Friday 10:15am – 11:15am

Session: Interdisciplinary, New Media, and Emerging Technology Connections in the Media Arts Classroom
Free Spirit Media staff and youth will present on new media and emerging technology tools that are implemented within a 9th to 12th grade media curriculum. Their presentation will highlight an interdisciplinary course focused on the production of a research-based documentary aligned with college readiness graduation requirements. The FSM staff and youth will discuss how they use social media platforms to tweet, Instagram, blog, and video blog about their work as a means to reflect on learning and actively engaging with an audience outside of the school community. Youth are invited to use these social media tools to develop their media literacy skills and critical lenses, while instructors work to support students through their experiences. Finally, the discussion will explore how student interest driven projects allow for discovery through interviewing experts in various fields, research analysis, and creating a culminating artifact that illustrates experiential and technical knowledge of themes and media.
Presenter(s): Laura Gomez-Mesquita, Max Foehringer Merchant
Where: Independence
Strand: Youth Media

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Session: Active Audience and Connected Content: Exploring the APPumentary Format as an Educational Resource
This session focuses on the use of an “appumentary” case study as an engaging tool for digital literacy education. The layered format of the app documentary bring the richness of a transmedia experience into an engaging and user-friendly interface, integrating components of literary, cinematic, and play experiences, and immersing audience members in a digitally-themed narrative storyline, while giving them the opportunity to dig deeper and explore themes and expert analysis though an innovation interactive rich media interface. This unique and contemporary learning tool makes timely topics relevant to the viewer through the use of emotional immersion, narrative curation of analytical and educational content, and a specially designed user interface. This interactive and media-rich session will introduce educators to the “appumentary” genre as an educational tool through screening, hands on demonstration, salon style discussion, and a preview of an exclusive educator’s guide to using this project in secondary and post secondary classrooms.
Presenter(s): Ramona Pringle
Where: Salon 1
Strand: Explorers and Pioneers

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Session: Celebrating Civic Engagement within Participatory Cultures
Where: Salon 3
Strand: Intercultural/International Dialogue

1. Borderless Citizens: How a participatory generation is reshaping Global Culture
This session will explore the ways in which media literacy education can facilitate engagement in global culture across borders, across cultures, and across divides. This session will draw from over 50 in-depth interviews and applied media literacy pedagogy from the Salzburg Academy on Media and Global Change. The Salzburg Academy is an annual multidisciplinary summer program that brings together faculty and students from around the world to examine the role of the media in identifying, framing and solving global problems, and how young people can use media literacy to influence, affect and lead change. Since its founding in 2007, more than 500 students from 40 countries have participated in a range of innovative pedagogical activities that inspired them to become to develop an identity as global citizens, and to seek their voice in the digital public sphere. The session will explore the pedagogical approaches, opportunities and challenges that exist when young people gather to engage media literacy education to participate more fully in the global public sphere.
Presenter(s): Mihailidis Paul

2. Democracy and Civic Participation in Collaborative Online International Learning
The session is a description of a collaborative online international dialogue about democracy and civic participation between university students in the United States and Chile. In a course in Fall 2014, students in the United States and Chile connected in video-conferences and through social media to compare their experiences in civic society and using their voices for change at their university. The panel session will overview carrying out a collaborative online international dialogue, including IT resources, instructional design, project activities, workshop management, and institutional support. This session is both a summary of instructional and logistical lessons- learned from this activity and a guide about how to undertake and improve these activities for sustainability and impact in internationalizing the curriculum in higher education. The presentation will be conducted in-person on the panel and online with virtual participants.
Presenter(s): Stephen Tippett, Mauricio Miraglia

3. Connecting Young Citizen Journalists using CNNs iReport in the classroom
Media Literacy: ability to Access, Analyze, Evaluate and Create 21st century media (NAMLE). Often it is difficult to teach Creation/Production using authentic (real-world) assignments; yet educational research says that students are motivated by assignments that take them outside of the classroom, where work is seen and evaluated by people other than the instructor. We can have them create YouTube videos and blogs. But what about allowing them to add their voice to a professional, worldwide citizen journalism site like CNN’s iReport? Evaluation of my students’ responses to this assignment over two years show that students report taking extra care in their writing and visuals, strategize how to gain audience, enjoy the chance to “get outside of my comfort zone” and more. I’ll share briefly how CNN iReport works, example learning objectives and assignments for various grade levels, examples of successful student CNN stories, and student comments about the assignment.
Presenter(s): Pamela Morris

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Session: Celebrating MLE Research & Praxis I
Where: Salon 2
Strand: Research and Praxis

1. Transforming Teacher Education through Media Education: Transdisciplinary Participatory Action Research
This presentation offers creative strategies for integrating mobile technologies into education; and demonstrates interactive gallery walk approach to teaching using augmented reality software using mobile technologies. It is based on participatory action research that aims to advance Transformative Critical Pedagogy as a means to promote media education through the lens of global education in teacher education context while developing a “transformative educator model.” Participants engaged in self-study while reflecting on transdisciplinary curricula and innovative strategies for teaching and documenting their transformative, inclusive, multilingual, and multicultural projects across content areas. Over 30 in-service and pre-service teachers explored a wide range of meanings associated with media activities; the impact of mobile technologies in developing multicultural, multilingual, multimedia that promotes transdisciplinary, transformative projects; the ways in which research participants responded to action research; and how they gained alternative points of view on global issues and renewed interest and commitment to media education.
Presenter(s): Melda Yildiz

2. Quality MLE at school. Defining and evaluating good practices.
The dissemination of good practices in MLE requires a rigorous definition of their characteristics, including criteria and indicators to evaluate the quality of related activities.

For this, I am doing a research project aimed to build frames of criteria and indicators to be applied in the different school levels and out-of-school educational services. To achieve them, I am operating through semi-structured interviews with renowned scholars and experienced teachers, in order to improve the adherence of the indicators to everyday school life. The function of these frameworks is to serve teacher/educator training or as a grid for monitoring, evaluating, and self-evaluating educators’ work in teaching about the media.

In my contribution I will present the first part of the research, with the frame of criteria and indicators for good practices of MLE in Italian elementary schools. Moreover, I will present the next steps of the research, focused on middle/high school, and out-of-school services for children and youth.
Presenter(s): Damiano Felini

3. Teacher Motivations for Digital and Media Literacy in Turkey
Educators have a variety of beliefs and attitudes about the best ways to support students’ critical thinking, creativity, communication and collaboration skills by connecting the classroom to contemporary society, mass media and popular culture. Teachers who advance digital and media literacy may have a complex set of attitudes and habits of mind that influence their motivations to use digital media for learning. We conducted survey research with a sample of 2,820 Turkish educators to examine teachers’ motivations for digital learning, using a 48-item Likert scale instrument that assesses teachers’ perception of the value and relevance of six conceptual themes including attitudes towards technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation profiles reveal distinctive identity positions of social science, language arts, and ICT teachers in Turkey. The most common profiles include the identity positions of “Techie,” “Demystifier” and “Tastemaker.” Statistically significant associations were found between teachers’ subject-area specialization and their digital learning motivation profiles. Professional development programs should assess teachers’ digital learning motivation profiles and build learning experiences that expand upon the strengths of teachers’ beliefs and the conceptual themes of most importance to them.
Presenter(s): Renee Hobbs, Sait Tuzel

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Session: International Landscapes of Media and Information Literacy
Strand: Research and Praxis
Where: Georgian

1. Struggling with Culturally Embedded Obstacles to Media and Information Literacy: The Global Alliance for Partnerships on Media and Information Literacy (GAPMIL) Action Plan for Asia-Pacific Chapter
This paper examines the nature of the MIL conditions and its challenges in Asia and Pacific regions by addressing the concept of the Global Alliance for Partnerships on Media and Information Literacy (GAPMIL) Asia-Pacific Chapter and its Action Plan. To do so, this paper seeks to promote social inclusion and inter/cross-cultural dialogue as one of the goals by advancing the understanding of the GAPMIL Action Plan and Asia-Pacific Chapter and its Action Plan.

