political Clarity, Courage and Humility.  Retrieved from http://www.freireproject.org/freire-project-tv/ 

EDUC 6810 Create a Counter Ad

Media Language Techniques:

• Teaser (The Secret to Running Your BEST Marathon)
• Exclamation (Future Teachers Explore Guatemala!!!)
• Rhyme (Aim High!  For the Sky)

Persuasion Techniques:

• Intensity:  I used this technique by stating that the reader would learn how to run their BEST marathon ever.  I was trying to appeal to those overachiever athletes, who are always looking to be at their peak performance.  They are always looking for ways to be the absolute best, whether that means outperforming others, or themselves.
• Plain Folk:  I wanted to go against the mainstream and show everyone that even ordinary people have opportunities to travel and explore exotic locations.
• Association:  I think everyone wants to dream big and achieve their goals.  With "Aim High" I am trying to reach those people who imagine themselves doing great things.

EDUC 6810 Weekly Reading #4

"You do not reflect on the scenes and messages unless triggered by something else at a later date...Even then, it is not the ad that matters. It's the ideas, impressions, and positive feelings about the brand that matter. "

I chose this quote because I agree that this is how advertising works.  Good, effective advertising is subtle; it is not in your face.  It plants ideas in your head that come out at a later time.  I know that advertising influences me this way.  When I am standing in a store aisle in front of a hundred bottles of shampoo or a hundred brands of mascara I often will end up choosing one that  I have seen in a commercial that left a good impression on me.  It's not that this product is any different or better than the others, I just liked the commercial or ad I've seen in a magazine. 

Good Advertisement

 

I chose this ad because I am a runner and I buy a lot of running shoes.  This ad appeals to me because it is focused on the women's legs, and her legs look strong.  This gives me a positive association with the brand of shoes, even though logically I know that the shoes have nothing to do with her fitness.

 

 

What reasons for teaching media literacy resonate with you? Why?

I believe the most important reason to teach media literacy is because media is such a strong influence in our student's lives.  They are constantly surrounded by media: television, movies, music, gaming, internet.  They are unknowingly being influenced by it.  And it's a conversation I doubt most families are having with their kids, so it is up to us as teachers to educate them about how to really analyze and evaluate the media they are exposed to.

Why is media production important for teaching media literacy? What are the challenges?

I think it is important to know about what goes on behind the scenes of producing a commercial, magazine cover, or any other media.  First, I would like students to see how much time and hard work goes into it.  Second, I think it would teach them about how the media can be used to manipulate consumers.  You see what they want you to see.  I think it could be very eye opening for students.  The challenge I see would be acquiring the equipment and software needed to produce this type of media.

How did the deconstruction and creation of a magazine cover address the  4 key concepts of media literacy programs? Give specific examples.

(1)  Messages are Constructed:  We designed our magazine cover to send the message that we wanted the consumers to get.  That message that we presented was completely up to us.
(2) Messages are Representations of the World:  When we deconstructed the Arnold magazine cover it was representing popular trends in our society, fitness and celebrity.  Those are topics that are important to people and that people can relate to.
(3) Messages Have Economic and Political Purposes and Contexts:  The purpose of the Arnold magazine for him was to promote his new movie, and the purpose for the magazine company was to sell as many magazines as possible.
(4) Individuals Create Meaning in Media Messages Through Interpretation:  Everyone gets something different out of media.  For example, we all interpret our classmates magazine covers based on our own experiences.

Explore the Common Core Standards and find three standards that media literacy would help you address in your content area or interest. 

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Sources

Hollis, N. (2011). Why Good Advertising Works (Even When You Think It Doesn't). Retrieved from http://www.theatlantic.com/business/archive/2011/08/why-good-advertising-works-even-when-you-think-it-doesnt/244252/

Hobbs, R. (2011). Teaching Media Literacy: Yo! Are You Hip With This? Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip