Summary description:This district has a very canonized literature curriculum, with classic texts and little support for modern, multicultural literature. Technology access is limited by two small computer labs, with the use of media and alternative texts limited by resources. Beyond these content limitations, the district is also experiencing a high influx of English Language Learners, increasing the district's curriculum focus on remedial skills and adequate standardized test scores. Currently, only one film media studies course is taught in the secondary schools-the attitude is that media texts will exist in this class and the “real” literary work will happen in the standard English courses.
Rationale:
The responsibility of English classes throughout this nation is changing. Teachers are no longer merely responsible for reading and writing. A new branch of adolescents are entering our school system-technologically literate and media motivated. As educators, we have a unique opportunity to utilize effective media tools to foster adolescent development and academic achievement.
First, the very notion of a text has been changed by our current technology. Books don't cut it anymore. “Text” now includes music, pictures, keywords, movies, sitcoms, quotes, and web publications. This change in text has also produced a change in “literacy”. Student must be able to read and write, but must also compose emails, surf websites, dissect movies, “publish” writings on the web, analyze sitcom characters, and identify perspectives in song lyrics. Our curriculum must identify these new texts and give our students the tools to be literate in our modern society.
Utilizing a variety of media texts to generate modern literacies, students in this curriculum would meet state and district wide Language Arts standards. Two examples are included below:
1.Synthesize ideas and make thematic connections among literary texts, public discourse, media and other disciplines (MN).
Students must be able to draw connections across texts. Using media outlets in the classroom gives students a visual text in which to make inferences. In many cases, drawing connections between texts is clearer and more engaging with the use of media (Beach, 12). Combining a blog or movie with a novel is an excellent way to encourage cross textual analysis and identification of shared themes such as justice, death, or success. In cases like this, educators are able to meet a crucial English standard without surrendering literature, but instead supplementing with media.
2. Evaluate and organize relevant information from a variety of sources, verifying the accuracy and usefulness of gathered information (MN/District).
Media outlets afford students a vast community of learners. The benefits of these social relationships is heightened with the use of media (Beach, 16). Students are able to seek out and evaluate a vastly greater number of sources, increasing the variety and usefulness of their gathered information. Allowing students to conduct Webquests would provide numerous sources for analysis. Evaluating many female sitcom characters could also produce assumptions about female roles in our society. Finding, recognizing, and evaluating a large number of perspectives is a key English resource. Once again, media can be used to make these English standards more accessible and achievable for a large number of students.
It's crucial to note the importance of media in education is intertwined in our current education standards. The following are the media standards for the state of Minnesota:
1. Evaluate the accuracy and credibility of information found on Internet sites.
2. Evaluate the logic of reasoning in both print and non-print selections.
3. Evaluate the source’s point of view, intended audience and authority.
4. Determine whether evidence in a selection is appropriate, adequate, accurate.
5. Evaluate the content/effect of persuasive techniques used in print broadcast and media.
6. Make informed evaluations about television, radio, film, newspapers and magazines with regard to quality of production, accuracy of information, bias,purpose, message and audience.
7. Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.
8. Formulate critical, evaluative questions relevant to a print or non-print selection.
9. Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias, relevance of facts.
10. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.
Each of these media standards can also be directly linked to the essential English skills of credible sources, observed themes, perspective taking, persuasion, informed decisions, critical analysis, and evaluative questioning. Ultimately, the use of media in this curriculum will supplement the current English standards. The intent is not to replace the set of basic skills inherent in English education, but rather to create modern access points for a student population diversified in their academic abilities, aspirations, and achievements.
-------------------------------------------------------------------------------
New Media/Technology Standards are on their way! Visit the article below to see what changes are being made to reflect the new literacies and modern texts!
http://www.eschoolnews.com/news/top-news/index.cfm?print&print&I=55483
I've been Rationale'd!
ReplyDelete