The questions that this paper addresses are: (1) What challenges have MIL faced and will face in Asia and Pacific countries and regions?; (2) How can we connect and strengthen culturally diverse national/regional/international groups?; and (3) How can we promote public awareness of the importance of MIL as a set of competencies for active and democratic participation. The findings are discussed in terms of social/cultural diversity and inter/cross cultural dialogues.
Presenter(s): Kyoko Murakami

2. The Canadian Digital Literacy Landscape
This session draws on current research by MediaSmarts, Canada’s center for digital and media literacy, on the state of both Canadian students’ digital literacy skills and digital literacy education in Canada. We will present quantitative data drawn from the most recent installment of Young Canadians in a Wired World, Phase III (2014), a large nationwide study of over 5000 students in Grades 4 – 11, as well as findings from Mapping Digital Literacy Policy and Practice in the Canadian Education Landscape (2015) a current white paper on digital literacy education policies and practices across Canada.

We will provide a comprehensive overview of how young people and school systems are responding to the challenge and opportunities of living and learning in the evolving digital landscape. The session will also include an introduction to the digital literacy skills framework that MediaSmarts has developed for K-12 students based on this research.
Presenter(s): Michael Hoechsmann, Matthew Johnson, Helen DeWaard

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Friday 11:30am – 12:30pm

Session: Designing a GlobaL Student Network at the Stanford school
Stanford University’s Hasso Plattner Institute of Design has pioneered the art and science of design thinking — empathetic interviewing, needfinding, fast-paced brainstorming, storytelling, successive rounds of ideation and iteration, and rapid prototyping (“hacking”) before user-testing and launch. Happily, these mindsets are native to youth media makers: they don’t need to be lectured about “a bias toward action,” “learn by doing” or “good enough” strategies because they’re naturally disposed to create first and self-critique later. This session will show the synergies and the creative possibilities that exist between thinking and youth media makers who are developing the curricula, content and community behind Global Student Square, a new global network for student journalists.
Presenter(s): Beatrice Motamedi, Simon Miller, Casey Miller
Where: Independence
Strand: Explorers and Pioneers/NAMLE’s Core Principles of Media Literacy Education/Youth Media

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Session: Digital skills and the common core “a professional development “boot camp”
This hands-on “boot camp” engages attendees in discovering new approaches to teaching digital skills, in accordance with the Common Core State Standards, which stress “the need [for students] to conduct research and to produce and consume media” (CCSS-ELA, 2010). The presenter will show video highlights of Digital Skills Workshop, a five-day digital storytelling “boot camp” for students at Roosevelt High School in Portland, Oregon, created by researchers at the University of Oregon. Roosevelt ranks among Oregon’s poorest high schools. Students were observably empowered to discover their voice, become civically engaged, and tell meaningful stories.
Attendees will form small groups, each given an iPod Touch device and a tripod. Participants will engage in video-capturing exercises designed to teach basic aesthetic principles and story gathering techniques. Wireless technology will be used to project video images from a device’s live camera to enhance demonstrations. Newbies and experts will find value in the session.
Presenters: Ed Madison
Where: Salon 1
Strand: Explorers and Pioneers

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Session: Exploring the Intersections of Production, Pedagogy, and Advocacy in Media Literacy Education: Possibilities for Research and Praxis
This session invites participants to explore the possibilities of “connection” at conceptual and collaborative levels. Bringing together a group of emerging scholars from across the country, we will present a brief synthesis of our respective research projects to consider how advocacy, production, and pedagogical practices of media literacy intersect with and inform one another. Our studies are bound by a shared commitment to push conceptions of literacy, research, and how learning spaces might function in more open, equitable, and connected ways. Participants will engage with each other in small breakout discussions about advocacy, production, and pedagogy. Presenters will facilitate the conversations and a brief media-making activity relevant to each strand. By engaging in these explorations together within the context of the conference, we hope to reflect on and strengthen our practices as much as we hope to spark conversations and further thinking amongst our participants.
Presenter(s): Emily Bailin, Kelsey Greene, Deidre Morgenthaler, Elizaveta Friesem, Donnell Probst, Yonty Friesem
Where: Salon 2
Strand: Research and Praxis

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Session: Cultural Paradigms and Key Concepts- Lessons from Iran, Bhutan and Beyond
We will briefly present some background and engaging stories about cross-cultural paradigms, contexts and challenges that have come up in teaching media literacy in Iran and Bhutan as they connect to the Key Concepts of Media Analysis (see NAMLE’s Core Principles). The panel will include media literacy pioneers from Iran and cross-cultural media literacy trainers who will each speak briefly about their experiences, but we will reserve roughly half the time for audience discussion and response to these questions: How do the political and economic contexts of mass media production in a society impact media literacy education? What are the legitimate boundaries of critical thinking in different contexts? How do cultural views shape interpretations of media messages?
Presenter(s): Cyndy Scheibe, Christopher Sperry
Where: Salon 3
Strand: Intercultural/International Dialogue

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Session: Celebrating MLE in Early Childhood
Where: Georgian
Strand: Explorers and Pioneers

1. Conquering US Child Online Privacy Mandates: Empowering Educators with Consent Tools to Grant Kids Access to Online Media Resources
When it comes to kid’s online privacy, US laws are among the strongest in the world. The Children’s Online Privacy Protection Act (COPPA) and the Family Educational Rights and Privacy Act (FERPA) respectively protects the personal information of kids under 13 and students in general from being used for commercial purposes without parental consent. While this is a great thing for kids and parents, Media and Information Literacy educators around the globe need to understand how these US laws operate. This is critical in empowering students to create and access online content and applications without exposing themselves to liability, or worse: turning away children altogether to avoid running afoul of the law. Attendees will gain a better understanding of how U.S. and international child privacy regimes work, and technology tools that can be useful in successfully dealing with the privacy requirements in presenting online media resources to their students.
Presenter(s): Denise Tayloe

2. Media and information literacy education standards for children. An overview of international developments and strategies
The importance of MIL education even at a young age will be discussed. International examples of the current situation regarding MIL education for young children will be presented. A proposal for the integration of MIL education standards in the education agreements of countries around the world will be made. A discussion will be initiated to talk about ideas, experiences and possible strategies.
Presenter(s): Maria Henkel
Strand: Intercultural/International Dialogue

3. Family Connections: Media Literacy in the Home
The research project investigated both positive and negative parental mediation (parent-child communication) about gender stereotyped media. Qualitative and quantitative data were collected from 335 adolescents addressing issues related to media usage, attitudes about gender, parent-child communication about media, and attitudes about gender stereotyped media. Adolescents were specifically asked to describe both the positive and negative comments that they recalled hearing from parents about a particular type of gender stereotyped media (hip hop music videos). These data (i.e., parent comments) were coded and analyses were run to examine whether particular types of comments were related to adolescent attitudes about media content, as well as their attitudes about gender. Data analyses are currently being conducted and the results will be presented at the conference
Presenter(s): Jessica Harvey
Strand: Research and Praxis

