Ability to analyze and evaluate media, as well as instruct others to do the same, specifically with respect to how production choices influence media messages.
# Key Method The educator develops a critical analysis of media, addressing a single topic of study, including at least four different media formats. In addition, the educator produces an instructional plan that supports students in developing greater understanding of the ways the format of media and the production choices made by the creators impact the way the media is used, understood, and acted upon. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to analyze and evaluate media, as well as instruct others to do the same, specifically with respect to how production choices influence media messages by: * Critically examining how the media creator’s perspective, purpose, intended audience and authority impact the media’s credibility, form, and message * Critically examining how media is constructed (i.e. production techniques, frame of reference, portrayal of people and places, visual design, image manipulation, etc.) and how those elements contribute to the way media is understood and acted upon. This micro-credential can be applied toward earning the PBS Media Literacy Educator certification, offered by KQED: [**http://www.kqed.org/certification**](http://www.kqed.org/certification) Demonstration of this competency requires the submission of three primary artifacts: 1. Critical analysis of media addressing the same topic in at least four different formats 2. A developmentally appropriate instructional plan that seeks to develop understandings about these concepts 3. Examples of student work or student reflections indicating student learning. ### **Suggested Implementation Strategy** NOTE: If you are a TOSA, teaching coach or librarian, click here for specific guidance and support: [**http://bit.ly/MEDIACREDspecialcases**](http://bit.ly/MEDIACREDspecialcases) **1. Critically analyze media** Conduct a critical analysis of media addressing a single topic of study in at least four different media formats. The analysis should consider how differences in format and various production choices made by the creators impacts the way the media is used, understood, and acted upon. Variables to consider in this analysis include the media creator’s perspective, purpose, intended audience and authority, as well as production techniques, frame of reference, portrayal of people and places, visual design, and image manipulation. The analysis can be presented as a document, slideshow, website, blog post, or other media format of the educator’s choosing. Further details can be found in Part 2 of the submission guidelines and evaluation criteria. **2. Design and implement instruction** Produce a lesson plan that provides instruction to support students in developing understanding of the ways the format of media and the production choices made by the creators impact the way the media is used, understood, and acted upon. The lesson plan may include the analysis created for Part 1 as an instructional resource for student learning. The ability to analyze media production and its impact on the way information is communicated is critical and relevant to all areas of study. As such, there are a number of ways to support students in developing understanding, which will vary by grade and/or subject area. However, regardless of other contexts, analysis of production decisions and their impact on how the media is used, understood, and acted upon should be central to learning objectives. **3. Choose, de-identify and share examples of student work or student reflections** Submit two examples of student work that indicate student learning of the lesson objectives. In the case where examples of student-produced artifacts do not exist or do not clearly and obviously communicate student learning of the lesson objectives, please arrange for at least two students to reflect on their learning about analyzing media.
**Students as Media Consumers** * ISTE includes “Knowledge Constructor” as one of its Standards for Students (<https://www.iste.org/standards/for-students>). Students who meet this standard “critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.” This includes the ability to “evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources” as well as the ability to “curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.” * The introduction to the English/Language Arts section of the Common Core State Standards (<http://www.corestandards.org/ELA-Literacy/>) makes it clear that “[t]o be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” * **The Hewlett Foundation Deeper Learning Competencies** ([https://hewlett.org/wp-content/uploads/2016/08/Deeper%20Learning%20for%20Every%20Student%20EVery%20Day\_GETTING%20SMART\_1.2014.pdf](https://hewlett.org/wp-content/uploads/2016/08/Deeper%20Learning%20for%20Every%20Student%20EVery%20Day_GETTING%20SMART_1.2014.pdf)) represent the skills and knowledge that students must possess to succeed in 21st-century jobs and civic life. The competency “Think Critically and Solve Complex Problems” includes the benchmarks “Students identify data and information needed to solve a problem,” and “evaluate, integrate, and critically analyze multiple sources of information.” **Teaching with Media** * Standard 1 of the California Standards for the Teaching Profession, “Engaging and Supporting all Students in Learning,” includes benchmark 1.5, “Promoting critical thinking through inquiry, problem solving, and reflection,” and asks, “How do I provide opportunities for students to think about, discuss, and evaluate content?” and “How do I help students to develop and use strategies and technologies for accessing knowledge and information?” <https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf> * ISTE includes “Citizen” as one of its Standards for Educators (<https://www.iste.org/standards/for-educators>). Educators who meet this standard “[e]stablish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.”
KQED Teach Courses: ([https://teach.kqed.org/](https://teach.kqed.org/course/safety-and-privacy-in-participatory-culture)) These free, self-paced courses support educators in gaining greater skills for analyzing media and making analysis of media part of classroom learning. These courses also provide opportunities for educators to develop some of the artifacts needed for this micro-credential. * Using Media as Core Text – <https://teach.kqed.org/course/using-media-as-core-text> + Develop strategies for connecting media to core content areas + Identify practices for observing and analyzing various forms of media + Understand transmedia as a form of constructing and understanding stories * Constructing Media Messages <https://teach.kqed.org/course/constructing-media-messages> + Learn how media messages are constructed + Explore what bias is and how it is expressed in the construction of media messages + Understand how to use narrative and visual design principles in order to communicate your own message KQED: Media Analysis – Questions Framing Audience, Production, and Messages[](https://docs.google.com/document/d/1BrfHv7TFbj-J7OXS3JJ6fwb4RqkBof1AK-geJPIuTYY/edit?usp=sharing) <https://docs.google.com/document/d/1BrfHv7TFbj-J7OXS3JJ6fwb4RqkBof1AK-geJPIuTYY/edit?usp=sharing> NAMLE: * Core Principles of Media Literacy Education in the United States –<https://drive.google.com/file/d/0B8j2T8jHrlgCYXVHSVJidWtmbmc/view> * Key Questions to Ask When Analyzing Media Messages – <https://drive.google.com/file/d/0B8j2T8jHrlgCZ2Zta2hvWkF0dG8/view> Media Smarts: Digital and Media Literacy Fundamentals[](http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals) <http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals> Common Sense Media: 5 Questions Students Should Ask About Media[](https://www.commonsense.org/education/blog/5-questions-students-should-ask-about-media) <https://www.commonsense.org/education/blog/5-questions-students-should-ask-about-media>
Written responses and artifacts to demonstrate competence
What grade level, content area (or other educational purposes), and topic do the submitted media analysis and lesson plan address? Please provide any additional context related to your students, classroom, or teaching that will assist assessors in scoring your submissions.
