Wednesday, July 3, 2019

Reflections on NAMLE Part 3

Another day, another post-NAMLE reflection blog!

Friday, June 28, 2019 (8:30 am)

Virtually Connecting Conversation
Belinha De Abreu, Natasha Kasey, Jimmeka Anderson, Neil Andersen, Michelle Ciccone, Diana Maliszewski, Helen DeWaard



Summary:

http://virtuallyconnecting.org is a group that, as the website describes ...
The purpose of Virtually Connecting is to enliven virtual participation in academic conferences, widening access to a fuller conference experience for those who cannot be physically present at conferences. We are a community of volunteers and it is always free to participate.
Using emerging technologies, we connect onsite conference presenters and attendees with virtual participants in small groups. This allows virtual conference participants to meet and talk with conference presenters and attendees in what often feels like those great spontaneous hallway conversations, something not usually possible for a virtual experience. There is only room for 10 in each session but we record and, whenever possible, live stream, to allow additional virtual attendees to participate in the discussion by listening and asking questions via Twitter.
We add value at all levels of the conference experience:
I agreed beforehand to join Helen in conversation to give her a glimpse of my NAMLE experience.

So What? Now What?

You can access the chat at http://virtuallyconnecting.org/blog/2019/06/23/virtually-connecting-at-namle19/ - unfortunately, despite my growing familiarity with the DC Metro, my estimation skills are still weak, so I was a bit late to our 8:00 am chat. Still, Helen was a gracious digital host. I hope that my blog posts will give people an additional support for getting a conference experience. The town halls seem to make a big impact with different participants. That was one of the things I mentioned. If you followed my tweets during NAMLE, you'll see a lot of the themes just elaborated on further in this blog.

Visual / Social Media Artifacts



Friday, June 28, 2019 (9:30 am)

Trust, Journalism, and Media Literacy
Tracie Potts, Michael Freedman, Stephanie Brumsey, Ray Suarez, Barbara McCormack

Summary (taken from program guide)

To paraphrase Thomas Jefferson, an informed citizenry is vital for a free society to thrive. And yet, in today’s hypersonic media cycle, separating news from noise is becoming all the more challenging. What role can news producers play in elevating the value of a professional press? What steps can consumers take to locate reliable content? What is the connection between trust in the news media and media literacy? Join NewseumED for a discussion with experts in journalism and education working to support an empowered, engaged electorate. Leave with a greater understanding of how journalism outlets consider issues of trust and how media literacy can empower.

3 Key Points:

  1. We "need an army of fact-checkers". Whose job is that depends on whom you ask on the panel.
  2. In this super-fast, endless cycle of making news, it's hard when the energy goes into creating "the news sausage". "Make haste, but slowly"
  3. (From a tweet from Theresa Redmond) Arts & creativity facilitate space-making for needed conversations. Yet, what are the implications for creative & critical inquiry when a focus on and pervade as top topics as seen in the recent

So What? Now What?

This was a complicated panel. There was some things I agreed with, disagreed with (like Stephanie suggesting that Millenials and Gen Z people don't read) and some things I wasn't sure about (like news pay walls). The space itself was gorgeous and I'm pleased that in the opening remarks by Michelle Ciulla Lipkin that Canada was recognized in several ways (such as how the American Media Literacy Week originally copied the Canadian example but due to federal elections needed to be moved).

Visual / Social Media Artifacts



Friday, June 28, 2019 (10:30 am)

Media Literacy and Our Youngest Learners
Diana Maliszewski

Summary: (taken from program)

Kindergarten students CAN have insightful, thought-provoking discussions and think critically about media texts. Educators just need a developmentally appropriate and engaging way to start these conversations with our youngest learners. Participants will experience several mini-lessons and strategies used frequently and successfully with pre-kindergarten and kindergarten students, including those for whom English is not their first language. These lessons start our youngest students on the path to being media literate citizens and allow them to respond verbally and non-verbally to relevant media texts and experiences from their lives.

3 Key Points (from Diana's talk)
  1. Very young children are capable of talking about complex media ideas when given a strong but simple definition that they can use as their foundation.
  2. Don't label media as good or bad (for it shuts down discussion); probe the "interesting" parts and let them come to their own conclusions.
  3. Use materials and media that they are familiar with (such as costumes, toys, or online games) to launch critical media literacy discussions.
So What? Now What?

