1. 1 English SOL Institute “Connecting by Clicking” Elementary Media Literacy Strand Grades 4 & 5 English SOL Institute “Connecting by Clicking” Elementary Media Literacy Strand Grades 4 & 5 Charla Faulkner Crews, Ed D Jeanie Williams Hawks, Ed D Institute for Advanced Learning and Research Danville, VA July 19, 2012

2. The basis for the Elementary Media Literacy Strand is effective and efficient communication. Therefore, it is imperative that as educators, we understand the communication styles of our stakeholders. The basis for the Elementary Media Literacy Strand is effective and efficient communication. Therefore, it is imperative that as educators, we understand the communication styles of our stakeholders.

3. The definition for communication includes “ using some other medium ” and the definition for media includes “ mass communication ” which will require at least familiarity with various forms of electronic and print media as well as social networking venues. The definition for communication includes “ using some other medium ” and the definition for media includes “ mass communication ” which will require at least familiarity with various forms of electronic and print media as well as social networking venues.

4. 4 Media Literacy (Grades 4 & 5) Key Points in Media Literacy: Communication Communication: pronunciation: /kəmju ː n ɪˈ ke ɪʃ (ə)n/; noun; 1 [mass noun] the imparting or exchanging of information by speaking, writing, or using some other medium: (Oxford Dictionaries Online)

5. 5 Media Literacy (Grades 4 & 5) Key Points in Media Literacy: Media Media: pronunciation: / ˈ mi ː d ɪ ə/; noun; 1 (the media) [treated as singular or plural] the main means of mass communication (television, radio, and newspapers) regarded collectively: their demands were publicized by the media; 2 plural form of medium. Means of Mass Communications – messages of mass communications (Oxford Dictionaries Online)

6. It is imperative that teachers understand the skills trace for SOL 4.4 ad 5.4.

7. 7 Media Literacy (Grades 4 & 5) understand that conversation is interactive (K.3) begin to understand that the setting influences rules for communication (K.3; 1.3) understand that oral language is used to communicate a variety of ideas for a variety of purposes (1.1) understand that specific word choice makes communication clearer (1.3) understand that specific vocabulary helps explain and clarify ideas (2.2) Media Literacy Skills Trace: K-5

8. 8 Media Literacy (Grades 4 & 5) use language appropriate for the context, and use specific vocabulary for communicating ideas (3.2) identify attributes of a constructed message (i.e., audience and purpose) (4.3) understand media messages are constructed and students have the ability to deconstruct messages by looking at several attributes: authorship, format, audience, content, and purpose (5.3) understand how to evaluate the effectiveness of a media message by examining the various attributes of messages (5.3) Media Literacy Skills Trace: K-5

9. 9 Media Literacy (Grades 4 & 5) The most used definition of Media Literacy was arrived at by participants at the Aspen Media Literacy Leadership Institute in 1992. It states that media literacy is "the ability to access, analyze, evaluate, and create media in a variety of forms." http://ccb.lis.illinois.edu/Projects/youth/literacies/media1.html

10. 10 Media Literacy (Grades 4 & 5) Deconstruction emphasized beginning in grade 5 Several attributes examined: authorship, format, audience, content, and purpose (audience and purpose only at grade 4) Key Points in Media Literacy

11. The following slides suggest resources to teach media literacy through the reading strand.

12. 12 Reading Connections 4.4 & 5.4 Emphasis: Vocabulary PowerPoint: (a.k.a.) PowerPoint: (a.k.a.): Open Office Impress, Slide Show to Go, or Max Show By shifting the emphasis of this program becomes invaluable as students meet the standard of creating multimedia projects. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

13. 13 Reading Connections 4.4 & 5.4 Emphasis: Vocabulary VisuWords: VisuWords: http://www.visuwords.com/http://www.visuwords.com/ An online visual dictionary that not only provides the definitions of words, but it also shows relationships to the vocabulary word. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

14. 14 Reading Connections 4.5 & 5.5 Emphasis: Fictional Texts StoryBird: StoryBird: www.storybird.comwww.storybird.com Writing a story becomes easier when students have a collection of pictures to match to their story. Students can create ebooks or print copies of their writings. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

15. 15 Reading Connections 4.5 & 5.5 Emphasis: Fictional Texts My Story Maker: http://www.carnegielibrary.org/kids/storymaker/e mbed.cfm http://www.carnegielibrary.org/kids/storymaker/e mbed.cfm http://www.carnegielibrary.org/kids/storymaker/e mbed.cfm Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5) Students select characters, setting, objects, and actions. Then the site will create the words for the story. When ready, the story can be shared with friends.

16. 16 Reading Connections 4.5 & 5.5 Emphasis: Narrative Nonfiction Stixy: Stixy: http://www.stixy.com/http://www.stixy.com/ This is an online bulletin board that allows for collaboration on projects. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

17. 17 Reading Connections 4.5 & 5.5 Emphasis: Narrative Nonfiction Blabberize: Blabberize: http://blabberize.com/http://blabberize.com/ Capture your students’ attention by animating any graphic programmed with your own words. The possibilities are endless if you use your imagination and creativity. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

18. 18 Reading Connections 4.5 & 5.5 Emphasis: Poetry DoInk: DoInk: http://www.doink.com/http://www.doink.com/ Use your own vivid imagination to create flash animations. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

19. 19 Reading Connections 4.5 & 5.5 Emphasis: Poetry Instant Poetry Forms (ETTC): http://ettcweb.lr.k12.nj.us/forms/newpoem.htm http://ettcweb.lr.k12.nj.us/forms/newpoem.htm Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5) Students can choose from various templates with predetermined topics and add words to create a poem.

20. 20 Reading Connections 4.6 & 5.6 Emphasis: Nonfiction Texts ZooBurst: ZooBurst: http://www.zooburst.com/http://www.zooburst.com/ Captivated by pop-up books? Zooburst is a Web site that aids in the creation of 3D pop-up books. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

21. 21 Reading Connections 4.6 & 5.6 Emphasis: Nonfiction Texts Glogster Glogster http://www.glogster.com/http://www.glogster.com/ This tool allows you or your students to create multimedia collages. Each collage can contain still pictures, videos, and links to additional information. Key Points: Strand should be integrated into content area lessonsStrand should be integrated into content area lessons Students not just consumers but producers of media (beginning at grade 5)Students not just consumers but producers of media (beginning at grade 5)

22. About Us Dr. Crews is a middle school AP and Dr. Hawks is the Supervisor of Instructional Technology. Both work for the Halifax County Public Schools. They have provided many staff development opportunities for teachers and administrators, in addition to national and state presentations. Drs. Crews and Hawks are authors of a series of workbooks designed to develop math vocabulary in grades K-8. They are anticipating the release of their new book in January 2013.

23. Contact Information Dr. Charla Crews & Dr. Jeanie Hawks ccrews@halifax.k12.va.us jhawks@halifax.k12.va.us Dr. Charla Crews & Dr. Jeanie Hawks ccrews@halifax.k12.va.us jhawks@halifax.k12.va.us

24. 24 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. DisclaimerDisclaimer