Teaching English 9. Media: a balanced approach - Nancy Grimm - Michael Meyer - Laurenz Volkmann
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Teaching English 9. Media: a balanced approach Nancy Grimm – Michael Meyer – Laurenz Volkmann
1. Media pedagogy and media literacy
0. Table of contents 2. Potential
3. Media repertoire
4. Digital technologies: new horizons, new
challenges
5. Four examples of media use
5.1 Writing and illustrating a picture book
3.2 Weather reports with fun
3.3 Telling stories in pictures
3.4 Platform-based literature project
6. Recommended reading
7. Acknowledgments
Chapter 9: Media – a balanced approach 21. Media pedagogy
and media literacy
Kultusministerkonferenz:
Media literacy
educational mandate of schools
a Kulturtechnik like reading,
arithmetic, writing
based on Hug 2002: 8-9
1. Media pedagogy and media literacy 31. Media pedagogy and media literacy – which risks do media pose?
Over-stimulation attention deficits
Disinterest in the actual media contents
Anxieties, delusive perceptions of reality, problematic set of norms & values,
problematic behavior intellectual development, social relationships
Access to media varies social exclusion
Manipulation & propaganda issues: public opinion formation, data protection, protection
of minors & consumers, safeguarding of personal rights & intellectual property.
1. Media pedagogy and media literacy 41. Media pedagogy and
media literacy –
pedagogy of
multiliteracies
First, we want to expand the idea and scope of
Today we are beginning to literacy pedagogy to account for the context of our
culturally and linguistically diverse and increasingly
notice that the new media are globalized societies, for the multifarious cultures
not just mechanical gimmicks that interrelate and the plurality of texts that
for creating worlds of illusion, circulate. Second, we argue that literacy pedagogy
but new languages with new now must account for the burgeoning variety of text
forms associated with information and multimedia
and unique powers of technologies. This includes understanding and
expression. – competent control of representational forms that
are becoming increasingly significant in the overall
Marshall McLuhan communications environment […].
Cazden et al. 1996: 61
1. Media pedagogy and media literacy 51. Media pedagogy and
media literacy –
pedagogy of
multiliteracies
Multiliteracies model
Cazden et al. 1996: 83
1. Media pedagogy and media literacy 61. Media pedagogy and media literacy – media literacy objectives
Wermke 1997: 145, adapted
1. Media pedagogy and media literacy 71. Media pedagogy and media literacy – media literacy objectives
Picture frame and caption
Size and format (landscape- or
portrait-format)
Composition (line, shape, color,
texture, rhythm, contrast, salience)
Genre and motif
Point of view/perspective, angle,
horizon, and space (visible – invisible,
seen – unseen)
Position and size of subject on the
page
1. Media pedagogy and media literacy 81. Media pedagogy
and media literacy
[T]here are no purely visual images; images
Visual literacy never appear without words, music, or other
sounds. Even in art galleries images appear with
labels, and their assumed significance is deeply
grounded in art history texts and columns of
written critique. The multimodal nature of
imagery is even more evident when considering
the forms in which imagery mostly occurs today,
on television, at the movies, in print, and on
computer screens. Words, music, and sound
effects anchor the meaning of images.
Duncum 2010: 10
1. Media pedagogy and media literacy 91. Media pedagogy and media literacy – educational objectives of media studies
Information
Legal issue,
Communi-
data
cation &
protection,
coopera-
protection
tion
of minors
Media
studies
Production
& presen- Reflection
tation
Analysis &
evaluation
1. Media pedagogy and media literacy 101. Media pedagogy
and media literacy Research
Teacher training
There is room for
improvement!
