MediaLiteracy+Kimberley

|| All 3 implementations can be adapted for any age group. || //Kids For Twenty-first Century Success -- and How You Can Help**!**// (Paragon House, 2005), Marc Prensky This author is very pro ICT for 21st century learners
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 * < **Working Definition** || Media Literacy involves a purposeful message and a target audience whereby the creators and consumers are critically accessing, analyzing, evaluating, and effectively communicating in a variety of forms including print and non-print texts/mediums to construct reality. ||
 * < **Three Implementation Ideas** || The Walking Billboard: Students read a fiction or non-fiction text of their choice including comic books and magazines. They create a sandwich board to promote their choice. The advertising can be limited to a library time where they promote student recommended readings or they can advertise throughout the school.
 * <  || The Logo Match Game: Use an interactive device like a Smart Board where students have to match logos to companies and/or jingles. You develop a high score tab. Leave a question to encourage critical thinking after playing the game: "What does my score mean to me?" ||
 * <  || Library New Use Contest: Students as partners can use whatever medium they choose to create a new area of the Learning Commons. They must convince their audience that there are benefits to students and teachers alike.
 * < **Discovered Resources** || //1.// //"DON'T BOTHER ME, MOM -- I'M LEARNING" : How Computer and Video Games Are Preparing Your//


 * 2.** [|__http://www.medialit.org/__]**- full of excellent resources and information**


 * //3.//** A Portal to Media Literacy by Michael Wesch
 * A lecture on Web 2.0 and the learning environment. Recognize the author?**

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 * //4.//** __The Art of the Picture Book: A Personal Perspective__ Volume 49 - 50, Number 1 Telemedium, The Journal of Media Literacy
 * What message does the picture book send? Learn more about this author at:**
 * http://www.gailehaley.com/** ||
 * < **Interesting Terms and Points of Interest** || //**Millennials or Digital Natives**// (Howe & Srauss 2000) -children who have grown up with www. and an assortment of digital technologies in a complex environment to navigate - have boundless interest and curiosity and are actively engaged as Internet content creators.

//**Digital Immigrants**// – those born before the rapid infusion of digital technology = most teachers

//**Crisis:**// Students think school is boring and largely irrelevant for preparing them for outside of school.

//**Challenge:**// today’s teachers must continue to provide students with the legacy content of the old curriculum while providing future content to prepare students for life in the 21st century //(Prensky 2001)//

//**Teens**// have limited ability to recognize persuasive construction strategies, including message purpose, target audience and subtext and therefore need supportive comprehension strategies to aid in comparing, contrasting, critiquing and analyzing texts. It requires teaching about media including the language it uses, the narrative, codes, conventions and comprehending images, sound or multimedia texts. //**So what does this mean for our most vulnerable children? How do we teach them?**// ||