Foundations in Media Literacy
Content
Faculty
Senate
Document
No.4,
2007-‐2008
UNH
Curriculum
Change
Form
APPROVAL
FOR:
Course
or
Program
Title
Foundations
in
Media
Literacy
Page
1
Course
or
Worksheet
Number
ED
710
–
3
credits
For
program,
state
whether
PhD,
MS,
MA,
Grad
Certificate,
BS,
BA,
AS,
Minor,
Concentration,
or
UG
Certificate.
Sixth
Year
Certificate
(6YC)
Administrative
Unit
Education
Proposing
Faculty
Member,
Name
Nancy
S.
Niemi
Tel
203-‐932-‐7466
Email
[email protected]
Administrative
Unit
Vote
For
……9……
Against
……1……
Other
………..
Date
12/7/10
Approved
by
Signature
Date
Administrative
Unit1
…………………………………….
…………………
College-‐Level
Curriculum
Committee
…………………………………….
…………………
Dean
…………………………………….
…………………
University
UG,
or
G
Curriculum
Committee2
…………………………………….
…………………
Faculty
Senate3
…………………………………….
…………………
Provost
……………………………………..
…………………
1
Prior
to
submitting
this
form
the
proposing
unit
should
discuss
these
changes
with
all
other
units
that
may
be
affected
by
the
changes.
The
earlier
this
is
done
in
the
process
the
better.
However,
all
members
of
the
faculty
will
be
advised
by
email
of
these
proposed
changes
when
they
are
put
on
the
University
UG
or
G
Curriculum
Committee
agenda.
The
proposing
faculty
member
shall
keep
a
list
of
departments/units
likely
to
be
affected
and
the
date
of
contact
and
the
response
of
each,
which
response
must
be
submitted
within
two
weeks.
All
negatively
affected
units
can
bring
their
concerns
to
the
attention
of
the
proposing
unit
and/or
any
of
the
approving
bodies.
2
The
UUCC/UGCC
and
Senate
may
request
B&F
review
for
changes
above
about
$5k.
3
In
the
case
that
the
senate
determines
that
changes
need
to
be
made
to
the
proposal,
the
proposal
will
be
referred
back
to
the
appropriate
University
Curriculum
Committee
for
consideration
of
the
suggested
changes.
This
form
is
for
UNH
approval
only.
For
other
approvals,
such
as
professional
accreditation,
applications
to
CT
DHE,
or
approvals
for
out
of
state
delivery,
seek
guidance
from
the
University
Accreditation
Officer.
An
administrative
unit
does
not
need
to
obtain
formal
approval
for
those
changes
to
catalog
copy
that
are
consistent
with
an
already
approved
course
or
program
description
and
that
leave
the
original
name
and
number
unchanged.
Catalogue
Description:
Students
in
this
course
will
consider
the
Internet
and
other
communication
technologies
(ICTs)
as
they
shape
social
and
educational
systems.
This
examination
will
be
guided
by
critical
foundational
theories
to
include
a
focused
study
of
traditional
and
new
media,
including
social
media
that
attempts
to
account
for
the
feedback
loops
between
institutions,
audiences,
and
technology.
The
class
will
examine
1
foundational
research
across
various
media
to
evaluate
how
media
is
as
used
in
K-‐12
instruction,
with
an
awareness
of
how
these
skills
will
play
out
in
higher
education,
or
in
individual’s
lives.
They
will
also
investigate
how
critical
thinking
and
the
Internet
shape
how
we
learn.
The
class
will
consider
the
distinct
contours
of
media
and
information
technologies
and
how
these
influence
current
students’
perceptions
of
theirs
and
others’
realities.
Media
literacy
means
not
just
accepting
what
is
presented,
but
being
an
active
user,
a
critical
media
evaluator,
understanding
content,
systems,
application
and
effect,
to
be
a
better
informed
decision
maker.
Core
Objectives:
1.
Students
will
examine
the
evolving
nature
of
subject-‐matter
knowledge
and
the
need
for
constantly
acquiring
new
ideas
and
understandings
within
one’s
discipline,
including
the
impact
of
technology
and
information
sources
on
the
nature
of
teaching,
communications
and
development
of
knowledge.
CTTC1:
1C,
1E;
ISTE
NETS-‐T2:
3A,
3B
2.
Students
will
design
strategic
questions
and
opportunities
that
appropriately
challenge
students
and
actively
engage
them
in
exploring
the
content
through
strategies
such
as
discourse
and/or
inquiry-‐
based
learning.
CTTC:
1C,
1D;
ISTE
NETS-‐T:
2A,
2B
3.
Students
will
debate
and
critique
the
ethical
and
legal
issues
associated
with
bringing
new
media
technologies
and
participatory
culture
practices
into
the
classroom.
CTTC:
4A,
4B;
ISTE
NETS-‐T:
4A,
4B
4.
Students
will
outline
some
of
the
ethical
challenges
which
youth
face
in
their
roles
as
media
producers
and
members
of
online
communities.
CTTC:
4C;
ISTE
NETS-‐T:
4B,
4C
5.
Students
will
apply
their
theoretical
understandings
to
the
development
of
curricular
resources
for
use
in
school
or
after
school
programs.
CTTC:
2A,
2B,
2C;
ISTE
NETS-‐T:
2C,
2D
Required
Text(s):
Potter,
W.J.
(2010).
Media
Literacy.
Sage
Publications,
5th
Edition.
New
York:
Sage
Communications.
