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8/16/2019 Media Literacy Standards
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Media Literacy Contents
Media Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Audio or Video? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Audio or Video Unit Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (continued from 2)
Shots and Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Shots and Composition Unit Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . (continued from 3)
Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Persuasion Unit Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (continued from 4)
Fact or Opinion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Fact or Opinion Unit Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (continued from 5)
Motive and Hidden Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Motive and Hidden Agenda Unit Activities . . . . . . . . . . . . . . . . . . . . . . . . (continued from 6)
Public Service Announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Public Service Announcements Unit Activities . . . . . . . . . . . . . . . . . . . . (continued from 7)
Links for Further Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
More on Mr. Costner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
8/16/2019 Media Literacy Standards
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The Virginia Department of Education’s English Language Arts
Standards indicate that students will analyze, develop, and
produce creative and informational media messages. Below is a
breakdown of the standards by grade level as well as the seven
most important media literacy concepts every student and
teacher should know. All teachers should have a copy of the full
standards from the Virginia Department of Education. These
documents can be found here.
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
For sixth grade, the standards require that students--
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://www.doe.virginia.gov/testing/sol/standards_docs/english/review.shtml
8/16/2019 Media Literacy Standards
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1. Differentiate audio/video (print/broadcast/web, reading/listening/viewing,
prerecorded/live).
2. Understand authorship, format, audience, content, purpose (as well as production --
layout, text features, shots and angles, lighting, editing, and sound)
3. Recognize and evaluate PSAs and create media messages
For seventh grade, the standards require that students build on sixth grade understandingsand also--
1. Identify and distinguish fact and opinion
2. Identify persuasion and persuasive techniques. (name calling, glittering generalities,
bandwagon, testimonials, appeal to emotions)
3. Analyze media for opinions and for facts and for techniques used
4. Create and publish media messages (PSAs)
For eighth grade, the standards require that students build on sixth and seventh grade
understandings and also--
1. Analyze the motives of media messages
7 Most Important Media Literacy
ConceptsAccording to Cyndy Scheibe and Faith Rogow of Ithica College and Project Look Smart,
the process of effective media analysis is based on the following concepts:
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of
construction.
3. Media messages contain embedded values and points of view.4.All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their own meanings
from media messages.
6. Media and media messages can influence beliefs, attitudes, values, behaviors, and the
democratic process.
Source: Ithaca’s Project Look Sharp (12 Basic Ways to Integrate Media Literacy and Critical
Thinking into Any Curriculum)PDF
7. Remember, all media messages have the following five components:
Authorship, Format, Audience, Content, Purpose.
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://www.ithaca.edu/looksharp/?action=medialithandouts&PHPSESSID=12f5ecd4f1e3fa0f149905f325a093e9
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From the Standards of Learning: All children should be able to “differentiate
audio/video (print/broadcast/web,
reading/listening/viewing, prerecorded/live).”
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
To understand these concepts,
students must first recognize that all communications—and especially media messages—have
the following five components: authorship, format, audience, content, purpose.
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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1. Authorship - Who said it?
2. Format - How was it said?
3. Audience - To whom was it said?
4. Content - What was said?
5. Purpose - Why was it said?
Not only must students recognize these components, they must also be able analyze them.
The Audio/Video standard focuses on Format
Format
This is not just the medium being used but also how the creators used specific elements for
effect, i.e., color, sound, emphasis on certain words, amateur video, kids’ voices.
There are three types: auditory, visual, and written.
1. Auditory media can be heard (e.g., music, radio shows, podcasts).
2. Visual media can be viewed (e.g., television, video, Web-based materials, print ads).
3. Written media includes text (e.g., newspapers, magazines, books, blogs).
When analyzing format, special attention should be given to the means used to deliver the
message, whether it be broadcast or print or web. As well, the decision to deliver message live
or to pre-record them will have an impact on the format.
In all, students must question and consider how the format of the message affects the
meaning, effectiveness, and impact of the message.
Go to the Audio/Video Activity Page
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/avactivity.html
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UNIT ACTIVITIES FOR THE
AUDIO-VIDEO SOL STANDARDS
Media
Literacy
Overview
Audi
o or
Video
Shots
and
Composition
Persu
asion
Fact
or
Opinion?
