"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
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