IO4. Media Literacy
Work Area 5
Workshop 1: Community Media and Citizen Journalism
Name of the key competence:
Media and Active Citizenship
Name of the workshop:
Community Media and Citizen Journalism
Main learning outcomes:
5.1.1 Research local community media and identify (i) how local community media operate, (ii) local community media associations and (iii) local community charters
5.1.2 Identify and validate the experience needed by a ‘citizen journalist’ and give a summary of the role
5.1.3 Identify community media resources that are available locally and how these can be accessed (i) access to ICT, (ii) media production and (iii) community media skills development training
Work area{s):
W5: Media and Active Citizenship
Duration:
4.5 hours
AC entry level
3
Class room activity
Outward bound activity
E-learning activity
Min. training materials:
Online connection
Beamer and PC
White board
Paper/pencils, post its etc
Extra rooms
Others:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
Annexes
Part of workshop
Innovative didactical methodology used:
What it means:
1st part
2nd part
3rd part
1. Spaced learning
Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students
2. Cross Over learning
Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives
3. Learning through argumentation
Argumentation as means to attend to contrasting ideas, which can deepen their learning. Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations
4. Incidental learning
Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher
5. Context based learning
By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning
6. Computational thinking
Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).
7. Learning by doing
A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn
8. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process
9. Adaptive Teaching
Using data of learner’s previous and current learning to create a personalized path through educational content.
Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study
10. Analytics of Emotions
Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner
Type of activity
Part of workshop
1st part
2nd part
3rd part
1. Q-A session
2. Case studies
3. Small group discussions
4. Active summaries
5. Demonstrations
6. Real world learning / real life scenario
7. Apprenticeship
8. Story board teaching
9. Out of class activity
10. Problem-based learning activity / problem solving
11. Collaborative preparation
12. Discussion questions / group discussion
13. Group activity
14. Story telling
15. Mind mapping
16. Brainstorming
17. Instructional video
18. Role playing
19. Self-assessment
20. (Mentor) work shadowing
21. Instruction
22. Event organisation
23. Online training
24. Learning game
25. Reflection
26. Coaching
Duration: 1 hour and 15 min
Learning Outcomes:
5.1.1 Research local community media and identify (i) how local community media operate, (ii) local community media associations and (iii) local community charters
Process:
Collaborative preparation exercise:
- The Facilitator explains the goal of the exercise: to get acquainted with the local community media and create a media list in order to have an overview of them, as well as for potential future use by the participants
- Depending on the group, the Facilitator either asks the participants to quickly review 2 articles from useful links or briefly presents the material from there himself/herself.
- Then the whole class collaboratively fills out the template in Annex 1 “Media list template”. The process goes as follows: the participants research on their PCs the community media and suggest what they find to the whole class. Guided by the Facilitator, the class discuss the relevance of the proposed by one of the participants media, and then the Facilitator puts it to the template, that is displayed for the whole class to see.
- After the template is filled out with several sources or when there are no more community media or bloggers, the Facilitator discusses with the class how the created media list can be used, how one can initiate contact with the found responsible people, and for what purposes they can be contacted.
Annexes:
Annex 1
Video:
1. https://www.huffingtonpost.com/catriona-pollard/how-to-create-an-excellen_b_9560278.html?ncid=engmodushpmg00000006
2. https://www.criminallyprolific.com/media-list-examples/
1 hour, 30x minutes: Being a ‘citizen journalist’
Learning Outcomes:
5.1.2 Identify and validate the experience needed by a ‘citizen journalist’ and give a summary of the role
- The participants watch the videos to learn about citizen journalism and get inspired
- The Facilitator runs a short group discussion to make sure everyone has an idea of what citizen journalism is. These questions can be asked the class:
- Who is the citizen journalist?
- What are 2 ways you can become citizen journalists?
- What are the channels a citizen journalist can use?
- The Facilitator says we can now all imagine ourselves citizen journalists and do a little journalistic “espionage”, compiling a dossier about a certain person
- The class is divided into 2-3 groups
- Each group chooses a governor, famous entrepreneur or a business owner, a sportsman or a public figure. If the group can’t decide themselves, the person for a dossier is suggested by the Facilitator
- Then each group must research online a maximum of unique and interesting information about the person they chose. To be more efficient, each group can split the sources to research among its members. The sources can be public databases, social media, local media or media monitoring websites and other legitimate websites.
- Having collected the information each group is supposed to turn it to a simple infographic, using some online tool (such as Canva, Easel.ly, Venngage). Alternatively, if the digital competence of the participants is not enough for this, they can draw a mindmap (online, on paper, or on a white board)
- At last, 2 representatives from each group must present their dossiers.
Annexes:
Ref number
Video:
1 hour, 45 minutes: Community media from the inside
Learning Outcomes:
5.1.3 Identify community media resources that are available locally and how these can be accessed (i) access to ICT, (ii) media production and (iii) community media skills development training
- The Facilitator must organise a study visit to a local community media, preferably run by people with foreign background and covering integration issues
- The representative of the community media is asked to present their work, mentioning the resources they possess, their access to ICT, how the content is produced and disseminated.
- Upon arrival back to the class, each participant must write a 3 minute essay, describing their feedback / impressions from the study visit. Alternatively, if the participants are not returning to the class, each of them must present their feedback at the place verbally, one by one.
Annexes:
Ref number
Video: