Rulemaking on Exemptions from Prohibition on Circumvention of Technological Measures

that Control Access to Copyrighted Works

Testimony of Renee HobbsTemple University

Philadelphia PA

What is Media Literacy?

Media Literacy is an Expanded

Conceptualization of Literacy

SPEAKING & LISTENING

READING & WRITING

CRITICAL VIEWING & MEDIA COMPOSITION

--Aspen Institute Leadership Forum on Media Literacy, Washington DC (1993)

Authors & Audiences

Messages & Meanings

Representations & Realities

Media Literacy Offers Powerful Conceptual Themes for Exploring Multimedia Genres

Key Concepts of Media Literacy

1. All media messages are constructed.2. Media messages are produced within economic, social, political, historical and aesthetic contexts.3. Interpretative meaning-making processes consist of an interaction between the reader, the text and the culture.4. Media have unique 'languages,' characteristics which typify various forms, genres and symbol systems of communication.5. Media representations play a role in people's understanding of social reality, affecting behaviors, attitudes and values.

Instructional Methods for Integrating ML

Across the Curriculum

1. Teaching With Media & Technology2. Making Connections with Out-of-School Literacies3. Developing Information Access & Research Skills4. Strengthening Message Analysis Skills5. Composing Messages using Multimedia6. Exploring Media Issues in Society7. Sharing Ideas and Taking Action

Organizations Supporting the Code of Best Practices

Action Coalition for Media Education (ACME)

National Association for Media Literacy Education (NAMLE)

National Council of Teachers Of English (NCTE)

Visual Studies DivisionInternational Communication Association

(ICA)

Association for College and Research Libraries (ACRL)

Components of 21st Century Skills

Tool Competence

Analysis, Critical Thinking and Ethical Judgment

Creativity and Expression

Teamwork and Collaboration

Education: Preparing Young People for Life in Contemporary Culture

Functional Use-Based Exemption of CSS Circumvention is Essential for Media Literacy Education to Thrive

Proposal: Exemptions for Teachers and Students Using DVD

Clips for Teaching and Learning of Media Literacy Education

Critique #1: Class of Users is too Broad

Number of college graduates by discipline in 2006:73,000 Communication/Film Majors

318,000 Business Majors107,000 Education Majors

161,000 Social Science/History Majors

Critique #1: Class of Users is too Broad

Number of college graduates by discipline in 2006:73,000 Communication/Film Majors

318,000 Business Majors107,000 Education Majors

161,000 Social Science/History MajorsNumber of high school dropouts in 2006:

3,500,000 Houston, Atlanta, Detroit, Chicago, Philadelphia, New

York, Washington DC, Los Angeles, Phoenix

Critique #1: Class of Users is too Broad

Number of college graduates by discipline in 2006:73,000 Communication/Film Majors

318,000 Business Majors107,000 Education Majors

161,000 Social Science/History MajorsNumber of high school dropouts in 2006:

3,500,000 Houston, Atlanta, Detroit, Chicago, Philadelphia, New

York, Washington DC, Los Angeles, Phoenix

Everyone needs media literacy

education!

Critique #2: There are other options besides CSS circumvention

Lost Opportunities: Mrs. Scheffler’s High School English Class

Goal: explore how depictions of romance in mass media shape people’s expectations about social relationships

Learning Outcomes: 1. Recognize formulas, tropes and stereotypes about romance as

presented in contemporary film and television2. Identify formulas and stereotypes present in classic and

contemporary literature3. Reflect on how media may influence personal expectations about

social relationships 4. Strengthen written expression and public speaking by responding

to a personally meaningful film

Lost Opportunities: Mrs. Scheffler’s High School English Class

Goal: explore how depictions of romance in mass media shape people’s expectations about social relationships

Instructional Practices: 1. Students view and discuss teacher-created video which introduces

the formulas, tropes and stereotypes about romance as presented in contemporary film and television

2. Teacher models an the practice of critical analysis using a contemporary film excerpt and an example from literature

3. Students select a personally meaningful film excerpt that depicts stereotypes about romance. They compose an analytic essay and make an oral presentation that comments on the film excerpt.

Mrs. Scheffler Can’t Teach this Lesson Anymore

Her students don’t get the chance to reflect on how media depictions of

romance shape their own understanding of social relationships

“The language of the image must be a

stimulus for critical reflection, not an

invitation to hypnosis.”

-Umberto Eco