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1 BBEP Conference July 29, 2015 Integrating Media Literacy and Critical Thinking into Teaching about Biofuels Science Chris Sperry Project Look Sharp, Ithaca College The mission of Project Look Sharp is to provide materials, training and support for the effective integration of media literacy with critical thinking into classroom curricula at all educational levels.

2 The average time 8-18 year-olds spend with media (not school related) per day? 7:38 hours per day 10:45 hours of media exposure per day

3 What are the dominant media forms? print :38 movies :25 computer 1:29 video games 1:13 music/audio 2:31 TV content 4:29

4 Anything that takes up this much space in the lives of our children deserves our attention.

5 Messages conveyed through visuals, language and/or sound Media (Mass) produced for a (mass) audience mediated by a form of technology The producer of the message is not in the same place as the receiver of the message What media forms have you experienced today?

6 Types of Media Radio Television Newspapers, Magazines Internet Advertising in All Forms Videos, DVDs, Films Computer & Video Games Recorded Music (e.g., CDs) Books (e.g., Textbooks) Charts, Graphs, Maps, Diagrams, Dictionaries, Comic Books, Timelines, Etchings, Creation Stories

7 Constructivist Media Decoding Knowledge, Analysis and Evaluation

8 Media Decoding trains students in a methodology for critical thinking that is core to the scientific method. Students... carefully examine information and messages in a diversity of different types of media. apply prior knowledge and identify evidence in documents to interpret meaning. ask a consistent set of questions about the accuracy, currency and credibility. draw well-reasoned conclusions after weighing the evidence, evaluating different interpretations, and reflecting on our own biases share their observations and conclusions and defend their analysis.

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10 Who produced this and why? What accurate and inaccurate information about (tsunamis) were in the clip? Why might the film have included false information? See Handout Do you think viewers might believe that information? How do we protect ourselves against believing false information from the media?

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12 Lessons 1: Framing the Debate 2: Global Warming: Fact or Myth? 3: Discourse or Disinformation? 4: What is Causing Global Warming? 5: The Consequences of Warming 6: The Precautionary Principle 7: Assessing Carbon Footprints 8: History of Global Warming in the Media

13 Kit: Media Constructions of Sustainability: Food, Water and Agriculture #1 What Do You Know? - text on PowerPoint #2 Creative Visions of the Future - television, film, song, poetry, Literature #3 Defining Sustainability - web page, magazine, blog, speech #4 Sustainability & Media: Introducing Content Analysis - magazine covers #5 Student Media Research Project on Sustainability - student research #6 Voices Role-Play film, video, commercials, web pages, cartoon, cover #7 Farming, Community & Sustainability - mural, toy, poster, report, song, + #8 Sustainable Economics - magazine articles #9 Food Security - video clips, text from online publications and websites #10 Sustainable Cultures - documentary film, web video, web page #11 The Value of Water - book covers, tables of contents #12 Who Owns the Water? - documentary film, feature film, web video #13 Consumerism & Sustainability - television commercials, documentary #14 BP Oil and Gulf Fisheries newspaper headlines, website titles, videos #15 Who Stewards Seeds? - documentary film, Internet videos #16 Green Revolution - newspaper articles, blog posting #17 Guiding Our Food Choices - Web pages #18 Biofuels: Problem or Solution?, newspaper articles, Intern #19: Transitioning to a Sustainable Future - web page, blog, poster, book cover

14 Media Construction of Sustainability in the Finger Lakes # 20 Climate Change + Agriculture reports, blog, Web page, webcast, video, + # 21 Bioregional Economy various (student-selected) # 22 Watershed Stakeholders videos, maps, gvmnt pubs, newsletter, articles # 23 Onondaga Lake - newspaper, website, public comments, brochure # 24 Hydrofracking - diagram, doc. film, video, satirical TVnews, Google search # 25 Sustainable Food Systems news, press release, web page, blog, article, fact sheet, report # 26 Traditional & Industry Farming web page, news, book, report, social media, blog

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16

17 Question to Science Teachers: Why ingrate media decoding into science classes?

18 1) To build student engagement Media decoding activities had students apply, internalize and demonstrate scientific concepts and knowledge while developing the analytical and critical thinking capacities that are embedded in the science standards.

