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Integrate the power of media for a cutting-edge curriculum
This book by a leading authority on media literacy education shows secondary teachers how to use media to help students access, analyze, evaluate, and communicate messages in a wide variety of forms. The author demonstrates how to incorporate media literacy into the secondary classroom, providing the tools teachers need to:
- Effectively foster students’ critical thinking, collaboration, and communication skills
- Integrate media literacy into every subject
- Select meaningful media texts for use in the classroom
A companion website offers video demonstrations and sample lesson plans.
- Sales Rank: #194234 in Books
- Brand: Corwin
- Published on: 2011-07-12
- Original language: English
- Number of items: 1
- Dimensions: 9.71" h x .56" w x 7.25" l, 1.07 pounds
- Binding: Paperback
- 232 pages
Features
- Effectively foster students" critical thinking, collaboration, and communication skills
- Integrate media literacy into every subject
- Select meaningful media texts for use in the classroom
- Recognize the "teachable moment" in dialogue about popular cultureIncluded are vignettes of Grade
- Title - Digital And Media Literacy
Review
“As our society becomes more global, schools must embrace a curriculum that builds and supports students’ critical thinking and 21st century skills. This book provides a purposeful technology- and media-driven path for teachers and curriculum specialists to follow in preparing students to become global citizens.”
(Abbey Spoonmore Duggins, Instructional Coach 2011-01-04)
"This book provides a wide variety of ways teachers can use technology to their advantage in the classroom. We need books like this one to show us how to utilize the power of the Internet and create valuable learning opportunities to 21st century students." (Melody L. Aldrich, English Deptartment Chair 2011-01-04)
"Every teacher desires to integrate technology into their classroom instruction. This book provides step-by-step lessons and explanations. This is a must-read for anyone still tentative about immersing their instruction with the digital age." (Michelle Strom, Language Arts Teacher 2011-01-04)
"This book gives teachers ideas for actively engaging students in meaningful conversations. It helps us to find new ways to challenge students to think on a higher level." (Patti Grammens, Science Department Chair 2011-01-04)
"Renee Hobbs is a teacher at heart. Drawing from her vast knowledge of media literacy education and her experiences in secondary classrooms, Hobbs delivers on a number of fronts: critical thinking, Common Core standards, lesson planning, and communicating. To read Renee Hobbs is to take action!" (Donna Alvermann, Distinguished Research Professor 2011-03-21)
"By providing numerous examples, tools, and strategies, Media Literacy Education invites us to understand, critique, and create media. Renee Hobbs builds on theories of adolescent learning as well as current research in media studies to provide a clear framework for integrating media literacy across the curriculum. We have been told that we are supposed to engage our 21st-Century students. Hobbs continues to show us how."
(Troy Hicks, Assistant Professor of English 2011-03-21)
"Renee Hobbs makes a powerful case for media education as a touchstone for all areas of the curriculum. Even better, Media Literacy Education provides the tools for fostering media-literate learners―a must in the 21st century." (Nancy Frey, Professor of Literacy 2011-03-22)
"In her new book Media Literacy Education, Renee Hobbs demonstrates that using digital media in the classroom can support the development of print literacy skills, as well as entertain and engage. This book links traditional skills such as authentic inquiry and the use of critical questions to students’ pop culture, bringing relevance to the learning experience. In doing so, it empowers both teachers and students to make literacy experiences more relevant to students’ interests, everyday life, and important current and cultural experiences."
(Kristin Hokanson, Technology Integration Specialist 2011-03-22)
About the Author
Renee Hobbs is Professor and Founding Director of the Harrington School of Communication and Media at the University of Rhode Island, and Interim Director of the Graduate Program in Library and Information Studies. Professor Hobbs is one of the nation's leading authorities on media literacy education. Through community and global service and as a leader, researcher, teacher, and advocate, Hobbs has worked to advance the quality of digital and media literacy education in the United States and around the world. She founded the Media Education Lab, whose mission is to improve the quality of media literacy education through research and community service. In the early 1990s, she created the first national teacher education program in media literacy at the Harvard Graduate School of Education.