Essential
Questions:
• What
does
it
mean
to
be
“literate”
and
how
has
this
changed
as
a
consequence
of
the
introduction
of
new
communications
technologies?
• What
social
skills
and
cultural
competencies
do
young
people
need
to
acquire
if
they
are
going
to
be
able
to
fully
participate
in
the
digital
future?
• What
are
the
ethical
choices
young
people
face
as
participants
in
online
communities
and
producers
of
media?
1 2
CCCT: Connecticut Teacher Technology Competencies 2001 ISTE NETS-T: International Society for Technology in Education, National Educational Technology Standards – Teachers 2008
2
COURSE
ASSESSMENTS
(specific
instructions
will
be
distributed
separately):
1.
Attendance
&
in-‐class
discussions
(10%)
Active
participation,
in
this
course,
is
defined
as:
contributing
relevant
information
to
class
discussion,
demonstrating
an
understanding
and
engagement
with
reading
assignments
and/or
concepts
discussed
in
class,
applying
reading
and
other
course
materials
to
discussions,
and
being
intellectually
present
and
open
throughout
each
class.
2.
Online
Discussions
&
Discussion
Director
(DD)
(15%)
Throughout
the
course
you
will
be
expected
to
contribute
in
online
discussions,
along
with
the
in-‐class
discussions
during
our
face-‐to-‐face
meetings.
Each
week
the
discussions
will
focus
on
a
selected
reading
for
the
week
and
will
ask
you
to
have
read
and
then
respond
to
the
selection.
You
will
respond
online
a
minimum
of
one
time
before
our
weekly
class
meeting
and
one
time
after
our
class
meeting.
During
class,
we
will
save
time
to
discuss
face-‐to-‐face
the
selection
or
discussions
that
have
arisen
from
the
literature.
The
online
discussions
will
be
led
each
week
by
one
of
your
peers.
You
are
expected
to
involve
yourself
in
the
discussion.
You
may
respond
as
often
as
you
like,
but
the
minimum
you
may
respond
is
once
before
and
once
after
class.
The
rubric
that
will
be
used
to
assess
your
involvement
in
online
discussions
will
be
based
on
a
three-‐point
scale.
The
rubric
will
assess
whether
or
not
you
involve
yourself
in
the
discussion,
attention
to
the
literature,
and
depth
of
the
discussion.
The
rubric
can
be
found
on
the
Google
Doc
containing
the
class
rubrics.
Discussions,
both
in-‐class
and
online
are
a
valuable
and
necessary
piece
of
the
profession.
Practice
in
these
environments
will
prepare
you
for
the
situations
that
will
present
themselves
throughout
your
future
Each
week
all
members
of
the
class
will
be
expected
to
contribute
to
discussions
in
the
virtual
classroom
on
Google+.
One
week
a
semester,
you
will
act
as
a
Discussion
Director
(DD)
for
that
week’s
literature.
You
will
be
required
to
have
read
the
week’s
literature
and
write
two
prompts
that
address
what
you
believe
the
pertinent
issues
of
the
literature
are.
You
will
post
these
prompts
to
the
online
discussion
board
the
day
after
our
face-‐to-‐face
class
session.
As
individuals
read
the
literature
and
respond
to
your
prompts,
it
is
your
responsibility
to
lead
a
discussion
of
what
you
believe
to
be
the
essential
parts
of
that
week’s
readings.
In
the
face-‐to-‐face
class,
you
will
present
a
quick
synopsis
(5
minutes)
of
the
week’s
readings
and
what
points
came
up
in
the
discussion.
In
class,
we
will
then
have
time
to
discuss
how
the
literature
affects
the
greater
elements
of
the
course
and
the
effect
on
instruction.
The
rubric
can
be
found
on
the
Google
Doc
containing
the
class
rubrics.
In
discussion
environments,
at
times
you
will
need
to
lead
a
group
(of
peers
or
students)
in
discussion.
This
provides
an
opportunity
to
practice
the
skills
and
dispositions
needed.
3.
Online
Collaborative
Writing
Responses
(15%)
This
assignment
will
call
for
you
to
write
collaboratively
with
you
students
in
class
using
ICTs
such
as
Wikipedia,
Blogger,
and
Google
Docs.
You
will
work
on
four
collaborative
writing
responses
with
your
peers
during
the
semester.
These
writing
sessions
will
be
conducted
in
place
of
the
online
discussions
and
DD
responsibilities
for
the
week.
The
rubrics
used
to
assess
this
assignment
are
available
on
the
Google
Doc
containing
class
rubrics.
4.
Defining
Media
Literacy
(20%)
You
are
to
identify
a
concept
of
media
literacy
and
produce
a
“viral
video”
to
place
online
sharing
the
findings
of
your
research
to
the
general
educator.
This
video
should
be
of
high
quality,
and
still
3
represent
scholarly
research.
Your
video
will
be
uploaded
to
the
6YC
IT-‐DML
Wiki
and
6YC
IT-‐DML
YouTube
Channel.
5.
New
Media
Challenge
(20%)
For
this
assignment
you
will
use
media
literacy
currently
available
online,
along
with
your
growing
skills
in
the
use
and
development
of
online
assessments
to
build
a
new
media
challenge.
This
challenge
will
ultimately
be
uploaded
to
the
6YC
IT-‐DML
Wiki
for
the
purposes
of
being
fully
available
online
to
educators.
You
should
approach
this
using
a
Critical
Literacy
perspective
and
include
the
appropriate
theoretical
perspectives
you
also
chose
to
guide
your
work.