Motive
and
Hidden Agenda
Public
Service
Announcements
Links for
Further
Information
More on Mr.
Costner/
WebsiteReflection
photo above by Harry Costner
Links
Here are a few examples of media messages that vary in their use of print, audio, and video. All
of them are McDonald’s advertisements.
What are the characteristics of each Format?
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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How are the characteristics of each format used to convey the message?
McDonald’s Fast Food Restaurants
Print:
1. http://cdn.sportsmemorabilia.com/sports-product-image/1980-mcdonalds-print-ad-big-ma
c-54-t849256-500.jpg2. http://files.coloribus.com/files/adsarchive/part_1322/13225055/file/mcdonalds-french-frie
s-small-38738.jpg
Radio:
1. http://www.youtube.com/watch?v=hRlmcmpVUCI
2. http://www.youtube.com/watch?v=ZuTZFUyEAA0
TV:
1. http://www.youtube.com/watch?v=hRlmcmpVUCI
2. http://www.youtube.com/whttp://www.youtube.com/watch?v=hRlmcmpVUCIatch?v=siiAl
DfEYb0&list=PL819D4077A21A5848&feature=plcp
3. http://www.youtube.com/watch?v=PYCrQlhWCu0Tasks
TASK ONE:
Choose a current event. Find an example for each format (print, audio, visual) of the delivery of
reports of that current event. Analyze the impact of each format on the message.
TASK TWO:
For your own classroom/school, design a lesson that would give students the opportunity to
analyze the format of media messages.
Suggestions:
• Examine documentary film(s). How do they differ from TV news reports, newspaper articles,
and blogs (what is emphasized, what isleft out, what techniques are used to present the information, etc.).
• Compare the amount of time/space devoted to a topic in different media format from the
same time period and discuss why the difference occurs (TV vs. newspapers).
• Have students produce reports about a topic using different
forms of media.
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://www.youtube.com/watch?v=PYCrQlhWCu0http://www.youtube.com/watch?v=siiAlDfEYb0&list=PL819D4077A21A5848&feature=plcphttp://www.youtube.com/watch?v=siiAlDfEYb0&list=PL819D4077A21A5848&feature=plcphttp://www.youtube.com/watch?v=hRlmcmpVUCIhttp://www.youtube.com/watch?v=siiAlDfEYb0&list=PL819D4077A21A5848&feature=plcphttp://www.youtube.com/watch?v=hRlmcmpVUCIhttp://www.youtube.com/watch?v=ZuTZFUyEAA0http://www.youtube.com/watch?v=hRlmcmpVUCIhttp://files.coloribus.com/files/adsarchive/part_1322/13225055/file/mcdonalds-french-fries-small-38738.jpghttp://files.coloribus.com/files/adsarchive/part_1322/13225055/file/mcdonalds-french-fries-small-38738.jpghttp://cdn.sportsmemorabilia.com/sports-product-image/1980-mcdonalds-print-ad-big-mac-54-t849256-500.jpghttp://cdn.sportsmemorabilia.com/sports-product-image/1980-mcdonalds-print-ad-big-mac-54-t849256-500.jpg
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It is important to understand how
media creators use camera shots
and composition to communicate
their message.
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
Camera shots
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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Media creators use different camera shots to help tell their story. Camera shots can be used to
embed values and points of view. Camera shots and composition techniques are manipulated
by media creators to help persuade the viewer.
The basic shots in media are:
Wide/Long shot: Setting/capturing the environment/
establishing shot(s)Medium/Mid Shot: Middle of the body and up/introduction
of characters and dialog
Close-up and extreme Close-up: Show detail/emotion/
focus on face/into the mind of the character.
Camera shot links:
http://www.mediacollege.com/video/shots/
https://vimeo.com/videoschool/lesson/101/varying-your-shot-composition
http://www.brooks.edu/articles/camera-angles.asp
Shot Composition
Shot composition is how and where backgrounds, objects and people are placed in the screen.Good shot composition draws in viewers and is visually compelling. Violating basic composition
rules can be used to create uneasiness, distrust, fear, and general negative feelings in the
viewer.