To earn this credential, an educator must submit: 1. Critical analysis of media addressing a single topic of study in at least four different media formats 2. An instructional plan that supports learners in developing skills finding and assessing credible online sources See the scoring guide below for the required elements for each submission.
Submit two examples of student work (writing, images, video, audio, etc.) that indicate student learning of the lesson objectives. In the case where examples of student-produced artifacts do not exist or do not clearly and obviously communicate student learning of the lesson objectives, arrange for at least two students to reflect on their learning about critical analysis of media. In the case where student reflections are submitted, use the following questions as guidance: - How did this learning activity impact your ability to understand, analyze, and evaluate media messages, including the impact of such variables as format of the media, production techniques employed, image editing and/or manipulation, the identity and experience of the producer(s), the purpose of the media, the messages communicated, and the ways people, places, and cultures are represented? - Discuss one of the skills or strategies you learned for analyzing media. In what ways is this improved ability important in school and your day-to-day life? - What decisions and actions of yours might be different due to this new understanding?
Educator provides grade level, content area, and topic addressed by the analysis and lesson that was created.
Submission does not meet passing requirements.
Two samples of student work indicating achievement of lesson objectives OR two student reflections on their learning are submitted. The samples and/or reflections clearly demonstrate effective learning of lesson objectives associated with analyzing media messages.
Original, educator-created media analysis of a single topic of study contains at least four different media types.
Original, educator-created media analysis of a single topic of study does not contain at least four different media types.
Original, educator-created media analysis is not included.
The analysis effectively communicates several ways in which media format (i.e. online news/analysis/opinion, social media, infographic, video, podcast, data visualization, interactives, etc.) and production choices (purpose, perspective, intended audience, production techniques, visual design, image manipulation, the portrayal/representation of people and places, etc.), as well as the interaction between form and production choices, impact the way media is used, understood, and acted upon.
The analysis communicates some ways in which media format and production choices impact the way media is used, understood, and acted upon. However, the analysis may lack detail or the depth of thought necessary to fully support the development of this skill in learners.
The analysis is not sufficient to support the development of this skill in learners.
The analysis adheres to rules of copyright and fair use and employs content citations and media attributions as required.
The analysis appears to adhere to rules of copyright and fair use; however, content citations and media attributions are missing or incomplete.
The media does not appear to adhere to the rules of copyright and fair use.
The instructional plan clearly states student learning objectives related to the effective analysis of media and provides a clear sequence supporting learning. The plan includes instruction on the ways media format and production choices combine to impact the way media is used, understood, and acted upon, and it supports skill development so that students may begin to effectively analyze media independently.
The instructional plan identifies student learning objectives related to the effective analysis of media, but fails to clearly communicate how learning will happen and/or fails to teach specific skills students can use to analyze media independently.
The instructional plan does not support students in the analysis of the ways media format and production choices impact the understanding and use of media.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3 and 4 and a “Yes” for each component in Parts 2.
Ability to design and implement assessment practices for student-created media that are aligned to standards-based learning outcomes and ability to provide learners with quality, actionable feedback about both the academic content requirements associated with the media and the quality and effectiveness of the media itself.
# Key Method Educator rigorously evaluates student-created media through standards-aligned assessments of their own design and provides quality, actionable feedback. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to design and implement assessment practices for student-created media that are aligned to standards-based learning outcomes and provide learners with quality feedback about both the academic content requirements associated with the media and the quality and effectiveness of the media itself. This micro-credential can be applied toward earning [the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED. Demonstration of this competency requires the submission of three primary artifacts: 1. Rubric(s), feedback forms, and/or other scoring/grading tools with an accompanying assignment description 2. Two samples of student media created as part of the unit of instruction with copies of rubrics and/or other feedback provided to the students 3. A reflection on the opportunities and challenges associated with assessing and providing feedback for student media. ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support. **1. Provide assessment tools and assignment description** Include any resources used to assess student media associated with a specific assignment. These may include rubrics, feedback forms for adults or peers, scoring guides, or any other tools designed to provide students with quality, actionable feedback on their work. Narrative descriptions, photos, or recordings should be provided for parts of the assessment process that may not have paper or digital documentation associated with them. In addition, an assignment description associated with the assessment tools must be included in order to provide context for the assessment practices. This description should provide a complete description of what students were asked to do, the learning objectives associated with the task, and a complete list of requirements. Further details can be found in the scoring guide below. **2. Choose, de-identify, and share examples of student media** Select two pieces of student media that represent the learning from the instruction. These should represent one “high achievement” and one “lower achievement” assignment. Include copies of rubrics or other feedback provided to the students. De-identify the media (remove names, addresses, etc.) and share. Media created by students can be in any of the following formats: - Video: Video supports a wide range of storytelling including fiction and non-fiction, interviews, personal narratives, or explainers that powerfully connect students to content. - Audio/podcasts: Similar to video, audio storytelling supports a wide variety of storytelling styles while maintaining a strong focus on writing and speaking, but with somewhat less of a technical lift. - Infographics: Infographics are graphic visual representations of information, data, or knowledge intended to present information quickly and clearly. - Interactive Timelines: Interactive timelines allow for the addition of a variety of media and interactivity to a topic timeline for deeper exploration of context surrounding an issue. - Interactive maps: Interactive maps allow deeper exploration of places, movement of species and populations, or the relationship between diverse locations. - Digital comics: Digital comics open up new, engaging ways of telling stories using media, illustration and text. - Digital storytelling: Digital storytelling is the combination of narration, music and other sound effects, and images to make stories compelling and memorable. - Digital photography: Digital photography allows for the deep exploration of people, places, objects, and processes. **3. Reflect on the experience** Describe the practice for assessing student media in your classroom. How do you weigh the balance between the accuracy and quality of information and reasoning versus visual and information design components? What ways have you found most effective for delivering feedback? How do you work to ensure that assessment and feedback is part of the learning process and not an end in itself (i.e. graded and forgotten)?
