Media Literacy: Learning to Interpret the Message

This article was contributed by Nancy Wadin, Sunny Hill Elementary Teacher Librarian, with contributions from the Barrington 220 Elementary Teacher Librarians.

“The purpose of media literacy education is to help individuals of all ages develop the necessary habits of inquiry and skills of expression to be critical thinkers, effective communicators, and active citizens in today’s world. Our goal with teaching Media Literacy isn't to get kids to unplug; it's to help them make informed choices, understand the difference between truth and lies, and discern perception from reality.” (Julie Smith, 2015)

Every day, our children are inundated with media messages from television, radio, online games, videos, websites, images, music, social media, and more. Regardless of the medium used, a message was created by someone with a purpose in mind. The function of Media Literacy is to understand that purpose and to develop critical thinking skills about the information, images, and text that we consume and create. This proficiency is particularly relevant to our elementary students, because the media they view is increasingly shaping how they construct reality. Our students are also beginning to create their own messages, and they need to be aware of the impact of those messages on others.

Media Literacy involves critical thinking along several paths:

• digital literacy (interpreting online text)
• visual literacy (examining images)
• news literacy (discerning fact from distortion)
• information literacy (finding information and using it effectively)
• Digital Citizenship (engaging in safe and responsible technology use)

Media Literacy is not meant to be media bashing. Media are simply tools that deliver content, and active inquiry of that media develops reflective, informed citizens. Because we all spend so much time with media, it makes sense to be skilled in studying and analyzing its content. Schools have always taught children how to recognize point of view and understand an author’s purpose in print materials; now, these lessons are simply expanding to include digital texts, websites, and advertisements.

Common Sense Media (commonsensemedia.org), an organization dedicated to helping parents and teachers navigate the digital landscape, suggests that the foundation of this training is encouraging children to question what they see and hear on their devices. Devorah Heitner, author of Screenwise, tells us we must mentor our children on their digital devices, not simply monitor them. We can mentor children by asking them questions and teaching them to critically view the media they consume. However, when we consider the amount of media children are exposed to, both monitoring and mentoring are essential.

YouTube is one of the easiest places for our children to go for media content. Although it can be a wonderful learning tool, it also transmits its fair share of inappropriate messages. Google offers an app geared to younger children, YouTube Kids, but curation of videos is done by computer algorithms and user reviews, so it is not infallible. The constant flow of new and potentially inappropriate content makes it essential that parents stay involved and diligent -- just as with any media product that contains advertising or user-created content (Common Sense Media review). This presents another opportunity to model critical thought processes with children.

5 Essential Media Literacy Questions for Kids

At Barrington 220, at the elementary level, students are directed to sources of information that are credible and authenticated through the research tools and subscriptions found on the Elementary Launchpad. These resources, curated by teachers, librarians, and field experts, provide a baseline for authoritative, objective information. As students grow beyond these resources and explore further independently, it is vital that they become critical consumers of information, so we are teaching them to examine information with questions in mind. By asking questions of media they consume, they can also begin to recognize their responsibility in the creation of their own content to convey the message they wish to send, and understand the impact that their messages have on others.

The Elementary Launchpad is located on the Student Drop-down menu.

The evaluation and analytical skills necessary to examine media messages are recommended by the American Association of School Libraries and the Common Core Standards.

AASL Framework presents these competencies:

• Learners gather information appropriate to the task by systematically questioning and assessing the validity and accuracy of information. (IV.B.3)
• Learners develop and satisfy personal curiosity by reflecting and questioning assumptions and possible misconceptions. (V.A.2)
• Learners follow ethical and legal guidelines for gathering and using information by evaluating information for accuracy, validity, social and cultural context, and appropriateness for need. (VI.A.3)

In addition, Media Literacy, while not specifically identified in the Common Core Anchor Standards, is represented in the language of those standards.

• Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source. (CCSS.ELA-LITERACY.CCRA.W.8)
• Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (CCSS.ELA-LITERACY.CCRA.R.7)

Media Literacy is defined as the ability to view all types of media though a critical lens. It is a vital skill for our students as consumers and as learners. Educators are seeking to create an internalized method of critical thinking that allows students to analyze the messages that surround them. Additionally, having children create their own media not only teaches them how media is created, but also shows them that they have the ability (and responsibility) to contribute accurate information to the digital world. Cultivating our awareness of the underlying implications of media messages is an essential skill in the digital age. Reflective analysis of media messages will emerge as parents and teachers model and reinforce these evaluative techniques as we view media with children.


References

Common Sense Education. 5 Essential Media Literacy Questions for Kids. Retrieved from https://www.youtube.com/watch?v=48IZj2Kp57s&t=1s.

Common Sense Media. “What is Media Literacy and Why is it Important?” https://www.commonsensemedia.org/news-and-media-literacy/what-is-media-literacy-and-why-is-it-important, accessed December 28, 2018.