The three basic rules of composition are:
Headroom:
Lookspace:
Rule of Thirds:
Composition rules links:
https://vimeo.com/1461280?pg=embed&sec=1461280
http://www.youtube.com/watch?v=H6mKH5S0q8A
Go to the Shots and Composition Unit
Activity Page
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/sacactivity.htmlhttp://polaris.umuc.edu/~hcostner/edtc/sacactivity.htmlhttp://www.youtube.com/watch?v=H6mKH5S0q8Ahttps://vimeo.com/1461280?pg=embed&sec=1461280http://www.brooks.edu/articles/camera-angles.asphttps://vimeo.com/videoschool/lesson/101/varying-your-shot-compositionhttp://www.mediacollege.com/video/shots/
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UNIT ACTIVITIES FOR THE SHOTS
AND COMPOSITION STANDARDS
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
Task:
Activity 1:
Newspaper Activity: Newspaper photos can be dynamic and compelling visual storytellers. A
lot of information can be transmitted and communicated through effective photojournalism.
Find a photo from the newspaper. Cut out the photo. Identify the shot. Write a few sentences
on how the camera shot and/or composition help communicate the message of the story. Can
you see the author’s point of view and/or values from this photo?
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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Activity 2:
It is fun to create cartoons. Now with the power of web 2.0 technology it is easy to create
cartoon even with no real artistic talent.
1. Go to: http://www.toondoo.com (you must create an account)
2. Create a 3 or 4 panel cartoon working with our three basic shots and composition rules.
(Possible topics: Your summer break, teaching, your students, pop culture1. Begin with a wide or establishing shot
2. Next create a medium shot or two
3. End with some form of a close-up to conclude.
4. When you are finished peer review and discuss!
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://www.toondoo.com/
8/16/2019 Media Literacy Standards
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From the Standards of Learning:
"All students should be able to recognize that
production elements in media are composed based
on audience and purpose to create specific effects. All
students should notice the use of persuasion
techniques and connotations to convey viewpoint."
Media
Literacy
Overview
Audi
o or
Video
Shots
and
Composition
Persu
asion
Fact
or
Opinion?
Motive
and
Hidden Agenda
Public
Service
Announcements
Links for
Further
Information
More on Mr.
Costner/
WebsiteReflection
photo above by Harry Costner
According to the University of Texas Austin Department of Communication Studies, persuasion
is a "form of social influence in which an audience is intentionally encouraged to adopt an idea,
attitude, or course of action by symbolic means."
http://commstudies.utexas.edu/research/persuasion-and-social-influencehttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
8/16/2019 Media Literacy Standards
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According to Wikipedia, persuasion is "the influence of beliefs, attitudes, intentions,
motivations, or behaviors."
No matter what definition you prefer, it is vital for both producing and consuming media to be
able to clearly identify persuasive techniques used most often in print and nonprint media.
Basic Techniques: Video Examples: Watch the following videos that correspond with each
technique. What other commercials can you think of that use these techniques? Have Fun!1. Name Calling http://www.youtube.com/watch?v=asbol_O7W2Y&feature=related
-puts down another brand, product, or candidate
1. Glittering Generalities http://www.youtube.com/watch?v=kiGYrjSWXVg
http://www.youtube.com/watch?v=JUCLWrGz8ug&feature=relmfu
- emotionally appealing words so closely associated with highly-valued concepts and
beliefs that they carry conviction without supporting information or reason
1. Card Stacking http://www.youtube.com/watch?v=RtpKjgwi4Sc
-use of many facts or facets of product to impress the buyer (infomercial included)
1. Bandwagon http://www.youtube.com/watch?v=9vs1Z0gnNZk
-use of the product will make you popular, one of the crowd, and “fit in”1. Testimonial http://www.youtube.com/watch?v=mulAi7cno2Y
-use of celebrity or expert to influence buyer
1. Plain Folks http://www.youtube.com/watch?NR=1&feature=fvwrel&v=wuzjY1qoLpw
-features regular, everyday people viewers can identify with
1. Appeal to emotion (fear)
http://www.youtube.com/watch?v=wC2QikzGU_M&feature=related
-uses fear, family values, cuteness, love, nationalism etc. to create an emotional
connection to the product
Another important persuasion technique not mentioned in the Virginia Media Literacy SOL's is
Transfer. A form of transfer is used alot in commercials aimed at middle school aged kids.Transfer in this regard links unrelated products or characters together in an attempt to transfer
the image, feelings, and trust to the other product. Watch the video below and spot the transfer
technique.
