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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.

Tips and Tools for Making an Award-Winning PSA

Tips and Tools for Making an Award-Winning PSA

“To fulfill the promise of digital citizenship, Americans must acquire multimedia communication skills that include the ability to compose messages using language, graphic design, images, and sound, and know how to use these skills to engage in the civic life of their communities.” ~Renee Hobbs

As we head into the New Year, it is exciting to see a number of great video competitions open to students.  From our regional spring SEVAs competition to NextVista’s national and international events, students can hone their 21st century skill set (critical thinking, communication, creativity, collaboration, (digital) citizenship) – as they build their ePortfolios and digital footprints.

It is also exciting to see a growing number of free online tools and tips to help student filmmakers through the process of taking a message and transforming it into a media gem. For example:

Pre-production:

Storyboards – From printable storyboards to Mathew Needleman’s more organic approach to storyboarding, storyboarding is a starting point for creating a powerful PSA.

Script writingPSA Scripting Template – Thank you, Bill Ferriter, for this excellent resource!

Production:

Camera shots:

  • Rule of Thirds – This basic camera rule/practice will rock your world – and your students – if you’re not already familiar with it.  Here’s a great video by Kids in Action on everything you need to know about the rule of thirds. Once you’re aware of the rule of thirds, it will change how you view videos – such as this trailer from High School Musical (thanks again to Mathew Needleman for sharing this one).

  • Wide-Medium-Tight Shots – I had another big ah ha moment, right up there with learning about the rule of thirds, when I attended SECC’s SEVA Training session with News 10’s multimedia journalist Nick Monacelli.  I recommend watching the entire 40-minute session on Building a News Story. But if you’re short on time, move the play head  about 15 minutes into the presentation and watch Nick explain the importance of taking B-roll footage. It’s B-roll tight shots – not transitions – that “professionals” use to quickly and smoothly move a story along.

And the big ah ha?  Hey, until hearing Nick’s presentation, I had not considered that almost never in a news story will you see transitions used.  Aside from the rare dissolve transition, used to show a flashback or change in time, transitions are  not part of an award-winning newscast. But, oh my, do students, especially elementary students, love to use transitions! Nick’s presentation could be just the tip students need to rethink the use of star wipes, for instance, in transitioning their viewers from one scene to the next.

Post-production:

Audio/Music:

  • UJam – I am no longer envious of Mac users’ access to Garageband (I teach in a PC district), thanks to UJam, a free, web-based program for creating music – even if you (like me) are music-challenged. UJam was one of my favorite take-aways from last summer’s Merit program.
  • ccMixter – ccMixter is a community music site featuring remixes licensed under Creative Commons where you can listen to, sample, mash-up, or interact with music in whatever way you want.  I learned about CCMixter in Silvia Tolisano’s wonderful Digital Storytelling How to Guide for Educators.
  • Jamendo – A rapidly-growing community of free, legal and unlimited music published under Creative Commons licenses.
  •  Audacity –  A free, cross-platform program for creating and editing audio. Here’s a link to my favorite Audacity tutorial: Audacity Basics

Video editing – Although I’m still grieving the loss of cloud-based JayCut, such an awesome freebie that even included green screen options – and allowed editing from both Mac and PC, eliminating all kinds of school-to-home/home-to-school issues – I continue to be grateful for iMovie, Movie Maker, and PhotoStory3 (one of my favorite digital storytelling tools!).  And I look forward in the New Year to exploring free smartphone apps for filmmaking.

I think one of the most important things we can do for students is to support and promote their efforts at becoming effective multimedia writers. Providing tools and tips is one way – along with providing authentic audiences.  Over the next month, I’d like to gather a comprehensive list of student video competitions.  If you know of any, please jump in and leave a comment.

The great films have not been made yet. The ones who will make them are out there, though, riding a skateboard.” ~Robert Altman

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.

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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