Teach More Love More - Ready To Learn Incorporating literacy into everyday activities. Section 1 Introduction by JamieLee Curtis LeVar Burton ( 2 minutes). Low Bandwidth version Windows media ( http://www.teachmorelovemore.org/ReadyToLearn.asp
Extractions: When you hold a baby lovingly and talk, sing, or read to her, the emotional closeness and language experiences you provide are an important part of preparing her to learn when she is old enough for school. There are many things parents and caregivers can do to help build a child's literacy skills from the time he is born. This video provides helpful information about:
News media Education Network presents activities and information to test their media literacyby answering particular advertisement to teach media literacy can find http://members.tripod.com/exworthy/news.htm
Extractions: powered by FreeFind Online News Information Newspapers in Education - This is a very long and complete list of cross curricular activities using newspapers and online newspapers. Newspapers, Magazines, and Other Media on the Web - Organized by type of publication, here are links to tons of free publications on the Web. The Christian Science Monitor- This is the online edition of the award winning publication filled with current information. Telegraph - This is a British newspaper with focus upon Britain and Ireland. BBC Online - This newspaper offers accurate and informed news about the world scene, providing photos and video clips. Asahi.com - This Japan-based publication has a reputation for hard-nosed reporting and uses innovative technology. The Age - Here is local and world news as reported by an Australian newspaper. The St. Petersburg Times-
Gender Equity-Media Literacy What do ads teach both males and females about body image? Why? 1999 media LITERACYAND GENDER Women, Men. activities, Clothing, Appearance Body size Skin color. http://www.genderequity.org/medialit/unit3_7.html
Extractions: Next Lesson UNIT 3: Critical Thinking About Media And Its Impact LESSON 7: Images of Women and Men in Advertising GRADES: TIME: three 80 minute class periods plus homework SUBJECTS: English, Social Studies, Communications, Health/Life Skills DESCRIPTION: Students apply to both print and television advertisements the critical thinking and analytic skills they have been learning. In small groups, they analyze the ways in which women and men are portrayed and then discuss the impact that these portrayals have on themselves. In the TAKING ACTION! section, students can choose to create their own ads. OBJECTIVES: Short Term Long Term MATERIALS: magazines that contain color advertisements which depict women and men in a variety of ways and which would appeal to adolescents Analysis of Advertising , Worksheet #1, Unit 3, Lesson 7 student access to television and VCR for homework VCR and television monitor in class array of colored pens, crayons, or pencils; posterboard; scissors; paste or glue for "create an ad" activity
An Introduction To Media Literacy media literacy Teaching Kits AdSmarts A media literacy Curriculum Produced by Kevin Watson for the Scott Newman Center in collaboration with the Center for media literacy, USA, 1993. 5 videos (contains over 3 hours of footage) strategies and postscreening questions and activities. Photographs to be http://www.ci.appstate.edu/programs/edmedia/medialit/article.html
Extractions: For many years now, The National Telemedia Council has been asked if any clear, succinct yet comprehensive overview of media literacy was available. While Telemedium consistently addresses curriculum concerns, and textbooks like Visual Messages provide K-12 strategies and activities to integrate media literacy into the curriculum, there is need for a simple overview that explains to a newcomer to the field, just what media literacy is, and why we need it and where it belongs. These few brief pages then, represent our contribution to that need. by David Considine (Published in the Fall 1995 issue of Telemedium , The Journal of Media Literacy,
YouthLearn: Learning on teaching visual arts and teaching media literacy. don't replace traditional media,however They It also includes specific classroom activities for each of http://www.youthlearn.org/learning/activities/multimedia/index.asp
Extractions: Telling Stories in Words and Pictures Imagine the effect of having children organize and present their ideas to a room full of adults using animation, digital photography, vidoes, Web pages or other techniques we are used to seeing from professionals. In more ways than one, multimedia skills give kids a leg up in communicating their ideas. The multimedia lesson ideas available on YouthLearn include those that focus on building skills in: drawing, such as the lesson
What Is Media Literacy Is media literacy Taught in School? Yes, many teachers do teach media literacyskills. Can Parents teach media literacy Skills for the Internet? http://www.websmartkids.org/literate.htm
Extractions: Media literacy - a learned skill like reading or writing - means being able to "read" the messages communicated by TV movies and the Internet. We all need media literacy skills to help us judge the value and the truth of the messages we receive. Kids especially need these skills as they spend enormous amounts of time consuming media messages. Without guidance, kids may not realize why the message was created or how the message-maker intends to influence them. Is Media Literacy Taught in School? Yes, many teachers do teach media literacy skills. Several states, including Texas, New Mexico and North Carolina, require media education for high school graduation. Many states' information literacy standards include media literacy: the ability to both comprehend and analyze media messages. The American Library Association has developed and posted Information Literacy Standards you can review. Sometimes media literacy skills are the goal of instruction. For example, a teacher who wants to highlight how marketing strategies target children might have students visit three or four web sites that invite kids to enter contests, then compare how these sites encourage kids to reveal the personal information marketers want.