Renee Hobbs maintains an active research agenda that examines the intersections of the fields of media studies and education. She has published four books and dozens of articles in scholarly journals in three fields: communication, education and health. She is the founding co-editor of the Journal for Media Literacy Education, an open-access peer reviewed journal. In 2012, she served as a Fellow for the American Library Association Office of Information Technology Policy. As a field-builder, she helped found the Partnership for Media Education, which evolved into the National Association for Media Literacy Education (NAMLE), the national membership organization for media literacy. She has sought and received exemptions on behalf of K-12 educators to protect fair use of copy-protected digital media as part of the Digital Millennium Copyright Act (DMCA), helping advance the benefits of digital learning for all teachers and students.
Renee Hobbs received an Ed.D in Human Development from the Harvard Graduate School of Education, an M.A. in Communication from the University of Michigan, and a B.A. with a double major in English Literature and Film/Video Studies from the University of Michigan.
Most helpful customer reviews
2 of 3 people found the following review helpful.
Excellent Treatment of How to Support Achievement with Digital and Media Literacy
By John Robinson
How can teachers use digital and media to support academic achievement in all subjects and content areas? The answer to that question is essentially what Renee Hobbs tackles in her book Digital and Media Literacy: Connecting Culture and Classroom.
Hobbs begins answering the question of supporting academic achievement with digital and media by outlining the rationale for engaging these two in 21st century instruction. Basically, that rationale includes:
Digital and media motivates students and that makes them a means to reach today's learners.
Our students today have digital and media needs: 1) They need knowledge and guidance in using digital and media effectively, 2) They need to know how to evaluate the multitude of digital and media messages they receive, and 3) They need the integrity and ethical center to be good citizens in their use of digital and media.
After providing the rationale for using digital and media to support learning, Hobbs then turns to describing what she calls "A Process Model for Digital and Media Literacy." This process model she describes involves "5 Communication Competencies or Steps" that can employed across all content areas. These are what she terms as "the essential dimensions of digital and media literacy."
1. ACCESS: According to Hobbs, "access" is the first step in digital and media literacy. It involves "finding and sharing appropriate and relevant information using media texts and technology tools. Students need to be able to effectively locate and identify relevant information to the task or issue with which they are engaged. To do that, they need access competencies.
2. ANALYZE: This second step Hobbs points to involves "using critical thinking to analyze message purpose, target audience, quality, veracity, credibility, point of view, and potential effects or consequences of messages." In other words, students need to be able examine the messages and information they receive from digital and media and analyze for the common components of rhetoric and communication. This competency makes students effective consumers as well as conveyors of digital and media messaging.
3. CREATE: The third step involves "composing or generating content using creativity and confidence in self-expression, with awareness of purpose, audience, and composition techniques into the world of digital and media." Students need to be able to not only effectively consume information, they also need to be able to be effective content creators in digital and media. In the 21st century, with all the myriads of digital tools available, those who excel are content generators, so our students need this competency as well.
4. REFLECT: Reflecting involves examining the impact of media messages and technology tools on our thinking and actions in daily life. It also involves "applying social responsibility and ethical principles to our own identity, communication behavior, and conduct." Students need to reflect on the digital and media messages they send and think about the effects of these on their lives. This skill of reflection helps our students become humane consumers and creators of digital and media content.
5. ACT: The fifth and final step or competency is "working individually or collaboratively to share knowledge and solve problems in the family, the workplace, and the community." It means participating in local and global communities. According to Hobbs, this step involves getting students in the classroom connected to the world, providing support for their leadership development and collaboration, and developing integrity and accountability as they take their place as global citizens. Students need to engage in using digital and media in solving problems and at the same time take advantage of global connectivity. Because the 21st century world is a much smaller place, our students need to be able to "act" using their digital and media skills.
Throughout the remainder of Digital and Media Literacy, Renee Hobbs expands these steps or communication competencies and provides extensive discussion and information on the implementation and incorporation of them into the classroom and across subject areas. Each chapter is structured to take a closer look at these 5 dimensions or competencies, and how they might look in the classroom. Hobbs' book is a must-read for teachers, administrators, and district as well as state education leaders who are trying to tackle the question, "What do we do with students with all this digital and media?"
