Transcript
What the Research SaysWhat the Research Says
Renee HobbsRenee HobbsProfessor, Temple UniversityProfessor, Temple UniversityPhiladelphia PA USAPhiladelphia PA USAHOME Inc ConferenceHOME Inc ConferenceCambridge, MA Cambridge, MA October 27, 2007October 27, 2007
OverviewOverview
The state of media literacy education todayThe state of media literacy education today
The research processThe research process
What we think we know– emerging findingsWhat we think we know– emerging findings
What we need to knowWhat we need to know
The challenges of research in MLEThe challenges of research in MLE
DiscussionDiscussion
Media Literacy EducationMedia Literacy Education
An An expanded expanded conceptualization ofconceptualization of literacy literacy, ,
emphasizing the ability toemphasizing the ability to
access, analyze, evaluateaccess, analyze, evaluate and and
communicatecommunicate messages messages
inin a wide variety of formsa wide variety of forms..
Media StudiesEducation, Learning
& Literacy
Media Media Literacy Literacy
EducationEducation
The purpose of media literacy education is to The purpose of media literacy education is to help individuals of all ages develop the help individuals of all ages develop the habits of habits of inquiryinquiry and and skills of expressionskills of expression that they need to that they need to be be critical thinkers, effective communicators critical thinkers, effective communicators andand
active citizensactive citizens in today’s world. in today’s world.
--Core Principles of Media Literacy Education, AMLA, St. Louis, (2007)--Core Principles of Media Literacy Education, AMLA, St. Louis, (2007)
Why it MattersWhy it Matters
Citizenship.Citizenship. The creation of a public sphere greatly The creation of a public sphere greatly depends upon an engaged citizenry, whose members are depends upon an engaged citizenry, whose members are interested, willing and able to access information, evaluate interested, willing and able to access information, evaluate it, and make decisions in a collaborative fashion in order to it, and make decisions in a collaborative fashion in order to participate in civic and cultural life. participate in civic and cultural life. Media Saturation/IdentityMedia Saturation/Identity Development.Development. Children and Children and adolescents spend more and more time consuming adolescents spend more and more time consuming entertainment media, including television, popular music, entertainment media, including television, popular music, movies, and participatory media like Internet, text movies, and participatory media like Internet, text messaging and videogames.messaging and videogames.Information SocietyInformation Society.. Knowledge workers use, manipulate Knowledge workers use, manipulate and create information. Visual, electronic and digital media and create information. Visual, electronic and digital media and technologies of communication (as new forms of ‘text’) and technologies of communication (as new forms of ‘text’) are emerging as the dominant representational systems in are emerging as the dominant representational systems in the context of both school and daily life. the context of both school and daily life.
Diverse Theoretical Diverse Theoretical FrameworksFrameworks
Education Education
adolescent literacy, critical literacy, adolescent literacy, critical literacy, multiliteracies, constructivismmultiliteracies, constructivism
Public HealthPublic Health
media effects on youth, program evaluationmedia effects on youth, program evaluation
Media Studies/Cultural StudiesMedia Studies/Cultural Studies
semiotics, media ecology, ideology/institutions, semiotics, media ecology, ideology/institutions,
interpretive communitiesinterpretive communities, , youth mediayouth media
Core Instructional PracticesCore Instructional Practices
Reflection on Media Reflection on Media Consumption Consumption Behaviors Behaviors
Close AnalysisClose Analysis
Creative Media Creative Media ProductionProduction
Continuing Progress in MLEContinuing Progress in MLE
increasing diversity of media content, formats and genres increasing diversity of media content, formats and genres widespread access to digital tools for authorship and new widespread access to digital tools for authorship and new forms of distribution and exhibitionforms of distribution and exhibitionincreased public awareness of need for critical thinking increased public awareness of need for critical thinking about new forms of digital media about new forms of digital media state curriculum standards (now in almost every U.S. state)state curriculum standards (now in almost every U.S. state)diverse stakeholders--- including academics, policymakers, diverse stakeholders--- including academics, policymakers, business leaders business leaders recognized instructional practicesrecognized instructional practicesemerging scholarly literature and empirical research emerging scholarly literature and empirical research implementation processes & models for teacher educationimplementation processes & models for teacher educationcase studies of practice in school & after-schoolcase studies of practice in school & after-schoolgraduate programs & courseworkgraduate programs & coursework
OverviewOverview
The state of media literacy education todayThe state of media literacy education today
What we think we know– emerging findingsWhat we think we know– emerging findings
The research processThe research process
What we need to knowWhat we need to know
The challenges of research in MLEThe challenges of research in MLE
DiscussionDiscussion
What research findings are What research findings are emerging?emerging?
