Artifact+5

Media Literacy

This Media Literacy Project can be downloaded in PDF format.





Project Plan **Learner analysis - Adult Learners** This lesson is designed for adult learners, studying media literacy as an aspect of Instructional Design. The adult learners will have an education background and a basic to intermediate understanding of various forms of Media Technology.The learners in the class would represent a number of different learning styles and abilities, so the lesson would be tailored to accommodate as many differences as possible. Visual learners would be able to see the information and the various forms of media. Auditory learners are accommodated via lecture as well as audible elements that can be implemented into the PowerPoint to further accommodate. The lesson plan does not specifically address the needs of kinesthetic learners, but the media consumption survey can be considered an initial step towards accommodating them. Additional support accommodations could be made to successfully integrate this lesson plan so as to accommodate them. To provide accommodation for different learning abilities, the lesson can be modified with more or less information and supplementary projects to assist in completing the spreadsheet portion.

The PowerPoint is visually appealing and the Media Consumption chart will help students to understand how Media are more a part of their lives than they realize.

**Learner analysis - College Aged Learners** This lesson is also designed for college-aged learners, studying visual arts with a basic to intermediate understanding of various forms of Media technology. The students in the class would represent a number of different learning styles and abilities, so the lesson would be tailored to accommodate as many differences as possible.

Visual learners would be able the primary targeted learning style due to the subject matter being taught. Auditory learners are accommodated via lecture as well as audible elements that can be implemented into the PowerPoint to further accommodate.

The lesson plan does not specifically address the needs of kinesthetic learners, but the media consumption survey can be considered an initial step towards accommodating them. Additional support accommodations could be made to successfully integrate this lesson plan to accommodate them. To provide accommodation for different learning abilities, the lesson can be modified with more or less information and supplementary projects to assist in completing the spreadsheet portion.

The PowerPoint is visually appealing and the Media Consumption chart will help students to understand how Media are more a part of their lives than they realize. The ultimate goal of the project is to become more aware and critical of what media messages student are exposed to. Students will do this exercise early in the semester in order to facilitate critical thinking throughout the creative process during the semester.

Content Analysis - UDL Framework **Recognition Content** Multiple methods of presentation: Handouts, PowerPoint presentation, lecture and group discussion, media creation and critique.

**Strategic Content** Media Consumption Chart: Offers students the opportunity to become self aware about what messages and content they are exposed to. Also, through group discussion and analysis, offers the opportunity to express their dislike for the messages they are exposed to or to analyze the effectiveness of the media.

**Affective Content** The PowerPoint presentation should be visually appealing and with the addition of tangible media samples (videos, advertising images, commercials, print media, etc.) the learners should become more engaged in the materials being discussed. The creation and critique of media during the lesson, offers students the opportunity to engage in higher thinking skills.

Misconceptions & Understandings **Misconceptions** Media Literacy only refers to the news media, television. or the Internet. Media messages are not relevant to them. Media messages don’t influence student thinking Media messages don’t influence culture Media messages don’t influence student actions “Media” is synonymous with News Media**Understandings** Media has many forms. Multi media refers to video, audio and graphics. Media can be a general term to refer to print, and television news.

Learner & Content Analysis: Learning Styles, Different Learning Abilities **Auditory** **Learning/Teaching Challenge -** Learns best by listening. **How you will accommodate with this lesson (with or without PPT) -** My lecture would be the only auditory element. The lesson is designed to have an auditory element, via lecture. **Does multimedia help with this challenge? -** Yes

**Visual** **Learning/Teaching Challenge -** Learns best by seeing. My PowerPoint presentation as well as looking through tangible media samples are the visual elements. **How you will accommodate with this lesson (with or without PPT) -** The lesson is designed to have a visual element, via PowerPoint presentation and the tangible media samples that would be passed around in groups to discuss. **Does multimedia help with this challenge? -** Yes

**Kinesthetic** **Learning/Teaching Challenge -** Learns best by doing. The Media Consumption chart at the start of the lecture and end of lecture are kinesthetic in that the students would need to actively decide what is media. **How you will accommodate with this lesson (with or without PPT) -** The lesson is designed to have a kinesthetic element, via the Media consumption survey as well as the tangible media samples that would be passed out for group discussion. **Does multimedia help with this challenge? -** PowerPoint No  Handout Yes Media Samples Yes Group discussion and critique of media Yes Justification **Why bother using this technology?** According to Edutopia’s article, //Why Integrate Technology into the Curriculum?: The Reasons Are Many//, technology integration needs to happen across the curriculum, not just in a computer skills class. “Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like.” ( [] )

In addition, Partnership for 21st Century Skills says that, “To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.” ( [|http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=61&Itemid=120] ) If we do not begin teaching our children at a young age these technological skills of information literacy, media literacy, and ICT literacy, they will struggle when they enter the job market. ( [|http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=61&Itemid=120] )

**How does it support how we know students learn (learning theories and/or learning styles)?** In the workplace, software programs such as Excel, Word, and PowerPoint, are used in abundance. Integrating real world experience into the classroom via Power Point offers the opportunity to see it in action. Also, through experiential learning, students employ higher order thinking skills that will enable them to think more critically about their own creative processes.