Heitner, D. (2017) Screenwise: helping kids thrive (and survive) in their digital world. Brookline: Bibliomotion.

Kievlan, P. M. (2015). YouTube Kids [Review of the software YouTube Kids]. Retrieved from Common Sense Media website: https://www.commonsensemedia.org/app-reviews/youtube-kids.

National Association for Media Literacy Education. (2007, November). Core principles of media literacy education in the United States. Retrieved December 28, 2018, from http://namle.net/publications/core-principles.

Smith, J. (2015) Mastering the Media: How Teaching Media Literacy Can Save Our Plugged-in World. San Diego: Dave Burgess Consulting, Inc.

Authentic Assessment with Instructional Technology

The value of authentic assessment is clear but how do you grade it?
The value of using authentic assessments is clear, but how do you grade it?

Our K–5 STEM Team is in the midst of completing ISTE standards certification and recent activities were all about personalized learning with authentic and alternative assessments.

We started by watching the following video to get some initial ideas. My favorite was having students create an anti-bullying commercial. This would be great a great activity for students to demonstrate digital citizenship, as well as synthesize information.

Click here for more details on alternative assessment information or ideas

Another activity involved searching Twitter for posts labeled #authenticassessment or #alternativeassessment. Twitter is a great tool to use for instructional technology! Here are some of my favorite posts from this search.

• Using art & making in Math—Laser etched acrylic for demonstration of understanding of slopes.
• Battleship versions for high school math—using games to demonstrate understanding.
• Side-by-side comparisons of before & after in Art—face drawings with lessons on proportions.
• First grade students creating tools to help teach Kindergarten students their letter sounds.
• HS Bio students teaching MS science students the procedures for dissection.

Once you have a great idea you believe will allow students to demonstrate their understanding and skills in an impactful way, let's talk about how you assess their work. In elementary STEM, we use an engineering log that includes data collection, analysis, reflection, video demonstrations, pictures, and an LMS that can support students sharing their work with each other and commenting. Most work is group work so by having these multiple points of data to review it makes it easier to check on students as individuals and the class as a whole for understanding.

When we want a really quick check on factual information like identifying blocks of code, we use Kahoot! Pro Tip: you can turn off the points feature if they get too distracting for students. We also have pictures in Kahoot! of different stages of the Engineering Design Process we want students to identify.

When assessing authentic tasks, a rubric is also a very useful tool. Here are two great online tools to aid in the creation of a rubric:

• https://rubric-maker.com/
• http://rubistar.4teachers.org/index.php

Here are some tips for making a great rubric:

• Decide what you want to grade 
• Written assignments: voice, word choice, thesis statement, format, conventions 
• Performance assignments: speak clearly, use of visuals, engage audience 
• Behavior: work well with group, follow directions, participation, listen to others 
• Decide how many components to grade 
• Determine how many performance levels (3–5): exceptional, satisfactory, needs work 
• Write explicit outcomes for each performance level 

A few great apps for students to capture performance evidence of learning include Flipgrid, Seesaw, or Explain Everything. For more ideas check out the list of 28 from Common Sense Media:
Top Tech Tools for Formative Assessment

Staff iPad Distribution at Barrington High School

With approval from the Board of Education in March 2019, Barrington 220 is in the process of refreshing the Barrington High School staff One to World devices for next year. This means that all students in the district in Grades PreK–12 will be using the same device. This change will have the biggest impact at the high school where students have been using an 11-inch MacBook Air laptop as their primary learning device since 2012.

Recognizing the impact this device change with have at the high school we are committed to getting the new iPad devices into the hands of the high school teachers as quickly as possible. BHS certified staff had their iPad devices by Monday, April 29. Distribution will include a great deal of support and training to ensure that staff is ready and comfortable with the device by the time students enter our building for the next school year.

Support for high school staff will be continuous and structured to ensure that you know what you need to get started.

April 24-29: Initial distribution and set up – At this session, staff received their iPad devices and completed basic set up. Staff received instructions on using the Logitech Crayon and pairing the external keyboard.

First week of May: Apple ID and follow up – During the first week of May, I visited BHS departments to discuss Apple ID and the pros and cons of having one ID for personal and professional use—or managing separate IDs for both.

May until the end of the school year: iDAL Coach rotating residencies  – Ben and Jeff will be spending lunch hours rotating through the departments to discuss specific apps that will be most beneficial to teacher workflow (i.e. Schoology, Gmail, Infinite Campus) and apps that will amplify content area curricula.

May 20, 2019 - Getting Started with iOS – Apple Learning Specialists will be on site to train teachers in the basics of iPad workflow and use:

• Notes
• Safari
• Keynote
• Additional Features
• Resources and Q&A

Ongoing - Continuous support – LTAs are available in the library and for department meetings to answer questions and troubleshoot any needs you may have.