A. Media literacy education A. Media literacy education has varied characteristics has varied characteristics based on program based on program design, learning design, learning outcomes, setting, outcomes, setting, teacher qualifications, teacher qualifications, and the perceptions of and the perceptions of the value of the program the value of the program by participating teachers by participating teachers and students. and students.
Kist, New Literacies in Action, 2005
What research findings are What research findings are emerging?emerging?
B. Cultural experiences B. Cultural experiences with contemporary with contemporary media and popular media and popular culture provide the culture provide the “juice” for MLE. “juice” for MLE. Motivation and Motivation and engagement are engagement are increased when increased when students get students get opportunities to analyze opportunities to analyze and manipulate familiar and manipulate familiar texts.texts.
Michie, Holler if You Hear Me, 1999
What research findings are What research findings are emerging?emerging?
C. MLE strengthens C. MLE strengthens literacy learning, literacy learning, including reading including reading comprehension, comprehension, textual analysis, textual analysis, and writing skills.and writing skills.
Hobbs, Reading the Media, 2007
What research findings are What research findings are emerging?emerging?
D. Media production D. Media production can be can be understood as a understood as a form of form of composition with composition with discernable discernable similarities to the similarities to the writing process.writing process.
Bruce, “Multimedia production as composition,” Research on Teaching LiteracyThrough the Visual and Communicative Arts, (in press).
What research findings are What research findings are emerging?emerging?
E. MLE involves students E. MLE involves students in collaborative work that in collaborative work that may benefit students’ may benefit students’ communication skills communication skills and socio-emotional and socio-emotional development.development.
Goodman, Teaching Youth Media, 2003
What research findings are What research findings are emerging?emerging?
F. Media literacy can improve F. Media literacy can improve understanding of distinctions understanding of distinctions between real life experiences between real life experiences and media representations. and media representations. MLE can alter expectations MLE can alter expectations concerning alcohol and concerning alcohol and tobacco use among school-tobacco use among school-age youth.age youth.
Austin, Pinkleton, Hust & Cohen,Health Communication, 2004
What research findings are What research findings are emerging?emerging?
G. Media literacy programs G. Media literacy programs can cause lowered can cause lowered internalization of the internalization of the beauty standard and beauty standard and lower perceived realism lower perceived realism of media images for of media images for adolescent females. adolescent females.
Irving, DuPen & Berel, 1998; Neumark-Sztainer et al, 2000
OutlineOutline
The state of media literacy education todayThe state of media literacy education today
What we think we know– emerging findingsWhat we think we know– emerging findings
The research processThe research process
What we need to knowWhat we need to know
The challenges of research in MLEThe challenges of research in MLE
DiscussionDiscussion
The Process Up CloseThe Process Up Close
High school English teachersConcord High School, Concord New Hampshire
MY GOALS: 1.) Describe the development of the innovative curriculum that incorporates popular media, television, journalism, film, and new media into the required English curriculum
2.) Gather empirical evidence of the impact of media literacy on the academic achievement of adolescents
Research MethodsResearch Methods
QUALITATIVE: 21 hours of transcribed interviews with teachers and students; student writing samples, curriculum materials
QUANTITATVE: quasi-experimental pre-post design with matched control group with measures of reading, listening, viewing and media analysis skills
The CurriculumThe Curriculum
BOOKS:Orwell, 1984Shelley, FrankensteinStark, Glued to the SetKesey, One Flew Over the Cuckoo’s NestJunger, The Perfect StormHamill, News is a VerbAnderson, FeedFaulkner, As I Lay Dying
FILMS: Tough Guise, All the President’s MenHigh Fidelity, Bamboozled
Multimodal Texts Multimodal Texts
MAGAZINES: Adbusters, Brill’s ContentThe New Yorker, Time, US News & World Report
NEWSPAPERS: Concord Monitor,Boston Globe, New York Times
TV: Burden of Proof, 60 Minutes20/20
Instructional MethodsInstructional Methods
• Activation of prior knowledge• Close reading & textual analysis• Discussion connects text to text, text to self & text to world• Informal pre-writing• Small-group activities• Research and information gathering• Writing for specific purposes to varied audiences • Variety of writing styles and genres • Focus correcting (grammar, spelling)
Measuring Program ImpactMeasuring Program Impact
1. Advertising Analysis
2. Critical Viewing Skills
3. Civic Engagement
4. Reading Comprehension & Analysis
A Performance-Based Measure of A Performance-Based Measure of Media Text Analysis (MTA) SkillsMedia Text Analysis (MTA) Skills
Students read, view or listen to a media text and then answer critical questions in response.
