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Use media literacy to reach all students!
This book starts by asking, "What does it mean to be literate in today's world, and how can those literacy skills be developed?" The authors answer those questions by providing concrete, innovative ways to integrate media literacy across the curriculum and teach students to be independent, skilled, and reflective thinkers. Through dozens of suggested activities, teaching strategies, lessons, and a companion Website, the authors’ unique vision allows schools to:
- Integrate media literacy into teaching at all grade levels and core content areas
- Address key education standards
- Teach 21st-century skills and higher-order critical thinking
- Engage students by bridging schoolwork with their lives outside the classroom
- Sales Rank: #164344 in Books
- Brand: Corwin
- Published on: 2011-11-08
- Original language: English
- Number of items: 1
- Dimensions: 10.90" h x .80" w x 8.40" l, 1.60 pounds
- Binding: Paperback
- 264 pages
- Integrate media literacy into teaching at all grade levels and core content areas
- Address key education standards
- Teach 21st-century skills and higher-order critical thinking
- Engage students by bridging schoolwork with their lives outside the classroomIn addition to dozens of
- Title - The Teacher"s Guide to Media Literacy
Review
“Well-articulated media literacy theories supported by a generous selection of practical student activities. For me, the book’s strongest attribute is the scaffolding that helps students arrive at their own conclusions through critical thinking.” (Neil Andersen, Educational Consultant 2011-07-15)
“Cyndy Scheibe and Faith Rogow, both experts in the field of media literacy education, have provided the quintessential road map for understanding media literacy and its place in 21st-century classrooms. This extremely valuable text belongs on the bookshelf of every teacher’s professional collection.” (Frank W. Baker, Media Literacy Consultant 2011-07-15)
“Not only does this book provide a thorough and engaging backdrop for understanding media literacy; it also provides practical applications for the classroom. Filled with thoughtful tips and concrete examples, this is a book that teachers can use right off the shelf. I will definitely provide copies for my faculty and administrators.” (Michelle Saylor, Director of Curriculum, Instruction, and Staff Development 2011-07-15)
“The Teacher’s Guide to Media Literacy is just the guide all educators would appreciate having in their personal library. Media literacy is a buzz phrase, however, this guide will turn your class abuzz with higher order questioning, inquiry and reflection discussions throughout all content areas.” (Cheryl Oakes, Resource Room Teacher and Facilitator 2011-07-18)
"I look forward to introducing this text to pre-service English and theatre educators. The balance of historical understandings, contemporary contexts, and useful examples will be a positive influence for beginning teachers who are practicing media literacy for the first time." (Amy Petersen Jensen, Professor and Co-editor of the Journal of Media Literacy Education 2011-07-26)
“Cyndy and Faith have provided many creative, inquiry-based lesson ideas students will love, and the kinds of activities in this book are more needed than ever--this book situates these tasks firmly in a truly broadened conception of what it means to be a literate person in the 21st century.” (William Kist, Associate Professor 2011-07-28)
"This is essential reading for teachers, but even more for those who set the education agenda in the United States. Scheibe and Rogow make it seem not only obvious but natural to include media literacy education at all levels of teaching and learning today." (Sister Rose Pacatte, Director 2011-07-28)
"Scheibe and Rogow have developed an innovative approach to help teachers master the secrets of inquiry learning for media literacy education. They demonstrate how to support students’ deep reading with a variety of print and non-print texts. Educators using these techniques will see dramatic improvements in the quality of student critical thinking skills." (Renee Hobbs, Founding Director 2011-08-12)
"A comprehensive overview of media literacy, from core principles to best practices. Scheibe and Rogow have done a masterful job articulating the multiple theories and aspects that constitute the media literacy field,�further expanded the vocabulary, concepts, and approaches, and honed them to brilliant sharpness. This book should be USED by teachers everywhere." (Elizabeth Thoman, Founder 2011-08-12)
"Scheibe and Rogow’s book arrives at a moment when technology and educational thinking have finally converged. It combines important theoretical concepts with practical lesson plans applying media literacy across the curriculum and should be read by everyone interested in improving our public schools." (Milton Chen, Senior Fellow & Executive Director, Emeritus 2011-08-12)
About the Author
Cyndy Scheibe is the Executive Director and Founder of Project Look Sharp, one of the leading media literacy organizations serving K-12 and college educators in the U.S. and a pioneer of curriculum-driven media literacy education. She is also an associate professor in developmental psychology at Ithaca College where she has taught courses in developmental psychology, media research, and media literacy for more than 25 years, and serves as the Director of the Center for Research on the Effects of Television Lab and Archive. A dynamic speaker and workshop leader, she was a founding board member of the National Association for Media Literacy Education, and is author of several articles on media literacy education and practice. She is a contributing editor to many of the media literacy curriculum kits developed by Project Look Sharp, and co-author of the Critical Thinking and Health kit series based on media literacy for elementary grades. She received her Ph.D. in Human Development (1987) from Cornell University.
