NAMLE Presentation

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Information about NAMLE Presentation

Published on August 5, 2009

Author: chuckhensey

Source: slideshare.net

Description

This is the presentation I gave on Sunday Aug. 2, 2009 at the NAMLE Conference in Detroit, Michigan. Please e-mail me if you have any questions or comments regarding it. Thank you.

Chuck Hensey August 2009 Chuck Hensey: chuck.hensey@gmail.com

Chuck Hensey: chuck.hensey@gmail.com

Chuck Hensey: chuck.hensey@gmail.com

Students live in a media rich environment -receive hundreds of messages everyday. Students spend a significant time outside of school interacting with various forms of media People can be highly influenced by the types of media Chuck Hensey: chuck.hensey@gmail.com

Students live in a media rich environment -receive hundreds of messages everyday.

Students spend a significant time outside of school interacting with various forms of media

People can be highly influenced by the types of media

Civics classes interact more with Current Events and media. Over 30 states require or offer Civics at the secondary level. Students should be aware of : Who their elected officials are Major issues of the day NC Civics Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy. Chuck Hensey: chuck.hensey@gmail.com

Civics classes interact more with Current Events and media.

Over 30 states require or offer Civics at the secondary level.

Students should be aware of :

Who their elected officials are

Major issues of the day

NC Civics Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

Media Literacy - important skill to teach about messages sent in the media Students become able to better comprehend and understand these messages Many states like North Carolina have standards for Media Literacy already in place. NC English II Competency Goal 4: The learner will critically interpret and evaluate experiences, literature, language, and ideas. Chuck Hensey: chuck.hensey@gmail.com

Media Literacy - important skill to teach about messages sent in the media

Students become able to better comprehend and understand these messages

Many states like North Carolina have standards for Media Literacy already in place.

NC English II Competency Goal 4: The learner will critically interpret and evaluate experiences, literature, language, and ideas.

How much news media do the students consume ? Does the amount of news have an impact on their grade on the North Carolina End of Course Test (EOC) in Civics? Chuck Hensey: chuck.hensey@gmail.com

How much news media do the students consume ?

Does the amount of news have an impact on their grade on the North Carolina End of Course Test (EOC) in Civics?

Students filled out a survey on their media habits including the amount of news they acquired. All South Johnston Civics students in the 2008/09 school year were given the survey. Survey completion rate was 87% (240 of 270) The students’ raw scores on the North Carolina EOG Civics test were collected after taking the course. Chuck Hensey: chuck.hensey@gmail.com

Students filled out a survey on their media habits including the amount of news they acquired.

All South Johnston Civics students in the 2008/09 school year were given the survey.

Survey completion rate was 87% (240 of 270)

The students’ raw scores on the North Carolina EOG Civics test were collected after taking the course.

Which of these media do you spend time with during the day? How many hours per day do you spend with various media? How much time per day do you spend engaged with Current Events or the News ? What are your sources of news? ( School/ Teacher, Newspapers, Television, Internet, Radio ) Chuck Hensey: chuck.hensey@gmail.com

Which of these media do you spend time with during the day?

How many hours per day do you spend with various media?

How much time per day do you spend engaged with Current Events or the News ?

What are your sources of news? ( School/ Teacher, Newspapers, Television, Internet, Radio )

Overall, the students averaged 3.94 hrs of media per day Approximately 43 min. with news Study participants (n=240) had an average raw score of 152.5 on State Exam (curved score of 83 ) Participants with less than 30 min. of news (n=78) = 148.5 ( 76 ) Students with more than 30 min and less than an hour per day (67) = 150.53 (80). Students with more than 1hour a day (95) = 154.5 ( 86 ) . Chuck Hensey: chuck.hensey@gmail.com

Overall, the students averaged 3.94 hrs of media per day

Approximately 43 min. with news

Study participants (n=240) had an average raw score of 152.5 on State Exam (curved score of 83 )

Participants with less than 30 min. of news (n=78) = 148.5 ( 76 )

Students with more than 30 min and less than an hour per day (67) = 150.53 (80).

Students with more than 1hour a day (95) = 154.5 ( 86 ) .

197 Students listed Television as a major news source 132 specifically listed the local CBS affiliate as their choice 127 Students cited the Internet as a major news source 49 selected Newspapers as a major source 105 cited the Radio Chuck Hensey: chuck.hensey@gmail.com

197 Students listed Television as a major news source

132 specifically listed the local CBS affiliate as their choice

127 Students cited the Internet as a major news source

49 selected Newspapers as a major source

105 cited the Radio

This was not a random sampling of students There were only three teachers involved in the research covering one school making it hard to extrapolate the data for the county. The students self-reported their media habits Chuck Hensey: chuck.hensey@gmail.com

This was not a random sampling of students

There were only three teachers involved in the research covering one school making it hard to extrapolate the data for the county.

The students self-reported their media habits

A difference in Civics scores was seen between students with different media consumption. Further studies are needed in other schools and districts with different demographics. Follow up studies are needed to see if current events and media literacy activities positively impact students’ EOC scores. Chuck Hensey: chuck.hensey@gmail.com

A difference in Civics scores was seen between students with different media consumption.

Further studies are needed in other schools and districts with different demographics.

Follow up studies are needed to see if current events and media literacy activities positively impact students’ EOC scores.

Media literacy can potentially have a positive impact on Civics scores. These activities work in a low technology environment and cost very little to do. Potential “bell ringers” previewing lesson the day’s lesson Media Literacy skills are taught as a process throughout the year. Chuck Hensey: chuck.hensey@gmail.com

Media literacy can potentially have a positive impact on Civics scores.

These activities work in a low technology environment and cost very little to do.

