IO4. Media Literacy
Work Area 1
Workshop 1: We are all connected – an introduction to media
1. General Information
Name of the key competence:
Forms of Media and Media Skills
Name of the workshop:
We are all connected: an introduction to media
Main learning outcomes:
1.1.1 Describe the main forms of media literacy available in every-day society by giving a short written or verbal summary of each
1.1.2 Examine the different forms of media and compare and contrast these to review their purpose
1.1.3 Appraise an example of a media message from a popular media source, explain the message, values and point of view
1.1.4 Debate a popular story being told and make a written or verbal summary of its point of view
WA1: Forms of Media and Media Skills
AC entry level
Class room activity
Outward bound activity
Min. training materials:
Beamer and PC
Paper/pencils, post its etc
access to PCs or SMART devices
Involvement of third parties
Special arrangements needed
Prep work for participants required
2. Didactical Methodology
Part of workshop
Innovative didactical methodology used:
What it means:
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
3. Type of training activities used
Type of activity
Part of workshop
1. Q-A session
2. Case studies
3. Small group discussions
4. Active summaries
6. Real world learning / real life scenario
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
17. Instructional video
18. Role playing
20. (Mentor) work shadowing
22. Event organisation
23. Online training
24. Learning game
4. Organization of the workshop
1 hour, 30 minutes
1.1.1 Describe the main forms of media literacy available in everyday society by giving a short written or verbal summary of each.
1.1.2 Examine different forms of media and compare and contrast to review their purpose.
- The Facilitator helps the group get to know one-another by engaging them in an Ice Breaker Activity – Get to Know You Bingo.
- Once the Ice-breaker activity is completed, the Facilitator introduces the next activity: Video No1: play video, stop at “influence on everything we do”.
- The Facilitator engages the group in small group discussions participants explore their understanding of media and its influence.
- 10-minute activity: No1 – the small groups are each given a mind-map template and are asked to write down their ideas on The Media and Influence.
- Video No1: Play the video from ‘Crash Course’ up until 2:35– encouraging the group to take notes.
- 10-minute activity: No2 – the small groups continue to build their mind map from notes they’ve taken.
- Video No1: play video from 1:23 encouraging the group to watch and take notes. The focus of this session is that Everyone has something to say, a story to tell and the group is encouraged to make a note of the questions being asked in the video.
- 10- minute activity: No3
- Video No1: paused at 2:19, the video asks what is “media”? and using this image the Facilitator should ask each member of the group to provide a description of the media from their perspective – they can use the mind-map to help their reflections/presentation. The learning facilitator should not show the video beyond what is “media”? … a host of ever changing interfaces, impacting on the world around us.
Annex 1 Ice breakers and 10-minute Activities
1 hour, 30 minutes: Message, Values and Points of View
1.1.3 Appraise an example of a media message from a popular source, explain the message, values and point of view
- The Facilitator provides an example of a contemporary media story and asks each individual within the group to spend 15 minutes reading and thinking about the story.
- In pairs, the Facilitator encourages each pair to spend 30-minutes to compare and contrast their individual understanding of the story in terms of message, values and point of view.
- As a group, the Facilitator brings together the different perspectives from the paired work and works with the group for 45 minutes to come to an overall group conclusion/consensus in terms of a point of view.
Annex 2: Contemporary News Item
1 hour, 30 minutes: Is it Shareworthy?
1.1.4 Describe a popular story being told and make a written or verbal summary of its point of view
- Using small group work, the Facilitator asks the group to select a popular story being told in the news; these can be selected from a range of stories provided by the Facilitator or through Internet searches e.g. using SMART phones.
- Each small group discusses the story and produces a written or verbal summary using the Is it Shareworthy infographic as a guide.
- The Facilitator then asks each of the smaller groups to present their summary of the story and facilitates a debate with the rest of group.
Annex 3: Is it Shareworthy?