[PDF] Media literacy is common sense: Bridging common core standards

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16 Middle School Journal January 2015

or credit card company commercials in meeting "CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words" (National Governors Association, 2010). Through guided, purposeful viewing of these familiar media texts (e.g., commercials) students could develop and apply mathematical skills in assessing the presentation of information, examining bias and validity at the same time.

Finally, students in eighth grade science could

meet "CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text" (National Governors Association,

2010) by critically analyzing information presented

in documentary film clips, like those from the BBC's Blue Planet series, in conjunction with evaluation of information in popular Hollywood movies, like Finding Nemo. By extracting textual evidence that most strongly supports (or contradicts) what a text says explicitly, students may develop critical analysis skills that include evaluating and judging information based on selected evidence. Additional comparison of evidences across a range of media texts facilitate students moving beyond simply citing evidence to foster a deeper evaluation of the accuracy, validity, or bias embedded in texts. By, "Combining multiple semiotic resources" (Siegel, 2012, p. 671), teachers seek to engage students in literacy as a social-constructivist practice (Vygotsky, 1980) in turn preparing students to participate in complex literacy discourses in 21st century global communities. Media literacy education offers a sound pedagogical approach for integrating multimodal texts and extending literacy across and between disciplines. Further, media literacy encompasses effective instructional strategies for addressing the CCSS and, more importantly, the complex developmental and cultural dimensions of young adolescents' literacy lives. When integrating media literacy into your classroom, remember the following: (a) use a range of both print and non-print texts in literacy activities; (b) use texts from the students' media experiences, inviting them to contribute to the curriculum; (c) analyze texts critically, and synthesize learning through production projects that also employ media; and (d) share your success with your school community and beyond.References American Academy of Pediatrics. (2010). Policy statement: Media education. American Academy of Pediatrics, 104(2). Beach, R., & Baker, F. (2011, June 21). Why core standards must embrace media literacy. Retrieved January 20, 2013, from http:// www.edweek.org/ew/articles/2011/06/22/36baker.h30.html Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reaching the millennial generation through media literacy. Journal of Adolescent & Adult Literacy, 52(6), 471-481. Cortez, C. (2000). The Children are watching: how media teach about diversity. New York, NY: Teachers College Press. Gainer, J. (2013). 21st-Century mentor texts: Developing critical literacies in the information age. Journal of Adolescent & Adult

Literacy, 57(1), 16-19.

Hobbs, R. (2010). Digital and media literacy: A plan of action.

Washington, DC: The Aspen Institute.

Kilbourne.J. (1999). Deadly persuasion: The addictive power of advertising. New York, NY: Free Press. Kirkorian, H., Wartella, E., & Anderson, D. (2008). Media and young children's learning. The Future of Children, 1S(1), 39-61. Layton, L. (2012, December 2). Common core sparks war over words. The Washington Post. Retrieved January 20, 2013, from http:// www.washingtonpost.com/local/education/common-core-state- standards-in-english-spark-war-over-words/2012/12/02/4a9701b0-

38el-lle2-8a97-363b0f9a0ab3_story.html

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. National Middle School Association. (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author. Pahl, K., Sc Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. Washington, DC: Sage. Partnership for 21st Century Skills. Framework for 21st Century Learning, (n.d.). Retrievedjanuary 20, 2013, from http://www. p21.org/overview/skills-framework/61 Prensky, M. (2001). Digital natives, digital immigrants. On the

Horizon, 9(5), 1-6.

Redmond, T. (2012). The pedagogy of critical enjoyment: Teaching and reaching the hearts and minds of adolescent learners through media literacy education. Journal of Media Literacy

Education 4(2): 106-120.

Rideout, V. J., Roberts, D. F., & Foehr, U. G. (January 2010). Generation M2: Media in the lives of 8- to 18-year-olds. The Henry J. Kaiser Foundation Executive Summary, 1-79. Semali, L. (2003). Ways with visual languages: Making the case for critical media literacy. The Clearing House, 76(6): 271-277. Siegel, M. (2012). New times for multimodality? Confronting the accountability culture. Journal of Adolescent & Adult Literacy,

55(8), 671-681.

Thoman, E., & Jolls, T. (2004). Media literacy- A national priority for a changing world. American Behavioral Scientist, 48( 1), 18-29. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, United Kingdom: Cambridge University Press.

Theresa Redmond is an assistant professor in the Department of Curriculum and Instruction at Appalachian State University in Boone, North

Carolina. E-mail: redmondta@appstate.edu

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