Extractions: Faith Activities You do not have to be a professional counselor or experienced teacher to build meaningful relationships with youth; you just have to care about them. The following activities were designed for ordinary adults who work with ordinary youth. We encourage you to integrate into each session the principles, personalities and events of your tradition and the youth you serve. We hope you find the activities to be a refreshing starting point for your ongoing efforts to guide young people toward wise decisions and a healthy, drug-free life. Late Elementary School
Media Literacy - Communication - Themepark CNN Ask An Expert Why teach media literacy? shtm PBS teacherSource offers a varietyof media literacy lesson plans and activities to integrate into the http://www.uen.org/themepark/html/communication/media.html
Extractions: Media Literacy In the modern world, much of who we are and what we think depends on the various media messages we receive. These carefully crafted messages have a documented impact on our perceptions and behaviors. As we learn more about the techniques of media manipulation, we can be certain to make responsible decisions as consumers and citizens. Learning more about the media and how it affects us requires that we become more media literate. Media literacy is concerned with helping individuals develop an informed and critical understanding of the nature of mass media, the techniques used by media outlets, and the impact of these techniques. Developing media literacy can be likened to the scene in The Wizard of Oz when Toto pulls back the curtain to reveal the small, lever-pulling man behind the image of the mystical wizard. This is the point where Dorothy and her crew come to realize that the wizard is a carefully constructed fiction rather than some omnipotent force. Like Toto, we too need to learn how to "pull back the curtains" to reveal the truth behind the countless media messages that we are exposed to on a daily, even hourly basis. By going beyond the surface of such messages, we begin to understand the implicit as well as explicit ideas that are conveyed. Such scrutiny enables us to become active processors rather than passive receptors of the glut of messages in our daily media diet. This critical awareness will better prepare us to deal with the complex issues facing modern society.
Innovative Teaching - Media Resources archive and 22 pages on how to teach media literacy in the CONSUMER REPORTS FOR KIDS product tests, media literacy and fun activities to promote children http://surfaquarium.com/media.htm
Extractions: ABOUT FACE - High-School level site dealing with media treatment of women; lots of room for student interaction and the Light at the End of the Tunnel section is positive activism at its best AD DISSECTION 101 - subtitled 'exposing mmedia manipulation,' this site is a great unit for secondary students in a familiar WebQuest-style format ALLIANCE FOR A MEDIA LITERATE AMERICA - promotes media literacy in education that is focused on critical inquiry, learning, and skill-building CENTER FOR MEDIA LITERACY CONSUMER JUNGLE - targets seconday studnets as media savvy consumers through games, quizzes, and projects; plans and handouts for teachers, too CONSUMER REPORTS FOR KIDS - product tests, media literacy and fun activities to promote children as critical thinkers when considering media advertisements
Project Look Sharp - Media Literacy Library Newspaper in Education Elementary activities, TRB. Not For Sale Student ActionGuide, AB. Screen Smarts A Family Guide to media literacy, B. teach the Children,V. http://www.ithaca.edu/looksharp/library/allitems.html
Extractions: (Autosaurus, Obsession Fetish, TV Turnoff Week, Ecological Economics, Buy Nothing Day 1997, The Product is You, Culture Jamming) V Abandoned in the Wasteland B Adbusters: Journal of the Mental Environment PER Active Viewing: The Learnng Channel's Media Literacy Workshop for Educators TRB Affluenza VSG Age of Missing Information, The B AIDS: Fact Over Fear V American Indian Stereotypes B Assessing Media Work: Authentic Assessment in Media Education TRB Basic Skills Caucasian Americans Workbook AB VSG VSG Big World, Small Screen B Birds, The Bees and Broadcasting
Extractions: Media Literacy Online Project - College of Education - University of Oregon - Eugene Media Alert! 200 Activities and Understanding Media: Create Media-Savvy Kids Author: Alla Blanca Note: I am reviewing two products at once because I feel like they each have strengths and weaknesses that complement each other. I would feel comfortable using these products together to teach media literacy. Media Alert! is a thin volume that is easy to access and read. Although it is subtitled "200 activities", I would caution that it is more like 50 concepts, with 4 activity clusters per concept, divided into age groups: preschool-1st; elementary; middle school; high school. The concepts deal with a wide variety of media literacy topics, and can be used in any order, to cover as much or as little as you want. The book is written simply, and is designed to be used by any adult with an audience of children: parents and teachers, but also scout leaders, ministers, youth group counselors, etc. I appreciate a resource that reaches beyond the standard medial lit. crowd to encompass a wider audience. The topics are easy to pick out by title alone, enabling you to quickly find just the topic you want. Within each topic and age grouping, there are several activities and discussion items, which could be covered in as little as one hour, or extended into a week-long lesson plan. Media Alert! has strengths in simplicity, flexibility and ease of use. Its drawbacks are in the depth of information available. Being designed for a mass audience, it doesn't offer much in content, just the ideas to get started. However, if you're looking for quick ideas in a highly accessible form, you can't go wrong starting your search with Media Alert!
