IO4. Media Literacy
Work Area 4
Workshop 2: Media communication in the intercultural domain
Name of the key competence:
Media Literacy
Name of the workshop:
Media communication in the intercultural domain
Main learning outcomes:
4.2.1 Research cultural messages and evaluate their influence on either (i) integration or (ii) communication between different groups
4.2.2 Break down how a chosen message from a broad range of media forms help form public opinion
4.2.3 Comment on how a chosen message from a broad range of media forms helps to spread cultural messages
4.4.1 Describe the forms of community media
4.4.2 Break down the role of community media in the process of (i) participation and (ii) access
4.4.3 Describe how community media aids the process of building (i) citizenship, (ii) raising social awareness
4.4.4 Reflect on the importance of participation in and creating alternative spaces in which to speak in their own voice and express
Work area{s):
WA4: Evaluating Media Communication
Duration:
4 hours
AC entry level
2
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 20 min
Learning Outcomes:
4.2.1 Research cultural messages and evaluate their influence on either (i) integration or (ii) communication between different groups
4.2.2 Break down how a chosen message from a broad range of media forms help form public opinion
4.2.3 Comment on how a chosen message from a broad range of media forms helps to spread cultural messages
Process: ranking disinformation activity
- The activity starts with the Facilitator telling an example from Annex 1 “Framing example”, followed up short group discussion, with the participants being asked to share their understanding of the terms ‘disinformation’ and ‘fake news’
- The Facilitator presents and explains 7 types of disinformation / fake news from Annex 2: 7 types of disinformation
- Presentation and explanation of the “ladder” ranking system: fake news should be ranked by placing post-it notes in vertical order of their harmfulness, with the most harmful at the top of the “ladder.”
- The participants are divided into smalls groups.
- Each group is asked to research online 7 examples of fake news regarding immigrants and refugees that fit into each of the 7 types of disinformation / fake news. Participants should rank them from the most harmful to least harmful based on the ladder ranking system.
- The small groups are also supposed to argument the risks and consequences of ‘liking’, ‘sharing’, and commenting on fake news posts of different degree of harmfulness
- One representative from each small group is asked to share their group’s experience and conclusions they’ve made.
Annexes:
Annex 1, Annex 2
Video:
Duration: 1 hour and 20 min
Learning Outcomes:
4.2.1 Research cultural messages and evaluate their influence on either (i) integration or (ii) communication between different groups
4.2.2 Break down how a chosen message from a broad range of media forms help form public opinion
4.2.3 Comment on how a chosen message from a broad range of media forms helps to spread cultural messages
Process:
- The Facilitator delivers short theoretical material on agenda setting from Annex 3: Agenda setting
- Then the article about “Swedish Democrats” political party is suggested for their review (see Links sections)
- After getting acquainted with the materials, the participants are divided into small groups of 3-5 persons.
- Each group is asked to create a mindmap of agenda setting concerning immigrants and refugees in the country. The Facilitator should explain that the phrase “agenda setting in (country name)” has to be in the middle, while the branches of the mindmap can be a) specific agenda setting topics that are present in the country’s discourse, b) the agents of agenda setting (specific political parties, different media) and their motives, c) agents, channels and ways to combat such agenda setting, d) other audiences involved and their attitudes (public, policy-makers, different stakeholders) as well as any other relevant content.
- To stimulate participants’ thinking and help generate ideas, the students are provided with the discussion questions from Annex 4: Questions for consideration. The questions must be displayed on the board and explained by the Facilitator.
- When all groups are ready with their mindmap, one representative from each group must present the results of their work.
Annexes:
Annex 3, Annex 4
Video:
Duration: 1 hour and 20 min
Learning Outcomes:
4.4.1 Describe the forms of community media
4.4.2 Break down the role of community media in the process of (i) participation and (ii) access
4.4.3 Describe how community media aids the process of building (i) citizenship, (ii) raising social awareness
4.4.4 Reflect on the importance of participation in and creating alternative spaces in which to speak in their own voice and express
Process: the “Fishbowl” activity
- The Facilitator explains to the participants what community media is
- “Fishbowl” experiential exercise technique is then explained to the participants: a medium-sized group of students (4-6) is selected to sit at the front of the whole classroom and openly discuss an assigned topic so the entire classroom can hear. Once this portion of the activity is complete, the remaining participants repeat the activity (so that everyone participates).
- The following questions are displayed on the board to provide the topics and scenario for the discussion, as well as stimulate it:
– Discuss the role of different community media channels in forming public opinion
– How can one participate in community media and how accessible do you think they are in your country?
– Describe how community media aids the process of building (i) citizenship, (ii) raising social awareness
– Elaborate on how you or someone else from your community could influence the media landscape through community media
– Reflect on the importance of participation in and creating alternative spaces in which one can speak in their own voice and express their opinion
Annexes:
Video: