330 likes | 556 Views
Media Literacy, 21 st Century Skills and Science. Nicole Laura & Joyce Pixley. What is media? What media do you use?. Media is defined as…. “Methods of mass communication” Does this change your answer?. Media can be…. a nd yes, even…. “Media” can be many things.
E N D
Media Literacy, 21st Century Skills and Science Nicole Laura & Joyce Pixley
Media is defined as… • “Methods of mass communication” • Does this change your answer?
Media can be… and yes, even…
“Media” can be many things • Electronic (iPods, computers, TV) • Print (books, newspapers, brochures) • Digital (internet-based) • Analog (radio, traditional TV) • Social (Facebook, Skype, Twitter)
Media can be used for many things • Communicating • Creating information • Sharing information • Advertising
Media is growing. • With the advent of the internet, media is • We (and our students) need to become smart consumers of media • How can we tell what is true and false? • What is the reason certain types of media are made? • How can we use media? exploding
Let’s see how savvy you are: See if you can answer the following questions… • Evaluate the following statements and give your best answer. • How do you know this is the right answer? • If you don’t know…how could you find out?
What word in the English language has the most definitions? SET The word “SET” has over 450 definitions
How did you do? • …and more importantly, how do you know that we’re giving you the right answer?
Media Literacy • Media literacy is a set of skills that allows you to critically analyze, evaluate, use, and create media. • Media literacy teaches you how to question the message, purpose, and method used to create what you read, hear, and watch.
An example of a media literacy task might be… Critically evaluate these two images. What do you notice?
Some questions to consider… • When were these images created? • How were they made? • What was the purpose in creating these images? • Who created them? Who paid for them? Why? • What information do they tell us about: • The time period? • The person portrayed? • Are they from the same time period?
Did you notice what’s the same in both paintings? No eyebrows!
Project Look Sharp • Based in Ithaca, NY • http://www.ithaca.edu/looksharp/
Media Literacy Units • Project Look Sharp has many pre-made units for media literacy. • Let’s check a few out.
Library Science Teacher Alliance • Joyce and Nikki participated in 3 workshops/sessions to learn about media literacy and to design a collaborative media literacy/critical thinking/science unit • http://lsta2011.wikispaces.com/Home
Here’s our project… • States of matter + Cartoons? • We designed a lesson that combined clips from Fox Kids’ Spiderman and science lessons on the states of matter (specifically, water)
What did this lesson look like? • Joyce taught a whole unit on states of matter first, so the students were well-versed in the necessary vocab • Nikki and Joyce co-taught for two sessions: one for the lesson, and the other for assessment • During the lesson, students watched video clips, then made observations/discussed science comprehension & media literacy questions as a group • Here’s some examples of questions and responses:
Student Observations about Clip 1 • Prompts: What did you see? With what you know about matter, could water act like that? • “He was a puddle and he came up out of the water” • “It’s not possible for water to go up like that” • “Water doesn’t have teeth, hair, or clothes” • “Water can’t stand up like that” • “This isn’t real” • “Water doesn’t have a shape” • “He just magically came up out of the puddle and became a person”
Media Literacy Questions • Why do people make cartoons? • Because they’re fun • Because they’re entertaining • To make people addicted to TV! • What happens to the people that made the cartoon if you get addicted to TV? • They get money • Why would they show things in the cartoon that aren’t real? • To make it more entertaining for kids
Media Literacy Questions, Part 2 • Did they make this cartoon to teach us about science? • Lots of “no’s” and a few “maybes” • Did you learn anything about science from watching this? • “Yes” • What did you learn? • That water can’t really do those things • Is there anything water could really do that you saw? • It can knock people down • It can be spread out on the floor • It can move • What were we doing when we watched this cartoon that you wouldn’t normally do? • We only watched a small part • We asked QUESTIONS!
Talking about water with a force • Gave examples of the ocean, water guns, and the 2011 flood • “Water can knock someone over, but not like the movie.” • “Water can’t come out of someone’s arms.”
Student Observations about Clip 3 • Prompts: What did you see? With what you know about matter, could water act like that? • “That was water vapor!” • “He melted in the sun” • “He went up on the roof and the sun was so hot that he melted and then he disappeared”
Discussing evaporation • Can ice melt? Can water evaporate? • Yes! • How long did it take for the ice to melt when we did our experiment? • Half a day • Could it happen as fast as it did in this video? Why or why not? • It couldn’t. It would take a long time. • Why would they make it happen that fast in the cartoon? • It would be boring for kids to watch the water evaporate • What did it look like when the water evaporated in the movie? What about when we did our experiment? • There were lines in the movie • We didn’t see lines when we did our experiment • They made the lines so people can see what the water is doing
Assessment • For the assessment piece, students were given a Garfield cartoon to view and analyze
Images from: • Slide 4 iPod http://www.flickr.com/photos/dantaylor/87397283/sizes/m/in/photostream/ • Slide 4 Laptop http://www.flickr.com/photos/jespr/3594274451/ • Slide 15 Mona Lisa http://www.news.discovery.com • Slide 15 Queen Elizabeth • http://www.englishhistory.net • Slide 29: http://www.silvitablanco.com.ar