Visually – The majority of students are visual learners or prefer a form of visual learning, so it is assumed that students will absorb information via visual assistance. PowerPoint can be misused and

**How does it NOT support how students learn? (Because one-way of teaching very rarely supports all kinds of learning!)**

Methods, Media, and Materials PowerPoint presentation will be for the class. The tangible media samples will be used in groups. Each group will have a different form of media to discuss and present to the rest of the class. The Media Consumption chart will be used on an individual basis. Students will use video production equipment to create a final project that emits a positive message, that the other students will critically evaluate and assess. Each group will need to produce their own form of media to be critiqued and analyzed by the class.

The Center for Media Literacy __[|**http://www.medialit.org/**]__

Wikipedia __[|**http://en.wikipedia.org/wiki/Media_literacy**]__

Project Look Sharp – Ithaca College __[|**http://www.ithaca.edu/looksharp/**]__

National Association for Media Literacy Education

[|**http://namle.net/**]

Parent Further Reading __[|**http://www.parentfurther.com/technology-media**]__

Teacher resources/ student resources **Teacher** Will need a chalkboard or whiteboard. Will need Media Consumption Survey (Handout) Will need tangible media samples (Videos, Print Ads, Maagzines, Websites, etc.)

**Student** Will need computer Access. Will need Internet Access.

Required Learner Participation **Using Gange’s 9 Events of Instruction** __[|**http://www.e-learningguru.com/articles/art3_3.htm**]__

**How are you gaining attention?** Initially the lesson would open with a video, that has subject matter that can be critically broken apart and analyzed. Also, via the visual elements within the PowerPoint presentation as well as critical thinking exercises evaluating each students own definition of what constitutes media.

**How are you informing students of objectives that are AGE appropriate?** Via the handout that is a media consumption chart. This aids the learners to consider the various types of media and how they are inundated without even realizing it. Also, through group discussions they will analyze a specific (specified by the instructor) tangible form of media.

**How do you present the content?** Visually with the PowerPoint, orally with a lecture, and kinesthetically with a handout that charts media usage and consumption, both prior to the lesson and after. Also, group discussion about a specific tangible form of media, that the students will analyze, offers another kinesthetic approach, finalized by each group creating their own media form to be evaluated by the class.

**How are you providing guidance?** After completion of the media consumption chart, the learners are guided to reconsider their perceptions of what media are. After the PowerPoint presentation, the students will then be directed to go back to the media consumption chart and add any new media exposure that they might have left out before because they didn’t consider something media that actually was.

**How do you eliciting performance?** Via discussion and group participation when analyzing tangible media sources and creating new media sources to be analyzed. Via discussion and group participation when analyzing tangible media sources.

**How are you providing feedback?** Via media consumption chart and group discussions. Via review during the PowerPoint presentation which will come after the media consumption chart and group discussions.

Assessment **How are you assessing performance?** Checklist verifying basic understanding of concepts and definitions. Understanding demonstrated via group participation and presentation of media to the class. Analysis of final media projects created and the messages they convey.

Time needed to complete: //1 Class Period// Analysis of individual media consumption, via chart prior to lesson on media literacy. Introductory PowerPoint presentation. //Home Assignment// Creation of a media source (audio, video, print ad, PowerPoint presentation, etc.) for use and presentation in class to be critiqued and analyzed by class. Self monitoring and journaling of media consumption (over a specified period of time) to be reviewed in class. //1 Class Period// Analyze and critique student media. Reanalyze and critique individual media consumption, via chart, after study of media literacy.

Reflection I learned a good deal about what constitutes media. Through my research of media literacy, I was able to expand my understanding of both what media are as well as what media literacy is. Through I didn’t do it during my presentation to the class, I intend to have the students separated into groups where they would be given a tangible form of media to evaluate and think critically about. If they are able to identify media messages and analytically think about the elements contained within the media they can more readily understand media literacy. I think adding this group element would drive home the idea of critical thinking about the product as well as the method of delivery.

