MAR 595B Special Topics Media Literacy - Tulane University：Mar 595b专题媒介素养-杜兰大学

1、COMM 381 and 482: MEDIA LITERACY/MEDIA EDUCATIONDr. Beretta E. Smith-ShomadeTulane University Newcomb 207Mondays 10:00 am-12:45 pmFall 2010 and Spring 2011Office:Newcomb 219Office Hours: Tuesdays 10:00-11:00 am and by appointmentContact:/504-862-3036COURSE DESCRIPTION:The goal of thi

2、s two-semester course is to introduce you to the study of media literacy, media education, and basic media pedagogy. In the first semester, you will learn the many different definitions of media literacy; grapple with the ideological and political underpinnings of media literacyand literacy in gener

3、al; become familiar with key theorists, methodologies and methodological practices; and hopefully, embrace media literacy as a necessary part of the democratic process. Also, you will begin forging relationships with the sixth-grade students of Benjamin Franklin Elementary in various ways: through m

4、utual writing, observing, and working in their classroom. You will observe and work with the language arts teacher, Mr. Keith Turner, to assist with your own curriculum building. Ultimately, you will be able to define media literacy and construct multiple ways of understanding it using critical unde

5、rstandings, critical methods, and curriculum creation as a basis for your explanation.In the second semester, you will put to use the media literacy knowledge gained in the first semester. You will apply those pedagogical considerations in the classroom, assess student outcomes, and effectively teac

6、h. As the semester progresses, you will be constantly required to reflect upon your experiences and retool your groups curriculum. While the majority of the curriculum will be constructed in the first semester, the culmination of this work is its implementation in the spring as you all teach media l

7、iteracy concepts to the sixth-grade classes of Benjamin Franklin Elementary. Upon completion of both semesters, this course will fulfill both Tier I and Tier II service learning requirements. Gaining appreciation of the most significant cultural force in history and tooling those with the least acce

8、ss to control it seems to me to be the ultimate public service. You will both demonstrate and experience what cooperation, mutual learning, and the sharing of knowledge and resources can mean to the transformation of livesyour own and others.KEY COURSE QUESTIONS: What is the necessity of media liter

9、acy? What does it mean to be media literate? What tools/skills make you media literate? Why media education? What purpose does/can it serve? Who benefits? Who loses? How do you go about it? What are the goals as a teacher and as a learner of media literacy?REQUIRED TEXTSDavid Buckingham, Media Educa

10、tion: Literacy, Learning and Contemporary Culture (London: Polity, 2003)bell hooks, Teaching to Transgress: Education as the Practice of Freedom (NY: Routledge, 1994)Naomi Klein, No Logo (NY: Picador, 2000)Donaldo Macedo and Shirley R. Steinberg, Media Literacy: A Reader (NY: Peter Lang, 2007) (MEDI

11、A)MyTulane Reserves (BB)FALL ASSIGNMENTS1. Book Outlines/Critiques (10%)Due: September 13For the two entire books we are reading, bell hooks, Teaching to Transgress and Naomi Kleins No Logo, you will write a detailed outline of each text. These outlines will detail the central framework of each book

12、, the main supporting points and the main examples used. As you summarize the key findings, you will provide an example of your own to support them. At the end of your outline, write a three-paragraph assessment of the strengths and weaknesses of the text and its usefulness to our course. These outl

13、ines/critiques will be the basis of our discussion on Monday, September 13th. Each report should be three to four pages, typed, and double-spaced.2. Media Pen Pals (15%)Due: Sept. 27, Oct. 25, Nov 29You will be matched and correspond with Benjamin Franklin Elementary School 6th grade students over t

14、he course of the fall semester by actual letter writing (due 9/27), email (by 10/25), and digital recorders and cameras (due 11/29). This activity will help demonstrate how children learn new technologies and draw connections between and understandings of the ways we conceive of and utilize various

15、communications platformspaper and pen versus email versus digital devices. The aim is to develop conscientiousness around literacy. This exercise will help also in students from both campuses establish relationships even before the teaching begins in the spring. (More information will be given on th

16、is).3. Midterm (15%)Due: October 11The take-home midterm will test your understanding and application of the key concepts of media literacy and media education presented thus far. The format will be essay. You will get the exam on Monday, October 4th after class. It needs to be submitted at the begi

17、nning of class October 11thboth electronically and by hand. Stapled please.4. Community Presentation (10%)Due: Saturday, November 6As part of the service learning enterprise, groups will design and present a selected media topic for a community youth group. Included in the presentation should be cli

18、ps or other visual aids that give support to your specific argument about one aspect of media. Each group should plan on using thirty minutes for presentation plus Q & A time. The purpose of the presentation is to help you crystallize your ideas about media, engage with others on those ideas, an

19、d craft a more solid teaching approach and strategy. 5. Curriculum Development (25%)Due: Friday, December 3 Each group will create eight media literacy lessons. Goals for each one will be provided. The curriculum should do one of three things: use media to facilitate learning about a specific topic

20、in a different discipline (i.e. parts of speech in an English class); teach about the media apparatus (industry or production); or teach about a specific topic within media (i.e. images of gender and race or propaganda in political ads). You should use the course readings (and outside ones) to help

21、craft your curriculum. The curriculum must address: background (what is the ideological underpinning of your curriculum?), content (what will students learn?), process (how will they learn it?), product (what will they come away with?), and outcomes (how will you evaluate what theyve learned?). Make

22、 sure your curriculum outlines three to four concrete goals for each lesson. Give specific examples of what will be shown, activities conducted, and tangible tools obtained by the students. You should plan for two hours per session, once/week for 8 weeks. Make sure your group designs an evaluative t

