Philadelphia Youth Media Collaborative

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Media Literacy Tools highlighed in NAMAC/NAMLE Hangout

February 3, 2014 by admin in Feature

A national youth media movement has been evolving under the facilitation and support of the National Alliance for Media Arts and Culture (NAMAC). A series of webinars bringing together the experience of youth media workers, artists, scholars and program administrators has provided a platform for regular dialogue and exchange within the field. PYMC members have been active organizers in this work to share resources not just locally but to contribute to building the national field.

The most recent Google Hangout, showcased 3 innovative online tools for media literacy education.

Below is the original Blog Post from NAMAC Written by Sam Kaplan.

On Wednesday, January 29th, NAMAC and NAMLE hosted Lizzy Brooks, Curriculum Manager at the San Francisco Film Society (SFFS), The LAMP‘s Emily Long, and Jonathan Remple, Digital Engagement Producer for Independent Television Service (ITVS), for a live conversation to showcase three powerful new cloud-based media tools for facilitating media literacy education.

FilmEd. is a dynamic new online interactive Open Educational Resource from SFFS designed to connect educators, filmmakers, and students to media-focused information and tools.

OVEE is a social TV experience from ITVS that helps people interact with and view online media content together in realtime.

Media Breaker is an online video editor designed by The LAMP for the remixing of copyrighted content in educational settings.

Watch a video of the conversation below, facilitated by NAMAC’s Aggie Ebrahimi Bazaz, or read on for a recap.

After an introduction by Aggie, and an overview of NAMAC and NAMLE’s efforts towards collaborating around media literacy education tools to be used in the classroom, the three panelists gave overviews of their organizations’ respective media tools.

Lizzy Brooks on FilmEd

Lizzy described FilmEd. as “a web platform for promoting media literacy education” and “a hub for film as a teaching tool.” FilmEd. is “a space where educators and filmmakers can access the information and tools to teach media literacy in the classroom.”

Lizzy then gave a tour of the FilmEd. website, which includes

All sections on the site are dynamic, and anyone, including youth, can register for an account and upload their own curricula, lesson guides, or videos or post on the discussion boards.

Questions were asked about the site’s target audience, its balance between curation and being an open platform, and youth involvement. Lizzy noted that because FilmEd. was built to be “a hub for many groups,” its target audience includes classroom teachers, teaching artists, and filmmakers with an interest in educational spaces. Lizzy also said that the site is curated but that the bar for approval is set low to make it as open and welcoming as possible. Finally, Lizzy indicated that youth can “absolutely” upload their own content, and that SFFS “[wants] youth to use this space.”

Emily Long on Media Breaker

To introduce the Media Breaker tool, Emily screened this video:

 

Emily indicated that the emphasis for the tool is on being critical, not slickness or production values. The Media Breaker allows users to add text, re-cut video, and add creative commons audio to help provide a full video remixing experience and make it easy to respond to media messages.

Emily noted that in The LAMP’s research, they found that there is often a gap between what technology teachers have access to in their classrooms and what skills they have to use that technology. The Media Breaker was created to more easily allow teachers

to do media literacy work with their students.

Fair Use and Copyright: Emily discussed the gray areas when it comes to remixing copyrighted content and creators’ fair use rights. The LAMP’s solution to this issue is to have all content created using the Media Breaker screened by a team of lawyers and legal interns to verify the creation as fair use before being published. If content is not approved, it is sent back to the creator, allowing users of the Media Breaker to learn about the concept of fair use in the process.

Currently, The LAMP is using the Media Breaker in its lessons and workshops, but the goal is for teachers to use it in their classrooms independently.

To celebrate the act of remixing, or “breaking,” advertising content, The LAMP is also hosting Break the Super Bowl 2014, a Super Bowl party where Super Bowl ads will be remixed and projected for attendees to see, at the McBurney YMCA in New York.

Jonathan Remple on OVEE

Jonathan screened this video

to introduce OVEE:

OVEE was created to engage audiences anywhere in the world around the same content. As Jonathan

described, the tool allows anyone to create and host a screening of any online content — YouTube videos, video from livestreaming services such as Ustream and Livestream, and any video from PBS’s online library. Screenings can host up to 1,000 attendees at one time. Hosts can also use their webcams to communicate directly with audiences.

As an example, Jonathan described OVEE’s State of the Union live chat, moderated by ITVS’s Steve

Goldbloom and featuring live footage provided by Ustream, as well as live commentary by several expert political analysts.

Overall, the tool allows organizations to host live online events around the online video content of their choice, and even partner with other organizations to co-host and co-promote the event.

Conclusions

Aggie posed two follow-up questions to the panelists, one about the issue of a learning curve for these new tools, and the second about reaching out to math and science educators.

Regarding learning curve, panelists recommend a variety of approaches, including starting small, doing media literacy work that is not tech-heavy (for example, storyboarding), working with teachers outside of school hours, and having realistic expectations.

On the topic of math and science education, Jonathan described efforts by ITVS to create partnerships with online education initiatives such as the Khan Academy and the MOOC (massive open online course) List. Emily discussed creating advertising remixes around science-based advertising, such as ads for food, health products, or cars. Finally, Lizzy noted the possibilty of using film as a medium for science reports, and noted that while ITVS has had more traction with social studies and language arts teachers, science teachers’ openness to new technologies makes the potential for collaboration very appealing.

Thanks again to Lizzy, Emily, and Jonathan for participating!

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