Media Literacy and Curriculum Development Renee Hobbs National Media Education Conference Baltimore, Maryland June 29, 2003.

Media Literacy and Media Literacy and Curriculum Curriculum DevelopmentDevelopment

Renee HobbsRenee Hobbs

National Media National Media Education Education ConferenceConference

Baltimore, MarylandBaltimore, Maryland

June 29, 2003June 29, 2003

What is Curriculum?What is Curriculum?

A series of planned instruction A series of planned instruction that is coordinated and that is coordinated and articulated in a manner designed articulated in a manner designed to result in the achievement by to result in the achievement by students of specific knowledge students of specific knowledge and skills and the application of and skills and the application of this knowledge.this knowledge.

What is Curriculum?What is Curriculum?

Choices made in Choices made in the classroom the classroom about all aspects about all aspects of the learning of the learning experience.experience.

Focus of this SessionFocus of this Session

Intended for Intended for educators and educators and others who are others who are involved in involved in course design course design and materials and materials developmentdevelopment

Goals for this SessionGoals for this Session

1.1. to introduce the process of to introduce the process of curriculum design curriculum design



2.2. to identify the range of factors to to identify the range of factors to consider in the curriculum design consider in the curriculum design processprocess



2.2. to identify the range of factors to to identify the range of factors to consider in the curriculum design consider in the curriculum design processprocess

3.3. to reflect on common problems that to reflect on common problems that are unique to media literacy learning are unique to media literacy learning and identify how curriculum design and identify how curriculum design can help solve problemscan help solve problems


1.1. to introduce the process of curriculum to introduce the process of curriculum design design

2.2. to identify the range of factors to consider to identify the range of factors to consider in the curriculum design processin the curriculum design process

3.3. to reflect on common problems that are to reflect on common problems that are unique to media literacy learning and unique to media literacy learning and identify how curriculum design can help identify how curriculum design can help solve problemssolve problems

4.4. to evaluate existing resources and to evaluate existing resources and materials using design principlesmaterials using design principles

Process and Principles Process and Principles of Curriculum Designof Curriculum Design

I suspect that in many ways all curriculum design I suspect that in many ways all curriculum design and development is political in nature; that is, it and development is political in nature; that is, it is an attempt to facilitate someone else's idea of is an attempt to facilitate someone else's idea of the good life by creating social processes and the good life by creating social processes and structuring an environment for learning. structuring an environment for learning. Curriculum design is thus a form of "utopianism," Curriculum design is thus a form of "utopianism," a form of political and social philosophizing and a form of political and social philosophizing and theorizing. If we recognize this, it may help us theorizing. If we recognize this, it may help us sort out our own thinking and perhaps increase sort out our own thinking and perhaps increase our ability to communicate with one another. our ability to communicate with one another.

--James MacDonald, 1975 --James MacDonald, 1975

The Usual (But Wrong) The Usual (But Wrong) Approaches to Approaches to Curriculum DesignCurriculum Design

Focus on the topics/issuesFocus on the topics/issues Focus on the ‘texts’Focus on the ‘texts’ Focus on the activityFocus on the activity Focus on the studentsFocus on the students Focus on what you know wellFocus on what you know well

Process of Curriculum Process of Curriculum DesignDesign1.1. Reflect on your motives and goals in contextReflect on your motives and goals in context

2.2. Identify desired outcomesIdentify desired outcomes

3.3. Determine what is acceptable evidence that Determine what is acceptable evidence that demonstrates students’ achievementdemonstrates students’ achievement

4.4. Plan learning experiences and instructionPlan learning experiences and instruction

5.5. Create and find materials and resourcesCreate and find materials and resources

6.6. Implement instructionImplement instruction

7.7. Reflect on the process and reviseReflect on the process and revise

Process of Curriculum Process of Curriculum DesignDesign

1. Reflect on your motives and goals 1. Reflect on your motives and goals in contextin context

Make explicit your vision for an ideal Make explicit your vision for an ideal learning environmentlearning environment

Identify the motivations behind your Identify the motivations behind your interest in media literacyinterest in media literacy

Examine the context in which you workExamine the context in which you work


2. Identify desired outcomes2. Identify desired outcomes

Using existing standardsUsing existing standards Create your own standardsCreate your own standards Focus on the ‘big ideas’ Focus on the ‘big ideas’