Participants presented four times for about 30 minutes each cycle in this Curriculum Round Table. I presented three times to small but eager groups. Wendy, Eveline and Patricia were in my first session. Drew was in my second round and Amy was part of the third go-round. (I used the fourth round to take my time to pack all the equipment and resources I had on my table.) This was essentially the same presentation I gave on Wednesday but I did not receive any of the same negative reactions that I did two days prior. I did get questions about how and why I did things, but they were all very respectful and curious. I am going to have to remember Drew's great counter-example (that clouds may not be media, but sky writing is) and Wendy's comment that we must ask ourselves with regards to media literacy education "what's at stake?" and use that as a guide to action. I really appreciated Elizaveta Friesem, co-editor of the Journal of Media Literacy Education, who ensured I always had someone at my table - her two young sons enjoyed the toys I brought and made sure I was never lonely. Maybe I'll write for the journal someday. I also enjoyed the gorgeous view from the eighth floor of Newseum, which was perfect for selfies!

Visual / Social Media Artifacts






Session descriptions - Neil, Chelsea & I presented simultaneously!

Getting photos from a bird's eye view!

Chelsea captures the Capitol!

Friday, June 28, 2019 (12:45 pm)

Newseum Tour

So What? Now What?

Neil, Chelsea, and I used our lunch break to explore the Newseum, which is unfortunately being closed at the end of this calendar year. It was wonderful to carve out time to appreciate the displays. We weren't the only ones to take advantage of this great space. It made me a tad late for the next session, but it was worth it.

Visual / Social Media Artifacts

Me and John Oliver

Headlines from newspapers from September 11, 2001

A piece of the World Trade Center

Neil and Chelsea taking photos with news comedians

Friday, June 28, 2019 (2:15 pm)

The Future of Media Literacy Requires Starting Early: "Ulla" the Little Owl in Kindergarten
Eveline Hipeli

Summary (taken from program)

Preparing children for a life surrounded by media isn’t an easy task. There are a lot of skills children will have to learn in order to understand the different media phenomena they encounter every day, mainly from their parents and teachers as agents of socialization. That’s why it is crucial to start media education as early as possible. With age appropriate children’s books, various media topics (like different sources of stories, advertisement, feelings during media use, media manipulation) can already be discussed with kindergarten and primary school children. We are doing exactly that in Switzerland will be the main focus of this presentation.

3 Key Points:
  1. Switzerland has a new curriculum that includes technology and media literacy. Parents were concerned about this inclusion and felt that media literacy should come when they are older. Research indicates otherwise.
  2. This project is a series of five books with stories about various media topics "such as age appropriate media use, learning to read, advertisements, and more". The main recurring characters are Ulla, an owl, Anna a first-grader, and Peter, a pre-schooler.
  3. Supplementary materials are available on Ulla's website, www.ulladieeule.ch 

So What? Now What?

I really liked this presentation. I felt like the Swiss attitude towards media literacy aligned very nicely with the Ontario/Canadian version. I like how part of the lessons involve examining how different media makes young people feel. Our next step is that Neil will hopefully arrange a podcast with Eveline for the VoicEd Radio show "Mediacy" and that English translations of these books may be possible. Chelsea mentioned that it'd be nice to have a more diverse representation, and that is true; maybe if a Canadian license occurs, we can help spearhead that!

Visual / Social Media Artifacts














Friday, June 28, 2019 (2:15 pm)

A Great Leap Forward: Developing Media Literacy with Afghan Youth
Benjamin Thurn and Tom Toomey

Summary (taken from program)

What does media literacy look like in an international education youth development context? Our team at American Councils has been finding out. LEAP (Leadership and English Advancement Program) is a U.S. Embassy Kabul funded month-long program held in India, where students from diverse regions of Afghanistan come together to build upon English language skills and develop critical thinking through media literacy. From analyzing photographs and examining advertisements to creating music videos and public service announcements, students develop their media literacy skills across multiple projects and eventually bring these new abilities back to their home communities.

3 Key Points:

  1. 1. Students really enjoy creating media texts and learn a lot in a very short time.
  2. 2. Sometimes there are culture issues but things get resolved.
So What? Now What?

I couldn't take as many things back from this presentation, as it was for 16-18 year olds, but a few of the ideas, like a camera angle booklet the students keep and take home, are scale-able for younger learners. I'll have to look for a link to the presentation slides.

Visual / Social Media Artifacts




Post-NAMLE in Washington DC

I had a wonderful time being a tourist in DC after the conference. On the Friday, I experienced Newseum and the National Gallery of Art (as well as the Outdoor Sculpture Garden, until the lightning and thunder started). On Saturday, Chelsea and I arranged one of those hop-on-hop-off bus tours. It helped us see many of the attractions. We saw everything at a distance and took a closer look at the Smithsonian Air and Space Museum, the White House, the Renwick Gallery (of American Art), the Lincoln Memorial and the Dr. Martin Luther King Jr. Memorial.

There are so many people that need thanking and I fear I will forget so forgive me in advance.
Thank you Neil Andersen, Chelsea Attwell and the AML. Thank you Belinha De Abreu, Catherine Burgess, Donnell Probst, and Yonty Friesem. Thank you Lisa Guersney. Thank you everyone.

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