Infrastructure
Disadvantages
Cooperation
Long-term
implementation
1. Media pedagogy and media literacy 111. Media pedagogy and media literacy Collect and discuss tasks, activities, projects that could be carried out in the EFL classroom to facilitate media literacy and address the teaching objectives outlined above. 1. Media pedagogy and media literacy 12
1. Established place in TEFL three-layered function
a. teaching and learning aids
1. Media pedagogy b. communicative tools
and media literacy c. subjects of reflection
2. Facilitating media literacy as interdisciplinary endeavor
teachers as agents of change and innovation
Why should (English) teachers 3. Sensible use of media required of competent EFL teachers
care about media? sound didactic reflection
how the choice of a medium contributes to the learning
objectives they are aiming at
which method as well as activities and tasks they want to
use
which learning environment and media infrastructure they
have at their hands
which prior knowledge on the part of students they can
work with
1. Media pedagogy and media literacy 132. Potential
» bridge the gap: private life & school
» creativity
» negotiation of meaning
» cooperation
Potential for » bridge the gap: teacher and learner
students, » greater variety
teachers, » learning atmosphere
schools » social competences
» infrastructure & innovation
» collaboration & action
» reach larger public: interest & initiative
2. Potential 143. Media repertoire
Media can be described “as
those sociotechnical systems
and cultural practices of the
dissemination and storage of
information which serve for
the design of communication
and interaction” (Banse &
Metzner-Szigeth 2012: 235)
based on Banse & Metzner-Szigeth 2012: 235
3. Media repertoire 153. Media repertoire
- language
- pictures - audiovisual
media - CALL
- chalkboard
- MALL
- textbook
“In the case of educational contexts, learners can easily produce
different kinds of digital contents (e. g., with their mobile phones,
iPods, handheld consoles, etc.), which they can rapidly edit and share
with learners and/or teachers through the Internet.”
Díaz Vera 2012: xiv
3. Media repertoire 163. Media repertoire
Blended learning
Wiepcke et al. 2008: 30, adapted
3. Media repertoire 17“[I]t is not media but the uses made of them that can be
3. Media repertoire characterised as traditional or modern.” (Evans 2012:
217)
“[F]undamental continuities and interdependencies
between new media and ‘old’ media (such as television)
A balanced approach! […] exist at the level of form and content, as well as in
terms of economics.” (Buckingham 2008: 14)
“[T]he advent of a new technology may change the
functions or uses of old technologies, but it rarely
completely displaces them.” (Buckingham 2008: 14)
“[L]earning is influenced more by the content and
instructional strategy in a medium than by the type of
medium.” (Clark 1994: 21)
3. Media repertoire 183. Media repertoire – functions along media types
Body Textbook Blackboard OHP Pictures Texts
Audiovisual Multimedia
CD-Rom Smartphone Apps Computer/laptop
media projector
3. Media repertoire 193. Media repertoire – functions along media types Collect and discuss tasks, activities, projects that could be carried out in the EFL classroom to facilitate media literacy and address the teaching objectives outlined above. 3. Media repertoire 20
4. Digital technologies – digital media: friend or foe?
Opinions which
Euphoric proposals stress that the risks
promoting digital of digital
media in teaching media need to be
addressed, but
generally opt for
Pessimistic an integrative and
stances on how reflected
digital media have use
caused a ‘dumbing-
down’ of society
4. Digital technologies: new horizons, new challenges 214. Digital technologies – net generation?
Digital
immigrants
? Digital
natives
“Digital Immigrant instructors, who speak an outdated language (that of the
pre-digital age), are struggling to teach a population that speaks an entirely
new language.”
Prensky 2001a: 2
4. Digital technologies: new horizons, new challenges 224. Digital technologies – net generation?
Digital
immigrants
! Digital
natives
The alleged rift between these two generations has now been relativized!
inept generalizations
media use, competencies and motivation differ
statistics paint a diverse picture
4. Digital technologies: new horizons, new challenges 23Teachers could learn more about what
4. Digital technologies: young people think and how they reflect
new horizons, new on media such as computer games.
challenges
In my opinion, one should learn more about
cyber-bullying because that is one of the worst
What students expect from things in chatrooms. Data protection is another
their teachers important issue! Which kind of information is
one allowed to share and publish?! These topics
should be addressed more at school.
A lot of students know more about the
use of media than most teachers. […] It is
a real shame that our so-called media
teacher is not able to play a video
because he does not know how to open
the media player.
Keine Bildung ohne Medien! 2010: 1-5, own trans.