You
may
work
collaboratively
on
this
project,
but
the
resultant
project
should
represent
your
collaborative
efforts.
6.
New
Media
Learners
(20%)
The
final
project
for
this
class
calls
for
you
to
complete
a
scholarly
paper/project
of
your
own
design
(with
guidance
from
the
instructor)
in
which
you
make
a
contribution
to
the
research
base
on
new
media
literacies
and
their
place
in
the
classroom.
You
must
use
your
experience
as
a
classroom
teacher,
your
experiences
in
this
Program,
as
well
as
your
growing
experience
working
with
media
literacies
to
develop
an
informative
paper/project
that
details
an
aspect
of
media
literacy,
and
its
pedagogical
affordances.
This
paper/project
will
be
uploaded
to
the
IT-‐DLE
Wiki.
GRADING
SCALE:
Education
Department
Grading
Scale,
effective
fall
2010
Number
grade
Letter
grade
equivalent
A
A-‐
B+
B
B-‐
C+
C
C-‐
F
GPA
4.0
3.7
3.5
3.0
2.5
2.0
1.5
1.0
0.0
According
to
the
UNH
Graduate
Grading
Scale,
an
A
grade
represents
superior
work,
a
B
grade
represents
above
average
work,
and
a
B-‐
represents
average
work.
Students
whose
work
falls
at
the
C+
level
or
below
this
grade
are
required
to
repeat
the
course,
as
per
University
Graduate
School
Policy.
In
the
Internship
program,
students
will
be
required
to
pay
for
the
repeated
course.
Incompletes
will
only
be
considered
for
students
who
experience
serious
extenuating
circumstances.
Please
see
the
instructor
immediately
if
such
a
situation
occurs.
The
assignment
of
an
95-‐100
90-‐94
87-‐89
84-‐86
80-‐83
77-‐79
74-‐76
70-‐73
Below
70
4
incomplete
grade
is
completely
at
the
discretion
of
the
instructor.
The
incomplete
grade
will
not
be
given
to
simply
allow
the
student
to
raise
a
grade.
Attendance:
On-‐time
attendance
is
required
for
all
face-‐to-‐face
class
sessions.
For
video
webinars,
you
must
be
on
time,
and
present
for
the
entire
meeting.
In
the
case
of
discussion
forums
you
must
be
“involved”
in
the
discussion
at
the
beginning,
follow
the
discussion
throughout
the
weekly
cycle,
and
contribute
at
the
end
of
the
weekly
cycle.
Rubrics
are
available
and
will
be
used
to
determine
activity
and
participation
during
the
discussions.
You
cannot
make
up
discussions
and
analyses
for
which
you
were
not
present.
More
than
one
missed
class
will
result
in
a
lower
course
grade.
Missing
more
than
three
classes
will
result
in
a
failing
grade
for
the
course.
If
you
have
serious
extenuating
circumstances,
see
the
instructor
immediately.
Assignments:
Assignments
are
due
at
the
beginning
of
the
class.
Late
assignments
will
be
accepted
at
a
reduced
grade,
at
the
discretion
of
the
instructor.
If
you
are
unable
to
meet
a
deadline,
please
contact
instructor
prior
to
class.
Student
Code
of
Conduct:
Students
are
expected
to
uphold
the
rules
outlined
in
the
UNH
Student
Code
of
Conduct
http://newton.newhaven.edu/students/booklet.pdf.
Students
who
attempt
to
cheat
or
turn
in
another
person's
work
as
their
own
will
receive
a
zero
on
that
assignment
or
test
and
may
result
in
a
failing
grade
in
the
course.
University
policy
will
be
followed.
Student
Disability
Statement:
Students
with
documented
disabilities
are
encouraged
to
share,
in
confidence,
information
about
needed
specific
course
accommodations.
Students
with
documented
disabilities
are
also
encouraged
to
make
individual
appointments
with
the
Director
of
Disability
Services
&
Resources,
Ms.
Linda
Copney-‐Okeke,
who
can
be
reached
by
phone
203.932.7331
or
by
email:
lcopney-‐[email protected]
so
that
you
can
be
informed
of
the
full
range
of
student
services
available
at
the
University.
ADDITIONAL
RESOURCES:
Bennett,
W.
L.
(2009).
"Changing
Citizenship
in
the
Digital
Age"
in
W.
Lance
Bennett
(Ed.),
Civic
Life
Online:
Learning
How
Digital
Media
Can
Engage
Youth.
Cambridge,
MA:
MIT
Press.
Bruns,
A.
(2008).
"Educating
Produsers,
Produsing
Education,"
Blogs,
Wikipedia,
Second
Life,
and
Beyond:
From
Production
to
Produsage
(New
York:
Peter
Lang,
2008),
pp.337-‐356.
Buckingham,
D.
and
Domaille,
K.
(2003)
‘Where
have
we
been
and
where
are
we
going?
Results
of
the
UNESCO
Global
Survey
of
Media
Education’,
pp.
41-‐52
in
Von
Feilitzen,
C.
and
Carlsson,
U.
(eds.)
Promote
or
protect
UNESCO
Children,Youth
and
Media
Yearbook
Goteborg,
Sweden:
Nordicom
Boyd,
D.
(2009).
"Why
Youth
Social
Network
Sites:
The
Role
of
Networked
Publics
in
Teenage
Social
Life,"
in
David
Buckingham
(Ed.)
