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Media Literacy Unit Plan Essential Question
:^
What is the role of media in our society, and how can we become responsible consumers and producers of news and information in the digital age? Sub ‐questions:^ What roles do confirmation bias, stereotyping, and other cognitive biases impact how we interpret events, news, and information? ^ What is the role of social media on the traditional news cycle, and how does it influence public opinion and the press? Unit Goal :^ Develop critical thinking and news literacy skills to help students find reliable information to make decisions, take action, and responsibly share news through social media. Academic Texts (available in
CCBC
Library): Eagle, Lynne. "Commercial Media Literacy." Journal of Advertising
Business Source Premier. Web.
Jan.
Mastro, Dana, et al. "Intervening In the Media's Influence on Stereotypes of Race and Ethnicity: The Role of Media Literacy Education." Journal of Social Issues
Academic OneFile. Web.
Jan.
Potter,
W.
James. "Review of Literature on Media Literacy." Sociology Compass
SocINDEX with Full Text. Web.
Jan.
Strate, Lance. "Media Literacy as an Ethical Obligation:
A
General Semantics Approach."
ETC.:
A
Review of General Semantics
Literature Resource Center. Web.
Jan.
TedTalks: Our Digital Lives Playlist ^ Turkle, Sherry. “Connected, but alone?” ^ Pariser, Eli. “Beware online ‘filter bubbles’”. ^ Allocca, Kevin. “Why videos go viral”. ^ Broadbent, Stefana. “How the Internet enables intimacy”. ^ Blakley, Johanna. “Social Media and the end of gender”. ^ Golbeck, Jennifer. “The curly fry conundrum: Why social media ‘likes’ say more than you might think”. Additional resources: ^
NYT
article “From Headline to Photograph, a Fake News Masterpiece” https://www.nytimes.com/2017/01/18/us/fake ‐news ‐hillary ‐clinton ‐cameron ‐harris.html
^
The Onion: “Facebook User Verifies Truth of Article by Carefully Checking it Against Own Preconceived Opinions” http://www.theonion.com/article/facebook ‐user ‐verifies ‐truth ‐article ‐carefully ‐che
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“What are In ‐text Citations?” video ^
“^
MLA
Style,
th Edition: An Introduction” Unit Essay Essential Question
:^
What is the role of media in our society, and how can we become responsible consumers and producers of news and information in the digital age? Sub ‐questions:^ What roles do confirmation bias, stereotyping, and other cognitive biases impact how we interpret events, news, and information? ^ What is the role of social media on the traditional news cycle, and how does it influence public opinion and the press? Task: Using the essential questions and sub ‐questions, compose an essay on a media literacy related topic. For example, you could: ^ Analyze a current event in the news from multiple perspectives and biases ^ Analyze the representation of gender, minorities, social class, etc. in media ^ Analyze or compare the influences of social media ^ Analyze the ethics of journalists, news outlets, etc. Purpose: Form a claim based on your chosen topic and aim to convince your audience that your stance and/or solution is accurate, believable, valid, etc. Audience: An educated, academic audience (like yourselves). Do not make assumptions about what the audience does/does not know. Vocabulary, style and diction should reflect academic writing skills. Requirements:
^
‐^6
pages of
TEXT
^
MLA
formatting, complete with in ‐text citations and a Works Cited page (not included in
‐^6
page minimum) ^ Include at least
sources from the unit ^ Include at least
sources
NOT
from the unit ^ Organization
include an introduction, several body paragraphs, and a conclusion ^ Central idea and stance included in first paragraph (thesis/claim)
Week
Day
Reading quiz: Quick write on
of
assigned questions Group activity: Debate Read: “Media Literacy as an Ethical Obligation” Quiz prep:
questions Write: Reflection
‐^2
pages) Review: Reading strategies
(THIEVES)
and annotation using assigned text Watch: “Beware Online Filter Bubbles” 9 minutes HW
‐^
Media Consumption Project: Due Day
Day
Reading quiz: Quick write on
of the
assigned questions. Watch:
MLA
videos Individual: Citation practice using assigned readings Read: “Review of Literature on Media Literacy” Quiz prep:
questions Pair
Share: Media Consumption Project Write: Mini ‐reflection on project Review: Reading strategies
(THIEVES)