4. Digital technologies: new horizons, new challenges 24Teachers could learn more about what
4. Digital technologies: young people think and how they reflect
new horizons, new on media such as computer games.
challenges
In my opinion, one should learn more about
cyber-bullying because that is one of the worst
Reflect on the student things in chatrooms. Data protection is another
statements. Assess your important issue! Which kind of information is
one allowed to share and publish?! These topics
technology-related should be addressed more at school.
instructional
competences and discuss A lot of students know more about the
how these could be use of media than most teachers. […] It is
a real shame that our so-called media
improved. teacher is not able to play a video
because he does not know how to open
the media player.
Keine Bildung ohne Medien! 2010: 1-5, own trans.
4. Digital technologies: new horizons, new challenges 254. Digital technologies: new horizons, new challenges – impact on learning
Used in problem- & project -oriented learning as well as open teaching and learning
scenarios
Students adopt increasingly active roles more self-regulated learning takes place
Online publishing, cooperation with external partners more responsibility for
learning process & outcome
Peer-tutoring
Cooperation (e. g., classes in other countries, authors, media experts)
Schulz-Zander 2003: n. p.
4. Digital technologies: new horizons, new challenges 264. Digital technologies: new horizons, new challenges – impact on learning
Access
Multifunctionality and convergence
Portability, ubiquity, personal ownership
User-generated content and contexts
Interactivity and non-linearity
Distributed knowledge construction
Multimodal knowledge representation
Pachler 2014: 146
4. Digital technologies: new horizons, new challenges 274. Digital technologies:
new horizons, new
challenges
Technological pedagogical
content knowledge
Koehler & Mishra 2009: 63
4. Digital technologies: new horizons, new challenges 285. Four examples of
media use
Beginners: writing and
illustrating a picture book
Stafford 2011: 48-49, adapted
5. Four examples of media use 295. Four examples of
media use
Intermediate learners:
weather reports with fun
Grimm & Riecken 2014, adapted
5. Four examples of media use 305. Four examples of
media use
Upper-intermediate learners:
telling stories in pictures
project: M. Meyer, undocumented
5. Four examples of media use 315. Four examples of
media use
Advanced learners: platform-
based literature project
Klemm & Grimm 2013, adapted
5. Four examples of media use 32Recommended reading Albers, Carsten; Johannes Magenheim & Dorothee M. Meister (2011). Der Einsatz digitaler Medien als Herausforderung von Schule: Eine Annäherung. In: Carsten Albers; Johannes Magenheim & Dorothee M. Meister, eds. Schule in der digitalen Welt: Medienpädagogische Ansätze und Schulforschungsperspektiven. Wiesbaden: VS, 7-16. Grimm, Nancy (2012). Digital Media: Promise for or Threat to Education? In: Maria Eisenmann & Theresa Summer, eds. Basic Issues in EFL Teaching and Learning. Heidelberg: Winter, 229-40. Groeben, Norbert (2002). Dimensionen der Medienkompetenz: Deskriptive und normative Aspekte. In: Norbert Groeben & Bettina Hurrelmann, eds. Medienkompetenz: Voraussetzungen, Dimensionen, Funktionen. Weinheim et al.: Juventa, 160-97. Medienanstalt Hamburg/Schleswig Holstein (2010). Medienbildung – (k)ein Unterrichtsfach? Eine Expertise zum Stellenwert der Medienkompetenzförderung in Schulen. Hamburg: Universität Hamburg. Reinfried, Marcus & Laurenz Volkmann, eds. (2012). Medien im neokommunikativen Fremdsprachenunterricht: Einsatzformen, Inhalte, Lernerkompetenzen. Frankfurt a. M. et al.: Lang. Voigts-Virchow, Eckhart (2005). Introduction to Media Studies. Stuttgart et al.: Klett. Volkmann, Laurenz (2005). ‘Demokratisierung des Lernens’ oder ‘Medienverwahrlosung’? Überlegungen zum didaktischen Umgang mit dem Internet. In: Gabriele Blell & Rita Kupetz, eds. Fremdsprachenlernen zwischen Medienverwahrlosung und Medienkompetenz: Beiträge zu einer kritisch-reflektierenden Mediendidaktik. Frankfurt a. M. et al.: Lang, 43-66. Chapter 5: Grammar and vocabulary 33
