1. English SOL Institute Secondary Media Literacy Strand English SOL Institute Secondary Media Literacy Strand Denise Fehrenbach Supervisor Secondary English Newport News Public Schools

2. 2 Secondary Media Literacy Key Points in Media Literacy Embed Media Literacy throughout content Pair with research to create a research “product” Pair with persuasive/analytical reading and writing Key Points in Media Literacy Embed Media Literacy throughout content Pair with research to create a research “product” Pair with persuasive/analytical reading and writing

3. Secondary Media Literacy Key Points in Media Literacy Distinguish between fact and opinion Identify author, audience, content, and purpose of media messages Compare/contrast auditory, visual, and written media messages Key Points in Media Literacy Distinguish between fact and opinion Identify author, audience, content, and purpose of media messages Compare/contrast auditory, visual, and written media messages 3

4. 4 Key Points in Media Literacy Review media for persuasive or rhetorical devices Provide opportunities for collaboration and use of 21 st century skills Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc. Key Points in Media Literacy Review media for persuasive or rhetorical devices Provide opportunities for collaboration and use of 21 st century skills Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc. Secondary Media Literacy

5. Why Media Literacy? NCTE New Media needs New Literacy “understanding the new media and using them constructively and creatively actually required developing a new form of literacy—new critical abilities "in reading, listening, viewing, and thinking" that would enable students to deal constructively with complex new modes of delivering information, new multisensory tactics for persuasion, and new technology-based art forms.” NCTE New Media needs New Literacy “understanding the new media and using them constructively and creatively actually required developing a new form of literacy—new critical abilities "in reading, listening, viewing, and thinking" that would enable students to deal constructively with complex new modes of delivering information, new multisensory tactics for persuasion, and new technology-based art forms.” 5 National Council of Teachers of English. Web.29 June 2012 http://www.ncte.org/positions/statements/promotingmedialit

6. Deconstruction Key to Critical Thinking All media messages are constructed To understand we must deconstruct the message Authorship Who constructed the message?Authorship Who constructed the message? All media messages are constructed To understand we must deconstruct the message Authorship Who constructed the message?Authorship Who constructed the message? 6 Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010

7. Deconstruction Key to Critical Thinking Format What is the medium being used and how did the author use elements for effect such as images, color, sound, and word choice?Format What is the medium being used and how did the author use elements for effect such as images, color, sound, and word choice? Audience For whom is the message intended? How would different audiences see the message?Audience For whom is the message intended? How would different audiences see the message? Format What is the medium being used and how did the author use elements for effect such as images, color, sound, and word choice?Format What is the medium being used and how did the author use elements for effect such as images, color, sound, and word choice? Audience For whom is the message intended? How would different audiences see the message?Audience For whom is the message intended? How would different audiences see the message? 7 Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010

8. Deconstruction Key to Critical Thinking Content What is the obvious content- facts, opinions, but also what is the embedded content which includes underlying assumptions of values or points of view?Content What is the obvious content- facts, opinions, but also what is the embedded content which includes underlying assumptions of values or points of view? Purpose Why is the message being sent—is it meant to persuade, inform, entertain, sell, or a combination of these?Purpose Why is the message being sent—is it meant to persuade, inform, entertain, sell, or a combination of these? Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010 Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010 Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010 Content What is the obvious content- facts, opinions, but also what is the embedded content which includes underlying assumptions of values or points of view?Content What is the obvious content- facts, opinions, but also what is the embedded content which includes underlying assumptions of values or points of view? Purpose Why is the message being sent—is it meant to persuade, inform, entertain, sell, or a combination of these?Purpose Why is the message being sent—is it meant to persuade, inform, entertain, sell, or a combination of these? Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010 Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010 Virginia English Standards of Learning Curriculum Framework 2010 Copyright © 2010 8

9. What needs Deconstruction? Every media message viewed through critical lens Newspapers, TV, radio, film, Internet Visual images, auditory, print, video Every media message viewed through critical lens Newspapers, TV, radio, film, Internet Visual images, auditory, print, video 9

10. Where Do We Begin? Visual Literacy “Reading” Images“Reading” Images Colors, DetailsColors, Details Point of ViewPoint of View SymbolsSymbols ImpactImpact Visual Literacy “Reading” Images“Reading” Images Colors, DetailsColors, Details Point of ViewPoint of View SymbolsSymbols ImpactImpact 10 Baker, Frank.W. Media Literacy in the K-12 Classroom. Eugene: International Society for Technology in Education. 2012. Print.

