John Landis and David Cooper Moore presented a Model Lesson, a session
that provided participants with an introduction to how digital and media
literacy can be incorporated into the K-6 classroom, with a focus on its
relationship to literacy learning, social studies, health education
& the fine and performing arts. Check out the lessons they demonstrated here. 
Rationale. Elementary educators may have a love-hate relationship with media and technology that affects their use of digital media. Some teachers lack the knowledge and skills needed to deeply integrate media and technology into the curriculum.
Activity. Using the model lesson format
where one presenter teaches while another deconstructs and analyzes the
lesson, we will enact three lessons that bring together technology
skills with media literacy competencies of accessing, analyzing,
composing, reflecting and taking social action. We will demonstrate the
use of media texts including YouTube videos, digital music, images,
websites and a children's game that includes a social media component.
Participants will be the learners and there will be time after each
lesson for small group discussion and sharing.
Instructional
strategies. We will model a variety of instructional strategies
including critical question analysis, partner interviewing, and a simple
media composition activity based on image sequencing.
Context. All the activities in this presentation were generated as part of the Powerful Voices for Kids program, a university-school partnership developed by Temple University's Media Education Lab and the Russell Byers Charter School in Philadelphia. Beginning and experienced teachers implemented these lessons and in this presentation, we share our observation about "what works" and "what doesn't" when introducing digital and media literacy practices in elementary education.
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Outline
1. Introduction.
A>
What is Powerful Voices for Kids? Powerful Voices for Kids is a
university-school partnership that brings digital and media literacy
education into elementary education through in-school mentoring,
professional development, summer programs for children, parent outreach,
and research and assessment.
B> Data Collection Process. We
briefly review how we gathered information about instructional practices
through video documentation, lesson plans, teacher interviews and
reflective writing.
2. Model Lesson #1. Learning to See. Framing and Shot Composition.
A>
One presenter demonstrates an activity with Flip cameras that
introduces basic concepts of visual literacy and principles of visual
composition.
B> Another presenter offers a commentary on how the
lesson embodies the key concepts of media literacy and offers analysis
of strengths and challenges of the activity when used with young
children.
2. Model Lesson #2. Learning to Listen. Music analysis, collaboration and composition.
A>
One presenter demonstrates an activity with popular music that
introduces basic concepts of music composition, including song
structure, rhyme and rhythm, and theme.
B> Another presenter
offers a commentary on how the lesson embodies the key concepts of media
literacy and offers analysis of strengths and challenges of the
activity when used with young children.
2. Model Lesson #3. Learning to Ask and Answer Questions.
A>
One presenter demonstrates an activity with the media literacy remote
control that introduces basic concepts of inquiry learning when using a
visual nonfiction text.
B> Another presenter offers a commentary
on how the lesson embodies the key concepts of media literacy and offers
analysis of strengths and challenges of the activity when used with
young children.
2. Reflection and Takeways. We conclude by examining the role of the learner.
A>
Learners share their experience in the model lessons and participants
notice classroom management techniques that promote trust and respect
and cultivate a spirit of intellectual curiosity.
B> All the
videos, materials, and materials are shared on a website and Dropbox
folder that will be available to all participants.
Supporting Research
Hobbs, R. (2010). Digital and Media Literacy: Connecting Culture and Classroom. Corwin/Sage: Thousand Oaks, CA.
Moore, D.C. (2010). Asking Questions First: Navigating Popular Culture and Transgression in an Inquiry Based Media Literacy Classroom. Action in Teacher Education, (33) 219 - 230.
Presenter Background
Renee Hobbs is one of the nation's leading authorities in media literacy education. She is the author of numerous scholarly articles and award-winning curriculum materials for K-12 educators. Her book, Copyright Clarity, shows how the doctrine of fair use supports digital learning. She is the Founding Director of the Harrington School of Communication and Media at the University of Rhode Island.
David Cooper Moore is the Program Director of Powerful Voices for Kids. He is a filmmaker and lecturer at Temple University's School of Communications and Theater. His research examines the impact of digital and media literacy education on student learning.
John Landis is the technology coordinator for the Russell Byers Charter School in Philadelphia. He specializes the intersection of K-6 technology integration and media literacy.