media literacy guide

 Slide retrieved from:https://www.google.com/search?q=technology+and+Early+Childhood+Education

Jenkins refers confronting the challenges of participatory cultures and the importance of media literacy: “Schools and After-school programs must devote more attention to fostering what we call the new literacies: a set of cultural competencies and social skills that young people need in the new media landscape…These skills build on the foundation of traditional literacy and research, technical, and critical-analysis skills learned in the classroom” (Jenkins,2009, p.14).  

Effective guidance in media literacy may prove to be overwhelming for many parents and caregivers of young children, if they are inexperienced, or unfamiliar with technology.

This media literacy guide has been designed as a tool to be used by parents and caregivers of young children (birth through age 8).  The home connection, as companion to Early Childhood Education, is a key component to the development of social, critical, and technical skills needed to navigate an ever-evolving participatory culture.  It provides resources to assist Parents/Caregivers in navigating the digital world safely, effectively, and responsibly. 

Tools of the Trade:

The first step in helping your child navigate the ever-changing world of technology, is to familiarize yourself with the various media and devices that he/she will be using at school or at home.  This includes, but is not limited to, I-pads, tablets, and computers.  The more proficient you become in using these “tools of the trade”, the easier it will be to guide your child effectively.   The resources listed will focus on topics ranging from “parts of a computer”, to using the Internet.

Magic Applehouse—Introduces students to basic computer skills

KeyCoach—a tutorial that covers the parts of the computer

 Good Computer Kids—a child-friendly video that teaches about the parts of a computer and how to use them.  https://www.youtube.com/channel/UC5VQk-uplgwpLT8QGJHIBSQ   

Internet Safety:

Safety is a primary concern for parents of young children, especially with regard to online interactions. It is important to educate yourself about possible risks, to take steps to ensure your security, to talk to your child about internet safety, and to monitor your child’s online activity closely.  The resources listed focus on internet safety, and ways to talk to your young child about responsible online activity. 

The Walt Disney Company- a child-friendly resource for online safety tips Retrieved from: http://cdn.media.thewaltdisneycompany.com/cdnmedia/privacypolicies/docs/online_safety_tips_20131111.pdf

How to Have the Talk With Your Kids (about the internet, that is!) –a parent-friendly guide to talking to your child about internet safety, and answering questions as they arise http://dotcomplicated.co/content/2013/06/25/internet_safety/

KidsHealth.org—offers practical tips and resources for talking to your child about online safety. http://kidshealth.org/en/parents/net-safety.html

Critical Thinking Skills

It’s never too early to start developing your child’s critical thinking skills.  The ability to evaluate the reliability and credibility of information presented online will serve to help them become problem-solvers and see through possible biases or untruths found in online information.  It is important to emphasize to your child that you are open and available to answer questions and help in determining the authenticity of what he/she finds online.  The resources listed offer tools for addressing this topic:

Technology and Critical Literacy in Early Childhood – explains the importance of looking at online information through a critical lens—and how to approach this with very young children

http://uabcontio.ru/qehyseda.pdf

Technology and Critical Literacy in Early Childhood---a short video and free e-book that talks to parents about the importance of critical literacy

https://www.youtube.com/watch?v=Yz3NL7Iy--8

Play as learning:

Our young children learn through play—through hands-on interaction with materials, exploration, and the active development of problem-solving skills.  Technology can offer young children an added dimension to traditional learning activities, and provide building blocks to add to their foundation of emergent skills.  In joining your child in exploring these resources, you get the added benefit of sharing quality time with your child through the use of technology.

Switcharoo Zoo—watch, listen and play games to learn about amazing animals www.switcharoozoo.com

Seussville—read, play games, and hang out with Dr. Seuss and his friends www.seussville.com

ABC YA –practice early learning math and reading skills while playing fun games www.abcya.com

The ever-changing world of technology can be confusing and overwhelming, if you don’t know where to start.  This guide is a springboard to helping you to help your child navigate his/her digital world.  One final resource for questions or concerns about digital literacy or any topic facing parents in today’s world is : www.NAEYC.org .  The most important thing to remember is that by providing our children with the right tools—we are preparing them to learn and grow in this “multi-media” world in which we live.   

Reference: Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press. 