23、ool for each lesson and one for the overall curriculum. Next semester we will choose the top one lesson for each week to use in the sixth-grade classrooms. In the spring, three teaching teams will teach the same one lesson with the same materials to ensure comparable exposure for all sixth graders.6

24、. Website Evaluation (15%)Tuesday, December 7, 3:30 pm (Exam period)In groups, you will evaluate websites that focus on media education for elementary school students. Each group will select two websites, construct a thorough evaluation, and present said websites to the faculty of Benjamin Franklin

25、Elementary and our class. In this evaluation, you must determine the effectiveness of the sites (i.e. examples of successful experiences, possible directions or ideas for the sites future work); discuss the program components (the basic building blocks, stages or phases of the sites, resources that

26、are essential to the work, examples of student work on sites); and evaluate the instructional aspects of the sites. In other words, what do the sites teach and how well? This assignment addresses specific uses of media and technology, effective learning activities, problems or difficulties with less

27、ons presented, and strategies that work well to provide critical thinking, creativity, and/or teamwork. Each group will present their websites for twenty minutes. Bring your website selections to class by September 20th. You must provide a ranked choice of three. Dr. Smith-Shomade will select the tw

28、o that you do.7. Benjamin ConnectionService Learning and Participation (10%)We will visit the school and classrooms in two groups on Wednesday, September 8th and the 15th (from 8:00-10:30 am) for orientation. As part of our work and learning with Baby Ben, you will have additional requirements to wo

29、rk at the schoolone visit will be as an observer, the other as a teaching assistant coordinated with your group, Dr. Smith-Shomade, and Mr. Turner. The students of Benjamin Franklin will also visit Tulanes campus on Monday, November 8th during our class time. We will meet them at Baby Ben, ride the

30、bus over with them, help tour them around, and have lunch with them. This provides an opportunity for the 6th graders to see your world. This course requires engagement. Everyone must contribute! :>)COURSE EXPECTATIONS1. Attendance is mandatory. 2. Strive (very diligently) to be on time. 3. Be pr

31、epared for class. 4. I do not accept late assignmentsfor any reason. 5. I do not allow revisions nor give make-ups. 6. I expect you to behave like a student who is serious about her/his education. 7. Type all assignments, double-space, one-inch margins, and no smaller than a 12” font. 8. Assignments

32、 will be graded on conceptual rigor and fluency of writing style. 9. Any use of outside sources requires proper citation. 10. Underline or italicize all media titles (all the time, consistently). 11. Have texts read by the assigned date. This class hinges on your having done the readings and being p

33、repared to discuss them in class. 12. Much of our sessions will run on discussion. Therefore again, attendance is very necessary. In fact, do not come to this class late. If you cant get here on time, come back next week or drop the course. 13. Finally, technology usage. Turn your cell phones off. D

34、o not check your messages while in class. You can use your computer to take notes. Thats it. If I find you surfing, Ill ask you to put your computer away for the day. If it happens again, Ill lower your participation grade. One more time, Ill take steps to have you removed from the course.FALL SCHED

35、ULE 2010(Subject to change as needed)PART ONE: IDEOLOGICAL UNDERPINNINGS OF MEDIA LITERACYAugust 23, 2010Introductions to the Course and Field SCREEN: Culture, Politics & Pedagogy: A Conversation with Henry Giroux (Media Education Foundation, 2006-50 min) READ:(MEDIA) Preface(MEDIA) Douglas Kell

36、ner and Jeff Share, “Critical Media Literacy, Democracy and the Reconstitution of Education”August 30, 2010The Role of Media in Our LivesREAD:(MEDIA) Pepi Leistyna and Loretta Alper, “Critical Media Literacy for the Twenty-First Century: Taking Our Entertainment Seriously”(MEDIA) Veronika Kalmus, “S

37、ocialization in the Changing Information Environment: Implications for Media Literacy”(MEDIA) C. Richard King, “Reading Race, Reading Power”September 6, 2010NO CLASS-LABOR DAYREAD:Klein, No Logo(MEDIA) Donald Macedo, “Deconstructing the Corporate Media/ Government Nexus”September 8, 2010Orientation

38、VisitBenjamin Franklin Elementary, 1116 Jefferson Ave8:00-10:30 amGroup ISeptember 13, 2010Knowing Our Mediascape as We Learn/Teach for Change *Critiques DueREAD:hooks, Teaching to Transgress: Education as the Practice of FreedomSeptember 15, 2010Orientation VisitBenjamin Franklin Elementary, 1116 J

39、efferson Ave8:00 -10:30 amGroup IIPART TWO: PEDAGOGICAL CONSIDERATIONS OF MEDIA EDUCATIONSeptember 20, 2010What Is Media Education?*Website selection dueREAD:Buckingham, Media Education (chapters 1-6)September 27, 2010Practices and Trajectories of Media Education *Handwritten note dueREAD:Buckingham

40、, Media Education (chapters 7-10) (MEDIA) Jacques Brodeur, “Media Violence: Why Is It Used to Abuse Children? How to Oppose It and Win”October 4, 2010Technology and TeachingREAD: Buckingham, Media Education (chapters 11-12)(MEDIA) Leslie B. Mashburn and John A. Weaver, “Literacy and Learning Through

41、 Digital Media: Education or Contradiction?”(MEDIA) Kathleen S. Berry, “Critical Media Studies Meets (Hyper-) Pedagogues”PART THREE: MEDIATING MEDIA IN PRACTICEOctober 11, 2010Media in Service to Service*Midterm DueGuest Presenter:Ms. Daneeta Loretta Jackson, Writer, Director, ProducerElektrik ZooREAD:(BB) Office of National Drug Critical Policy, “Media Campaign: NationalYouth Anti-Drug Campaign”October 18, 2010Crafting Media Literacy Curriculum Guest Presenter:Dr. Bambi Hag