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I would give them short video to watch. Then ask some questions about it, and give them one question that they can not answer. Then i would give them to work on somethink, to make a really easy videogame or something and then at the end, ask them that question from begining.

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Rade animacije, vlastite emotikone, uređuju fotografije, snimaju i editiraju video

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Με τα παιδιά μου καλλι

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Με τα παιδιά μου καλλιεργούμε δεξιότητες πάνω στα Μέσα από απλές, καθημερινές δραστηριότητες. Παρατηρούμε εικόνες και μικρά βίντεο και συζητάμε τι μήνυμα μεταφέρουν, ποιος μπορεί να τα δημιούργησε και πώς μας κάνουν να αισθανόμαστε. Οι μαθητές δημιουργούν μικρές ομαδικές εργασίες, όπως αφίσες ή σύντομα μηνύματα, ώστε να κατανοούν πώς δημιουργείται το περιεχόμενο των Μέσων. Παράλληλα, συζητάμε βασικούς κανόνες ασφάλειας στο διαδίκτυο και τρόπους υπεύθυνης χρήσης των ψηφιακών μέσων.

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Γνωριμία με τα Μέσα

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Γνωριμία με τα Μέσα

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Αντί να μιλάμε απλώς για το τι είναι η τηλεόραση, φτιάχνουμε τη δική μας "τηλεόραση" (ένα κουτί με μια οθόνη), το δικό μας "ραδιόφωνο" (ένα μικρόφωνο-παιχνίδι) ή "εφημερίδα" (με ζωγραφιές και αυτοσχέδιες ιστορίες).

Τα παιδιά καταλαβαίνουν ότι τα Μέσα δεν "υπάρχουν" απλώς, αλλά τα φτιάχνουν άνθρωποι .

Ταξίδι μιας Είδησης/Εικόνας: Ακολουθούμε μια απλή ιστορία (π.χ., "Πώς φτάνει το καινούργιο μας παιχνίδι από το κατάστημα σε εμάς;"). Το προσαρμόζουμε στα Μέσα: "Πώς φτάνει η φωτογραφία της εκδρομής μας στη μαμά μας;"

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Μέσα από αποκωδικοποιή

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Μέσα από αποκωδικοποιήσεις εικόνων ή ταινιών μικρού μήκους, σχολιάζοντας τους διαφορετικούς τρόπους μετάδοσης της ίδιας είδησης, με χωρισμό σε ομάδες και ανάθεση ρόλου δημοσιογραφικής ομάδας και με δημιουργία ψηφιακών αφηγήσεων.

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I teach my students how to make digital narratives using various web tools.

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Tema: Kultura i mediji (Clickbait)

Na početku sata postavljam učenicima pitanje: “Jeste li ikada kliknuli na neki naslov i osjetili da vas je ‘prevario’?” Nakon rasprave u koju su uključeni svi učenici dolazimo do pojma clickbait  (naslov koji privlači pozornost, ali često pretjeruje, skriva bit ili manipulira.

U središnjem dijelu sata  učenicima podijeliti  nekoliko primjera clickbait naslova (npr. “Nećete vjerovati što se dogodilo kad je…”; “Ovo je trik koji vam liječnici neće otkriti!”). Učenici u skupinama izdvajaju: stilska sredstva: elipse (“…”), hiperbole, upitne rečenice, uskličnici i emocionalne riječi: šokantno, nevjerojatno, užasno, morate, hitno.

U nastavku sata kreativnija skupina učenika rješava zadatak: “Preoblikuj naslov”  učenici dobiju clickbait naslov i moraju ga napisati u informativnom, novinarskom stilu. A) obrnuto – obična vijest se pretvara u clickbait. B) glasanje – biraju najbolji (ili najgori) naslov i raspravljaju zašto.

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In my classroom, I approach media literacy by integrating real-world examples that encourage critical thinking and analysis. Students learn to evaluate sources, detect bias, and verify information using fact-checking tools. I use collaborative discussions, multimedia content, and current events to make lessons engaging and relevant. Emphasis is placed on questioning what they see online and developing responsible digital habits. Through project-based tasks, students actively apply their skills to decode and produce media thoughtfully.

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Tema nastavnog sata :Mediji , manipulacija i kritičko mišljenje

Učenici pregledavaju kratak video (3-5 minuta ) o medijskoj manipulaciji .Postavljamo pitanja za brzu raspravu o vjerovanju ljudi u dezinformacije i jesu li ikada podijelili nešto što se kasnije pokazalo netočnim . Podijeljeni su u grupe te svaka grupa dobiva isprintanu (digitalnu ) vijest , neke su stvarne , neke lažne...Analiziraju vijest prema kriterijima izvora informacija , tona , jezika , činjeniva vs.mišljenja , fotografija , videa . U zaključnoj refleksiji iznose i obrazlažu refleksiju .