Youth,
Identity
and
Digital
Media.
Cambridge:
MIT
Press.
5
Flanagin,
A.,
&
Metzger,
M.
(2008).
"Digital
Media
and
Youth:
Unparalleled
Opportunity
and
Unprecedented
Responsibility,"In
Andrew
J.
Flanagin
and
Miriam
J.
Metzger
(eds.),
Digital
Media,
Youth,
and
Credibility
(Cambridge:
MIT
Press/MacArthur
Foundation,
2008),
pp.
5-‐28.
Hayes,
E.
(2008).
"Girls,
Gaming,
and
Trajectories
of
IT
Expertise,"
in
Yasmin
B.
Kafai,
Carrie
Heeter,
Jill
Denner,
and
Jennifer
Y.
Sun
(Eds.)
Beyond
Barbie
&
Mortal
Kombat:
New
Perspectives
on
Gender
and
Gaming.
Cambridge,
MA:
MIT
Press.
Jenkins,
H.
(2008).
"What
Wikipedia
Can
Teach
Us
About
the
New
Media
Literacies,"
Journal
of
Media
Literacy.
Kafai,
Y.
(2008).
"Gender
Play
in
a
Tween
Gaming
Club,"
in
Yasmin
B.
Kafai,
Carrie
Heeter,
Jill
Denner,
and
Jennifer
Y.
Sun
(Eds.),
Beyond
Barbie
&
Mortal
Kombat:
New
Perspectives
on
Gender
and
Gaming.
Cambridge,
MA:
MIT
Press.
McLuhan,
M.
(1997).
Understanding
media:
The
extensions
of
man.
Cambridge,
MA:
MIT
Press.
(Original
work
published
1964).
Mraz,
M.,
Heron,
A.
&
Wood,
K.
(January
2003).
“Media
Literacy,
Popular
Culture,
and
the
Transfer
of
Higher
Order
Thinking
Abilities.”
Middle
School
Journal,
p.
51-‐56.
COURSE
CALENDAR:
Week
Week
One
Topics/Assignments
What
is
Media
Literacy?
Google+:
Log
on
to
Google+.
In
the
appropriate
section
on
the
discussion
board
within
Google+,
introduce
yourself.
Share
some
information
about
yourself,
where
you
will
be
teaching,
and
a
significant
experience
you
have
had
with
reading/writing
instruction
and/or
assessment.
Finish
for
homework.
Edit
class
rubrics.
Five
Key
Core
Concepts
and
Questions
Google+:
First
DD
posting.
Read
&
respond
to
the
supplemental
readings.
The
Medium
of
Choice:
Television
Google+:
Second
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Readings
Potter,
Ch.
1
Week
Two
Potter,
Ch.
2
Bruns
(2008)
Week
Three
Potter,
Ch.
3
Bennett
(2008)
6
Week
Four
Radio
and
the
Sounds
of
Media
Google+:
Third
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Assignment:
Bring
in
work
next
class
on
Defining
Media
Literacy
assignment.
A
workshop
will
be
provided
to
allow
for
feedback
and
suggested
revisions.
Potter,
Ch.
3
Flanagin
&
Metzger
(2008)
Week
Five
Films
and
Film
Appreciation
Assignment:
Bring
in
work
on
Defining
Media
Literacy
assignment.
A
workshop
will
be
provided
to
allow
for
feedback
and
suggested
revisions.
Google+:
Fourth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
4
Hayes
(2008)
Week
Six
The
Photograph
–
Images
and
Visuals
Assignments:
Defining
Media
Literacy
assignment
due
Google+:
Fifth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
5
Kafai
(2008)
Week
Seven
Advertising
–
Part
1
Reminder:
New
Media
Challenge
assignment
due
next
week.
Google+:
Sixth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
6
Mraz,
Heron,
&
Wood
(2003)
Week
Eight
Advertising
–
Part
2
Google+:
Seventh
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Assignment:
New
Media
Challenge
assignment
should
be
completed
and
uploaded
to
6YC
IT-‐DML
Wiki
by
the
end
of
class.
Potter,
Ch.
7
Jenkins
(2008)
Week
Nine
Stereotypes
and
Identity
Google+:
Eighth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
8
McLuhan
(1997)
7
Week
Ten
Media
Ownership
Assignment:
Bring
in
materials
for
your
New
Media
Learners
Assignment
to
class.
You
will
have
a
workshop
in
class.
Google+:
Ninth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Politics
and
the
Media
Structure
Potter,
Ch.
9
Week
Eleven
Potter,
Ch.
10
Assignment:
Bring
in
materials
for
your
New
Media
Learners
Assignment
to
this
class.
You
will
have
a
workshop
in
class.
Google+:
Tenth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Week
Twelve
The
New
Media
and
its
Implications
Assignment:
Bring
in
materials
for
your
New
Media
Learners
assignment
to
this
class.
You
will
have
a
workshop
in
class.
This
is
due
next
week.
Google+:
Eleventh
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Final
Project
and
Presentation
Reminder:
Assignment:
New
Media
Learners
assignment
due
this
week.
All
materials,
plans
and
written
pieces
need
to
be
uploaded
to
Google+
by
the
end
of
the
semester.
For
class
you
will
need
to
have
a
presentation
prepared
outlining
the
research
and
argument
you
make
in
your
research
review
and
present
to
the
class
using
any
tools
needed.
Potter,
Ch.