CML : How To Teach Media Literacy The Center for media literacy provides you with a wide selection of teaching tools, carefully evaluated for their quality and importance to the field. http://www.medialit.org/focus/tea_articles.html
Extractions: Media Issues / Topics - Advertising / Consumerism - Computer Literacy / Digital Revolution - Faith-Based Media Literacy - Film Study / Movie-making - Global Media Issues - Health Issues - History of Media - How to Teach Media Literacy - Media Activity Resources - Media Advocacy / Activism - Media Industry / Economics - Music / Music Videos - Production / Creating Media - Student Made Media - TV and Popular Culture - Violence in the Media - Visual Literacy Curriculum / Subject Area - Art / Media Arts - English / Language Arts - Ethics / Character Education - Health / Prevention - Life Skills - Science / Math - Social Studies - Spirituality / Religion
Extractions: Schools and Families in Partnership The new Cable in the Classroom publication, Thinking Critically About Media: Schools and Families in Partnership makes the case for teaching media literacy at school and at home. Download the report in its entirety or by chapter. Entire Report Table of Contents Introduction Think. Interpret. Create. Health, and Aesthetic Appreciation by Robert Kubey, Ph.D. Media literacy education is at a watershed moment around the world. We are making the inevitable and gradual turn to changing what we do in classrooms and at home to make education more student-centered and responsive to children's and society's real-world needs. Empowered Parents: Role Models for Taking Charge of TV Viewing by Folami Prescott-Adams, Ph.D. Television is an amazingly powerful communication tool. Its images of culture, family, relationships, and events give us opportunities to socialize, teach, and inspire both children and adults. Empowered parents and communities are responsible for guiding the placement of television in the process of human development. Media Literacy and Prevention: Going Beyond "Just Say No" by Lynda Bergsma, Ph.D.
PBL Curriculum Activities throughout the project and as tools for media literacy. and limitations of variousmedia, and make Summaries The Technical Learning activities are tools for http://pblmm.k12.ca.us/PBLGuide/Activities/Activities.html
Extractions: Curriculum Activities Media Literacy Activities General Activities Production Activities Technical Learning Activities Media Literacy Activity Summaries The Media Literacy Activities ask students to critically examine and analyze the multimedia projects of others, especially those they find in the real world around them. Frequently the media literacy activities complement production activities where students work on their own multimedia projects, as in the pair Audience Influence (media literacy) and Defining Your Audience (media production). The Media Literacy Activities are intended to help students develop their own high-quality multimedia projects and use them responsibly. Audience Influence By defining and then inventing an audience for a media product, students learn about the ways media products are shaped by their audience. Looking at Interviews By examining the conscious construction of an interview in this activity, students are better able to use interviews for the purposes of their project and critically evaluate the interviews they see in other forums. Multimedia Representations By looking critically at the ways organizations represent themselves in various multimedia products, students will better understand the ways media are used to shape audience impressions.
About Media Literacy You should teach your children when to just Be ready to offer alternative activitiesespeciallyplay with children to foster media literacy, parents should http://www.nationaltelemediacouncil.org/aboutml.htm
Extractions: Media literacy is the "ability to choose, to understandwithin the context of content, form/style, impact, industry and productionto question, to evaluate, to create and/or produce and to respond thoughtfully to the media we consume. It is mindful reading, listening and viewing, accompanied by reflective judgment." Sixth-grade teacher Alan Lengel realized he was getting through to his students when, in the midst of a classroom discussion about stereotypes, twelve-year-old Matt volunteered his criticism of a popular TV program. Matt disliked the way the show consistently portrayed adultsespecially parents. In his opinion, the show always made grown-ups "look stupid." "It doesn't teach you to respect your parents," he complained. In fact, the program Matt criticizes, "You Can't Do That on Television," while intending jest, does a daily hatchet job on adults. Teachers are presented as foolish and petty bureaucrats, service workers are slovenly and rude, and parents are either feather-brained Milquetoasts or overweight, drunken slobs.
Ready To Learn - First Book or caregivers, this workshop discusses media literacy and the to incorporate the programinto their literacy goals. BIG RED DOG and presents activities and fun http://www.scetv.org/readytolearn/workshops/
Extractions: SCETV provides "train-the-trainer" workshops for day care workers, kindergarten teachers, and parent educators to share the most effective way to use the READY TO LEARN programs for teaching basic concepts and skills. Workshops are targeted to one of the above groups who are expected to use their new knowledge to teach their peers to share video segments of such programs as Barney Sesame Street Arthur and Mister Roger's Neighborhood with their young students. The key to successful use of these educational programs is the workshops that teach the READY TO LEARN Triangle VIEW selected programs with children DO content related hands-on activities READ a book that reinforces the programs child development theme The parent educators will then share the techniques they have learned with other parent educators as well as mothers and fathers they meet on their home visits. PROGRAM-BASED WORKSHOPS Workshops are approved for continuing education credit by the Department of Social Services. Participants will receive a certificate for the number of hours of the workshop.