and annotation using assigned text Day
Reading quiz: Quick write on
of the
assigned questions. Review: Essay structure and writing process* FLIP
CHARTS
Read: “Commercial Media Literacy” Quiz prep:
questions Watch: “Social Media and the End of Gender”
min Group activity: Stereotypes in the Media
FLIP
CHARTS
Review: Reading strategies
(THIEVES)
and annotation using assigned text Week
Day
Reading quiz: Quick write on
of the
assigned questions. Discuss: Unit readings (catch up) Review: Unit
Essay instructions Read: “Intervening in the Media’s Influences on Stereotypes of Race and Ethnicity” Quiz prep:
questions Write: Reflection
‐^2
pages) Review: Essay structure and revision process Research: Mini ‐lesson on
CCBC
database; students begin to locate sources for their essay Day
Review:
CCBC
library; research articles for essay Individual: Create annotated bibliography and identify claim Write: Work on Unit
Essay draft Group activity: Share bibliographies and claims from
discuss and provide feedback Write: Begin working on essay draft Day
Group activity: Workshop Bring:
^3
printed copies of draft of Unit
Essay Upload: Copy of Unit
essay draft to Bb Group activity: Class workshop
on projector Review: Reverse outlining
Week
minutes Day
Review: Reverse outlining and revisions* Bring: Complete a ‘reverse outline’ of your essay draft and bring it to class, along with electronic copy of draft to revise. Group activity: Class workshop
on projector (revised version) Day
Review: Conclusion paragraphs* Write: Work on final revisions to Unit
Essay Write: Work on final revisions Day
Group activity: End of unit debate Review: Intro to Unit
Upload: Unit
Essay Final Draft Debrief: Unit
feedback on process, experience, etc. Read: Begin pre ‐reading for Unit
Quiz Questions: To prepare for the reading quiz, use thefollowing questions as a reading and annotation guide. You can bring your notes on the questions below with you to use during the quiz. You may
NOT
use the text during the quiz. Media Literacy as an Ethical Obligation
The text refers to Alfred Korzybski's three non ‐Aristotelian principles. Briefly describe each in your own words and explain how each relates to the topic of "media literacy".
What is the author's purpose and claim? What does he want readers to know, understand, or believe by the end of the text?
The author asks, "Would it be possible for media organizations to include and incorporate media literacy ‐oriented messages and functions as part of their content? And assuming it is possible, would media organizations not then be under an ethical obligation to do so?" (Strate
What is your response to the second part of this question? Do you believe that if a company can do something that benefits consumers, that they are ethically obligated to do so? Review of Media Literature on Media Literacy
There are several definitions of "media literacy". What are the skills that you find appear in most of the definitions? Which definition do you think is most appropriate, and why?
In the "Common Themes" section, the author begins by telling readers that, "agreeing with any one of these seven themes does not preclude agreeing with any of the others" (Potter
Which of the seven themes do you agree with? Disagree with? Explain your responses.
Reflections Reflection
Diagnostic Writing For your first writing assignment, address the following questions in
‐^2
pages.
Describe the circumstances that brought you to
CCBC
this semester, including your education goals.
What do you expect to learn in English
What are your personal goals for this course?
Our first unit is on "Media Literacy". What does this term mean to you? How does it apply to the type of media you consume on a regular basis? How does it apply to your expectations for what you'll learn in this course? Reflection
Media Literacy Part
Reflect on the readings (two) and videos (three) that we read/watched this past week in
‐^2
pages by responding to the questions below, making sure to include both personal examples and examples from the texts/videos:
Consider your ideas about media literacy before this course, and now. Is a definition of media literacy becoming more or less clear to you? What is your definition? Explain your response.
Consider your own level of media literacy. What interventions took place in your life that helped you to become media literate? Which interventions would have improved your level of media literacy, in your opinion?