11
Buckingham
&
Domaille
(2003)
Week
Thirteen
8
Senate
Document
No.4,
2007-‐2008
UNH
Curriculum
Change
Form
APPROVAL
FOR:
Course
or
Program
Title
Foundations
in
Media
Literacy
Page
1
Course
or
Worksheet
Number
ED
710
–
3
credits
For
program,
state
whether
PhD,
MS,
MA,
Grad
Certificate,
BS,
BA,
AS,
Minor,
Concentration,
or
UG
Certificate.
Sixth
Year
Certificate
(6YC)
Administrative
Unit
Education
Proposing
Faculty
Member,
Name
Nancy
S.
Niemi
Tel
203-‐932-‐7466
[email protected]
Administrative
Unit
Vote
For
……9……
Against
……1……
Other
………..
Date
12/7/10
Approved
by
Signature
Date
Administrative
Unit1
…………………………………….
…………………
College-‐Level
Curriculum
Committee
…………………………………….
…………………
Dean
…………………………………….
…………………
University
UG,
or
G
Curriculum
Committee2
…………………………………….
…………………
Faculty
Senate3
…………………………………….
…………………
Provost
……………………………………..
…………………
1
Prior
to
submitting
this
form
the
proposing
unit
should
discuss
these
changes
with
all
other
units
that
may
be
affected
by
the
changes.
The
earlier
this
is
done
in
the
process
the
better.
However,
all
members
of
the
faculty
will
be
advised
by
of
these
proposed
changes
when
they
are
put
on
the
University
UG
or
G
Curriculum
Committee
agenda.
The
proposing
faculty
member
shall
keep
a
list
of
departments/units
likely
to
be
affected
and
the
date
of
contact
and
the
response
of
each,
which
response
must
be
submitted
within
two
weeks.
All
negatively
affected
units
can
bring
their
concerns
to
the
attention
of
the
proposing
unit
and/or
any
of
the
approving
bodies.
2
The
UUCC/UGCC
and
Senate
may
request
B&F
review
for
changes
above
about
$5k.
3
In
the
case
that
the
senate
determines
that
changes
need
to
be
made
to
the
proposal,
the
proposal
will
be
referred
back
to
the
appropriate
University
Curriculum
Committee
for
consideration
of
the
suggested
changes.
This
form
is
for
UNH
approval
only.
For
other
approvals,
such
as
professional
accreditation,
applications
to
CT
DHE,
or
approvals
for
out
of
state
delivery,
seek
guidance
from
the
University
Accreditation
Officer.
An
administrative
unit
does
not
need
to
obtain
formal
approval
for
those
changes
to
catalog
copy
that
are
consistent
with
an
already
approved
course
or
program
description
and
that
leave
the
original
name
and
number
unchanged.
Catalogue
Description:
Students
in
this
course
will
consider
the
Internet
and
other
communication
technologies
(ICTs)
as
they
shape
social
and
educational
systems.
This
examination
will
be
guided
by
critical
foundational
theories
to
include
a
focused
study
of
traditional
and
new
media,
including
social
media
that
attempts
to
account
for
the
feedback
loops
between
institutions,
audiences,
and
technology.
The
class
will
examine
1
foundational
research
across
various
media
to
evaluate
how
media
is
as
used
in
K-‐12
instruction,
with
an
awareness
of
how
these
skills
will
play
out
in
higher
education,
or
in
individual’s
lives.
They
will
also
investigate
how
critical
thinking
and
the
Internet
shape
how
we
learn.
The
class
will
consider
the
distinct
contours
of
media
and
information
technologies
and
how
these
influence
current
students’
perceptions
of
theirs
and
others’
realities.
Media
literacy
means
not
just
accepting
what
is
presented,
but
being
an
active
user,
a
critical
media
evaluator,
understanding
content,
systems,
application
and
effect,
to
be
a
better
informed
decision
maker.
Core
Objectives:
1.
Students
will
examine
the
evolving
nature
of
subject-‐matter
knowledge
and
the
need
for
constantly
acquiring
new
ideas
and
understandings
within
one’s
discipline,
including
the
impact
of
technology
and
information
sources
on
the
nature
of
teaching,
communications
and
development
of
knowledge.
CTTC1:
1C,
1E;
ISTE
NETS-‐T2:
3A,
3B
2.
Students
will
design
strategic
questions
and
opportunities
that
appropriately
challenge
students
and
actively
engage
them
in
exploring
the
content
through
strategies
such
as
discourse
and/or
inquiry-‐
based
learning.
CTTC:
1C,
1D;
ISTE
NETS-‐T:
2A,
2B
3.
Students
will
debate
and
critique
the
ethical
and
legal
issues
associated
with
bringing
new
media
technologies
and
participatory
culture
practices
into
the
classroom.
CTTC:
4A,
4B;
ISTE
NETS-‐T:
4A,
4B
4.
Students
will
outline
some
of
the
ethical
challenges
which
youth
face
in
their
roles
as
media
producers
and
members
of
online
communities.
CTTC:
4C;
ISTE
NETS-‐T:
4B,
4C
5.
Students
will
apply
their
theoretical
understandings
to
the
development
of
curricular
resources
for
use
in
school
or
after
school
programs.
CTTC:
2A,
2B,
2C;
ISTE
NETS-‐T:
2C,
2D
Required
Text(s):
Potter,
W.J.
(2010).
Media
Literacy.
Sage
Publications,
5th
Edition.
New
York:
Sage
Communications.
