HIT: Media Literacy

[Deborah King <dlking57@YAHOO.COM>]

Thanks to those of you that sent me ideas. They were
quite helpful. Here is a list of the responses.

Librarians Information Online Network
Lesson Plans & Teaching Activities for School
Librarians
http://www.libertynet.org/lion/lessons.html

Information Skill Resources for Collaborating with
Teachers and Students
http://www.infotaft.marioncity.k12.oh.us/flex.html#cur

http://www.pbs.org/teachersource
Pick your subject area and grade level. Do a search
for media skills.

I do media literacy as my web evaluation skills
classes. I currently
have 4 courses in ML under my belt and we have media
production as part
of my library media dept. There are some good
materials to use and
perhaps you could do something with the video Tough
Guise.  Julia
Johnson

Sue Lockwood Summers, a media specialist from
Jefferson County Schools
in Colorado, teaches many classes and speaks at
conferences on Media
Literacy and has written a book about it.


I have been teaching media literacy lessons. the
Channel One site has
some good ideas.  I've also used a couple of books for
my reference. One
is Visual Messages by David M. Considine and Gail E.
Haley.  Another is
Creating Critical TV Viewers from NATAS. I think it
was free.


I'm sure your friends have already found all the media
literacy web
sites,
but here are some good ones:

http://www.websmartkids.org/literate.htm
http://www.websmartkids.org/resources.htm
http://www.media-awareness.ca/eng/
http://www.media-awareness.ca/eng/med/class/teamedia.htm
   (lesson
plans)
http://db.cochran.com/vid_search.db      (list of
videos)
http://interact.uoregon.edu/medialit/homepage
http://interact.uoregon.edu/MediaLit/FA/home/gatea.html
    (more
lesson plans & resources)

In our middle school, the Technology Coordinator and I
collaborated to
teach a media literacy/technology unit to the 7th
graders. We switched
groups each quarter. In my groups, I first taught the
Big 6, then I showed a couple of videos about how a TV
news show is made, who pays for TV, what
types of methods are used to influence consumers
during commercials, and searching the internet. The
Tech teacher taught them about internet
searching & web site evaluation, and how to format
published documents,
graphs and graphics. The final project was a very
simple question for each student which they would need
to research using the Big 6 process, and present a
final project using their graphing and desktop
publishing skills. Each student had to keep a TV log
for one week. We did concentrate more on TV than other
media in these projects. Some of the questions were:
Using the TV logs, do the boys or the girls watch more
TV each week?
Show results on a graph.
Explain and illustrate how the Nielsen rating system
works.
During two hours of TV, note the product & time of
each commercial and
The methods of advertising used. Show results on a
graph.
Chart the number of violent acts noted during two
hours of TV.
Watch one hour of news programming and keep track of
the number of
minutes spent on the following: commercials, sports,
weather, local news, national news.

I'm sure your friends have already found all the media
literacy web
sites,
but here are some good ones:

http://www.websmartkids.org/literate.htm
http://www.websmartkids.org/resources.htm
http://www.media-awareness.ca/eng/
http://www.media-awareness.ca/eng/med/class/teamedia.htm
   (lesson
plans)
http://db.cochran.com/vid_search.db      (list of
videos)
http://interact.uoregon.edu/medialit/homepage
http://interact.uoregon.edu/MediaLit/FA/home/gatea.html
    (more
lesson
plans & resources)

In our middle school, the Technology Coordinator and I
collaborated to
teach a media literacy/technology unit to the 7th
graders. We switched
groups each quarter. In my groups, I first taught the
Big 6, then I
showed
a couple of videos about how a TV news show is made,
who pays for TV,
what
types of methods are used to influence consumers
during commercials,
and
searching the internet. The Tech teacher taught them
about internet
searching & web site evaluation, and how to format
published documents,
graphs and graphics. The final project was a very
simple question for
each
student which they would need to research using the
Big 6 process, and
present a  final project using their graphing and
desktop publishing
skills. Each student had to keep a TV log for one
week. We did
concentrate
more on TV than other media in these projects. Some of
the questions
were:
Using the TV logs, do the boys or the girls watch more
TV each week?
Show
results on a graph.
Explain and illustrate how the Nielsen rating system
works.
During two hours of TV, note the product & time of
each commercial and
the
methods of advertising used. Show results on a graph.
Chart the number of violent acts noted during two
hours of TV.
Watch one hour of news programming and keep track of
the number of
minutes
spent on the following: commercials, sports, weather,
local news,
national
news.

Debbie King
LMS Student
Georgia State University
kfking@mindspring.com




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