3. Determine what is acceptable 3. Determine what is acceptable evidence that demonstrates students’ evidence that demonstrates students’ understanding and skill developmentunderstanding and skill development

TestsTests Discussion and oral communication skillsDiscussion and oral communication skills WritingWriting PerformancesPerformances ProductsProducts


4. Plan learning experiences and 4. Plan learning experiences and instructioninstruction

The “big ideas” and “day-by-The “big ideas” and “day-by-day”day”


5.5. Create and find materials and Create and find materials and resourcesresources

Materials should engage students’ interest and Materials should engage students’ interest and hook themhook them

Materials should be effective in stimulating critical Materials should be effective in stimulating critical thinkingthinking

Use multimodal formats for diverse learning Use multimodal formats for diverse learning stylesstyles

Select appropriate content for students and Select appropriate content for students and contextcontext


6. Implement instruction6. Implement instruction

Systematic observationSystematic observation Meta-cognitive reflectionMeta-cognitive reflection


7. Reflect on the process and revise7. Reflect on the process and revise

Observe Renee’s “three year” rule!Observe Renee’s “three year” rule!

Problems Unique to Problems Unique to Media Literacy Media Literacy InstructionInstruction

USING MEDIA IN THE CLASSROOMUSING MEDIA IN THE CLASSROOM

-- Selecting appropriate media texts-- Selecting appropriate media texts

-- Using texts in ways that meet -- Using texts in ways that meet instructional goalsinstructional goals


PROMOTING AUTONOMY AND RESPECTPROMOTING AUTONOMY AND RESPECT

-- How controversial issues are -- How controversial issues are introduced and explored introduced and explored

-- Managing students’ responses to texts-- Managing students’ responses to texts

-- How teacher presents own POV-- How teacher presents own POV

-- Students’ perception of their own -- Students’ perception of their own freedom to express themselvesfreedom to express themselves


MEDIA PRODUCTIONMEDIA PRODUCTION

-- Scope and duration of project-- Scope and duration of project

-- Audience and purpose-- Audience and purpose

-- Level of structure provided -- Level of structure provided

-- Editorial role of teacher-- Editorial role of teacher

-- Ownership and responsibility-- Ownership and responsibility


GENERALIST OR SPECIALIST GENERALIST OR SPECIALIST

-- Designing curriculum for teachers -- Designing curriculum for teachers with different kinds of expertisewith different kinds of expertise


Other problems?Other problems?

How can the design process help How can the design process help minimize some of these minimize some of these problems?problems?

Issues in Curriculum Issues in Curriculum Review and EvaluationReview and Evaluation Recognition of differences in instructional contexts, cultural backgrounds and student motivation

Goals defined are appropriate to developmental level

Goals include rich ‘big ideas’ and are multi-faceted to include knowledge, attitudes and skills in domains including affective, cognitive, motor skills

Issues in Curriculum Issues in Curriculum Review and EvaluationReview and Evaluation Learning objectives are specific and linked to goals

Assessment of student learning is included

Format and design of materials communicate internal organization clearly

Issues in Curriculum Issues in Curriculum Review and EvaluationReview and Evaluation

Multiple methods are indicated (presentation, discussion, small group, individual learning, etc)

Methods include consideration of available resources, instructional objectives, student profiles

Methods include explicit practice in active reading strategies in response to a variety of media ‘texts’


Methods are sensitive to differential access to time, equipment, technology and teacher skills

Methods encourage critical thinking and autonomy in response to texts, information and issues


Capturing student interest and demonstrating relevance are embedded

Format and description allows reader to form a mental image of instructional process

Key concepts of ML are embedded

Recap of big idea is included

Activity: Review Activity: Review Curriculum MaterialsCurriculum Materials What mental image What mental image

do you form about do you form about what would happen what would happen in the classroom?in the classroom?

What are the What are the strengths and strengths and weaknesses of the weaknesses of the format?format?

Which review Which review criteria are evident?criteria are evident?

Inventing the FutureInventing the Future

" The most extraordinary thing " The most extraordinary thing about a really good teacher is that about a really good teacher is that he or she transcends accepted he or she transcends accepted educational methods."educational methods."

--Margaret Mead--Margaret Mead

Media Literacy and Curriculum Development Renee Hobbs National Media Education Conference Baltimore, Maryland June 29, 2003.

Documents

curriculum design processto

curriculum design processgoals

curriculum designfocus

design principlesprocess

course design

media literacy learning

media literacyexamine

range of factors