Embrace Media Literacy

Why Core Standards Must Embrace Media Literacy

by: Richard Beach & Frank W. Baker (2011)

While most of our students are already considered "tech-savvy", the real question is, "Are they information, digital, and media literate?". There is a big difference between being tech-savvy and digitally literate. Those who knows how to use gadgets or media tools like smartphones, YouTube, and online applications are categorized as tech-savvy; However, the more important skills are the ones who are able to "access, evaluate, produce, and critically analyze media and media messages" (Beach & Baker, 2011). These are the important skills to be considered information and media literate.

Educators have now many reasons why Core Standards must embrace Media Literacy. I have quote through the articles some of the important keynotes why media literacy should be implemented in every classroom subjects.

1.                                                                                        2. 

3.                                                                                       4. 

As quoted in the article, "We cannot afford to ignore student's level of engagement with digital communication tools and popular culture in all subjects". Here's my concern about this article:

1. Because of these concerns, what do you will be the effect of integrating media literacy in core standards to the writing skills of students in the classroom? 
2. Shouldn't we, still, have reading and writing as the base foundation of learning inside the classroom? 
3. What is your point of view on these concerns from Beach & Baker? 

In my point of view

In order to be information, digital, and media literate, students must first must master reading in print materials and, most of all, be able to enhance their writing skills all throughout their education. Well, that's just my point of view.

Beach and Baker, then, recommended four ways (listed below) to tackle the limited collaboration of media/digital literacies to common core standards.

1. Add additional standards for media/digital literacy.
2. Build on the common-core standards to develop curriculum and instruction designed to integrate print and media/digital literacies.
3. Push for assessments that include measures of media/digital literacies that employ media/ digital tools.
4. Support and fund professional development for teachers to help them incorporate media/ digital literacy into instruction. 

"Happiness is Teaching Children." <3 

The Amazing, overwhelming WEB 2.0 o_O

(Part I) 

Web 2.0 is defined online as “World Wide Web sites that emphasize user-generated content, usability, and interoperability" (Wikipedia.com). I am still amazed at how much our world wide web has revolutionized to bring people around the world and all the information, news, families are brought together with just a touch of a hand. Web 2.0 brings everyone closer to each other through social medias embedded with web 2.0 like Facebook, Instagram, and different kinds of messenger applications. Now, as a teacher, web 2.0 makes all instructional learning time fun and hands-on. I notice how fast students are learning because of the upgrades we have in technology. Web 2.0 allows students in the classroom, or at a distance, to interact with each other (sharing and learning from each other). Unless use irresponsibly, Web 2.0 applications can endanger the safety of our students and how much they can learn online that maybe harmful for their age. These are some pitfalls for relying on this application a little too much. I, still, would definitely scrutinize before I have students use any one these web2.0 applications available online. And yes, free apps could save us teachers a lot! 

(Part II) 

First, “The Power and Peril of Web 3.0” (Ohler, 2010) is an overwhelming article regarding revolution of Web 2.0. Secondly,  I cannot comprehend enough how the most intelligent tech person can program this Semantic Web. Using intelligent tagging (Leap 1) is simple to understand unlike using shared ontologies and databases (Leap 2). Though intelligent tagging and shared ontologies seemed like they have the same concept in a way they can provide you the information that you are searching for online by providing a simple or one subject. However, using shared ontologies maybe a little too much programming if this will be programmed successfully. Groups of people, like terrorists, may utilize semantic web to get information around the world and use them for inhumane activities. The part under Education 3.0 and Knowledge Construction, what’s more important is how we can teach students to be responsible when using online resources for their learning and education. Truly, there’s information overload about anything and anyone on the web. Teaching our students to properly manage their time online and responsibly developing their knowledge through the use of Semantic Web is the key to learning. We should not conform to how world wide web can change us or our students learning.

(Part III) 

The Web 2.0 tool that I have chosen is called StoryJumper. There’s so much applications that I can actually choose; however, StoryJumper is perfect for my students’ lessons covered in 3rd quarter. In our ELA lessons, students are to illustrate stories that have been read to them, and re-create them in their own words. Students, for this quarter, are also learning to write “My Journal” everyday. Frequently used sight words are being used in sentences by students in their own words, too. So, StoryJumper will be very helpful motivate them in story-telling and and creating their own book! 

Here are also some awesome features about StoryJumper: 

1. Promotes self-esteem among kids as they create their own story and even promote or publish them. 
2. Free registration (sign-up) 
3. Specific page is created especially for teachers! 
4. Books can be translated to more than 40 languages. 
5. Motivates kids by having a kick-start with their imagination