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1. Sudjelovanje u Erasmus+ projektu: MEDIJSKA I INFORMACIJSKA PISMENOST: NAUČITI KRITIČKI RAZMIŠLJATI

2. AI u medijima, radionica u povodu Dana medijske pismenosti održana u Gimnaziji Sesvete u srijedu 9. travnja 2025. Radionicu su održale Milica Bogdanović i Iris Knežević.

3. Podcast Nemoj zijevati vode učenice maturantice koje su obrađivale nekoliko tema: državna matura, TV serija Sram, pub kvizovi...

4. Učenice su organizirale radionicu Digitalni otisak kojom žele povećati osviještenost i odgovornost o ostavljanju svojih podataka na internetu. Na radionici su se koristili nastavnim materijalima Francuskog nacionalnog centra za medijsku i informacijsku pismenost (CLEMI), kratkim dokumentarnim filmom o vidovitu Davu (Amazing mind reader reveals his ‘gift’ – Dave) te tražilicom Webmii.

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ERASMUS+ PROJEKT NAŠE ŠKOLE
MEDIJSKA I INFORMACIJSKA PISMENOST: NAUČITI KRITIČKI RAZMIŠLJATI
Trajanje projekta: 1. 10. 2022. - 31.12. 2024.

Odobrena vrijednost projekta: 250.000,00 €

Odobrena namjenska sredstva za Gimnaziju Sesvete: 31.200,00 €

Broj ugovora: 2022-1-HR01-KA220-SCH-000089732

Koordinatorice projekta: Vlatka Ostojić, prof. mentor i Jasmina Kranjčević Ćosić, prof. savjetnik

ERASMUS RAZMJENA U GIMNAZIJI SESVETE

TJEDAN ERASMUS SURADNJE U GIMNAZIJI SESVETE

YOUTH OF EUROPE: BRIDGING TO A BETTER WORLD

ŠESTI SUSRET UČENIKA I NASTAVNIKA U PORTUGALU
Erasmus + Medijska i informacijska pismenost u Portugalu
PETI SUSRET UČENIKA I NASTAVNIKA U HRVATSKOJ

ČETVRTI SUSRT UČENIKA I NASTAVNIKA U TURSKOJ

Četvrta mobilnost u sklopu našeg Erasmus + projekta Medijska i informacijska pismenost održana je od 26.11. do 2.12. u Turskoj, u Istanbulu. Gimnaziju Sesvete predstavljali su učenici Ema Barnjak, Mia Šarlija, Magdalena Šturman i Leona Pejković, u pratnji profesorica Jasmine Kranjčević Ćosić i Lucije Tustanić.

TREĆI SUSRET UČENIKA NA ISLANDU

DANI ERASMUSA U GIMNAZIJI SESVETE

8.5.-12.5.2023.

DRUGI SUSRET UČENIKA U LATVIJI

Drugi susret projekta Erasmus + „Medijska i informacijska pismenost: naučiti kritički razmišljati" održan je u Baldoneu u Latviji od 8. svibnja do 12. svibnja 2023.

U projekt je uključeno pet država: Island, Italija, Portugal, Turska, Latvija i Hrvatska. Predstavnice Gimnazije Sesvete na drugom susretu bile su učenice Lara Ilić, Lucija Kalinski, Marija Majić i Nina Stojak u pratnji nastavnica Jasmine Kranjčević Ćosić i Draženke Čuture.

PREDSTAVLJANJE MOBILNOSTI UČENICIMA GIMNAZIJE SESVETE

Učenice Lara Ilić, Nina Stojak, Marija Majić i Lucija Kalinski iskoristile su zadnje dane svog srednjoškolskog obrazovanja kako bi zainteresiranim učenicima predstavile drugu mobilnost u sklopu projekta Media and information literacy - Learning to think critically.

" Arhiva naših vijesti

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ERASMUS+ PROJEKT NAŠE ŠKOLE MEDIJSKA I INFORMACIJSKA PISMENOST: NAUČITI KRITIČKI RAZMIŠLJATI Trajanje projekta: 1. 10. 2022. - 31.12. 2024. Odobrena vrijednost projekta: 250.000,00 € Odobrena namjenska sredstva za Gimnaziju Sesvete: 31.200,00 € Broj ugovora: 2022-1-HR01-KA220-SCH-000089732 Koordinatorice projekta: Vlatka Ostojić, prof. mentor i Jasmina Kranjčević Ćosić, prof.