Acknowledgments Banse, Gerhard & Andreas Metzner-Szigeth (2012). Cultural Diversity and New Media – Their Interaction as an Element of European Integration: Elaborating a European Research Network. In: Annely Rothkegel & Sonja Ruda, eds. Communication on and via Technology. Berlin et al.: de Gruyter, 217-258. Buckingham, David (2008). Introducing Identity. In: David Buckingham, ed. Youth, Identity, and Digital Media. Cambridge, MA et al.: MIT, 1-22. Clark, Richard E. (1994). Media Will Never Influence Learning. In: Educational Technology: Research & Development 42.2, 21-29. Cazden, Courtney; Bill Cope; Norman Fairclough & James P. Gee (1996). A Pedagogy of Multiliteracies: Designing Social Futures. In: Harvard Educational Review 66.1, 60-92. Díaz Vera, Javier E. (2012). Great Expectations: Formalizing and Transforming Mobile-Assisted Language Learning. In: Javier E. Díaz Vera, ed. Left to My Own Devices: Learner Autonomy and Mobile-Assisted Language Learning. Bingley: Emerald, xi-xix. Duncum, Paul (2010). Seven Principles for Visual Culture Education. In: Art Education 63.1, 6-10. Evans, Michael (2012). Introduction: Traditional and Modern Media. In: Maria Eisenmann & Theresa Summer, eds. Basic Issues in EFL Teaching and Learning. Heidelberg: Winter, 217-27. Grimm, Nancy & Olesya Riecken (2014). What’s the Weather Like? Oder: Weather Reports With Fun. In: Praxis Schule 5-10 6, 21-27. Hug, Theo (2002). Medienpädagogik: Begriffe, Konzeptionen, Perspektiven. In: Gebhard Rusch, ed. Einführung in die Medienwissenschaft: Konzeptionen, Theorien, Methoden, Anwendungen. Wiesbaden: Westdeutscher Verlag, 189-207. Chapter 5: Grammar and vocabulary 34
Acknowledgments Keine Bildung ohne Medien! (2010). Schüler fordern: Mehr mit und über Medien lernen! http://www.keine-bildung-ohne-medien.de/presse/svz-auswertung_offene-fragen.pdf. Klemm, Uwe & Nancy Grimm (2013). Go Edmondo: Plattformgestützte Lektüre des Romans A Long Way Down. In: Babylonia 3, 50-54. Koehler, Matthew J. & Punya Mishra (2009). What Is Technological Pedagogical Content Knowledge? In: Contemporary Issues in Technology and Teacher Education 9.1, 60-70. Pachler, Norbert; Michael Evans; Ana Redondo & Linda Fisher (2014). Learning to Teach Foreign Languages in the Secondary School: A Companion to School Experience. 4th ed. London et al.: Routledge. Prensky, Marc (2001a). Digital Natives, Digital Immigrants Part I. In: On the Horizon 9.5, 1-6. Schulz-Zander, Renate (2003). Nationale Ergebnisse der internationalen IEA-Studie SITES Modul 2, Second Information Technology in Education Study: Zusammenfassung zentraler Ergebnisse. http://ipso.ifs- dortmund.de/pdf/Kurzfassungschlussbericht4.pdf. Stafford, Tim (2011). Teaching Visual Literacy in the Primary Classroom: Comic Books, Film, Television and Picture Narratives. Abingdon et al.: Routledge. Wermke, Jutta (1997). Integrierte Medienerziehung im Fachunterricht: Schwerpunkt Deutsch. Munich: kopaed. Wiepcke, Claudia; Ewald Mittelstaedt & Andreas Liening (2008). Blended Learning Approaches to Enhance Gender Mainstreaming. In: Asian Women 24.4, 21-41. Chapter 5: Grammar and vocabulary 35