Go to the Persuasion Unit Activity
Page
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuadeactivity.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuadeactivity.htmlhttp://www.youtube.com/watch?v=wC2QikzGU_M&feature=relatedhttp://www.youtube.com/watch?NR=1&feature=fvwrel&v=wuzjY1qoLpwhttp://www.youtube.com/watch?v=mulAi7cno2Yhttp://www.youtube.com/watch?v=9vs1Z0gnNZkhttp://www.youtube.com/watch?v=RtpKjgwi4Schttp://www.youtube.com/watch?v=JUCLWrGz8ug&feature=relmfuhttp://www.youtube.com/watch?v=kiGYrjSWXVghttp://www.youtube.com/watch?v=asbol_O7W2Y&feature=relatedhttp://en.wikipedia.org/wiki/Persuasion
8/16/2019 Media Literacy Standards
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UNIT ACTIVITIES FOR THE
PERSUASION TECHNIQUESSTANDARDS
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
Tasks
1) Fun with Products! Homework: Tonight at home when you or your family are finished with a
food/beverage/hygine product, instead of throwing away/recycling the box, package or
container, bring in in to school. We will each improvise short commercials illustrating an
understanding of the different persuasion techniques using your products from home!
2) Create a print ad for any ORIGINAL product/service of your choice using Google Drawing.
(One of our schools approved Google Education Apps) Incorporate elements of design,
composition rules, and 2-3 persuasion techniques.
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
8/16/2019 Media Literacy Standards
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Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.html
8/16/2019 Media Literacy Standards
16/35
From the Standards of Learning:
All children should be able to “identify anddistinguish fact and opinion”
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
What is the difference between fact and opinion anyway? Check out this fun Xtranormal
video for some help.
Check out this interesting podcast from NPR titled, "Media Often Fails to Distinguish Opinions
from Facts."
Think you get it now? Why don't you try this FACT vs. OPINION QUIZ!
How did you do?
http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.htmlhttp://www.npr.org/templates/story/story.php?storyId=4184520http://www.npr.org/templates/story/story.php?storyId=4184520http://www.xtranormal.com/http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
8/16/2019 Media Literacy Standards
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Go to the Fact vs. Opinion Unit Activity
Page
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/fooactivity.htmlhttp://polaris.umuc.edu/~hcostner/edtc/fooactivity.html
8/16/2019 Media Literacy Standards
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UNIT ACTIVITIES FOR THE FACT VS.OPINION STANDARDS
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
ACTIVITIES
1. The Newseum in Washington DC has a fantastic educational feature on their website.
Students can view and analyze the front pages of nearly 800 newspapers from 79 different
countries! Ask students to compare the front pages of at least two newspapers from around the
world. Have them analyze and propose explanations for the differences in which stories are
given the top spot. Check out the Neweum front page feature here.
2. Have students “flip the script”. Ask them to tell a story from an alternate perspective (e.g.
Little Red Riding Hood as told by the wolf, a basketball game as described by the ticket seller, a
http://www.newseum.org/todaysfrontpages/http://www.newseum.org/http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
8/16/2019 Media Literacy Standards
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rainy day as described by a fish). Students can also use Blabberize.com to create fun short
videos created from the point of view of any character or object. Here are two funny examples of
blabberize videos from this assignment.
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://www.blabberize.com/
8/16/2019 Media Literacy Standards
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From the Standards of Learning: All childrenshould be able to “identify and analyze the
motives (social, commercial, political) and of
media messages including print and nonprint
resources.”
