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Celina Bekins

467 days ago
Unfiled. Edited by Liat Racin , Jessica Weaver , 王励 , Shane Clyburn , Celina Bekins 467 days ago
Jessica W Bill Shribman,  WGBH
  • Media literacy for youth
  • Partnered with Berkman Center, NAMLE, Information School at UW, Fmaily ONline Safety Institute, New York Public Library
  • Issue of Privacy
  • Adapted curriculum from Berkman Center middle school and high school - aged down
  • Berkman developed curriculum from the show back into their curriculum
  • Ex: adult posting selfie on instagram - inadvertently showing geolocation
  • Check out PBS kids’ website
 
Jeff Lemberg, Curry College
Liat R Substance Abuse Education Program and Media Literacy (Curry College)
We aim to not solve issues but empower people from the community to solve problems themselves. The idea is that researchers may not know of the problems facing people - their needs, challenges...especially as it may relate to poverty, drugs and abuse. 
By broadly opening up the conversation to 
 shared interests building relatinoships . Helping students understand that they must give back to the community. 
Jessica W
  • Associate Professor at Curry College
  • Creating media course required of every student
  • Inspired by Boston Civic Media event called “Ely”: works with kids from Boston Public Health Commission; come to campus and work on media literacy
  • In Milton, a community coalition has been formed to address addiction and mental health; ufunded through local hospitals.
  • Cocaine among males
  • Alcohol and sex among females
  • Depression, etc.
  • All ranking higher than the national average
  • Coalition isn’t trying to solve the problem; it’s trying to find programs to fund the program.
  • Bringing in high school and middle school, + Milton Academy to work with eper educators
  • Working with substance abuse prevention coordinator and nursing faculty (very strong program)
  • Curriculum planning is happening over the summer; in the spring, kids will spend 2-4 days on Curry College campus learning media literacy and training them to be producers of media: podcasts, television, etc.
  • Interest in building a culture of media literacy on campus - and partnering with substance abuse experts.
  • Also opportunity for Curry to provide resources to the town, rather than simply use them
  • Knowledge carries a responsibility to give back to the community
 
Frank Morris, CCTV & NeighborMedia
Liat R Citizen Journalism and Cambridge Community Television
Cambridge is a new desert - we don't get a lot of coverage. Fill in the gap hat you can't find anywhere else.Offers journamlism training. Volunteer reporters can choice a topic. developing a talk show from their interests. 
Jessica W
  • CCTV: community based media center where residents learn how to create media and then produce content for all channels. The “voice and vision” of Cambridge, operating channels 8 (civic), 9 (live), 10 (multicultural) - can be streamed online. cctvcambridge.org 
  • Venue for free speech
  • Computer Central: access for the public to computers (especially access for ages 50+)
  • Media production classes: Photoshop, social media, etc.
  • Art gallery and screenings
  • Production department: creates unique videos (“Wikiest link”)
  • Youth media program
  • NeighborMedia: educate and move citizens to action. 20-30 reporters and contributers, as well as college interns. Videos and articles on neighbormedia.org
  • Over 1,000 videos and articles posted here
  • Cambridge is a news desert - how can we fill in the gap with stories that you can’t find anywhere else?
  • Journalism training
  • Program examples:
  • Cambridge Uncovered: volunteer reporters have the opportunity to pick a topic (Muslim experience, human trafficking, etc.)
  • NeighborMedia tonight: wrapup of the most recent stories
  • Parking Day: metered parking transforms into a public space
  • Open house: June 16th at 6 pm, @neighbormedia
 
Felicia Sullivan, Tisch College at Tufts University, CIRCLE
News Literacy: Research with the Democracy Fund
Liat R Intersection of news literacy - civic engagement , journalism. 
Create news in interesting people. Extensive literature review, interviews, recommendations. 
encourage people to create and inform their own perspectivies. eye toward common good, using news that serving public issues 
Jessica W
  • Primarily concerned with the engagement of young people in the US
  • Mapping where does news literacy actually reside? What is its role in creating a democratic society?
  • 30,000 feet: understand the role that news and information play in our society in terms of creating a particiaptory democracy
  • We want young people who are informed consumers, but also engaged with news, and finally, being involved in the creation and dissemination of news
  • Young people (18-29, but also K-12) are a large and diverse group; they engage with media and information in very different ways (use, create, and disseminate)
  • Different access to different tools and platforms
  • Strategies around how to create that informed population?
  • Phase I: literature review
  • Phase II: interviews
  • Phase III: recommendations
  • Three strategic areas:
  • Strategic innovation at the nexus of technology and new media publishing: so young people can consume, engage, curate, and reframe it; and also create and form their own perspectives. THey should be able to do this with an eye to common good.
  • K-12 education: studying what young people are learning about education and news?
  • News ecosystems: environments that young people find themselves in
  • Sharing these recommendations with funders: more than creating informed consumers, but enabling young people to create a more robust and democratic society
 
Brittany Thomas, ZUMIX
Liat R Across Borders: Collaborative Radio Storytelling
Short-term week long projects. 
Civic media and other forces can shape group identity. 
Identity is situational - dependent on environment. 
The project recognizes the temporal nature of identity, and encourages participants to create their own identities. 
enables them to share their 'true' narratives and culture. 
Jessica W Across Borders: Collaborative Storytelling at East Boston High (ELL program)
Zumixradio.blogspot.com 
  • Students work together to write and record radio reflections in group projects that are shared via a collective listening party and via ZUMIX’s youth run radio station
  • I am like all/some/no other person/people
  • Group identity and individual identity are both important, but fluctuate dependent on our environment
  • Messaging from positions of power has shifted our collective focus into group identity, which has been mischaracterized
  • This allows students to rewrite their own stories and tell their truths on their own terms (both individuality and shared culture)
  • 140 students, 9 classes
  • Responded to different prompts: access to higher education, security, music, favorite places
  • Stories are only one facet of identity: we have strong negativity biases; and it’s important for students to expand their own definition of themselves and each other
 
Liat R
  • Salem Public School District Civic Media Project- Cindy Vincent 
The problem: injustices and racism in schools. propelled by teachers, parents, community, like any other space. 
Pilot a project in schools that enable children to create and share stories. Enables them to critically examine the media they consume. When they create their own media, too, they explore the idea of what is civic media and why doesn't my voice matter. 
 
Jessica W
  • Salem has an open choice public school district so that students can go to any school they want to, but it’s experiencing a lot of self-segregation
  • Town expressed the need for civic media to share the voices of students across the district
  • Pilot study was just focused on creation (dissemination will happen last year)
  • Enable students to consume media more constructively and critically engage, but also to create their own
  • Students met 4 times over the semester to create the stories themselves and to co-edit
  • Elementary schools would come in as content experts (choosing topics), creative experts were college students - focused on building reciprocity over time
...

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