Grade 9 Media Literacy Curriculum out specific expectations for teachers to teach media literacy within the characteristicsof different audiences and create media workss designed activities. http://www.angelfire.com/ms/MediaLiteracy/Grade9.html
Extractions: The Ontario Ministry of Education's 1999 Grade 9 Curriculum lays out specific expectations for teachers to teach media literacy within the English curriculum, both at the academic (ENG1D) and applied (ENG1P) levels. The new English curriculum consists of four strands Literature Studies and Reading Writing Language Media Studies The following excerpt is taken from the curriculum guide for English regarding Media Studies: Because of the pervasive influence in our lives of print and electronic media, it is important for students to learn how to understand and interpret media works. In the English Program, students should have frequent opportunities to analyze various aspects of media communications, including key elements of the works themselves, the audience and production codes and practices. Students should also learn about the media through the process of creating their own media works, using a range of technologies to do so. By working in the various media to communicate their own ideas, students will develop critical thinking skills and understand at first hand how media works are designed to influence audiences and reflect the perspectives of their creators. Students will also develop production skills that may open up career opportunities in the entertainment and communications industries. Students should be encouraged to appreciate the media as sources of personal information and pleasure.
Using Educational Films Includes background information and activities for high school students. Seeingand Believing How to teach media literacy in the English Classroom. http://www.aems.uiuc.edu/HTML/Information.htm
Getting Plugged In: The Key Concepts Of Media Literacy Each learner will design a media literacy portfolio of learning activities or curriculum ofthis course, participants will be able to teach students how to http://cte.jhu.edu/onlinecourses/fall2002/media.html
Extractions: (Note: Payment is nonrefundable) Course Dates: September 30, 2002 to November 25, 2002 (Synchronous online discussions will be scheduled for select Thursday evenings throughout the course) Course Description According to The Annenberg Public Policy Center's recent study, Media in the Home 2000, " children spend almost 6½ hours using media each day. And " almost half (48%) of all families with children between the ages of 2 and 17 have all four of the new media staples among families with children: a television, a VCR, video game equipment, and a computer." Our nation's children aren't wading through media. They are swimming in it. Now, more than ever, it is important to arm youth with tools to deconstruct the hours of manipulative messaging they receive each day. Media literacy is one of the key elements of information literacy, a concept that must be addressed for students to meet Maryland Learning Outcomes (MLO). A significant part of meeting the MLO standards is the ability to evaluate, process, organize and communicate information as it relates to information literacy. Improving students' understanding of media literacy concepts as well as their ability to deconstruct media increases students' capacity to effectively demonstrate the skills integral to the MLO standards.
UPDATE Newsletter, Fall/Winter 2001 media literacy programs teach young people how Incorporate activities that promotecritical thinking For additional information on media literacy programs and http://www.mediacampaign.org/newsletter/fall_winter01/update5.html
Extractions: d Helping Youth Navigate the Media Age Young people today spend twice as much time in front of the television in a year than they spend in school. They also spend hours each week surfing the Internet, listening to music and watching movies. And much of the entertainment media they are exposed to portrays illicit drugs, alcohol and tobacco in a favorable light. The Campaign has launched an effort to help young people become critical consumers of the media. In June and August, the Campaign convened experts in media literacy, faith education and substance-abuse prevention to develop recommendations for using media literacy as an approach to drug prevention. Media literacy programs teach young people how media messages are created and manipulated, so they are better able to recognize how these messages influence their behavior. There are many opportunities for educators, prevention practitioners and faith and community leaders to help youth gain these valuable skills. Programs can: Educate parents and other youthinfluencers about the importance of helping kids critically assess the media. Include tips on talking to kids about the media in parenting classes and materials.
