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Common Sense Education - Digital Citizenship

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Common Sense Education - Digital Citizenship

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Stand-alone modules on information literacy that students can click through independently

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The blurring of entertainment, information, and persuasion is reshaping work, life, and citizenship. As a result, our relationship to media has never been so important nor so complex. By asking critical questions about what they watch, listen to, read, and use, students can be better prepared to be responsible communicators who can use a variety of formats and genres for self-expression and advocacy.

Covering a wide range of topics including the rise of news partisanship, algorithmic personalization and social media, stereotypes and media addiction, advertising and media economics, and media influence on personal and social identity, Renee Hobbs helps students develop the lifelong learning competencies and habits of mind needed to navigate an increasingly complex media environment.

CHECK OUT THE COMPANION WEBSITE: www.mlaction.com

SPECIAL DISCOUNT FOR FRIENDS OF THE MEDIA EDUCATION LAB! ORDER NOW!

Save 25% off with code RLFANDF25 at WWW.ROWMAN.COM or call 1-800-462-6420

Table of Contents

PART I: UNDERSTANDING MEDIA

PART II: JUDGMENTS ABOUT TASTE, QUALITY, AND TRUST

PART III: MEDIA ECONOMICS

PART IV: MEDIA IMPACT

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The blurring of entertainment, information, and persuasion is reshaping work, life, and citizenship. As a result, our relationship to media has never been so important nor so complex.

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Teaching Media Literacy Belinha S. De Abreu

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Open a world of reading. Try Sora, the new reading app for students, by OverDrive.

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The Current State of Media & Children Our children live in a world of powerful 24/7 media. In addition to children's exposure to traditional forms of media and advertisements like television, print (magazines, books), and billboards, new media has exploded in recent years.

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The Common Core Standards as applied to Media Literacy

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The Common Core Standards as applied to Media Literacy

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Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

The ESIFC and Common Sense Digital Citizenship Curriculum

The Stripling Model of Inquiry

The DOE is committed to creating and supporting learning environments that reflect the diversity of New York City. To ensure that our website serves the needs of everyone, it follows the Web Content Accessibility Guidelines 2.0, Level AA. That means the sites work for people with disabilities, including those who are blind and partially sighted. We are committed to creating accessible digital experiences for all website visitors. If you require assistance with any documents on our site, please please call 917-521-3654, email mdodes2@schools.nyc.gov, or mail to: Michael Dodes, 4360 Broadway, 4th Floor, New York, NY, 10033 for assistance.

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New York City School Library System: Digital Citizenship: Digital Citizenship

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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"Named for the keyboard shortcut for ‘find,’ CTRL-F is an evidence-based program that equips students with the habits and skills needed to evaluate online information to determine what to trust."

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A summary of the book mentioned above

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By Common Sense Media | June 4, 2020

The word "literacy" usually describes the ability to read and write. Reading literacy and media literacy have a lot in common. Reading starts with recognizing letters. Pretty soon, readers can identify words -- and, most importantly, understand what those words mean. Readers then become writers. With more experience, readers and writers develop strong literacy skills. ( Learn specifically about news literacy.)

Media literacy is the ability to identify different types of media and understand the messages they're sending. Kids take in a huge amount of information from a wide array of sources, far beyond the traditional media (TV, radio, newspapers, and magazines) of most parents' youth. There are text messages, memes, viral videos, social media, video games, advertising, and more. But all media shares one thing: Someone created it. And it was created for a reason. Understanding that reason is the basis of media literacy. ( Learn how to use movies and TV to teach media literacy.)

The digital age has made it easy for anyone to create media. We don't always know who created something, why they made it, and whether it's credible. This makes media literacy tricky to learn and teach. Nonetheless, media literacy is an essential skill in the digital age.

Specifically, it helps kids:

Learn to think critically. As kids evaluate media, they decide whether the messages make sense, why certain information was included, what wasn't included, and what the key ideas are. They learn to use examples to support their opinions. Then they can make up their own minds about the information based on knowledge they already have.

Become a smart consumer of products and information. Media literacy helps kids learn how to determine whether something is credible. It also helps them determine the "persuasive intent" of advertising and resist the techniques marketers use to sell products.

Recognize point of view. Every creator has a perspective. Identifying an author's point of view helps kids appreciate different perspectives. It also helps put information in the context of what they already know -- or think they know.

Create media responsibly. Recognizing your own point of view, saying what you want to say how you want to say it, and understanding that your messages have an impact is key to effective communication.

Identify the role of media in our culture. From celebrity gossip to magazine covers to memes, media is telling us something, shaping our understanding of the world, and even compelling us to act or think in certain ways.

Understand the author's goal. What does the author want you to take away from a piece of media? Is it purely informative, is it trying to change your mind, or is it introducing you to new ideas you've never heard of? When kids understand what type of influence something has, they can make informed choices.

When teaching your kids media literacy, it's not so important for parents to tell kids whether something is "right." In fact, the process is more of an exchange of ideas. You'll probably end up learning as much from your kids as they learn from you.

Media literacy includes asking specific questions and backing up your opinions with examples. Following media-literacy steps allows you to learn for yourself what a given piece of media is, why it was made, and what you want to think about it.

Teaching kids media literacy as a sit-down lesson is not very effective; it's better incorporated into everyday activities. For example:

With little kids, you can discuss things they're familiar with but may not pay much attention to. Examples include cereal commercials, food wrappers, and toy packages.

With older kids, you can talk through media they enjoy and interact with. These include such things as YouTube videos, viral memes from the internet, and ads for video games.

Here are the key questions to ask when teaching kids media literacy:

Who created this? Was it a company? Was it an individual? (If so, who?) Was it a comedian? Was it an artist? Was it an anonymous source? Why do you think that?

Why did they make it? Was it to inform you of something that happened in the world (for example, a news story)? Was it to change your mind or behavior (an opinion essay or a how-to)? Was it to make you laugh (a funny meme)? Was it to get you to buy something (an ad)? Why do you think that?

Who is the message for? Is it for kids? Grown-ups? Girls? Boys? People who share a particular interest? Why do you think that?

What techniques are being used to make this message credible or believable? Does it have statistics from a reputable source? Does it contain quotes from a subject expert? Does it have an authoritative-sounding voice-over? Is there direct evidence of the assertions its making? Why do you think that?

What details were left out, and why? Is the information balanced with different views -- or does it present only one side? Do you need more information to fully understand the message? Why do you think that?

How did the message make you feel? Do you think others might feel the same way? Would everyone feel the same, or would certain people disagree with you? Why do you think that?

As kids become more aware of and exposed to news and current events, you can apply media-literacy steps to radio, TV, and online information.

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What is media literacy, and why is it important?

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What is media literacy, and why is it important? - Learn more and get Common Sense Media's research-backed tips.

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The Empire State Information Fluency Continuum

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The Empire State Information Fluency Continuum

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Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

These documents will be most helpful if you are planning lessons and units for specific grade levels. For each grade level, you will find a chart of the priority skills and assessments for all four standards and then the coinciding graphic organizers.

Click the graphic organizers below to download them in Word format.

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SLSA: Information Fluency Continuum: Section 5: Assessments by Grade

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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A Pear Deck and Google collaboration with slides to help students navigate their internet presence

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Google has partnered with Pear Deck to create interactive presentations and vocabulary flashcards to accompany the Be Internet Awesome curriculum.

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Guides by subject and grade, Stand-alone lessons, Subject-area kits, Featured topics

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Students analyze 3 TV commercials and a PSA for cigarettes from the 1950s-1960s to assess marketing techniques, health messages and gender stereotypes, and then read about and discuss the 1970 congressional ban on cigarette advertising on television.

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Students analyze 3 TV commercials and a PSA for cigarettes from the 1950s-1960s to assess marketing techniques, health messages and gender stereotypes, and then read about and discuss the 1970 congressional ban on cigarette advertising on television.

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Center for Media Literacy: Media Lit Kit

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Center for Media Literacy: Media Lit Kit

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"In the MediaLit Kit ™, the Center for Media Literacy identifies Five Key Questions as the core of our inquiry-based media literacy pedagogy. Where do they come from? Like so many good ideas that evolve slowly over time, they are simply an innovative recasting of the Five Core Concepts which the early media literacy field adapted, in turn, from traditional categories of rhetorical and literary analysis."

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Center for Media Literacy | Empowerment through Education | CML MediaLit Kit ™ | | Empowerment through Education

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"News literacy is the ability to determine the credibility of news and other information and to recognize the standards of fact-based journalism to know what to trust, share and act on."