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Radimo grupne radove gdje učenici na određenu temu moraju pronaći informacije s interneta, ali samo iz povjerljivih izvora. Isto i kada imaju lektiru (HJ) pa pronaći bilješku o piscu, zanimljivost i slično.

Na svakom satu su aktivni, učeći o kritičkom mišljenju i razmišljanju te da obrazlože svoje mišljenje bez straha i srama.

Kada gledamo određene videozapise iz medija i kulture, razgovaramo o onome što smo vidjeli, čuli.

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Radimo prezentacije, digitalne plakate, video isječke, video mamce za lektire, sudjelujemo u obilježavanju Dana medijske pismenosti i Dana sigurnijega interneta, učimo razlikovati dezinformacije...

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Razlikujemo na primjerima iz medija prave i lažne vijesti te zaključujemo kako ih razlikovati.

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Radimo intervjue na zadanu temu, kreiramo lažne vijesti i prezentiramo u razredu te ocjenjujemo uvjerljivost. 

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Radimo intervjue na zadanu temu, kreiramo lažne vijesti i prezentiramo u razredu te ocjenjujemo uvjerljivost. 

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Radimo intervjue i snimamo vijesti ili reklame na zadanu temu.

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Izrađujemo plakate o književnim djelima, snimamo vijesti.

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Stvaramo kratke filmove o različitim aktualnim temama.

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Napravila sam radionicu medijacije na temu

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When ever we have time, I'm teaching them how to understand different types of media and how to be safe in them.

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In my semiotics class, I teach media literacy by guiding students to critically analyze advertisements as complex texts composed of signs and symbols. I encourage them to look beyond the surface and identify the denotative (literal) and connotative (implied or cultural) meanings embedded in the images, language, colors, and layout. We discuss how visual elements, sound, and narrative structure are used to construct ideologies, influence consumer behavior, and reinforce social norms or stereotypes.

Through this process, students learn to recognize how advertisements shape perceptions and values, often subtly. I also ask them to consider the context: who created the ad, for whom, and why. By applying semiotic tools—such as signifier/signified, codes, myths, and intertextuality—students develop the skills to "read" media messages critically and become more conscious, empowered consumers and creators of media.

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In my classroom, I approach media literacy as a critical and creative skill. I encourage students to question the information they encounter online and to identify the purpose, audience, and perspective behind different types of media content. We often analyze news articles, advertisements, and social media posts to discuss bias, credibility, and emotional influence. I also integrate hands-on activities, such as creating infographics or short digital stories, to help students become not only critical consumers but also responsible producers of media. Collaboration, discussion, and reflection are central elements of my teaching approach.

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Domain: Analysis

In my classroom, I take an analytical approach to teach media literacy, focusing on helping students develop the skills necessary to critically evaluate media messages. Here's a detailed breakdown of my approach:

1. Identifying Media Types and Formats: I begin by introducing students to various types of media, including news articles, advertisements, social media posts, videos, and podcasts. We discuss the unique characteristics of each format and the different purposes they serve, helping students recognize the diversity in media.

2. Evaluating Source Credibility: I emphasize the importance of assessing the credibility of sources. We engage in activities that require students to research the background of various media outlets and content creators. They learn to ask questions such as: Who created this message? What are their motives? Are there any biases present?

3. Understanding Persuasive Techniques: Students are taught to identify common persuasive techniques used in media, such as emotional appeals, logical reasoning, and ethical persuasion. We analyze advertisements and news segments together, discussing how creators construct messages to influence public opinion and behavior.

4. Analyzing Messages and Bias: I facilitate discussions on how media messages are constructed and how bias can influence the portrayal of information. We examine current events and compare different news outlets' coverage to highlight how framing and word choice can affect audience perception. Students engage in critical discussions to contrast differing viewpoints on a single topic, encouraging them to articulate and defend their interpretations.

5. Case Studies and Real-World Applications: To reinforce analytical skills, I bring in contemporary examples and case studies. For instance, we might analyze a trending social media campaign or a controversial news story, breaking down its components, intent, and public reception. This real-world connection makes the lessons more relevant and engaging for students.

6. Group Projects and Presentations: As a final activity, students participate in group projects that require them to analyze a media piece of their choice. They present their findings to the class, explaining the media's message, potential biases, and its impact on viewers. This collaborative effort fosters teamwork and enhances their ability to articulate their analysis.

