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Project-Based Learning: Eight Essential Elements

4 Mar

Screen shot 2013-03-04 at 2.59.35 PM

It’s Day 1 at South by Southwest Education (SXSWEdu), and already I’m feeling the buzz. There’s a great conference room in the Austin Convention Center, complete with a super-size front projection data screen, stage set lighting, with a great music mix setting the mood. Producton values are so important for a conference. Don’t I just want to love this event? Yes!

First up is Alfred Solis, Director of New Media at the Buck Institute for Education. In the minutes before the program begins, I go online (free, no password needed – thank you!) to discover that this organization pioneered staff development in project-based learning since the 1990s. John Thomas wrote a review of the research evidence, which is also useful. What’s their secret?

It’s the Eight Essential Elements of Project-Based Learning:

SIGNIFICANT CONTENT. The project is focused on important knowledge, concepts and skills derived from standards.

21st CENTURY SKILLS. Students build critical thinking, collaboration, creativity and communication and other skills needed for success in today’s world.

IN-DEPTH INQUIRY. Students engage in a rigorous extended process of asking questions, gathering information, and developing original answers

DRIVING QUESTION. Project work is guided by an intriguing, open-ended question.

NEED TO KNOW. The project creates an authentic purpose for learning, beginning with an Entry Event.

VOICE & CHOICE. Students make some decisions about the project, including how they work and what they create.

REVISION & REFLECTION. Students give, get, and use feedback to improve their work, and reflect on their learning.

PUBLIC AUDIENCE. Students create products for or present work to people beyond their classroom.

After introducing these concepts, participants were invited to watch a video, “Media Saves the Beach,” from High Tech High School in San Diego. After viewing, we reviewed how the eight elements were embodied in the video, with a partner.

He then shows another video and asks participants to select from a multiple-choice list: What’s the driving question? I’m reminded of Ted Sizer and Grant Wiggins and the vibrant ongoing dialogue on the art of creating Essential Questions (EQ).

Alfred Solis concludes by noting that public audience and public exhibition are a game-changer for schools. Culminating events require persuasive communication and marketing skills. What a nice crisp introduction to project-based learning!

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A “Ripping” Fine New Year

1 Jan
I'll be ripping clips from Gnomeo and Juliet

I’ll be ripping clips from Gnomeo and Juliet to help K-12 teachers teach media literacy.

My New Year’s Resolution: In 2013, I’ll be “ripping” DVDs to make clip compilations for media literacy. And I’ll be encouraging K-12 teachers, school librarians, and technology educators to do the same.

Why? Because finally, as of October 26, 2012, the U.S. Copyright Office, as part of the DMCA 1201 rulemaking process, has declared that K-12 teachers can legally bypass copy-protected software on DVDs and online streaming media to make short clips.

How did this happen? As a copyright education activist, I participated in two rounds of rulemaking proceedings in 2009 and 2012 concerning the anticircumvention provisions of the Digital Millennium Copyright Act (DMCA), which is the law that exempts YouTube and other ISPs from liability from copyright claims and criminalizes the circumvention of digital rights management (DRM) software that protects DVDs from being copied. I was in good company among other copyright education activists including Peter DeCherney, Martine Rife, Spiro Bolos, and the ALA’s Jonathan Band. Professors Victoria Phillips and Peter Jaszi supported my work through the Glushko-Samuelson Intellectual Property Law Clinic at Washington College of Law at American University.

Every three years, citizens can protest if they believe their fair use rights have been compromised by the current law; the Copyright Office pores over the petitions, weighs the pros and cons, and then offers recommendations to the Librarian of Congress, who ultimately grants or denies the exemptions.

In 2009, we were successful in expanding the law so that college professors and film/media students can legally “rip” DVDs for fair use purposes. In 2012, we were successful in expanding the law to include the right of teachers in kindergarten through twelfth grade!

Here’s the fine print: “The person engaging in the circumvention must believe and have reasonable grounds for believing that the circumvention is necessary to achieve the desired criticism or comment, and where the circumvention is undertaken solely in order to make use of short portions of the motion pictures for the purpose of criticism or comment in the following instances: (i) In noncommercial videos; (ii) in documentary films; (iii) in nonfiction multimedia ebooks offering film analysis; and (iv) for educational purposes by college and university faculty, college and university students, and kindergarten through twelfth grade educators.” You can read the text of the Copyright Office decision here.