Other strengths of this book include:
A thorough and comprehensive review of what digital and media literacy should look like in classrooms and in all content areas.
A practical implementation knowledge with sample lessons that can be used to design learning that captures all 5 of the digital and media competencies or steps.
A review of the 5 challenges teachers face when trying to "develop student voice in digital and media formats."
A powerful, concise discussion of digital citizenship and on becoming ethical digital and media consumers and creators.
Useful information on how to incorporate current events into classroom activities.
Some focus on how to engage in what Hobbs calls "Responsive Teaching."
I've read a great deal on the topic of digital and media technologies and how to integrate those into instruction, but Digital and Media Literacy: Connecting Culture and Classroom provides something unique. First, it gives educators a framework of digital and media competencies and shows them how to engage students in learning those competencies using the technologies. Secondly, it provides examples of real classroom practice through narratives and sample lesson plans. Finally, its focus on implementation makes it great for a book study by a faculty wanted to explore how to use digital and media the way it should be used in the classroom.
Digital and Media Literacy is a must read for district and state leaders, classroom teachers, technology directors, and anyone interested in how we can embrace the enormous task of using digital and media to support academic achievement in the classroom.
3 of 5 people found the following review helpful.
Great portrait of great teaching
By Faith Rogow, media literacy education maven
This book reads so smoothly that it's easy to miss just how substantive it is. Hobbs treats the readers to descriptions of classroom implementation of media literacy lessons as told through the filter of an expert coach who helps colleagues notice the nuances that make the difference between good teaching and great teaching. She explains the reasons for particular lesson designs and provides compelling evidence of student engagement and achievement. I love this book, and though I've been in the field for more than twenty years, I learned a lot from it.
That said, there are some weaknesses. Occasionally the fluidity of the storytelling leads to overgeneralizations, and Hobbs uses an older list of five critical questions for media analysis that omits questions about benefits & harms (essential for helping students assess the potential impact of media messages).
Most importantly, in helping students learn to reflect on the media in their lives, Hobbs sometimes privileges questions about emotions to the exclusion of ensuring that students are making decisions that are well-informed. Case in point is her otherwise useful discussion of scary maze game videos. Hobbs' lesson challenges students to think about how they feel about watching young children be terrified to the point of tears and seeking comfort from adults who respond with laughter. Awareness of how we feel when viewing such things is important. But no where in the lesson does anyone offer information on child development and what we know about the differences in the ways that adults and young children respond to scary practical jokes. So the lesson leaves students more self-aware, but not more informed. Media literacy, even according to Hobbs, should do both.
Still, both whether you are a novice or veteran teacher, you'll find more than enough good stuff here to make it worth your time.
1 of 2 people found the following review helpful.
Respect for teens, media, and teachers
By Angela J. Johnson
Respect. This virtue permeates Renee Hobbs’ Digital and Media Literacy: Connecting Culture and Classroom. The book honors students, teachers, and the role of media literacy in the classroom.
Digital and Media Literacy: Connecting Culture and Classroom focuses teachers on the big picture: “critical thinking, collaboration, communication skills” (vii). How often do employers bemoan a workforce lacking in these very skills? Lifelong relevance abounds with the inclusion of media, culture, and current issues.
It is the merging of subject matter that students care about with the objectives to be taught (which students often do not care about) that makes Digital and Media Literacy so powerful. It acknowledges and respects that teenagers, perhaps despite initial appearances, do indeed care about their own problems, others’ problems, and the world’s problems. Teaching must respect where they are now—immersed in media that matters to them.
Individual chapters are organized particularly well for busy teachers, opening with bullet point overviews of key aspects of the chapters, including the topics of lesson plans appearing at the end of the chapter. Hobbs encourages not only analysis of media, but also production of media with reflection and action. Section headings state priorities of media literacy education: critical thinking, expression, social responsibility and action.
Hobbs’ book is perfect antidote to stale, depersonalized, sterile material and pedagogy, which teachers may feel forced into with high-stakes teacher assessment directly linked to student standardized tests. Digital and Media Literacy: Connecting Culture and Classroom is a tremendous resource for all teachers—pre-service, novice, and veteran. Hobbs knows media literacy, she knows teaching, and perhaps most importantly, she knows kids.
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