Education World® : Social Sciences/Current Events And Media classroom activities that use the newspaper to teach all sorts of valuable skills including reading and writing for meaning, map reading, media literacy, http://www.education-world.com/soc_sci/current_events/index.shtml
Extractions: SELECT PAPER USA Today Wall Street Journal Boston Globe New York Times Washington Post Miami Herald Seattle Times San Francisco Gate Los Angeles Times Rocky Mountain News Arizona Republic Chicago Tribune Cleveland Plain Dealer Houston Chronicle Christian Science Monitor Worldwide Newspapers: SELECT PAPER La Nacion Morning Herald Jornal do Brasil Globe and Mail La Presse Central Europe Online Inside China Today China Daily Granma International Cairo Times Intrnatnl Herald Tribune Le Monde Le Parisien German News Berliner Zeitung Die Welt Süddeutsche Zeitung The Times of India Irish Times The Jerusalem Post La Repubblica Asahi Shimbun Asahi Shimbun La Reforma El Norte Excelsior De Telegraaf The Dawn The Manila Times Russia Today St. Petersburg Times API Izvestia El Pais Tages-Anzeiger Tribune de Genève Taiwan News The Times The Scotsman Belfast Telegraph International Directories Opinion-Pages
Extractions: by Omar Benton Ricks Are children learning to think critically about the things that shape their world? This is a question many parents and educators have on their minds, especially with regard to media. The average American child ages 8 to 18 watches over 6 hours of TV a day and uses other media (including the Internet) an additional 2 hours a day [ ]. Scholars estimate that by the age of 18, children in the United States will have spent more than 16,000 hours in front of the TV set, compared with only 14,000 hours in the classroom [ ]. With their children having that kind of exposure, most parents are concerned about their children's use of media what Web sites they visit, what movies and TV shows they watch, and what music they listen to. Over many years, this concern has led to the implementation of practices and regulations intended to protect children from negative influences in the media. Industries now have ratings for movies, music CDs, video games, and TV programming. Some parents have begun to take action on their own from reducing the amount of time children watch TV or videos, to getting a TV that has a V-chip (an electronic device that allows parents to control what shows a child watches), to putting computers in conspicuous areas of the home so it is easier to monitor what the child is doing on the computer. Recently, the President approved legislation to provide a domain extension of "G"-rated Web sites for children [
Extractions: Links The goal of the National Institute on Media and the Family (Institute) is to provide resources for educators, parents, community leaders, and others concerned about the ever increasing impact of media on children, families, and communities. The following is a list of other organizations concerned with media education and media literacy issues. Continue to check our web site for new sites and resources. The resources listed are organizations separate from the Institute. The Institute does not endorse nor does it assume liability for the currency, accuracy, or availability of any information on these sites. Please inform our webmaster if you locate any links that have moved, are no longer operational, or should be reviewed and added to the resources list. Thank you. American Academy of Pediatrics is committed to the attainment of optimal physical, mental, and social health and well-being for all infants, children, adolescents, and young adults. This site also includes "A Minute for Kids" a library of audio tapes, and "
Funded Programs community workshop in Brattleboro to teach ad deconstruction Also coordinated a coursein media literacy with optional to all of GMTC activities which fulfill http://www.gmtchealth.org/fundedprog.html
Extractions: Description of Activity: Coordinated the development of a cadre of trainers who will train teachers in the implementation of the Know Your Body, a comprehensive school health curriculum for grades K-6. A Coordinator's Training Manual and a Participant Manual were developed. The cadre of four educators were trained at a two-day event in the spring and at a one-day event in December. Future trainings are planned. Also, a Know Your Body implementation survey of 38 teachers was conducted. Description of Activity: The Vermont Department of Education supports four regional Health Education Resource Centers around Vermont. The Centers promote coordinated Comprehensive School Health Programs (CSHP) by providing professional development opportunities, technical assistance, and resource materials. GMTC is the fiscal agent for the Brattleboro HERC, a lending library of curricula, books, videos and visual aids for health educators in Vermont. Click here to learn more about HERC
LU News yourself up to speed and teach television production fillin-the-blanks questioningand other activities. by intertwining the study of media literacy and the http://www.lu.com/lu/pr-May7-2001.html
Extractions: Integrating Media Literacy Teacher Edition and Student Workbook by Robert Kenny In response to the increasing need to study the ever-growing power and influence of media, this course book enhances media literacy-among both teachers and students-by providing a unique and alternative guide for teaching introductory television production. It teaches media literacy through the eyes of its creators based upon the belief that learning how to create media will teach students how to become good consumers of media. Two factors make this book a stand out: Traditional textbooks are aimed at the students while this book targets the teacher as its main audience, providing a supplemental workbook for the students. Secondly, Kenny doesn't just show you how to get yourself up to speed and teach television production, he shows you how to place the practical and technical aspects of television and multimedia production within the context of media convergence, consolidations, government influences, and evolving codes and ethics. This approach keeps students engaged both with the equipment they are learning to use, and focused on the hows and whys of using that equipment in standard TV production.