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The News Literacy Project works with educators and journalists to give students the skills they need to discern fact from fiction and to know what to trust.

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Ready-made lessons and worksheets to accompany your lesson activities

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Empire State Information Fluency Continuum Lessons

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Empire State Information Fluency Continuum Lessons

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"Critical Media Project (CMP) is a free media literacy web resource for educators and students (ages 8-21) that enhances young people’s critical thinking and empathy, and builds on their capacities to advocate for change around questions of identity."

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why media matters

Key facets of identity - like gender, social class, age, sexual orientation, race and ethnicity, religion, and disability - play prominent roles in the media we consume and create, determining how we see, understand, and experience the world and those we encounter in it.
Learn More

praise for critical media project

"

The Critical Media Project gave me an opportunity to really be able to think. The project helped me remember my past and analyze myself. By being able to think I was able to rediscover what it was that I was fighting for, what it was that motivated me. What I found most valuable about this project was that I was able to present in class and let out all the things, my life story, the hardships, and my motivation, that I had bottled up inside.

Luis Hernandez Batres
Student, Canoga Park High School

More Testimonials
Keep Critical Media Project Going!

Demand for Critical Media Project services outpaces current resources. With new funding CMP could expand our outreach, grow our resources and content, develop training modules for teachers, and assess our impact and value. Please consider donating today! And thank you!

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Key facets of identity -- like gender, social class, age, sexual orientation, race and ethnicity, religion, and disability -- play prominent roles in the media we consume and create, determining how we see, understand, and experience the world and those we encounter in it.

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Categories and Sample Questions for Media Decoding

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In today's media-saturated world, we need to teach our students the habits of critical thinking needed for their academic, career and civic lives. They need consistent practice in asking the right questions and in reflecting on their own meaning-making. Project Look Sharp's approach integrates materials and methodologies that teach both core subject-area learning with these media literacy skills.

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In today's media-saturated world, we need to teach our students the habits of critical thinking needed for their academic, career and civic lives. They need consistent practice in asking the right questions and in reflecting on their own meaning-making. Project Look Sharp's approach integrates materials and methodologies that teach both core subject-area learning with these media literacy skills.

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Five Key Questions Form Foundation for Media Inquiry

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In the MediaLit Kit ™, the Center for Media Literacy identifies Five Key Questions as the core of our inquiry-based media literacy pedagogy. Where do they come from? Like so many good ideas that evolve slowly over time, they are simply an innovative recasting of the Five Core Concepts which the early media literacy field adapted, in turn, from traditional categories of rhetorical and literary analysis.

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Short stand-alone lessons which help students examine the credibility of recent viral news items.

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RumorGuard from the News Literacy Project

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Helping you determine the credibility of info found online

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Strengthening civil society through First Amendment & Media Literacy Education

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Please take a moment to review the following resources, some of which you are well-familiar, and some of which might be new. Please feel free to add a comment that would indicate to other librarians/educators how this site could be used, how (un)helpful it is, etc. And please feel free to add new sites to the appropriate or new categories as needed.

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Here is a compendium of resources put together by fellow librarians. If you are receiving it, it's probably because you asked your librarian for a media literacy lesson or resource. Feel free to browse the comments to see how other librarians are using these sites with students and other educators.

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Bring Media Literacy and Media Making
to Your Teaching. Enroll now in FREE self-paced online courses with step-by-step videos and hands-on activities. Brought to you by public media station KQED, an NPR and PBS member station.

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1. Complete micro-credentials to showcase your media literacy teaching abilities.

2. Earn 8 micro-credentials and become a PBS Certified Media Literacy Educator.

3. Share your certification with school and district leaders with a letter of recognition from PBS.

Certification

Earn eight media literacy micro-credentials and automatically become a PBS Certified Media Literacy Educator who can demonstrate mastery with

Evaluating, creating, and sharing media effectively to support their own learning

Designing and implementing instruction and assessing student learning of these same skills

Once certified, you'll receive a letter of recognition from PBS to share with your school and district leaders.
Certification is free.

2022 Media Literate Media Award

2020 Badging & Credentialing finalist

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1. Complete micro-credentials to showcase your media literacy teaching abilities. 2. Earn 8 micro-credentials and become a PBS Certified Media Literacy Educator. 3. Share your certification with school and district leaders with a letter of recognition from PBS.

