promise and peril

The Promise and Peril of Media and Technology for Children and Youth

Renee HobbsTemple University, Philadelphia PA

Classroom Technology CelebrationNew Hampshire Department of Education

Local Educational Support Center Network (LESCN)May 29, 2008 Meredith, NH

Citizen

Educator

Parent

Our Love/Hate Relationship with Media & Technology

Self

Instant Message, Instant Girlfriend

By ROGER HOBBS

For several years I had a problem unusual among Internet geeks: I had too much success with women. I used the Internet as a means of communication with women I had already met offline in order to overcome my social awkwardness and forge romantic relationships.

Sounds healthy? It wasn’t.

It started in my sophomore year in high school…

May 25, 2008

I was blinded by the common belief that somehow a relationship forged on the Internet isn’t real. When I saw that fated text message — “I love you” — I realized the truth. The Internet is not a separate place a person can go to from the real world. The Internet is the real world. Only faster.

May 25, 2008

Instant Message, Instant Girlfriend

TECHNOLOGY

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

CONTENT: The messages that 

matter

Current EventsEntertainmentScienceWorkFashionPoliticsMathHistoryNatureMoneyLove/RomanceHealthStories about life

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

CONTENT: The messages that 

matter

MEDIA: Forms of expression and communication

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

CONTENT: The messages that 

matter

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

CONTENT: The messages that 

matter

MEDIA: Forms of expression and communication

DISTRIBUTION &PARTICIPATION: 

A means of sharing  

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

CONTENT: The messages that 

matter

MEDIA: Forms of expression and communication

DISTRIBUTION &PARTICIPATION: 

A means of sharing  

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

CONTENT: The messages that 

matter

MEDIA: Forms of expression and communication

 PEDAGOGY: A way of learning and teaching 

ACCESS ANALYZE/EVALUATE COMMUNICATE ACT

TOOL: A resource that helps you do or make 

things

TECHNOLOGY

CONTENT: The messages that 

matter

DISTRIBUTION &PARTICIPATION: 

A means of sharing  

MEDIA: Forms of expression and communication

Media Literacy is an Expanded

Conceptualization of Literacy

…the ability to access, analyze, 

evaluate and communicate messages

in a wide variety of forms.

--Aspen Institute Leadership Forum on Media Literacy, Washington DC (1993)

The purpose of media literacy education is to

help individuals of all ages develop the habits of inquiry andskills of expression that they need

to be critical thinkers, effective communicators and

active citizens in today’s world.

--Core Principles of Media Literacy Education, AMLA, St. Louis (2007)

ACCESS ANALYZE/EVALUATE

COMMUNICATEACT

The Spiral Curriculum

Promoting Habits of Inquiry

Authors &

Audiences

Authorship: Who made this?

Purpose: Why was it made? Who is the target audience?

Economics: Who paid for it?

Impact: Who benefits from this? Why does this matter to me?

Response: What kinds of actions might I take?

Messages & Meanings

Content: What is this about? What values and points of view are expressed? What is omitted?

Techniques: How was this constructed? What tools and techniques were used?

Interpretations: How might different people understand this message? What is my interpretation and what do I learn about myself from my reaction?

Promoting Habits of Inquiry

Representations & Realities

Representation: How does this message represent its subject?

Context: When was this made? Where or how was it shared?

Credibility: What are the sources of information, ideas or assertions? What criteria do I use to evaluate it?

Promoting Habits of Inquiry

Media/Communications meetsLiterature/Language Arts @ Concord High School

Year-long course, “English 11” devoted to Media/Communications Instructional framework based on the habits of critical inquiry Emphasis on analysis of media ‘texts’ including documentary, advertising, news, fiction Seven instructors with different syllabi but sharing some common texts and activities

Students made significant gains in analysis skills as compared with the control group

Reading comprehension and writing skills improved more than control group

Performance on analysis of written news article and video news segment showed the most pronounced differences

Media/Communications meetsLiterature/Language Arts @ Concord High School

VIDEO

Alignment Matters

Teacher Motivations

Approaches to Teacher Education

Instructional Methods

Media Texts, Tools & Technologies

Teacher Education and Media/Technology Integration

Independently initiated by teacher enthusiast who is: comfortable with technology & risk-taking motivated by a passionate interest responsive and respectful of students confident in the recursive process of curriculum development

Teacher Education and Media/Technology Integration

Independently initiated by teacher enthusiast who is: comfortable with technology & risk-taking motivated by a passionate interest responsive and respectful of students confident in the recursive process of curriculum development

Introduced through staff development with teachers who may be: unclear about the purposes and goals of integrating media/technology uncomfortable when feeling loss of expertise or loss of control unfamiliar with or uninterested in technology confused about what can/should be done

Technologies make it easy to:

ShareUseCopyExcerpt/Quote fromModifyRepurposeDistribute

Technologies make it easy to:

ShareUseCopyExcerpt/Quote fromModifyRepurposeDistribute

Owners forcefully assert their rights to:

RestrictLimitCharge high feesDiscourage useUse scare tactics

The Result: Copyright Confusion

The Result: Copyright Confusion

Quiz Question:

What is the purpose of copyright?

Quiz Question:

What is the purpose of copyright?

To promote creativity and innovation by balancing the rights of owners & users

Fair Use Protects Educators

Fair use gives users the right to use copyrighted materials freely without payment or permission for purposes such as criticism, comment, news reporting, teaching, scholarship, and research.

The Result: Copyright Confusion

VIDEO: The CostOf Copyright Confusion

Tranformative Use is Fair Use

When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.

--Joyce Valenza, School Library Journal

Transformative Use is Fair Use

1. Okay to make copies of newspaper articles, TV shows, and other copyrighted rights and use them and keep them for educational use.  For example, teachers can make a copy of a TV news program or use a full-page ad from a magazine and use it as a tool for learning.

2. Okay to create curriculum materials and scholarship with copyrighted materials embedded.  For example, teachers can create a series of Powerpoint slides that show how to analyze a scene from a film using embedded clips from the film.  A media scholar can use a screen shot of a website in her scholarly article to illustrate the process of identifying authorship of websites. 

Transformative Use is Fair Use

3. Okay for learners to use copyrighted works in creating new material.  For example, students can use a copyrighted image of a popular icon embedded in their own writing about media and popular culture.  They can use copyrighted video materials in the context of learning editing skills, or in the creation of assignments, work products or other materials.

4. Okay to distribute new works digitally if they meet the transformativeness standard.  For example, students who make a video that critically analyzes food marketing to children and uses clips from junk-food ads can share this work on public access TV, on the school’s website, or on a public site like You Tube. 

Renee HobbsFounder, Media Education LabProfessor, Department of Broadcasting, Telecommunications and Mass MediaSchool of Communications & Theater | College of EducationTemple UniversityPhiladelphia PA 19122Email: Renee.hobbs@temple.edu

http://mediaeducationab.com