Since the start of the pandemic, educators all over the world have been learning on the fly how to use the power of digital texts, tools and technologies for "remote emergency instruction". As teachers quickly discovered, conducting nearly nonstop Zoom meetings, in an effort to replicate in-classroom learning in an online environment, is both ineffective and exhausting. In this series of three guides, Renee Hobbs and her colleagues at the Media Education Lab introduce central principles to guide instructional planning for real time (synchronous) and anytime (asynchronous) learning. Each guide unpacks the application of these principles-to connect, guide and create-with specific lesson examples and technology tips tailored to one level of schooling: elementary, middle or high school.

Since the start of the pandemic, educators all over the world have been learning on the fly how to use the power of digital texts, tools and technologies for "remote emergency instruction". As teachers quickly discovered, conducting nearly nonstop Zoom meetings, in an effort to replicate in-classroom learning in an online environment, is both ineffective and exhausting. In this series of three guides, Renee Hobbs and her colleagues at the Media Education Lab introduce central principles to guide instructional planning for real time (synchronous) and anytime (asynchronous) learning. Each guide unpacks the application of these principles-to connect, guide and create-with specific lesson examples and technology tips tailored to one level of schooling: elementary, middle or high school.

Since the start of the pandemic, educators all over the world have been learning on the fly how to use the power of digital texts, tools and technologies for "remote emergency instruction". As teachers quickly discovered, conducting nearly nonstop Zoom meetings, in an effort to replicate in-classroom learning in an online environment, is both ineffective and exhausting. In this series of three guides, Renee Hobbs and her colleagues at the Media Education Lab introduce central principles to guide instructional planning for real time (synchronous) and anytime (asynchronous) learning. Each guide unpacks the application of these principles-to connect, guide and create-with specific lesson examples and technology tips tailored to one level of schooling: elementary, middle or high school.

In the past two decades, several U.S. states have explored ways to mainstream media literacy in school curriculum. However one of the best and most accessible places to learn this necessary skill has not been the traditional classroom but rather the library. In an increasing number of school, public, and academic libraries, shared media experiences such as film screening, learning to computer animate, and video editing promote community and a sense of civic engagement. The Library Screen Scene reveals five core practices used by librarians who work with film and media: viewing, creating, learning, collecting, and connecting. With examples from more than 170 libraries throughout the United States, the book shows how film and media literacy education programs, library services, and media collections teach patrons to critically analyze moving image media, uniting generations, cultures, and communities in the process.

Media literacy educators rely on the ability to make use of copyrighted materials from mass media, digital media and popular culture for both analysis and production activities. Whether they work in higher education, elementary and secondary schools, or in informal learning settings in libraries, community and non-profit organizations, educators know that the practice of media literacy depends on a robust interpretation of copyright and fair use. With chapters written by leading scholars and practitioners from the fields of media studies, education, writing and rhetoric, law and society, library and information studies, and the digital humanities, this companion provides a scholarly and professional context for understanding the ways in which new conceptualizations of copyright and fair use are shaping the pedagogical practices of media literacy.

Media literacy educators have always insisted that we are both creators and receivers of media messages. The truth of this is even more apparent in today's digital environment, with children and adults alike participating in a ubiquitous, nonstop stream of social media. Clearly, students need the tools to interpret news and information critically-not just for school but for life in a "post-truth" world, where the lines blur between entertainment, information and persuasion. Renee Hobbs demonstrates how a global perspective on contemporary propaganda enables educators to stimulate both the intellectual curiosity and the cultural sensitivities of students. Replete with classroom and online learning activities and samples of student work, Mind Over Media provides a state-of- the-art look at the theory and practice of propaganda in contemporary society and shows how to build learners' critical thinking and communication skills on topics including computational propaganda, content marketing, fake news and disinformation.

As a result of the convergence within the media environment, people are using media and technology in very different ways as compared to just a few years ago. Consider the experience of growing up today in a wireless broadband household, with easy access to cell phones and laptops, as compared with just a few years ago, when people used the Internet via a phone modem. Go even further back and remember how people viewed only the 500-channels available on the cable television lineup. So much has changed in the past 15 years. To thrive in a media-saturated society, people need to ask critical questions about what we watch, see, listen to, read and use. Covering topics from news and information to the internet to media consumption and addiction, this key textbook provides the tools to both empower and protect students as they navigate our increasingly complex media environment.

Media literacy educators rely on the ability to make use of copyrighted materials from mass media, digital media and popular culture for both analysis and production activities. Whether they work in higher education, elementary and secondary schools, or in informal learning settings in libraries, community and non-profit organizations, educators know that the practice of media literacy depends on a robust interpretation of copyright and fair use. With chapters written by leading scholars and practitioners from the fields of media studies, education, writing and rhetoric, law and society, library and information studies, and the digital humanities, this companion provides a scholarly and professional context for understanding the ways in which new conceptualizations of copyright and fair use are shaping the pedagogical practices of media literacy.