4. Media Literacy Education from a Childhood Studies Perspective
This session will focus on my first experience teaching media literacy in the childhood studies college classroom. During this course, childhood studies students were asked to grapple not only with their understanding of literacy, but with their assumptions about children: what media is appropriate for children, and what level of media literacy children are capable of reaching.
Presenter(s): Ellen Malvern
Strand: Explorers and Pioneers

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Friday 12:30pm – 1:30pm

Lunch Break & Exhibit Hall

Friday 1:45pm – 2:45pm

Session: Proud2Bme: Civic Engagement in a Hyper-Connected World
How can teens and young adults counteract the effects of media’s picture-perfect body images on their self-image? One way is to help them become Proud2Bme.This session highlights a unique service-learning collaboration between student advocates at California State University, Northridge (CSUN) and the National Eating Disorders Association (NEDA) to create media literacy resources for its national initiative Proud2Bme On Campus. The initiative expands NEDA’s youth outreach program to connect college students, faculty, and campus services nationwide in the fight against eating disorders. Participants will access a student-produced digital media literacy toolkit, storytelling booth, social media activities, and action strategies to help build body confidence, promote healthy body standards, and advocate for diverse and authentic body shapes and sizes. Learn how media literacy-driven civic engagement can educate, engage, and empower students to use their voices for personal and social change in the emergent participatory digital culture.
Presenter(s): Bobbie Eisenstock, Claire Mysko, Lauren Llanos
Where: Independence
Strand: Explorers and Pioneers/NAMLE’s Core Principles of Media Literacy Education/Youth Media

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Session: Critical Media Literacy in Teacher Education
The presenters have all participated in different capacities (instructor, researcher, and student) in a Critical Media Literacy course that is required of all new teachers in UCLA’s Teacher Education Program. For this presentation, we plan to share our experiences, curricula, and concerns for teaching new teachers how to teach their students to think critically about media, popular culture, and technology. Our course has been required, since 2011, when UNESCO published their Media and Information Literacy Curriculum for Teachers, a guide in which we have much in common. We follow similar goals of infusing a framework and pedagogy based on human rights and the critical thinking skills necessary for democracy and social justice. Since courses like this are absent from most teacher education programs, we hope to create a space to share and reflect on the benefits and challenges that a course like this can have for pre-service teachers everywhere.
Presenter(s): Jeff Share, Steven Funk, Araz Keshishian, Lily Ning
Where: Salon 1
Strand: Explorers and Pioneers

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Session: Making to Learn: Connective Dimensions of a High School Media Makerspace
This panel explores the role of “connectivity” in an urban public high school in the northeast that is working to shift the way young people experience formal education through interest-driven, multimedia “making” where iteration, risk-taking, and failure are encouraged as valuable stages in the learning process. By tracing “connectivity” between members of the partnership, pedagogical practices, formal and informal learning spaces, and the school and its surrounding community, the session examines possibilities, challenges, and tensions associated with integrating and sustaining media literacy education in a time of austerity and increased insecurity around school funding and support. The panel will include the voices of teachers, students, and researchers — all addressing different facets of the project’s “connective” work and its implications for negotiating the place of innovation and media making in local communities and increasingly resource-starved schools and districts.
Presenter(s): Amy Stornaiuolo, Samuel Reed, Phil Nichols, Veena Vasudevan, Jin Kyeong Jung
Where: Salon 2
Strand: Research and Praxis

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Session: Muslim, Female, YouTubers Speak Back: Collaborating on a Documentary for Teacher Education
During this session we share our experiences collaborating on a documentary for teacher education that tells the story of the DIY media making practices and experiences of three female youth from the marginalized Somali-Canadian Muslim community. In our presentation we screen clips from our documentary to discuss: why they do this work, the content of their videos, their DIY practices, how their videos are being received globally, and what it means to them to be successful YouTubers. These pioneers are the first Muslim females worldwide to produce humorous videos on YouTube, and they must negotiate a range of responses from various communities. In spite of challenges, they remain determined to speak back to stereotypes in the media and absence in the school curriculum. We hope our documentary will initiate discussions with youth, educational, and community audiences on how youth can demonstrate leadership and make a difference through DIY media.
Presenter(s): Diane Watt, Fartousa Siyad
Strand: Intercultural /International Dialogue
Where: Salon 3

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Friday 3:00pm – 4:00pm

Session: Political Remix in Media Education: “It’s like Fan-Fiction for Social Justice…In the Classroom
The session will explore how media educators can create political remixes in their classrooms as a means of helping their students become more media literate and politically empowered. The session will describe two media education initiatives that utilize political remix: (1) the Story for Change project—a service-learning project in which university students teach secondary school students critical and media literacies through the production of political remix; and (2) a graduate student’s thesis project in which his high school students practice ‘culture jamming’ depictions of revolution (ie. The Hunger Games) in an effort to develop and express their own political ideologies. The session will include some explanation of the critical pedagogical frameworks employed by the presenters (who will include university faculty, undergraduate students, and a graduate student/high school teacher); a lot of exhibition of political remixes (created by students and faculty from the high schools and university); and a mini-workshop in which presenters will lead participants in trying their hand at some political remixing.
Presenter(s): Benjamin Thevenin, Bob Bauer, Melissa Lee, Brandon Ostler
Where: Independence
Strand: Intergrating Youth Media/Modern Media Makers

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Session: Leading a Constructivist Media Decoding
This engaging interactive workshop will train participants in the methodology of constructivist media decoding that can be applied to any subject area and age group. Participants will use Key Questions to Ask when Analyzing Media Messages, Tips for Decoding Media Documents and online video models as resources. After a brief introduction and modeling of inquiry-based classroom decoding of diverse media documents tied to different subject areas and grade levels, participants will have the time and coaching support to prepare their own media decoding activities. Participants will have the option to lead their own brief decoding with feedback from the trainers and other participants during a later session.
Presenter(s): Christopher Sperry, Cyndy Scheibe
Where: Salon 1
Strand: Explorers and Pioneers

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Session: Promoting cognitive and social-emotional learning with App Generation: Three frameworks to explore mindfulness and respectful connectivity using media literacy.
Three organizations offer this workshop (museum, educational TV, and research lab). Each one will showcase different tactics to media literacy education to develop students’ cognitive and social-emotional skills. Using Goleman’s (2013) concept of Focus in tandem with our expertise in media literacy practices, each presenter will offer her/his own perspective and share evidence-based outcomes. The workshop will demonstrate how to use a media production activity, small group facilitation, and online resources to promote cognitive and socio-emotional learning. A thoughtful guidance of media literacy education can increase empathy, enhance sense of identity and deep thoughtful connectivity. Each presenter will share their work and offer instructional strategies to foster digital citizenship and compassion for our app generation students.
Presenter(s): Yonty Friesem, Lynne Azarchi, Carolyn Jacobs
Where: Salon 3
Strand: Intercultural/International Dialogue

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Session: Celebrating MLE Research & Praxis II
Where: Salon 2
Strand: Research and Praxis

