The reality of my students’ lives is that they have not known a world without the internet, cell phones, and mp3 players.They are bombarded with information from a variety of media. For this reason they need to become critical consumers of the media they are presented with.Examining the News: Internet gives students to not only learn about what is happening the world around them, but also to see how different perspectives can be seen for what each news story.Through Examining the News: Internet, students can begin to analyze stories from different media producers online to determine the stance each newspaper or news show takes, their attitudes towards a topic, and maybe even their values.By becoming critical consumers of news information, they can begin to develop the skill of questioning authors, questioning the world around them, and making their own judgments about the world instead of simply seeing the world through someone else’s “eyes”.
Courses in which it could be implemented:
This would work best for social studies, especially when students are learning about current events.
Diverse learners:
This strategy helps students who do not question text or find personal meaning in text.It may be used in conjunction with Comprehension Connections to help students see a purpose for reading and a meaning within text.
Procedure:
1. Groups are selected either by the teacher or the students.
2. The teacher models the use of the viewing log.
3. The groups each select five news sources to track including websites for network news, major newspapers, and news services like Reuters or the Associated Press.Teacher should approve the sites before students begin working.
4. Each group member is responsible for checking all five sources three times a day for three consecutive days using the Examine the News Sheet.
5. Each student will fill out the viewing log for all three days.
6. On the fourth day, the members of the group meet to discuss their viewing logs and experiences tracking the stories.
7. Students prepare a report on their experiences, outlining their findings and possible differences in treatment of different stories by different sources.
8. All groups report to the whole class. Each presentation is a springboard for a whole group conversation about the stories and how they were treated by each source.
9. Teacher may then assign each student to select one of the stories they were following and do more in depth research on it, including a more extensive search of internet sites and newspapers.
Potential Issues:
Problem:
Possible Solutions:
Students may not have access to the internet at home.
·Teacher should provide access to the internet during some class time. ·Students should be encouraged to go to the library or a friend’s/relative’s house to use the internet.
Students may not be strong readers and avoid the task of reading the reports.
·Student could read the news with a partner but fill in his/her report independently. ·Student could find a site where the same report is also accompanied by a video report to provide background for the reading.
Students may select stories that are inappropriate.
·Teacher should approve sites and stories before students begin working.
Students may be overwhelmed by the number sources to check.
Teacher may have students check fewer sources, or check the sources just twice a day.
References
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
Rationale:
The reality of my students’ lives is that they have not known a world without the internet, cell phones, and mp3 players. They are bombarded with information from a variety of media. For this reason they need to become critical consumers of the media they are presented with. Examining the News: Internet gives students to not only learn about what is happening the world around them, but also to see how different perspectives can be seen for what each news story. Through Examining the News: Internet, students can begin to analyze stories from different media producers online to determine the stance each newspaper or news show takes, their attitudes towards a topic, and maybe even their values. By becoming critical consumers of news information, they can begin to develop the skill of questioning authors, questioning the world around them, and making their own judgments about the world instead of simply seeing the world through someone else’s “eyes”.Courses in which it could be implemented:
This would work best for social studies, especially when students are learning about current events.Diverse learners:
This strategy helps students who do not question text or find personal meaning in text. It may be used in conjunction with Comprehension Connections to help students see a purpose for reading and a meaning within text.Procedure:
1. Groups are selected either by the teacher or the students.2. The teacher models the use of the viewing log.
3. The groups each select five news sources to track including websites for network news, major newspapers, and news services like Reuters or the Associated Press. Teacher should approve the sites before students begin working.
4. Each group member is responsible for checking all five sources three times a day for three consecutive days using the Examine the News Sheet.
5. Each student will fill out the viewing log for all three days.
6. On the fourth day, the members of the group meet to discuss their viewing logs and experiences tracking the stories.
7. Students prepare a report on their experiences, outlining their findings and possible differences in treatment of different stories by different sources.
8. All groups report to the whole class. Each presentation is a springboard for a whole group conversation about the stories and how they were treated by each source.
9. Teacher may then assign each student to select one of the stories they were following and do more in depth research on it, including a more extensive search of internet sites and newspapers.
Potential Issues:
· Students should be encouraged to go to the library or a friend’s/relative’s house to use the internet.
· Student could find a site where the same report is also accompanied by a video report to provide background for the reading.
References
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.