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Research as Authentic Inquiry. Digital and media literacy: Connecting…
Research as Authentic Inquiry. Digital and media literacy: Connecting culture and classroom
the spark of an idea
Mr. Fisher had an usual class and assignment:
he had done what many English teachers do: read the book, then watch the movie
the assignment "The Crucible" seemed to be old to his students
16 and Pregnant, the MTV reality show that Mr. Fishe's teenage daughter's interested.
Similarities
The Crucible
Both featured a teen girl getting a lot of negative attention from family and friends for her behaviour.
authority and dissent
martyrdom
community VS idividual
accusation
guilt
love
redemption
conscience
16 and Pregnant
Mr. Fisher questioning the chosen content
Should he give the principle a heads-up before he started, letting him know that he'd be making a connectio to a popular MTV show?
The topic would open up issues about sexuality, the body, and identity in ways that could challenge or reinscribe gender stereotypes
Mr. Fisher would have to be attentive to create a climate where students were sensitive to how their words would be interpreted by others.
"girls vs boys"
the procedure of the classes
1st step
"to kick it up a notch"
to figure out what students know and thought about reality TV teen shows
1) Give students a handout with the name of MTV reality shows listed, ask students to write a description of as namy shows as they could
2) Ask students to pair up and discus the similarities and differences between their description
3) pass sticy notes and asked students to collaboratively revise their sentences by incorporating the best elements from both partners
2nd step
"Defining Drama"
to connect the worlds of school, media, and home through the theme of drama
1) write the definition of "drama" on the board, post students' large sticky notes, show by sow, all over the room.
2) work in pairs and define if the shows sticked round the room are worth to be called drama, based on the definition provided. leave the sticky note with the explanation
3) summarize the similarities and differences other peers noticed
3rd step
research paper
Students were not able to generate list of search terms
Mr. Fisher showed to generate search terms. He asked students to compare:
"what kinds of jobs do peolpe on reality shows get after the shows is over?" and "reality TV, post-show, characters, actors".
4th step
evidence chart
Mr. Fisher asked students to work in pair to create an evidence chart with a range of sources
students should select 10 sources
Studnets are to arrage the sources from "excellent" in quality to "awful" quality.
offer an explaation of ranking
5th step
out line for research paper
14 evidence charts are to be posted in the classroom
Mr. Fisher demonstrated an approach to organize and sequence information found from source matrials
students fo around and create outline of a short five-paragraph research paper
Honoring what students know
Young people are growing in multycultural societies which, David Bucking explains "very different conceptions of morality and very different cultural traditions exist side-by-side"
media literacy education is been understood as a mechanism to reduce the gap between the world of the classroom and the living room.
Teachig Contemporary Drama
the connection between media literacy and fine and performing art is rich
by exploring drama and theater art, students develop:
interpersonal skills
problem-solving capabilitie
apply the creative process to fundamental skills of acting, playwriting, and directing
relate the role of theatre arts to culture and history
Opening up or closing
down discourse
adults often have critical position toward teens mass media. However, Alvermann point out that youth are ready to talk with adults about popular culture if adults show a willingness to learn
teachers don't need to display either their expertise or their lack of knowledge about popular culture texts
Mr. Fisher knew nothing about teen reality TV, but he had successfully intergrate the topic that got kids to start talking
Generating authentic questions
while discussing the topic students themselves generated authentic in the process of activity in step 2
many teachers are developing creative strategies to make teaching the research paper more relevant
media literacy and the practice of
questioning assumptions: a history
It is important to identify the source of information as well as examine the quality of information
the practice of questionong content and exploring unstated assumption has been since 20th-century in English education
in 1970 Postman described "multimedia literacy" as including texts of popular culture, including music, movies, television and comics
Authentic inquiry:
Modeling the research process
people value quick and instant access to information but people use a small number of search strategies
difficulty i judging the relevance of online information or the authority of the onlie sources
a solution to cut-and-paste plagiarism
35% of students had directly copied and pasted material
reasons:
lack of confidence
ease
necessity
peer pressure
paraphrasing
one study found that 17% of students were actively being encouraged by their teachers to copy, becouse of the lack of clear instruction of the skills of
summarizing
,
paraphrasing
and
direct quotation
building an evidence chart to explore the quality of information
the assignment gave studnet permission to examine information resources that are not generally considered appropriate for school.
evidence charts offered answers to research wuestions that they had generated themselves as part of a process of authentic inquiry
digging deeper: what couts as Knowledge
so many sources of information available, assessing crediblity is difficult
because:
context deficit
some websites lack the necessary information we need to evaluate message qualiry
people often use superficial criteria for
assessing the quality of information. "if it looks good, it is good"
"if others think it is good, it is good"
solution to pay attention to the quality
natural tendencies to value sources when they reinforce our existing beliefs and attitudes
source monitoring, the process of making judgement about the origin of information