According to Edutopia’s article, //Why Integrate Technology into the Curriculum?: The Reasons Are Many//, technology integration needs to happen across the curriculum, not just in a computer skills class. “Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like.” ( [] )

In the workplace, software programs such as Excel, Word, and PowerPoint, are used in abundance. In most business settings, there is probably not a day that goes by where employees do not interact with at least one of these programs. These programs are functioning as modes of creating media in the workplace. This reinforces the need for having an understanding about media and media literacy.

In addition, Partnership for 21st Century Skills says that, “To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.” ( [|http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=61&Itemid=120] ). If we do not begin teaching our children at a young age these technological skills of information literacy, media literacy, and ICT literacy, they will struggle when they enter the job market. ( [|http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=61&Itemid=120] )

Students today are natives of the technology era. Their lives outside of school revolve around media. It is how they think. When they come to school and are expected to use paper and pencil, textbooks, and overhead projectors, they do not know how to respond. It is not how they think. Eduopia’s article, //Connecting to the 21st Century Student//, by Josh McHugh states this idea as it relates to how kids learn, “Teachers in every strata of education are increasingly dealing with a student population that is not only more wired than they are but also grew up in a techno-drenched atmosphere that has trained them to absorb and process information in fundamentally different ways.” ( [] ) Susan Blackmore, PhD., states, “You have to work with the kind of brains we've got now”. (as cited on [] ). Teaching through technology helps teachers connect with the way today’s students learn. Specifically, integrating excel spreadsheets into content lessons allows students to work with technology, manipulate information, and learn skills that will make them more competitive in the workplace.

Transfer **How are you helping the students transfer their learning to a new situation?** By evaluating their own media usage, they can tally and conceptualize the effect that media can have. This conceptualization leads to introspection and implementation of alternate media and alternate usages of such media to enhance teaching/learning experiences. Through production of a media form, they further enhance their understanding of media and its messages, by thinking critically throughout the process, about what it is they want to convey.

Academic Standards and Goals - AECT–ECIT Standards **Standard 1 – Performances related to the Design Standard** 1.2 Message Design //“Message Design involves planning of the manipulation of the physical form of the message” (Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception and retention which are intended to communicate with the learner. This sub domain is specific to both the medium selected and the learning task.// **Goal 1** In the ideal situation learners would have the opportunity to apply this standard via creation of a form of media(PowerPoint presentation) to show other learners, their knowledge about media and media literacy as well as to explore their knowledge of the program for future use.

**Standard 2 – Performances related to the Development Standard** 2.2 Audiovisual Technologies //“Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages” (Seels & Richey, 1994, p. 38). Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.// **Goal 2** Ideally learners would produce Media Literacy projects themselves via audiovisual technologies other than PowerPoint presentations.

2.3 Computer-Based Technologies //“Computer-Based technologies are ways to produce or deliver materials using microprocessor-based resources” (Seeals & Richey, 1994, p.39). Computer-based technologies represent electronically stored information in the form of digital data (CBI, CAI, CMI, telecommunications, electronic communications, and global resource/reference access)// **Goal 3** Ideally learners would effectively engage other learners with a computer-based media form that will elaborate on the needs of technology as well as the uses of media.

Objecdives Students will gain experience in researching with the Internet Students will work with software programs like PowerPoint. Students will effectively use the Internet for the purposes of researching media forms. Students will evaluate their own exposure to various forms of media. Students will understand the various kinds of media, their messages and their uses. Students will analyze the messages contained within various forms of media. Students will re-evaluate their own exposure to various forms of media after the lesson. Students will critique and analyze a tangible media source and its messages. Students will design and produce their own form of media, paying attention to the messages it conveys. Students will critique and analyze their classmates media productions and its messages. Students will analyze the messages contained within various forms of media. Students will work with computers and the internet.

1.1.2.c Integrate information literacy skills into classroom and library media center instruction. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.2.e Collaborate with teachers on subject-area curriculum teams to ensure that information literacy standards are integrated within the curriculum. 1.1.3.a Produce instructional materials, which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring applications, video tool, or electronic communication application. 1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction. 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task. 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communication with their learners. 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.5 Apply appropriate evaluations strategies and techniques for assessing effectiveness of instructional and professional products. 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products. 2.2.4 Use a variety of projection devices with appropriate technology tools to facilitate presentations and instruction. 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies. 2.3.2 Design. Produce, and use digital information with computer-based technologies. 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or product. 2.4.3 Combine electronic and non-electronic media to produce instructional materials, presentations, and products.