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Powerful Voices for Kids Comes to ISTE

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.

 

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.