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A collection of titles for students who are interested in books about news literacy.

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Open a world of reading. Try Sora, the new reading app for students, by OverDrive.

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A selection of textbooks for educators when you search "media literacy" in Sora.

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Open a world of reading. Try Sora, the new reading app for students, by OverDrive.

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A fake news game. Users take the role of a person who wants to spread misinformation. Great teaching tool.

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Can you beat my score? Play the fake news game!

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Drop all pretense of ethics and choose the path that builds your persona as an unscrupulous media magnate. Your task is to get as many followers as you can while slowly building up fake credibility as a news site.

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https://checkpleasecc.notion.site/checkpleasecc/Check-Please-Starter-Course-ae34d043575e42828dc2964437ea4eed

I like this set of online modules to teach media literacy, especially the game FAKEOUT and the acronym SIFT.

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In this course, we show you how to fact and source-check in five easy lessons, taking about 30 minutes apiece. The entire online curriculum is two and a half to three hours and is suitable homework for the first week of a college-level module on disinformation or online information literacy, or the first few weeks of a course if assigned with other discipline-focused homework.

Once students have completed the starter course they can move on to any number of additional topical modules we will be rolling out. The topical modules go into more depth on skills, and explore specific social issues around information pollution.

Each lesson has multiple pages and activities. After clicking through to each lesson, you can use the list of links at the bottom of the first page to navigate, or just click through using the "Next up:" link under the main text.

<aside> 👉 This course is built so that it can easily copied and modified by teachers wishing to customize it. For more information on creating your own custom version, see the Teacher's Notes. The Notes also contain information on Accessibility

</aside>

Next up: Lesson One: Introduction to SIFT

All Lessons
Lesson One: Introduction to SIFT Lesson Two: Investigate the Source Lesson Three: Further Investigation Lesson Four: Find Trusted Coverage Lesson Five: Trace Claims, Quotes, and Media to Their Original Context The text and media of this site, where possible, is released into the CC BY, and free for reuse and revision. We ask people copying this course to leave this note intact, so that students and teachers can find their way back to the original (periodically updated) version if necessary. We also ask librarians and reporters to consider linking to the canonical version. As the authors of the original version have not reviewed any other copy's modifications, the text of any site not arrived at through the above link should not be sourced to the original authors.
<aside> 🏆 Development of this website concept funded in part by RTI International and the Rita Allen Foundation via the Misinformation Solutions Forum Prize. Neither organization is responsible for the content of this site.

</aside>

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In this course, we show you how to fact and source-check in five easy lessons, taking about 30 minutes apiece. The entire online curriculum is two and a half to three hours and is suitable homework for the first week of a college-level module on disinformation or online information literacy, or the first few weeks of a course if assigned with other discipline-focused homework.

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A partnership between Stanford, Poynter Institiute and the MediaWise initiative, these lessons were developed (and have been tested) to address students lack of ability to evaluate online sources and the often outdated ideas that are being taught in schools.

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Curriculum Index | Civic Online Reasoning

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Browse lessons, assessments, and collections

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While this curriculum requires a paid subscription, there are free lesson plans & resources that focus on different aspects of media communications.

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The JEA curriculum features hundreds of complete lessons in 11 module areas. Lessons include assessments, activities, ideas for differentiation and more. While the full curriculum is only available to members, we offer the following lessons as a preview:

1. News Values-What Makes It News?

2. Overview of the First Amendment

3. Deciding on a Storytelling Medium

4. Creating a Staff Manual

Scroll down to see the lessons in full or click on a title above to be taken directly to the lesson.

news
Description
Students will define and provide an example for eight elements of news (timeliness, proximity, impact, conflict, prominence, oddity, human interest, currency), and four other considerations (audience, policy, competition, presentation) based on a slideshow presentation and a Vocabulary Self-Awareness Chart.
Objectives

Students will learn the key elements to decide what is interesting or important to readers/viewers.

Students will become familiar with the terms that news editors use to make news judgments.

Students will begin to consider who the audience is (where they live, how old they are, what matters to them), their own news organization's policy, its competition and the presentation constraints.