7. Reflection and Discussion: I regularly incorporate reflection exercises where students consider how their understanding of media literacy has changed throughout the course. In class discussions, they share insights about the impact of media on their lives and society, promoting a deeper comprehension of the ongoing dialogue around media literacy.

By focusing on the analysis domain of media literacy, my goal is to empower students with the critical thinking skills necessary to navigate the media landscape effectively and responsibly. This analytical foundation is essential for their development as informed consumers and responsible producers of media content.

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I work with students on eTwinning projects refer them to netiquette and introduce them to collaboration tools.

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I work with students on eTwinning projects refer them to netiquette and introduce them to collaboration tools.

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I invite my students to teamwork through media connecting tools, even if it's only for meeting and organizing purposes. We encourage them to use multi-users documents also, so that one can add usefull details to another's work.

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I encourage my students to search in more than one directions and read or listen to many sources before choosing the one that they will use.

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I always start with the digital media my students use, based on their experiences and feelings. Based on these, they discuss, propose, apply, and learn. Finally, they produce relevant digital material, learning from within how these media work depending on who decides on their content.

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When we learn new material, we practice it by playing various digital games. In the Croatian language classes, we watch films and comment and think critically about the content. At the teacher's meeting, we discuss the dangers that threaten students when communicating with strangers through the media.

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We are learning about good manners on the Internet. We learn through play and various digital tools.

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Through my daily work and conversation with children, if I notice something related to media literacy, I never skip the topic. I pay special attention to media literacy when processing the Safer Internet Day.

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When creating digital content (texts, images, videos, or audio), I encourage students to be creative and responsible in their expression on the Internet. When searching, they should be able to critically evaluate the information, paying attention to the originality, topicality, objectivity, and independence of the information. I talk to them about the importance of respecting copyright, citing sources, and creating content that doesn't harm other people. Through working with different digital tools and platforms, I teach students how to use technology productively and safely. We discuss the dangers of the internet, including cyberbullying, fake identities, and how to protect yourself from these threats. I also refer them to various online tools for checking information and analyzing media content.

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I guide my students to approach the digital contents with critical thinking, using verified sources and information, as well as directing them towards tolerance and acceptance of diversities.

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My approach to teaching media literacy under the domain of "Information Skills" emphasizes critical thinking in evaluating sources. I guide students to assess the credibility, purpose, and bias of information they encounter online, teaching them how to distinguish between reliable and misleading content. We focus on verifying facts, recognizing fake news, and using trusted sources for research, empowering students to make informed decisions.

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I focus on helping students critically evaluate the credibility and reliability of information. I guide them in identifying trustworthy sources, distinguishing between fact and opinion, and recognizing bias in media content. Through interactive exercises, like comparing different news reports on the same topic, students practice analyzing sources and verifying information before accepting it as valid. This approach empowers them to navigate the overwhelming amount of information in today's media landscape more effectively.

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I always emphasize to students to be aware of security and digital traces.

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After training on media literacy, I encourage students to create digital materials themselves: quizzes, digital posters, videos, presentations and the like.

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When I work with students on eTwinning projects, I refer them to netiquette and introduce them to collaboration tools.

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I help students to critically search and evaluate information on the Internet, pay attention to security and copyright.

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As a teacher librarian, I develop information literacy skills in the curriculum, from the way information is collected and used to produce knowledge. Although the students show reasonable performance in the digital domain, they still have difficulties navigating the web and finding the information they want, which is reliable and up-to-date. When searching for terms, they mostly use secondary/tertiary sources of information as opposed to primary sources, which are less authentic since they involve a judgement made by intermediaries. These sources make it difficult for them to filter the information they need into accessible language and most of their work is based on weak or no authorial references. With the implementation of this routine and systematic programme of information research work in a disciplinary context, step by step, always with the support of the teacher librarian, the students learn multiple information and media literacy skills.

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Prikazujem video i razgovaram o videnom. 

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Prikazujem video i razgovaram o videnom. 

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To find a dialog form with students is one of mostly important type of my work as a teacher, I think, - I do it in many different forms, but mostly focusing on individual approach.

So, discussion to summarize main steps in our work is really important for me, first. We are arguing about video mostly after editorial work with text.

One of pragmatic methods of Media Literacy for me is to choose facts in storytelling the context of the event and agenda. This practice is very difficult for pupils as usual.

And the other toughest test for students is to identify video by location and time. So, they understand very soon that copying video online, not saying text, was the worst idea.

Anyway, motivation is the other key to keep communication open, I assume. So, I am trying to manage new idea for the students when they ca criticize and create - in other words, realize themselves.