Media Literacy Resources

Please respond

2008-02-19T10:35:00.001-08:00

Media Literacy- http://www.slideshare.net/mnyildiz/media-literacy-43833

Go to the http://medialiteracyproject.blogspot.com/ and request membership to this site and respond to your reactions.

MiniBook Template and Digital Storytelling

2007-05-23T18:10:00.000-07:00

Please follow the link for Minibook Template and Digital Storytelling resources... http://mnyildiz.googlepages.com/digitalstorytelling

New Jersey Teachers of English to Speakers of Other Languages/NJ Bilingual EducatorsNJTESOL/NJBE 2007

2007-05-22T08:36:00.000-07:00

Teaching ELLs Multiple Literacies for 21st Century- Powerpoint Slides

http://www.slideshare.net/mnyildiz/media-literacy

NYNJASTAR 2006

2006-06-11T00:17:00.000-07:00

NYNJASTAR 2006 -Second Annual Conference
“INTEROPERABILITY”June 19, 2006Princeton University

http://www.nynjastar.org/conference.htm

Presentation Slides at http://euphrates.wpunj.edu/faculty/yildizm/IO.ppt

MiniBook: http://euphrates.wpunj.edu/faculty/yildizm/IO.jpg

Cover: http://euphrates.wpunj.edu/faculty/yildizm/IOc.jpg

New Jersey Teachers of English to Speakers of Other Languages/NJ Bilingual EducatorsNJTESOL/NJBE

2006-05-23T11:10:00.000-07:00

Presentation Slides at http://euphrates.wpunj.edu/faculty/yildizm/ELL.ppt

MiniBook:
http://euphrates.wpunj.edu/faculty/yildizm/ELLMB.jpg
Cover:
http://euphrates.wpunj.edu/faculty/yildizm/ELLC.jpg

•Language, Culture, Media: Developing Literacy Skills in Teacher Education
Melda Yildiz, William Paterson University

•Double Tree Parlor 160
•Teacher Training 9:00 am-11:00 am
This participatory presentation explores the power of media literacy in teacher education; offers creative strategies and possibilities for integrating new media technologies into the curriculum in teaching ELL/ CLD students by providing equitable access to exemplary cultural and linguistically responsive curriculum and instruction, and adequate resources; and showcase multimedia projects.

http://www.njtesol-njbe.org/spring-conference/2006ConfWednesday.htm

•This participatory presentation explores the power of media literacy in teacher education; offers creative strategies and possibilities for integrating new media technologies into the curriculum in teaching ELL/ CLD students by providing equitable access to exemplary cultural and linguistically responsive curriculum and instruction, and adequate resources; and showcase multimedia projects.
•Objectives
•In this presentation, our goal is to offer creative strategies for integrating new media in classrooms with limited resources and equipment as well as showcase teacher candidates’ multimedia projects.
•This presentation will accomplish three main goals: (1) promoting cultural and linguistically responsive curriculum through developing media literacy skills among teacher candidates; (2) describing teacher candidates' reactions, discoveries, and experiences with media; and (3) showcasing these teacher candidates’ multimedia projects.
•Process of Presentation
•The format of this presentation will include showcasing teacher candidates’ selected video projects, interactive group discussions, deconstruction exercises evaluating educational media resources, and a discussion of the research findings that is based on teacher candidates’ experiences using new media. The research paper and the results of the study will be provided as a handout. The presentation (PowerPoint) and the online course outline will be posted on the website as a reference for the audience. (http://euphrates.wpunj.edu/faculty/yildizm/) We created a web log (http://medialiteracyproject.blogspot.com/ ) for the future collaboration among our conference participants.
•Participant Outcomes
•Conference participants will be able to:
•argue the challenges and advantages of integrating media production into curriculum;
•develop skills in deconstructing existing curricula and digital resources and communicating media messages;
•examine the process of integrating new media as a tool for teaching and learning;
•integrate the use of media in an instructional context in order to develop global understanding;
•explore lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects.
•In conclusion, the main goal of this presentation is to draw on the natural link between media literacy and teacher education. We will explore how a critical approach to the study of new media combines knowledge, reflection, and action to promote educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society.

Resources:

•http://www.lesley.edu/library/guides/research/ell.html search/ell.html

•http://www.bctf.bc.ca/esl/ESL-SpecialNeeds.pdf SpecialNeeds.pdf

•http://ericec.org/digests/e500.html

•http://ericec.org/digests/e596.html

See attached mini book

2006-04-21T21:54:00.000-07:00

Mini book for the presentation.

AERA 2006 Slides

2006-04-21T21:53:00.000-07:00

See the link http://euphrates.wpunj.edu/faculty/yildizm/AERA06.ppt

Conference Slides

2006-03-29T18:37:00.000-08:00

The 4th Annual Northeast Media Literacy Conference
Friday, March 31, 2006
Bishop CenterUniversity of ConnecticutStorrs, CT 06269
"Rethinking Media Literacy in a Changing Youth Culture"

Our presentation " Teachers Discovering the Power of Media Education and Redefining Curriculum: Learning from Global Experiences" is at
http://euphrates.wpunj.edu/faculty/yildizm/ct.ppt

NJedge 2005

2005-11-04T18:07:00.000-08:00

Media Literacy Project http://euphrates.wpunj.edu/faculty/yildizm/mli/

Power Point Presentation http://euphrates.wpunj.edu/faculty/yildizm/NJedgev3.ppt

Analyze This! Pop Culture and Media in the Classroom CurriculumElla Rue, New Jersey City University
The purpose of this action based research study was to create a model for professional development for secondary educators, to integrate media literacy into their curriculum. Focusing on the engagement theory, specific to technology and learning, this model assessed the needs of secondary educators regarding how they integrate media literacy into their discipline. Research Questions that were addressed: How can media literacy be integrated into the secondary curriculum? Do secondary educators know how to use technology to incorporate media literacy into their discipline? Can the use of the Engagement Theory help secondary educators incorporate media literacy into their curriculum?

Making Media: Teachers Discovering Media Edcation through ProductionMelda Yildiz, William Paterson University
Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media literacy and media production into their curriculum in order to prepare new generation for media-rich culture. This research promotes literacy through media production in teacher education, describes teachers' reactions, discoveries, and experiences with media, and showcases their projects. It is based on the participatory research conducted on teaching online classes and investigated over one hundred educators in seven different states. To date, few scholarly studies have investigated either the power of media production in teacher education. This presentation attempts to fill the gap by outlining the natural links between teacher education and communication.

Arts Education and Hurricane KatrinaThe Alliance for a Media Literate America

2005-10-16T21:57:00.000-07:00

http://www.ed.gov/news/newsletters/innovator/2005/1013.html#in1

Arts Education and Hurricane KatrinaThe Alliance for a Media Literate America, an OII Arts Model grantee, has produced lessons and activities on "Bringing Hurricane Katrina into the Classroom" PDF (183KB). This resource document is designed for teachers to help students analyze, understand, and cope with Hurricane Katrina and its aftermath and contains information on "the practice of journalism," editorial decision making," and "looking at language." [More-ALMLA] (Sept. 5) The Louisiana Endowment for the Humanities (LEH) (an OII-Teaching American History grantee partner) is providing humanities programming to organizations, museums, and other community groups throughout Louisiana, including a historical documents conservation project, which is giving guidance to conservators on the recovery and conservation of historical records and documents. These services are made possible by a grant from the National Endowment for the Humanities. Another LEH project, Prime Time Family Reading Time, is one of many projects libraries across the country have undertaken to help displaced families living in shelters. [More-American Library Association] (Sept. 25)

Learning Conference- Granada Spain 2005

2005-07-13T16:22:00.000-07:00

See the link
http://euphrates.wpunj.edu/faculty/yildizm/LC05.ppt

NECC 2005 Presentation

2005-07-08T16:26:00.000-07:00

Powerpoint presentation
Teachers Discovering Media Education: Integrating Videos into Social Studies Curriculum

is at http://euphrates.wpunj.edu/faculty/yildizm/NECC2005.ppt

Mickey Mouse Monopoly

2005-05-16T10:18:00.000-07:00

Fist Year Seminar Presentation- You are welcome to add your suggestions.

http://euphrates.wpunj.edu/faculty/yildizm/MMM.ppt

More on Mickey Mouse Monopoly at http://www.mediaed.org/videos/CommercialismPoliticsAndMedia/MickeyMouseMonopoly

Peace, Melda

2005-05-10T19:30:00.000-07:00

Test

Q2

2005-03-19T04:33:00.000-08:00

Second Day Reflection/ Questionnaire

Please answer the following questions as detailed as you can.

Question 1
Name three media techniques that are used in commercials you had seen.
-Canadian Beer Commercial
-Umbrella
-Honda Accord

Question 2
How do you see yourself using the video production in your classroom? Do you think video production time consuming, expensive, or difficult or NECESSARY and important part of learning? Please provide examples and details.

Question 3
How do you think media education should be taught in k-12 curriculum?

