Friezem, Y. (2017). THE MEDIA PRODUCTION HIVE: USING MEDIA EDUCATION FOR DIFFERENTIATED INSTRUCTION. Media Education, 8(1), 123-140
keywords: Media production, media literacy, Universal Design for Learning (UDL), executive
functioning, Media Production Hive
the theoretical framework of Universal Design for Learning (Rose & Meyer, 2002), teaching the same material via various strategies that cumulatively address needs and learning types of each student in the classroom (p. 126). acknowledge all the various types of learners in his class, such as visual learners, auditory learners, write-read learners, and kinesthetic learners, following Gardner’s (1983) multiple intelligence theory.
various ways of receiving, processing, and expressing information by different learners
various ways students can chose to engage in the process of learning
(p. 127) multiple means of representation guarantees each learner processes information in the best way they can, but it also provides repetition of the topic in various ways to deepen understanding
Students need to organize recently acquired knowledge in a strategic way and communicate their understanding to the teacher. Rose and Meyer (2002) created a detailed pathway for teachers to apply UDL using assistive technology.
Media education practices involve demystifying media messages and learning to use
media wisely through activities of evaluation, composition, introspection, and civic engagement. the links between the instructional design of lessons for all students and
the critical analysis, expression, and reflection on media messages are gradually
explored (Dalton, 2017).
Dalton, E. M. (2017). Universal design for learning: Guiding principles to reduce
barriers to digital & media literacy competence. Journal of Media Literacy Education, 9(2).
p. 128 Media production is the process of composing a message via a single or various media platforms. Media production includes creating videos, podcasts, presentations, posters, drawings, and books. With the increasing use of digital devices and applications, students are engaged in various ways to convey their messages using multiple ways of expression and multiple types of representations.
digital and media literacy competencies (Hobbs, 2010)
p. 137 challenges
Group dynamics often reveal power struggles among team members (Friesem, 2014). The responsibility of the media educator, who is not a mediator by training, is to find the way to mitigate the tension caused by differences among group members (Friesem, 2010). In addition, students have the tendency to use media production as a transgressive practice (Moore, 2011; Grace & Tubin, 1998). Facilitating the process of production involves constant reflection on the classroom power relationship using critical and pragmatic lenses.
Grace, D., & Tobin, J. (1998). Butt jokes and mean-teacher parodies: Video production
in the elementary classroom. In D. Buckingham (Ed.), Teaching popular culture: Beyond radical pedagogy (pp. 42-62). London, UK: University College London Press.
The discourse about the implementations of UDL with digital technology has been broad and used for several research studies (Rose & Meyer, 2002).
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
more on media literacy in this IMS blog
more on instructional desing in this IMS blog
The Global Critical Media Literacy Educators’ Resource Guide
- About the GCMLP
- Contacts for GCMLP Publication
- Methods of Media Manipulation
- Breaking the Corporate News Frame: Project Censored’s Networked News Commons
- Validated Independent News Story Assignment
- How to Find, Evaluate, and Summarize Validated Independent News Stories
- Validated Independent News Story Grading Rubric
- Validated Independent News Story Grading Criteria
- Student Guide For Evaluating Web Sources
- ‘Becoming the Media:’ Experiential Learning through Media Criticism and Political Activism During National Presidential Elections
- ACME Classroom Activities: Challenging Big Media and News Censorship
- Digging Deeper: Politico-Corporate Media Manipulation, Critical Thinking, and Democracy
- Service Learning: The SUNY Buffalo State and Project Censored Partnership
- Commodifying the Public Sphere Through Advertising and Commercial Media
- Group Advertisement Assignment
- Junk Food News Assignment
- News Abuse Assignment
- Meme Assignment
- Solutions Video Project
- Video Summary Assignment
- Ethics Alerts: Applied Learning Opportunity in Higher Education
- Ethics Alert Assignment
- Critical Analysis of Gender Stereotypes on Television Assignment
- Critical Analysis of Race, Ethnicity, and Class Stereotypes in Entertainment
- 18 Fun and Easy Classroom Activities for Media Education
- Five Ways to Flex Your Media Literacy Muscles
- List of Independent and Corporate News and News Criticism Outlets
- GCMLP Biographies and Participating Institutions
- GCMLP Event on Your Campus Instructions
- Sacred Heart University Graduate Program
- Media Education for a Digital Generation Book Flyer
Regular Pages: https://www.dropbox.com/s/jp5isqrn6ijv9lx/ACMEbookFINAL101215.pdf?dl=0
more on media literacy in this IMS blog
Martens, H., & Hobbs, R. (2015). How Media Literacy Supports Civic Engagement in a Digital Age. Atlantic Journal of Communication
(2), 120–137. http://doi.org/10.1080/15456870.2014.961636
p. 134 How the different forms of literacy interact and support each other is a key question for future research, giventoday’s complex and convergent media and information environment
p. 135 Our ﬁndings support the growing demand for policymakers, educators, and community advocates to embrace media literacy as an important resource to fulﬁll the promise of digital citizenship.
Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities.
Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online.
Information literacy was the term used most frequently in the United States from the late 1980s through most of the 1990s and is still used regularly. (Craig Gibson, “Information Literacy and IT Fluency: Convergences and Divergences,” Reference & User Services Quarterly 46, no. 3 (2007): 24.)
p. 64. Social media and online collaborative communities are not specifically addressed in the standard definitions, but many of the highlighted skills are pertinent to today’s information environment.
…these institutional frameworks are not on the cutting edge of emerging trends; they lag behind the innovations of Web 2.0 and social media. Metaliteracy expands the scope of information literacy as more
than a set of discrete skills, challenging us to rethink information literacy as active knowledge production and distribution in collaborative online communities.
p. 69. While new literacy movements have similar foundation elements to information literacy, specifically
related to critical reading and critical thinking, as well as proficiencies in finding, synthesizing, and creating information, differences are often emphasized based on the specificity of technology or media
formats. As each new form of literacy is introduced, the shared literacy goals related to critical thinking and information skills are often overlooked, creating an unnecessary divide between information literacy
and other literacy types. The information literacy literature has also contributed to this separation in an effort to clarify important distinctions between information and computer skills, or between traditional
bibliographic instruction and new media literacy. Metaliteracy reinforces stronger
connections between information literacy and other literacy frameworks. This approach looks at the foundation principles that unite information and technology, rather than focusing on differences based
on discrete skills, distinct technologies, or media formats.
Jon Dron’s blog
Please have a list of free and SCSU hosted resources for lecture capturing:
Other free, shareware and paid sources in our former IMS blog entry: