media literacy: using student produced video
TRANSCRIPT
•Ladue Horton Watkins High School
•Video Technology Coordinator
•http://lhsvtcstudio.weebly.com/
• Twitter @mdavidson09
MEDIA LITERACY: MEDIA LITERACY: USING STUDENT PRODUCEDUSING STUDENT PRODUCED
VIDEO IN CLASSVIDEO IN CLASS
MARTEANA DAVIDSON
Teach Media Literacy throughTeach Media Literacy through
Video CreationVideo Creation
•"As students develop their visual "As students develop their visual literacy, they begin to understand that literacy, they begin to understand that every visual choice the artist has made, every visual choice the artist has made, every detail regarding subject and color every detail regarding subject and color and composition, conveys information and composition, conveys information that informs the reader.that informs the reader.”” -- (from "The Power of Pictures: Creating Pathways To -- (from "The Power of Pictures: Creating Pathways To Literacy Through Art")Literacy Through Art")
Media Literacy is a 21st century approach to Media Literacy is a 21st century approach to education. It provides a framework to access, education. It provides a framework to access, analyze, evaluate, analyze, evaluate, create create and participate with and participate with messages in a variety of forms — from print to messages in a variety of forms — from print to video to the Internet. video to the Internet.
Media literacy builds an understanding of the Media literacy builds an understanding of the role of media in society as well as essential role of media in society as well as essential skills of inquiry and skills of inquiry and self-expression necessary self-expression necessary for citizens of a democracy.for citizens of a democracy.
Definition of Media LiteracyDefinition of Media Literacy
Media Literacy realityMedia Literacy reality
What are students are usingWhat are students are using
User Generated Video Content
Media Literacy realityMedia Literacy reality• Video results have appeared in almost Video results have appeared in almost 70%70% of the top 100 of the top 100 search listing on Google in 2012 search listing on Google in 2012 ((Marketing WeekMarketing Week, 2012), 2012)
• Over Over 1 billion1 billion unique users visit YouTube every unique users visit YouTube every month month (source:(source:YouTubeYouTube, , 20132013))
•WatchingWatching onlineonline videos is now a mainstream activity. videos is now a mainstream activity. * * 78%78% of people watch at least once a week of people watch at least once a week * * 55%55% watch everyday watch everyday
• Dr. James McQuivey of Dr. James McQuivey of Forrester ResearchForrester Research says says 1 minute1 minute of of videovideo is worth is worth 1.8 million words1.8 million words
Media Literacy realityMedia Literacy reality• 2010 study funded by the John D. and Catherine 2010 study funded by the John D. and Catherine
T. MacArthur FoundationT. MacArthur Foundation• Surveyed 11 to 18-year-oldsSurveyed 11 to 18-year-olds• Found 89% believed that Found 89% believed that “some” to “a lot” of “some” to “a lot” of
what they found on the Web was believable. what they found on the Web was believable. • ““
Kids and Credibility: An Empirical Examination of Youth, Digital Media Use, and Information Credibility,Kids and Credibility: An Empirical Examination of Youth, Digital Media Use, and Information Credibility,””
5 key questions of Media Literacy5 key questions of Media Literacy
1.1.Who created the message?Who created the message?
2.2.What creative techniques are used What creative techniques are used to attract my attention?to attract my attention?
3.3.How might different people How might different people understand this message differently?understand this message differently?
4.4.What lifestyles, values & points of What lifestyles, values & points of view are represented in; or omitted view are represented in; or omitted from, this message?from, this message?
5.5.Why is this message being sent?Why is this message being sent?
Questions when consuming media
TEACH OUR STUDENTS TO BE..TEACH OUR STUDENTS TO BE..
MINDFUL CREATORSMINDFUL CREATORS
STUDENTS: five questions I will ask myself STUDENTS: five questions I will ask myself when creating mediawhen creating media
1.1.What am I authoring? I need to remember that I What am I authoring? I need to remember that I hold all the power (and responsibility) when hold all the power (and responsibility) when creating media.creating media.