Question 4
If you would like to integrate a video clip from a commercial video into your PSA project this weekend, what guidelines you have to follow?

Question 5
List at least three reasons why we need to integrate media literacy into the curriculum. Explain why? Give examples how.

Question 6
List at least two specific things you have learned in this project-- explain how you would use your gained skills in your own school or library setting.

Question 7
List your suggestions for the workshop. What was missing? What is redundant? If you need to redesign the workshop, what would you eliminate, improve, emphasize, or include? Be as specific as possible.

Question 8
Media Education: How do you define it? How do you plan to use it? What is YOUR OWN one sentence definition of Media Literacy not the textbook definition? (assume to someone who asks you to explain)

b) Explain a couple of areas that you may be able to integrate media literacy and video production into your curriculum.

Question 9
Please compare and contrast your reactions, mood, enthusiasm between in-camera (linear) editing magic project to on-computer (non-linear) editing using digital editing software and hardware.
a) Which one you can most likely to use in the classroom to teach media literacy and how?
b) In your opinion, which one (camera or computer) provided you media literacy skills ...on camera or on computer editing?

Question 10
What do you do or can do to reduce the advertising in your life and your students’ lives?

Question 11
What do you think of the group work? What was your main role in the group? What would be the best group size for camera and computer activity?

Question 12
Name technologies (software and hardware) do you need to integrate videos into your teaching? List each item you can think of.

Question 13
Pick one of the magazines ads (on the table or from the internet).
Write your reactions.
Who is the target audience?
What is missing?
Who is the producer, author?
Whose point of view is being presented?

Question 14
In schools, Media (video) production is considered to be time consuming, difficult and expensive.

What do you think?

• Video (TV) is helping or hurting education?
• Can school video production efforts compete with commercial endeavors?
• Are teachers using video effectively?
• Can students learn anything from planning or producing their own videos?