Potential “bell ringers” previewing lesson the day’s lesson

Media Literacy skills are taught as a process throughout the year.

Focus on how Civics is relevant to how the students live. Show how an active involvement with the media makes Civics easier to comprehend! Chuck Hensey: chuck.hensey@gmail.com

Focus on how Civics is relevant to how the students live.

Show how an active involvement with the media makes Civics easier to comprehend!

Start students off with political cartoons and propaganda posters . Initially use guided practice & lessons Combine both current and historical cartoons to hone their skills Sources for political cartoons: http://www.cagle.com/ Propaganda Posters: http://www.library.northwestern.edu/govinfo/collections/wwii-posters/ Chuck Hensey: chuck.hensey@gmail.com

Start students off with political cartoons and propaganda posters .

Initially use guided practice & lessons

Combine both current and historical cartoons to hone their skills

Sources for political cartoons: http://www.cagle.com/

Propaganda Posters: http://www.library.northwestern.edu/govinfo/collections/wwii-posters/

Chuck Hensey: chuck.hensey@gmail.com Breughel: Children’s Games (1559)

http://orpheus.ucsd.edu/speccoll/dspolitic/ Chuck Hensey: chuck.hensey@gmail.com

http://orpheus.ucsd.edu/speccoll/dspolitic/

http://tiny.cc/oPjOi Chuck Hensey: chuck.hensey@gmail.com

http://tiny.cc/XWJT3 Chuck Hensey: chuck.hensey@gmail.com

This assignment will establish a regular interaction between the students and “hard news” Starts a discussion about the variety and quality of different news sources Students can see how the Civics content works in the world instead of just in theory Chuck Hensey: chuck.hensey@gmail.com

This assignment will establish a regular interaction between the students and “hard news”

Starts a discussion about the variety and quality of different news sources

Students can see how the Civics content works in the world instead of just in theory

Make the assignment a regular activity so they can develop the habit of following the news Be specific on what topics and sources they can use (no opinion or infotainment articles) Encourage the use of international sources when looking at different topics to “step outside of our skin” Have the students question if these are important stories worth reporting on Chuck Hensey: chuck.hensey@gmail.com

Make the assignment a regular activity so they can develop the habit of following the news

Be specific on what topics and sources they can use (no opinion or infotainment articles)

Encourage the use of international sources when looking at different topics to “step outside of our skin”

Have the students question if these are important stories worth reporting on

TED is an excellent source for provocative speeches and new ideas ( www.ted.com ) There are multiple speeches and presentations which can be used in the context of Civics , Economics , and Media Literacy Most presentations are under 20 minutes and can be used at the start or end of class to either introduce or reinforce concepts Chuck Hensey: chuck.hensey@gmail.com

TED is an excellent source for provocative speeches and new ideas ( www.ted.com )

There are multiple speeches and presentations which can be used in the context of Civics , Economics , and Media Literacy

Most presentations are under 20 minutes and can be used at the start or end of class to either introduce or reinforce concepts

Videos can be downloaded on to most computers Unlike YouTube or other online sites, many filters still allow for access to the site Teachers can arrange questions for pre & post discussion activities Assignment in packet deals with life in North Korea ( http://www.ted.com/talks/paul_koontz_shares_his_pix_of_north_korea.html ) Chuck Hensey: chuck.hensey@gmail.com

Videos can be downloaded on to most computers

Unlike YouTube or other online sites, many filters still allow for access to the site

Teachers can arrange questions for pre & post discussion activities

Assignment in packet deals with life in North Korea ( http://www.ted.com/talks/paul_koontz_shares_his_pix_of_north_korea.html )

Students can make larger connections between the people and concepts in Civics Assignment based off Slate’s Obama’s 1 st 100 days in office Provides an opportunity to look at how online identity is constructed and viewed within social networks Chuck Hensey: chuck.hensey@gmail.com

Students can make larger connections between the people and concepts in Civics

Assignment based off Slate’s Obama’s 1 st 100 days in office

Provides an opportunity to look at how online identity is constructed and viewed within social networks

Who would “friend” this person or idea? What types of “flair” would they have? What types of groups would be interested in this person or concept. Have a detailed rubric so they don’t go off topic as they create Have students write out explanations for why they made these choices. Chuck Hensey: chuck.hensey@gmail.com

Who would “friend” this person or idea?

What types of “flair” would they have?

What types of groups would be interested in this person or concept.

Have a detailed rubric so they don’t go off topic as they create

Have students write out explanations for why they made these choices.

This is a familiar media environment for them! Connections can be made between individuals and ideas Allows for a more in-depth review of the subject matter Promotes creativity and unusual results Trash talking between Adam Smith and Karl Marx on the Economics page Chuck Hensey: chuck.hensey@gmail.com

This is a familiar media environment for them!

Connections can be made between individuals and ideas

Allows for a more in-depth review of the subject matter

Promotes creativity and unusual results

Trash talking between Adam Smith and Karl Marx on the Economics page

A multidisciplinary approach to understanding political parties and elections Combines both Media Literacy and Information Literacy skills Lets students create their own political polls and commercials. Works best if students are in parties which they do not support Chuck Hensey: chuck.hensey@gmail.com

A multidisciplinary approach to understanding political parties and elections

Combines both Media Literacy and Information Literacy skills

Lets students create their own political polls and commercials.

Works best if students are in parties which they do not support

Students debate the positions with teacher as moderator Synthesis of the different thinking and literacy skills. This project takes up a lot of time in class! Chuck Hensey: chuck.hensey@gmail.com

Students debate the positions with teacher as moderator

Synthesis of the different thinking and literacy skills.

This project takes up a lot of time in class!

Copies of this presentation and lesson plans are available upon request Chuck Hensey: chuck.hensey@gmail.com

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