MEDIA LITERACY RESEARCH PAPER:

MEDIA LITERACY RESEARCH PAPER

Just as literacy is traditionally defined as a competency which is required across all areas of the curriculum, media literacy “the ability to ACCESS, ANALYZE, EVALUATE and effectively CREATE/COMMUNICATE media messages” can also be seen as a competency to be integrated throughout the curriculum.

Irrespective of what subject you teach and what age level you teach, all of your students will be affected and influenced by the time they spend with media and technology. According to the 2005 Generation M Report from the Kaiser Foundation, today’s “young people live media-saturated lives, spending an average of 6.5 hours a day with media…they are increasingly becoming multitaskers, instant messaging while doing homework and watching TV”. The report concluded that “anything that takes up this much space in young people’s lives deserves our full attention”. Being surrounded by media/technology does not necessarily mean we have the intellectual skills to comprehend the content or intent of media messages. It may well be that we are “drowning in information and starved for knowledge”.

You are required to complete research with 1) the assigned reading(s), 2) visiting at least 2 of the 3 websites listed below and 3) by visiting the relevant website that lists either

State OR National standards relevant to your subject area/s OR professional organization & association such as National Middle School Association , National Council for the Social Studies etc.

HELPFUL WEBSITES

Media Family - http://www.mediafamily.org/index.shtml

Media Literacy Clearinghouse www.frankwbaker.com

Media Awareness Network . www.media-awareness.ca

The Center for Media Literacy www.medialit.org

(We will spend several lessons in class modeling approaches to media literacy across the curriculum to help you understand the concept, concepts and instructional strategies).

OUTLINE OF YOUR PAPER: Your paper must include the following four headings.

Media & My Students (specify K-6, Middle, High, Special Education, etc)

This section has to address what you have found out about the relationship between the age group of students you will teach and their interactions with media/technology. It should demonstrate familiarity with Kaiser reports and discussions, research about the possible influence and effects of media/technology on this age group. It must discuss at least 2 different types of media/technology such as Internet and TV or advertising and movies.

What is Media Literacy?

This section has to clearly explain the purposes and principles of media literacy .For example media literacy is much more than teaching with or through media/technology. It must also teach ABOUT media/technology by asking critical questions such as those addressed in the TAP model. You must be able to explain the types of questions media literacy addresses.

Media Literacy, My Students and My Subject/s.

In this section you are expected to provide evidence that you have visited several websites, looked at a variety of lesson plans and are conversant with state and/or national standards that are consistent/compatible with media literacy. Describe one or 2 lessons plans you located that you think would be appropriate for your students and or subject area as well as explain why. Be sure to explain why you believe this lesson meets the needs of your student and how you may need to modify to meet the different needs of your learners. Also, refer to relevant state or national standards or print out a Xerox of a lesson plan, instructional strategy, curriculum unit etc that you have located. Finally provide an outline of how you might be able to engage students in a media literacy activity, either as a stand-alone lesson, or as an activity that is integrated into a broader topic or theme and explain why you have chosen this lesson.

Resources/References.

Finish your paper with a reference page that lists readings, websites and other resources used in preparing your reflection paper following APA style.

Expected Length: 6-10 pages

Due Date: November 5th bring to class

Questions for Consideration: In preparing your paper here are some general areas for you to consider.

*Please make sure you differentiate between individual media such as: TV, Advertising, News, Videogames, Music, Movies, Internet, etc

*How might this content influence your students? What else could they be doing instead of using media/technology? How might the time spent with media impact their knowledge, homework, study habits etc?

*In what way might media/technology use influence the following elements of children and adolescents? Cognitive/intellectual development, Social-emotional development, Physical/ physiological development, Ethical/moral development, Psychological development.

Curriculum Connections : What areas of the curriculum are most viable in terms of helping students analyze, evaluate and/or produce and design media? For example

How might these skills and concepts relate to English Language Arts standards? How might it relate to the 10 key strands in Social Studies? How could it be connected to Healthful Living? What about in Math and Science?

Criteria	0 Does Not Meet Standard	1 Meets Standard	2 Goal	Your Score
Nature and needs of learners (15%) C.2.2: Teachers know how to teach students. Teachers use a variety of methods to teach students. D.2.1: Teachers seek and apply good matches among instructional goals, methods, and materials, and students’ skills and abilities.	Learner needs are not addressed	Reference made to developmental needs of learner, but only passing mention is made of the effect of mass media on this group.	Learning styles, multiple intelligences and developmental dimensions are addressed. The description shows a depth of thought about the effect of the mass media on this group.
Lesson Plan: Objectives Connection to State and National Standards (10%) D.2.1: Teachers seek and apply good matches among instructional goals, methods, and materials, and students’ skills and abilities.	Objectives are missing.	Objectives from only the Information Skills curriculum or another curriculum are noted.	Objectives from both the Information Skills curriculum and at least one other curricular area (NCSCOS) are noted. It is obvious that the author has attempted to build cross-curricular connections.
Lesson Plan: Materials (5%)	The materials list is not included.	The materials list is incomplete.	A complete and detailed materials list is included.
Lesson Plan and Procedure (10%) T.2.3: Teachers identify and locate technology resources and evaluate them for accuracy and suitability. T.3.4: Teachers manage student learning activities in a technology-enhanced environment.	The lesson plan is difficult to follow or is missing essential elements.	The lesson plan is complete but is not cohesive and/or only addresses the learner at a basic level.	The lesson plan is thorough and detailed. The higher order thinking skills questions included show a depth of thought about the activity. The activity includes a well thought-out production element.
Presentation (10%) C.2.3 Teachers are expert communicators. T.5: Teachers use technology to enhance their productivity and professional practice.	The presentation to the group is disorganized and shows no prior planning or practice.	The presentation to the group is somewhat organized and shows some planning.	The presentation to the group is exceptionally compelling. It is organized and well-rehearsed.
Best Practices of Media Literacy (30%) C.2.8: Teachers teach communication, thinking, and problem solving skills. D.1.1 Teachers select, evaluate, and incorporate unbiased instructional materials. T.6: Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.	There is little sense that the media materials have been analyzed by the author.	The author has begun to analyze the materials, but there is little depth. Reflection on the key concepts of media literacy is not evident.	The author displays key concepts of media literacy through a depth of thought in the analysis of the media materials included in this lesson. External research is evident.
Writing Mechanics (10%)	There are more than two spelling and/ or grammatical errors.	There are one or two spelling and/ or grammatical errors.	The writing is free of spelling and grammatical errors.