Dallas to Diana to Donald: Developing Critical Media Literacy Using Five Decades of Breaking News
Biographical Sketch
Teresa Marie Kelly earned her BA and MAT from Agnes Scott College and has taught in the Department of Composition and WAC at Purdue University Global since 2002. Her sports scholarship includes roundtables, conference presentations, panels, and other inquiries into lessons from Moneyball for SOTL, interdisciplinary approaches to teaching and learning using sports, and studies of the role of sports narrative in the age of metrics.
Her ongoing research includes NASCAR in film and literature, the influence of iconic broadcaster Stuart Scott on the language of sports, and the roots of “Fake News” in the 1989 Hillsborough Disaster.
Type of Presentation
Individual presentation
Brief Description of Presentation
Every generation experiences those “where were you when” moments that they see live through the prism of the media. Breaking news needs a special type of critical media literacy that considers both its past and present fundamental characteristics and its development over time. Learning activities using breaking news coverage helps students develop critical media literacy skills using familiar events to foster engagement. In addition, using learning activities involving breaking news gives students the opportunity to apply their knowledge. This session uses small group activities to define critical media literacy, find credible sources of recordings, creates learning activities and finds tools to help students from Pre-K to 20 develop critical media literacy.
Abstract of Proposal
From November 22, 1963, to August 31, 199, and; September 11, 2001, each generation experiences those “where were you when” moments that they see live through the prism of the media. The reporting from Dallas, Paris, and New York and other places exemplify live breaking news coverage with all its flare, faults and foibles. Breaking news needs a special type of critical media literacy that considers both its past and present fundamental characteristics and its development over time.
Learning activities using breaking news coverage helps students develop critical media literacy skills using familiar events to foster engagement. Among other learning activities, students can build critical media literacy skills by:
· Defining critical media literacy using specific breaking news reporting;
· Comparing developments in reporting methods and technology; and
· Evaluating how these changes impact critical media literacy.
In addition to developing critical media literacy skills, using learning activities involving breaking news gives students the opportunity to apply their knowledge to:
· Address social inequalities;
· Foster participatory democracy Overcome the effects of media hype; and
· Detect and overcome false narratives.
Using a series of small group activities, this session:
· Develops a consensus working definition of critical media literacy;
· Finds credible sources for breaking news recordings;
· Examines tools to create learning activities using these recordings; and
· Designs and critiques learning activities that use these tools to help students from Pre-K to 20 develop critical media literacy.
Location
Session 4C ( Tellfair, Hilton Garden Inn)
Start Date
2-23-2019 8:30 AM
End Date
2-23-2019 10:00 AM
Recommended Citation
Kelly, Teresa Marie, "Dallas to Diana to Donald: Developing Critical Media Literacy Using Five Decades of Breaking News" (2019). International Critical Media Literacy Conference. 31.
https://digitalcommons.georgiasouthern.edu/criticalmedialiteracy/2019/2019/31
Dallas to Diana to Donald: Developing Critical Media Literacy Using Five Decades of Breaking News
Session 4C ( Tellfair, Hilton Garden Inn)
From November 22, 1963, to August 31, 199, and; September 11, 2001, each generation experiences those “where were you when” moments that they see live through the prism of the media. The reporting from Dallas, Paris, and New York and other places exemplify live breaking news coverage with all its flare, faults and foibles. Breaking news needs a special type of critical media literacy that considers both its past and present fundamental characteristics and its development over time.
Learning activities using breaking news coverage helps students develop critical media literacy skills using familiar events to foster engagement. Among other learning activities, students can build critical media literacy skills by:
· Defining critical media literacy using specific breaking news reporting;
· Comparing developments in reporting methods and technology; and
· Evaluating how these changes impact critical media literacy.
In addition to developing critical media literacy skills, using learning activities involving breaking news gives students the opportunity to apply their knowledge to:
· Address social inequalities;
· Foster participatory democracy Overcome the effects of media hype; and
· Detect and overcome false narratives.
Using a series of small group activities, this session:
· Develops a consensus working definition of critical media literacy;
· Finds credible sources for breaking news recordings;
· Examines tools to create learning activities using these recordings; and
· Designs and critiques learning activities that use these tools to help students from Pre-K to 20 develop critical media literacy.
