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Category: Media Literacy

Teaching Digital Citizenship in 2017

Teaching Digital Citizenship in 2017

Digital citizenship is often cited as the fastest changing subject in the K-12 curriculum. Thinking back 10 years to 2007, when I first began rolling out a digital citizenship program for my district, we were using iSafe, a curriculum that focused on keeping students safe from others. “Stranger danger” was a big concern, with much media coverage – and a bit of hype.

By 2008, we were concerned not only with keeping students safe from others, but also with keeping them safe from each other and from themselves. By now both the federal government and our state government had started issuing legal mandates, including the federal E-Rate/CIPA requirements. Through a district task force (which had morphed from the Internet Safety Task Force to the Digital Citizenship Task Force), we made a commitment that all students would be firmly grounded in what it means to be active, contributing (digital) citizens in all the communities to which they belong, within and beyond the school day. The Task Force agreed that out of multiple topics related to digital citizenship, we would focus on four themes: Taking a stand against cyberbullying, building a positive digital footprint, protecting privacy, and respecting intellectual property.

Elk Grove Unified's digital citizenship logo

We encouraged – and then required – that all schools teach digital citizenship, using whatever resources and teaching practices worked best for their school community and culture. For those who preferred having ready-to-go lessons at their fingertips, we recommended Common Sense Media’s k-12 curriculum. We even provided a suggested scope-and-sequence – which, to avoid an overload of content, did not include Common Sense Media’s media literacy lessons.

Times have changed.  In an age of “fake news,” media literacy should be embedded across the curriculum.

Fortunately, excellent FREE resources are available. In addition to Common Sense Media’s robust curriculum, Google, in partnership with iKeepSafe, Family Online Safety Institute, and ConnectSafely, has just released Be Internet Awesome, an interactive curriculum for grades 3-5, which includes Don’t Fall for Fake as one of five core topics.

Google's Interland Graphic

I had the good fortune to be invited to Google last Monday to join a team of Googlers and Google Certified Innovators to explore the Be Internet Awesome package and to participate in highly interactive panel and group discussions on the critical need to be teaching digital citizenship skills in the 2017-2018 school year and, as you can see from the video below, the importance of including parents in the conversations.

At the heart of the Be Internet Awesome curriculum is Interland, a “playful browser-based game that makes learning about digital safety interactive and fun.” Award-winning YA author John Green, has even joined the Google team and recorded messages for the Be Internet Awesome Challenge, a video series aimed at igniting conversations in the classroom and at home too on what it means to be smart, alert, strong, kind, and brave online; in other words, how to “BeInternetAwesome.”

As we head into the 2017-2018 school year, I want to acknowledge my appreciation for Common Sense Media, the Google team, and other national organizations, including:

for scrambling to find much needed resources for teaching digital citizenship in a “post-truth” era.

 

Media Literacy: Defining and Teaching a Must-Have Skill

Media Literacy: Defining and Teaching a Must-Have Skill

It would be difficult to read a newspaper, listen to a news broadcast, or open any social media site without seeing some reference to “fake news.” NPR NewsHour’s  recent interview How online hoaxes and fake news played a role in the election highlights this growing concern. There is definitely a need to bring media literacy into classrooms.

The Common Core State Standards call for media literacy:

“To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.”  Common Core ELA Standards

However, since the standards do not come wrapped in a curriculum package, it is up to each district to provide some clarity on what media literacy looks like in our K-12 classrooms. Thankfully, the list of resources for teaching media literacy is growing (see resource list at end of post).

I’ve been an advocate for media literacy even before the Common Core. As long-time fans of Renee Hobbs, I’ve been incorporating her research (e.g., Aspen Institute paper) and resources (e.g., Media Education website & downloadable Code of Best Practices in Fair Use for Media Literacy Education) into our digital citizenship and copyright/fair use workshops for many years.

But what exactly is “media literacy”?

Educator Bill Bass shared several definitions in his recent Google Education on Air session, Media Education in a Digital Age:

  •  From Renee Hobb’s Digital and Media Literacy: A Plan for Action (1992 Aspen paper): “Media literacy is the ability to access, analyze, interpret, and create media (communication)  in a variety of forms.”
  • From the Partnership for 21st Century Learning: “Media literacy requires the ability to analyze and create media.”
  • From NAMLE (National Association for Media Literacy Education): “Media literacy is the ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT using all forms of communication.”

In addition to Bill’s resources, I’d like to add the voices of students speaking out on the role of media literacy, via Canada’s Media Literacy Now site:

Similar to the above-listed definitions, the Ontario Ministry of Education defines media literacy as

“…helping students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase the students’ understanding and enjoyment of how the-media work, how they produce meaning, how they are organized, and how they construct reality. Media Literacy also aims to provide students with the ability to create media products.”

 

How about some resources for teaching media literacy?

Here are some sites to get you started:

Media literacy chart from Huffington post.
Media literacy chart from Huffington post.

How about some recommended sites for fact checking?

I’ll defer again to Joyce Valenza, who includes fact-checking sites under the Resources for building a news literacy toolkit section of her Truth, Truthiness, Triangulation post.

I hope these resources will be useful to you and your students, especially following an extremely contentious election year. As always, if you have resources to add or classroom practices to share, please contribute to the conversation by leaving a comment.

3 Favorite Sites of the Day

3 Favorite Sites of the Day

I’m still working on my first cup of coffee, and already have 3 good resources to share:

#1 – How the Internet is Revolutionizing Education – One of the many gems Discovery Education’s Dean Mantz has sent my way via Discovery Education’s Diigo group, this infographic makes visible the impact of the Internet on education.

How the Internet is Revolutionizing Education
Via: OnlineEducation.net

#2 – You Can’t Just Google It – A great YouTube discussion starter with students about the need to question information. Love the daily gems that arrive each morning in the National Writing Project (#wnp) Daily. Thank you, JoAnn Jacobs, for re-tweeting Paula Naugle’s Tweet with the video’s URL.

#3 – Khan Academy and the Effectiveness of Science videos – Since the Khan Academy is included in the above infographic, I re-watched a YouTube video posted by Leila Dibble to the Merit 2011 ning (I’ll be blogging more about the Merit program, which I’ll be participating in during July). This intriguing video explores “students’ common misconceptions in a video alongside the scientific concepts has been shown to increase learning by increasing the amount of mental effort students expend while watching it.” Seems like a perfect inquiry-based project in the making for high school science teachers to involve students in documenting their prior knowledge/understandings of a concept.

Heading to kitchen for 2nd cup of coffee…

Building a News Story = Building 21st Century Literacies

Building a News Story = Building 21st Century Literacies

News 10’s Nick Monacelli’s September SECC session on Building a News Story was outstanding! And the good news for teachers – across grade levels and subject areas – who were not able to join us live at Channel 10 is that you and your students now have access to the entire presentation:

SEVA-nick

As I’m writing this post, I’m also re-listening to Nick’s talk – and thinking that the samples, tips, and discussion all help  to make visible NCTE’s Definition for 21st century literacy:

Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to

  • Develop proficiency with the tools of technology
  • Build relationships with others to pose and solve problems collaboratively and cross-culturally
  • Design and share information for global communities to meet a variety of purposes
  • Manage, analyze and synthesize multiple streams of simultaneous information
  • Create, critique, analyze, and evaluate multi-media texts
  • Attend to the ethical responsibilities required by these complex environments”

Many thanks to SECC and cameraman Doug Niva for hosting this wonderful resource.

Prairie Elementary Filmmakers Save a Regional Nature Program

Prairie Elementary Filmmakers Save a Regional Nature Program

I was there – at the Sacramento Board of Directors – on Wednesday, joining other concerned educators and citizens in a last minute effort to save one of Sacramento’s primo science programs:  Splash.

Splash-Channel3

Thanks to Splash, thousands of elementary, middle, and high school students have explored life in Sacramento’s streams and, in the process, have come to understand why taking care of our water supply is so vital to the community. However, the Board was ready to eliminate the program as part of their latest round of budget cuts.

We had our chance to speak out, each person being allotted 3 minutes to justify continued funding for the program.  With Splash director Eva Butler leading the charge, I think the 12 of us who took our turns at the podium helped provide the Board members with an understanding and appreciation that for most kids, “Splash is their first experience with relevant science and things that live beyond the pavement in Sacramento’s streams and vernal pools.”

But it was clearly a team of 5th grade filmmakers from Prairie Elementary School (Lesley McKillop’s former 4th graders) who saved the program.  In less than 2 minutes, their Saving Splash video (see snippets in the above TV coverage) provided a compelling argument that led to a unanimous vote to save the program.

A huge victory for students all over the Sacramento region – and a powerful lesson to our young filmmakers on the importance of taking a stand and the power of media to sway an audience.

Live from NECC – Media Literacy with Jamie McKenzie

Live from NECC – Media Literacy with Jamie McKenzie

I’m joining Jamie McKenzie‘s last session of the day: teaching media literacy. We’re looking at the of wikilobbying (coined by Stephen Colbert – whose video we’re watching, which has unfortunately been removed from YouTube). So the question is “how do we alert our students to how Wikipedia works?

Phtoshopping Reality – Activity: Show Evolution video from Dove. What question of import would we ask students when sharing this video? Well then, checkout the slob evolution version. How about comparing these two versions to the Green Peace version Dove Onslaught(er).

“Media literacy deserves a prominent placement in district curriculum documents, especially in English/language arts classes” – http://questioning.org/june09/video.html. Jamie is following up this statement with Dove Onslaught video with discussion on deconstructing video and ads. Question: how does “crescendo” (which is a film technique) play a part in this video? Music gets louder, pictures get increasingly horrifying.

More Media Literacy Resources:

It’s been a long time since I’ve looked at Jamie McKenzie’s work. Even at a glance, I can see that the websites he has shared are rich with content and thought-provoking ideas.

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