Acknowledgments The cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise indicated, the copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the units unless given below. All of the websites were checked on 10 September 2014. Slide 3: Focal areas of media pedagogy, based on Hug 2002, 8-9 Slide 6: Multiliteracies model, Cazden et al. 1996: 83 Slide 7: Media literacy, based on Wermke 1997: 145 Slide 8: Whale Rider movie posters, http://www.impawards.com/2003/whale_rider.html, http://www.impawards.com/2003/whale_rider_ver3.html Slide 11: http://www.onlydeadfish.co.uk/only_dead_fish/2011/01/future-trends-innovation-briefing.html, https://commons.wikimedia.org/wiki/File:Working_Together_Teamwork_Puzzle_Concept.jpg, https://leadershipfreak.wordpress.com/2012/07/11/women-dont-take-risks-like-men, http://www.navigaweb.net/2015/02/trovare-la-password-del-wifi-se.html, http://edmodo.antoniogarrido.es, http://research.northumbria.ac.uk/support/2015/03/23/ee-research-funding-drop-in-session-24th-march-2-5pm- pandon-217 Slide 14: http://www.wiskundemeisjes.nl/20130311/beste-wethouders-van-onderwijs-over-loten-in-het- voortgezet-onderwijs, http://www.publicdomainpictures.net/view-image.php?image=56146&picture=woman- teacher-cartoon&large=1, http://www.meganford.net/lifelong-learner.html Slide 16: Extract from Comenius’ Orbis sensualium pictus, https://commons.wikimedia.org/wiki/Category:Orbis_pictus?uselang=de#/media/File:Orbis-pictus-024.jpg Slide 17: Blended learning: media, methods, and theories, adapted from Wiepcke et al. 2008: 30 Chapter 5: Grammar and vocabulary 36
Acknowledgments Slide 19: http://www.clipshrine.com/multiple-user-icons-different-colors-16122-cv-b.html, http://www.clipshrine.com/straighten-books- 4600-medium.html, http://www.publicdomainpictures.net/view-image.php?image=37299&large=1, https://en.wikipedia.org/wiki/Overhead_projector#/media/File:OHP-sch.JPG, https://de.wikipedia.org/wiki/V%C3%B6gel#/media/File:House_Sparrow_(M)_I_IMG_7881.jpg, http://blog.prathambooks.org/2010/07/conferences-contests-and-workshops.html, http://www.publicpolicy.telefonica.com/blogs/blog/2011/05/14/oecd-discussions-on-trade-restrictions-on-audiovisual-services, https://pl.wikipedia.org/wiki/Projektor, http://www.clipshrine.com/cdrom-disk-floder-15670-medium.html, https://en.wikipedia.org/wiki/Smartphone#/media/File:IPhone_5S_home_button.png, https://en.wikipedia.org/wiki/Mobile_app#/media/File:Apps_on_Nexus_4.png, https://en.wikipedia.org/wiki/Laptop#/media/File:Microsoft_Surface_Pro_3_with_Type_Cover.jpg Slide 21: https://commons.wikimedia.org/wiki/File:Digitale_Kompetenzen_01-09- 2014_3.JPG?uselang=de#/media/File:Digitale_Kompetenzen_01-09-2014_3.JPG Slide 22 & 23: https://commons.wikimedia.org/wiki/Library#/media/File:SteacieLibrary.jpg, https://en.wikipedia.org/wiki/Mobile_app#/media/File:Apps_on_Nexus_4.png Slide 24: http://201037825.wikispaces.com/%2A%2A+Example+of+a+Blog+%2A%2A Slide 28: The TPACK framework and its knowledge components, Koehler, Matthew J., & Mishra, Punya (2009). “What Is Technological Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9.1, S. 63. Available online http://tpack.org; Reproduced by permission of the publisher, © 2012 by tpack.org Slide 29: https://pixabay.com/en/t-rex-dinosaur-animal-prehistoric-311592, writing and illustrating a picture book, adapted from Stafford 2011: 48-49 Slide 30: word cloud created with tagxedo.com, weather reports with fun, adapted from Grimm & Riecken 2014 Slide 31: https://en.wikipedia.org/wiki/Point_of_view_shot#/media/File:The_Driller_Killer_Pinball_Scene_Shot_to_Shot.png; project M. Meyer, undocumented Slide 32: screenshot of project homepage, https://toppersjump.wordpress.com; Platform-based literature project, adapted from Klemm & Grimm 2013 Chapter 5: Grammar and vocabulary 37
You can also read
