Week 2 Reflection Questions:
What is my own definition or framework for my beliefs about media and digital literacy?
Where do I start in the early points of my teaching career?
The framework that I most closely align with in regards to media and digital literacy is the framework proposed by an organization called Media Smarts. Media Smarts is a non-profit organization who strives for children and youth to have the critical thinking skills to engage with media as active and informed citizens (mediasmarts.ca). They provide digital and media literacy programs and resources for Canadian homes, schools, and communities.
Digital literacy is defined as the actual skills that are needed in order to use technology; whereas media literacy is the critical engagement we have with mass media. Not only do we, as teachers and adults, need to be aware of how to use technology (digital literacy), but we also need to know how to critically analyze the media that we are being subject to (media literacy). In turn, we need to be able to educate the students in our care about both digital and media literacy in order for them to become active citizens in the present and in the future as well.
Children and youth need to first become digitally literate so that they are able use technology to its full advantages; additionally, we must educate children on the disadvantages, such as privacy problems, in order for technology to be used appropriately and effectively. Once children are able to understand how to use technology for its benefits, it is then our jobs as teachers to educate them further to be media literate. Media Smarts offers 10 tips for integrating media literacy into the classroom and they are as follows:
1) Exploit “teachable moments”
2) Give students a chance to create media, not just analyze it
3) Start and end with key concepts
4) Recognize that kids-and adults-enjoy media
5) Teach about media, not just with media
6) Make media education about asking questions, not learning answers
7) Fight the perception that “it doesn't matter”
8) Assess and evaluate media literacy work
9) Let students bring their own media to the table
10) Keep up-to-date with media trends and developments
All of these tips are perfect starting off points for my teaching career in relating back to media literacy. It is important for students to feel as though you are here to help them and guide them throughout their many years. The more you, as a teacher, work with your students instead of to your students, the more they will feel a sense of confidence for you and your teaching abilities.
It is also important for your students to see your classroom as a community. Within the course expectations of my current Media & Digital Literacy course here at Lakehead University it is stated that, “A community is a group of individuals who work together in support of a common goal or interest. We are working together to support the successful achievement of our learning outcomes. You will learn from each other in this class through a process of exploration, sharing, and reflecting” (mdl4000.weebly.com/expectations.html). This is an important philosophy not only for a teacher candidate to hear in a University class, but additionally for a young student who is looking for guidance in this “digital sandbox” they are being put into. It is up to us teachers to help our students navigate through the advantages and disadvantages they are going to face when becoming media literate.
References
HJ DeWaard. (nd). Course Expectations and Common Ground. [Web log comment]. Retrieved from http://mdl4000.weebly.com/expectations.html
Media Smarts. (nd). Digital and Media Literacy. Retrieved from http://mediasmarts.ca/
What is my own definition or framework for my beliefs about media and digital literacy?
Where do I start in the early points of my teaching career?
The framework that I most closely align with in regards to media and digital literacy is the framework proposed by an organization called Media Smarts. Media Smarts is a non-profit organization who strives for children and youth to have the critical thinking skills to engage with media as active and informed citizens (mediasmarts.ca). They provide digital and media literacy programs and resources for Canadian homes, schools, and communities.
Digital literacy is defined as the actual skills that are needed in order to use technology; whereas media literacy is the critical engagement we have with mass media. Not only do we, as teachers and adults, need to be aware of how to use technology (digital literacy), but we also need to know how to critically analyze the media that we are being subject to (media literacy). In turn, we need to be able to educate the students in our care about both digital and media literacy in order for them to become active citizens in the present and in the future as well.
Children and youth need to first become digitally literate so that they are able use technology to its full advantages; additionally, we must educate children on the disadvantages, such as privacy problems, in order for technology to be used appropriately and effectively. Once children are able to understand how to use technology for its benefits, it is then our jobs as teachers to educate them further to be media literate. Media Smarts offers 10 tips for integrating media literacy into the classroom and they are as follows:
1) Exploit “teachable moments”
2) Give students a chance to create media, not just analyze it
3) Start and end with key concepts
4) Recognize that kids-and adults-enjoy media
5) Teach about media, not just with media
6) Make media education about asking questions, not learning answers
7) Fight the perception that “it doesn't matter”
8) Assess and evaluate media literacy work
9) Let students bring their own media to the table
10) Keep up-to-date with media trends and developments
All of these tips are perfect starting off points for my teaching career in relating back to media literacy. It is important for students to feel as though you are here to help them and guide them throughout their many years. The more you, as a teacher, work with your students instead of to your students, the more they will feel a sense of confidence for you and your teaching abilities.
It is also important for your students to see your classroom as a community. Within the course expectations of my current Media & Digital Literacy course here at Lakehead University it is stated that, “A community is a group of individuals who work together in support of a common goal or interest. We are working together to support the successful achievement of our learning outcomes. You will learn from each other in this class through a process of exploration, sharing, and reflecting” (mdl4000.weebly.com/expectations.html). This is an important philosophy not only for a teacher candidate to hear in a University class, but additionally for a young student who is looking for guidance in this “digital sandbox” they are being put into. It is up to us teachers to help our students navigate through the advantages and disadvantages they are going to face when becoming media literate.
References
HJ DeWaard. (nd). Course Expectations and Common Ground. [Web log comment]. Retrieved from http://mdl4000.weebly.com/expectations.html
Media Smarts. (nd). Digital and Media Literacy. Retrieved from http://mediasmarts.ca/