**Assessment of Student Media** **[The California Standards for the Teaching Profession](https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf)** _Standard 5: Assessing Student Learning_ includes several benchmarks addressing practices relevant to the assessment of student media: - 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments. As teachers develop, they may ask, How do I select assessment strategies and instruments appropriate to the learning outcomes being evaluated? - 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction. As teachers develop, they may ask, How do I select, design, and use assessment tools appropriate to what is being assessed? How do I collect, select, and reflect upon evidence of student learning? - 5.5 Involving all students in self-assessment, goal setting, and monitoring progress. As teachers develop, they may ask, How do I make assessment integral to the learning process? How do I make assessment an interactive process between teacher and student? How do I model self-assessment strategies for all students? How do I develop and use tools and guidelines that help all students assess their work and monitor their learning goals? How do I provide opportunities for all students to engage in peer discussion and reflection of their work **[The Educator Competencies for Personalized, Learner-Centered Teaching](https://knowledgeworks.org/resources/educator-competencies-personalized/)** Developed by Jobs for the Future and the Council of Chief State School Officers, the framework defines educator competencies in four domains: Cognitive, Intrapersonal, Interpersonal, and Instructional. The following competencies and indicators address practices relevant to the assessment of student media: - Cognitive Domain: Utilize in-depth understanding of content and learning progressions to engage learners and lead individual learners toward mastery. - Create, use, or adapt rubrics that clearly define what “mastery” looks like for key content-based concepts. - Instructional Domain: Use assessment and data as tools for learning - Develop, use, and involve the students in the creation of assessment tools that are flexible and that clearly articulate standards and criteria for meeting those standards. **[ISTE includes “Analyst” as one of its Standards for Educators](https://www.iste.org/standards/for-educators)** Educators who meet this standard “provide alternative ways for students to demonstrate competency and reflect on their learning using technology,” and “use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students, and inform instruction."
**KQED Teach Courses** These [free, self-paced courses](https://teach.kqed.org/) support educators in gaining greater skills for managing and assessing student media projects. These courses also provide opportunities for educators to develop some of the artifacts needed for this micro-credential. - _[Assessing Student Media Projects](https://teach.kqed.org/p/assessing-student-media)_: Media projects can feel new and different, but this course will show you how to apply all your best practices and incorporate new media-specific assessment techniques. **University of Texas, Division of Instructional Innovation and Assessment – [Creating a Rubric for Evaluating Media Projects](https://drive.google.com/file/d/1tpc9tEPaV5t3x6FwvyD-HUDbkzqDQbM0/view?usp=sharing)** **University of Wisconsin, Stout – [Tools for Creating Your Rubrics and Examples of Rubrics](https://www.uwstout.edu/academics/online-distance-education/online-professional-development/educational-resources-rubrics/creating-and-using-rubrics-assessment)**
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for each component in Part 2.
Reflection clearly indicates the educator possesses a clear and educationally sound rationale for the way student media is assessed and the way feedback is provided.
Lesson plan or activity description clearly identifies student learning objectives, student media outcomes intended to demonstrate those learning objectives, and a complete list of requirements for the student-produced media. The lesson objectives and assignment requirements are aligned with assessment instruments.
Lesson plan or activity description is complete and clearly identifies objectives and requirements for student work; however, there is incomplete alignment between the lesson objectives and assessment instruments.
Lesson plan or activity description does not clearly identify learning objectives and/or lacks clear/complete requirements for student work.
The assessment instruments submitted are developmentally appropriate for the student population, are aligned to the type of media being assessed, are sufficient to effectively guide student work, clearly articulate the standard defining what “mastery” looks like, and clearly articulate the criteria for meeting that standard.
The assessment instruments submitted are developmentally appropriate and aligned to the type of media being assessed, but may not clearly communicate the criteria necessary to demonstrate mastery or effectively guide students towards that standard.
The assessment instruments are not developmentally appropriate for the identified student population and/or not aligned to the media being assessed.
Two samples of student media (one “high” one “lower”) are submitted. Feedback provides the learner with a clear understanding of the strengths of their work, as well as areas in need of improvement, in clear language that points towards specific actions the student can take to improve and grow.
Feedback is sufficient to communicate the grade or score the media project received but fails to clearly communicate the strengths and weaknesses of the work that led to the grade, and/or lacks specific actionable steps the student can take to improve.
Fewer than two samples of student work are submitted. Feedback is insufficient to clearly communicate the strengths and weaknesses of the work and fails to provide learner with clear, actionable feedback.
What grade level, content area (or other educational purpose), and topic do the submitted assessment materials and lesson address? In addition, please provide any additional context related to your students, classroom, or teaching that will assist assessors in scoring your submissions.