2.2.Does my message reflect understanding in format, Does my message reflect understanding in format, creativity, and technology?creativity, and technology?
3.3.Is my message engaging and compelling for my Is my message engaging and compelling for my target audience?target audience?
4.4.Have I clearly and consistently framed values, Have I clearly and consistently framed values, lifestyles, and points of view in my content?lifestyles, and points of view in my content?
5.5.Have I communicated my purpose effectively?Have I communicated my purpose effectively?
(https://(https://takeaction.takepart.comtakeaction.takepart.com/actions/question-your-media-vet-it-you-share-it)/actions/question-your-media-vet-it-you-share-it)
Teacher Quote - BROADCAST TECHNOLOGYTeacher Quote - BROADCAST TECHNOLOGY
“Digital technology is revolutionizing the way we see the world, and how we become knowledgeable. The
American educational system needs to not only embrace video and online digital media as a viable form of student learning, but educators need to
encourage it, promote it, and become, active video creators and users themselves. …embrace the fact that our 21st Century learners are incredibly visually
literate, and we must seize upon this literacy to change and innovate education moving forward.”
Don Goble – Broadcast Technology, Film & Multimedia, teacher
ABOUT THE 6 WORD STORY• Inspired by Ernest Hemingway’s famous challenge.• Six Word Stories - 6 shot video.• From a collection of short short stories consisting of just six words.• Gave examples Six Word Story websites• INSTRUCTIONS:• You will tell the story of YOU in just 6 shots. No two shots can be
alike; in other words, you must use 6 different shots from 6 different angles. Every edit must be from a different distance. You will be highly marked down for 2 shots in a row that are the same/similar.
• Give possible CAM angles• Be "creative" in how your stories are told. Within the variety of shots,
consider how many others in that exact same situation would shoot that part of the story in the exact same way. Be different! Use color and light to your advantage. And don’t settle on the first thought EVERYBODY would assume. Dare to be DIFFERENT!
Don Goble – Broadcast Technology, Film & Multimedia, teacher
DOES THIS APPLY? DOES THIS APPLY? five questions I will ask myself when five questions I will ask myself when creating mediacreating media
1.1.What am I authoring? I need to remember that I What am I authoring? I need to remember that I hold all the power (and responsibility) when hold all the power (and responsibility) when creating media.creating media.
2.2.Does my message reflect understanding in format, Does my message reflect understanding in format, creativity, and technology?creativity, and technology?
3.3.Is my message engaging and compelling for my Is my message engaging and compelling for my target audience?target audience?
4.4.Have I clearly and consistently framed values, Have I clearly and consistently framed values, lifestyles, and points of view in my content?lifestyles, and points of view in my content?
5.5.Have I communicated my purpose effectively?Have I communicated my purpose effectively?
(https://takeaction.takepart.com/actions/question-your-media-vet-it-you-share-it)(https://takeaction.takepart.com/actions/question-your-media-vet-it-you-share-it)
PRODUCTION VALUES
*Teach how certain television production techniques can impact an audience.
*Teach how production elements, such as color or sound, or the lack of them, impacts you as an audience.
*For example: editing, color, lighting, scale, point ofview
BloomBloom’s Taxonomy’s Taxonomy
http://www.learning-theories.com/blooms-taxonomy-bloom.html
A way to classify thinking according to 6 cognitive of complexity
Teachers who use video report that their students:Teachers who use video report that their students:
• Retain more informationRetain more information
• Understand concepts rapidly and enthusiasticUnderstand concepts rapidly and enthusiastic
• Students make new connections between Students make new connections between curriculum topicscurriculum topics
• Improves writing & reading literacyImproves writing & reading literacy
•Discover links in media world outside the Discover links in media world outside the classroomclassroom
TEACHER QUOTE - SCIENCE TEACHER QUOTE - SCIENCE
““NGSS (Next Generation Science Standards) and NGSS (Next Generation Science Standards) and other new Science Curriculum efforts expect us not other new Science Curriculum efforts expect us not only to have the students collect and analyze data only to have the students collect and analyze data from an inquiry lab, but they must also be able to from an inquiry lab, but they must also be able to communicate this information. Given that we are communicate this information. Given that we are moving towards a new global scientific community, moving towards a new global scientific community, videos are a good means of communicating your videos are a good means of communicating your findings with individuals anywhere and at anytime. It findings with individuals anywhere and at anytime. It works for Ted Med Talks so why not for high school works for Ted Med Talks so why not for high school students?students?””