Media
LiteracyOvervie
w
Audi
o orVide
o
Shots
andCompo
sition
Persu
asion
Fact
orOpini
on?
Motive
andHidden
Agenda
Public
Service Announc
ements
Links for
FurtherInformati
on
More on Mr.
Costner/Website
Reflection
photo above by Harry Costner
It is very important to be able to identify the motives, point of view, and potential bias
within media messages. Examine the articles and commercials below. Can you identify
the motives? Who benefits from the message?
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
8/16/2019 Media Literacy Standards
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Who Benefits? (Kindergarten)
http://www.fastcodesign.com/1670286/a-kindergarten-that-treats-design-as-a-public-inves
tment#1
Who Benefits? (Airport)
http://www.fastcocreate.com/1681194/ikea-furnishes-a-vip-lounge-experience-at-charles-de-gaulle#5
Who Benefits? (Dancer)
http://www.youtube.com/watch?v=OLi3taWNmus
Who Benefits? (Farmer)
http://www.youtube.com/user/McDonaldsUS?v=Hv2lNjF1Pl4&feature=pyv&ad=
Who Benefits? (Gulf)
http://www.youtube.com/watch?v=3Q2tjWBIXEc
What is “Credibility”?
What’s a Credible Source?
The following pages all contain information or reviews about the Ford Fiesta. What is themotive behind each page? Is there a hidden agenda? Is it a credible source for reliable
information?
Does all media have some type of bias?
View the links below and see what you think!
Youtube: http://www.youtube.com/watch?v=PtBwUIcWYQM
Ford: http://www.ford.com/cars/fiesta/2012/
US News: http://usnews.rankingsandreviews.com/cars-trucks/Ford_Fiesta/
Wiki: http://en.wikipedia.org/wiki/Ford_Fiesta
Twitter:https://twitter.com/FordFiesta/
Car Connection: http://www.thecarconnection.com/cars/ford_fiesta This Lil Piglet:
http://thislilpiglet.net/2012/07/fordcanada-2012-ford-fiesta-feisty-meets-street/
Mouth Shut: http://www.mouthshut.com/cars-suvs/Ford-Fiesta-reviews-925040426
AutoIndustrie:
http://www.theautoindustrieblog.com/2011/02/longtermers-ford-fiesta-16-sport-y01m03.ht
ml
Go to the Motive Unit Activity PageReturn to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motiveactivity.htmlhttp://www.theautoindustrieblog.com/2011/02/longtermers-ford-fiesta-16-sport-y01m03.htmlhttp://www.theautoindustrieblog.com/2011/02/longtermers-ford-fiesta-16-sport-y01m03.htmlhttp://www.mouthshut.com/cars-suvs/Ford-Fiesta-reviews-925040426http://thislilpiglet.net/2012/07/fordcanada-2012-ford-fiesta-feisty-meets-street/http://www.thecarconnection.com/cars/ford_fiestahttps://twitter.com/FordFiesta/http://en.wikipedia.org/wiki/Ford_Fiestahttp://usnews.rankingsandreviews.com/cars-trucks/Ford_Fiesta/http://www.ford.com/cars/fiesta/2012/http://www.youtube.com/watch?v=PtBwUIcWYQMhttp://www.youtube.com/watch?v=3Q2tjWBIXEchttp://www.youtube.com/user/McDonaldsUS?v=Hv2lNjF1Pl4&feature=pyv&ad=http://www.youtube.com/watch?v=OLi3taWNmushttp://www.fastcocreate.com/1681194/ikea-furnishes-a-vip-lounge-experience-at-charles-de-gaulle%235http://www.fastcocreate.com/1681194/ikea-furnishes-a-vip-lounge-experience-at-charles-de-gaulle%235http://www.fastcodesign.com/1670286/a-kindergarten-that-treats-design-as-a-public-investment%231http://www.fastcodesign.com/1670286/a-kindergarten-that-treats-design-as-a-public-investment%231
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UNIT ACTIVITY FOR THE MOTIVE ANDHIDDEN AGENDA STANDARDS
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
Tasks:
Task One: Tom SawyerTom Sawyer did not have to white wash the fence; he got others to do it for him. Using
persuasive techniques, make a brief statement to class about a household chore, convincing us
that doing the chore for you would be in our best interests.