Essential
Questions:
• What
does
it
mean
to
be
“literate”
and
how
has
this
changed
as
a
consequence
of
the
introduction
of
new
communications
technologies?
• What
social
skills
and
cultural
competencies
do
young
people
need
to
acquire
if
they
are
going
to
be
able
to
fully
participate
in
the
digital
future?
• What
are
the
ethical
choices
young
people
face
as
participants
in
online
communities
and
producers
of
media?
1 2
CCCT: Connecticut Teacher Technology Competencies 2001 ISTE NETS-T: International Society for Technology in Education, National Educational Technology Standards – Teachers 2008
2
COURSE
ASSESSMENTS
(specific
instructions
will
be
distributed
separately):
1.
Attendance
&
in-‐class
discussions
(10%)
Active
participation,
in
this
course,
is
defined
as:
contributing
relevant
information
to
class
discussion,
demonstrating
an
understanding
and
engagement
with
reading
assignments
and/or
concepts
discussed
in
class,
applying
reading
and
other
course
materials
to
discussions,
and
being
intellectually
present
and
open
throughout
each
class.
2.
Online
Discussions
&
Discussion
Director
(DD)
(15%)
Throughout
the
course
you
will
be
expected
to
contribute
in
online
discussions,
along
with
the
in-‐class
discussions
during
our
face-‐to-‐face
meetings.
Each
week
the
discussions
will
focus
on
a
selected
reading
for
the
week
and
will
ask
you
to
have
read
and
then
respond
to
the
selection.
You
will
respond
online
a
minimum
of
one
time
before
our
weekly
class
meeting
and
one
time
after
our
class
meeting.
During
class,
we
will
save
time
to
discuss
face-‐to-‐face
the
selection
or
discussions
that
have
arisen
from
the
literature.
The
online
discussions
will
be
led
each
week
by
one
of
your
peers.
You
are
expected
to
involve
yourself
in
the
discussion.
You
may
respond
as
often
as
you
like,
but
the
minimum
you
may
respond
is
once
before
and
once
after
class.
The
rubric
that
will
be
used
to
assess
your
involvement
in
online
discussions
will
be
based
on
a
three-‐point
scale.
The
rubric
will
assess
whether
or
not
you
involve
yourself
in
the
discussion,
attention
to
the
literature,
and
depth
of
the
discussion.
The
rubric
can
be
found
on
the
Doc
containing
the
class
rubrics.
Discussions,
both
in-‐class
and
online
are
a
valuable
and
necessary
piece
of
the
profession.
Practice
in
these
environments
will
prepare
you
for
the
situations
that
will
present
themselves
throughout
your
future
Each
week
all
members
of
the
class
will
be
expected
to
contribute
to
discussions
in
the
virtual
classroom
on
Google+.
One
week
a
semester,
you
will
act
as
a
Discussion
Director
(DD)
for
that
week’s
literature.
You
will
be
required
to
have
read
the
week’s
literature
and
write
two
prompts
that
address
what
you
believe
the
pertinent
issues
of
the
literature
are.
You
will
post
these
prompts
to
the
online
discussion
board
the
day
after
our
face-‐to-‐face
class
session.
As
individuals
read
the
literature
and
respond
to
your
prompts,
it
is
your
responsibility
to
lead
a
discussion
of
what
you
believe
to
be
the
essential
parts
of
that
week’s
readings.
In
the
face-‐to-‐face
class,
you
will
present
a
quick
synopsis
(5
minutes)
of
the
week’s
readings
and
what
points
came
up
in
the
discussion.
In
class,
we
will
then
have
time
to
discuss
how
the
literature
affects
the
greater
elements
of
the
course
and
the
effect
on
instruction.
The
rubric
can
be
found
on
the
Doc
containing
the
class
rubrics.
In
discussion
environments,
at
times
you
will
need
to
lead
a
group
(of
peers
or
students)
in
discussion.
This
provides
an
opportunity
to
practice
the
skills
and
dispositions
needed.
3.
Online
Collaborative
Writing
Responses
(15%)
This
assignment
will
call
for
you
to
write
collaboratively
with
you
students
in
class
using
ICTs
such
as
Wikipedia,
Blogger,
and
Docs.
You
will
work
on
four
collaborative
writing
responses
with
your
peers
during
the
semester.
These
writing
sessions
will
be
conducted
in
place
of
the
online
discussions
and
DD
responsibilities
for
the
week.
The
rubrics
used
to
assess
this
assignment
are
available
on
the
Doc
containing
class
rubrics.
4.
Defining
Media
Literacy
(20%)
You
are
to
identify
a
concept
of
media
literacy
and
produce
a
“viral
video”
to
place
online
sharing
the
findings
of
your
research
to
the
general
educator.
This
video
should
be
of
high
quality,
and
still
3
represent
scholarly
research.
Your
video
will
be
uploaded
to
the
6YC
IT-‐DML
Wiki
and
6YC
IT-‐DML
YouTube
Channel.
5.
New
Media
Challenge
(20%)
For
this
assignment
you
will
use
media
literacy
currently
available
online,
along
with
your
growing
skills
in
the
use
and
development
of
online
assessments
to
build
a
new
media
challenge.
This
challenge
will
ultimately
be
uploaded
to
the
6YC
IT-‐DML
Wiki
for
the
purposes
of
being
fully
available
online
to
educators.
You
should
approach
this
using
a
Critical
Literacy
perspective
and
include
the
appropriate
theoretical
perspectives
you
also
chose
to
guide
your
work.