1. Intersections of Literacy: How and Why Some High-School English Teachers use Popular Media for Instruction
Oftentimes, teaching English language arts in public high schools requires that educators begin with national literacy standards and follow a district-mandated curriculum. These strict literacy guidelines (and the absence of media literacy education competencies) sometimes make integrating and teaching with and about media challenging. Therefore, I conducted qualitative research methods, such as open-ended surveys, individual interviews and classroom artifacts to understand 28 high-school English teachers’ perceptions and uses of popular media in their pedagogy. The first goal of this session is to briefly describe this study and its context (four predominantly low socioeconomic status schools that serve mostly African-American students). A secondary goal is to then explain the teacher participants’ perceptions of using popular media in “traditional” instruction. A final goal is to correlate teachers’ perceptions and demonstrate the types of popular media and the methods they chose to use with their students, given their schools’ and districts’ literacy requirements.
Presenter(s): Katherin Garland

2. Changing Ecologies of Literacy: Connecting Communication, Critical Thinking, and the Common Core
College and career readiness includes the ability to parse and author multiple modes of media to participate skillfully in a global knowledge economy. The goal of this session will be to share a study in which students were given an opportunity to work with authentic interdisciplinary multimedia tools with which they are fluent outside school to motivate and engage them in school. Educators do not yet have a clear qualitative understanding of struggling adolescent readers’ perceptions and experiences of motivation to read, comprehension of informational text, and overall academic engagement while immersed in multimodal literacy assignments. Data obtained through video and field notes, post-study interviews, and student multimedia assignments created during a research study will be shared and discussed to investigate how findings may be applicable to a variety of learning environments.
Presenter(s): April Leach, Bob Bauer, Melissa Lee, Brandon Ostler

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Friday 4:15pm – 5:30pm

Please join us for an exciting plenary session on “Media and Information Literacy Around the Globe”.

This session will include the following speakers;
*An introduction from Alton Grizzle, Programme Specialist in Communication and Information for UNESCO (based in France)
*A welcome from Jordi Torrent, Media and Information Literacy Initiatives, Project Manager for the United Nations Alliance of Civilizations (UNAOC)
*Presentations from scholars representing the International University MILID Network (MILID- media and information literacy and intercultural dialogue) Universities to be represented include: Autonomous University of Barcelona (Barcelona, Spain). Queensland University of Technology (Brisbane, Australia); University of Sao Paulo (Sao Paulo, Brazil); Tsinghua University (Beijing, China) Cairo University (Cairo, Egypt); University of the West Indies (Mona, Jamaica); Sidi Mohamed Ben Abdellah University (Fes, Morocco); Temple University (Philadelphia, USA); Hosei University (Tokyo, Japan); Western University (Ontario, Canada); University of the South Pacific (Suva, Fiji); University of Guadalajara (Guadalajara, Mexico); University of Gothenburg (Gothenburg, Sweden)

The International University MIL Network was created to enhance intercultural and cooperative research on MIL and to encourage cross-regional MIL initiatives focusing on issues such as cultural diversity, representation, and inclusivity. Working together, the participant universities cross cultural barriers and engage in global dialogue and cooperation. Together, the universities promote and support other global research and capacity building media and information literacy initiatives that reinforce civic participation through open, free and independent media and information systems that favor intercultural dialogue and cooperation.

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Friday 7:00pm – 9:00pm

Special event: NAMLE awards and International MIL award. Please join us for a special evening at the Perelman Theater at the Kimmel Center. (This location is just a few blocks from the hotel.)

Saturday, June 27, 2015

Saturday 8:30am – 9:15am

Keynote – TBD

Saturday 9:15am – 10:00am

Breakfast: Executive Director’s address & President’s address

Saturday 10:15am – 11:15am

Session: Pushing Back: Using Popular Culture and Media Literacy Strategies to Teach Drug Prevention
This interactive session outlines the rational and offers three hands-on examples of innovative drug prevention curriculum that uses media literacy techniques drawn from the media literacy literature and NAMLE Core Principles to help students talk back to glorification and distortion of drugs and alcohol in popular culture. Our three brief model “lightning lessons” are designed to provide structure for beginners and inspire advanced media literacy educators to find new ways to engage with transgressive popular culture centered on drugs and alcohol to spark student discussion and encourage thoughtful, engaged, and critical pedagogy about a sensitive and controversial but also essential social issue.
Presenter(s): David Cooper Moore, Renee Hobbs
Where: Salon 1
Strand: Explorers and Pioneer

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Session: Media Literacy Education and Green Cultural Citizenship
In keeping with the fast paced, multi-voice nature of the conference design each panelist will speak for ten minutes to be followed by audience engagement with the key themes. Panelist #1 will present recently published research on how media literacy educators engage with issues of justice and sustainability across borders and cultures. Panelist #2 will speak on pedagogical approaches to use constructivist media decoding in the classroom as a means to help students think critically about local and global issues related to sustainability and social justice. Panelist #3 will present work with marginalized youth to become active agents of change in their communities by learning media production. Panelist #4 will explore the “slow media” movement from the viewpoint of cultural and environmental sustainability. These interwoven approaches to the challenge of active civic engagement represent a complex systems oriented approach to green cultural citizenship on a connected intercultural planet.
Presenter(s): Sox Sperry, Kelsey Greene, Antonio Lopez, Jennifer Rauch
Where: Salon 3
Strand: Intercultural/International Dialogue

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Session: GAPMIL Consultation Session
Across the globe regional GAPMIL groups are developing to help facilitate regional collaborations and MIL growth. Join us for a discussion on the viability of creating a North American GAPMIL. Topics to include; timeline, steering committee, goals, concerns, and best practices learned from regional GAPMIL’s already in place.
Presenter(s): Carolyn Wilson, Sherri Hope Culver
Where: Georgian
Strand: Intercultural/International Dialogue

Session: Celebrating MLE across P-12 Classrooms
Where: Georgian
Strand: Explorers and Pioneers

1. A Key Role of Media Literacy for P-12 Teachers: Vetting the Curriculum
The one teacher educator and one graduate student (2 people) presenting this session will define the “shadow curriculum” and show how teachers can use the Core Principles to vet this curriculum that is advocated through various media. Examples will be given from science, language arts, and graduate curriculum and instruction. For example, EXXON offers schools free videos about the Alaska oil spill that make that accident look like a great opportunity for the environment. Anyone who can play into the fears of the public and educators can create curriculum that promises student learning. The truth about these curriculum materials is often quite different.

Then the audience will participate, practicing using media literacy questions to examine curriculum materials from graphic novels to videos to Wikipedia articles. Key questions include asking the source of information on curriculum materials and what is left out. Concerns about curriculum cut across all subject areas and grade levels.
Presenter(s): Gretchen Schwarz, Brandi Ray

2. Using Critical Media Literacy to engage English Language Learners
Presenter(s): Jeff Share
The session will focus on the practice of using critical media literacy to engage English Learners in the mainstream English Language Arts classroom. Often, English Learners tend to be spectators in English classrooms due to a lack of language rather than lack of understanding. By utilizing the technology that many students are already familiar with, teachers can work within the framework of the Common Core State Standards to teach beyond the language barrier. This session will aim to provide teachers working with English Language Learners pedagogical strategies and a toolbox of lessons and activities that can be applied to supplement most language and literature curricula while operating within a framework of social justice.

3. Pop Culture Scriptwriting: Common Core Meets Media Literacy
The session will answer three basic questions for classroom teachers, pre-service teachers, teacher educators, and curriculum writers:
1. What is common to all types of scripts in terms of structure, organization, audience, purpose, and writing mode? That is, what’s the rationale for teaching “scriptwriting” discretely?
2. How does a critical reading of scripts, and an informed writing of them, enhance media literacy, as defined in part by NAMLE’s Core Principles of Media Literacy Education?
3. How can scriptwriting be aligned with CCSS? Examples of specific standards will be called out, and, moreover, the session will demonstrate how existing/familiar aspects of the secondary writing curriculum can be taught in the context of popular media.

