St. Petersburg , 2 8 May 2013 Dr. Barbara Schultz-Jones Director, School Library Program

1. Media Literacy: The Role of the School Library St. Petersburg, 28 May 2013 Dr. Barbara Schultz-Jones Director, School Library Program

2. 2 May 28, 2013 Schultz-Jones Media Literacy Defined • Information competencies that imply: • the capacity to identify when information is needed, • the competence and skill to locate, evaluate and use information effectively. • Comfort and skill with media to accomplish those information needs

3. Media Literacy Defined cont. Skills based definition: The ability to access, analyze, evaluate, and create messages in a variety of forms Schultz-Jones

4. May 28, 2013 Schultz-Jones 4 Media Literacy - Access • Acquiring access to a variety of media depends on a wide range of opportunities and formats • Age levels blurred • Skills acquired informally

5. Being able to think critically about what’s being presented As opposed to reacting or responding Media Literacy - Analyze Schultz-Jones

6. Critically assess: The content, The purpose behind the message Understand the techniques used to create the message Media Literacy - Evaluate Schultz-Jones

7. Media Literacy - Create • Media literacy examines techniques that affect a person’s perception and understanding of the content being presented to them: • Color • Music • Layout • Motion • Lighting • Camera angles • Similar techniques Schultz-Jones

8. Role of the School Library • Active learning environment where patrons engage in the type of information use and expression common in their daily routines. • Provide not only access to information but also direction for learning how to become an active, engaged, expressive, and empowered media user in everyday life. • Work within the curriculum to establish a foundation for exploring how a variety of media can develop habits of inquiry along 5 dimensions: • Access • Investigation • Critical analysis • Expression • Appreciation Schultz-Jones

9. School Library - Access • Traditional access points for information in schools • School libraries serve as de facto media hubs • Students bring their own devices to school and use the library as a learning commons to access information • Cannot assume that because youth have grown up as “digital natives” they have the skills to effectively access information online. Schultz-Jones

10. Teach not only how to navigate information in the library itself, but also how to develop sound exploration skills with the Internet and new media technologies. Teach effective strategies for: Searching online databases, filtering through academic and nonacademic sources, tracing hyperlinks, differentiating blogs from news sources, and general savvy for Web-based investigation, School Library - Investigation Schultz-Jones

11. School Library – Critical Analysis • responsibility for teaching critical analysis of information • 5 key questions for assessing information: • Who is the author and what is the purpose? • What techniques are used to attract attention? • What lifestyles, values, and points of views are represented? • How might different people interpret messages differently? • What is omitted from the message? (Hobbs 2007) • help students assess the essence of messages (content, authorship, form, structure), • judge credibility, bias, diversity, and independence. Schultz-Jones

12. Understand how information is published, repurposed, and distributed Perform and publish can create situations for reflecting on how their conduct in face-to-face and online scenarios is similar and different and the implications of each style of expression. Learn about the potential and dangers of expression online Construct new understandings of audience, identity, and privacy School Library - Expression Schultz-Jones

13. School Library - Appreciation • reflect a place where the relationship to information can be modeled as an enriching experience • evoke creative dispositions around information that cultivate an appreciation for its powerful and necessary role in community • help students see the benefit of being expressive and inquisitive • public readings, music, art, poetry, and design • encourage users to become active performers through multimedia in their everyday lives • instill an ethical framework for expression Schultz-Jones

14. Ethical Framework Four principles: • Ownership • Right to privacy • Social responsibility • Self-respect Schultz-Jones

15. 15 Schultz-Jones May 28, 2013 Summary • Media literacy is based on creation as a core skill in media competency • Deconstructing a variety of messages in a variety of formats provides the opportunity for experiencing the power of media and ethics • Constructing personal expressions encourages responsibility • Reinforcing the skills and attitudes they acquire will encourage responsible action.

16. Your Thoughts? • Questions? • Comments • Surprises? Schultz-Jones

17. Contact Information Barbara Schultz-Jones, Ph.D. Associate Professor, Head School Library Program Department of Library and Information Sciences College of Information, University of North Texas Denton, TX 76203-5017 Barbara.Schultz-Jones@unt.edu Schultz-Jones

18. Aufderheide, P., and C. M. Firestone. (1993). Media literacy: A report of the National Leadership Conference on Media Literacy. Cambridge: Polity Press. Hobbs, R. (2007). Reading the media: Media literacy in high school English. New York: Teachers College Press. 18 Schultz-Jones May 28, 2013 References