Common Core State Standards

CCSS.ELA-Literacy.RI.9-10.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-Literacy.W.9-10.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.RI.9-10.5

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

CCSS.ELA-Literacy.RI.9-10.6

Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Materials
YouTube video "What Makes News News" by Rachel Zidon (3:01) http://www.youtube.com/watch?v=0NLfjlP5Fxc
Slideshow: News Values: What Makes It News Handout: Vocabulary Self-Awareness Chart Test: Values of News Lesson step-by-step 1. Building background - 10 minutes
Play the YouTube video linked above or any other short video in which students and/or professionals discuss their ideas about what news is. After viewing the video, open a discussion about what elements might go into deciding whether something is news.

Distribute the Vocabulary Self-Awareness Chart. Students are provided 12 terms that are elements of news judgment. To begin, they will look over the list and rate each word according to their understanding, using the procedure outlined at the top of the handout.

Choose one of the terms to provide an example from current news and definition.
2. Lesson on news values - 20 minutes
Present the slideshow "What Makes iIt News," providing a definition and up-to-date example of each. Ask students for additional examples from current news as you go along.
3. Complete the vocabulary sheet - 10-15 minutes
If you have journalism textbooks available, require students to read the chapter about how news is defined and use that to complete their vocabulary charts. Otherwise, set the slideshow to run automatically through all of the definition slides. Students should use newspapers, news magazines or news websites to help them find current examples. Students will move their checkmarks from the middle and minus columns to the plus column as they find examples and definitions of each term.
4. Reflection and closure - 2 minutes
Ask for one or two original examples from students. Ask them for ideas about how they can generate news stories at school using the news values they've learned.

Collect the completed charts or have students add them to their student manuals.
Assessment
In addition to discussion responses, students should have fully completed the Vocabulary Self-Awareness Chart with correct definitions and appropriate examples.
End of unit assessment
After Lessons 1 and 2, administer test: Values of News. (Key provided)

FA
Description
Students will learn the Five Freedoms as guaranteed by the First Amendment. Students will collaborate on what they know about the First Amendment and its relevance to their lives. Students also will examine how this document has remained relevant. This is the first lesson in the law and ethics unit.
Objectives

Students will learn and understand the Five Freedoms outlined in the First Amendment.

Students will begin to see how these Freedoms are present in their lives.

Students will understand how the First Amendment, which was written more than 200 years ago, has withstood the test of time.

Common Core State Standards

CCSS.ELA-Literacy.RI.9-10.9

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

CCSS.ELA-Literacy.RI.11-12.8

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

CCSS.ELA-Literacy.RI.11-12.9

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

Length
45-60 minutes
Materials First Amendment
Butcher paper and markers

Small slip of paper to be used as an exit ticket
Answer key: Possible Answers Lesson step-by-step 1. Introduction - 4 minutes
While students enter class, ask them to name as many First Amendment freedoms as they can. Then, tell them how many they have correct. Ask students to remember this number. Open class discussion by asking students to represent, using fist-to-five, how many of the freedoms they remembered. (For example, if they knew two, they would hold up two fingers.) Ask students to look around the room. Then, together brainstorm and write all five on the board, so they are listed at the front of the room.
2. Text reading - 1 minute
Either ask students to silently read or have a member of class read the First Amendment. (Teachers could either have this written on the board or displayed using the enclosed First Amendment.)

First Amendment: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
3. Large group discussion - application of the First Amendment (10-15 minutes)
Teacher should tell students this document has been relevant for the last 220 years.

Teacher should then ask students to list the technological advancements that have happened since the First Amendment was adopted Dec. 15, 1791? (Teacher could list these as students provide answers. These answers will vary.)

Teacher should ask students why is this longevity important to understand. (Answers may range from the First Amendment still being able to withstand the test of time to the forethought of the creators to make the 45-word document general enough for future interpretation.)
4. Small group discussion: What does each freedom mean? - 15-20 minutes
Put class in groups of four to five students. Hand out large paper (butcher paper) if possible. Students should divide the large paper into five sections and label each with the Five Freedoms. Students should use markers to write what each Freedom means in their own words and provide at least one example for each freedom. (For example, Freedom of the Press means having a press free of governmental intervention. One example might be having a free high school press in which the students make content decisions.) Student groups should have one person who reports and one who scribes the main points of the discussion on the paper. Another member will report to the large group in the next lesson segment. The remaining member(s) will be responsible for keeping the group on task.
5. Small group reports - 10-15 minutes
Each group should present one of the freedoms as discussed. When one group finishes, the other groups should discuss and add their definitions as the groups cycle through. They also should share the real-world examples they found. This will continue until five groups have discussed what they found. (Please see included answer key for possible answers.)
6. Exit slips - 5 minutes
Students should put everything away except a writing utensil, and teacher should erase the board. Teacher should pass out exit slips and instruct students to write down as many of the Five Freedoms as guaranteed by the First Amendment. Teacher collects the slips as students leave the room.
7. Extension
Teacher could post the papers around the room as a reminder of today's work.

