New Media Tool For Content Development & Students’ Writing

New Media Tool For Content Development & Students’ Writing

New Media Tool For Content Development & Students’ Writing

We believe that media literacy is a critical strategy for increased media literacy in K-12 education and that multimedia teaching will be a significant challenge in the near future. The trend toward media convergence has created a proliferation of videos, podcasts, social media and other forms of media with many pros and cons, as well as influencing the way students learn. We believe that educators, media companies, schools and districts must develop media literacy strategies that allow students to be critical thinkers, interpret and interpret media, use media to evaluate content and evaluate and measure their own work, and access media without asking for permission.

To accomplish these strategies, we present the following teaching method:

We used these strategies in a homework assignment for seventh graders; it was an outlet for students to practice critical thinking as they took on the nature of different forms of media. The lesson began with students completing a media literacy assessment on the sample chart used by the Media Education Program (MEP), using the following criteria:

How did the content affect them?

Did the media give a good example of what is to come in future history class?

Did they see greater variety and depth of topics and topics in the new media?

What are their feelings about it?

The prior assessment asked students to answer how they were influenced by the media when learning about these topics. We then presented them with the resulting mock news article from the font, format and other elements used by the Media Education Program (including an updated template if asked) and asked students how they felt after reading it, their interpretations and overall impressions of the media, and the role and use of this approach in history class and future classroom work.

Students were encouraged to keep documenting their own opinions, using the following methods to record their feelings and opinions about the simulated article:

Taking a photo of the article (and/or drawing it)

Showing classmates the article, and discussing how they felt and what they thought about the article

Recording other students’ reactions to the piece

For more information, check out the Media Education Program website:…

The resource presented above is an example of a media literacy resource to practice video production and media literacy skills in history class. It is the result of many collaborative efforts between us, educators, the Media Education Program, the Content Consortium (CIRC), National Student Media Leadership & Standards (NSLMRS), the Evaluation Consortium (EC), and other groups working towards developing effective methods for producing quality media education content and teaching media literacy skills. We believe that with the continued cooperation of these and other groups, media literacy initiatives can be achieved across all grade levels and particularly within the higher grade levels, for which this column was written.

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