As a result of the convergence within the media environment, people are using media and technology in very different ways as compared to just a few years ago. Consider the experience of growing up today in a wireless broadband household, with easy access to cell phones and laptops, as compared with just a few years ago, when people used the Internet via a phone modem. Go even further back and remember how people viewed only the 500-channels available on the cable television lineup. So much has changed in the past 15 years. To thrive in a media-saturated society, people need to ask critical questions about what we watch, see, listen to, read and use. Covering topics from news and information to the internet to media consumption and addiction, this key textbook provides the tools to both empower and protect students as they navigate our increasingly complex media environment.

This book will guide librarians, learning technologists, and their faculty partners in designing assignments for authentic learning and supporting students in multimedia production. Reinforcing the ACRL Framework's calls for information creation in a range of formats, a 2020 LinkedIn survey rated "video production" as a top 10 skill sought by employers. Your library has an opportunity to partner with faculty to foster student-created media, which can be the perfect showcase for students' ideas, research, subject knowledge, and media literacy skill set development.

In the past two decades, several U.S. states have explored ways to mainstream media literacy in school curriculum. However one of the best and most accessible places to learn this necessary skill has not been the traditional classroom but rather the library. In an increasing number of school, public, and academic libraries, shared media experiences such as film screening, learning to computer animate, and video editing promote community and a sense of civic engagement. The Library Screen Scene reveals five core practices used by librarians who work with film and media: viewing, creating, learning, collecting, and connecting. With examples from more than 170 libraries throughout the United States, the book shows how film and media literacy education programs, library services, and media collections teach patrons to critically analyze moving image media, uniting generations, cultures, and communities in the process.

Exploring the Roots of Digital and Media Literacy through Personal Narrative provides a wide-ranging look at the origins, concepts, theories, and practices of the field. This unique, exciting collection of essays by a range of distinguished scholars and practitioners offers insights into the scholars and thinkers who fertilized the minds of those who helped shape the theory and practice of digital and media literacy education. Each chapter describes an individual whom the author considers to be a type of "grandparent." By weaving together two sets of personal stories-that of the contributing author and that of the key ideas and life history of the historical figure under their scrutiny-major concepts of digital media and learning emerge.

"Renee Hobbs, one of the nation's leading authorities on media literacy education and an active presenter, offers real-life examples of teachers who incorporate media literacy education into 7-12 curriculum through creative uses of mass media, popular culture, and online social media. Media Literacy Education will give educators the tools to help secondary students develop the competencies associated with media literacy: the ability to access, analyze, evaluate and communicate messages in a wide variety of forms. Hobbs provides examples and vignettes in the area of English language arts, literature, social studies, health education, and the fine and performing arts. Teachers will learn how to select meaningful media 'texts' for use in the classroom and how to recognize the 'teachable moment' in dialogue and discussion about mass media and popular culture"-- Provided by publisher.

Finally, a book that dispels the confusion around the use of copyrighted materials in the classroom

Wonderfully rich educational resources-in both print and digital form-are often avoided in classrooms because educators are confused about copyright issues. In this slim, jargon-free guide, media literacy expert Renee Hobbs dispels common myths and clarifies principles for applying copyright law and the doctrine of fair use to 21st-century teaching and learning. Complete with a ready-to-go staff development workshop, this book explores: The meaning of fair use and how it empowers teachers Guidelines for determining what content can lawfully be used in the classroom Examples of the fair use of digital materials, including YouTube videos, audio clips, and much more

This pioneering book, by one of the founders of the media literacy field, provides the first empirical evidence of the impact of media literacy on the academic achievement of adolescents. It chronicles the practice of high school teachers who prepared their students to critically analyze all aspects of contemporary media culture. To do so, they developed an innovative curriculum that incorporates popular media, television, journalism, film, and new media into the required English curriculum. This book examines the processes they used to design and implement the new curriculum as well as the specific, measurable impact that the program had on students.It documents how a media literacy course significantly improved reading comprehension, writing, critical analysis, and other academic skills. It offers practical information for teachers attempting to bring media literacy into their classroom, including lesson plans and activities. It examines how media literacy education increases motivation and builds citizenship skills with teens.

"Many professional books talk about digital and media literacy, but this text addresses the complete continuum-from television to technology-and guides teachers to think deeply about their own preferences and beliefs, as well as those of their students to develop knowledgeable, informed media users and consumers for the 21st Century." -Kristin Ziemke Fastabend, First Grade Teacher Chicago Public Schools Give digital kids a voice! Today's kids are digital natives, but what's the best way to help them become empowered, creative and responsible communicators across different media? Discover insights and strategies specific to children ages 5-12 in this guide from an acclaimed media literacy program: Powerful Voices for Kids. Readers will find Thought-provoking lesson plans that reach students of all backgrounds and abilities Use of a wide range of technology tools, including the Internet, video, and mobile apps, combined with an emphasis on online safety and development of essential critical thinking skills Materials for teacher professional development This innovative book is equally valuable as a resource for lesson planning or for developing a full media literacy program.