Question 15

Definition of Media Literacy and Resources

2005-03-19T04:31:00.000-08:00

Definition of Media Literacy Key facts on Media Literacy http://www.kff.org/entmedia/loader.cfm?url=/commonspot/security/getfile.cfm&PageID=28221 Definition of Media Literacy “Media literacy is the ability to access, analyze, evaluate and produce communication in a variety of forms." From The Aspen Institute Leadership Forum on Media Literacy (1992) and the Canadian Association for Media Literacy. _ Media literacy is a key skill for living in today's media culture -- an expanded definition of literacy beyond reading and writing, to include how to read the messages conveyed through visual images (television and movies), music, advertising, etc. _ Media education for children is important and necessary because their lives are saturated with media messages --they're watching TV, listening to music, going to movies, and spending millions of dollars on heavily advertised clothing, soda pop, snack foods, videos, CD's, computer games and more. _ Media education for adults is important because a healthy democracy (and a healthy planet) depends on citizens who are informed about how media influence the way we live our lives -- as individuals, families, consumers, community members, and as voters. Document Searching the web resources Go to http://www.jegsworks.com/Lessons/web/basics/searching.htm http://www.ouc.bc.ca/libr/connect96/search.htm#intro eric tutorial http://www.chapman.edu/library/instruction/tutorials/eric/erictutorial.html http://www.sc.edu/beaufort/library/bones.html http://www.dpi.state.wi.us/dpi/dlcl/lbstat/srch_bib.html http://www.searchengineguide.com/howtosearch.html http://library.albany.edu/usered/webeval/ http://www.sru.edu/depts/library/Tutorials/Internet/intro.htm http://sosig.ac.uk/desire/internet-detective.html Web project evaluation web site evaluation checklist http://www-personal.umich.edu/~pfa/pro/courses/WebEvalNew.pdf Internet research tools http://www.unco.edu/library/instruct/searchengines.htm Welcome to Internet Instructor http://www.vts.rdn.ac.uk/tutorial/instructor/index.htm Web Searching, Sleuthing and Sifting http://www.thelearningsite.net/cyberlibrarian/searching/ismain.html Sink or Swim: Internet Search Tools & Techniques http://www.ouc.bc.ca/libr/connect96/search.htm web-database instruction http://www.ku.edu/acs/docs/wkshop/web-database.pdf Document Video Terminology
Link for TV/ Video Production resources http://www.med.sc.edu:1081/tvp.htm Video 101 - camera profiency http://www.video101course.com/300home.html Internet Campus http://internetcampus.org/indexall.htm
Videomaker's Glossary of Terms This website introduces vocabulary, has visuals that show what the techniques look like when filmed. http://www.aber.ac.uk/media/Documents/short/gramtv.html "The Grammar of Television and Film" distance, angle, and movement shots are samples of the techniques discussed in this article. This terms are adopted from http://www.videomaker.com/ closeup Tightly framed camera shot in which principal subject is viewed at close range, appearing relatively large and dominant on screen. Extent of view may be designated "medium closeup" or "extreme closeup." composition Visual makeup of a video picture, including such variables as balance, framing, field of view, texture--all aesthetic considerations. Combined qualities form image that's pleasing to view, and effectively communicates. continuity [1:visual] Logical succession of recorded or edited events, necessitating consistent placement of props, positioning of characters, and progression of time. [2:directional] Consistency in camera-subject relationships, to avoid confusing a viewer's perspective. cut [1] Instantaneous change from one shot to another. [2] Director's command to immediately terminate on-camera action and recording. cutaway Shot of other than principal action (but peripherally related); frequently used as transitional footage or to avoid a jump cut. dissolve Image transition effect of one picture gradually disappearing as another appears. Analogous to audio and lighting cross-fade. dolly Camera support mounted on wheels enabling smooth movement in any direction. edit Process or result of selectively recording video and/or audio on finished videotape. Typically involves reviewing raw footage and transferring desired segments from original tape(s) onto new tape in a predetermined sequence. establishing shot Opening picture of a program or scene. Usually a wide and/or distant perspective, orients viewer to overall setting and surroundings. fade Gradual diminishing or heightening of visual and/or audio intensity. "Fade out" or "fade to black," "fade in" or "up from black" are common terms. filter Transparent material, typically glass, mounted at front of camcorder lens to regulate light passing through. Manipulates colors and image patterns, often for special-effect purposes. framing Act of composing a shot in the camcorder's viewfinder for desired content, angle, and field of view--overall composition. headroom Space between the top of a subject's head and a monitor's upper screen edge. Always leave some headroom. in-camera editing Assembling finished program "on the fly" as you videotape, performed simply by activating and pausing camcorder's record function. Reduces or eliminates post-production work, but allows less control over finished program and usually imposes quality concessions. .] jump cut An instantaneous video transition between two scenes that have identical subjects in slightly different screen locations. Makes subject appear to jump within the screen. Remedied with cutaway. long shot Camera view of a subject or scene, usually from a distance, showing a broad perspective. macro Lens capable of extreme closeup focusing, useful for intimate views of small subjects. medium shot Defines any camera perspective between long shot and closeup, whereby subjects are viewed from medium distance. pan A camera move that pivots the camera horizontally, right to left or left to right, from a stationary position. Follows a subject, redirects viewer's attention from one subject to another, shows relationships between subjects, or scans subjects too large to fit into one shot. point of view (POV) Shot perspective in which the camera assumes the position of an actor, allowing viewers to see what the actor sees as if through his/her/its eyes. post production (post) Any video production activity performed after the acquisition is complete. Typically involves editing, addition of background music, narration, sound effects, titles, and/or various electronic visual effects. rule of thirds Composition rule stating that a scene is most appealing to the eye if its primary elements appear at certain points on the screen. It divides the screen into thirds vertically and horizontally, like a tic-tac-toe game, and places important elements wherever the imaginary lines intersect. script Text specifying content of a production or performance, used as a guide. May include character and setting profiles, production directives (audio, lighting, scenery, camera moves), as well as dialogue to be recited by talent. shot A single recorded segment of video, defined primarily by the record button on the camcorder. More strictly speaking, shots are intentional, isolated camera views that collectively comprise a scene. soundtrack The audio portion of a video recording, often including voiceover, background music, sound effects, etc. storyboard Series of cartoon-like sketches illustrating key visual parts (shots, scenes) of planned production, accompanied by corresponding audio information. tilt A camera move that pivots the camera vertically, up or down, from a stationary position and height. Follows movement, contrasts differences in size between two subjects, or gives viewer point-of-view sense of a subject's height. titling Process or result of incorporating on-screen text to video; used for credits, captions, or any other alphanumeric communication to video viewers. voiceover Narration accompanying picture, heard above background sound or music, without narrator seen on camera. Typically added during post-production. zoom To change the focal length of a zoom lens, from wide-angle to telephoto, and vice versa. "Zoom in" means to increase the focal length toward the telephoto setting. "Zoom out" means to decrease the focal length toward the wide-angle setting. .avi Short for Audio Video Interleave, the file format for Microsoft's Video for Windows standard. .mpg MPEG (MPEG-1) A video compression standard set by the Moving Picture Experts Group. It involves changing only those elements of a video image that actually change from frame to frame and leaving everything else in the image the same. MPEG-2 The highest quality digital video compression currently available. MPEG-2 is less blocky than MPEG-1 and is used in DVDs and DBS satellite TV systems. MPEG-4 A recent data compression format that can get better quality out of a given amount of bandwidth. MPEG-4 can compress a feature film onto a CD-ROM disc with VHS quality .mov File extension used with QuickTime movies. A popular file format for video on a computer originally developed by Apple, but now widespread to many platforms. .gif Graphics Interchange Format--a bit-mapped graphics file format used by the World Wide Web, CompuServe and many BBSs. GIF supports color and various resolutions. It also includes data compression, making it especially effective for scanned photos. .jpeg Joint Photographic Experts Group image format. A popular Internet compression format for color images. .rm Real Media) A popular file format used for streaming video over the Internet. .wav A sound format for storing sound in files developed jointly by Microsoft and IBM. Support for WAV files was built into Windows 95 making it the de facto standard for sound on PCs. WAV sound files end with a .wav extension. Codec is the abbreviation for compressor/decompressor. A piece of software that can convert a raw stream of uncompressed video to a compressed form. The same piece of software can also play the compressed video on-screen. render The processing a computer undertakes when creating an applied effect, transition or composite. rendering time The time it takes an NLE computer to composite source elements and commands in it's edit decision list into a single video file so the sequence, including titles and transition effects, can be played in full motion (30 frames per second). For more details on video terminology, go to Videomaker.com http://www.videomaker.com/scripts/gloss.cfm?

