Digital Media Presentation

 Chapter 1 Understanding today's Learners - through the use of this curriculum I will be able to use different types of tools to get a better understanding of what works with students and what doesn't. For example can I put the curriculum activity into digital media or use hard copy in notebook form.

Chapter 2 Modeling the Research Process page 36 Understanding how I can use what I have learned in this class to teach students how to look for current and accurate information. Teach students how to generate good research questions.

Chapter 3 Why Critical Questions Work page 54 Learning and teaching how to use questions.
 Chapter 4 Teaching Representation page 71 mentally visualizing experiences.

 Chapter 5 Creativity under Constraints page 86 Facebook, Snapchat and Twitter.

 Chapter 6 Understanding Stereotypical and Contradictory Messages in Popular Culture page 114 Reality TV Shows what do they say to us.

 Chapter 7 Opening up Conversational space page 129 Conversation opportunity a space to discuss ethical and social issues drug, Alcohol and so on.

 Chapter 8 Choices and Consequences page 146 build something that will give a helpful solution.

 Chapter 9 Integrate Digital and media Literacy within Existing Curriculum current project.

BrainStorm Final Project -Draft

I am going to Create a 3 - 5 minute long Summary of Learning Powtoon.

I am going to incorporate The Too Good For Drugs Curriculum as an educational resource for High School, Community and Family. I will create a new product based on all that I have learned this semester and put it into a organized digital media form to intorduce it to our schools.

My goal is to use something from each of the  following chapters listed below to help me put the curriclum into the Powtoon in hopes of showing my learned accomplishments this semester. This current curriculm does not come in digital media form so this will be the first.

Chapter 1 Understanding today's Learners -
Chapter 2 Modeling the Research Process page 36
Chapter 3 Why Critical Questions Work page 54
Chapter 4 Teaching Representation page 71
Chapter 5 Creativity Under Constraints page 86
Chapter 6 Understanding Stereotypical and Contradictory Messages in Popular Culture page 114 Chapter 7 Opening up Conversational space page 129
Chapter 8 Choices and Consequences page 146
Chapter 9 Integrate Digital and media Literacy within Existing Curriculum current project.

I organized my templates based pass projects such as tumblr and prezi. I tried to combine so much in as little slides as possible.

 I used this area of content because this is where my teaching passion lies, and this is where the quote "Find what you want to teach and teach it, but teach it well" comes in to play. I know its different then what most of you are teaching but I believe we all have different passions and abilities. I love my job and being outside of a classroom using digital media and social networking works for the type of teaching I do with my team in the school system, with our parents and within the community.

Motivations for Digital and Media Literacy

On page 169 Read "Your Motivations for Digital and Media Literacy".        

My top five.

1. To modernize the curriculum and make it more relevant to students.

2. To promote creativity and self-expression

       
3. To help students use their own voices for advocacy and social change.   

4.  To build students ability to be active, thoughtful “readers” or interpreters of the media messages in      their cultural environment.    

5.  To develop student’s skills in using digital technology tools.

My Three quotes.

   1.   In building coalitions, it is important to respect and honor our varying priorities and find partners who can both support and challenge us (Page169).

I agree with this quote because it is one that I can relate to in working with my youth coalition. Last weekend I had to present a peace on cyber bulling at Students Against Destructive Decisions (SADD) conference. I had teachers, parent’s adult mentors and youth in my session. It was very interesting to hear their expressions and comments. There was agreement and disagreement on the use of social media and the power to turn it off and to what extent should parents and teachers get involved.

My youth team was present to take notes and chime in whenever they had a question or answer they wanted to share. One of my students clearly stated that it was very important to respect one another when we share ideas so that everyone can walk away with something from the discussion on bullying. The Student commented that as a youth coalition it is their responsibility to lift each other up and support each other when needed, after all isn't that why we are here today she said.

And of course me being the proud Youth Advisor I walked away in Awe because it was at that point I realized they get it, they really get it.

This exactly what was in our reading.

  2. “Someone else might want to cultivate a climate of respectful and civil behavior among adolescents in their online social interactions (Page 169).

         3.  This approach carries with it the potential for all students in a school to gain exposure to digital media use, media analysis, creative collaboration, and hands on production activities (Page 171).

I am sure that we all have seen what students can do when given the ability to incorporate and use digital media in their school work, projects, or to create a product.

Much of my school work for this class has been shared with Taylor County Breaking the Cycle Youth Coalition. This group of students have taken some of my prezi’s, psa and other tools posted in my blog and expanded it into their own work to use for several conferences. So I strongly agree with this quote. I have seen what student can do with creative collaboration, I do feel that they still need to be given boundaries and specifics when creating a hands on project this just keep everyone safe and on the right track.

Hobbs, R. (2011). Research As Authentic Inquiry. Digital and media literacy: connecting culture and classroom (pp. 168, 169, & 170). Thousand Oaks, Calif.: Corwin Press.

Weekly reading 11 What in the world Teaching with Current Events.

What in the world Teaching with Current Events.