Handouts will include examples of revision checklists and writing rubrics (drawn from the presenter’s 2013 book on the topic—though, please note, no mention/marketing of the book will occur). A third handout will provide practical resources.
Presenter(s): Peter Gutierrez

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Session: 5 Minute Media Monologues: Gender Issues
Where: Independence
Strand: Explorers and Pioneers

1. Taking on Gender Stereotypes through Media Literacy Lessons for 3rd Grade
Teaching about stereotypes to young students (in grades 2-5) is often complicated and sometimes risky; teachers must be extremely careful not unintentionally introduce or reinforce the very stereotypes that they are trying to unpack with the students, and to make sure that the dialogue occurs in a safe space for students to be able to openly discuss their feelings and responses. Inquiry-based constructivist media decoding works really well to take on gender stereotypes, and this brief presentation will highlight two classroom-tested lessons that focus on gender techniques used in advertising for children’s toys, and specific gender-based stereotypes (and counter-stereotypes) portrayed in TV commercials. The presentation will briefly highlight the approaches used in the lessons (including showing 2 of the commercials) and will steer attendees to where they can find these free lessons online, as well as video demonstrations of them being taught in the classroom.
Presenter(s): Cyndy Scheibe

2. Young children’s STEM interests and gendered stereotyping
This presentation will discuss research findings from a National Science Foundation funded study about young children’s interest in STEM (science, technology, engineering, and mathematics) activities, and their cultural stereotypes about STEM. This completed research project is based on dispelling stereotypes in the United States that boys are better abled and more interested in STEM than girls, and how these stereotypes may be transmitted through social experiences and media.

The goals for the session are to discuss research findings concerning:
1) If young children’s interest in STEM differ by child gender
2) If young children are aware of cultural stereotypes about STEM
3) If young children stereotype media characters
4) Implications for children’s interests in STEM and awareness of stereotypes

Overall, the session will indicate a disconnect between children’s interests and their gendered stereotyping. Results indicated boys and girls like STEM activities similarly, but overall perceive other males as being more interested in STEM than other females.
Presenter(s): Molly Schlesinger

3. Finding an Intersection Between Media Literacy Education and Gender Studies to Help Students Reflect on Gender Stereotypes in the Media
The goals of the session are to: (1) Share with participants results of an ethnographic study that explores how high school teachers use media education and critical pedagogy to help students deconstruct ideologies contained in media representations of gender. (2) Help participants reflect on the balance between protectionism and empowerment enacted in the classroom where controversial topics are discussed. (3) Explain practical implications of the research project in question for media literacy educators who want to have deep conversations with their students about gender stereotypes in the media, but do not want to alienate young people who do not share instructors’ interpretations.
Presenter(s): Elizaveta Friesem

4. A Revolution to Make Over the Media
As the founder and Executive Director of MEDIAGIRLS (, I will share personal stories, strategies and advice to young media makers for how to arm themselves against media content teaching them they are not enough. I will also provide tested empowering tools and motivation they can use to distribute media that inspires others to be their best selves and feel valued and worthwhile. My presentation incorporates a Powerpoint slide show and a short video, and the tone is honest, challenging, interactive, and optimistic.
Presenter(s): Michelle Cove

5. Miss Representation: How Film and Curriculum Support Youth Media Making
In 2011, Jennifer Siebel Newsom, Second Lady of California, brought attention to portrayals of women and girls in the media by writing, producing, and directing the Sundance documentary Miss Representation (MR). The film exposes how mainstream media contributes to the underrepresentation of women in positions of power and influence in American Society and challenges the media’s limiting and often disparaging portrayals of women and girls in American culture (Bronner, 2011; Jung, 2011; Oprah Winfrey Network, 2011). The demonstration will evidence ways that a teacher used the film and curriculum to guide her students to both engage in critique of media representations and to speak back to gender stereotypes through making their own media. Miss Representation’s curricular activities are designed to foster media literacies because students use digital and social media to make their own representations and critique existing portrayals of women and girls.
Presenter(s): Aaminah Norris

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Saturday 11:30am – 12:30pm

Session: Who’s Watching Who? Big Data: Information Privacy in a Media Saturated World
This panel will discuss how big data changes the media relationships of the individual, citizenry, and society. We will look at each of these groups and the implications for each constituent: K-12 lens—there will be a focus on information privacy or lack thereof; Government/policy lens—a look at what drives and influences data construction or ownership attempting to answer and debate the question who or what possesses information? Do private property rights apply? How is the information used? Who profits from it? Further developing the argument with the more recent controversy between the “right to be forgotten” and” the right to know” –the online debate on available information through social media and search engines. Who will decide what data in the future will be considered private? Panelists will provide perspectives from K-12, cable, telecommunications, broadcasting, Internet as well as a look at civic media, in particular concepts of participatory engagement and mobilization.
Presenter(s): Belinha De Abreu, Tessa Jolls, Paul Mihailidis, Kat Stewart
Where: Salon 1
Strand: Explorers and Pioneers: Privacy Issues

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Session: Using Arts Education and the National Core Arts Standards to Enrich Media Literacy Education
This panel presentation describes an arts literacies initiative at Brigham Young University in which artists, arts educators and media literacy educators build innovative curricula by making salient connections between the National Core Arts Standards and Core Principles of Media Literacy Education. Presenters will describe ways arts educators and media literacy educators can engage in curriculum development and instruction to create literacy-rich media arts environments. To do this, panelists will present work they have done both in pre-service teacher training programs in English, Theatre and Media Arts. The presentation will demonstrate that making connections between media literacy and arts education will help teachers give their students opportunities to creatively express themselves and critically engage with the world around them, through media arts.
Presenter(s): Benjamin Thevenin, Amy Peterson-Jensen
Where: Georgian
Strand: Explorers and Pioneers

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Session: The Internationalization of MLE
Where: Salon 3
Strand: Research and Praxis

1. Mining to Connect to Culture: Using Minecraft for understanding and connection with new cultural ways of being and communicating
This session will describe how new immigrants, a daughter and her mother, used Minecraft as a means for understanding cultural routines of Australia while also remaining connected with their culturally specific ways of being African American females. The session will touch on how Minecraft’s modes of communication and building served as a platform for joint narrative of cultural understanding and global awareness necessary for transformation and building the capacity of African American “girl ways of being”. Narrative data from this duoethnography will be presented and will share how mother and daughter, while gaming together, were able to identify and investigate challenges within their new social experiences and how Minecraft opened the door for better connecting to the new sociocultural space(s) they now resided.
Presenter(s): Denise Chapman

2. How do university students consider privacy issues: A case study in Japan
This paper briefly examines how privacy issues are taught in Japanese university and how university students acknowledge the nature of privacy. The questions that this paper addresses are: (1) What is the nature of privacy issues in Japanese university? ; (2) What challenges have MIL university environments and students faced and will face?; and (3) What are the good ways to promote privacy-related competencies and skills in Japan as well as in other countries and regions? Detailed findings are discussed in terms of protectionism and empowerment through media and information literacy.
Presenter(s): Kyoko Murakami

3. Using Media Literacy Education to Create an Intercultural Dialogue in the Classroom
The goals of the session are: (1) To familiarize participants with a project that helps teachers from different countries connect their students, and enables young people to learn about multiple uses of online media and digital platforms. (2) To discuss challenges that the project participants experienced using media literacy education to create connectivity between classrooms located in different countries. (3) To explain how these challenges were overcome. (4) To discuss the future of the project and its implications for media literacy practitioners who want to use media and digital platforms to foster intercultural collaboration in their classrooms.
Presenter(s): Elizaveta Friesem

4. Intercultural Dialogue by video letter and digital storytelling between China and Japan
There are lots of problem like territorial and historical issue between Japan and China. On the one hand, there occurred anti-Japan demonstration in China, on the other hand far-right wing people blot hateful words on the internet. Young people are significantly impacted by it.

