| MEDIA
LITERACY PROJECT:
MOVING FORWARD WITH MEDIA EDUCATION: INTEGRATING NEW
MEDIA FROM PROCESS TO PRODUCT
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KEYNOTE
PRESENTATION
NJECC 2005
Powerpoint
Subject: WPUNJ faculty and students are cordially invited to
join a participatory workshop – Media Literacy Project.
This project is funded by a Research Grant from The College
of Education, William Paterson University of New Jersey.
If interested, please
email Dr. Melda N. Yildiz at
yildizm@wpunj.edu
MEDIA LITERACY PROJECT:
MOVING FORWARD WITH MEDIA EDUCATION:
INTEGRATING NEW MEDIA FROM PROCESS TO PRODUCT
A
democratic civilization will save itself only if it makes
the language of the image
into a stimulus for critical reflection, not an invitation
to hypnosis. Umberto Eco (l979)
WPUNJ faculty and students are invited to join the Media
Literacy Project.
This participatory project offers creative strategies for
producing media in classrooms with limited resources and
technologies. The goal of the institute is twofold: (1) to
provide participants with a stimulating experience that will
allow them to develop critical pedagogies for media
analysis; and (2) to understand media literacy and digital
video production techniques while learning how to integrate
media education across the curriculum.
The project provides two-day workshops where participants
are expected to watch, read, discuss, and respond to variety
of media—both independently and in groups. The program will
feature a variety of instructional activities, including
group discussion, media analysis, written reflections,
digital video production and editing projects.
Media literacy
is the ability to access, understand, analyze, evaluate, and
create media messages on television, the Internet and other
outlets. It can help us interpret the many messages we
receive from these sources—by applying the same
critical-thinking skills used in reading and writing to
other forms of media.
The main goal of this project is to draw on the links
between media literacy and teacher education.
We
will explore how a critical approach to the study of new
media combines knowledge, reflection, and action; promotes
educational equity; and prepares new generation to be
socially responsible members of a multicultural, democratic
society.
Dates:
March 18 (Friday) and 19 (Saturday), 2005
Time:
9:30 a.m. - 3:30 p.m.
Target Audience:
WPUNJ Community, teacher candidates interested in learning
how to integrate new media into the curriculum, K-12
educators and Media Specialists.
Outcomes:
Participants will be able to:
-
argue the challenges and advantages of media production
in the curriculum,
-
develop skills in deconstructing existing curricula and
communicating media messages,
-
produce educational video projects,
-
examine the process of producing videos as classroom
tools for teaching and learning,
-
develop ideas for lesson plans, assessment tools, and
curriculum guides that incorporate new media and
technologies across grades and subjects.
Each participant will receive handouts, a book related to
media literacy, and a CD including video projects produced
during the two day workshops.
Requirements:
Registrants are required to fill out a media survey and
participate in group activities and projects.
Contact:
If interested, please email Melda N. Yildiz at
yildizm@wpunj.edu
The project will invite 25 participants. Participants will
be included on a first come, first served basis. They are
encouraged to bring their own camcorders for video
production exercises. Refreshments will be provided.
Educational materials will be paid for by the College of
Education research grant.
To see the details of this research project, please visit:
http://euphrates.wpunj.edu/faculty/yildizm/MLI
Description:
The focus of institute is to provide educators with
a stimulating experience to media literacy and digital video
production using stills, video, and audio; to develop activities,
exercises that can be integrated into the updated NJ core
curriculum standards addressing Media Literacy; and elaborate
a critical pedagogy that combines the information literacy
skills with making media. The institute will offer creative
strategies for producing media in classrooms with limited
resources and equipment. The class discusses and views examples
of how visual images and sound are used to convey messages
and persuade viewers in advertising and in the news. Media
literacy classroom applications and techniques, e-portfolios
in education, and semiotics of new media will be addressed.
Legal and ethical issues are examined as well as the role
of visual media.