Faith Rogow was the founding president of the National Association for Media Literacy Education (NAMLE), a founding advisor of Project Look Sharp, and a founding editorial board member of the Journal for Media Literacy Education. She has been a leading media literacy educator, theorist, and strategist for more than two decades, with special interest in early childhood, pedagogy, and diversity issues. Her work is notable for merging academic expertise with grassroots sensibilities. In 1996 she created Insighters Educational Consulting to “help people learn from media and one another.” An award-winning speaker, master trainer, and training designer, she has taught thousands of educators, child care professionals, media professionals, and parents to understand and harness the power of media. She has created educational outreach materials for projects ranging from Sesame Street and Sid the Science Kid to hundreds of independent films, including those featured on PBS’ P.O.V. She is the author of many articles about media literacy, as well as Gone to Another Meeting: A History of the National Council of Jewish Women (University of Alabama Press, 1993). She received her Ph.D. in History (1987) from Binghamton University.
Most helpful customer reviews
3 of 3 people found the following review helpful.
An indispensable guide for teaching critical thinking skills at all levels
By John McManus
You could not ask for more expert guides to media literacy education than Cyndy Scheibe and Faith Rogow. Dr. Scheibe, an associate professor of developmental psychology at Ithaca College, is the founder of the innovative Project Look Sharp which provides teachers with background materials and exercises for exploring how media construct what we take for reality. Dr. Rogow was the founding director of the National Association for Media Literacy Education (NAMLE), the leading convocation for media literacy educators at all levels from elementary through university. She has produced outreach materials for Sesame Street, and Sid the Science Kid, among others.
The Teacher's Guide is a concise, carefully articulated manual for learning how to help students think critically about media messages. With its accompanying Web site, the Guide is also a treasure chest of resources for teachers at all levels. And it's a compelling argument for inquiry-based, curriculum-driven instruction.
Let me unpack the edu-speak.Inquiry-based: Scheibe and Rogow argue that students can and should make their own sense of media messages. The teacher's job is to ask probing questions rather than supply answers to be memorized. The students' task is to respond with reasoned assessments based on the content in question.
This is not post-modern all-opinions-are-equal-pabulum, but a structured method of stripping the meaning from any kind of media message from news to sitcoms to blogs to advertisements to text- and popular books. There is not a single right answer; messages can be read multiple ways. But there are more insightful and better supported interpretations and those that fail to get below the surface.
Curriculum-based means that the techniques of critical evaluation of words, images and video can be applied to any subject, from history to science to math. It's a method of learning and discerning, a habit of mind, more than stand-alone content.
At the core of the book are NAMLE's key questions:
* Who made this message?
* What was their purpose?
* Who paid for it?
* Who benefits and who is burdened by import of the message?
* What is left out?
* What techniques were used to craft the message?
* What do I make of the message and how might it differ from others' interpretations?
* Is the message credible?
Students are asked not just to interpret messages, but to make their own using a variety of new and old technologies.
The book includes many examples and lesson plans, with additional materials available from the accompanying Web site and from Project Look Sharp. Finally, the book is a thoughtful argument for teaching our young ones how to think clearly and dispassionately about the tsunami of information that is a hallmark of the digital age.
If you are considering -- or already -- teaching critical thinking skills, you'll likely find this book indispensable. It's also a quick and enjoyable read.
0 of 0 people found the following review helpful.
A must read for early childhood educators
By Chip Donohue
In our digital age when young children are surrounded by technology, digital media and screens of all kinds and sizes, it's essential for early childhood educators and parents to understand digital and media literacy for themselves and for the young children in their care. Schheibe and Rogow have written a thoughtful and thought provoking book that encourages readers to get past the false dichotomy of should we or shouldn't we use technology with young children and get on to the more important questions of how should we (and shouldn't we) use technology in effective, appropriate and intentional ways.
0 of 0 people found the following review helpful.
Good , current focus
By Cris Guenter
The book is thoughtfully written. The chapters are systematically organized to scaffold the understanding, implementation, and continuous development of visual and media literacy in the classroom. The reflection prompts found in most chapters serve as good discussion points for debriefing the reading with a class, my students appreciate the concrete lesson examples that help them envision what they may be able to do in their own classrooms, the book is large in format. I carry mine in a backpack.
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