Overall this was an excellent digital story that met the seven elements for crafting an effective story.
Sunday, October 21, 2012
Week 9 Activity #2
Overall this was an excellent digital story that met the seven elements for crafting an effective story.
Sunday, October 14, 2012
Double Entry Post #8
QUOTE:
"For example, students learned that it takes courage to share their stories publicly; they risk judgment from others. But once they develop confidence and commitment to the storytelling process, students can generate many new insights related to media production as a vehicle for engagement with culture identity work through producing short videos and by remixing and repurposing existing media content to tell new stories."
REFLECTION:
I agree that it requires courage to share stories publicly. Good stories often bring out strong emotions. The digital story, "Letter to My Mother" seems a good example of a story that took courage to tell. A highly personal story, the author had to worry about people's perception of him as related to the story. It is hard to put yourself "out there" for others to judge. However, I believe the images associated with the story made it have a greater impact than if it had been simply been told orally.
The following video talks about the seven elements of digital storytelling and reminds us that "stories are told to make a point, not just state facts."
Source:
Digital Storytelling (2009). Teachertube.com. Retrieved from http://www.youtube.com/watch?v=nI0KNz63ubM
"For example, students learned that it takes courage to share their stories publicly; they risk judgment from others. But once they develop confidence and commitment to the storytelling process, students can generate many new insights related to media production as a vehicle for engagement with culture identity work through producing short videos and by remixing and repurposing existing media content to tell new stories."
REFLECTION:
I agree that it requires courage to share stories publicly. Good stories often bring out strong emotions. The digital story, "Letter to My Mother" seems a good example of a story that took courage to tell. A highly personal story, the author had to worry about people's perception of him as related to the story. It is hard to put yourself "out there" for others to judge. However, I believe the images associated with the story made it have a greater impact than if it had been simply been told orally.
The following video talks about the seven elements of digital storytelling and reminds us that "stories are told to make a point, not just state facts."
Source:
Digital Storytelling (2009). Teachertube.com. Retrieved from http://www.youtube.com/watch?v=nI0KNz63ubM
Week 8 Activity
What do you like about the digital story?
This digital story is the confession of a 15 year old girl that has stolen online identities. Her theft acheived no financial gain. She used the identities to garner attention from guys that she didn't feel she could do using her own personal story and photos. I liked this story because it shows how easily one can get "sucked" into an online life.
What did you learn from the digital story?
From this digital story, I learned that it is important to be careful what and how you post things to the Internet. If you choose to post pictures of yourself or family, make sure that the security is set to only share photos with people you trust.
What surprised you about the digital story?
I was surprised about how honest the girl in the video was. Additionally, I was surprised that she was surprised when she was caught and how big of a part this was in her life.
How did the digital story provide an example of how digital story telling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?
The students "confession" helped her come out from under the burden of a hidden life. She also showed other people the importance of being careful of who you talk to on the Internet and what you post. No matter how well you think you may no someone, they may not be who they appear to be.
How can digital storytelling promote critical media literacy? Please refer to the reading for this week's Double Entry Journal to answer this question.
This digital story was the perfect example of "what you see isn't always what you get". Students need to be critical of everything they see online - even if they think they have found "the one".
This digital story is the confession of a 15 year old girl that has stolen online identities. Her theft acheived no financial gain. She used the identities to garner attention from guys that she didn't feel she could do using her own personal story and photos. I liked this story because it shows how easily one can get "sucked" into an online life.
What did you learn from the digital story?
From this digital story, I learned that it is important to be careful what and how you post things to the Internet. If you choose to post pictures of yourself or family, make sure that the security is set to only share photos with people you trust.
What surprised you about the digital story?
I was surprised about how honest the girl in the video was. Additionally, I was surprised that she was surprised when she was caught and how big of a part this was in her life.
How did the digital story provide an example of how digital story telling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?
The students "confession" helped her come out from under the burden of a hidden life. She also showed other people the importance of being careful of who you talk to on the Internet and what you post. No matter how well you think you may no someone, they may not be who they appear to be.
How can digital storytelling promote critical media literacy? Please refer to the reading for this week's Double Entry Journal to answer this question.
This digital story was the perfect example of "what you see isn't always what you get". Students need to be critical of everything they see online - even if they think they have found "the one".
Double Entry Journal #7
QUOTE:
"One of the biggest failures of contemporary journalism education has been in defining its mission as the cultivation of interest in the profession, focusing on developing young people's interests in careers in journalism. Journalism educators must begin to carve out a larger and more productive goal, one that reaches all our children: helping young people develop the citizenship skills to be effective, skillful and critical news readers and viewers."
REFLECTION:
When I was in high school, I was very involved in the Journalism program. My adviser did an excellent job in promoting skills beyond simple "interest in the profession". Under her leadership, our small county high school has produced award winning student newspapers and yearbooks for years. She taught us to be critical news readers and writers. Her classes have inspired countless students to go on to careers in not only journalism, but teachers, art, graphic design, media production, politics, and other related areas. I strive to be the type of teacher she is.
I found this article about The Goals of Journalism. I think they relate to media literacy...
"This encompasses myriad roles--helping define community, creating common language and common knowledge, identifying a community's goals, heroes and villains, and pushing people beyond complacency. This purpose also involves other requirements, such as being entertaining, serving as watchdog and offering voice to the voiceless."