I’ve started to video exchange project to correct the situation in University and secondary school level from 2012. Since 2013 Students I taught at University in China supported the workshop of my project. I’ll show how I installed the project into China and what I’m doing in the project, what kind of results or difficulties I gave and how important to do it under UNESCO movement. I’d like to show video letters and digital storytelling they made. I believe this project will be a key to open the way to intercultural dialogue education between Japan and China.
Presenter(s): Jun Sakamoto

5. Diversifying the Media Literacy Movement in the United States
The session will highlight the importance of incorporating diverse perspectives the media literacy landscape in the United States. While the United States considers itself a “melting pot” a variety of ethnic groups melting into the same geographical and national culture, the country is actually more of a “salad bowl” whereby various ethnicities exist together. Rather than blending in, the various ethnicities actually retain much of their unique heritage and culture. This ethnic influence is also seen in the ways; amount of and overall selection of media programming each group consumes on a consistent basis. Given this vast diversity, it stands to reason that a “one-size fits all” approach to media literacy is counterintuitive and has been largely ineffective.
Presenter(s): Jayne Cubbage

6. Media Literacy in South Korea: Use of Media Literacy for Multicultural Education
In South Korea – the country that used to take pride in its homogeneity – an increasing number of students these days come from “multicultural families,” the term that describes families that have at least one parent born outside Korea. Although the value of diversity is now emphasized in the media and public education, students from such multicultural families suffer from discrimination and prejudice. Various efforts have been made to help these students, and one such effort is media literacy education.
Collaboratively written by media literacy educators and funded by the government, the book introduces media literacy education to teachers who are not familiar with the concept and guides them via various activities that can be applied immediately in the classroom. The session will briefly introduce the book’s theoretical framework and demonstrate the lesson plans and activities that aim to enhance intercultural competence of students with diverse backgrounds.
Presenter(s): Jiwon Yoon

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Session: Crowdsourcing MLE Content
Where: Salon 2
Strand: Explorers and Pioneers

1. Popular Culture By Design: Building a Crowd-Sourced Database of Pop Culture Media Clips for Media Literacy Teachers and Instructional Designers
Currently instructors with training in media literacy implement popular culture in their instructional designs and many instructors both in K12 settings and in higher education already use movie clips or pop songs in their classes. However these strategies and activities are done largely in isolation from one another and from the field of instructional psychology and stand in need of significant research as to their merit and worth beyond media education. In this session I will share my current design-based research project which seeks to not only create an innovative new platform that teachers and professors could use for collaboration and connectivity, but also to use this database of pop culture clips as a research tool in an actual classroom and rigorously evaluate what the impact of the popular culture content is on student cognitive outcomes.

Session Goals:
The primary goal of this session is to expose participants to the idea of a connected platform of user-generated popular culture content geared towards teaching both traditional disciplinary content and media literacy concepts. A secondary goal is to obtain feedback from participants as to their perspective of the merit and worth of such a project.
Presenter(s): Gregory Williams

2. The Digital International Media Literacy eBook Project (DIMLE) Net-Working Communities
The Digital International Media Literacy eBook Project (DIMLE) is designed to provide a shared qualitative approach to the study of media literacy and to promote international media literacy scholarship. Two major impediments to international media literacy are the lack of:

• A clear and practical internationally recognized media literacy framework that can be used and shared cross-culturally by multiple stakeholders (civil society, indigenous communities, marginalized groups, academia, NGOs, media institutions, Intergovernmental organizations, governments).

• Culturally relevant media literacy educational resources suitable for an international audience.

The definition of media literacy and the Keys to interpreting media messages that Art Silverblatt outlines in his book Media Literacy: Keys to Interpreting Media Messages (Praeger Publications, 1995, 2001, 2007, 2014) serve as a framework that can be used and shared cross-culturally by multiple stakeholders.

This qualitative approach is not intended as a prescriptive model for media literacy education, rather, the Keys to Interpreting Media Messages operate like a series of lenses that open up new ways of looking at media and media presentations. Not all of the Keys necessarily work for all media presentations. It is possible that none of the Keys work. But the methodology is intended to be expansive rather than reductive. The original text is from the United States and has two limitations:

The research that supports the main principles and theories in the print text is primarily from American media culture.

The fast development of media and technology gets the research, examples, studies, and statistics that appear in the print textbook quickly outdated.

DIMLE addresses these problems. Media literacy experts from 25 countries in the world and from different sectors have joined together on a voluntary basis to create online eBook editions of Media Literacy: Keys to Interpreting Media Messages that are updated, relevant and culture and context sensitive. Our experts are advocates and trainers in Media Literacy in their countries and will use DIMLE resources in their academic institutions, media organizations and NGOs, among others.

The goal of this session is to raise awareness on the DIMLE initiative and our innovative and interactive portal, and highlight ways in which multi-sector stakeholders may contribute to the project. In the future, our experts and supporters will also share through e-Learning strategies and video tutorials culturally relevant media literacy best practices, projects, lectures, resources in their native language and in English. The eBook will be published in print form in countries where Internet access is not available and will be downloadable from the DIMLE website for USD 10.00 or the price that co-authors will consider most appropriate in their countries (for example, in Thailand, Cambodia, Myanmar, Burkina Faso, Armenia, and others, the eBook might even be sold for USD 3.00 or less). Chapter 1 of all editions will be available for free on DIMLE website.
Presenter(s): Art Silverblatt, Antonio Lopez, Jessica Brown

3. The Media Literacy Exchange: A Proposal for an Interactive Platform for Sharing Media Decoding Activities and Documents
The Media Lit ExChange is a proposed free, online platform that will give K-12 educators the training, support and materials they need to integrate media decoding into the classroom. The interactive site will facilitate the finding and sharing of engaging media documents (images, video, websites, songs, etc.) – tied to key questions for critical analysis – in diverse content areas and grade levels. Professional development embedded in the ExChange will train and network educators for learning constructivist methodologies that will increase engagement for all students in learning both knowledge and critical thinking skills. The Media Lit ExChange will empower teachers and learners to change the nature of classroom instruction.
Presenter(s): Christopher Sperry

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Session: 5 Minute Media Monologues: Integrating Youth Media
Where: Independence
Strand: Intercultural/International Dialogue, Integrating Youth Media

1. Video Games as Teachable Texts for Connecting Students to Diverse Narratives and Intercultural Exploration
This interactive session will explore the ways in which independent video games from creators around the world can serve as texts that engage students in narratives from disparate cultures. Participants will learn about and interact with games that deal with civil war in Sarajevo (This War of Mine), tell native Alaskan and Swedish folk tales (Never Alone and Year Walk), explore the favelas of Rio de Janeiro (Papo & Yo) or put players in the shoes of an immigration officer in the former Soviet Union (Papers, Please). During the session, participants will play and discover these games in a brief activity that mirrors what students might do in a class. A collaborative discussion will center on how these types of games can be utilized and implemented in real classroom environments. All attendees will receive copies of assignments, lesson plans, and an annotated bibliography of video game texts.
Presenter(s): Brady Nash