19 LSTA Teacher Feedback: The kids stayed on and continued the discussion after the bell rang. This was able to reach kids who were more English/Language Arts type students than just the typical science type students. This got students involved who have no intrinsic motivation. Even my trouble students raised their hands and had good comments! It really helps students use a different part of their brain than they're used to using at school!

20 2) To make connections to students every day lives through popular culture media: Earth Science (6 th gr) - tectonics, faults, earthquakes, tsunamis, and volcanoes Apocalypse 10.5 Forensics (HS) - medical assessment procedures CSI Matter (1 st gr) - the properties of solid, liquid, gas Spiderman vs Aquaman

21 3) To identify and analyze erroneous scientific facts Fact vs. Fiction analyzing urban legends

22 Urban Legends: Fact or Fiction? Interview 10 people: True, False, Unsure Tally your results: calculate percentages Draw conclusions: accuracy, credibility, other Draw your own conclusions: based on your survey results, own prior knowledge, common sense, etc. Report out.

23 FALSE

24 Investigating Urban Legends snopes.com

25

26 TRUE

27 FALSE

28 FALSE

29 FALSE snopes.com/disney/films/lemmings

30 White Wilderness 1958 documentary Disney

31 What should you REALLY afraid of? Adapted from Newsweek magazine, May 24 & 31, 2010 Americans Killed by Terrorist Attacks Around the World 33 (2008) Americans Who Die from the Seasonal Flu 36,171 (annual averages)

32 What should you REALLY afraid of? Adapted from Newsweek magazine, May 24 & 31, 2010 Shark Attacks 28 (2009) Dog Bites 4,500,000 (annual averages)

33 Media Paradox (Ruscio) The news media tend to report on events that are unusual, but because we see those events so often in the media we think they are more likely to occur than they actually do.

34 3) Identifying and analyzing erroneous scientific facts Developing a consistent methodology that trains students to... reflect on the sources of their erroneous beliefs. identify and analyze the patterns in those misrepresentations. understand the role of media in perpetuating inaccurate information. recognize the psychological aspects of their own meaning making that reinforces erroneous beliefs.

35 Science and media literacy education share a deep grounding in the process of inquiry. Like media literacy, science education emphasizes careful observation and the use of evidence to support conclusions. Scheibe and Rogow (2011) The Teacher s Guide to Media Literacy,

36 Critical Thinking Inquiry - consistent and continual questioning Desire - the motivation to question Skepticism - knowing what questions to ask Open-Mindedness - questioning one s assumptions Asking the Right Questions: A Guide to Critical Thinking Browne and Keeley

37 4) To address controversial issues in the science classroom Stem Cells - documentary film clips, web sites, political cartoons Food websites - Organic, Natural, Free Range, No Preservatives, and Pesticide Free, Fracking - films, web sites + magazine articles, yard signs, lease agreements, etc (Molly) Biofuels print articles, YouTube videos Media Construction of Sustainability

38 Lessons 18 Biofuels Three 1-page student readings The Clean Energy Scam Time Magazine Ethanol Promotion Information Council Responds to the Clean Energy Scam Biofuels Journal The Biofuels Dilemma AlterNet

39 Lessons 18 Biofuels Six short videos Pick a target audience (grade, subject) What questions would you want your students to ask about these videos?

40 What questions do you want your students to ask? Content / Knowledge Questions Literacy and Critical Thinking Questions

41 for Secondary Science See Handout

42 Lessons 1: Framing the Debate 2: Global Warming: Fact or Myth? 3: Discourse or Disinformation? 4: What is Causing Global Warming? 5: The Consequences of Warming 6: The Precautionary Principle 7: Assessing Carbon Footprints 8: History of Global Warming in the Media

43

44 See Handout

45 When designing your lessons: Integrate diverse media documents/texts Probe with questions tied to your goals Have students analyze for content + literacy/critical thinking

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