medium
Description
Twenty-first century journalism gives students dozens of ways to tell stories. This lesson will help students decide the right method for telling the stories of the year and create deliverables to help the whole staff make the best decision.
Objectives

Students will examine different ways to tell one story.

Students will create a set of criteria for decision making.

Students will create a deliverable for the decision-making process, selecting a medium that best fits their objectives.

Students will use test the deliverable during story-planning sessions.

Common Core State Standards

CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

CCSS.ELA-LITERACY.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Length
Two 90-minute blocks/four 45-minute blocks

Materials / resources
Projector and speakers

Whiteboard

Handout: Conveying Purpose Effectively

Handout: " Students Participate in Day of Silence"

Online version: http://trnwired.org/2016/04/students-participate-in-national-day-of-silence/

Rubric: Designing a Storytelling Medium Deliverable

Udvar-Hazy Museum stories:

tjTODAY: http://www.tjtoday.org/14192/showcase/jefferson-freshmen-visit-udvar-hazy-museum/

TJTV: https://www.tjtoday.org/18375/showcase/udvar-hazy-vlog/

Cultural Food Taste Test:

tjTODAY: https://issuu.com/tjtoday/docs/tjtoday_volume_2_issue_4 (pages 12-13)

TJTV: Cultural Food Taste Test: Pani Puri: https://www.youtube.com/watch?v=ZvcijCIXmO0

Black History Month:

tjTODAY: https://issuu.com/tjtoday/docs/tjtoday_issue_5 (page 16)

TJTV (promotional video): https://www.youtube.com/watch?v=lsJRQIaigvM

tjTODAY: https://issuu.com/tjtoday/docs/tjtoday_volume_2_issue_5 (page 14)

TJTV (promotional feature): https://www.youtube.com/watch?v=GiU_oLX5ukE&t=2s (:49-1:40)

Academic Integrity:

tjTODAY: http://www.tjtoday.org/14213/opinion/changes-needed-in-honor-and-reporting-system/

https://issuu.com/tjtoday/docs/tjtoday_volume_2_issue_5 (pages 12-13)

TJTV (PSA): https://www.youtube.com/watch?v=MAPp6ESu6pc (1:11-1:55)

Lesson step-by-step Introduction and Brainstorming - 15 minutes
1. Teacher (or editor, depending on class level) should lead the class in an initial brainstorm to refresh students' memory of the different types of written stories they can utilize. Responses include (but are not limited to):

Once the initial list has been created, put students in small groups and have them discuss why they would choose one mode over another. Have them make a list of the different criteria and let them know that they will return to that list.

2. Conduct the same brainstorm with multimedia modes of communication. Make sure that students know that there is no right or wrong answer. Responses include (but are not limited to):

Broadcast feature

Broadcast news

Public service announcement

Snap Story

Live Tweet

Live Stream

Once this list has been created, put students back in their groups and have them discuss why they would choose one mode over another. Have them make a list of the different criteria and let them know that they will return to that list.
Examining Examples - 30-40 minutes
3. Hand out printed copies of the text of "Students Participate in Day of Silence" (included). This handout should include ONLY the text. Give students ten minutes to read and annotate the article.

4. Teacher should lead a brief discussion of the article, focusing on its purpose. What message is the author trying to get across? How are they attempting to achieve this purpose? Is the purpose achieved? How effective is the article? What could make this article even more effective? If there is a lull in conversation, have the students go back to their multimedia brainstorm lists. Are there any mediums on that list that would help make this article more effective? As readers, what would they like to see included?

5. Pull up the online version of the article. The first thing students will see is art that accompanies the online article. As you scroll down, students will seen an embedded video. As students watch the video, have them make a list of the ways the it enhances the article. They should mark specific places in the article where the video makes the text more effective. Discuss the effectiveness of the combination of the two pieces as a class.