Why it matters. By asserting that K-12 educators have the right to circumvent encryption to make fair use of copy-protected DVDs and online digital media for teaching and learning, the law begins to move beyond the needs of large-scale content owners to include the rights of educators and students.

But if K-12 educators don’t take advantage of their new legal rights, has the law really changed? This new provision of the law is definitely a “use it or lose it” situation – if we can’t demonstrate the need for the special exemption in 2015, we may lose it. So, my friends, get “ripping.” Unleash your creativity to create new kinds of educational materials with film DVDs. To help you learn how, here’s a “how to” lesson on using the free software Handbrake to rip on a MAC and here’s how to do it on a PC. And please, inspire your colleagues by posting your own plans for “ripping” in the comment space below.

First things first. You might wonder why I’ve set my sights on “ripping” clips from Gnomeo and Juliet (2011, dir: Kelly Asbury). Of course, there’s the wonderful opportunity to hear my favorite classic Elton John songs (like “Your Song,” for example). But the film has so many possibilities for exploring literary concepts like adaptation and intertextuality and for discussing the concept of nostalgia as it shapes the production of films for child audiences.

Among the gems in this film is the infomercial for the Terrafirminator, the “un-neccesarily powerful” lawnmower that’s “a weapon of grass destruction,” so intimidating that “your lawn will be afraid to grow!”

After viewing the commercial, the gnomes use a laptop to order this high-tech lawnmower.

After viewing the commercial, the gnomes use a laptop to order this high-tech lawnmower.

It’s a classic example of those Saturday-morning high-pressure sales pitches we see on TV.  And even very young children will recognize the now-familiar trope of slow-motion ninja fighting when it occurs in the timeless conflict between the red gnomes and the blue gnomes. I can imagine playing the “Spot the Reference Humor” game, where students clap their hands when they recognize an example, using this activity to discuss the complex interpretations viewers make as part of the film viewing experience. Of course, older students will enjoy the chance to discuss how and why the Shakespeare tragedy is bizarrely altered to create the happy ending required for a children’s film.

Now that the U.S. Copyright Office has permitted K-12 educators to “rip” videos for media literacy education, we can celebrate! Happy New Year 2013!

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Creating a Culture of Learning

4 Nov

These days, who has time to learn new things? At this time of year, it’s easy to feel overwhelmed by the pace of work and life. As the days grow shorter, it seems there’s even less time to get everything done – at work, at home, and in our communities.

Yet educators, media and information professionals and librarians DO find time to learn new digital media tools and technologies. We learn when we go to conferences and get inspired by a demonstration. We learn when we exchange information with colleagues who have cool skills we lack. A couple of weeks ago, my colleague Rebecca Romanow, Interim Director of the Film/Video Program at URI’s Harrington School, taught me how to grade papers on an iPad.

For me, finding time to learn new digital tools happens during the times I set aside for “play-and-learning.” Right now, I’m teaching myself to learn PTCH, an easy-to-use video sharing app on my smartphone that lets me assemble short videos. I find myself playing with new digital tools in a variety of in-between situations. Especially when I’m feeling overwhelmed or when I am procrastinating, learning new digital tools gives me a kind of refreshing “break” that can inspire my creativity and productivity.

Want to learn more about how information professionals stay on the path of continuous learning when it comes to digital media?

On November 14 at 7 p.m. EST, I’m hosting an Google hangout called, “Creating a Culture of Learning: How Librarians Keep Up with Digital Media and Technology.” The event is free and open to the public and all are welcome to attend. We’re discussing how we stay on the learning curve with our students, colleagues and patrons as new devices, software and Internet-enabled services emerge. Confirmed speakers include:

