Incorporating Technology in a Multicultural Literacy Classroom Teaching Presentation Dr. Vicki Sherbert May 6, 2016
Read Aloud Poem: “Fresh from the Island Angel” - David Mura
Course Truisms to Consider We can’t make assumptions about the literacy experiences students have had before they come to us.
Literature affords opportunities for all students to examine their own identities and to consider and affirm the identities of others.
We must create a safe, low-risk environment for all students in the class community.
Reading aloud to students of all ages offers a literacy experience that supports the further development of all literacy skills.
We get better at reading and writing and creating by reading and writing and creating.
The best learning and understanding is immediately followed by further questions. The learning is never done.
Technology tools can allow students to experience traditional & non-traditional texts and to further develop literacy skills.
Expansion of Definition of Literacy
“Traditional definition of literacy - once simply to read and write - now includes competency in understanding the visual and aural as well as the verbal.� - Milner, Milner, & Mitchell (2012)
Description of a Multicultural Classroom
A multicultural classroom is one in which the diverse racial, ethnic, religious, social, and economic backgrounds and the diverse lived experiences of all members are affirmed.
Interpretation of Media Literacy Media literacy is more than merely being able to use technology or technical devices. Technology is ever changing. Media literacy empowers learners to competently navigate and negotiate our 21st century world.
“We want our students to become more aware of the impact of media in their lives and to become more literate about media texts - how they are created, how they are consumed, and how they can be critiqued.� - Milner, Milner, & Mitchell (2012)
“Code of Best Practices in Fair Use for Media Literacy Education” - NCTE (2008)
• Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: – All media messages are constructed. ifferent to/d ? r a l i – Each medium has different characteristics and strengths and a x ts si m e s i t h l t a w is tradition o H unique language of construction. from – Media messages are produced for particular purposes. – All media messages contain embedded values and points of view. – People use their individual skills, beliefs and experiences to construct their own media messages. – Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.
Read Aloud Picture Book: ish - Peter H. Reynolds
If we want our students to be creative, we must give them safe spaces to create.
Consider Establishing a Classroom Sandbox
• Sandbox Environment – Experimenting with language • Reading and writing – Experimenting with technology – Messy, but safe
Framework for Making Media Matter Produce
Receive
Examine
Critique
Creators
Listeners/Viewers
Anthropologists/Literary Critics
Media Critics
Electronic media
Film
Television
Cultural morality
Advertisements
Podcasts
News
Expectations of life
Music
Music
Advertisement
Passivity
Television & radio
Paintings, prints, photographs
Magazines
Critical reasoning
Magazines & comics
Consumerism
Table adapted from Milner, Milner, & Mitchell (2012), p. 305.
Using Technology to Support Media Literacy Project
Our Project We will work in teams of two or three to create projects that will require your students to produce, receive, examine, and cribque print and non-print texts ublizing a variety of tools.
Using Technology to Support Media Literacy Project Course Objec@ves: The student should be able to • develop a successful set of acbvibes for any class he/she will be licensed to teach • define media literacy • use non-print (technology) resources to plan media literacy lessons appropriate for middle school or secondary students Project Objec@ves: The student should be able to • design an acbvity that requires parbcipants to produce media • design an acbvity that requires parbcipants to receive media • design an acbvity that requires parbcipants to examine media • design an acbvity that requires parbcipants to cribque media
Using Technology to Support Media Literacy Project Suggested Steps 1. Consider a theme, an author, a bme period. Think about topics around which you might consider for developing a unit plan. 2. Visit this link to NCTE’s resources for 21st century literacies. hdp:// www.ncte.org/posibons/21stcenturyliteracy 3. Visit this link to NCTE/IRA’s Standards for English Language Arts. hdp:// www.ncte.org/library/NCTEFiles/Resources/Books/Sample/ StandardsDoc.pdf 4. Brainstorm acbvibes would challenge your students to produce, receive, examine, and cribque forms of media. Ublize a variety of apps and other technologies. Consider acbvibes described in Chapter 10 and pp. 49-54 in Chapter 2 in Bridging English. 5. Create 4 lesson plans using the adached form that could either be stand-alone lessons or could be incorporated into a unit plan. 6. Present an example of each acbvity to the class.
Example: Produce a Super Bowl Commercial
Example: Critique & Analyze a Super Bowl Commercial
Example: Examining Demographics & Target Audiences for a Super Bowl Commercial
Critiquing & Producing National Anthem Performances
Read Aloud Memoir: I Will Always Write Back: How One Letter Changed Two Lives - Caitlyn Alifirenka & Martin Ganda with Liz Welch
Sandbox Time (Research, Investigation, Exploration) • Caitlyn: http://hereandnow.wbur.org/2015/05/04/ pen-pals-book-caitlin-martin • Martin: https://www.youtube.com/watch? v=mgUsKnRYFMA • Zimbabwe (current news): http://www.cnn.com/ 2016/05/03/africa/zimbabwe-park-sell-animals/ • Zimbabwe (culture & music): https:// www.youtube.com/watch?v=tKbfUEhjuH4 • Zimbabwe (culture & music): http://www.mbira.org/ instrument.html • Children’s & Young Adult Literature
Suggested App: Adobe Voice • Free app for the iPad or iPhone https:// standout.adobe.com/support/#voice • Quick creation and editing • Selection of free images and sound • Embeds citation for images and sound at end of project • Example presentation/Sandbox time
For next week…… • What questions still linger after your reading, exploration, and consideration? • What are you inspired to read? • What are you inspired to create? • What can you share with someone else?
Book List • Alifirenka, C. & Ganda, M. (2015). I will always write back: How one letter changed two lives. New York: Little, Brown and Company. • Fine, E. H. & Josephson, J. P. (2007). Armando and the blue tarp school. New York: Lee & Low Books, Inc. • Gifford, C. (2013). Africa: Everything you ever wanted to know. • Greenberg, J. (Ed.). (2001). Heart to heart: New poems inspired by twentieth-century American art. New York: Harry N. Abrams, Inc. • Kittle, P. (2012). Book love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann. • Layne, S. L. (2015). In defense of read-aloud: sustaining best practice. Portland, ME: Stenhouse Publishers. • Lewin, T. (2006). New York: Harper Collins Publishers. • MacDonald, M. R. (2015). Party croc! A folktale from Zimbabwe. Chicago: Albert Whitman & Company. • Mandela, N. (2002). Nelson Mandela’s favorite African folktales. New York: W. W. Norton & Company. • Mayer, M. (1999). Women warriors: Myths and legends of heroic women. New York: Morrow Junior Books. • Milner, J. O., Milner, L. M., & Mitchell, J. F. (2012). Bridging English, 5th Ed. New York: Pearson Education, Inc. • Perez, A. I. (2002). My diary from here to there. San Francisco: Children’s Book Press. • Reynolds, P. H. (2004). ish. New York: Scholastic, Inc. • Sheehan, S. (2011). Ancient African kingdoms. New York: Gareth Stevens Publishing. • St. John, L. (2008). The last leopard. New York: Dial Books for Young Readers. • Tran, T. (2003). Going home, coming home. San Francisco: Children’s Book Press • Wallace, J. (2010). Out of shadows. New York: Holiday House.