Task Two: Online Reviews
Students increasingly rely on social connections as sources of information. On websites like
Amazon and TripAdvisor and apps like Yelp and FourSquare, consumers post snapshot reviews
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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of places and products. For this task, choose a restaurant (or a product), and write two reviews
of it--the best and the worst (a glowing review and an excoriation). Both should be less than
forty words.
Possible Projects for this Standard:
• Ask students to identify the sources of a media message, (e.g., creator, speaker, funder,
distributor, etc. ), their purpose or goal, and how that might influence production choices (e.g.,what is included or omitted, selection of images, music, or language).
• Encourage students to ask these questions routinely and consistently of ALL media (including
media conveying a perspective you support).
• Identify ways to decide which sources are credible about this topic within different types of
media (e.g., popular magazines vs. academic journals, wikis vs. traditional encyclopedias).
• Identify the factors that students might use to weigh different kinds of media (e.g., if the
information is based on research or other evidence versus personal opinion).
• Have students produce media messages about a topic, taking into account ways in which
perspective is introduced through the words and tone they use , the sources on which they rely,
what they selected to present or leave out, etc.• Explore how media messages reflect the identity of the creator or presenter of the message
and how the same message might come across differently if it was presented or created by
someone of a different background, age, race, gender, etc.
• Encourage students to ask who benefits from or is disadvantaged by a media message.
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.html
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From the Standards of Learning:The student will analyze, develop, and
produce creative or informational media
messages.
Media
Literacy
Overview
Audi
o or
Video
Shots
and
Composition
Persu
asion
Fact
or
Opinion?
Motive
and
Hidden Agenda
Public
Service
Announcements
Links for
Further
Information
More on Mr.
Costner/
WebsiteReflection
photo above by Harry Costner
The best way to have students create creative media messages is to produce PSA’s.
(Public Service Announcements)
A good PSA is...
1) Creative
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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2) Relevant to the target audience
3) Informative
4) Memorable
5) Includes a “Call to Action”
6) Delivers measurable results
7) Meet standards and quality requirements for airing, playing, or publishingHere are some memorable examples of past PSA's and some valuable PSA creation links:
1. Kathy Schrock: http://kathyschrock.net/psa/
2. Ad Council PSAs: http://www.adcouncil.org/Our-Work/Current-Work
3. Star Wars Anti-Smoking PSA: http://www.youtube.com/watch?v=YWQgktBR6-w
4. Paul Rubens Anti-Crack PSA:
http://www.youtube.com/watch?v=f03WDDwz2bo&feature=related
5. Brain on Drugs PSA: http://www.youtube.com/watch?v=nl5gBJGnaXs
6. It Gets Better Campaign: http://www.youtube.com/watch?v=epYOIExJxIQ
7. Bullying PSA: http://www.youtube.com/watch?v=nWJut7KQhI4
8. Anti-Makeup and Driving PSA: http://www.youtube.com/watch?v=F6BdTTvlRJc9. Seatbelt PSA: http://www.youtube.com/watch?v=h-8PBx7isoM
Go to the PSA Creation Unit Activity
Page
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psaactivity.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psaactivity.htmlhttp://www.youtube.com/watch?v=h-8PBx7isoMhttp://www.youtube.com/watch?v=F6BdTTvlRJchttp://www.youtube.com/watch?v=nWJut7KQhI4http://www.youtube.com/watch?v=epYOIExJxIQhttp://www.youtube.com/watch?v=nl5gBJGnaXshttp://www.youtube.com/watch?v=f03WDDwz2bo&feature=relatedhttp://www.youtube.com/watch?v=YWQgktBR6-whttp://www.adcouncil.org/Our-Work/Current-Workhttp://kathyschrock.net/psa/
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UNIT ACTIVITY FOR THE PSACREATION STANDARD
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
Task: Your group will create a 9 shot PSA using the Flip camcorders. Use the PSA Shot List
below. This will help you to organize your video and guide you through the required
shots. Remember to use proper shots and composition. We will play your PSA at the end
of class today!
