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Audiobooks for the win!

With our shift to visual literacy, and our 40 strategies readings revolving around media and online literacy, I feel as though my “audiobook” lesson from our demo lesson may tie perfectly into this! With this, I believe a perfect way to tie audiobooks into visual literacy would be by playing a portion of the book that has been created into a video with the use of either animations or actors and actresses.
I know most of you are probably thinking, "well, Corrine, that's called a movie...", but I think this is a bit different then that. I view a movie as a directors interpretation on an author's work of literature, where as this video or clip that I am thinking of would be a direct reading, making it easier for students to follow along and interpret on their own.

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Digital literacy vs. printed literacy.

One interesting fact that I have learned from our readings this week is from our 40 strategies book where our authors touch on the fact that digital literacies is much more complex in comparison to printed literature.  At first, I had to reread this to make sure my eyes weren’t deceiving me, but after reading the explanation a couple pages later, it made sense. Students must make sure they picked an appropriate website by synthesizing and evaluating their findings, and then follow up with this by interpreting their results.

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Strategy #25 is used even at the college level.

Moving forward, this week I picked #25 book trailer because an upcoming assignment in my Young Adult Literature class involves making a book trailer. I wanted to understand the motives behind instructing students to make a book trailer, and after reading about this strategy, it is easy for me to understand why my professor would assign such a project. Although I am a college student, I would not classify myself as technologically savvy in comparison to my peers, so a project like this is a bit of a struggle for me. Once I get the hang of how a program operates, then I am able to navigate my way through the assignment, but at the start of a project like this, it would definitely be a struggle to get going.

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It's not as easy as I thought...

Students must also be able to decode symbols, understand hyperlinks and be able to navigate through interactive maps and graphs. All on top of this, students must separate the good, wealth filled information from the false info that gets put on the internet. Honestly, and i hope I’m not the only one, I never truly thought about how difficult using online sources really was.

Our authors also comment on the fact that media literacy involves being able to search and evaluate a website, communicate through email, even text, and use word processing or digital imagery to create meaning. When I read this, I began to understand how these could be seen as parts of literacy, but would have never before if I had not just read it.

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Learning how to detect this should be taught.

Going further with the students ability to search a website, and tying in another point I had made before, fake news is a real thing that is being imposed on the information students are being taught. After examining Chin’s article about schools teaching their students how to spot fake news, I think this is an extremely valuable tool that I wish I had been taught from an expert and not through myself, my peers and experimentation with different websites. After seeing the way that Hong’s students, an English teacher interviewed for this article, reacted to his question asking “what do you do with information that you don’t like or makes you uncomfortable or that you disagree with”, I most definitely believe that spotting fake news should be addressed inside the classroom.