Final Thoughts

As I sit here writing these final thoughts for your consideration-- I can't help but remember my first blog entry--- I was at the local library, and the librarian had to help me set it up and submit my post.  It was all very humbling, and I admit I did cry...  Here is my last essay for this term:

 Metacognitive Essay 

Educators are often called upon to verbalize their personal philosophy of teaching.  This may evolve and transition as our educational experiences develop, as new research shapes our thoughts and ideals, and as our contemporary reality shifts and changes.  The “constant”, however, for any dedicated professional, is the innate desire to provide and facilitate a learning environment that provides for the best possible outcomes for our students.  This implies a commitment to life-long learning and the pursuit of methods of instruction that avoid bias, enable all learners, narrow participation gaps, and promote critical thinking skills.

The coursework for New Media and New Literacies opened a new realm of possibility in my academic “toolkit”.  I was able to connect the content to my teaching experiences, while keeping my original philosophy intact.  This was insightful, however unexpected.

Although I appreciated all of the required readings, video offerings, and audio clips--there were four components these last weeks have had the strongest impact.  The first was the discussion of participatory cultures and the challenges that accompany them-particularly the participation gap.  This resounded with me because of my strong commitment to advocacy and reducing any barriers for student success.  This remains a strong component of my teaching philosophy, and the reading illustrated a definite need for equity of access and connectivity.  The search for ways to “level the playing field” in this respect, will be an added piece to my existing philosophy. 

The second component that I was able to connect was the discussion forum on the social implications of technology.  This was further enhanced by the NPR broadcast and interview with Sherry Turkle (Turkle, S., October 17, 2012).  Turkle expressed concerns, with regard to the social implications of technology use.  Concerns included a loss of the social skills necessary for negotiation, reading each other’s emotions (in face-to-face interaction), and facing confrontation through problem-solving skills.  This served as a reinforcement for my own philosophy of teaching, in that educators need to be mindful and intentional in preparing learning environments—including the implementation of technology and digital media. 

The third aspect of this course that had the strongest impact on my learning was the advertisement deconstruction assignment.  This was such an interesting project, and it really served to illustrate the hidden biases that are present in media offerings.  The activity demonstrated the importance of teaching our students how to think critically and search for hidden biases with regard to online offerings—what they read, see, hear, and say.  This will drive my future practice in the sense that I have a clearer view of digital responsibility and the need for instilling the importance of developing critical tools with my students—right from the start.  It also illustrated the need for on-going professional development opportunities for my staff.  This will, indeed, drive my future practice- in that, I will prioritize making these opportunities available for educators in my facility. 

The fourth and final aspect of this course that really resounded with me, was the statement by Don Tapscott that we need to “change the model of our pedagogy to meet the needs of our students” (Growing Up Digital, March 3, 2011).  This really summed up the content of this course for me.  We have received a lot of excellent information through the readings, videos, and audio recordings.  It will take some time to digest it all, and move forward with the determinations we make.  One thing, however, is clear: We, as educators, must approach new media and new literacies with our eyes wide open, and backed by solid preparation.  As with any facet of our pedagogy, our approach must be mindful, intentional, and responsibly implemented.  This is how we meet our students “where they are at”, and best prepare them for successful outcomes.

What questions or “ah-ha” moments do I have at the conclusion of this course? I was surprised to find that I was able to make such strong connections between the content of this course and my own experiences.  I had fairly strong convictions, upon starting this class, that I would struggle to find correlations to the field of Early Childhood Education.  It was enlightening and exciting to be presented with so many options and opportunities for advocacy and developmentally appropriate practice.

The question ahead involves determining a thoughtful approach to implementation, while maintaining a commitment to best practices.  It seems that as I move into an administrative role in my facility—it will work in my favor that I will be starting with a blank slate.  I have a unique opportunity to develop policies and programs that will embrace new media and new literacies. I intend to face this challenge head-on.        

So-- that's it... I still have to ask for help with all of this technology... ( usually from some 20-something staff person or my 9 yr.old nephew who rolls his eyes-- but helps me anyway...) But, baby steps-- right?  

 Ah- ha moments?  It's okay to ask...practice makes perfect...we are all learners... Isn't that what we teach our students?

I have really enjoyed working and learning from all  of you!!  Thank you for helping me through this!