Submit the following items: * An assignment description leading to the creation of student media as an outcome. This description should provide a complete description of what students were asked to do, the learning objectives associated with the task, and a complete list of requirements. * Submit two pieces of student media that represent the learning from the instruction. These should represent one “high achievement” and one “lower achievement” assignment. * Submit filled-out copies of any rubrics, feedback forms, scoring guides, or other items used to provide feedback for the included student media.
Describe the practice for assessing student media in your classroom. How do you weigh the balance between the need for learners to provide accurate, high-quality information, and demonstrate sound reasoning versus visual and information design components (i.e. content quality versus presentation quality)? What ways have you found most effective for delivering feedback? How do you work to ensure that assessment and feedback is part of the learning process and not an end in itself (i.e. graded and forgotten)?
Ability to clearly communicate, model, and uphold a code of conduct or other set of clear expectations for student use of online resources and platforms that promotes a positive school culture and supports safe and responsible technology use.
# Key Method The educator develops a “Code of Conduct” or other set of clear expectations for student behavior using technology and media resources in online environments. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to clearly communicate, model and uphold a code of conduct or other set of clear expectations for student use of online resources and platforms that promotes a positive school culture and supports safe and responsible technology use. This micro-credential can be applied toward [earning the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED. Demonstration of this competency requires the submission of two primary artifacts: 1. the code of conduct implemented by the educator 2. a reflection on the experience of creating and implementing the code of conduct. ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support. 1. **Share a code of conduct** A “code of conduct” can take many forms, but should clearly communicate the rules and expectations associated with classroom technology and media use, behavior, and safety online in language written for the students to whom the rules apply. (It is acceptable to submit district-wide or school-wide rules as long as the source is noted, the rules apply directly to the educator’s learning environment, and they are communicated in developmentally appropriate, student-friendly language.) 2. **Reflection on the following** - How the code of conduct was planned and produced, and the instructional and institutional goals that drove those decisions, - How it was communicated to and continues to be reinforced with students, and, - How infractions to the code are addressed.
**Student as Digital Citizens** - [ISTE includes “Digital Citizen” as one of its Standards for Students](https://www.iste.org/standards/for-students) Students who meet this standard “recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.” This includes the ability to “engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices” as well as the ability to “manage their personal data to maintain digital privacy and security and [awareness of] data-collection technology used to track their navigation online.” **Ethical, Safety, and Legal Considerations for Teachers using Technology** - [ISTE includes “Citizen” as one of its Standards for Educators](https://www.iste.org/standards/for-educators) Educators who meet this standard “mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property” and “model and promote management of personal data and digital identity and protect student data privacy.” - [Standard 2 of the California Standards for the Teaching Profession](https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf) “Creating and Maintaining Effective Environments for Student Learning,” focuses on “creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn.”
**Creating a Code of Conduct - [Micro-credential Exemplars](http://bit.ly/PBSMCexemplars)** **Classroom Resources** - [ThoughtCo: Developing a Complete Student Code of Conduct](https://www.thoughtco.com/developing-a-complete-student-code-of-conduct-3194521) - [Common Sense Digital Citizenship Resources](https://www.commonsense.org/education/digital-citizenship) Includes K-12 curriculum and other resources for teachers to support digital citizenship skill development, so that their students may participate fully in their communities and make smart choices online and in life. - [Jonathan C. Irwin: The Classroom of Choice – Chapter 4: Power in the Classroom: Creating the Environment](https://www.ascd.org/books/the-classroom-of-choice?chapter=power-in-the-classroom-creating-the-environment) - [Project IDEAL: Developing Classroom Expectations](http://www.projectidealonline.org/v/developing-classroom-expectations/) - TeachHub.com: [Classroom Management: Develop Clear Rules, Expectations](https://www.teachhub.com/classroom-management-developing-clear-rules-expectations)
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and “Yes” for each component in Part 2.
Educator provides grade level, content area, and other contextual factors associated with the code of conduct.
Educator provides the history of the code of conduct, the instructional and institutional goals it is intended to serve, and how it is communicated and enforced with students.
The code of conduct communicates the rules and expectations associated with classroom technology, media use, and behavior and safety online for students in their learning environment. It is presented in an accessible, easily understood format and communicated in language that is developmentally appropriate for the student population. (If an existing code of conduct was submitted, the appropriate source is included.)
The code of conduct communicates the rules and expectations associated with classroom technology, media use, and behavior and safety online for students in their learning environment. However, it is not presented in a way that is accessible and/or is not communicated in language that is developmentally appropriate for the student population.
The code of conduct does not include a complete set of rules and expectations associated with classroom technology, media use, and behavior and safety online.
What grade level and content area (or other educational purpose) does the submitted code of conduct serve to address? In addition, please provide any additional context related to your students, classroom, or teaching that will assist assessors in scoring your submissions.
Submit a Code of Conduct or other set of clear expectations that clearly communicates the rules and expectations associated with classroom technology and media use, behavior, and safety online in language written for the students to whom the rules apply.
Provide a reflection on how the code of content was created and incorporated as well as its impact on your learning environment. Specifically: - How the code of conduct was planned for and produced, including the instructional and institutional goals that drove those decisions. - How it was communicated to students and how the behaviors indicated are reinforced during instruction. - How infractions of the code are addressed.
Evaluating Online Tools for Classroom Use
Ability to evaluate online learning tools with respect to federal rules and regulations related to student safety and privacy, as well as with respect to the Terms of Service agreements for online platforms/services in use in your learning environment.
