1. Bridging Culture & Classroom Module 5 Developed by Katie Straka Summer 2014

2. Visual and media literacy are important, because … Ours is a visual culture. Students spend an average of 200 hours each month on media and technology. Eyes are the most dominant of our senses. 30% of the neurons in the brain’s cortex are dedicated to visual processing (compared to 8% for touch and 3% for sound). Visuals are processed 60,000x faster than text. Visuals are stored in long- term memory. We learn and remember best through pictures. Words can only be used to recall things we have already seen or experienced. Everyone must be able to read, interpret, and write/create messages using both words and pictures, because... Ours is a visual culture.

3. Digital and Media Literacy: Connecting Culture and Classroom According to Renee Hobbs (2011), there are five interconnected communication competencies that comprise visual and media literacy. 1.Access. Finding and sharing information and technology. 2.Analyze. Critically thinking about what you see and read. 3.Create. Thoughtfully composing/creating your own messages. 4.Reflect. Taking time to think about the impact of messages and technology on us and our lives. 5.Act. Working independently or together to share information and solve problems.

4. Digital and Media Literacy: Connecting Culture and Classroom 1.) Access. Finding and sharing information and technology. Source monitoring and verification. Listen and ask questions. Model and develop Hemingway’s “crap detecting” skills Teach students how to: Summarize. Paraphrase. Use quotations.

5. Digital and Media Literacy: Connecting Culture and Classroom 2.) Analyze. Critically thinking about what you see and read. Critical questions are open-ended. Follow-up with: Instructional practices: Search strategies. Reading/viewing and discussion/listening. Close analysis. Can you say more? Can you explain further? How do you know? Why do you think so?

6. Media Literacy Remote Control Close analysis... Reality Check: What’s true and what’s false about the message? Private Gain or Public Good?: Who makes money from the message? Values Check: How does the message relate to my values or beliefs? Read Between the Lines: What is implied? What’s left out?: What information was not included? Why? Record/Save for later: What is important to remember? Media Literacy Remote Control Turn Off and Discuss True False Reality Check Private Gain or Public Good? Good Bad Values Check Read between the lines What’s left out? Record/Save for later WARNING Stereotype Alert Solutions too easy Off Books TV Internet Newspapers Movies Radio Music Magazines Video Games $ ?

7. Your Turn Activity 5: Planning for Visual and Media Literacy 1.Two lessons created by Renee Hobbs have been posted to the class Wikispace. Please review. 2.The lesson plans posted are just two ideas. In your group, think about how one of these plans could be altered to fit your content area or needs. Brainstorm new ideas for lessons that incorporate media and technology, and require your students to critically analyze some media. 3.Create a lesson plan outline for your idea. 4.Post your media literacy lesson plan outline on your group’s Wikispace page. 5.Review the other group’s lesson plans and leave a comment on their pages. 6.Reflect: How likely are you to use your group’s lesson plan? What would encourage you to use the plan? How could you use another group’s lesson plan in your classroom? Why should we think critically about media?

8. References Baylen, D. M. (2014). Visual and media literacy for teaching and learning (MEDT 7490). University of West Georgia. Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press. Hagen, R., & Golombisky, K. (2013). White space is not your enemy: A beginner’s guide to communicating visually through graphic, web & multimedia design. Burlington, MA: Focal Press. Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand Oaks, CA: Corwin. Image references are included with the appendices.