QUESTION: Problem of technology

[Greg Williams]

I think it is probably an age-old question but I thought I would ask it anyway. What do you do when you want to teach media literacy (or aspects of it) but are limited with technology? I am preparing to teach k-6 this fall and am anticipating being a little short on equipement, projectors, etc . . . 

thanks for your ideas and insights!

[Faith Rogow]

Hi Greg,

You can teach a lot about the constructed nature of media along with relevant vocabulary just by talking with young children about their drawings.  Imagine a child drawing their home.  Ask them: If I was in the picture, what would I hear? (sound effects). What would I see if I looked to the left or right (or up or down - anything that allows you to introduce the concept of framing).  You can even ask, how would I know that this is your home and not someone else's?  The things they point out are what media makers would call 'props.'  Or they might choose to add something distinctive. Or you could ask what would be different if we were there during a different time of day or a different season (a way of getting at the idea of 'set')?  And the entire conversation helps kids see themselves as media makers trying to communicate particular ideas.  Lots of media literacy concepts with no tech at all!

I'm also fond of asking students to draw something relevant to a new unit (draw a scientist or a volcano...).  Have the class share the drawings and note the features that come up often.  Then help them compare their drawings (which are likely to contain a lot of stereotypes or misinformation) with pictures of actual scientists (or volcanoes...).  Ask where their ideas about these things came from.  This can be a great needs assessment for teachers, helping them gauge what students know, or don't know, or think they know but really don't.  In the Teacher's Guide to Media Literacy we describe how to use this technique to kick off a 3rd grade unit on Africa.

And, of course, you can also get kids in the habit of asking the Key Questions about the things they read, not just things they watch or listen to...

Have fun!

-- Faith

[Greg Williams]

These are phenomenal ideas. I love the simplicity of having them think more with their senses and comparing their drawings with real pictures. Your insightful comments make me think that it may be instructive for media lit teachers to make a goal to set aside specific time to teach these concepts without any complicated or "modern" technology. 

Thanks again! 

[Frank W. Baker]

Greg, A few years back, I served on a panel at NCTE entitled "Media Literacy on a Shoestring Budget," and our goal was to look at how teach media literacy without all of the new media. For my part, allow me to suggest the following:
1. Newspapers and magazines (from home and school) are great media tools for teaching students about informational texts, advertising, persuasion, visual literacy and more.
2. If you don't already know about The Media Literacy Clearinghouse, www.frankwbaker.com, you will find pages of vast resources
3. Some years back, I authored "Coming Distractions: Questioning Movies" one of a series of books about media literacy aimed at students in grades 3-5, published by Capstone Press. There are 8 books in the series, each dealing with a different medium and each book is centered around a nice list of "critical thinking" questions. You might ask your school library/media specialist to look into acquiring each of the books in the series.
4. I have used toy commercials for many years to help young students begin to understand both the "techniques of persuasion" as well as the techniques of production. Teaching students --where you put the camera has meaning-- is an important lesson they can learn, before they ever use a camera (still or video.)
5. Resources: some years ago, I started compiling a list of streaming media clips that could be used to teach media literacy. You can find the link to that page, again, on my website, under resources.
6. If you have access to DIscovery's UnitedStreaming service, you should search for Discovering Language Arts: Viewing for both K-2 and 3-5. This is another good starting point for young people.
7. I like to teach the "language of film" by using pencil and paper. Students read a passage from a book, and then, using blank storyboard templates, create visual representations of what they've read. Most storyboard templates provide not only space for drawing, but also space for students to elaborate on their drawing.
8. Why not have students bring in a favorite personal photo from home. I believe every picture tells a story, so your students could elaborate on what is happening in the picture, or they could write it out.

Good luck. I would love to hear from you after you've had time to look at my website and all that it has to offer.
Frank Baker

[Greg Williams]

Right - I forgot about your unparalleled collection Frank! These are great resources. 

I think the thing I struggle with is avoiding the "drinking from the fire hose" moment when I go to a site like yours. There is so much good stuff I am just not sure where to begin! I am guessing that when I have a class of my own, and I am getting into the nitty gritty of the daily plans and lesson objectives, there will be lots more direction and purpose when I get on to sites like yours.

That being said, I want to get more acquainted with what you are doing - as well as get your feedback on a fairly large project that I believe I have mentioned before (related to creating a crowd-sourced database of pop culture movie clips for educators). Thanks again for all your ideas and resources, I am very grateful!

[Frank W. Baker]

Greg, I think the current teaching standards should guide your planning. What are the standards that you must teach?  Which ones of those lend themselves to teaching WITH and about media? What big ideas do you want your students to learn and be proficient in?  I think creating an outline, even at this early stage, would be advisable.  So for example, if you were to teach advertising...where might you start?  Print, non-print?
I would recommend that everything you do involve an element of analysis AND production.  Students learn to "read" media and then they're given opportunities to make media. I look forward to hearing from you, so don't hesitate to ask:   [e-mail]

[Greg Williams]

Thanks Frank, I believe you are right about the teaching standards. I am not sure the specific standards I need to teach, but the questions you pose are valuable for when I have a more clear picture of the age group and classroom I will be working in. 

Analysis AND production - that is great. I see it as being a reflexive relationship between creation and critiquing that never really stops. 

BTW, it is fun to see you cited in the article I am reading right now titled "Developing an Ethics of Youth Media Production Using Media Literacy, Identity, & Modality." Your work is so important, and I appreciate you taking the time to give me so much personal feedback and advice! 

[Enzo Corsetti]

I agree with Frank and Faith, and try to add some little idea: children and students would have to learn to make critical thinking about the media, because even their “offline world” (and off-air world etc.) is pervaded by the media nowadays. This is, for example, through commercial toys which are based on TV/web/novel characters and then reshaped by the merchandising.

[Frank W. Baker]

I would go so far as to say toys ads is another way to get young people to think about the way toymakers stereotype as well as target certain genders using specific techniques in their messages.  FB

[Ryan Goble]

See the article "Within / W/out Technology" attached to this playlist entry - PLAYLIST: CONNECT THE MINDS (CTM) ACTIVITY + ARTICLE PDF!!!

[Greg Williams]

What a cool article! I am grateful for the insight that "new" media is just repackaged old media. I think CTM will be a very realistic and helpful activity when I start teaching this fall. Thanks for sharing!