# Key Method Educator conducts an analysis of the ways federal rules and regulations related to student privacy online impact their learning environment. In addition, the educator authors an evaluation of the Terms of Service for online products used, or under consideration for use, in their learning environment. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to evaluate online learning tools with respect to student safety and privacy by: - Demonstrating understanding of federal rules and regulations regarding student privacy online and how they apply to online products and services used in your learning environment, including the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy and Protection Act (COPPA), Children’s Internet Protection Act (CIPA), and Protection of Pupil Rights Amendment (PPRA). - Critically evaluating the Terms of Service agreements for the platforms you and your students are using to share media. This micro-credential can be applied toward [earning the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED: ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support. **1. Analysis of federal privacy laws:** Produce an analysis of how the federal laws/rules (FERPA, COPPA, CIPA, PPRA) associated with student privacy and safety online apply to and impact your teaching environment. What is the purpose of each law? How do you take the laws into account when designing and implementing instruction? How does federal law impact choices made with respect to the platforms, software, and other online products you employ in your learning environment? For those laws that pertain to your student population, reflect on the impact these laws have on instruction and how they are addressed with students (and families when appropriate). How can you ensure you are/remain in compliance _The U.S. Department of Education maintains the Protecting Student Privacy_ page at [here](https://studentprivacy.ed.gov/). This site is a resource for answering questions and addressing concerns related to privacy, confidentiality, and security practices in schools. It contains clear analysis and implications of each law. **2. Evaluate Three Terms of Service:** Conduct an evaluation of the Terms of Service (ToS) for at least three online classroom tools you either currently use or are considering using with your students. (e.g. YouTube, Twitter, Instagram, Google Classroom, Seesaw, Class Dojo, Quizlet, Edmodo, Remind, KQED Learn, PBS KIDS, PBS Learning Media, Khan Academy, etc.) The evaluation should identify points of concern and areas of strength of each product’s ToS within the context of their students and those students’ needs and provide and justify recommendations to use or not to use each product. The Digital Media Law Project from the Berkman Center for Internet and Society provides an excellent discussion of the various sections you are likely to encounter when evaluating various online services: link [here](http://www.dmlp.org/legal-guide/evaluating-terms-service).
**Student as Digital Citizens** - [ISTE includes “Digital Citizen” as one of its Standards for Students.](https://www.iste.org/standards/for-students) Students who meet this standard “recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act in and model ways that are safe, legal and ethical.” This includes the ability to “engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices” as well as the ability to “manage their personal data to maintain digital privacy and security and [an awareness of] data-collection technology used to track their navigation online.” **Ethical, Safety, and Legal Considerations for Teachers using Technology** - [ISTE includes "Citizen" as one of its Standards for Educators.](https://www.iste.org/standards/for-educators) Educators who meet this standard “mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property” and “model and promote management of personal data and digital identity and protect student data privacy."
**KQED Teach** This [collection of free courses](http://teach.kqed.org/) is designed for educators to better learn how to employ media in the classroom, make their own media, and bring rich and engaging media-making experiences to their students. Courses providing instruction specifically related to this micro-credential include: - _[Evaluating Online Tools for Classroom Use](https://teach.kqed.org/p/evaluating-tools)_: Student data privacy laws can be confusing. In this course, you will learn how to navigate your responsibilities as an educator and discover a variety of tools that will work for you and your district. **[Common Sense Media: Protecting Student Privacy, for Teachers](https://www.commonsense.org/education/training/privacy)** **[Digital Media Law Project: Evaluating Terms of Service](http://www.dmlp.org/legal-guide/evaluating-terms-service)** **Resources from the U.S. Department of Education Privacy Technical Assistance Center** - [Protecting Student Privacy While Using Online Educational Services: Model Terms of Service](https://studentprivacy.ed.gov/resources/protecting-student-privacy-while-using-online-educational-services-model-terms-service) - [Student Privacy 101](https://studentprivacy.ed.gov/training/student-privacy-101)
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for each component in Part 2.
Educator provides grade level and/or content area they teach as well as other contextual factors important to understanding the analyses.
Analysis of federal rules and regulations
The analysis provides an accurate overview of each of the identified federal laws and how each applies to the identified student context. For those laws that pertain directly to the educator’s student population, the educator clearly addresses the ways those laws impact their planning, instruction, and the way technology and media is employed in the learning environment.
The analysis provides an accurate overview of each of the identified federal laws and how each applies to the identified student context. However, the ways those laws impact their individual planning, instruction, and/or the way technology and media is employed in the learning environment is not effectively addressed.
The analysis is incomplete and/or does not provide an accurate overview of the identified federal laws.
The evaluation includes analysis of the Terms of Service for at least three online tools appropriate for the identified student population or teaching context. Recommendations to use or not use each product are based on a complete consideration of the ToS and include specific attention to how personal information is accessed/used by the product, the ownership of shared content, and privacy and safety concerns associated with federal law and school/district policies.
Recommendations to use or not use each product are present, but are based on an incomplete or erroneous analysis of personal data use, content ownership, and/or privacy and safety concerns associated with federal law and school/district policies.
The evaluation includes analysis of the Terms of Service for fewer than three online tools, or for tools that are not applicable to the identified student population or teaching context. The evaluation does not include recommendations to use or not use each product.
What grade level and/or content area do you teach? Please provide any additional context related to your students, classroom, or teaching that will assist assessors in scoring your submissions.
1. Produce an **analysis of the ways federal laws/rules (FERPA, COPPA, CIPA, PPRA) associated with student privacy and safety online** apply to and impact your teaching environment. Address each of the following questions in the analysis. (The analysis can be presented as a document, slideshow, website, blog post, or other media format of the educator’s choosing): * What is the purpose of each law? * How do you take the laws into account when designing and implementing instruction? * How does federal law impact choices made with respect to the platforms, software, and other online products you employ in your learning environment? * For those laws that pertain to your student population, reflect on the impact these laws have on instruction and how they are addressed with students (and families, when appropriate). How can you ensure you are/remain in compliance? 2. Conduct an evaluation of the Terms of Service (ToS) for at least three online classroom tools you either currently use or are considering using with your students. The evaluation should 1) identify points of concern and areas of strength of each product’s ToS within the context of your students and your students’ needs, and 2) provide and justify recommendations to use or not to use each product. (The analysis can be presented as a document, slideshow, website, blog post, or other media format of the educator’s choosing.)