You
may
work
collaboratively
on
this
project,
but
the
resultant
project
should
represent
your
collaborative
efforts.
6.
New
Media
Learners
(20%)
The
final
project
for
this
class
calls
for
you
to
complete
a
scholarly
paper/project
of
your
own
design
(with
guidance
from
the
instructor)
in
which
you
make
a
contribution
to
the
research
base
on
new
media
literacies
and
their
place
in
the
classroom.
You
must
use
your
experience
as
a
classroom
teacher,
your
experiences
in
this
Program,
as
well
as
your
growing
experience
working
with
media
literacies
to
develop
an
informative
paper/project
that
details
an
aspect
of
media
literacy,
and
its
pedagogical
affordances.
This
paper/project
will
be
uploaded
to
the
IT-‐DLE
Wiki.
GRADING
SCALE:
Education
Department
Grading
Scale,
effective
fall
2010
Number
grade
Letter
grade
equivalent
A
A-‐
B+
B
B-‐
C+
C
C-‐
F
GPA
4.0
3.7
3.5
3.0
2.5
2.0
1.5
1.0
0.0
According
to
the
UNH
Graduate
Grading
Scale,
an
A
grade
represents
superior
work,
a
B
grade
represents
above
average
work,
and
a
B-‐
represents
average
work.
Students
whose
work
falls
at
the
C+
level
or
below
this
grade
are
required
to
repeat
the
course,
as
per
University
Graduate
School
Policy.
In
the
Internship
program,
students
will
be
required
to
pay
for
the
repeated
course.
Incompletes
will
only
be
considered
for
students
who
experience
serious
extenuating
circumstances.
Please
see
the
instructor
immediately
if
such
a
situation
occurs.
The
assignment
of
an
95-‐100
90-‐94
87-‐89
84-‐86
80-‐83
77-‐79
74-‐76
70-‐73
Below
70
4
incomplete
grade
is
completely
at
the
discretion
of
the
instructor.
The
incomplete
grade
will
not
be
given
to
simply
allow
the
student
to
raise
a
grade.
Attendance:
On-‐time
attendance
is
required
for
all
face-‐to-‐face
class
sessions.
For
video
webinars,
you
must
be
on
time,
and
present
for
the
entire
meeting.
In
the
case
of
discussion
forums
you
must
be
“involved”
in
the
discussion
at
the
beginning,
follow
the
discussion
throughout
the
weekly
cycle,
and
contribute
at
the
end
of
the
weekly
cycle.
Rubrics
are
available
and
will
be
used
to
determine
activity
and
participation
during
the
discussions.
You
cannot
make
up
discussions
and
analyses
for
which
you
were
not
present.
More
than
one
missed
class
will
result
in
a
lower
course
grade.
Missing
more
than
three
classes
will
result
in
a
failing
grade
for
the
course.
If
you
have
serious
extenuating
circumstances,
see
the
instructor
immediately.
Assignments:
Assignments
are
due
at
the
beginning
of
the
class.
Late
assignments
will
be
accepted
at
a
reduced
grade,
at
the
discretion
of
the
instructor.
If
you
are
unable
to
meet
a
deadline,
please
contact
instructor
prior
to
class.
Student
Code
of
Conduct:
Students
are
expected
to
uphold
the
rules
outlined
in
the
UNH
Student
Code
of
Conduct
http://newton.newhaven.edu/students/booklet.pdf.
Students
who
attempt
to
cheat
or
turn
in
another
person's
work
as
their
own
will
receive
a
zero
on
that
assignment
or
test
and
may
result
in
a
failing
grade
in
the
course.
University
policy
will
be
followed.
Student
Disability
Statement:
Students
with
documented
disabilities
are
encouraged
to
share,
in
confidence,
information
about
needed
specific
course
accommodations.
Students
with
documented
disabilities
are
also
encouraged
to
make
individual
appointments
with
the
Director
of
Disability
Services
&
Resources,
Ms.
Linda
Copney-‐Okeke,
who
can
be
reached
by
phone
203.932.7331
or
by
email:
lcopney-‐[email protected]
so
that
you
can
be
informed
of
the
full
range
of
student
services
available
at
the
University.
ADDITIONAL
RESOURCES:
Bennett,
W.
L.
(2009).
"Changing
Citizenship
in
the
Digital
Age"
in
W.
Lance
Bennett
(Ed.),
Civic
Life
Online:
Learning
How
Digital
Media
Can
Engage
Youth.
Cambridge,
MA:
MIT
Press.
Bruns,
A.
(2008).
"Educating
Produsers,
Produsing
Education,"
Blogs,
Wikipedia,
Second
Life,
and
Beyond:
From
Production
to
Produsage
(New
York:
Peter
Lang,
2008),
pp.337-‐356.
Buckingham,
D.
and
Domaille,
K.
(2003)
‘Where
have
we
been
and
where
are
we
going?
Results
of
the
UNESCO
Global
Survey
of
Media
Education’,
pp.
41-‐52
in
Von
Feilitzen,
C.
and
Carlsson,
U.
(eds.)
Promote
or
protect
UNESCO
Children,Youth
and
Media
Yearbook
Goteborg,
Sweden:
Nordicom
Boyd,
D.
(2009).
"Why
Youth
Social
Network
Sites:
The
Role
of
Networked
Publics
in
Teenage
Social
Life,"
in
David
Buckingham
(Ed.)
Youth,
Identity
and
Digital
Media.
Cambridge:
MIT
Press.
