Media Literacy Standards

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


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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


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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


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


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


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?



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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.


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


Camera shots



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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


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


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?



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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!


http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://www.toondoo.com/


12/35

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


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


13/35

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


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


14/35

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


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.



15/35


http://polaris.umuc.edu/~hcostner/edtc/medialit.html


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


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


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Go to the Fact vs. Opinion Unit Activity

Page


http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://polaris.umuc.edu/~hcostner/edtc/fooactivity.htmlhttp://polaris.umuc.edu/~hcostner/edtc/fooactivity.html


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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


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


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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.


http://polaris.umuc.edu/~hcostner/edtc/medialit.htmlhttp://www.blabberize.com/


20/35

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


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?



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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

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o or

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and

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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


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



23/35

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.




24/35

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


The best way to have students create creative media messages is to produce PSA’s.

(Public Service Announcements)

A good PSA is...

1) Creative



25/35

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


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


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



27/35

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!




28/35

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


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




30/35

Who is Harry Costner?What is Network 21 all about?

Where can I see more Network 21 projects?

Media

Literacy

Overvie

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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



31/35

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


33/35

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



34/35

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

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

Date post:	05-Jul-2018
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Media Literacy Standards

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