Storyboarding Software- Freeware http://www.atomiclearning.com/freestoryboard.shtml
Global Educators - There is a great new resource for your classrooms. Talk to US is a project that can bring the voices of people around the world into your class through short video clips. American actions affect people everywhere, yet there are few channels for non-Americans to make their voices heard. Talk to US is changing that. There are currently 60 videos from 15 different countries available at http://www.talktous.org/, for use in your classroom. Your global issues segment could include the video of Brian, a teenager from Uganda living with AIDS. When teaching China, let your class actually hear the voices of three different people living there today. Bring the world to life with the voices and faces of people from around the world. For more information, contact us at mailto:info@talktoUS.org.
Public Service Announcements Animation samples http://www.animaction.com/gallery.htm http://www.animaction.com/suicide.htm http://www.animaction.com/war.htm Using Flash http://www.adbusters.org/jams/history/flash.html From library of Congress: Ad highlights http://www.loc.gov/wiseguide/ad_highlights.html Poetry Video Interpretation http://homepage.mac.com/jburg/poetry/index.html Visual Voices Project http://www.edb.utexas.edu/visualvoices/ Lesson Ideas http://teacher.scholastic.com/technology/tutor/movie.htm Project Based Learning with Multimedia http://pblmm.k12.ca.us/TechHelp/VideoHelp/VideoGuide.html Thinking Visually http://excellent.comm.utk.edu/~mdharmon/visual/ make sure to take the quiz. Video Production Resources http://www.camas.wednet.edu/chs/netlinks/tech/video.html Kids Vid http://kidsvid.hprtec.org/index.html Middle School Resources http://www.geocities.com/Hollywood/Hills/1902/index3.html Lesson Ideas on Gender and Equity http://www.genderequity.org/medialit/contents.html Organizations http://www.admitone.org/ Make sure to download their free online handout.... needs sign up. http://www.film-foundation.org/common/11004/add_info_request.cfm Resources Freeplay Music http://www.freeplaymusic.com/ Thousands of free and royalty-free music clips to use as background music. Lengths range from 10 seconds to 2 minutes. Pics for Learning http://www.pics4learning.com/ A large collection of ³copyright friendly² images donated by students, teachers, and amateur photographers. NASA Image Library http://nix.nasa.gov/ Images and video clips from the NASA library covering many science concepts. National Image Library http://images.fws.gov/ Public domain images of wildlife, plants, and other natural resources from the U.S. Fish and Wildlife Service.

adforum.com http://adforum.com
adbusters.org http://adbusters.org
Videomaker,com http://www.videomaker.com/scripts/gloss.cfm?

Video as Educational Technology

2005-02-13T22:47:00.000-08:00

Video as Educational Technology Course Syllabus

http://euphrates.wpunj.edu/faculty/yildizm/video/

Media Literacy Project

2005-02-10T20:51:00.000-08:00

http://euphrates.wpunj.edu/faculty/yildizm/MLI/