Respectfully, 

Virginia Miller 

References

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21^st century. Cambridge, MA: The MIT Press

Lankshear, Colin, and Michele Knobel. Literacies: Social, Cultural and Historical Perspectives.

            New York: Peter Lang, 2011.

Tapscott, D. (2011). Growing up digital. Retrieved from: https://www.youtube.com

Turkle, S. (2012). Alone together: Why we expect more from technology and less from each other. Retrieved from: http://www.npr.org/2012

adolescent interview

I chose to try to get several perspectives on my questions-- so, my interview includes a 12 year old boy in our school-age program, and one of our 16 year old student employees at the center.  I took the opportunity near the end of our discussion to get some feedback for my final project (the use of digital media to improve service in an early learning facility), as well.

The 12 year old interview went as follows:

1. "Do you own a cell phone?"   "Yes, everyone in my class has one.  I have had it since 4th grade.  My parents got it for me, so that I can call for a ride after practice, or if I'm going to be late.  I play games on it too, but not using the data, because my parents will know."

2. "How often, and how much time do you spend on the Internet?"  "We have I-Pads at school.  We can use it for YouTube videos after our work is done.  The Teacher has to okay our videos.  I try to get done on time so I can watch videos, too.  I guess between home and school, I am online for 3 hours"

3.  "What social media sites do you go on?"  "Instagram , Snapchat"

4. "Did your parents or teachers talk to you about Internet safety and cyberbullying?"  "Yeah, we have an assembly every year at the beginning to talk about cyberbullies and not to give out personal information."

5. "Do you feel that the computer makes you more or less social?"  "I am way more social than before, because I can talk to kids from other schools that I wouldn't have ever met."

I used similar questions with the 16 year old tat works at our center.  

1. "Do you have a cell phone?"  "yes, I got it when I started High School"

2 "Are there any parental controls?" "No, but I have an app that shows where my Mom is..."

3." Do you use it at school?"  "We aren't supposed to have it out during class, but we all do it when the Teacher isn't looking--I got it taken away once for texting my MOM!" 

4. "What Social media sites do you use, and how much time do you spend on Social media?"  "Twitter, Instagram, Facebook, and Snapchat... in that order... I am always on--- all day. I always check my notifications"

  5. "Does Social Media make you more or less social?"  "More-- because my friends talk about stuff they see on Facebook or whatever-- we can all talk about it then-- it gives us something to talk about."

6. "Did your  parents or school talk to you about internet safety or cyberbullying?"  "My parents didn't, but we watch a movie every year-- Nobody really watches it anymore though-- because it's the same every year"

7."You have worked here for almost a year now.   Can you see any ways that we could improve services to our families through the use of digital media?"

(She laughs)  "There is so much you could do here to makes things easier...All the computers in the offices should be linked.. like Google docs or something.. so everyone is on the same page.  Also, you guys don't even have a webpage.  I'm taking web design this year, and it's pretty easy!  Also, you could set up a way for parents to "check in" on their kids during the day."  

8.  "Ok, last question...Did you ever meet anyone in person that you met online?"  "Not me, but when we were Freshman, my friend starting talking and texting some 'girl' that he met playing World of Warcraft.  They were talking and texting all the time-- then he found out she was an older woman and lying to him the whole time"  ( She was 26 ) His parents found out, and we all got talked to because we knew and didn't say anything. 

I found these interviews to be interesting.  The use of digital media was second nature to both interviewees.  Both young people also thought that social media  had a positive effect on social skills. .  I found the story of the woman impersonating a student in the game world really disturbing.  I was also impressed that our staff person was very quick to offer ideas for service improvement when I asked the question.  She actually noted that she had been thinking about that subject since she started working for us!

   

Week 5 Journal Post: Persuasion

Throughout this week's readings, I was struck by one word:"Persuasion".  We are confronted on a daily basis by numerous attempts, on the part of marketers, to persuade us to purchase a product or service. Traditionally, these attempts were found in print media ( such as newspapers and magazines), and later, in television.  Advertising efforts have moved, full force, into the digital arena.   The Advertising: Exposure and Industry Statistics
(retrieved from: https://moodle.esc.edu/mod/page/view.php?id=1265099) indicates that American children may view upwards to 40,000 advertisements in a year.

