Source: ASIDE

The natural extension in our media literacy curriculum for the sixth grade is the Take Notice project. It builds on the concept of questioning media that we've written about in other posts. This project brings together the techniques used in the art of persuasion through dialog and images to make a case for a particular issue. We are also lucky enough to have an Apple store that makes its space available to our students after hours for this special presentation. The evening itself is run like a media event, complete with a microphone and simulcasting on four large monitors at the Genius Bar.

Source: Apple Store, Manhasset, New York

In keeping with our belief that choice makes a difference in the outcome, we allow the groups to choose their topics for this project. Of course, they are age appropriate, but they address some tough issues that concern students. Interestingly enough, the parents are the ones who are enlightened by the middle-school mind, and many have often remarked that they had no idea that kids think about such hard-hitting issues. The topics run the gamut, including eating disorders, corporate espionage, hate crimes, global warming, cyberbullying and more.
 

Source: Power to Learn

Once the groups select their topics, each must develop an essential question it wants to answer and a solid thesis statement to guide the research. The students use a graphic organizer from the Power to Learn website to plan their editorials and to help guide them through the writing process. The final script, or screenplay, is compiled using Google documents before production begins on the movie. The sequencing of images follows the script to create the strongest impact.




The required time frame for each movie documentary may not exceed two and a half minutes in length, including a full works cited listing at the end. This forces the students to focus on the thesis statement to convey their particular point of view.


Producing their own documentaries not only makes others take notice, but also is a subtle way for the students to use the techniques in marketing, persuading, and promoting an issue. The Take Notice project empowers kids on another level as well. Their voices get heard, and adults take notice, too!


This is another example of project-based learning in TIME (technology, information, and media education) that reinforces the integration multiple literacies.

Source: Capstone Publishing

The Fact Finder book series by Capstone Publishing helped us design one of our signature TIME (technology, information, and media education) project-based learning units called Question It. This set of eight books provides a perfect way to introduce media literacy to students in the elementary classroom. Each book covers a different media, including magazines, television, movies, music, news, video and computer gaming, online, and new media. Their catchy titles, such as Coming Distractions (movies), TV Takeover (television) and Music Madness (music), appeal to kids as well.

The similarity in design and format makes it easy for students to work in groups on a particular topic, and each book revolves around the five key questions toward becoming media literate:

Who made the message and why?
Who is the message for?
How might others view the message differently?
What is left out of the message?
How does the message get and keep my attention?

Source: Capstone Publishing

In addition, each book provides an overview of the people who work in the different media industries and the lingo peppered throughout, giving kids the language to understand terminology such as target audience and product placement, as well as other lingo particular to the field.

Source: Capstone Publishing

By using this series as a springboard for their project, the students learned about the reality of what goes on behind the scenes on their topic. They produced their own media pieces to teach their peers about the validity of online media, marketing techniques in magazines, or the gimmicks used in music promotion and movie hype. This included understanding the techniques used for product placement, fact verses opinion, appeal, and the art of persuasion.



The students used their research to create iMovies to inform others how to question what they see, hear and read in the media, and they made a formal presentation showcasing their work at our local Apple store. Plain and simple, these young media moguls took control and came away with a wealth of understanding about media conglomerates. Essentially, they became smart consumers by learning how to be media-savvy producers to teach others.


For more information on how we integrate media literacy into student learning, please see our earlier posts on the topic.