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Running head: MEDIA LITERACY WORKSHOP FOR TEACHERS
1
Media Literacy Workshop for Teachers
Mable Hanes
ED5440
Early Childhood Reading and Literacy Instruction
Dr. Alice McGowan
August 27, 2023
MEDIA LITERACY WORKSHOP
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Workshop Overview
This workshop is called Nurturing Young Minds through Media Literacy. The purpose of
this workshop is to shine a light on media literacy in this age of technology and to equip you
with tools to help you give your students the best media literature learning experience possible
by fostering critical thinking skills for students to navigate media content. By the end of this
workshop, its interactive activities, and collaborative exercises, participants will become deeply
engaged with the concepts. Teachers will gain practical tools, insights, and resources to aid them
in teaching media literacy to young children. “Any classroom designed to provide a literacy-rich
environment and optimum literacy development will offer an abundant supply of materials for
reading, writing, and oral language” (Morrow, 2019). This is true for media literacy as well.
The workshop is six hours in duration and is broken down into sessions. Session one,
"Introduction To Media Literacy," begins with introductions and an icebreaker activity. Then, the
speaker will talk about media literacy in the digital age and how important it is, as well as share
some statistics about children and media consumption. Then, we move on to session two,
"Understanding the Framework." In this session, we will give an overview of Media Literacy in
Early Childhood Framework. We will also explain the three pillars: Content Awareness, Critical
Thinking, and Digital Citizenship. We will then go on to session three, which is "Content
Awareness and Selection." In this session, we talk about the various forms of media and content
criteria when selecting content for children to view, and then we will have an interactive activity.
Session four, Developing Critical Thinking," will be discussions on strategies for analyzing
media messages and activities where we dissect media content and then have group discussions
and share insight. In session five, "Hands-on Activities," we will create media-related lesson
plans, share with each other, and receive peer feedback. Session six, "Digital Citizenship and
MEDIA LITERACY WORKSHOP
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Ethics," will go into detail about what digital citizenship is, the dangers of cyberbullying, online
safety, and etiquette. We will also pass out information for teaching digital responsibility as well
as the tips we give in the workshop. The final session, session seven 'Practical Implementation,"
will be a time for sharing experiences as well as advice on effective implementation from the
facilitator. Implementing media literacy into classrooms and giving feedback to each other,
discussing challenges and solutions. We will end the workshop with open discussions and a
Q&A session with the facilitator, closing remarks, and appreciation.
The Media Literacy in Early Childhood Framework has three main pillars: Content
awareness, which is knowing about all the different media that may or may be available for your
students, and helping to determine the appropriate age groups for different types of media.
Critical thinking will help you and your students break down media messages to better recognize
bias, identify persuasive techniques, and question the content by asking questions such as, "What
is the intent of this message?"., and digital citizenship. Digital citizenship is about how one
conducts themselves in an online environment, privacy, and ethics on all platforms. It is
important to teach students that even online bullying and harassment, vulgar language, posting
lies, fighting. Even certain content in photos is not acceptable.
Fundamental Actions Analysis
The three actions we are choosing to discuss are comprehend, critically inquire, and
evaluate
(
Herdzina & Lauricella, 2020)
. These three actions go hand in hand as it is crucial the
students understand media and content relevancy. They should know the importance of asking
critical questions and looking at the credibility and accuracy of the information they are
receiving, as well as any impact or effects that may come from this information. You, as an
instructor, can guide students through deconstructing media content such as advertisements,
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news posts, and other online content. It is also important for students to know when to spot bias
and stereotypes, as well as when a media piece is using persuasive techniques. At home, parents
can further help their child with media literature and awareness. They are the ones who should be
monitoring what their child has access to at home and can encourage their child to ask questions
that will build on their critical thinking skills. They can help the child by letting them know what
different media types may offer or what they are trying to accomplish when presenting
information and how to determine the accuracy of this information.
Barriers to Media Literacy in Young Children
Two barriers to media literacy in young children are lack of funding and lack of resources
for caregivers. We will discuss funding first. Many school districts are struggling to fund media
literacy. It is not as simple as just buying an iPad and showing the students what they need to
know. There also needs to be funding for research, training, and educational materials
(
Sustaining the Work of Media Literacy Education in Early Childhood
, n.d.). Funding could be
made available if it were divided among various departments with related subjects such as
journalism or art. A possible solution is to utilize free resources or foundations that fund media
literacy, such as the MacArthur Foundation.
When it comes to a lack of resources, one reason is that many caregivers did not grow up
using digital technology (
Sustaining the Work of Media Literacy Education in Early Childhood
,
n.d.). They were not subjected to social media or smart phones; therefore, they do not have the
knowledge to educate their children on media literacy in most cases. There are resources to help
caregivers build their knowledge of media literacy. The NAEYC offers many resources through
MEDIA LITERACY WORKSHOP
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its website to help caregivers in this endeavor, including ideas on how to create stories and
games to aid in teaching the child (Technology and Media, n.d.).
Sample Learning Activity
The simple activity that I created is a photo collection with animals being represented in
various ways. The students will have access to these photos as they have individual albums.