5
Flanagin,
A.,
&
Metzger,
M.
(2008).
"Digital
Media
and
Youth:
Unparalleled
Opportunity
and
Unprecedented
Responsibility,"In
Andrew
J.
Flanagin
and
Miriam
J.
Metzger
(eds.),
Digital
Media,
Youth,
and
Credibility
(Cambridge:
MIT
Press/MacArthur
Foundation,
2008),
pp.
5-‐28.
Hayes,
E.
(2008).
"Girls,
Gaming,
and
Trajectories
of
IT
Expertise,"
in
Yasmin
B.
Kafai,
Carrie
Heeter,
Jill
Denner,
and
Jennifer
Y.
Sun
(Eds.)
Beyond
Barbie
&
Mortal
Kombat:
New
Perspectives
on
Gender
and
Gaming.
Cambridge,
MA:
MIT
Press.
Jenkins,
H.
(2008).
"What
Wikipedia
Can
Teach
Us
About
the
New
Media
Literacies,"
Journal
of
Media
Literacy.
Kafai,
Y.
(2008).
"Gender
Play
in
a
Tween
Gaming
Club,"
in
Yasmin
B.
Kafai,
Carrie
Heeter,
Jill
Denner,
and
Jennifer
Y.
Sun
(Eds.),
Beyond
Barbie
&
Mortal
Kombat:
New
Perspectives
on
Gender
and
Gaming.
Cambridge,
MA:
MIT
Press.
McLuhan,
M.
(1997).
Understanding
media:
The
extensions
of
man.
Cambridge,
MA:
MIT
Press.
(Original
work
published
1964).
Mraz,
M.,
Heron,
A.
&
Wood,
K.
(January
2003).
“Media
Literacy,
Popular
Culture,
and
the
Transfer
of
Higher
Order
Thinking
Abilities.”
Middle
School
Journal,
p.
51-‐56.
COURSE
CALENDAR:
Week
Week
One
Topics/Assignments
What
is
Media
Literacy?
Google+:
Log
on
to
Google+.
In
the
appropriate
section
on
the
discussion
board
within
Google+,
introduce
yourself.
Share
some
information
about
yourself,
where
you
will
be
teaching,
and
a
significant
experience
you
have
had
with
reading/writing
instruction
and/or
assessment.
Finish
for
homework.
Edit
class
rubrics.
Five
Key
Core
Concepts
and
Questions
Google+:
First
DD
posting.
Read
&
respond
to
the
supplemental
readings.
The
Medium
of
Choice:
Television
Google+:
Second
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Readings
Potter,
Ch.
1
Week
Two
Potter,
Ch.
2
Bruns
(2008)
Week
Three
Potter,
Ch.
3
Bennett
(2008)
6
Week
Four
Radio
and
the
Sounds
of
Media
Google+:
Third
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Assignment:
Bring
in
work
next
class
on
Defining
Media
Literacy
assignment.
A
workshop
will
be
provided
to
allow
for
feedback
and
suggested
revisions.
Potter,
Ch.
3
Flanagin
&
Metzger
(2008)
Week
Five
Films
and
Film
Appreciation
Assignment:
Bring
in
work
on
Defining
Media
Literacy
assignment.
A
workshop
will
be
provided
to
allow
for
feedback
and
suggested
revisions.
Google+:
Fourth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
4
Hayes
(2008)
Week
Six
The
Photograph
–
Images
and
Visuals
Assignments:
Defining
Media
Literacy
assignment
due
Google+:
Fifth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
5
Kafai
(2008)
Week
Seven
Advertising
–
Part
1
Reminder:
New
Media
Challenge
assignment
due
next
week.
Google+:
Sixth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
6
Mraz,
Heron,
&
Wood
(2003)
Week
Eight
Advertising
–
Part
2
Google+:
Seventh
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Assignment:
New
Media
Challenge
assignment
should
be
completed
and
uploaded
to
6YC
IT-‐DML
Wiki
by
the
end
of
class.
Potter,
Ch.
7
Jenkins
(2008)
Week
Nine
Stereotypes
and
Identity
Google+:
Eighth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Potter,
Ch.
8
McLuhan
(1997)
7
Week
Ten
Media
Ownership
Assignment:
Bring
in
materials
for
your
New
Media
Learners
Assignment
to
class.
You
will
have
a
workshop
in
class.
Google+:
Ninth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Politics
and
the
Media
Structure
Potter,
Ch.
9
Week
Eleven
Potter,
Ch.
10
Assignment:
Bring
in
materials
for
your
New
Media
Learners
Assignment
to
this
class.
You
will
have
a
workshop
in
class.
Google+:
Tenth
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Week
Twelve
The
New
Media
and
its
Implications
Assignment:
Bring
in
materials
for
your
New
Media
Learners
assignment
to
this
class.
You
will
have
a
workshop
in
class.
This
is
due
next
week.
Google+:
Eleventh
DD
posting.
Read
&
respond
to
the
supplemental
readings.
Final
Project
and
Presentation
Reminder:
Assignment:
New
Media
Learners
assignment
due
this
week.
All
materials,
plans
and
written
pieces
need
to
be
uploaded
to
Google+
by
the
end
of
the
semester.
For
class
you
will
need
to
have
a
presentation
prepared
outlining
the
research
and
argument
you
make
in
your
research
review
and
present
to
the
class
using
any
tools
needed.
Potter,
Ch.
11
Buckingham
&
Domaille
(2003)
Week
Thirteen
8