 News can be defined as "Newsworthy information about recent events or happenings, especially as reported by news media". But what makes news newsworthy? I concluded that for young people it's what they are interested in or what is in their social season per-say. Young people are exposed to so much media in so many different ways that they have their own system of weeding out what they want to see, hear or read. Students learn how to dissyfer media language on their own. This is where teachers come in as the educator or mentor and help students to learn and process how to deconstruct articles, videos, and even music. Very much like we are currently doing in this class. Learning the different ways to process and identify what is appropirate and what is not, we are looking at the underlying of media literacy. 

So how do we make connections that support criticle thinking skills? In the above video Sarah explains here story, she gives us several activities that involve real-world problems. Sara includes open-ended inquiry, thinking skills and metacognition, one of her examples " what could we do if we could do anything?"  This requires thinking outside the text book and looking itno authentic learning "Learn by doing" which is what Sarah shared in her story. Sarah also engaged her audience by the examples she gave throughout her story.  I feel that in order to get students on our youth team to do something they can be passionate about they have to have a buy in. In our group we have a strong moto it is " We are youth led adult guided". 

Because we are a community coalition we deal with many commnniuty issues that affect youth. We use these very issues to teach other srudents in our schools and community all about prevention work. So Currennt events for us is very important we use them to target specific community issuses happening at the time.  I ask the team members what do they think about current headlines, how do they feel about social issues, what can we do to help our community prosper in a positive manner. The students then create many projects- newspaper write ups, commercials, blogs, Facebook postings, townhalls to share in our schools and in our community. They do all the research and presentations my role is just to proide them with the right tools. I use a simular tool like what is in our book Digital and media literacy page 155 Activities to link Current Events to Digital and Media Literacy. (Access, Analyze, Create, Reflect and Take Action).

      

Hobbs, R. (2011). Research as Authentic Inquiry. In Digital and media literacy: Connecting culture and classroom. Thousand Oaks, Calif.: Corwin Press.

Tedx Rainier: Sarah Stuteville; Journalism Revived

Student Resource Above the Influence

http://abovetheinfluence.com/

Life on the Line PSA

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In Taylor County for the last five years we have seen a major increase in drug use. According to the Governor’s Drug Task force and WV Department of Health and Human Resources Bureau for Behavioral Health and Health Facilities. It was decided that in order to create a health and strong work force we as a state was going to have to address our local community drug issues. 

Here is what we found:

http://www.dhhr.wv.gov/bhhf/Sections/programs/ProgramsPartnerships/AlcoholismandDrugAbuse/Research/Documents/County%20Profiles/Taylor%20County%202014.pdf

My PSA will address the public on Substance Abuse Prevention, Education and Community Coalitions.

I chose this topic because it is what I am currently working on in my county. We have addressed a need for a substance abuse prevention coalition in our community that can be used to host Town Hall meetings, provide education on substance abuse prevention, intervention and treatment.

It is our goal or mission per say to get our community involved in order to begin the process of building a drug free community. This will address everyone in the county from teachers, law enforcement, students and parents.

Our message focus will be to bring educational resources to our community by: 

1. Develop a substance abuse prevention community and youth coalition.
2. Poviding evidence base curriculum in our schools that will teach students about the dangers of drugs. 
3. Host several town hall meeting in order to give updated information on drug trends. 
4. Complete a community assessment on the knowledge of drugs in our community. 
5. Develop a plan (with the guidance of the Coalition).

     How did you create your PSA to reach your intended audience? I kept my PSA simple and used PowerPoint and YouTube slide show creator. I wanted something that was short and clear in the message. I did not want to take away from the purpose of the message by using something to fancy or too long and loud. I wanted the PSA to reach everyone in my community young and old alike.

For my persuasive techniques I quoted Governor Earl Ray Tomblin in slide three (3).
Here is my PSA

Media Deconstruction Century Link & Alltel

October 26, 2014

Do you agree with the claims made in the deconstruction? I am going to say yes to the media deconstruction of both commercials they were very well presented and convincing.

Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? When you first view their video it looks trust worthy and convincing it is not until you start to dig deeper about the actual company and begin reading about the networking mergers and how their employees lost their jobs then you begin to see the dirt under the rug the company does not look to wonderful anymore. 

The deconstruction of Alltell stood out to me the most I guess it was because Jessica Collins did such a great job of pointing out things I would never think of in an add. However, I have to wonder how many people actually research a product before buying it. Let’s look at our Young Consumers ages 14 through 21 this is the age of the biggest spenders I can’t imagine this group taking the time to research a phone company in order to buy their cell phone. Example the new IPhone 6 let’s assume apple is Alltel.  In the mind of a young adult they are processing the fact that this in a new product and they either must work to get it or ask for it for their birthday or Christmas. Not one is concerned about the Apple Company history or any kinds of merger. How do we then teach our young people about the meaning of media messages without scrutinizing critical autonomy?  

We as the consumer have to always remember that companies like Century Link, Alltell or even Apple are out to make their product appealing at all cost they are in the business of selling and making money. Ads are a highly familiar part of our cultural environment (pg. 116) (Hobbs, 2011). Does it matter the people lose their jobs as a result of company mergers, no it does not, does it matter that you can save money with a family plan no it does not, what matters is what end result are you looking for. Save money by doing your research read the fine print and the history of the company before you fall victim to the media advertising. 

I want to add that the deconstruction for Alltell was a great example of media deconstruction I had never seen one done like this before so for me it was a great visual.  

This is my interpretation of both commercials.