media literacy makes an impact @ your library
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Linda Sutherland and Sybille Parry teacher-librarians Toronto District School Board [email protected] [email protected]. Media Literacy Makes an IMPACT @ your library. Media Literacy – connections to curriculum. Highly motivating Integration with other strands - PowerPoint PPT PresentationTRANSCRIPT
Linda Sutherland and Sybille Parryteacher-librarians
Toronto District School Board
[email protected]@tel.tdsb.on.ca
Media Literacy Makes an IMPACT @ your
library
Media Literacy – connections to curriculum
Highly motivating Integration with other strandsCollaborationDifferentiated Learning
The Media TriangleTEXT AUDIENCE
PRODUCTION
What is it?
Can you name other things like this?
Does it have any stereotypes?
What values do you see?
Do you like it? Why or why not?
Who else would like it?
Would you buy it?
Would your parents buy it?
Who makes this?
Where is it made?
Have you seen a commercial for this? Where?
Media Studies K-12TDSB, 2005
A Poppy is to Remember (P/J)
Media Literacy• produce media texts for specific purposes and audiences
Social Studies (Grade 2)• identify ways in which heritage and traditions are passed on
Book by Heather Patterson
Read and discuss book
Students complete a sentence starter
Multimedia Presentation
To view the finished media presentation please view the file named “poppies” which is attached to this presentation. It will open in your media player.
Images on Flickr
Students choose from a pre-selected choice of images a picture that matches their sentence
Drawing in Kidpix
Adding Music
Students choose music in Kidpix program to suit their image
Images from all class members are made into a Kidpix slide show and shared with an audience
Deconstructing an Animated Film (P)
Media Literacy• identify the conventions and techniques used in some familiar media forms and explain how they convey meaning
Reading•Identify specific elements of texts and explain how they contribute to the meaning of texts
Book by Lynette ComissiongA Caribbean version of Hansel and
GretelRead the text of the story without
showing the illustrations
Illustrating the book in KidpixDuring reading of the story students
are encourage to make pictures in their heads
Each student in class is given one sentence in the story to illustrate
Story is reconstructed using student images
Next step
Show students the illustrations in the book
Discuss the role of the illustratorValidate their interpretation (there is
no “true image”)
Animated Film Version
Film produced by National Film BoardDirected by Chris Cormier and Derek
Cummings
Film (Step 1)
Play soundtrack only of filmAsk students to listen to the various
elements of the soundtrack MusicDialogueSound effectsDiscuss the role of each element
Film (Step 2)
Play film without soundDiscuss the narrativeDiscuss elements of the film such as
camera angle
Film (Step 3)
Show students film with sound and image
Pay particular attention to credits at the end of the film and discuss the role of various people who had a part in making the film
Compare this to the people involved in making the book
Blue Spruce 2009Excellent selection of new Canadian
picture books
Provides a rich source of media literacy ideas
Consider using with whole school not just primary grades
Judging Books By Their Covers (P/J)Media Literacy• Explain why different audiences might respond differently to specific media texts
• Discuss book covers with students. • Ask them to find as many things as they can about the book from the
cover only (i.e. name of author, illustrator, publisher’s name, barcode, price, ISBN
• Have all the new Blue Spruce books available for the students. Put an elastic band around the text block so the students will only look at the covers and inside flaps of book jacket.
• Have them fill out a quick survey to predict how they will like the book based on the cover.
• Follow up with a discussion on how they made their decisions.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Making Grizzle Grow (P/J)
Media Literacy• Identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view
A snow dinosaur takes on a life of its own.
A Story in the Media There is a great news story that relates to Grizzle.
Read the following links, view videos and discuss.
http://www.google.com/hostednews/ap/article/ALeqM5jeOivSoRGOBtYf9zD9kG3Lj4IssAD9580N880
http://www.msnbc.msn.com/id/10547826/ http://www.msnbc.msn.com/id/16498949/ http://www.snowzilla.org/about/ http://www.flickr.com/photos/huggerindustries/311
0867016/
Several videos about Snowzilla on You Tube. Compare for point of view.
To view the news media clip click on this link or copy and paste into your browser:
http://www.youtube.com/watch?v=TWWotvCusO0&feature=PlayList&p=A91758E01122CD7C&playnext=1&index=6
Mattland (P/J)
Media Literacy• produce media texts for specific purposes, using a few simple media forms and appropriate techniques and conventions
Mapping Mattland
Mattland
Read the story without showing the illustrations Use the template of map + images
OLA Blue Spruce
Students retell story or create a new story
Sample map created with images and Kidpix tools, using template
Writing•Point of View – identify one or more possible points of view about the topicMedia Literacy• Point of View – identify who’s point of view is presented and how the text might change if a different point of view were used
Getting back at Chester
Chester
Chester Use selected images (<10%) from a story with
limited text e.g. Grumpy Bird by Jeremy Tankard, Pigeon books by Mo Willem
SmartBoard – project the images in sequence, and model “interfering with” the story using the red pen; give students the opportunity to try
Chester Chart Paper – as above, using
photocopied images and red marker
Extension: give students 3 images and a red marker, and allow them to experiment using think/pair/share
New idea – freshly minted at Superconference – use tools to have Grumpy meet Scaredy – what would happen?