They can also be creative and make up their own photo collection of animals. Photos from
internet articles, mems, and even photoshopped images. The main goal is to give children an idea
of the various ways an image can be represented in literacy media. Children can identify the
same animal in different media forms. Then, compare these images based on how they look and
interpret why they think the animal was portrayed in that type of image. This activity aligns with
cognitive abilities, which makes it appropriate. For this age group of 0-5 years. They are
becoming more aware, and their thinking is more solid. Comparing the photos will also help
them to understand diversity in media, which will also help them with their critical thinking
skills. The students will then be asked to reflect on what they use media and if it is to their
literary benefit, as well as gain insight into the world of media and communication (“Media
Literacy in Early Childhood Implementation Plan,” n.d.).
Workshop Engagement Activities
The first activity aligns with the development stage of 0–5-year-olds. It is hands-on and
involves a lot of engagement. that I will have workshop participants participate in is called
"Media Detective." They will design an activity that involves the “analyze” fundamental action.
In this activity, the participants will be divided into several groups. I will provide them each with
MEDIA LITERACY WORKSHOP
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a scenario in which they are planning an activity for preschoolers that involves cartoons. These
cartoons will help the children understand emotions. Each group has to come up with an idea that
involves showing the children different emotions with the cartoons. Then, I will ask them to
explain how this activity helps children analyze emotional cues in the media. When they are
finished, everyone shares with other workshop participants, and feedback is given as well as
received.
The second activity focuses on critical evaluation skills, and like the first one, it is hands-
on and involves a lot of engagement. It involves assessing the credibility of online information.
“Truth or Tale” is what it will be called. There will be a list of both true and false online articles.
Participants will be divided into teams of two. Participants will be asked to fact-check and
research the articles. Then, everyone submits their findings and why they believe their findings
are valid. Afterward, there will be a group discussion on why it is important to verify the
information and determine reliable sources, as well as recognize biases.
Workshop Evaluation
Participant Information
Name: __________
Email: __________
Date: ___________
Answer 0-10, with 10 being very good and 0 being not at all.
1.
How satisfied were you with the overall function of the workshop?
2.
Did the workshop cover the aspects of media literacy that were described?
3.
Would you attend more workshops similar in nature?
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4.
Would you recommend this workshop to others?
5.
How likely are you to apply what you learned today professionally or personally?
Short Answer Question
1 Do you have additional comments or suggestions based on your experience today?
2. Were there topics that you feel should have been covered more thoroughly?
3. Was the workshop engaging and helpful?
Thank you for taking the time to complete this survey. Your feedback is appreciated!
Reflection
This experience has been an eye-opener. When I was a child in school, we only learned
how to type a paper on a computer but nothing else. Most of us did not even have a cell phone,
and neither did our parents. Children today can do almost anything on the internet. There are so
many different devices for accessing it, and there are predators that are using this technology to
track and hurt people. I want my students to know the pros and cons of the internet and other
things, such as location tracking. Some parents do not even realize that when using Bluetooth
technology, someone can connect and steal information, even their photos and contacts. The
research that influenced me was Herdzina and Lauricella, which provided highlights for the
fundamental actions in media literacy. It also provides steps toward becoming critical consumers
and creators of media. I will engage in online workshops, and I will be speaking to a group of
teens very soon on this subject. I have the honor of having daily contact with a cyber crime
detective (I work in a federal facility). I will also use the information I have received from him
regarding safety precautions. I will implement media literacy by facilitating peer discussions and
sharing my experiences and resources and my insight on how to incorporate media literacy.
Many people feel that young children should not be learning about media literacy because they
MEDIA LITERACY WORKSHOP
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mostly just play games, but this is a bad misconception. Some young children are very smart and
know how to operate a computer or smartphone to do more than play games.
MEDIA LITERACY WORKSHOP
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References
Morrow, L. M. (2020).
Literacy development in the early years: Helping children read and write
(9th ed.). Pearson.
Herdzina, & Lauricella, A. R. (2020). Media literacy in early childhood report: Framework, child
development guidelines, and tips for implementation. Technology in Early Childhood
(TEC) Center, Erikson Institute. https://www.erikson.edu/wp-
content/uploads/2021/06/TEC-MediaLiteracy-Report.pdf
Sustaining the Work of Media Literacy Education in Early Childhood
. (n.d.). Media Literacy in
Early Childhood Report teccenter.erikson.edu. https://www.erikson.edu/wp-
content/uploads/2021/06/TEC-MediaLiteracy-Sustaining.pdf
Technology and media
. (n.d.). NAEYC.
https://www.naeyc.org/resources/topics/technology-and-
media/
Media Literacy in Early Childhood Implementation Plan. (n.d.).
Media Literacy in Early
Childhood Report teccenter.erikson.edu
. https://www.erikson.edu/wp-
content/uploads/2021/06/TEC-MediaLiteracy-Implementation.pdf
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Appendix A: Parent/Guardian Communication
Dear Parent/Guardian,
I am writing to talk to you regarding my findings on media literacy. You may feel
as though this is premature because your child is still in preschool, but I assure you that it is not.
In fact, many children in preschool are already being introduced to media literacy, and it is a
valuable tool for education. I recommend that you invest in media literacy for your child at home
as well. Many interactive activities are available on smartphones and tablets/iPads. They can
help your child learn to spell and pronounce words as well as help them learn through songs such
as "The Alphabet Song'. You can configure the settings so that your child is unable to access
harmful content by activating parental controls. Just as in person, it is important to be mindful of
how we behave and talk to others online as well. Children need to learn how to be good cyber
citizens. Even if they are not chatting now, they will someday.
Thank you for your time and understanding.