Monica Bowman - Anatomy and Physiology , Adv Anatomy & Phys teacher
About the Forensics Anthropology projectAbout the Forensics Anthropology project
Monica Bowman - Anatomy and Physiology, Adv. Anatomy & Phys teacher
Students analyze two non-articulated skeletons to determine the sex, approximate age at death, and visible
pathologies. Students gathered the data, created videos showing their
work, and posted these movies onto SchoolTube (using their own devices – cellphone, videocam etc.)
Dr. Dawnie Wolfe-Steadman, chair of the University of Tennessee’s Forensic Anthropology program agreed to
analyze the work for its scientific relevancy via videoconferencing.
Forensic Anthropology ProjectForensic Anthropology Project
Monica Bowman - Anatomy and Physiology , Adv Anatomy & Phys teacher
Civil Rights LessonCivil Rights Lesson
Identify a person to interview and an event to examine
Conduct background research/prepare for the interview
Conduct and record the interview
Produce the Documentary
Technology: Laptops, cellphone, videocamera DiscoveryEd Streaming, iMovie
Civil Rights video ExampleCivil Rights video Example
“I could have my students learn about imperialism and foreign policy with a textbook, in the classroom, with me interpreting it for them. Or, they could assume the role of an historical figure and LIVE their interpretation on film,
in a TV studio. I've been using the Video Technology Center at school for several years now and when I see
former students they ALWAYS talk about that experience. They can remember the issues, the characters
and the debate, and it's from their experience in the studio, using video technology.”
Teacher Quote – SOCIAL STUDIESTeacher Quote – SOCIAL STUDIES
Mike Hill – Freshman Advance, US Post 1945, AP US History, teacher
Video in the classroom -Video in the classroom -
Teacher Quote – ENGLISHTeacher Quote – ENGLISH
Using digital forms of assessment, especially those that incorporate film and
digital storytelling, are an effective way to let students apply what they know,
and do so in a way that engages even the most reluctant learner. Students can
create an argument that analyzes literature or synthesizes research in a
traditional essay; but by adding visual components to their assessment through
video takes their argument to new levels. Kids become aware of various
elements of argument, which encourages critical thinking and expands their
understanding of the world.
Kim Gutchewsky – AP English, Advanced English Literature, teacher
Midsummer nights Dream Midsummer nights Dream & Romeo and Juliet - VIDEO& Romeo and Juliet - VIDEO
Video Making ProcessVideo Making Process• Preproduction:Preproduction:
• OutlineOutline• GatherGather
21st Century Skills for students!21st Century Skills for students!
• Post production:Post production:• ReviseRevise• ShareShare
• Critically AnalyzeCritically Analyze
• Production:Production:• ConstructConstruct
How do you assess video projects?How do you assess video projects?
1. Accuracy of Information Portrayed1. Accuracy of Information Portrayed
2. Analysis of Subject Matter2. Analysis of Subject Matter
3. Storyline Development 3. Storyline Development
4. Audience Engagement4. Audience Engagement
* Production value after mastery* Production value after mastery
Common Core State Standards Common Core State Standards & Media Literacy& Media Literacy
• English Language Arts StandardsEnglish Language Arts Standards
• Demonstrate independenceDemonstrate independence
• Build strong content knowledgeBuild strong content knowledge
• Respond to varying demands of audienceRespond to varying demands of audience
• Comprehend as well as critiqueComprehend as well as critique
• Value evidenceValue evidence
• Use digital media capablyUse digital media capably
• Understand different perspectives & culturesUnderstand different perspectives & cultures
A variety of uses of Video in the classroomA variety of uses of Video in the classroom
• Documentary – i.e. Civil Rights Documentary – i.e. Civil Rights
• Book talks & book trailersBook talks & book trailers
• Public Speaking classes, debate , forensics Public Speaking classes, debate , forensics
• ELL practice speaking & send videos to family overseasELL practice speaking & send videos to family overseas
• Reenactments, skits, mock trials…Reenactments, skits, mock trials…
• Book talks & book trailersBook talks & book trailers
• School Broadcast ProgramSchool Broadcast Program
• DonDon’t need to be the expert’t need to be the expert
• Learn from your studentsLearn from your students
• Your students want videoYour students want video
•Take the leap!Take the leap!
