Engaging All Learners through Close Readings of Fiction and Non-fiction Stories from the Landscape of Television Cathy Leogrande Le Moyne College, Syracuse, NY Cyndy Scheibe Ithaca College, Ithaca NY Elizabeth Bleicher Ithaca College, Ithaca NY

Media Literacy is Close Reading Vocabulary Inference Verbal and visual rhetoric Inquiry based learning

Media Literacy helps us meet Common Core Standards Reading Writing Listening Speaking Critical thinking Critical viewing

Media Literacy helps us meet NCTE standards I.1: Candidates are knowledgeable about texts – print and non-print texts, media texts I.2: Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments II.1: Candidates can use contemporary technologies and/or digital media to compose multimodal discourse III.1: Candidates …plan standards-based… relevant learning experiences utilizing a range of different texts across … various forms of media … that are motivating and accessible to all students III.5: Candidates plan instruction … to facilitate students’ comprehension and interpretation of print and non - print texts

Advantages of Televisual Media Succinct Densely layered and rich Engaging Accessible

Reclaiming “Redneck” Country music video to analyze verbal and visual rhetorics of class, gender and race. Gretchen Wilson: “Redneck Woman” The LACS: “Keep it Redneck” Toby Keith: “I Wanna Talk About Me” Teri Clark: “Girls Lie, Too”

Constructivist Media Decoding: The inquiry-based literacy process in which a teacher leads students through collective reading, applying knowledge, interpreting and evaluating diverse media documents.

Teaching Historical Fiction (and Nonfiction) Highway Patrol Literary Elements: theme, characterization, historical and physical setting, point of view, plot (exposition, complication, crisis/climax, resolution) Cinematic Techniques: (style, tone, language) type of shots, camera angles, lighting and color, symbolism and metaphor, pacing, transitions, acting, voiceover, dialogue, music, sound effects

Teaching Historical Fiction (and Nonfiction) Highway Patrol Literary Elements: theme, characterization, historical and physical setting, point of view, plot (exposition, complication, crisis/climax, resolution) Cinematic Techniques: (style, tone, language) type of shots, camera angles, lighting and color, symbolism and metaphor, pacing, transitions, acting, voiceover, dialogue, music, sound effects Nonfiction Issues: credibility, evidence

The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression they need to be critical thinkers, effective communicators, and active citizens in today’s world.

Examples of Common Core ELA Reading Standards linked to media literacy: Key Ideas and details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Some Common Core ELA Standards aligned with PLS Curriculum Kits: Speaking & Listening 1a - Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Speaking & Listening 1c - Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Speaking & Listening 2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Reading for Information 6 - Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Reading for Literature 1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading for History/Social Studies 6 - Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Reading for Science & Technical Subjects 6 - Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Project Look Sharp is: a media literacy initiative of Ithaca College that develops and provides lesson plans, media materials, training, and support for the effective integration of media literacy with critical thinking into classroom curricula at all education levels, including integration with the new common core standards. projectlooksharp.org ithacalooksharp Credit bearing internships Work-study positions Course: Media Literacy & Popular Culture (CLTC-11000)