SHOT LIST
1) Attention grabbing image with a clear statement of your Issue and Purpose
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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2) Medium shot of one important fact.
3) Close up of second important fact.
4) Group stating catchy slogan
5) Two members of the group saying, "Here is what you can do..."
6) Comminicate your "Call to action" you are free to do this in any way you see fit. Be
specific!7) Close up of someone briefly stating what will happen is nbothing is done.
8) Repeat Slogan
9) Credits, information, legal stuff etc.
Have Fun! We will watch them when
you are done!
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.html
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Check out some of these important links tolearn more about Media Literacy Education
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by Harry Costner
Links:
Why Media Literacy is Important | Center for Media Literacy
PBS for Educators
Miss Representation film and curriculum
Twitter feeds:
Rennee Hobbs (legendary media literacy scholar) @reneehobbs
MLP Media Literacy Project @Medialitproject
http://www.missrepresentation.org/education/http://www.pbs.org/teachers/connect/resources/7873/preview/http://www.medialit.org/why-media-literacy-importanthttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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DML Central Digital Media & Learning Hub @dmlcentral
Digital Youth Literacy Program @digitalyouth
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.html
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Who is Harry Costner?What is Network 21 all about?
Where can I see more Network 21 projects?
Media
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by AFI SilverDocs
Who:Harry Costner is the Director of Network 21, a student-run TV studio and new media lab
at Gunston Middle School in Arlington, Virginia. He has been involved with youth
development through digital media for fifteen years. He has given successful workshops
at ISTE, SilverDocs (SchoolDocs) and performed at South by Southwest. Harry’s mission
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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is to instill students with creativity, confidence, and independence. His brand of new
media skills offers students dynamic opportunities for success in our fast-changing
global economy. His program can be found at Gunstontv.blogspot.com and the Network
21 home page.
Network 21:My new Network 21 Venn Diagram!
Where can I see more Network 21
Videos?Network 21 Schooltube channel
Network 21 Youtube page
Network 21's Links for all young filmmakers
I am also father to a beautiful daughter
named Elizabeth and husband to my
awesome wife Misty!
http://www.sites.google.com/site/gunstontvlinkshttp://www.youtube.com/user/gunstontvhttp://www.schooltube.com/channel/gunstontvhttp://www.apsva.us/domain/1528http://www.apsva.us/domain/1528http://www.gunstontv.blogspot.com/
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Go to my Reflection PageReturn to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/reflection.html
8/16/2019 Media Literacy Standards
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MY REFLECTION ESSAYMedia
Literacy
Overvie
w
Audi
o or
Vide
o
Shots
and
Compo
sition
Persu
asion
Fact
or
Opini
on?
Motive
and
Hidden
Agenda
Public
Service
Announc
ements
Links for
Further
Informati
on
More on Mr.
Costner/
Website
Reflection
photo above by AFI SilverDocs
Website DesignThis website provides a much needed overview and activity guide for the new media literacy
standards from the Virginia English Standards of Learning. These new standards will begin
testing phase this school year. This website is designed for teachers, students, and parents
who wish to learn more about these important 21st Century skill sets. From a design point of
view I attempted to stick closely to the valuable lessons learned in The Web Style Guide by
Horton & Lynch. These lessons include, linking all pages to the home page, sharing the same
basic grid layout for all pages, using CCS, having no dead end pages, and a real focus on
simplicity and consistency. I broke these new media literacy standards into six easy to
http://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/mrcostner.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/links.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/psa.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/motive.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/factoropinion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/persuasion.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/shotsandcomp.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/audiovideo.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.htmlhttp://polaris.umuc.edu/~hcostner/edtc/overview.html
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understand topics. I wanted to create a compartmentalized website that could be digested in
easy segments. It was also important to me to have a broad overview of media literacy as well
as a page for links and deeper information. Also in accordance with the Web Style Guide, I
was careful to check multiple browsers as well as view the page on a computer, laptop, and a
tablet to make sure all the information was clear. Adaptive design is a very important skill for all
new web developers to possess. From a clean design standpoint I decided to link the activitypages for each concept from the individual content page only. I did not want to clutter up the
main banner links with twice as many links.