Implementing Media Projects in Early Childhood
Ability to create and implement effective content-specific instruction in preK–Grade 2 in which students learn content by accessing, creating and sharing media.
# Key Method The educator develops an original/adapted lesson, lesson sequence, or unit of instruction in which children’s learning is demonstrated through media making. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can effectively read (access, analyze, evaluate), write (create), and share media (act) for use in their learning environment, as well as design and implement instruction and assess children’s learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to design and implement instruction that supports students in learning key concepts through creating and sharing original media. (Media created by children in preK–Grade 2 may be interpreted as media that adults (or older students) have assisted in the creation of. The level of assistance that adults provide should be the minimum amount needed to accomplish the learning task.) This micro-credential can be applied toward earning [the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED. Demonstration of this competency requires the submission of three primary artifacts: 1. The lesson or unit plan created and implemented by the educator 2. Two media artifacts created by children as part of the unit of instruction 3. A reflection on the experience of leading instruction in which children’s learning is expressed through media making. Suggested Implementation Strategy: NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support. **1. Write and implement instruction** Produce and teach a unit of instruction that leads to media produced by children as the evidence of learning. This may be presented as a lesson, a series of lessons, or a unit plan. The unit of instruction should contain clear learning objective(s) to be demonstrated by children through media-making. Media created by children can be in any of the following formats: - Digital photography: Digital photography allows learners to document their curiosity and deeply explore people, places, objects, and processes. - Video: Video supports expression and a wide range of storytelling, including fiction and non-fiction, interviews, personal narratives, or explainers that powerfully connect children to content and concepts. - Audio/podcasts: Similar to video, audio storytelling supports a wide variety of storytelling styles while maintaining a strong focus on speaking and/or writing and story structure, but with somewhat less of a technical lift. - Digital storytelling: Digital storytelling is the combination of narration, music and other sound effects, and images to practice story sequencing and structure and make stories compelling and memorable. - Digital comics: Digital comics open up new, engaging ways of telling stories using media, illustration, and text. - Infographics: Infographics are graphic visual representations of information, data or knowledge intended to present information quickly and clearly. - Interactive timelines: Interactive timelines allow for the addition of a variety of media and interactivity to a topic timeline for deeper exploration of context surrounding an issue. - Interactive maps: Interactive maps allow deeper exploration of places, movement of species and populations, or the relationship between diverse locations. **2. Choose, remove any identifying information, and share examples of media created by children** Select two pieces of media created by children that best represent the learning from the instruction. De-identify the media (remove names, addresses, etc.) and share. **3. Reflect on the experience** Provide a reflection on the creation and implementation of the instructional unit, the experience leading children in media-based instruction, and the quality of outputs and children's learning produced as a result.
**Children as Media Producers** - [Technology and Media](https://www.naeyc.org/resources/topics/technology-and-media): Guidance on applying the principles of development and learning when considering if, how, and when to use technolgy and new media with young children. The joint position statement of the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media provides guidance for the appropriate and intentional use of media in the early learning environment. The statement emphasizes the opportunity for children to create and interact with media when the integration is grounded in the principles of child development: “As devices and apps become more user-friendly, younger children are becoming increasingly proficient in using technological tools to accomplish a task—making a picture, playing a game, recording a story, taking a photo, making a book, or engaging in other age-appropriate learning activities. Technology tools and interactive media are one more source of exploration and mastery.” - [Common Core State Standards](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf) The introduction to the English/Language Arts section of the Common Core State Standards makes it clear that “[t]o be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” - [ISTE Standards: For Students](https://www.iste.org/standards/for-students) Similarly, the ISTE Standards for Students includes a description of the Knowledge Constructor who can "critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." **Teaching with Media** - [Guiding Principles for Use of Technology with Early Learners](https://tech.ed.gov/earlylearning/principles/) The principles were written under the guidance of a team from the U.S. Department of Education and the U.S. Department of Health and Human Services with support from experts in early learning and technology. According to the report, “the thoughtful use of technology by parents and early educators can engage children in key skills such as play, self-expression, and computational thinking which will support later success across all academic disciplines and help maintain young children’s natural curiosity.” - [Media Literacy in Early Childhood Education: Inquiry-based Technology Integration](https://www.erikson.edu/wp-content/uploads/2021/06/TEC-MediaLiteracy-Report.pdf) A chapter in Faith Rogow’s PhD outlines the skills and competencie s of media literacy in the early years. She details practical strategies for educators to guide early learners to practice the “habits of inquiry” and “skills of expression” that are foundational to media literacy. The chapter can be found in _Technology and Digital Media in the Early Years: Tools for Teaching and Learning_, edited by Chip Donohue, PhD (2015). - [Media Literacy in Early Childhood: A Critical Conversation](https://drive.google.com/file/d/12BkkV355N8KNXmMpGdUbtzdOlJQzLdGo/view?usp=drive_link) In 2017, Erikson Institute’s Technology in Early Childhood (TEC) Center hosted a symposium entitled Media Literacy in Early Childhood: A Critical Conversation in partnership with the National Association for Media Literacy Education (NAMLE). Key themes from the symposium were documented in a report that suggests five essential questions that will strengthen media literacy in the early years. The report states that “grasping the full potential the digital world holds for early learning is a process that leads from exploration to discovery, and along the way, it is important to never stop asking questions about the information we are reading online, what digital media can help accomplish, why it is being used, and what we can make with technology.” - [ISTE Standards for Educators](http://www.iste.org/standards/for-educators) The International Society for Technology Education maintains technology standards for students, educators and educational leaders. Standard 5: Designer states “Educators use technology to create, adapt, and personalize learning experience,” and “Design activities that align with content area standards and use digital tools and resources to maximize learning.” Standard 6: Facilitator states educators should be able to “Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on maker spaces or in the field.