Format: Guest Speakers and faculty from various departments
and universities will be invited. (Arts/ Communication/ Education/
Instructional Technology)
Presenter’s Expertise: Melda Yildiz has been teaching
Media Literacy and Media Production for the last eight years
to K-12 educators. She has attended conferences on Media Education
and currently teaches an online course called "Video as Educational
Technology" for Lesley University. Media Education and Video
Production (3 credits/non credit) will be offered for Spring
2003. Curriculum vitae: http://euphrates.wpunj.edu/faculty/yildizm/CV.html
Target Audience: K-12 educators, Media Specialists,
Parents.
Objectives:
Upon completion of the institute, participants will be able
to:
- Define literacy in an information age.
- Examine and analyze the media literacy movement including
rationale for media literacy curriculum in multicultural
education.
- Examine current print and digital media copyright issues
as they pertain to society in general and the classroom
in particular.
- Discuss contemporary technology issues, its implications
and limitations technology brings to education.
- Use on line resources for research and classroom activities.
- Evaluate educational software on disk, laserdisc, and
CD-ROM.
- Integrate video production technology appropriately into
lesson plans. (post lesson plan with NJ core curriculum
standards on college livetext e-portfolio software)
- Ability to integrate of technology and multicultural education
in the classroom.
- Produce a video presentation.
- Explore the use of video technologies in adaptive/ assistive
technology use for students with special needs.
Learning Outcomes
- Develop skills in critically analyzing print, audio, and
video messages.
- Examine the process of using analog and digital video/
audio editing systems as classroom tools.
- Integrate the use of computers and multimedia software
in an instructional context.
- Produce audio/video digital video projects.
- Research and present classroom strategies and resources
for integrating critical thinking and critical viewing across
the curriculum.
- Develop lesson plans and curriculum guides that incorporate
computer technology across grades and subjects.
Content
- How to write a script and construct a storyboard
- Video Production Techniques
- Video Editing Techniques
- Violence on TV and the effects on the youth, minorities
- Commercials in our lives
- Points of View: Our reliable sources for news
- How to use the Internet as a learning/sharing tool.
- Using video technology in the classroom
- Using online discussion tools
- Creating rubrics and evaluating Video and multimedia projects.
- Presenting projects using technology and online e-portfolio
software.
- Discussing contemporary computer/ technology issues/ ethics/
AUPs (acceptable use policy).
Teaching/ Learning Methods
- Lectures / Guest Speakers
- Readings
- Writing (journals, scripts, storyboarding)
- Presentations
- Demonstrations
- Modeling
- Hand-on learning
- Discussions (in class/online)
- Cooperative learning
Participants will understand course materials through lectures,
journal entries, cooperative group experiences, responses
to professional journal articles, and oral presentations of
individual and group projects. In addition, Participantss will
experience demonstration of technology applications, including
the use of videotapes, computer software, and Internet browsers.
(NCTE 2.3; 3.1.2; 3.2.4; 3.2.1, 3.3.1; 3.4.3)
Required Reading
Skills & Strategies for Media Education
http://www.medialit.org/ReadingRoom/keyarticles/skillsandstrat.htm
The Seven Great Debates in the Media
Literacy Movement
http://www.medialit.org/ReadingRoom/keyarticles/sevengreat.htm
Video Basics and Production Projects
for the Classroom
http://www.medialit.org/ReadingRoom/keyarticles/videobasics.html
Internet is the medium
http://www.medialit.org/keyarticles/kidspref.pdf
Recommended Text (s)
Martin, J. (1998). Active video: A teaching tool for every
classroom. Glenview, IL: Good Year Books.
Rosenkrantz, P. (1995).The classroom video producer’s Guidebook.
Portland, ME: J. Weston Walch Publisher.
Valmont, W. (1995). Creating videos for school use. Boston:
Allyn and Bacon.
Daily Activities:
Day 1: Orientation and Introduction
Guest speaker (communication) Advertising
Deconstruction Exercise: Workshop on commercial analysis.
identifying the target audience. Grammar and language of media.
Introduction to Blackboard.com and resource on Information
Literacy/ How to search the web
Media Representations: What makes the News?
Media Magic Exercise
Day 2: Media Literacy and new media technologies:
Media Ethics/ Netiquette/ AUPs
Violence on Media
Production Workshop
Assessment and evaluation strategies in Media Education
Celebrating our work
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