What makes a student "media literate"?

[Carolyn Browne]

I'm a "media specialist" at a high school with a multicultural student population and considerable economic diversity. When the student's cross the threshold of our high school as freshmen their knowledge of computers and the Web (and interest in computers and the Web) is all over the board. Further, teachers are 100% focused on meeting the NCLB requirements leaving little room for investing teaching time in issues of "informatoin literacy". We (the media specialist) think that we are need to be very creative, resourceful, and relentless in pursuit of engaging teachers in exploring and employing excellent online resources when they teach. First, I think we need to meet the teachers where they are...but that is really a tall order!!! Where to start? How to proceed?

[Jeana Rock]

I am currently in a graduate program doing research on how professional development is the way to teach teachers media literacy. I think showing teachers how to use media literacy as a way to teach their content is essential to buy in. I find the main reason to teach media texts is to bring critical thinking skills to the students in engaging ways. When I have them think about literary elements in a sitcom or movie, they are more engaged than if I had them read a novel or short story.

[Carolyn Browne]

Although we have just started down the road of introducing Web 2.0 tools to our faculty, one at a time, we are experiencing some success. The experience usually turns out to be collaborative in nature. For example, a teacher is going to have the students complete a work sheet using an assigned web site. We counter with the suggestion that the students work in groups to find quality web sites that will answer their questions. The suggested web sites will subsequently be displayed on a screen and each group or team will have to defend their choice. After they offer their explanation the class votes, thumbs up or down, as to whether or not the web sites should be employed. The teacher responds to this idea with a modification to the procedure and so on. The media specialists are thinking we may have to approach "media literacy" one faculty member at a time.

[Carolyn Browne]

I agree. When I taught Political Science and U.S. History to high school students I always started the class with the news summary from the previous evenings Lehrer Newshour. In U.S. history we tied historical events to current events. In Political Science we tied what ever subject was on the clander to the news of the day. The students thrived academically and socially. Recently I was in the grocery store and I ran into a former student who told me he continues to watch the Lehrer Newshour and that he remembers my class vividly. Today, with tools such as Voice Thread, students can watch a clip of the news and then verbally, graphically or in writing reflect on the news. Their responses appear on the screen. It's a great tool to begin, or wrap up, a topic! A health teacher is currently using Voice Thread to explore social issues and I watch as his students become fully engaged in the process.

[Jeana Rock]

I've never heard of Voice Thread, so I will have to check out this technology.

[Frank W. Baker]

Students become media literate when they have been effectively taught how to think and view critically, by teachers (and parents) who have been trained. The problem: most don't know what it is to be media literate. State standards include elements of media literacy, but true media literacy education is not widespread in the US as it is in Canada, Great Britain and Australia. They have wonderful models and curricula. Media literacy is still in its infancy here. 10 years ago, I created the Media Literacy Clearinghouse because I determined existing textbooks were superficially covering media literacy. That has slowed changed. On my website, I have listed hundreds of suggested books for school library media centers to consider--because most have nothing on media for students or teachers. I have also authored two texts, one for elementary and the other for secondary, and I have conducted hundreds of professional development workshops. My goal is to help teachers become comfortable introducing popular culture and youth media into instruction. Only then will we have media literate educators and students.

[Carolyn Browne]

Wow! It sounds like you have covered the waterfront of media literacy! An issue we are discussing in depth in the media center is how to insure that pedigogy is driving the lesson and not the tool. The students LOVE the tools and can become oblivious to the substance. Any thoughts on this subject?

[Jeana Rock]

I really respect your work, Frank, and I have cited your state standards website in my thesis. Your Media Literacy Clearinghouse has so many great lesson ideas for teachers, especially ones just beginning to teach media literacy. You saved my career when I had to teach this class with no previous academic experience.

[Frank W. Baker]

I found that introducing the CORE CONCEPTS and CRITICAL THINKING QUESTIONS, followed by relevant examples from youth media and popular culture are best for my purposes. Should you have questions, send them to me directly. Email: [e-mail]

[Jeana Rock]

These concepts and questions are so easy for any teacher in any content to use to spur critical thinking about any media message.

[Jeana Rock]

These concepts and questions are easy for any teacher in any content to use, especially when beginning to teach media literacy. NAMLE has some helpful principles as well.