HAVE NO FEAR! HAVE NO FEAR!
By effectively using media, teachers: By effectively using media, teachers:
•Help students practice media literacy, media creation & Help students practice media literacy, media creation & critical viewing skills critical viewing skills
• Reach children with a variety of learning stylesReach children with a variety of learning styles
• Engage students in problem-solving & investigative Engage students in problem-solving & investigative activities activities
• Begin to dismantle social stereotypes Begin to dismantle social stereotypes
• Provide a common experience for students to discuss Provide a common experience for students to discuss
Teacher Quote - ENGLISHTeacher Quote - ENGLISH
I added on a video project using iMovie as a final assessment for the Argument Writing students.
Quote from student, "If I knew we were doing something this fun at the end of the book, I would have actually read it."
Kim Gutchewsky – AP English, Advanced English Literature, teacher
Video is becoming a preferred channel Video is becoming a preferred channel of communicationof communication
Video helps actively engaged in their Video helps actively engaged in their learninglearning
It increases engagement and excitement It increases engagement and excitement among studentsamong students
Video can help facilitate Video can help facilitate collaborationcollaboration
Video is appropriate for various Video is appropriate for various learning styles and helps improve learning styles and helps improve learning outcomes.learning outcomes.
68% of teachers believe that video 68% of teachers believe that video content helps stimulate discussionscontent helps stimulate discussions
IMPACT OF VIDEO in IMPACT OF VIDEO in EDUCATIONEDUCATION
66% believe it helps increase student 66% believe it helps increase student motivationmotivation
55% believe that it helps teachers 55% believe that it helps teachers be more creativebe more creative
62% believe that it helps teachers 62% believe that it helps teachers be more effectivebe more effective
91% of UMASS students felt that 91% of UMASS students felt that using lecture capture helped them using lecture capture helped them learn course materiallearn course material
44% of high school students in a 44% of high school students in a study scored higher on their exams study scored higher on their exams when material was presented in video when material was presented in video formatformat
http://www.edudemic.com/use-video-education/
By effectively using media, teachers: By effectively using media, teachers:
Introduction to Technology IntegrationCreating Critical ThinkersThrough Media Literacy
Media Literacy Resources
Local Media Literacy Resource
Video Production Resources
For copies of this information, tutorials, and more For copies of this information, tutorials, and more videovideo project project resources visit: resources visit: Free Technology for Teachers
Resources
New resources for K-12 on New resources for K-12 on iTunes UiTunes U
Free for teachers & studentsFree for teachers & students
iTunes U: Video in the Classroom and Mobile Journalism by Don GobleLHSTV & Films - http://lhstv.weebly.com/
Media Literacy -Frank Baker - http://frankwbaker.com/
Media Literacy -Renee Hobbs - http://mediaeducationlab.com/
Art Silverblatt – “Media Literacy: Keys to Interpreting Media Messages” (Praeger Publications, 1995, 2001, 2007, 2014);
21st Century Learner
•Ladue Horton Watkins High School
•Video Technology Coordinator
•http://lhsvtcstudio.weebly.com/
•follow me on Twitter @mdavidson09
MEDIA LITERACY: MEDIA LITERACY: USING STUDENT PRODUCED VIDEO IN CLASSUSING STUDENT PRODUCED VIDEO IN CLASS
MARTEANA DAVIDSON
Q & AQ & A