• Who is the author and what is the purpose?• Who is the target audience and how do
you know?• What construction techniques were
used to attract and hold attention?• What values and points of view were represented?• What is omitted?
Measuring Program ImpactMeasuring Program Impact
Advertising Analysis
• Increased understanding of the complex purposes of advertising
• Recognition of unstated subtext messages in advertising
Increased Understanding of the Complex Purposes of Increased Understanding of the Complex Purposes of AdvertisingAdvertising
0
10
20
30
40
50
60
70
80
$$$ Per Psych
Control
Concord
$$$ = purpose is a business reasonper = purpose is a persuasive reasonpsych = purpose strategically links product to emotion
Recognition of an Unstated SubtextRecognition of an Unstated SubtextMessage in AdvertisingMessage in Advertising
0
10
20
30
40
50
60
1 2 3
Control
Concord
1 = “be cool”2 = “change your lifestyle by consumption”3 = “be responsible”
Measuring Program ImpactMeasuring Program Impact
Critical Viewing Skills
• Increased skills in analyzing purpose, point of view, subtext & construction techniques
Civic Engagement
• Increased reading and viewing of news and current events
Critical Viewing of Television NewsCritical Viewing of Television News
0
0.5
1
1.5
2
2.5
POV tech omit comp
Control
Concord
POV = number of multiple points of view identifiedtech = creative construction techniques identifiedomit = omitted information suppliedcomp = points of comparison/contrast
Increased Numbers of Students Choosing News & Increased Numbers of Students Choosing News & Current EventsCurrent Events
0
10
20
30
40
50
watch news read news
PRETEST
POST TESTn
Percent who watch or read news and current eventsevery day
Measuring Program ImpactMeasuring Program Impact
Impact on Print Literacy Skills
• Increased ability to summarize non-fiction informational text and recall details
• Increased ability to analyze author’s purpose, point of view, subtext and creative construction techniques
• Writing skills improve
Increased Reading Comprehension SkillsIncreased Reading Comprehension Skills
0
0.5
1
1.5
2
2.5
3
Main Idea Info Detail
Control
Concordn
Main Idea = number of key points identified in summaryInfo Detail = number of specific details recalled
Increased Non-Fiction Increased Non-Fiction Reading Analysis SkillsReading Analysis Skills
0
0.5
1
1.5
2
2.5
tech POV omit
Control
Concordn
tech = number of creative construction techniques identifiedPOV = multiple points of view identifiedomit = omitted information supplied
Writing SkillsWriting Skills
2.4
2.5
2.6
2.7
2.8
2.9
3
quality
Control
Concordn
Quality = holistic score (1 – 5) evaluatingclarity, coherence, and sentence structure
Student Voices Student Voices
“Creators of books and movies have to make critical decisions about how to construct a story just like newspaper editors and TV news directors.”
“I found myself wondering about the intentions of things that in the past I would have ignored or absorbed at face value.”
Student Voices Student Voices
“Though I considered myself a critical thinker prior to the course, I don’t think that label fit my reading style at the time… I had been trained to passively read a book with a ridiculously obvious theme, come up with the thesis statement, and crank out a paper. This course made that impossible.”
