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It’s All About the Perspective and the Stories Images Share

Explore and create

Explore and create : Creation lab


Friday, December 4, 11:30 am–12:20 pm PST (Pacific Standard Time)

Julie Jaeger  
Gwynn Moore  

Imagery drives perspective. Online resources help thinking and expression come alive while building support for diversity and respect for differing viewpoints. Participants will make thinking visible while: engaging in multiple student-focused activities to share perspectives, analyzing fictional and informational texts, creating narrative and informational stories, deepening understanding of content.

Audience: Teachers, Principals/head teachers, Library media specialists
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Web Browser
QR Code Reader
Goggle Account for Google Apps, Doc, Sheets, Forms, Slides
Laptop/Tablet/Smartphone
Topic: Student agency, choice & voice
Grade level: PK-12
Subject area: Language arts, STEM/STEAM
ISTE Standards: For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Facilitator
  • Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
Citizen
  • Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
Additional detail: ISTE author presentation, Session recorded for video-on-demand

Proposal summary

Purpose & objective

Is it a 6 or 9? Do you see a Duck or Rabbit? Engaging in Visible Thinking strategies and other student-focused activities, participants will experience how exploring the influence of perspectives builds student awareness and Media Literacy fluency. How do multiple forms of media influence and communicate with us every day? What influences our response? How can we use the power of media imagery to communicate with others? Why is it important for us to understand our audience? their perspectives?
Actively participating in activities to interpret meaning of graphical text and image, participants will leave with immediate implementation options and media literacy activities to create narrative and informational projects that show deep understanding of content. These activities are the type that can easily be implemented in a distance learning platform or face to face classroom setting so participants will be able to use the activities next day if they choose.
Participants will learn about different analyzation strategies such as 6 word memoir, Circle of ViewPoints, Wordless Books, PechaFlickr/Pecha Kucha and explore a variety of graphical texts and images. Easily accessible online resources to support these activities will be provided, and once again, each activity can easily be used in distance learning platform or face to face.

Objectives:
Participants will::
Interact with “next day” strategies for students to analyze graphical texts and images for the purpose of sharing information and influencing a response
Interact with “next day” strategies that help students use their perspectives and background knowledge to interpret graphical texts to understand the meanings and purposes.
Understand Media Literacy/Fluency; the power text and images have to invoke a response and influence every day. Inspire thoughtful understanding of perspectives and influence of imagery and typology in isolation and combination.
Understand how varied responses may be based on prior knowledge, life experiences and opportunities
Review numerous online free resources to enable them to implement activities next day.

Outline

Prior to start of session and first 5-10-minutes Opening activity...participants will engage in an interactive gallery choice board activity. Participants will choose images from the choice board. Each image will be linked to a shared doc where they record responses. This warm up activity will get them immersed in the process the same way they could use it with their students in a virtual platform. Presenter will greet participants as they enter the session and will ask them to use the link provided to go through the activity. Responses will be shared in the opening of the session. for participants
5-minutes Introduction of presenters and overview of objectives and how they apply to the Digital StoryTelling Process. Get to know the audience by having the introduce themselves through the.chat box.
5-10 minutes sharing of participants responses to images responses at the beginning of the session
5 minutes Depth of Knowledge, Critical thinking and Analysis review
10-15 minutes Circle of View Points using Library of Congress images and role playing perspectives
5 minute reflection on activity with participants to understand activity, ways to use in their class
2 minutes Graphical Image analysis tool introduction.
10-15 minutes Step Inside strategy with Primary Sources
5 minute reflection on activity with participants to understand activity, identify thinking strategies employed, ways to use this strategy in their class
10 minutes Reading the pictures Media Literacy Skills and Fluency with Wordless books, Graphic Novels, 6 word memoirs, Pecha Flicker/ Pecha Kucha
2-3 minutes Closing-model picture-based story

If this session is converted to an interactive lecture, the following modifications would be made. The Step Inside strategy and Media Literacy Skills and Fluency portions would be combined into a show and tell instead of a participant involved activity to meet the 60 minute time allotment.

Supporting research

Teaching Perspective Through Photos. Kathie. April 5, 2016. https://www.triedandtrueteachingtools.com/2016/04/teaching-perspective-through-photos.html
Visual literacy in English language teaching. Part of the Cambridge Papers in ELT series. August 2016. https://languageresearch.cambridge.org/images/Language_Research/CambridgePapers/CambridgePapersInELT_VisualLiteracy_2016_ONLINE.pdf

Media Literacy Perspectives. James A. Brown. Journal of Communication, Volume 48, Issue 1, March 1998, Pages 44–57, https://doi.org/10.1111/j.1460-2466.1998.tb02736.x
Published: 07 February 2006

Perspectives on Media Literacy, Digital Literacy and Information Literacy. Monica Fantin (Universidade Federal de Santa Catarina, Brazil) Source Title: International Journal of Digital Literacy and Digital Competence (IJDLDC) 1(4) https://www.igi-global.com/article/perspectives-media-literacy-digital-literacy/49686 Copyright: © 2010

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Presenters

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Julie Jaeger, Minot, ND

Julie Jaeger, PD Coach/Consultant and veteran Elem and MS educator, technology integrator, and gifted instructor, enjoys bringing "a-ha" moments and higher order thinking via Technology Integration, Differentiated Instruction, Digital StoryTelling, and Curriculum Enrichment using Higher Order Thinking, Problem Solving and Questioning Strategies. Authored "I-imagine Dares Students to be Their Best Selves" (ISTE Learning and Leading, June/July 2013) and received the 2016 Digital StoryTelling Creativity Leadership Award.  Serves as Outgoing Chair for ISTE's Digital StoryTelling Network [DSN] , Board of ND Association for Gifted Children. Holds an MS in Education with Technology Integration and a Credential in GT.

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Gwynn Moore, Aurora Frontier P-8
ISTE Certified Educator

Gwynn Moore, Chair of the Digital StoryTelling Network and 2020 Digital Storytelling Creativity Storytelling Award Winner, is the Instructional Media/Technology Teacher at Aurora Frontier P-8 in Aurora Colorado and an educator for 28 years. In 2019 she became an ISTE Certified educator which supported her desire to integrate technology across the curriculum. She shares her passion for technology through classroom instruction in diverse classrooms which include Second Language and refugee students. She ignites this passion for technology integration in others as she continues to provide professional development earning her recognition and training certifications.

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