6. Project on a screen the Udvar-Hazy article from tjTODAY.org. Have a student read the article aloud. Have the same discussion as above:

What message is the author trying to get across?

How are they attempting to achieve this purpose?

Is the purpose achieved?

How effective is the article?

What could make this article even more effective?

As readers, what would they like to see included?

7. Following the discussion of the article, show students the Udvar-Hazy vlog (video blog). What does the vlog add to the story that the article did not get across? What message is the vlog trying to get across? Is it effective? Why or why not? Which piece is more effective? The article or the vlog? Why? What would have happened if the two had been paired together?

8. Project on the screen pages 12-13 from the tjTODAY December 2016 issue. What kind of story is this? Continue to discuss purpose and effectiveness. Point out the note at the bottom of the spread that sends readers to tjtoday.org for a video on how to put together Pani Puri, a traditional Indian treat.

9. Project Pani Puri video and play for students. What does the video add to the print piece?

10. This next step could either be homework or a continuation of the class discussion depending on timing/class length.

In small groups, using either laptops or mobile devices, students should examine the three remaining examples from the materials list and complete the "Conveying Purpose Effectively" handout.
Creating a Decision-Making System - 90 minutes
11. Once students have examined multiple convergent examples, the teacher should put students into small groups to analyze their notes and come up with a list of criteria that will help journalists make decisions regarding story form.

12. After compiling the list of criteria, students should make chart that will help reporters decide what form of media they should use in order to achieve their desired purpose. This chart could take any number of forms:

Poster

Video

Infographic

Any other medium students might find effective

13. Once the deliverables are complete, groups will switch and the teacher will hand out slips of paper with different story ideas on them. Students will use the deliverables to develop a coverage plan for their topic.
Differentiation
For classes of mixed ability levels, consider creating heterogeneous groups where more advanced and/or experienced students can demonstrate leadership skills and mentor students who are new to the class and/or broadcast.

For students who might need more support in the assignment, consider modifying the "Conveying Purpose Effectively" handout, limiting the exercise to one or two examples for analysis rather than three.

For students who are advanced, consider an extension activity where students can analyze professional publications in order to explore new and creative ways that professional journalists are incorporating multimedia into their stories. If they come across an example that they would like to implement into their publication, have them come up with a pitch presentation for the editors and/or producers.

manual
Description
Students will research other media staffs around the country to see how they structure their staff manuals. They will secure staff manuals from other staffs and compile a list of policies they feel should be included in their staff manual and then write sections of their own staff manual based on their needs and their research.
Objectives

Students will research staff manuals from around the country.

Students will examine the different staff structures they discover in staff manuals.

Students will select the structure/policies they think will work best for their staff and complete their staff manual policies.

Common Core State Standards

CCSS.ELA-Literacy.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.9-10.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.W.9-10.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Length
Two 50-minute class blocks and 1-2 weeks for independent research
Materials
Copy of current staff manual (if you have one - access available for each student)

Access to computers for research (one per each student if possible)
Copies of staff manuals from media staffs around the country Staff manual rubrics Slideshow: Basics of Beginning a Staff Manual
Lesson step-by-step 1. Building background - 10 minutes
Explain to students that the staff manual is the ultimate resource and guide for all student publications. It should be the first place we all turn when we have a question about policies, procedures or duties.

Explain that students are going to find another school's staff manual, examine the contents of their manuals and then develop/revise our own staff manual.

Watch the attached presentation by Travis Feil entitled Basics of Beginning a Staff Manual. Discuss with students the four components of this slideshow and elaborate on how they might focus their initial efforts at coming up with these four components for the staff.

Add the four true/false assessments that correspond with staff manual contents. These can be utilized by teachers as they develop/teach the contents of a staff manual and can be adapted to individualized staff needs. They are labeled Group 1 Staff Manual Quiz, Group 2 Staff Manual Quiz, Group 3 Staff Manual Quiz and Group 4 Staff Manual Quiz.
2. Small group work - 30 minutes
Divide the class into six different groups. Each group will find at least five different staff manuals that cover the topics in their respective groups. In this initial group meeting, group members will develop a strategy for collecting staff manuals from around the country and how they will tackle the elements listed for their group. Each group will be responsible for researching policies/contents in the following areas:
Group 1 - Organization and Introduction and specific school information
- Table of contents

