Media Literacy and Curriculum Development Renee Hobbs National Media Education Conference Baltimore, Maryland June 29, 2003

What is Curriculum? A series of planned instruction that is coordinated and articulated in a manner designed to result in the achievement by students of specific knowledge and skills and the application of this knowledge.

What is Curriculum? Choices made in the classroom about all aspects of the learning experience.

Focus of this Session Intended for educators and others who are involved in course design and materials development

Goals for this Session 1. to introduce the process of curriculum design

Goals for this Session 1. to introduce the process of curriculum design 2. to identify the range of factors to consider in the curriculum design process

Goals for this Session 1. to introduce the process of curriculum design 2. to identify the range of factors to consider in the curriculum design process 3. to reflect on common problems that are unique to media literacy learning and identify how curriculum design can help solve problems

Goals for this Session 1. to introduce the process of curriculum design 2. to identify the range of factors to consider in the curriculum design process 3. to reflect on common problems that are unique to media literacy learning and identify how curriculum design can help solve problems 4. to evaluate existing resources and materials using design principles

Process and Principles of Curriculum Design I suspect that in many ways all curriculum design and development is political in nature; that is, it is an attempt to facilitate someone else's idea of the good life by creating social processes and structuring an environment for learning. Curriculum design is thus a form of "utopianism," a form of political and social philosophizing and theorizing. If we recognize this, it may help us sort out our own thinking and perhaps increase our ability to communicate with one another. --James MacDonald, 1975

The Usual (But Wrong) Approaches to Curriculum Design Focus on the topics/issues Focus on the topics/issues Focus on the ‘texts’ Focus on the ‘texts’ Focus on the activity Focus on the activity Focus on the students Focus on the students Focus on what you know well Focus on what you know well

Process of Curriculum Design 1. Reflect on your motives and goals in context 2. Identify desired outcomes 3. Determine what is acceptable evidence that demonstrates students’ achievement 4. Plan learning experiences and instruction 5. Create and find materials and resources 6. Implement instruction 7. Reflect on the process and revise

Process of Curriculum Design 1. Reflect on your motives and goals in context  Make explicit your vision for an ideal learning environment  Identify the motivations behind your interest in media literacy  Examine the context in which you work

Process of Curriculum Design 2. Identify desired outcomes  Using existing standards  Create your own standards  Focus on the ‘big ideas’

Process of Curriculum Design 3. Determine what is acceptable evidence that demonstrates students’ understanding and skill development  Tests  Discussion and oral communication skills  Writing  Performances  Products

Process of Curriculum Design 4. Plan learning experiences and instruction  The “big ideas” and “day-by-day”

Process of Curriculum Design 5. Create and find materials and resources  Materials should engage students’ interest and hook them  Materials should be effective in stimulating critical thinking  Use multimodal formats for diverse learning styles  Select appropriate content for students and context

Process of Curriculum Design 6. Implement instruction  Systematic observation  Meta-cognitive reflection

Process of Curriculum Design 7. Reflect on the process and revise  Observe Renee’s “three year” rule!

Problems Unique to Media Literacy Instruction USING MEDIA IN THE CLASSROOM -- Selecting appropriate media texts -- Using texts in ways that meet instructional goals

Problems Unique to Media Literacy Instruction PROMOTING AUTONOMY AND RESPECT -- How controversial issues are introduced and explored -- Managing students’ responses to texts -- How teacher presents own POV -- Students’ perception of their own freedom to express themselves

Problems Unique to Media Literacy Instruction MEDIA PRODUCTION -- Scope and duration of project -- Audience and purpose -- Level of structure provided -- Editorial role of teacher -- Ownership and responsibility

Problems Unique to Media Literacy Instruction GENERALIST OR SPECIALIST -- Designing curriculum for teachers with different kinds of expertise

Problems Unique to Media Literacy Instruction Other problems? How can the design process help minimize some of these problems?

Issues in Curriculum Review and Evaluation Recognition of differences in instructional contexts, cultural backgrounds and student motivation Goals defined are appropriate to developmental level Goals include rich ‘big ideas’ and are multi- faceted to include knowledge, attitudes and skills in domains including affective, cognitive, motor skills

Issues in Curriculum Review and Evaluation Learning objectives are specific and linked to goals Assessment of student learning is included Format and design of materials communicate internal organization clearly

Issues in Curriculum Review and Evaluation Multiple methods are indicated (presentation, discussion, small group, individual learning, etc) Methods include consideration of available resources, instructional objectives, student profiles Methods include explicit practice in active reading strategies in response to a variety of media ‘texts’

Issues in Curriculum Review and Evaluation Methods are sensitive to differential access to time, equipment, technology and teacher skills Methods encourage critical thinking and autonomy in response to texts, information and issues

Issues in Curriculum Review and Evaluation Capturing student interest and demonstrating relevance are embedded Format and description allows reader to form a mental image of instructional process Key concepts of ML are embedded Recap of big idea is included

Activity: Review Curriculum Materials What mental image do you form about what would happen in the classroom? What mental image do you form about what would happen in the classroom? What are the strengths and weaknesses of the format? What are the strengths and weaknesses of the format? Which review criteria are evident? Which review criteria are evident?

Inventing the Future " The most extraordinary thing about a really good teacher is that he or she transcends accepted educational methods." --Margaret Mead