2. Session: Storify-ing your Media Literacy Curriculum
Teaching media literacy skills of accessing, evaluating and creating content can be a challenging task in our information-saturated society. Storify, a social network service that permits users to create stories or timelines using social media outlets such as Instagram, Twitter, Facebook, and Google, enables users to incorporate the media literacy skills of access, evaluation and creation. Find out how Storify is being used in a Mass Communications curriculum to enhance college student’s media literacy skills and abilities. I will be presenting an assignment I use in my college-level media literacy course, but I will also describe how it can be easily adapted to other grade levels.
Presenter(s): David Magolis

3. Students Asking the Right Questions; Students Speak About Media Literacy; Diversifying Our Texts; Including All Students
I would like to present an image of how students can integrate the asking of key media analysis questions – including metacognitive questions about our own biases – into the teaching of core content (i.e. high school science). The monologue will feature a short video clip of high school students decoding a media “text” about climate change. I will start the presentation by briefly introducing the *video and explaining where to go to see the entire 10 minute video and many others like it showing classroom media decoding examples in different subject areas and grade levels. I would then show the first 1:25 of the video that introduces the “text” (25 sec. excerpt from a documentary) and focus questions, then play from 2:15 to 4:35 showing student responses. These end with a student reflecting on her own biases and articulating the key questions we should all ask about any media message. I will close with a comment about how we can teach our students to internalize complex questioning about the world and themselves through integrating media analysis throughout the curriculum. – YES in 5 minutes!
click: High School Science:
The Great Global Warming Swindle
Presenter(s): Christopher Sperry

4. REACT to FILM: Combining Media Literacy & Civic Engagement
The proposed session (REACT to FILM: Integrating Media Literacy and Civic Engagement) will engage participants through a 5 Minute Media Monologue format. By integrating film clips with stimulating questions and tangible examples of youth created media, participants will gain insight into how media literacy skills can be put into practice in order to achieve civic engagement.
Presenter(s): Dahlia Graham,Katerina Downward

5. Media Lunacy for Media Literacy: Resources for Using Silly Media for Savvy Media Use
This five-minute media monologue introduces Media Lunacy for Media Literacy (ML4ML), a blog promoting approaches for “using silly media for savvy media use.” The presenter shares how theories of humor communication suggest that the use of humorous popular culture texts may support media literacy pedagogical objectives beyond simple engagement. Incongruity, superiority and newer computational theories of humor outlined in Inside Jokes: Using Humor to Reverse Engineer the Mind (Hurley, et. al., 2011) suggest that humor can spark critical thinking about media while maintaining connections to pleasure; rather than disturbing pleasure to gain critical distance, it’s using pleasure to engage critical perspectives. A short compilation of video clips and images from ML4ML blog posts illustrates the range of texts curated on the site, as the speaker provides a tour of the layout and tagging rationale, with brief examples of how posts offer ideas for teaching and learning media literacy.
Presenter(s): Michael RobbGrieco

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Saturday 12:30pm – 1:30pm

Lunch Break & Exhibit Hall

Saturday 1:45pm – 2:45pm

Session: Media Literacy in Higher Ed: Digital Scholarship, Media Labs, and Information Literacy
What emerging trends in academic scholarship do K-12 media literacy practitioners need to prepare students for? How does media literacy take shape in post-secondary institutions? The ways are varied and diffuse, but the core principles of digital scholarship can be defined as academic activities that are conducted or enhanced through the use of digital technology or that engage with its effects. In addition to audio and video content, we look at information in its many forms including data, text, graphical, analytical, and technical. The skills associated with this work are cultivated in K-12 and continue in the post-secondary setting, yet does not usually involve a conversation across these educational settings. In this session we will encourage the spirit of connectivity – the continuum of learning – across these learning environments. Offered in an interactive setting, this session will explore the changing nature of scholarship for students and faculty, the learning environments and skills related to this work, pedagogically and scholarly appropriate applications of technology, the ethical use of information across media, and how these integrated literacies are critical to student success as scholars and life-long learners.
Presenter(s): Sarah Evelyn Bordac, Carina Cournoyer, Scott Spicer
Where: Salon 1
Strand: Explorers and Pioneers

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Session: Designing and Implementing Professional Development in Digital Literacy: Lessons Learned from the Media Education Lab
How can K-12 educators, librarians, college faculty and media professionals all advance their competencies in digital literacy? Can a robust and generative program of learning occur in just five and a half days? How can people with vastly different levels of experience (from newbies to experts) be accommodated? Learn about the design, implementation and assessment of the Media Education Lab, a graduate certificate program in digital literacy developed by Media Education Lab at Media Education Lab. In this session, you’ll learn about the design principles embedded in the structure and organization of the program, the key elements of the instructional process, which relies on an intense approach to collaborative and peer-to-peer learning; the approach to using digital technology in the program; and the approaches to program assessment that have enabled us to measure the impact of the program on participants’ behaviors, knowledge and skills.
Presenter(s): Julie Coiro, Rhys Daunic, Yonty Friesem, Renee Hobbs
Where: Salon 2
Strand: Research and Praxis

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Session: Assessing Media Literacy by Examining Students’ Questioning Habits
Media literacy education (MLE) has historically been taught by using a series of critical questions or key principles to guide learners as they engage in analysis, evaluation, and interpretation of media messages. Yet, assessment in the field of media literacy education is rarely addressed in the literature. The purpose of this ongoing study was to develop a systematic way to assess students’ media literacy skills acquisition via their questioning habits, and to assess whether their questioning habits improved by taking a media literacy related course. The critical questioning habits of university students were assessed before (pretest) and after (posttest) they took a course in which media literacy was a key component. Students’ questioning habits were analyzed based on the complexity of questions they asked and the types of questions they asked. NAMLE’s Core Principles and Key Questions were used as a framework for analysis in this study.
Presenter(s): Theresa Redmond, Evelien Schilder, David Cooper Moore
Where: Georgian
Strand: Research and Praxis

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Session: No Encounter, No Dialogue- Reconsidering ‘Connectivity’ Through Media Literacy Practices
The session focuses on 3 crucial aspects of ‘inter-cultural dialogue’: 1)encounter, 2)interaction and 3)representation. Presenter 1 demonstrates a social practice that connects senders/broadcasters and audiences. Here the ‘encounter’ itself needs to be coordinated in order to happen. Presenter 2 introduces a workshop that involves people from both inside and outside the local community. By creating a regional card game together, the ‘representation’ of the community is reconsidered. Presenter 3 proposes digital storytelling among people with different backgrounds. The workshop emphasizes how the ‘interaction’ with others during the process of story-making is essential in cultivating each storyteller’s perspective. Presenter 4 gives an example of a media literacy program using visual images such as art works and movies i.e. ‘representations’ that are discursive but carry strong cultural images of the ‘other’. Each speaker will outline how their practices are carefully designed to generate awareness for ‘inter-cultural dialogue’ in the global age.
Presenter(s): Mariko Murata, Yuko Tsuchiya, Masako Miyata, Mamiko Hayashida
Where: Salon 3
Strand: Intercultural/International Dialogue

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Saturday 3:00pm – 4:00pm

Session: Come to Our Classroom! Experience a New Middle School Digital Media Literacy Program
This interactive “classroom” presentation will place participants into the role of the student as they learn about a new three-year middle school digital media literacy program that meets a growing and urgent need to equip students with essential digital life skills. This comprehensive program of weekly hour-long lessons, now available online, is being taught at multiple schools in the West. Lessons emphasize critical thinking and ethical discussion…through peer-to-peer learning, hands-on activities, role-play, games, and problem-solving tasks. It can be taught with or without technology, because experts widely agree that the most important new media skills are social and behavioral skills.

