IO4. Media Literacy
Work Area 5
Workshop 1: Community Media and Active Citizenship - Telling your story
Name of the key competence:
Community media as an important delivery agent for local aspirations on increasing education, volunteering and employment opportunities
Name of the workshop:
Community Media and Active Citizenship: Telling your story
5.2.1 Identify a theme, story or issue you feel passionate about and create a key message that best communicates your passions
5.2.2 Create a mindmap for the story that you would like to write based upon your key message
5.2.3 Choose an appropriate format for your story and audience (blogging, writing, filming), produce it
5.3.1 Research the background of a story that focuses on (i) Civic Participation or (ii) Active Citizenship and produce content suitable for Community Media that (i) strengthens, (ii) defends, (iii) argues or (iv) validates the chosen story
5.3.2 Identify suitable people who can give and opinion or provide input to your story including those in your community and personal networks
5.3.3 Describe what is needed to create a Press Kit
5.3.4 Identify the community media networks suitable for distribution of the Press Kit and stimulate community media interest
5.3.5 Collaborate with others to organise the production and distribution of the Press Kit
Work area{s):
W5: Media and Active Citizenship
Duration:
4 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: 2 hours
Learning Outcomes:
5.2.1 Identify a theme, story or issue you feel passionate about and create a key message that best communicates your passions
5.2.2 Create a mindmap for the story that you would like to write based upon your key message
5.2.3 Choose an appropriate format for your story and audience (blogging, writing, filming), produce it
Process: storytelling exercise – participants produce their own story
- The Facilitator explains the goal of the exercise: upon completion each participant is supposed to have a written story, post, or a video
- As the first step, the participants must identify a theme, story or issue they feel passionate about, create a key message, define genre and structure for their story/post/video. The Facilitator gives out to the participants the handout with the algorithm (Annex 1) to do that, further assisting them during their work.
- Based on the chosen key message and different elements, identified while following Annex 1, the participants are asked to create a mindmap for their story. They can do it either on paper, or using any digital mindmap creation website, such as mindmup.com
- Then 1 or 2 volunteers are offered to present their stories/mindmaps to the class
- At last, the Facilitator tells the participants to actually compose the draft of their story in a written form. If the video format was chosen by a certain participant, they must write the script for their video. The participants shall be given at least 45 minutes for this task.
Annexes:
Annex 1
Video:
Duration: 1 hour and 30 min
Learning Outcomes:
5.3.1 Research the background of a story that focuses on (i) Civic Participation or (ii) Active Citizenship and produce content suitable for Community Media that (i) strengthens, (ii) defends, (iii) argues or (iv) validates the chosen story
5.3.2 Identify suitable people who can give and opinion or provide input to your story including those in your community and personal networks
Process: participants write a backgrounder for their story
- The participants are asked to review the proposed links, containing the information regarding what a backgrounder is, an example of a backgrounder, and how to write one
- The Facilitator discusses with the format of a backgrounder with the whole class, making sure the participants understood everything
- Then the participants are asked to write the draft backgrounder: either for their own story, produced at the previous step, or for any other story that focuses on Civic Participation or Active Citizenship that they can research on the Internet. The participants must be given at least 1 hour.
- While writing, the participants are instructed to research as many different online sources of possible, and also keep in mind that the backgrounder is being written for the story that is supposed to be pitched to a Community Media and must strengthen, defend, and validate the chosen story.
- After the participants are finished with their draft backgrounders, the Facilitator explains that it’s always important to include other people’s expert opinion – either into their story or their backgrounder.
- The participants are proposed a “Chamomile” exercise: on a sheet of paper each participant must draw a chamomile with 7 petals. For each petal they must identify suitable people who can give and opinion or provide input to your story including those in your community and personal networks. The people should be chosen based on the criteria of relevance to the story, authority, public interest, qualification and expertise.
- While creating their chamomiles, the participants are advised to think of their own contacts, publications in the media and representatives from different institutions in the community (universities, research centres, NGOs, clinics, etc.).
- Apart from name, the petals must have information of the job title of the person, expertise area, their contact information and the question to them.
Annexes:
Video:
Duration: 1 hour
Learning Outcomes:
5.3.3 Describe what is needed to create a Press Kit
5.3.4 Identify the community media networks suitable for distribution of the Press Kit and stimulate community media interest
5.3.5 Collaborate with others to organise the production and distribution of the Press Kit
Process: group discussion
- The participants are given 15 minutes to review the proposed links, containing the information on Media / Press Kit
- 6 volunteers are chosen for the group discussion, the rest of the class are instructed to be observers and write their own ideas on a sheet of paper that must be handed to the Facilitator upon the completion of the activity
- The Facilitator gives the instruction for the discussion: the participants should imagine themselves to be an organisation fighting for the rights of people with foreign background, and they want to pitch a story to the community media regarding a recent event of police brutality case in their country (or any other issue of their choice). As a group, they must decide what they should include to their Media / Press Kit in order to ensure media coverage: both supporting their story with enough facts, background, and evidence, and yet not having too much information that would distract the attention of the media representative, who can throw away bad-structured Media / Press Kit without even reviewing.
- One member of the group is asked to write a list of chosen items on a flip chart
- If the discussion participants can’t start a discussion, the Facilitator initiates the discussion with questions, such as “What is Media / Press Kit?”, “Why is it needed?”, “What is the structure of Media / Press Kit?”, “What would you include to the Media / Press Kit you are sending to the media?” and others.
At the end of discussion, the participants are asked to think of some creative ways of delivering the Media / Press Kit in order to get media’s attention, both online and offline
Annexes:
Video:
https://nonprofitmarcommunity.com/create-media-kit-nonprofit/