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Media Literacy, Teaching and Learning And 21st Century Skills:


SEMINAR TITLE: Student As Researcher, Producer and Publisher: New Media, Education, and Journalism

Building Community / Civic Participation Breakout Session

Diana Laufenberg opens dialogue. Talks about how she had great facilities in Kansas, not so much in Arizona and then came to the Science Leadership Academy in Philadelphia.

Who's in the room, and what do you envision as your job?

  • Sara Kaplan -- Site manager, CyerCafe at Malden Square. She does community work. Works with homeless an unemployed individuals, giving them access to technology. She wants to develop a youth arm. They used to be there but are not. Why? Who should she partner with. And how do I get parents comfortable?
  • Child Vossey (sp?), supervisor of library services in the Sommerville Public Schools.
  • Tina Lu, teaches media communication instruction in the Boston public schools. Trying to get students to do more than just self exploration but reach out and make the community a stronger part of thwat they do.
  • Teresa Strong, BPS, elementary-school level.
  • Dare Brawley, Poughkeepsie Day School. All girls run and produced magazine. To help girls become confident in adolescent.
  • Mary xxxx, Wayland public schools. The school's journalism program is in its second year.
  • Krissie Jankowski, Brookline Access Television/Brookline High School. She is talking about what are the appropriate channels of distribution for what they are doing -- what's appropriate.
  • Lynne Cohen, library media specialist and English and Digital Video teacher at Brookline High School, they are going to be teaching television production in a new student that isn't ready yet.
  • David Kaminsky, teaches 25 miles north of NYC in a suburb. She taught English and now in a studio. They do video, audio, Flash web. "I just want them to work, I want them to do what the love and I want them to get smart."
  • Monica, humanities teacher at the Boston Arts Academy. She is looking for ideas to integrate new media in meaningful ways. She can't count on technology; how do their students compete in this comming industry without the resources.
  • Melinda -- How do we allow kids to use the medium and do more than just pasting pictures, how to get kids involved in commentary.
  • Meredith Westfall -- Weymouth High School. Teaches DSL and is on the design team to restructure the curriculum to have wall-to-wall career academies. They will do career exploration. "We are all still pretty stressed about this." How can we use the technology. How to have the mission statement be measurable and get the sense of technology into it.
  • Stephen Leverme, teaches media product at English High School.
  • Jillian -- recent college grad looking for a job. Interning with Stephen at BeTheMedia.
  • Mike LaBonte -- Is from Haverhill, Mass., works for the company that makes the Flip camera. Newspaper circulation is very low, many people are not aware of what's going on, probably vote randomly in elections. Mike would like to start a project centered around journalism, to get the community better informed and more engaged. [1] would be part of it. Not sure about the rest, but it might involve schools, the library, community TV, and local blogs.
  • Robin Bikopski (sp?) -- Cambridge. She went back to school to work on integrating technology into schools.
  • Tom Stites -- Runs the Bayan Project, to run journalism on a very local basis. He is here to learn how a very local site might engage young people in schools to be part of the community's work>
  • Ralph Brody -- Curator in video arts in NYC. Working on an after-school project that would help kinds understand how they relate to their community.

Dare Brawley: Building a school community

Dare: Initially a class. Then became a girl-only initiative in a progress, co-ed private school. It has five 8th graders and 15 9-12 graders. It restarted as a student publication. A lot of kids didn't know what it meant to have a "feminist" publication. Having a set of workshops, both student run and bringing in an outside speaker, Ingrid Dahl of Youth Media Reporter. It was originally curriculum based and has morphed into a student-run project.

What have been the success moments when you branched out into community?

As students leave the traditional role of being just "snotty" HS kids, it becomes less of an "us vs. them" and the community starts to think of HS as being something more meaningful than a "holdin pen for kids." These kids have something valuable to say -- how can we let more folks in on it?

How do you make sure the kids are accountable outside?

Ninth-grade partners with The Franklin Institute, which is very structured. Older kids go out on their own on structured programs. Each site reports in attendance through the tools they use -- Drupel and xxxxxx (missed name).

Are their resistent students who don't want to do part of it?

Yes. But there is complete and total flexiblity, so it is only for a student's lack of creativity that they don't find something. They work with kids to find their niche. She (Diane) is accountable for 20 students. There are systems and structures set up to facilitate. She tells the story of the student who was a paralegal for a law firm and ended up on a weekend helipcoptering from Philadelphia to Washington, D.C., to be the official Spanish translator for a legal deposition. Yes, her parents knew about it and it was outside school hours!

Wayland is thinking of starting something similar on a very small scale. How do you do this? Do the kids come with the idea. How do you do it?

Diane: You enlist parents, you enlist everyone you can think of.

Do you sell this as service learning to the community? If it is just based on attendance, are they really absorbing the work?

Diane: If there is a problem with a placement they intervene. Ninety-five percent of the kids "do the right thing." Their's is a special-admit school so there is some exception. Her view: If you set up reasonable expectation for students, explain why you want it, and help them figure out how to get there, it will work she says. Too much time is spent worring about the 10% who will be a problem.

What does PressPass.TV do?

Joanna Marinova talks about PressPass.TV: Contracted to teach media literacy to media production. There is a community-connect program to partner with other community programs to produce a five-minute piece. Did a news piece about the problems with asthma, which is a No. 1 reason why kids don't go to school. They partnered with REAP. They helped them to produce video content. Third categorh is the lab program -- investigative and long-form pieces. They produce conceptual pieces, news content and advocacy pieces. They work on stories that are overlooked by the mainstream media.

How do students get involved?

"We really believe by any media necessary."

Diana Laufenberg: Philadelphia voting coverage

Talks about how Philadelphia doesn't go to school on election day. She had to be in professional development meetings all day. The students had the day free. This was just after the Phillies won the World Series, Biden was there for a rally at the constitution center, Obama had just been around campaigning.

Most the time students sit around on a day off. She had a whole room of 11th graders. "I said, hey, you guys are going to go out and collect a story on the street ... I just wanted them to get a story." A total of 120 kids took to the streets. They did it all digitally; they used YouTube, Flip cameras, whatever.

"The started rolling in at 6:45 a.m. in the morning and it just posted I had it tagged so it would all aggregate ... they found themselves meeting up and going to other polling places and just continuing to collect stories . . . it is like they were so invested . . . one kid said I would not have even realized what was going on and I cannot imagine not having been out there."

They are going to do it again this year -- it will be a very, very different scene.

"There wasn't one kid who couldn't overcome the tech barrier. If they wanted to, they could interview their mother over a telephone land line."

What do you do for good audio?

There is a balance between polished production vs. getting kids involved. "The point of the day had nothing to do with the tech, it had more to do with their being involve din their city. The goal wasn't the polished tech, it was the experience . . . there are projects we do where we are asking for polished stuff."

Flip camera video from break out;