"One of the biggest failures of contemporary journalism education has been in defining its mission as the cultivation of interest in the profession, focusing on developing young people's interests in careers in journalism. Journalism educators must begin to carve out a larger and more productive goal, one that reaches all our children: helping young people develop the citizenship skills to be effective, skillful and critical news readers and viewers."
REFLECTION:
When I was in high school, I was very involved in the Journalism program. My adviser did an excellent job in promoting skills beyond simple "interest in the profession". Under her leadership, our small county high school has produced award winning student newspapers and yearbooks for years. She taught us to be critical news readers and writers. Her classes have inspired countless students to go on to careers in not only journalism, but teachers, art, graphic design, media production, politics, and other related areas. I strive to be the type of teacher she is.
I found this article about The Goals of Journalism. I think they relate to media literacy...
"This encompasses myriad roles--helping define community, creating common language and common knowledge, identifying a community's goals, heroes and villains, and pushing people beyond complacency. This purpose also involves other requirements, such as being entertaining, serving as watchdog and offering voice to the voiceless."
Double Journal Entry #6
Why did the authors do this study?
The authors did this study to try to prove that media literacy is as important as other types of literacy - such as reading comprehension.
How did the authors do the study?
The authors studied a group of 11th grade students in an English media/communication class at Concord High. These students received media-literacy instruction. At a different school, a group of students with similar backgrounds were chosen and did not receive the media-literacy instruction.
What data/results emerged from the study?
Results suggested that media literacy instruction improves students' ability to identify main ideas in written, audio, and visual media. Additionally, the study showed that significant differences were found for writing quantity and quality. Text analysis skill improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages and the ability to identify omitted information from a news broadcast in written, audio or visual format.
What do the authors conclude from the data analysis?
The authors concluded that in most areas of the study, the group that received media literacy education outperformed the control group.
What is the significance of the study?
This study shows that media literacy is vitally important and can enhance other literacies.
How do these findings influence your position on media literacy and school curriculum?
I have always felt that media literacy is important and deserves a place in school curriculum. This study reinforces my beliefs.
Sunday, October 7, 2012
Week Six Activity
As I looked for lesson plans, I looked for something that I would find interesting to do. I came across a lesson plan for analyzing comic book characters. At first, I wondered if the lesson would fit the criteria of "media literacy". Then I read the lesson and learned how it dealt with stereotyping and gender representation. Having decided it was an appropriate lesson, I realized I didn't have a comic book -then true 21st Century learning and collaboration came into play. An online friend directed me to ComicBookRack for an eComic Reader and lent me a digital copy of a comic book.
Level: Grades 5 to 7
Author: Adapted with permission from Snakes and Snails, by the Toronto Board of Education.
Overview
In this lesson, students look at how male and female characters are depicted in comic books. Using a Comic Book Analysis sheet, students will record the attributes of male and female comic book characters. As a class, students will record common attributes on a master sheet and discuss what messages about men and women are reinforced. In groups, students will be asked to design and create a non-stereotypical comic book character.
Learning Outcomes
Students will:
For this assignment, I read The Amazing Spider-Man #625.
The assignment required an analysis sheet be completed that discussed the characters. I recreated the analysis sheet as a Google Doc. It can be viewed here. Since I was doing this project as an individual, I included both male and female characters in my analysis sheet.
Once I was done with my analysis of the comic. The lesson plan suggests that students draw or create their own non-stereotypical character. For this part of the assignment, I went to HeroMachine and created my own character.
My character is average build, plain looking and doesn't have long luxurious hair. She is wearing jeans and tennis shoes. I would have liked to put a bigger shirt on her, but the offerings were limited. HeroMachine is a fun online tool and I could have spent hours creating and coloring characters.
This lesson meets the Framework for 21st Century Learning in a variety of ways. The analysis of the comic book covers the core subject of Reading. Critical thinking and collaboration are covered in the analysis worksheet. Creativity and Media technology skills are incorporated into the character creation.
Author: Adapted with permission from Snakes and Snails, by the Toronto Board of Education.
Overview
In this lesson, students look at how male and female characters are depicted in comic books. Using a Comic Book Analysis sheet, students will record the attributes of male and female comic book characters. As a class, students will record common attributes on a master sheet and discuss what messages about men and women are reinforced. In groups, students will be asked to design and create a non-stereotypical comic book character.
Learning Outcomes
Students will:
- recognize that the media construct reality
- understand that the representations made by the media are not always accurate
- understand how their own gender perceptions are affected by the media
For this assignment, I read The Amazing Spider-Man #625.The assignment required an analysis sheet be completed that discussed the characters. I recreated the analysis sheet as a Google Doc. It can be viewed here. Since I was doing this project as an individual, I included both male and female characters in my analysis sheet.
Once I was done with my analysis of the comic. The lesson plan suggests that students draw or create their own non-stereotypical character. For this part of the assignment, I went to HeroMachine and created my own character.
My character is average build, plain looking and doesn't have long luxurious hair. She is wearing jeans and tennis shoes. I would have liked to put a bigger shirt on her, but the offerings were limited. HeroMachine is a fun online tool and I could have spent hours creating and coloring characters.This lesson meets the Framework for 21st Century Learning in a variety of ways. The analysis of the comic book covers the core subject of Reading. Critical thinking and collaboration are covered in the analysis worksheet. Creativity and Media technology skills are incorporated into the character creation.
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