  • Caroline Haebig, instructional technology coordinator, Adlai E. Stevenson High School. Haebig collaborates with teachers and administrators to improve student and teacher engagement using technology.  She is an active member of the International Society for Technology in Education (ISTE) Young Educator Network and was named as the ISTE Outstanding Young Educator 2012.
  • Jamie Hollier, a technology consultant and project manager with the Public Library Association and formerly the Colorado State Library. As part of its Broadband Technology Opportunities Program (BTOP) grant, the state library conducted training across the state and developed a range of training tools available at http://www.coloradovirtuallibrary.org/techtraining/. Hollier was the project coordinator for the Colorado BTOP project.
  • Gwyneth Jones, aka The Daring Librarian, a middle-school teacher librarian at Murray Hill Middle School in Laurel, Maryland. She is a member of the ISTE Board of Directors, and was named an Innovator and one of Library Journal’s Movers & Shakers 2011. The Daring Librarian blog delivers “Ed-Tech Talk with Sweet Snarky Freshness.”
  • Bobbi Newman, aka Librarian by Day, is currently enrolled at Iowa State University pursuing her second master’s degree.  While working at a Missouri public library, Newman was among the first to replicate Charlotte-Mecklenburg Public Library’s “23 Things” model, and she has written and spoken frequently on how the library adapted and made the program work. Newman also co-founded the award-winning Libraries and Transliteracy Project.
  • Anu Vendanthan, director of the Weigle Information Commons at the University of Pennsylvania. The Commons has supported new media and video projects in the context of college coursework for several years. Anu writes and speaks extensively about the integration of technology into teaching and learning. Her research has explored gender-related aspects of the creation of videos by today’s college students. She has held leadership positions in K-12 administration, the federal government and non-profit organizations.

How can library groups and library leaders best support library staff in the quest to stay current? What are the perceived obstacles that interfere with the continuing education process? What resources or continuous learning models already are available to the profession, and what are their pros/cons?

To learn how to participate, please RSVP at alawash@alawash.org.

A Loss to the Global Media Literacy Community

13 Oct

You Will be Missed!

I was deeply saddened by news this morning that one of the founders of the Italian media literacy community, Roberto Gianatelli, passed away on October 12.

I first met Roberto in 1990 at the legendary Guelph conference, where media literacy educators from around the world first gathered, and where only a handful of American scholars and teachers were present. His passion for teaching was evident from the moment I met him. After that, we met (nearly annually, it seems) during the 1990s as the international media literacy community began gathering steam. In 2000, we participated in Summit 2000: Children, Youth and the Media: Beyond the Millennium, an amazing onference held in Toronto Ontario, which brought together media educators, media producers and more from around the world. At this event, more than 1500 people from 53 countries participated — it was the largest gathering of media literacy educators in the world.

But it was only when Damiano Felini spent time with me in Boston when he was finishing his dissertation in the late 1990s that I had the chance to really understand the sources of momentum that were propelling the media literacy education community in Italy. I decided to spend my sabbatical leave in 2001 in Italy, where I got to meet with Damiano, Roberto and other media educators, including Alberto Pellai and Pier Cesare Rivoltella. Since then, I have had the great opportunity to meet many brilliant Italian media literacy educators including Maria Ranieri, Alberto Parola, Luciano di Mele, Isabella Bruni, Roberto Farne, and many more.

After sharing ideas with the Italian delegation at the World Summit on Children and Media in Karlstad, Sweden in 2010, I was especially delighted to collaborate with Damiano Felini and Professor Gianna Cappello (president of MED, the Italian media literacy association) to create a special issue of the Journal of Media Literacy Education where we worked under the auspieces of two journals devoted to media literacy education: the Journal of Media Literacy Education (sponsored by the National Association for Media Literacy Education) and the Italian Media Education: Studi, Ricerche, Buone pratiche (sponsored by MED, Associazione italiana per l’educazione ai media e alla comunicazione).

I offer my condolences to the many Italian educators who are mourning the loss of their mentor, guide and friend, Roberto Gianatelli. An ordained priest in the Salesian Roman Catholic order, he was a warm, kind and brilliant man. His sense of humor was infectious. Because of his leadership, the Italian media literacy community embraced the contributions of elementary and secondary teachers as well as university faculty and he inspired many to “think big” about this emerging field. It was such a treat to be with him in the summer of 2011 in Corvara, a beautful village in the Dolomite Mountains where the Italian media literacy community gathers for its annual summer course in media education.

This weekend, Italian media educators will gather at the University of Udine for a professional development gathering entitled, “Media Education: Crsecere e insegnare nella societa dei media.” In spirit, I will be there to lift a glass in memory to this Italian lion of a leader in the global media literacy comnunity. I am confident that the Italian media educators will carry on and extend the legacy that Roberto helped begin.