What place does, or should, media literacy have in our
K
‐^12
and higher education systems? Who is ethically obligated for making sure media messages are delivered and interpreted in healthy ways? Explain your response.
Media Literacy Activities Week
Fake News Discussion After watching the video (Why Videos go Viral) and reading the articles
(NYT
and The Onion), discuss the following with your group members. Be prepared to report out to the full class following the discussion.
How does "fake news" come to exist and spread so rapidly? Why do you think this happens?
How is "fake news" harmful? What are the long and short term effects and consequences of being a consumer of "fake news"? How does it affect each of us?
How can we, as consumers and sharers of news, learn to identify potential "fake news" stories? Week
Tools for Evaluation of Media Instructor: Review the
CCBC
Library
for Students: Evaluate (includes
Ws and
TRAAP
your sources techniques) and the chart below. Keyword Five Core Concepts Five Key Questions
Authorship All media messages are"constructed." Who created this message?
Format Media messages are constructedusing a creative language with itsown rules. What creative techniques are used toattract my attention?
Audience Different people experience the samemedia message differently. How might different people understandthis message differently from me?
Content Media have embedded values andpoints of view. What lifestyles, values and points ofview are represented in; or omittedfrom, this message?
Purpose Most media are organized to gainprofit and/or power. Why is this message being sent?
Week
MLA
Practice Instructor: Show two videos to class: “What Are In ‐text Citations?” and
“MLA
Style
th edition: An Introduction” Students: Complete the following individual activity in Blackboard:
Choose one of the two unit texts you've read so far.
Open a new Word document and format using
MLA
(header, heading, title, etc.)
Write a one paragraph summary of a section from that text (i.e. Potter's section on "Common Themes" in media literacy).
The summary should include at least one direct quote with
MLA
style in text citation.
Include the full works cited information on a separate page at the end of your summary. ACLT
Media Literacy Scaffolding Activities Media Literacy Debate Prep Instructor: Break class into small groups. Provide flip charts and markers. Students:
With your group, discuss how strategies for debating and writing are similar/different. Report out to class.
With your group, make a
T
‐chart on the flip chart and list the ways in which media and technology can both help and hurt relationships. Present to class when finished. 3. On your own, choose a side and write a convincing argument aimed at an audience with the opposing viewpoint. Post your argument to the Media Literacy Argument discussion board
(ACLT
class page) Note: this can be assigned for
HW,
if needed.
Media Consumption Project (Homework) Instructor: Review instructions for project and assign for homework due next class. Students Part
(Out of class): Complete the steps below over an
hour period and add your data to the Media Consumption Discussion Board (ACLT
class page).
Catalog how much time you spend using the following: a. Social Media
list specific media used and purpose (i.e. Twitter for news, Facebook or Snapchat for socializing, etc.) b. Other media
list specific media outlet used and purpose (i.e. television for news, computer for socializing, etc.)
Of the time you spend using social and other media, catalog how much of it is spent consuming news vs. socializing.
Of the news/articles that you consumed, catalog how much of it you shared/posted/tweeted/liked and why.
Of the news/articles that you shared, catalog how many of them you read and analyzed before doing so. Students Part
(In class):
Share your data with a partner/small group. Report out general findings from group, noting any major differences.
Complete the mini ‐reflection in Blackboard
(ACLT
class page). Mini ‐reflection 1. What do you feel is a healthy amount of time to spend on media consumption?
When it comes to sharing, liking, tweeting, etc., how much time do you think should users spend analyzing information before sharing? What should they consider, and why would a user choose
NOT
to like or share information?
What are the consequences of spending too much time consuming media? Of not enough time evaluating it?
What did the project teach you about your own media consumption? Stereotypes in Media Instructor: Break class into three small groups. Provide flip charts and markers. Students: Each group will be assigned a topic below. Brainstorm a list of stereotypes that appear regularly in the media for each topic, and provide examples from media and popular culture. Present to the class when finished, and invite other groups to add to the lists.
Gender stereotypes
Cultural stereotypes
Social class stereotypes