11. 11 By Dorothea Lange, Hayward, California, May 8, 1942 National Archives and Records Administration, Records of the War Relocation Authority (210-GC-153) [VENDOR # 84] US National Archives and Records Administration. Web. 29 June 2012. http://www.archives.gov/exhibits/picturing_the_century/home.html http://www.archives.gov/exhibits/picturing_the_century/home.html

12. Visual Literacy "Members of the Mochida family awaiting evacuation bus. Identification tags were used to aid in keeping a family unit intact during all phases of evacuation. Mochida operated a nursery and five greenhouses on a two-acre site in Eden Township." In 1942 Executive Order 9066 ordered the removal of 110,000 civilians of Japanese descent, including 71,000 American citizens, from the western United States, placing them in internment camps.” "Members of the Mochida family awaiting evacuation bus. Identification tags were used to aid in keeping a family unit intact during all phases of evacuation. Mochida operated a nursery and five greenhouses on a two-acre site in Eden Township." In 1942 Executive Order 9066 ordered the removal of 110,000 civilians of Japanese descent, including 71,000 American citizens, from the western United States, placing them in internment camps.” 12 US National Archives and Records Administration. Web. 29 June 2012. http://www.archives.gov/exhibits/picturing_the_century/port_lange/port_lange_img55.html

13. Visual Literacy With a Partner Examine your pictureExamine your picture What details do you see?What details do you see? Consider colors, symbols, point of viewConsider colors, symbols, point of view What is the impact of the picture?What is the impact of the picture? With a Partner Examine your pictureExamine your picture What details do you see?What details do you see? Consider colors, symbols, point of viewConsider colors, symbols, point of view What is the impact of the picture?What is the impact of the picture? 13

14. Visual Literacy 14 The White House, Washington. Web. 29 June 2012. http://www.whitehouse.gov/photos-and-video/photogallery/june-2012-photo-day

15. Even the News Needs Deconstruction 15 Examine the newspaper front pagesExamine the newspaper front pages What are the headlines?What are the headlines? How did the authors use images, placement, and word choice?How did the authors use images, placement, and word choice? Compare and Contrast the impact.Compare and Contrast the impact. Examine the newspaper front pagesExamine the newspaper front pages What are the headlines?What are the headlines? How did the authors use images, placement, and word choice?How did the authors use images, placement, and word choice? Compare and Contrast the impact.Compare and Contrast the impact. Newseum Washington, D.C’s Most Interactive Museum.Web. 29 June 2012. http://www.newseum.org/todaysfrontpages/default_archive.asp?fpArchive=062912

16. Print Media Media messages are constructed Messages contain values and viewpoints Messages target a specific audience Media are driven to gain profit or power Media messages are constructed Messages contain values and viewpoints Messages target a specific audience Media are driven to gain profit or power 16

17. Resourcesfor Deconstruction 17 See Center for Media Literacy for additional resources http://www.medialit.org/ See Center for Media Literacy for additional resources http://www.medialit.org/

18. Print Media Examine the messagesExamine the messages Who is the audience?Who is the audience? How did the authors use images and word choice?How did the authors use images and word choice? What is the purpose?What is the purpose? Examine the messagesExamine the messages Who is the audience?Who is the audience? How did the authors use images and word choice?How did the authors use images and word choice? What is the purpose?What is the purpose? 18

19. AudioAudio Listen and deconstructListen and deconstruct “Household Cleaners” US Environmental Protection Agency“Household Cleaners” US Environmental Protection Agency Listen and deconstructListen and deconstruct “Household Cleaners” US Environmental Protection Agency“Household Cleaners” US Environmental Protection Agency 19 “Household Cleaners” EPA United States Environmental Protection Agency. Updated 9 May 2012. Web. 29 June 2012.http://www.epa.gov/naturalevents/psa.htmlhttp://www.epa.gov/naturalevents/psa.html