San Jacinto Girl Scouts with few books or limited literacy, other caring For exciting activities based onthe Between the Lions Policy's National Youth AntiDrug media Campaign (media http://www.123city.net/thegoldenlink/page7.html
Extractions: April Day Camp Issue GSSJC hosted Just Desserts, a fund raiser, at the Warwick Hotel on February 6. Chefs from Houston eateries created scrumptious desserts made with Girl Scout Cookies. Guests sampled everything from peanut butter cheesecake to Thin Mint chocolate orange mousse tarts. Participating eateries included the Hotel Derek, Sam Houston Hotel, Simposio Ristorante Italian, Post Oak Grill, Rotisserie for Beef and Bird, Caramel's, Dacono's, Capital Grill, Mélange Catering, HEB, Bennie Ferrell Catering, and the Warwick Hotel. Vivian Tamayo, anchor for News 24 Houston, served as mistress of ceremonies for the event. Girl Scouts served as chef helpers and Girl Scout Eva entertained the crowd by playing the violin.
COURT TV ONLINE - CHOICES AND CONSEQUENCES teach students to analyze the content and intent Think for Yourself media Literacyfor the Millennium includes a teacher's guide and classroom activities. http://www.courttv.com/choices/teachers/7.html
Extractions: Media Smarts Today's middle schoolers are immersed in the media. They watch TV and movies, surf the Internet, use CD-Roms to research information, exchange e-mail, converse on cell phones, make tapes of favorite songs, and are rarely without a Walkman. Yet they are not very discriminating. Too often they are passive receivers and acceptingly uncritical of the myriad messages delivered t hrough all these sources. Middle school teachers have a vital role to play in teaching young adolescents to be media literate.
Recommended Books Creating Competent Communicators activities For Teaching About Television (2002)media literacy Thinking Critically Walch Publisher media Today, Interpreting http://www.med.sc.edu:1081/recbooks.htm
Media Focus about media rather than teach through the a more successful relationship with conventionalliteracy activities. mediamaking approaches can also provide them http://www.nald.ca/province/que/litcent/MEDIA2/media2.htm
KIDSNET Media News: Media Literacy and concrete suggestions to help teach parents to NMMLP offers curriculum, classroomactivities, and other materials its new CDROM, media literacy for Health http://www.kidsnet.org/medianews/literacy/literacy.html
Extractions: The American Academy of Pediatrics has issued an official statement of policy on the importance of media education. The policy includes brief statements on the amount of time spent with the media; the impact of media violence on aggressive behavior; sexual content in the media; tobacco and alcohol; effects of media on obesity and school performance; and the value of media education. The abstract for the statement is given below; the full text may be read at the AAP's website. Abstract: The American Academy of Pediatrics recognizes that exposure to mass media (i.e., television, movies, video and computer games, the Internet, music lyrics and videos, newspapers, magazines, books, advertising, etc) presents both health risks and benefits for children and adolescents. Media education has the potential to reduce the harmful effects of media. By understanding and supporting media education, pediatricians can play an important role in reducing the risk of exposure to mass media for children and adolescents. Also see www.aap.org/family/mediaimpact.htm for a more detailed brochure, "Understanding the Impact of Media on Children and Teens," which includes recommendations for media education at the family level
Hamlet: Media Literacy media literacy The Many Versions of Hamlet The beginning of the play sets itstone How does each director interpret the line, We'll teach you to drink deep http://www.turnerlearning.com/tntlearning/hamlet/literacy.html
Extractions: The beginning of the play sets its tone, and sketches the characterizations of the principals-in particular, Hamlet himself is defined. How a director of stage or screen portrays the first few scenes will determine the course of the play. Directors of Hamlet draw upon a deep pool of prior interpretation and adaptations, handed down from generation to generation over hundreds of years. When a director like Kenneth Branagh sets out to film "Hamlet" he has several examples from which to draw; for any director shooting "Hamlet" today, Laurence Olivier's 1948 version must serve as a touchstone of interpretation. Show your students the first three scenes of the play; first as portrayed by Olivier, and then by Branagh. Unlike Branagh's "complete" "Hamlet," Olivier cuts the play, and reorders scenes as he sees fit; he even includes a "thesis"-"this is the story of a man who could not make up his mind." As they watch the film have your students note the obvious differences: the set; the music; the effect that the black and white versus color film stock makes. The second scene of the play is tripartite. We start in the official court, where Claudius attempts to put the best face on recent proceedings; then we witness Hamlet's soliloquy, where he blasts his fate; and we end with what might be considered an underground court, Hamlet's friends who know that "something is rotten in the state of Denmark."
Heinemann Seeing Believing approach to basic theory in media literacy and the There are also activities thatclearly illustrate how strategies, smallgroup work, media production, and http://www.heinemann.com/shared/products/0573.asp
Extractions: Online Price: $17.55 Table of contents Online resources People who bought this also bought... EMAIL this page to a friend Foreword by Alan Teasley Whether it's television, film, print, or the Internet, our world is saturated with visual images. That flow has become so persistent, so insistent, we can no longer dismiss its impact on our students' perceptions. We need to make media literacy a vital component of language arts education and equip our students to analyze and respond critically to media texts. was written to assist you with that process.