Why so Effective?Why so Effective?The Learning EnvironmentThe Learning Environment
Curriculum reform initiated by faculty
Block scheduling, heterogeneous grouping & common planning time
Vibrant school library media center Support from school administration
High quality local newspaper
Why so Effective?Why so Effective?The Learning ProcessThe Learning Process
High levels of student engagement result fromperceived relevance of curriculum to life outside of school
Critical questioning supports readingcomprehension by creating active learners
Instruction activates metacognitive scaffolding of analysis skills from familiar texts (films/TV) to literature
Challenges for the FutureChallenges for the Future
RELEVANCE: Continuing to be responsive to students’ lived experience with media and popular culture
INTERNET ANALYSIS: Critical thinking about online media and technology
AUTHORSHIP: Providing multimodal production opportunities for all students
OUTREACH: Implications for education policy statewide
OverviewOverview
The state of media literacy education todayThe state of media literacy education today
The research processThe research process
What we think we know– emerging findingsWhat we think we know– emerging findings
What we need to knowWhat we need to know
The challenges of research in MLEThe challenges of research in MLE
DiscussionDiscussion
What Works in Teacher What Works in Teacher Education?Education?
Self-taughtSelf-taught
Staff-development trainingStaff-development training
Curriculum-, text- or tool-based approachesCurriculum-, text- or tool-based approaches
Mentoring and partnershipsMentoring and partnerships
University courseworkUniversity coursework
What issues face current and future What issues face current and future researchers?researchers?
Examining short-term and long-term outcomesExamining short-term and long-term outcomes
Developing reliable, valid instruments to measure ML skillsDeveloping reliable, valid instruments to measure ML skills
Understanding what people already know and thinkUnderstanding what people already know and think
Creating theoretical models to account for the complex Creating theoretical models to account for the complex relationships between attitudes, knowledge, skills, and relationships between attitudes, knowledge, skills, and behaviors behaviors
Exploring conditions that promote transfer of learningExploring conditions that promote transfer of learning
Exploring unintended consequences of media literacy Exploring unintended consequences of media literacy educationeducation
Understanding how ML skills can be activated in online Understanding how ML skills can be activated in online environmentsenvironments
Examining the relationship between ML education and Examining the relationship between ML education and activism/advocacyactivism/advocacy
OverviewOverview
The state of media literacy education todayThe state of media literacy education today
The research processThe research process
What we think we know– emerging findingsWhat we think we know– emerging findings
What we need to knowWhat we need to know
The challenges of research in MLEThe challenges of research in MLE
DiscussionDiscussion
What Works? What Works? Areas of EmphasisAreas of Emphasis
1. A LIFE PRACTICE. Focus on the processes involved in accessing and using media and technology in daily life.
2. A LEARNED SKILL. Focus on critically analyzing and evaluating the content, form and contexts of media messages and media systems and institutions.
3. A FORM OF COMPOSITION. The ability to compose or create messages using digital, visual and electronic tools for purposes of self-expression, communication and advocacy.
Three ChallengesThree Challenges
1. ML replaces print literacy for students 1. ML replaces print literacy for students labelled “at risk”labelled “at risk”
2. ML contributes to cynicism because anti-2. ML contributes to cynicism because anti-media attitudes replace critical thinkingmedia attitudes replace critical thinking
3. Growing imbalance and disconnect 3. Growing imbalance and disconnect between media practice, analysis and between media practice, analysis and production production
OverviewOverview
The state of media literacy education todayThe state of media literacy education today
The research processThe research process
What we think we know– emerging findingsWhat we think we know– emerging findings
What we need to knowWhat we need to know
The challenges of research in MLEThe challenges of research in MLE
DiscussionDiscussion
Renee HobbsRenee HobbsProfessorProfessorTemple UniversityTemple UniversitySchool of Communications and TheaterSchool of Communications and TheaterMedia Education LabMedia Education Labhttp://mediaeducationlab.comhttp://mediaeducationlab.comEmail : renee.hobbs@temple.eduEmail : renee.hobbs@temple.edu
top related