20. VideoVideo Watch and deconstructWatch and deconstruct “Just Walk” American Heart Association“Just Walk” American Heart Association Watch and deconstructWatch and deconstruct “Just Walk” American Heart Association“Just Walk” American Heart Association 20 American Heart Association. Web. 29 June 2012. http://www.heart.org/HEARTORG/General/PSA--Video--Walk_UCM_315467_Article.jsp

21. Classroom Application Deconstruct messagesDeconstruct messages Then construct messagesThen construct messages Vary purpose and audienceVary purpose and audience Apply to literature studyApply to literature study Pair with researchPair with research Deconstruct messagesDeconstruct messages Then construct messagesThen construct messages Vary purpose and audienceVary purpose and audience Apply to literature studyApply to literature study Pair with researchPair with research 21

22. Resourcesfor Deconstruction 22 See Center for Media Literacy for additional resources http://www.medialit.org/ See Center for Media Literacy for additional resources http://www.medialit.org/

23. FinallyFinally “The important thing is not to stop questioning.“ - Albert Einstein Remember to deconstruct everything! Please complete an exit slip “The important thing is not to stop questioning.“ - Albert Einstein Remember to deconstruct everything! Please complete an exit slip 23

24. ResourcesResources Baker, Frank.W. Media Literacy in the K-12 Classroom. Eugene: International Society for Technology in Education, 2012. Print. “Household Cleaners.” EPA United States Environmental Protection Agency. Updated 9 May 2012. Web. 29 June 2012. http://www.epa.gov/naturalevents/psa.html “Just Walk.”American Heart Association. Web. 29 June 2012. http://www.heart.org/HEARTORG/General/PSA--Video-- Walk_UCM_315467_Article.jsp http://www.heart.org/HEARTORG/General/PSA--Video-- Walk_UCM_315467_Article.jsp Newseum Washington, D.C’s Most Interactive Museum.Web. 29 June 2012. http://www.newseum.org/todaysfrontpages/default_archive.asp?fpArchive= 062912 http://www.newseum.org/todaysfrontpages/default_archive.asp?fpArchive= 062912 The White House, Washington. Web. 29 June 2012. http://www.whitehouse.gov/photos-and-video/photogallery/june-2012- photo-day http://www.whitehouse.gov/photos-and-video/photogallery/june-2012- photo-day US National Archives and Records Administration. Web. 29 June 2012. http://www.archives.gov/exhibits/picturing_the_century/home.html Baker, Frank.W. Media Literacy in the K-12 Classroom. Eugene: International Society for Technology in Education, 2012. Print. “Household Cleaners.” EPA United States Environmental Protection Agency. Updated 9 May 2012. Web. 29 June 2012. http://www.epa.gov/naturalevents/psa.html “Just Walk.”American Heart Association. Web. 29 June 2012. http://www.heart.org/HEARTORG/General/PSA--Video-- Walk_UCM_315467_Article.jsp http://www.heart.org/HEARTORG/General/PSA--Video-- Walk_UCM_315467_Article.jsp Newseum Washington, D.C’s Most Interactive Museum.Web. 29 June 2012. http://www.newseum.org/todaysfrontpages/default_archive.asp?fpArchive= 062912 http://www.newseum.org/todaysfrontpages/default_archive.asp?fpArchive= 062912 The White House, Washington. Web. 29 June 2012. http://www.whitehouse.gov/photos-and-video/photogallery/june-2012- photo-day http://www.whitehouse.gov/photos-and-video/photogallery/june-2012- photo-day US National Archives and Records Administration. Web. 29 June 2012. http://www.archives.gov/exhibits/picturing_the_century/home.html 24

25. Contact Information Denise Fehrenbach denise.fehrenbach@nn.k12.va.us denise.fehrenbach@nn.k12.va.us 25

26. 26 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