Reading #1
According to Rideout, Foehr, & Roberts (2010), " Youth between the ages 8 and 18 have increased their daily media usage from 7:29 hours in 1999 to 8:33 hours in 2004 to 10:45 hours in 2009 with media including TV, music, computer, video, print, and movies." This is a huge chunk of time for youth to be dealing with digital media; therefore, since we know that they are using so much of their lives dealing with this - why not put it into our curriculum.
There are now standards in the curriculum that demand for digital literacies to be taught within the other literacies. Therefore, we need to continue this process. However, there are still many teachers in the education world who do not do this. Instead they steer clear of it because they do not like change. I feel that we need this change - and fast. We need to keep up with these children and make sure that they are receiving the correct curriculum and the standards of today, not yesterday.
Teachers say that they do not need to teach these literacies because they have time to do it on their own, so there is no point in teaching it in schools. However, this is false. We not only need to teach them how to use these medias correctly, but we need to show them how to be critical of the media that is put out there for them to see. Therefore, we DO need to teach this is school considering they only know what they can teach themselves, not what we know and what we can do for them.
The book says it best - we need to determine the definition for digital literacies so that we can explain ourselves, create connections with the critical digital literacies and foundations literacies, change the relationship between the two, and map out the changes.
I am one person who dislikes change; however, I feel that we need to make a change in our society and our eduction world for the better of our students. Change is good! Change is Critical Media Literacy in schools!
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.
Reading #2
According to Rideout, Foehr, & Roberts (2010), " Youth between the ages 8 and 18 have increased their daily media usage from 7:29 hours in 1999 to 8:33 hours in 2004 to 10:45 hours in 2009 with media including TV, music, computer, video, print, and movies." This is a huge chunk of time for youth to be dealing with digital media; therefore, since we know that they are using so much of their lives dealing with this - why not put it into our curriculum.
There are now standards in the curriculum that demand for digital literacies to be taught within the other literacies. Therefore, we need to continue this process. However, there are still many teachers in the education world who do not do this. Instead they steer clear of it because they do not like change. I feel that we need this change - and fast. We need to keep up with these children and make sure that they are receiving the correct curriculum and the standards of today, not yesterday.
Teachers say that they do not need to teach these literacies because they have time to do it on their own, so there is no point in teaching it in schools. However, this is false. We not only need to teach them how to use these medias correctly, but we need to show them how to be critical of the media that is put out there for them to see. Therefore, we DO need to teach this is school considering they only know what they can teach themselves, not what we know and what we can do for them.
The book says it best - we need to determine the definition for digital literacies so that we can explain ourselves, create connections with the critical digital literacies and foundations literacies, change the relationship between the two, and map out the changes.
I am one person who dislikes change; however, I feel that we need to make a change in our society and our eduction world for the better of our students. Change is good! Change is Critical Media Literacy in schools!
Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.
Reading #2
I read the article "Critical Pedagogy and the Teaching of Reading for Social Action". As a sixth grade teacher of mathematics, social studies, and English Language Arts, I have found that reading is one huge problem in the middle school years. I have learned in my undergrad that children learn to read from kindergarten to third grade. Once third grade is complete, the children need to switch up the process instead of learning how to read, they need to read to learn. Therefore, they need that help with reading - which they are being left behind.
The article I read deals with discussing the meaning of the text that is being read. However, when any one reads, they realize that there can be more than one meaning. Children feel that when a teacher asks the question - "What did the author mean?" they feel that there can only be one answer. This frightens them; therefore, they do not want to accept the challenge to answer the question. Another point in this article is that students need to be actively engaged in what they are reading. Therefore, they can make connections with the content. By getting them engaged and connecting the content, students will be able to reason, argue, and give opinions.
The process behind this has steps for the students and for the teachers. Students must complete the steps: Identify the issue, understand the issue, make it meaningful to themselves, analyze the process, and then create a solution to the issue. Teachers go through steps as well: describe the content, define the problems for the students, personalize the problems for the students, discuss the problem as well as an alternative for the problem, and then guide them to an answer.
The article I read deals with discussing the meaning of the text that is being read. However, when any one reads, they realize that there can be more than one meaning. Children feel that when a teacher asks the question - "What did the author mean?" they feel that there can only be one answer. This frightens them; therefore, they do not want to accept the challenge to answer the question. Another point in this article is that students need to be actively engaged in what they are reading. Therefore, they can make connections with the content. By getting them engaged and connecting the content, students will be able to reason, argue, and give opinions.
The process behind this has steps for the students and for the teachers. Students must complete the steps: Identify the issue, understand the issue, make it meaningful to themselves, analyze the process, and then create a solution to the issue. Teachers go through steps as well: describe the content, define the problems for the students, personalize the problems for the students, discuss the problem as well as an alternative for the problem, and then guide them to an answer.
Source:
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