I also spent a lot of time selecting each header image from my personal photos. I hope
each image will be not only offer a powerful image to command attention, but also a tool for
conversation and visual constructivism. This was a great concept I learned in conference five
from Kathryn Alesandrini in her article, Visual Constructivism in Distance Learning. I use a lot of
my photos in the classroom to teach visual literacy and to share my passion for photography
with my students.
Multi-dimensional Classroom Websitefor Multiple Audiences and Web-based
UnitIn terms of my unit activities, I spent a long time working to efficiently offer a variety of
assignments for multiple audiences. I needed to take into consideration varying access to
technology, a wide range of technology skill sets among teachers and students, as well as
working to engage student’s multiple intelligences and focus on top tier levels of Bloom’s
revised taxonomy. I also needed to keep reminding myself that this is for English Language
Arts classes, not technology exploration electives! These activities seamlessly integrate Dr.
Shepherd’s Probe Method by focusing on “problem-based learning with real-world topics and
problems” as well as maintaining a “student centered technique”. (Shepherd 2010) There are
assignments that require writing, acting, art, audio skills, video production, photography, oral
communication, discussion skills, and ideas of perspective and points of view. These
assignments are all from a constructivist viewpoint and work in bloom’s upper areas of
evaluation, analysis, and creation. This website offers a fun way for students to be prepared in
our media saturated society. As a result of my classes here at UMUC, I have been motivated to
be a leader in media literacy in my school. I hope this webpage gives not just English teachers,
but all teachers in my school ideas on integrating media literacy skills into their curriculum. Ilook forward to showing this website to my school’s librarian and offering it as a resource to her
and others interested in information and media literacy.
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Conclusion, Lessons Learned and
Looking to the FutureCompleting this assignment made me think of a story I heard in college. A professor told methat a father instructed his son to go out to the field behind their house and dig for water. This
water was very important to the family to survive. The father told the son that the water could
be found only after digging 1000 ft. The son went out to the field and proceeded to dig 1000 1
foot holes. He thought he had come up with any easier way to dig 1000 ft and get water! As we
all know, of course he never got any water. Sometimes I feel this way about technology. It
moves so fast. I have a “one foot” level of knowledge of so many different technologies and
software. I am decent with photoshop, movie maker, final cut, flash, imovie, garageband, ACID
music, and about a dozen others. This assignment really forced me to start on that true 1000 ft
deeper understanding of web design and creation. I learned a lot from this process and am
grateful for the opportunity to create this media literacy webpage.I have also learned how important color combinations are and much though and
planning goes into web design. I look forward to studying these design and layout concepts and
gradually working them into my classroom rubrics. I now have a language and deeper
understanding of how to assess responsive and adaptive design and tools to teach this to my
students.
In the future I hope to expand this page to include all of the ISTE NETS standards that
involve media literacy for both students and teachers. I also hope to create a bank of examples
from each assignment to have for teachers to utilize. This webpage could also turn into a
workshop that all Virginia English Language Arts teachers could take for recertification points.
Media Literacy is a topic that is increasingly important for the success of our students. It is vitalfor all teachers today to be dedicated to producing a whole new generation of responsible digital
citizens.
References: Alesandrini, K. (2002). Visual Constructivism in Distance Learning. USDLA Journal. Retrieved
from:http://www.usdla.org/html/journal/JAN02_Issue/article03.html
Horton, S. & Lynch, P. (2009. Web Style Guide 3rd Edition. Retrieved from:
http://www.webstyleguide.com/wsg3/index.html
Shepherd, G. (2010). The Probe Method: A Constructivist Instructional Strategy. Retrievedfrom:http://www.ncsu.edu/meridian/winter2010/shepherd/print.html
Return to Media Literacy Home Page
http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://www.ncsu.edu/meridian/winter2010/shepherd/print.htmlhttp://www.webstyleguide.com/wsg3/index.htmlhttp://www.usdla.org/html/journal/JAN02_Issue/article03.html