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Time Capsule Videotape, Circa 1987

26 Sep

What a delight to receive an email from one of my former students, Brad Drury, who was a member of the Babson College Class of 1987.  In preparation for the 25th Reunion, he’s just unearthed the “time capsule” that the class compiled and found the videotape I shared with the class, a compilation excerpt tape of 22 music videos produced by students enrolled in Communication Seminar in the Fall of 1986 and Spring of 1987.

I was in my second year of teaching at Babson College and although we were in a seminar course that focused on the impact of media and technology on society (reading Amusing Ourselves to Death as I recall), we were simultaneously exploring characteristics of image-sound relationships and examining how to use the new technology of video for purposes of expression and communication.

I have the fondest memories of these former students, including Andrea Miller, Jay Skelton, David Marshall, Tona Costa, Abby Fligor, Dena Bancroft, Roger Lerrick, Monica Chang, Russell Fine, Lucy Bakewell, LJ Troderman, Rebecca Frederick, Tim Burns and others. If any of you have (somehow) pack-ratted away your old course notebooks, writing or other assignments from the Fall 1986 or Spring 1987 semester, it’s time to digitize and share them so that the ol’ professor can take her walk down memory lane!

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Flash Mob at the Faculty Meeting

22 Sep

What a fun back-to-school September it’s been! One recent highlight: I was welcoming more than 100 Harrington School faculty back to campus at our first faculty meeting on September 7. I had just offered my warmest thanks to our amazing leadership team, including Nedra Reynolds (Writing and Rhetoric), Lynne Derbyshire (Communication Studies), John Pantalone (Journalism), Rebecca Romanow (Film/Media) and Regina Bell (Public Relations). These talented individuals worked throughout the summer with me to build the future of our new School. We were about to showcase our progress.

But our meeting was suddenly interrupted by the entrance of the school’s plushy mascot, the Rhody Ram, who was dancing like a crazy animal and carrying a boombox. This strange character caused a stir among the faculty and this inspired the Harrington Rangers, seated unobtrusively in the audience, to leap to the front of the room to introduce themselves (in sound-off Annette Funicello-style, for those of you who remember the Mouseketeers). They explained that the Rangers are our brand-new student leadership team, our most outstanding and impressive students who serve as brand ambassadors and peer advisors.

Just then, there was an additional surprise when then students (and the Ram) presented me with a birthday cake. It was indeed a charmingly disruptive flash mob. What a terrific back-to-school is beginning in this New Year!

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Activating Young Leaders To Create a World Where Hate Cannot Flourish

16 Jul

Brianna Pescok and Renee Hobbs visit the State of Deception exhibit at the United State Memorial Holocaust Museum in Washington, D.C.

One of the best things about my new job is the extent to which I’ve been able to think deeply about the needs of college-age students in relationship to the unknowable future we all face. In aiming to create a school of national distinction, I’ve been asked, “Who is the ideal University of Rhode Island Harrington School student?” My answer never wavers. It’s someone with three essential qualities: (1) a “doer” with intellectual curiosity, tenacity, and ambition; (2) someone eager to develop outstanding skills of expression and communication using a variety of forms (written, oral, visual, multimedia, digital, etc); and (3) someone who is relationally-oriented, full of compassion and community-mindedness, and possessing a deep sense of what it means to “do the right thing.”

This summer I was delighted to meet many young people with all these qualities and boy, was it inspiring! For the second year, I participated in a special leadership development program, held in Washington, D.C., called “What You DoMatters,” a three-day program for college students supported by the United States Memorial Holocaust Museum. Students came from more than 40 colleges and universities around the United States and across the world.

The lineup of presenters was impressive. We heard from Carl Wilkins, the last American to remain in Rwanda after the genocide began in 1994. And Eboo Patel offered wise words about the ways that religious understanding can change ourselves — and the world. Former University of Maryland wrestler Hudson Taylor inspired us all with the tale of how he grew into the role of becoming a LGBT rights activist, helping change the culture of college sports.

The conference is designed around a special exhibit at the Holocaust Museum, State of Deception, which is an exploration of the rise of German propaganda in the 20th century. To open the event, Sara J. Bloomfield, director of the Museum, welcomed the student leaders, explaining that Nazis didn’t just spread hate. They also promoted an agenda of freedom, unity and prosperity that many people found alluring, using mass communications and the ability to exploit the Germans’ hopes and fears.