**KQED Teach Courses** These [free, self-paced courses](https://teach.kqed.org/) support educators in gaining greater skills for managing and assessing student media projects. These courses also provide opportunities for educators to develop some of the artifacts needed for this micro-credential. - [Implementing & Assessing Student Audio Projects](https://teach.kqed.org/p/implement-audio): Learn how to implement and assessaudio projects that empower your students to share their learning, tell their stories and creatively express ideas. - [Implementing & Assessing Student Graphics Projects](https://teach.kqed.org/p/implement-graphics): Learn how to implement and assess graphics-based media projects that empower your students to creatively communicate their learning and their experiences. - [Implementing & Assessing Student Video Projects](https://teach.kqed.org/p/implement-video): Learn how to implement and assess video projects that empower your students to creatively communicate their learning and their experience. **PBS Kids** [Thinking and Making with Media in PreK-2 Classrooms](https://teach.pbskids.org/learning-paths/thinking-and-making-with-media-in-prek-2-classrooms): Learn how to integrate media into your teaching and how it can help your students become life-long learners. **Choosing Media Content for Young Children Using the E-AIMS Model** Based on the research of Kathy Hirsh-Pasek et al., [the E-AIMS guide](https://www.zerotothree.org/resources/2533-choosing-media-content-for-young-children-using-the-e-aims-model) was created by [Zero to Three](https://www.zerotothree.org/) to help educators and caregivers make informed decisions about educational media content. The flowchart supports adults to analyze media that is engaging, actively involved, meaningful, and social. **NAEYC Technology and Media Resources** Since the 2012 release of the joint position of NAEYC and the Fred Rogers Center, NAEYC has published [additional resources](https://www.naeyc.org/resources/topics/technology-and-media) that build upon the core tenets of the joint statement and highlight examples of developmentally appropriate integration of media and technology.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 as well as a “Yes” for each component in Part 2.
Educator provides age/grade level of learners, content area, and the specific concept or skill addressed by the media that was created. They describe the lesson, the strategies employed to promote learning, the media created by children, and how that media connected to the learning of the topic/standard.
Educator elaborates on their successes and challenges, while framing those insights meaningfully within the context of their community of learners. Educator also reflects on how the learning they, and their children, experienced through this process will impact their teaching moving forward.
Lesson plan or activity description clearly identifies student learning objectives, student media outcomes intended to demonstrate those learning objectives, and a complete list of requirements for the student-produced media. The lesson objectives and assignment requirements are aligned.
Two samples of student-created media produced as a result of this lesson are submitted, as well as a clear indication of learning of the lesson objective(s).
Two samples of student created media are submitted, but it is unclear whether they demonstrate the learning indicated by the lesson objectives.
Fewer than two samples of student work are submitted.
The media adheres to rules of copyright and fair use and employs content citations and media attributions as required.
The media attempts to adhere to rules of copyright and fair use; however, content citations and media attributions may be missing or incorrect.
The media does not appear to adhere to the rules of copyright and/or fair use.
What age or grade level, content area (or other educational purpose), topic, and standards do the lesson plan and submitted examples of children’s created media address? How is the lesson organized, and what strategies are employed to promote learning? What form(s) of media did children create as part of this learning experience? Why did you choose to have children create media to demonstrate their learning of this topic/standard? In addition, please provide any additional context related to your students, classroom, or teaching that will assist assessors in scoring your submissions.
Submit a unit of instruction that leads to media created by children as the evidence of learning. This may be presented as a lesson, a series of lessons, or a unit plan. Submit two examples of student media** that clearly indicate student learning of the lesson objectives. Media created by students can be in any of the following formats: * Video * Audio/podcasts * Infographics * Interactive timelines * Interactive maps * Digital comics * Digital stories * Digital photography **Media created by children in preK–Grade 2 may be interpreted as media that adults (or older students) have assisted in the creation of. The level of assistance that adults provide should be the minimum amount needed to accomplish the learning task.
Provide a reflection on the creation and implementation of the instructional unit, the experience leading children in media-based instruction, and the quality of outputs and children’s learning produced as a result.
Implementing Media Projects in the Upper Grades
Ability to create and implement effective content-specific instruction in grades 3 and up in which students learn content by accessing, creating, and sharing media.
# Key Method The educator develops an original/adapted lesson, lesson sequence, or unit of instruction in which student learning is demonstrated through media making. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to design and implement instruction that supports students in learning key concepts through creating and sharing original media. This micro-credential can be applied toward [earning the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED. Demonstration of this competency requires the submission of three primary artifacts: 1. The lesson or unit plan created and implemented by the educator 2. Two student media artifacts created as part of the unit of instruction 3. A reflection on the experience of leading instruction in which student learning is expressed through media making. ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support. **1. Write and implement instruction** Produce and teach a unit of instruction that leads to student-produced media as the evidence of learning. This may be presented as a lesson, series of lessons, or a unit plan. The unit of instruction should contain clear learning objective(s) to be demonstrated by students through media-making. Media created by students can be in any of the following formats: - Video: Video supports a wide range of storytelling including fiction and non-fiction, interviews, personal narratives, or explainers that powerfully connect students to content. - Audio/podcasts: Similar to video, audio storytelling supports a wide variety of storytelling styles while maintaining a strong focus on writing and speaking, but with somewhat less of a technical lift. - Infographics: Infographics are graphic visual representations of information, data, or knowledge intended to present information quickly and clearly. - Interactive Timelines: Interactive timelines allow for the addition of a variety of media and interactivity to a topic timeline for deeper exploration of context surrounding an issue. - Interactive maps: Interactive maps allow deeper exploration of places, movement of species and populations, or the relationship between diverse locations. - Digital comics: Digital comics open up new, engaging ways of telling stories using media, illustration and text. - Digital storytelling: Digital storytelling is the combination of narration, music and other sound effects, and images to make stories compelling and memorable. - Digital photography: Digital photography allows for the deep exploration of people, places, objects, and processes. **2. Choose, de-identify and share examples of student media** Select two pieces of student media that best represent the learning from the instruction. De-identify the media (remove names, addresses, etc.) and share. **3. Reflect on the experience** Provide a reflection on the creation and implementation of the instructional unit, the experience leading students in media-based instruction, and the quality of outputs and student learning produced as a result.