This workshop will guide participants through a sample lesson from each of the three years of the program (Digital Citizenship, Information Literacy, and Media Literacy). Presenters will discuss how the program aligns with standards and how participants can teach it at their own schools. A Waldorf School Teacher Trainer and Mentor will explain why Waldorf schools have embraced this innovative program in their schools.
Presenter(s): Diana Graber, Cynthia LiebermanPatti Connolly
Where: Salon 1
Strand: Explorers and Pioneers

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Session: Special Education: New Opportunities in Media Literacy Education
The panelists will introduce briefly the current state of media representation of people with disabilities. Following the introduction, participants will break out into three rotating groups spending an equal portion of the session with each of the panel presenters in small group setting. Each breakout will contribute to the dissemination of information, analysis of current media, deficits/opportunities combining media literacy with special education, and strategies for implementing these practices within their professional setting.

In the first breakout, participants will analyze the representation of people with disabilities in current media to facilitate discussion about the impact of media exclusion. The second breakout will address how students with learning disabilities navigate media and how media can be used to help students develop their academic skills. During the third breakout the panelist will share lesson plans, videos, and assignments to showcase outcomes of media production activities with elementary special education students.
Presenter(s): Yonty Friesem, Jaclyn Kahn, Donnell Probst
Where: Salon 2
Strand: Intercultural/International Dialogue

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Session: Internationalizing MLE through Youth Media
Where: Salon 3
Strand: Intercultural/International Dialogue

1. Addressing the Global Digital Divide through Youth Media Production
In the field of international development, many organizations are attempting to address the global digital divide through educational initiatives aimed at increasing people’s knowledge and skills related to Information and Communication Technologies (ICT). While there are many barriers to increasing ICT use in communities throughout the world, there are two obstacles in particular that could be addressed by local youth through media analysis and design activities – these obstacles are the lack of awareness of useful Internet content, and a lack of relevant, local-language Internet content.

The goal of this panel presentation is to briefly explain how the pedagogical model Learning by Design can be used create a constructivist learning environment which (1) promotes youth media and information literacy through the critical examination of Internet resources; (2) facilitates youth media production by taking participants through the design cycle; and (3) increases community awareness of relevant and accessible Internet content.
Presenter(s): Heather Andrews

2. Explosion of We-Media and iMedia in China’s Mass Education and National Awareness of Media Literacy
Media literacy has become a basic human skill for living, working, and learning on a daily basis in a global scale. People of different cultural, academic, and professional backgrounds have joined in the we-media or iMedia movement to spread their ideas, make friends, and conduct their businesses with various media formats — videos in particular. The Chinese we-media and iMedia groups and individuals did something unique in using digital media to promote public media literacy and mass education in various academic and professional domains underpinned by creative business models. In comparing we-media and iMedia between China and the United States, this presentation will demonstrate the impact of intercultural differences on the use of digital media for mass education and for promotion of media literacy. The presentation will help audience gain some experiences of effective mass education approaches and digital entrepreneurship, and envision some attractive career change opportunities.
Presenter(s): Han Liu

3. Promoting Media Education in Africa: Nigeria as a Study Case
This presentation is aimed at bringing to the attention of the participants why media education should be promoted worldwide. We are in the area that accessibility to media content has a lot to do with good governance as informed people are difficult to misrule. Our leaders in Africa have realized that when the led are kept in ignorance, they can easily manipulate them for their selfish aims. For this reason they are not ready to empower the led to analyze the media content they consume. The search for information should start at the grassroots level. Thus the inclusion of media education in the school curriculum to enable the youth cultivate the culture of critically analyzing the information they consume will go a long way in developing our nascent democracies on the continent.
Presenter(s): Kuha Indyer

4. Fighting social exclusion through media literacy
The session is a description of a reflection; I have had, after a research –action that my team and I conducted to study the interaction between framing and media literacy, as a means to promote participatory democracy and social inclusion in a low-income area in Dakar, SENEGAL.

The goal of the session is to share with the participants, the lessons learnt through this experience. A focus will be done, on the challenges of setting a program on media literacy in a country where the concept is not well known by the majority of the population that deals with economic difficulties. It is also a reflection about the dual role of the researcher, who is also an actor involved in the fight for social inclusion through media literacy.
Presenter(s): Fatimata Ly-Fall

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Session: Celebrating Youth Empowerment through MLE
Where: Independence
Strand: Explorers and Pioneers

1. Moving Beyond the Single Story: Using Film to Engage Under-Represented Youth
We will share how Tiauna Clark, a young Black woman filmmaker and Scenarios USA alumnae, navigated her place and power during her high school experience in NYC. By telling her story, Tiauna learned that her reality was not often represented, in fact it was mis-represented. Through conversations, decoding texts and identifying influences around her, Tiauna was able to establish her identity as a media maker. Scenarios USA inquiry-based holistic curriculum and films supported Tiauna and over 100,000 students explore their environment to become media literate consumers. Our goal of this workshop will be to illustrate how to effectively marry students’ complex lives with their learning through the analysis of place, power, gender and identity in the media they consume and the media they can create.
Presenter(s): Bianca Laureano, Tiauna Clark

2. PeaceOpoly- a platform for civic engagement and social accountability while inspiring a generation of youth media journalists.
The goal of the session is to share best practices with participants around the use of media literacy in a nascent democracy as it relates to the marginalized (youth, disabled, women). The session will share information and successes on how Youth for Technology Foundation (YTF) has been able to:

• Educate youth and instill healthy habits of asking questions and making requests of public officials though media literacy can enhance their understanding of their civic responsibilities and uphold the social and civic structures that will provide them with future opportunities for peace and progress.
• Educate and engage public officials and leaders, particularly in developing countries, should see the media and youth citizen journalists as an essential watchdog and the pillar of the society. Through platforms like PeaceOpoly, they are held more accountable for openness and transparency to citizens and the press.
• Support and promote youth citizen journalists to understand their place within the democratic system ad to take control of the “media” coverage of their own communities and at the same time gain media literacy training.
Presenter(s): Njideka Harry, Lee Rother

3. Here I Am: Empowering youth to explore and communicate identity and personal perspective through digital media
We are a digital media arts education organization serving elementary to high school youth in San Diego. Here I Am is a participatory workshop, wherein participants not only learn about, but also experience, a flagship project in our curriculum. In the Here I Am project, our media educators facilitate students’ reflections on their identity, family, community and culture. Then, through poetry and photography and/or videography, students use their reflections to create artistic media pieces that tell their story, and meaningfully express who they are. In this session, we will share examples of our students’ work in this project, lead participants through a condensed version of it, and then facilitate a discussion of how the final product can be used to strengthen students’ media literacy and celebrate connectivity across cultures, in a way that is contextually appropriate for the specific needs of session participants.
Presenter(s): Lucy Eagleson

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Saturday 4:15pm – 5:30pm

Please join us for the closing event. We will be screening projects from our youth media program, Modern Media Makers. We will also hear concluding commentary from attendees and conference leadership.