•Media Literacy – identify some media forms and explain how the conventions and techniques associated with them are used to create meaning•Media Literacy– describe how different audiences might respond to specific media texts
Logos (P)
Logos (P/J)
Students examine a wide variety of logos – from their clothing, backpacks, books, Google images, a logo walk in the neighbourhood
Using Smart Ideas software – apply media triangle questions to logos
• Invite expert in to speak about branding
Logos – Smart Ideas
Logos – Smart Ideas
Logos (P/J)
• Sort, classify and explore logos by characteristics
• Using the SmartBoard –– What’s my sorting rule?
Logos (P/J)
Logos (P/J)
• Students create their own logos• Model process
Logo – grade 2
Advertising and Gender Stereotypes (P/J)
Media Literacy• identify who produces various media texts and the reason for their production
Oral Communication• identify the point of view presented in oral texts and ask questions about possible bias
• Students examine an online flyer for toys to see what appeals to either boys, girls or both boys and girls.
• Discuss why certain toys appeal to each gender.
Create a Biased Ad for a Glass of Water
Using something as neutral as a glass of water students will create an advertisement that appeals to either boys, girls, both or adults.
Students will talk about their work and what elements they chose to support their choice.
Creating Ads Using Kidpix
Students start with a photograph of a glass of water
Add stamps, background colour and choose a suitable font for their text
Creating Ads Using Kidpix
Urban and Rural Communties (P)Media Literacy• identify the topic, purpose, and audience for media texts they plan to create
Social Studies• use media works to communicate information about urban and rural communities
• This culminating task of the unit incorporates all four stages of the research and inquiry process.
• Many curriculum expectations from a variety of subjects are covered.
A Multimedia Presentation Using Photo Story 3To view the finished media
presentation click on this link or copy and paste into your browser:
http://www.teachertube.com/view_video.php?viewkey=d2e44ca6500d433e56ab
Social Studies (Grade 5)• use a variety of resources and tools to gather and analyse information about the rights of groups and individuals, and the responsibilities of citizenship in CanadaMedia Literacy• create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniquesLanguage• generate, gather and organize ideas and information for an intended purpose and audience
Collaboration between 3 teachers over half a year, focussing on brain-based learning
Heroes Be the Change (J)
Be the Change - HeroesPart 1: Rights Rights and responsibilities – which rights should
all children enjoy? Sort/ classify/ name groups – compare with
Universal Declaration of the Rights of the Child
Share facts from If the World Were a Village Reflect on rights – 3 forms of media –
watercolours, drama, Kidpix
Part 2: Heroes• Use co-operative group techniques to define “hero”
• Highlight 10 – 12 heroes in poster form for students to browse – key facts, dates, quotation, photo
• think/pair/share, select hero to research
Heroes – Be the Change
• Collect information, sort, organize
• Transfer learning in choice of media – trading cards, Visual Arts + text, movement piece
Part 3: Be the Change• Being the change – whole school initiative
– fund-raising for Free the Children to send children to school in Kenya
Be the Change: culminating event
SPRING CONCERT
ART SHOW & SALE
Sustainability and Stewardship of Water (I)
Media Literacy• Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations
Science and Technology• Evaluate personal water consumption, compare it with personal water consumption in other countries, and propose a plan of action to reduce personal water consumption to help address water sustainability issues
Ryan and Jimmy and the Well in Africa That Brought Them Together
Activity Number of timeson a typical Saturday or
Sunday
Number of litres Total number of litres
Washing face or hands 4
Taking a shower (5 min) 100
Taking a shower (10 min) 200
Taking a bath 150
Brushing teeth (water running)
8
Brushing teeth (water turned off)
1
Flushing the toilet 15
World on Fire
To view the music video click on this link or copy and paste into your browser:
http://www.youtube.com/watch?v=hzoNInZ2ClQ
World on Fire by Sarah McLachlanThe world's on fire and
It's more than I can handleI'll tap into the water(Try and bring my share)I try to bring moreMore than I can handle(Bring it to the table)Bring what I am able
African Heritage Month
Students learn about the civil rights movement
Show and discuss Martin Luther King’s “I Have a Dream” speech (on You Tube)
Students create a slide show in Kidpix of their dreams for the world.
Media Literacy• produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions and techniquesLanguage• use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Creating Commercials (J)
Creating Commercials (J)
View a range of commercials E.g. pre-taped from TV, YouTube
Identify key characteristics of effective commercials
E.g. humour, action, storyline
Create chart for students to refer to as work progresses
Commercials – Smart Ideas
Media Literacy• produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions and techniques e.g. a selection of sound effects to accompany a poem for an intended audienceLanguage• use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Poetry Sound Fx(P/J)
Poetry Sound Fx Immerse students in a wide range of
poetry, rhyming and non-rhyming, free verse
• Share favourites, use think\pair\share to maximize reading aloud often
Share several poems on SmartBoard Share ideas for adding sound Fx with body
percussion, changing elements e.g volume, tempo, layered voices – practice and share lots
Add rhythm instruments judiciously – a little goes a long way
Illustrate backdrop in Kidpix and present to intended audience against backdrop
Great Media Literacy Resources
TV and MeLessons, resources, and Public
Service announcements, organized by grade and curriculum
Media Awareness Network “MNet is a Canadian non-profit organization that has been pioneering
the development of media literacy programs since its incorporation in 1996.” from Media Awareness Network (Mnet) Website