The world is changing rapidly. Our students have embraced the change they experiment with cultural products such as video games, music, poems, comics, and dancing and skillfully use their own elegant patois to circumvent the cultural dictates of adult control. More than ever, as mobile technologies and social networks proliferate, the screen is a ripe target for creative expression and resistance (Tyner 2009).
One of the problems students encounter is copyright law concerning recordings. The School of Communications and Theater at Temple University offers some knowledge and short video clips on the subject. The basic rules of copyright for education are: fair uses, repurpose, and added value. These video clips can easily introduce the subject of copyright and be used to enhance a lesson, they are set to rap music, which should motivate the student to listen and ask meaning full questions.
Faber sees the integration of new media literacy into schooling as problematic, but inevitable. In her practice, the grounding of media literacy in an arts education framework is one way to navigate the challenges of public education. She says:
One of the suggestions is to bring media literacy in education through the arts program, since its hard to add new programs to the current system of education because of budget cuts and the strain on education for higher test scores. If you think about it, art has always been at the cusp of change, the border breaker, the paradigm shifter, the healer of the hurts of the past and the envisioning of a radical new future of possibilities. This is the way we need to begin thinking as a society. So art in that sense is not always about content--about story and narrative but about jolting us into ways of seeing and operating differently. It challenges us to imagine other ways of doing things (Tyner 2009).
As an educator with my own school I would make sure students understood the current use of media literacy and bring it in through the art curriculum. I would implement media literacy in grades k-12. Starting at kindergarten to introduce basic principals such as games that incorporate shapes and color that would teach students how to use the mouse, log-in, and find age appropriate web sites. In each level I’d build upon the curriculum, as my school becomes media literate through research I’d develop my program.
Teaching media literacy is, teaching critical thinking and problem solving, by having students analyze, process and develop answers for situations. Listed are some of the many values of teaching media literacy:
• Artistic Perception - Processing, analyzing, and responding to sensory information through the language and skills unique to media arts.
• Creative Expression - Students apply artistic processes and skills using a variety of media to communicate meaning and intent in works of media art.
• Historical and Cultural Context - Understanding the historical contributions and cultural dimensions of media art.
• Aesthetic Valuing - Responding to, analyzing, and critiquing arts experiences.
• Connections, Relationships, Applications - Connecting and applying what is learned in media arts to other art forms and subject areas and to careers (Shaw 2003).
References
Hobbs, R. (2009). The power of fair use for media literacy education. Afterimage, 37(2), 15-18. Retrieved from Academic Search Premier database.
Tyner, K. (2009). Media literacy and the tyranny of the narrative. Afterimage, 37(2), 3-10. Retrieved from Academic Search Premier database.
School of Communications and Theater, Temple Univeristy 2009 Media Education Lab Temple University, Retrieved 12/4/09 web site: http://mediaeducationlab.com/news/music-videos-help-educators-and-students-conquer-copyright-confusion
Shaw, D. (2003) Retrieved from the Center for Media Literacy of Malibu, California Web site: http://www.medialit.org/reading_room/article631.html
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