- Introduction/opening (letter from student editor(s), adviser, mission/vision)

- Staff organization (listing of all staff members, job titles/descriptions, flow chart)

- Important school information including address, phone numbers, personnel info, demographic data, performance data, important facts

- List of schedules (sports and academic events) - school calendar

- List of all coaches and club/activities sponsors (room numbers, emails, phone)

- AP style mini-guide and school specific style items that need to be consistent
Group 2 - Content/Editorial Policies
- statement of forum status, purpose of the publication, who determines content, intended audience

- obituary policy

- content and coverage - explain how content is decided

- letters to the editor - guidelines and requirements for submitting

- guest writers/columnists

- conflict of interest policy - explain how writers don't write about things they are involved in and how they don't accept gifts

- corrections policies - explain what the staff will do when they need to correct prior mistakes

- staff editorials - explain what they are, why we have them and who writes them

- advertising policy - explain any restrictions and the process for design and sales

- anonymous sources - explain any circumstance where anonymous sources will be permitted
Group 3 - Specific Staff Policies
- grading - explains how students will receive their grade on the publication staff

- deadlines - explains why it is necessary to have deadlines and any process for getting a deadline extended as well as penalties for missing deadlines

- interviewing - tips for background research, how to set up and conduct an interview and what to do after an interview

- working outside the classroom - during school hours, after school hours, using a press pass responsibly

- work nights - explain the purpose and requirements and exceptions

- staff communication - explain how staff members should be communicating with each other

- plagiarism/dishonesty - explain what happens if a staff member is caught
Group 4 - Technology policies
- cell phone use - in class and out of class expectations for staff members

- social media - explain appropriate use for staff members both on behalf of the publication and individual usage

- online media - who has authority to be posting on the staff site and how that is done

- copyrighted material - explains what needs to be done in order to use copyrighted material and how it is to be cited

- equipment checkout procedures - explains how students can check out equipment that they need and what happens if equipment is lost or damaged
Group 5 - Production Cycle
- story ideas - explain how staff members come up with story ideas to present to the editors/editorial board

- list of evergreen story ideas for all sections

- assignments/ladder - explains how the editors make story assignments and keep track of deadlines/drafts throughout the writing/design process

- writing/photography/graphics/design/editing flow charts - explains the process that each of these elements goes through in a production cycle
Group 6 - Business and Advertising
- Ad sales - explains staff expectations for ad sales and earning a grade (if this applies)

- Possible script for approaching a business to buy an ad

- Possible letter for approaching a letter to buy an ad

- Rate card for ad sizes

- Business ad contract and Patron ad contract (includes publication dates and ad copy submission dates)

- Payments/billing - explains the policy for invoicing a business and follow-up billing

- Advertising policies - explains the publications advertising policies

- Circulation - explains who we send our publication to, deadlines and subscriptions sales
3. Independent research - one week
Each student will be responsible for finding staff manuals that have the items they have been assigned in their group.

Students should contact the adviser at the school they choose to make sure they are willing to share the contents of their staff manuals and should get information to contact the adviser/student editors at the school for any clarification.

As an end result, each student should design a chart that lists verbatim the policy they have found in each respective area from staff manuals so they can be compared. The sixth column on the chart should represent a proposed policy for your staff manual in that area.
5. Group presentations to class - one class block (potentially more depending on how your staff wants to approve new content for a staff manual)
Each group will mesh their charts with their five examples and their proposed policy for our staff manual. Group members will then present their findings from other schools and their proposed policies for our staff manual.
6. Some sample assessments you can use when covering your staff manual
Attached you will find four quick and easy assessments that correlate with the sections of your staff manual you've created according to this plan. Feel free to download and edit them to reflect your needs and your staff manual

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The JEA curriculum features hundreds of complete lessons in 11 module areas. Lessons include assessments, activities, ideas for differentiation and more. While the full curriculum is only available to members, we offer the following lessons as a preview: News Values-What Makes It News?

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PLAY ALLCTRL-F: Contemporary Digital Media Literacy Skills Workshop

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PLAY ALLCTRL-F: Contemporary Digital Media Literacy Skills Workshop

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CTRL-F: Contemporary Digital Media Literacy Skills Workshop

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For more information and to register to access the CTRL-F resources go to https://www.ctrl-f.ca/