JoAnna in action

JoAnna Wasserman created “What You Do Matters” as part of her work for the U.S. Memorial Holocaust Musem.

One of the things I liked best about the conference was the time allotted to dialogue and informal sharing. Conversations were real, personal and authentic.

Some sessions took a close look at contemporary propaganda. Journalist Lou Jacobson took us behind-the-scenes at Politifact.com to see how they help readers distinguish between many shades of lies and truth in the propaganda machine that is Washington, D.C. You’ll also be pleased to know that I offered a session entitled, “Lessons from KONY2012″ where we critically analyzed various perspectives from journalists, activists, critics, and social media experts on the meteoric rise and fall of the activist Jason Russell, whose creative new ways of reaching audiences with powerful messages captured the world’s attention in the spring of 2012. I’ll be sharing the lesson plan that I created for this session as part of a back-to-school suite in September. Stay tuned!

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Defining Digital Literacy

14 Jun

What is digital literacy? The term has been rising in visibility since 2009 but it has been used quite differently by a variety of stakeholders including policy makers, educators, and business and technology professionals. Next week, at the American Library Association’s annual conference, I’ll be moderating a discussion about four distinct but interrelated definitions and and uses of this important term. Sharing ideas with me will be Judy Kleinberg of the Knight Foundation, Roseanne Cordell, a librarian at Indiana University South Bend, and Laurel Felt, a doctoral candidate at the University of Southern California’s Annenberg School of Communication and Journalism.

Depending on what group of people you talk to, the term ‘digital literacy’ might suggest one or more of these meanings. Which of these definitions are most (and least) useful to your work? For school, academic or public librarians, which of these terms is most relevant? For those in K-12 education, which do you focus on? And for technology educators, where do you focus? Funders and policymakers, which ones are most likely to resonate with decision makers in local, state and national government?

Computer Skills and Access Issues. Having broadband access and knowing how to use the Internet enable full participation in society. For some, basic keyboard and mouse skills are essential skills while others may benefit from a greater understanding of file management and browsers. For example, websites like DigitalLiteracy.gov emphasize the value of using the Internet to find a job, create a resume and for career exploration.

Issues of Authorship. People are creating and sharing more than ever. The concept of digital literacy reflects the growing importance of user-generated content and the changing role of authorship in a digital age. Digital literacy programs like YouMedia empower people with easy access to powerful tools of expression and communication using social media, images, language, music, sound, and interactivity.

Issues of Representation.  How do you decide what to believe? Librarians who value information literacy note the important skill of being able to evaluate the credibility of information sources. Credibility assessment websites like Politifact and FactCheck.org offer an examination of the relationship between the symbol and the thing symbolized. Determining what’s more accurate or less accurate (or what a “quality” source is) is a judgment about issues of representation.

Online social responsibility. How do people learn to integrate ethics in both their online and offline lives? Many people have real concerns about how people behave in online social relationships. The immediacy and instantaneousness of digital media may promote cyberbullying, sexting, disrespect for copyright, privacy violations and inappropriate information sharing. Groups like Common Sense Media provide guidance for helping young people develop the knowledge they need to make appropriate choices about how to manage their digital life.

If you’re coming to the American Library Association’s Annual Conference in Anaheim, California, please join us to discuss the concept of digital literacy in what is sure to be a dynamic, lively and provocative discussion. If you can’t attend the event, please follow and contribute to the conversation through Twitter with our hashtag, #digilit12.

Saturday, June 23
4:00-5:30
Anaheim Convention Center
Room 206B

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A Tribute to Barry Duncan

27 May

Barry Duncan, a pioneer in the field of media literacy

Dear Barry:
Fr. John Pungente tells me that you’re in your final days now. I wanted to take the opportunity to tell you how important you have been to my life and work. You have been a lifelong learner and a courageous teacher and leader. I will always treasure your great mind, warm heart and generous spirit.

I remember when you joined us at the Harvard Institute on Media Education in 1993– you created a rich and informal experiental learning opportunity when you led participants on a walk of Harvard Square, deconstructing the symbolic environment, modeling the way media literacy educators teach attentional skills (learning to see) using a deft blend of theoretical ideas and the sharing of meaning.

