Cognitive skills are involved in accessing, managing and analyzing information, and creating messages.
Hobbs Talks on Media Literacy in Toyko and Fukuoka, Japan
Greetings to the Japanese Media Literacy Education Community!
On June 9, 2016 Renee Hobbs visited with NHK broadcasters, thanks to Professor Mami Komaya of Showa Women's University. She also toured local schools and met with members of the media literacy comunity in Tokyo, thanks to support from her hosts, Kyoko Murakami and Jun Sakamoto. Two of Hobbs' most recent books have been translated into Japanese. Digital and Media Literacy: Connecting Culture and Classroom has been published by Tokyo Gakugei University Press and Discovering Media Literacy: Digital Media and Popular Culture in Elementary School has been published by Hirosaki University Press. Thanks to Yosuke Morimoto, translation supervisor!
Friday, June 10th. Hobbs gave a workshop on Media Literacy and Contemporary Propaganda at Hosei University.
On July, 12, 2016, Professor Hobbs makes two presentations at the International Communication Association (ICA) conference in Fukuoka:
Exploring the Innovative Use of Digital Technologies in the Global Context of Digital and Media Literacy Education
June 12, 11 - 12:30. This session features an invited group of global scholars who specialize in offering training and professional development to those working in elementary, secondary and higher education contexts to advance digital and media literacy competencies. In this fast-paced session, panel members briefly demonstrate a particular digital technology text, tool or technology that supports their work with learners, contextualize their use of it within their national and situational context, and identify the most significant opportunity and challenge associated with it. Examples of particular digital technologies used for digital and media literacy education may include: iMovie, or iPad apps including Videolicious, iCreate, or Shadow Puppet. Web-based tools like Padlet. Flipgrid, Kami, Mendeley. WordPress, Mind Over Media, Media Breaker, or others may be demonstrated. After demonstrating a particular technology tool they have used for digital and media literacy education, participants identify the most significant opportunity and challenge associated with its use. A website will offer participants links to all the tools used along with a short screencast video or other demonstration.
Librarians as stakeholders in the children and media community: A dialogue
June 12, 16 - 17:30. To examine how teacher-librarians perceive the work of researchers in children and media and the relationship between JOCAM’s core audience and school librarianship, Renee Hobbs and Joyce Valenza share their thoughts about the future of research and practice in the field of children and media in the form of a dialogue. After discussing librarians’ perceptions of the children and media research community, we explore the relationship between research, policy and advocacy; the ever-expanding media resources for children and youth; and the gaps between research and practice. The dialogue is intended to inspire JOCAM readers to imagine the next decade with a deeper awareness of the possibilities and benefits that could accrue by connecting researchers to vital stakeholders within the school library community.