Though the products and services may vary, the methods of persuasion are very similar in nature.  The Serafini text states: "Advertisers craft these messages based on anticipated responses from their targeted audiences, taking into account cultural norms, conventions, and histories"(Serafini, 2014, p. 143).
 
The Media Literacy Toolbox refers to a so-called: "language of persuasion", that marketers utilize in order to get the attention of consumers, snag our loyalty, and motivate us to buy into whatever it is they are promoting.  The language of persuasion uses tactics, such as "association and beautiful people", product placement, and  even color schemes to attract consumers.

This struck a chord with me as I endeavored to work on my advertisement deconstruction assignment.  I started to watch internet and television ads with a more critical eye.  It became increasingly clear the methods that advertisers use to create emotional responses that viewers will associate or link with the product or service.  Additionally, the use of "beautiful" people as actors in ads give the false promise that use of the product or service will make the buyer more beautiful or popular.

Use of these persuasive techniques can be complex, and require an informed and critical eye to break down.  It is important, not only as consumers, but as educators, as well- to be skeptical and critical with regard to marketing techniques. Young people need to develop tools to successfully identify advertising tactics and sort through them accordingly. "Helping students become critical consumers is a primary objective of media education" (Serafini, 2014, p.143). My take on this week's readings is that, in learning techniques to decipher and break down the "language of persuasion", it is imperative that we, as educators, work with our students to provide them with tools to do the same.  

Advertising: Exposure & Industry Statistics, June 16, 2016, retrieved from: https://moodle.esc.edu/mod/page/view.php?id=1265099

Media Literacy toolbox. (2007). Retrieved June 17, 2016 from: https://www.greenwichschools.org

 Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. New York, NY: Teachers's College Press.

Week 5 Deconstruction Assignment

For my deconstruction project-- I chose a print ad image from the deconstruction gallery: "Skoal Citrus -Local Flavor". I chose this ad, because I was eager to see if I could determine the subtle factors that sway consumers to choose this product-- despite the ( fairly common) knowledge that chewing tobacco can endanger one's health.  I wanted to, in essence, test my own "critical eye".

I was surprised, when following the deconstruction guidelines, to find out how much I am missing when I look at a printed advertisement or watch a commercial on television-- and I consider myself to be mostly skeptical, when it comes to the advertising industry!

The first step: ( making observations) led me to take note of the people in the ad. They were all young, beautiful, and physically fit people.  They were all also Caucasian.  They were smiling and involved in summer sporting activities ( such as surfing and swimming) .  The colors were bright, inviting, and evoked feelings of summer fun and joy of youth.

Step 2 and 3 invites us to look critically at the purpose of the ad.  It wants to sell chewing tobacco to a target audience of young people-- using the indication that chewing tobacco will allow you to be young, beautiful and physically fit.  You will enjoy life to the fullest if you "explore local flavor" and buy this product.  The assumptions that are made by the consumer tend to reinforce the stereotype that white, middle-class males live a strong, carefree and empowered life.

 Step 4 asks us to consider the consequences of these messages.  I feel that the messages portrayed in this particular ad are misleading and irresponsible.  The cautionary statement about health risks is in smaller print in the bottom left quadrant of the page. I was able to connect this to the readings in the Serafini text which discusses information zones, and the placement of text and visual images.  The health warning is placed in the lower left of the page-- giving the impression that the information is
"old and given, while the right half suggests what is new or possible" (Serafini, 2014, p.65)  The information on the right side of the page shows a big image of the product that states: Man that's refreshing" . This is similar to a before and after picture in a weight-loss ad.  We read from left to right, and see the "after" image to be more appealing.
. The ad leads us to believe that chewing tobacco will sustain your health-- rather than harm it.  It can't be considered socially responsible-- but, it is very effective in achieving its selling goal.

I really enjoyed this assignment.  It gave me some excellent tools to look at the world of advertising with more scrutiny. I started the project with the thought that I was fairly well informed, and was taken by surprise.  This will be true for our young students, as well, unless we prioritize their critical skills as well.