And of course, your “call of the loon” at the end of our media literacy conferences has bound us together for many years – and reminded us of our deep connection to the communicative practices of the planet earth. It is an important tradition that I will continue to treasure and carry forward in the years ahead.

Know that I hold you very dear in my heart and acknowledge your important leadership and vision in creating a North American and global media literacy community.

Sincerely,

Renee Hobbs

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The Promise of Libraries Tranforming Communities

12 May

Sometimes I wish that information specialists ruled the world. After all, people who know how to find and access information, understand it and analyze it are smart, right? Because they tolerate complexity and acknowledge the limitations of data, they are likely to make good decisions based on evidence and reasoning. I respect and trust information specialists.

But, in fact, today, communication specialists rule the world. In almost every field, the power of storytelling is undeniable in our culture. People who express ideas with the head, the heart and the emotions in good alignment are using the power of communication to make a difference in the world. Through effective rhetorical strategies, they inform, entertain and persuade, mobilizing people to action.  Effective communicators who create and sustain high-functioning collaborative teams are successful in the community and the world of business as well as in non-profit and government sectors. I respect and trust effective communicators.

I’ve been thinking a lot recently about how to bring these two sets of competencies together. As a 2012 Technology Fellow for the ALA’s Office of Information Technology Policy (OITP), I’ve had a chance to work with academic librarians, school librarians and public librarians on an emerging definition of digital literacy. Although digital literacy may take different forms depending on the individual, it’s a constellation of life skills that include basic foundational literacies, like reading comprehension and computer skills, as well as transformational literacies, that include the ability to access and evaluate information, create and critique messages, and use reflective thinking and civic action to make a difference in the world.

To address our most pressing social, environmental, economic and political issues at the local, national and global levels, we need people who can be both information specialists and communication specialists, working with integrity to tell stories, access and share high-quality information by using effective social skills and instructional strategies that enable people to make good decisions as self-governing members of society.

I recently attended an invitational conference hosted by the American Library Association (ALA), the Institute for Museum and Library Services (IMLS) and the National Endowment for the Humanities (NEH). Entitled The Promise of Libraries Transforming Communities, the event brought together librarians, foundation leaders, and government agency heads with the goal of generating new strategies for expanding and deepening the impact of libraries on the communities they serve.

The host of remarkable leaders included Molly Raphael, ALA President, Jim Leach, NEH President, and Susan Hildreth, IMLS head. Also participating in the program were Maureen Sullivan, Deborah Jacobs, Karen Archer Perry, Norman Jacobs, Ron Carlee, Keith Fels, Chris Gates, Rich Harwood and Loretta Parkham, among the many impressive leaders in attendance.

The program was perhaps the most exhilarating event I have ever attended in the library community. We discussed what’s not working, what is working, and what we could be doing more effectively with collaboration. The dialogue was energizing and forward-looking.

There was an important consensus: librarians must be robust and effective community leaders. Of course, in many academic, school and public libraries, librarians already play this role. We all know amazing librarians, like my friend Joyce Valenza or Carrie Russell, who are perfect manifestations of this ideal. But it’s exciting when young people also embrace this identity, as with Anna, one of my own young graduate students, a librarian-in-training, who helped create the “A-Z (Audre Lord to Howard Zinn)” library tent, full of books and resources for protesters and their supporters, which was established at Occupy Boston last year.

Successful librarians are community-connected, comfortable with stepping beyond their expertise, and able to use digital and social media tools for information access, content creation and sharing, and advocacy.

Of course, if we want librarians to support content creation with digital media and learn to lead and collaborate with diverse community stakeholders, we’ll have to build different types of library schools where people can learn these things:

  • Librarians will need training to support the development of people’s creative and digital literacy competencies.
  • Librarians will need to be youth media and public media specialists.
  • They will need public relations and public speaking skills.
  • Librarians will have to get good at using dynamic strategies of community engagement through both traditional face-to-face methods and with online and social media tools.
  • And they’ll need to identify and respond to the information needs of communities in the many ways recommended by the Knight Commission’s report on the Information Needs of Communities in a Democracy.

Given that librarians are embedded in more than 17,000 communities and institutions large and small in every corner of this country, it’s a thrilling time to imagine how to awaken the public spirit and nurture librarians as community leaders and civic activists.

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