KQED Education Child Care Ready To Learn Workshops Home Learn and Sesame Street help to teach young children through fun Viewing, Readingand Doing activities. in such areas as Diversity, media literacy, Science and http://www.kqed.org/topics/education/childcare/workshops-rtl.jsp
Portland Press Herald In The Classroom A unique media literacy teaching guide with reproducible study sheets. The73 activities help you teach skimming, fact and opinion, main ideas http://www.pressherald-classroom.com/guides.shtml
Extractions: Teachers who order newspapers qualify to receive a free Teacher Guide. Press Herald in the Classroom currently offers more than 20 teacher guides on specific topics including math, science, weather and the environment. If there is a topic that you would like to teach using the newspaper, and it is not on this list, contact us . We may be able to find a guide for you. We currently offer the following guides: And Time Marches On... Help your students learn tolerance of others and understand themselves. Prepared by the Newspaper Association of America Foundation, the Celebrate Diversity guide has complete lesson plans and activity sheets that begin to encourage discussion of diversity topics. Citizens Together: Understanding the Bill of Rights Each day's newspaper inevitably has stories that illustrate at least one of the Bill of Rights. Use these lesson plans and study sheets to examine most of the first 10 Amendments, in connection with the news of the day. Special projects, such as writing a letter to James Madison and creating personal booklets ("My Bill of Rights) enhance the program.
Literacy In The Information Age: Assignments, Readings, & Activities Week, Assignments, Readings, activities. age Susana, Bailey, Jeff, Paul The effectsof media in society Meghan, Joan, Bijan What is visual literacy? http://alexia.lis.uiuc.edu/~chip/teach/courses/lit_info_age/fa02/
Extractions: Mindset list The role of technology Sullivan, "America in 1900" Brainstorm issues relevant to literacy in the information age Discuss possible projects and groups Sep 5 Login to LEEP . In the board for the first week, post a greeting to the class introducing yourself. Briefly describe your goals for the course.
Institute For Pastoral Initiatives (IPI) Home interests Call attention to commercials and teach that they Gloria DeGaetano mediaAlert 200 activities to Create be available from Center for media literacy http://www.udayton.edu/~ipi/mediaed/whatnew.php3
Extractions: Introducing Preschoolers to Media Literacy I recently got a request from a student in Singapore who was doing a project on teaching preschoolers the fundamentals of media literacy for her graduation project. She asked: "How is it that a child as young as 3 will be able to grasp the concepts of the workings of TV?" Below are the suggestions that I gave her and the resources I recommended. Dear Adrian, I'm happy to see that you're doing your graduation project on preschoolers and television. Here is some information and further sources: Taking a child to see a play (children's theater) and having them meet some of the actors and see the stage set up close after the play also prepares them for understanding that what they see on TV is "pretend." They can be introduced to the five key concepts of media literacy: Media construct reality: stories on TV are made up, or perhaps they tell the story of a real person, but have to take all the interesting things that happened during their lifetime and pick and choose the most interesting, so that they can tell the story in 30 minutes, or one hour. Media use identifiable techniques: Use story books with lots of pictures and teach the child that every detail of the picture was carefully selected for a reason - and have the child tell you why certain items are in the picture, why some in the foreground, some background, etc. Then ask qq. about why this detail is in this TV program - what clue does it give you about the person, how they feel about this situation, etc.
Media Knowledge Interns are also responsible for assisting the staff with media literacy lessonsand activities. Interns may, if they choose to, teach or coteach a media http://www.mediamaniacamp.org/internships.html
Extractions: College interns are a key component of the success of Media Mania. Interns offer a fresh perspective to the camp experience and provide positive role models to the campers. Media Mania offers a limited number of internships to talented college students majoring in education, communication, or media studies. To learn more about Media Mania internships, or if you are interested in applying for an internship position, keep reading! Job Description Media Mania Internships begin on July 1 and end on July 19. With the exception of two meetings, Interns have most evenings, every weekend, and Independence Day off. The internship is comprised of a total of 120 hours. Ideal candidates will be education, communication or media majors entering their junior or senior year. Experience with middle school aged children, particularly in a camp environment, is desirable but not necessary. Candidates should be mature, hard-working, enthusiastic, amiable, able to take the initiative, and have the ability to display patience when working with children. Interns are responsible for many aspects of the camper's educational experience.