Media Literacy Project, accessed June 16, 2016, retrieved from: http://medialiteracyproject.org/about/

Serafini, F. (2014) . Reading the visual: An introduction to multimodal literacy. New York, NY: Teacher's College Press

Week 4: Researching my final project

   As I endeavor to research the topic for my final project: "The use of digital media to enhance service in early learning centers", I have been looking for ways to implement technology into my program that are child-centered and creative---in essence: developmentally appropriate practices. The use of technology in ECE has been frowned upon-- touting, rather, hands-on activities that promote socialization and communication skills.  These elements, in combination with a play-based curriculum, have long been the platform for learning in children of preschool age and under.
   The National Association for the Education of Young Children (NAEYC) has long been the "go to" source for policy and best practices for those in the ECE field.  The organization has issued position statements on a multitude of topics affecting the education of young children--including the use of technology in the early childhood classroom.  Recommendations include the balance of the use of technology with developmentally-appropriate, tech-free activities.
   Essentially, we are called on to approach the use of technology in the curriculum as we would any other facet of our program- with thoughtful consideration as to the learning goals for the children and intentionality.
   I know that we do not, technically, have an assigned blog post for Week 4, but I thought I would share this informative article that I found in researching my topic.  I would love to hear everyone's thoughts and perspectives on the use of digital media in the Early Childhood classroom.

  Here is the link to the article : http://www.naeyc.org/yc/ebooks-for-children
http://www.naeyc.org/content/technology-and-young-children

I hope everyone is enjoying the work on their final projects--- I look forward to your feedback.
~Virginia

Week Three

The readings for this week, for me, focused my attention on concern for the future endeavors in democracy and civic responsibilities of the younger generation.  The underlying question being: Does increase access to technology and digital access increase youth participation in their own citizenship?"

On one side of the discussion, it may be argued that: "the cascading advance of media platforms and social software enables unprecedented levels of production and distribution of ideas, public deliberation, and network organization" (Bennett, 2008, p.1).  We, as a society, are more connected than ever before.  We no longer have to wait for the morning paper or evening newscast to get news about what is going on in our world locally, regionally, nationally and globally. Information is readily at our fingertips-- offering us the opportunity to form opinions, take action, actively participate in our own civic future, and do what what no generation has done before us: change the world.  How exciting!  But, it this the case with the engagement of today's youth?

It would seem that, in spite of the potential that digital media provides for the revitalization of politics and civic action for so-called "next generation citizens"-- there exists a dissatisfaction with, ( and lack of trust for) political interest groups and an apathy in social movement activities.  Online activity among youth tends to be largely in the areas of social media and entertainment. Gaming activities, digital music production, video production, and Facebook/twitter/Instagram etc. make up the majority of the communicative action taking place online.  Political and social action endeavors are marginal or inauthentic, at best. Additionally, "the majority of those communicating with young people about conventional politics continue to do so in tired top-down, highly managed ways that most young people find inauthentic and largely irrelevant" (Bennett,2008, p.10).

Sassen contends that this is due ,in part, to the social logics of the users ( of technology). Despite "technically given openness and technically given  choice", (Sassen, 2012) there is not the increase that you would expect in terms of democracy. She indicates that, in order to effect change, there must be a "creative destruction of existing arrangements" (Sassen, 2012).  This extends, in my opinion, to the political arena, as well.  The youth of today are presented with negative, inauthentic, and irrelevant issues, and it is resulting in their non-participation and disconnection from their own civic futures.  Those politicians, civil society organizations, and socially concerned individuals need to find meaningful ways to meet youthful users of technology where they are at, and reinvent their approach. In as much as we, the public, have unprecedented opportunities to connect with the world around us, digitally-- so then,  do those who would promote active citizenship and action on the part of our youth.

 I think it is important to reiterate that -- as educators- we need to prioritize ways of providing tools to our students to navigate and organize what is presented to them.  This includes the development of critical thinking skills. This will arm them with the skillset needed to make determinations as to what information is authentic and relevant, and what is not. This will put our youth on a clearer pathway to civic engagement and action.          

  

Bennett, W.L., (2008). Changing Citizenship in the Digital Age, Cambridge, MA: MIT Press

Sassen, S., (2012,july26). Networks,Power & Democracy, [video file] Retrieved from: https://www.youtube.com/watch?v=Hpw1GpHzAbc&feature=youtu.be