We are excited for this first wave of iPad devices at BHS. Please let us know if there is any additional support you may need.

iPad Keyboard Tips

Whether you are using the onscreen keyboard on the iPad or an external keyboard, such as a plug-in keyboard or an integrated keyboard case like the Logitech Slim Combo, iPad keyboards have several features to increase productivity.

Onscreen Keyboard Tips for iPad

Swipe down on a key to type the small gray character above the primary black key.

Tap and hold on an onscreen keyboard key to see diacriticals (accents) and other available special characters. Slide to the pop-up character to select it.

DOUBLE-TAP THE CAPS LOCK KEY FOR ALL CAPS

To access the onscreen keyboard with an external keyboard plugged in, tap and hold the arrow in the lower-right corner.

Hide the onscreen keyboard by tapping the Hide Keyboard key.

Remember that there is no need to keep the integrated keyboard case (such as the Logitech Slim Combo we use at BHS) attached to the iPad as you type—the keyboard is connected via wireless Bluetooth. Separate the keyboard from its magnetic grip and place the iPad anywhere you find comfortable.

Photo courtesy of Logitech.

Keyboard Shortcuts

Like on the Mac, you can access keyboard shortcuts using an external iPad keyboard. Some keyboard shortcuts are the same as the Mac and others are specific to iPad.

Note: The Command key may be labeled cmd and looks like this:

Command + H
In an app—go to Home screen.

Command + Space
System-wide Spotlight search. If you search for an app, you can drag and drop the icon from within Spotlight to use Split Screen or Slide Over views. [Similar feature on the Mac.]

Command + Tab
Navigate among the last ten apps you used. [Similar feature on the Mac.]

Command + Shift + 3
Take a screenshot. [Same feature on the Mac.]

Command + Shift + 4
Take a screenshot and directly go to editing view to crop or annotate. [Similar feature on the Mac.]

Press and hold Command
Show a window with all the keyboard shortcuts in a specific app.

Command + Option + D
Show the dock. [Similar feature on the Mac.]

Text-Specific Shortcut (while typing)

Option + Shift + left/right arrow
Select the previous/next word. [Similar feature on the Mac.]

Safari-Specific Shortcuts

Control + Tab
Move to the next browser tab. [Same feature on the Mac.]

Control + Shift + Tab
Move to the previous browser tab. [Same feature on the Mac.]

Command + F
Search for a specific word on a web page. [Similar feature on the Mac.]

Command + L
Highlight the text input/URL field to type a new web address. [Same feature on the Mac.]

If you already use keyboard shortcuts on the Mac, chances are that the same or similar feature is available on iPad—just try it! Thanks to thesweetsetup.com for providing some of the source for this article.

One to World Device Swaps, Distribution, & Collection

The Barrington 220 Tech Team and Asset Management Specialists are hard at work swapping, distributing, and collecting One to World devices. Here is our current schedule:

Complete
May 6-10: BHS Student iPad distribution
Approximately 5% of BHS students remain who need to pick up an iPad.

In Progress
May 13-17: Grade 5 student iPad distribution.
May 13-31: Elementary teacher iPad swaps. (Our target is for the majority of elementary teachers to get new iPad devices by May 24.)

Upcoming
May 22 & 24: BHS Senior MacBook Air collection
May 28-31: BMS-P and BMS-S iPad swaps
June 3-4: BHS Grades 9-11 MacBook Air collection
Summer School & Beginning of 2019-20: All other grade levels

Please visit your building’s library and speak to LTAs and librarians for more information.

Submitting a Tech Ticket is Now Easier Than Ever

Thanks to our new ticketing system, Zendesk, opening a Tech Ticket is now as easy as sending an email! If you're having a technology-related issue, simply compose a new email in Gmail, address it to techsupport@barrington220.org, put a brief description in the Subject line, give us the details of the issue in the body, and click Send. You've just opened a Tech Ticket!

Not only can you open a ticket using email, but all correspondence regarding the ticket can be done by email as well. When you first open a ticket using email, you'll get an email back confirming that the ticket was opened. Whenever the Technology Department puts notes in the ticket, you'll get an email with those notes so you're kept up-to-date on the ticket's progress. You can even Reply to a Zendesk email and that correspondence will be added to the ticket.

When sending an email to open a Tech Ticket, please provide as much information as possible including your building, your room, and a detailed description of the problem and anything you've tried to fix it yourself.

Here is an example of what you might include in your email if there were an issue with a device in your room:

When the ticket has been opened, you'll receive a confirmation email. This is what it will look like in your inbox:

Here is the email confirming that your ticket has been opened:

We believe this new ticketing system will make it easier for users to open tickets, as well as to stay better informed about the progress of the issue. Should you have any questions about opening up a ticket, you are always welcome to call x1500.