**Students as Producers of Media** - [Arizona Technology Integration Matrix](https://www.azk12.org/arizona-technology-integration-matrix) It is widely accepted that students should be given opportunities to express their learning through a variety of media formats. The Arizona Technology Integration Matrix identifies a transformative integration of technology into the classroom as one where “students use technology to construct, share, and publish new knowledge to an appropriate audience.” - [Common Core State Standards](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf) The introduction to the English/Language Arts section of the Common Core State Standards makes it clear that “[t]o be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” - [ISTE Standards: For Students](https://www.iste.org/standards/for-students) Similarly, the ISTE Standards for Students includes a description of the Knowledge Constructor who can "critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." **Teaching with Media** - [Learning About Universal Design for Learning](http://www.cast.org/our-work/about-udl.html) - [The UDL Guidelines](http://udlguidelines.cast.org/) Developed by CAST, Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL guidelines are organized around three principles: Engagement, Representation, and Action & Expression. Specific guidelines encourage providing learners with options for using multiple media for communication, optimizing access to tools, and offering ways to customize the display of information, among other strategies. - [ISTE Standards for Educators](http://www.iste.org/standards/for-educators) The International Society for Technology Education (ISTE) maintains technology standards for students, educators, and educational leaders. Standard 5: Designer states “Educators use technology to create, adapt, and personalize learning experience,” and “Design activities that align with content area standards and use digital tools and resources to maximize learning.” Standard 6: Facilitator states educators should be able to “Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.” - [The Educator Competencies for Personalized, Learner-Centered Teaching](https://knowledgeworks.org/resources/educator-competencies-personalized/) Developed by Jobs for the Future and the Council of Chief State School Officers, the framework defines educator competencies in four domains: Cognitive, Intrapersonal, Interpersonal, and Instructional. Included in the Instructional Domain is “use technology in the service of learning [to] promote the development of ‘digital fluency’ in students to enhance their ability to interact in our digital world” and “promote collaborative and real-world project-based learning opportunities enhanced with digital tools and content.” - [The 2016 National Education Technology Plan](https://tech.ed.gov/files/2017/01/NETP17.pdf) This plan provides the following recommendation in the section on Rethinking Teacher Preparation: “Provide pre-service and in-service educators with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling learning activities that improve learning.”
**KQED Teach** [This collection of free courses](http://teach.kqed.org/) is designed for educators to better learn how to employ media in the classroom, make their own media, and bring rich and engaging media-making experiences to their students. Courses providing instruction specifically related to this micro-credential include: - [Implementing & Assessing Student Audio Projects](https://teach.kqed.org/p/implement-audio): Learn how to implement and assessaudio projects that empower your students to share their learning, tell their stories and creatively express ideas. - [Implementing & Assessing Student Graphics Projects](https://teach.kqed.org/p/implement-graphics): Learn how to implement and assess graphics-based media projects that empower your students to creatively communicate their learning and their experiences. - [Implementing & Assessing Student Video Projects](https://teach.kqed.org/p/implement-video): Learn how to implement and assess video projects that empower your students to creatively communicate their learning and their experience. **KQED's In the Classroom** [In the Classroom](https://ww2.kqed.org/education/collections/in-the-classroom) is a collection of blog posts by teachers for teachers that explore specific strategies for bringing media-based education into the classroom.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 as well as a “Yes” for each component in Parts 2.
Educator provides grade level, content area, and the specific concept or skill addressed by the media that was created. They describe the lesson, the strategies employed to promote learning, the media created by students and how that media connected to the learning of the topic/standard.
Educator elaborates on their successes and challenges, while framing those insights meaningfully within the context of their community of learners. Educator also reflects on how the learning they, and their students, experienced through this process will impact their teaching moving forward.
Two samples of student-created media (produced as a result of this lesson) effectively employ narrative, audio, and/or visual design principles and clearly demonstrate learning of lesson objectives.
Two samples of student-created media are submitted, but are not of sufficient quality to effectively demonstrate the learning indicated by the lesson objectives.
The media adheres to rules of copyright and fair use and employ content citations and media attributions as required.
What grade level, content area (or other educational purpose), topic, and standards do the lesson plan and submitted examples of student-created-media address? How is the lesson organized and what strategies are employed to promote learning? What form(s) of media did your students create as part of this learning experience? Why did you choose to have students create media to demonstrate their learning of this topic/standard? In addition, please provide any additional context related to your students, classroom, or teaching that will assist assessors in scoring your submissions.
Submit a unit of instruction with clear learning objectives and requirements for student work that leads to media created by students as the evidence of learning. This may be presented as a lesson, a series of lessons, or a unit plan. Submit two examples of student media that clearly indicate student learning of the lesson objectives. Media created by students can be in any of the following formats: * Video * Audio/podcasts * Infographics * Interactive timelines * Interactive maps * Digital comics * Digital stories * Digital photography
Provide a reflection on the creation and implementation of the instructional unit, the experience leading students in media-based instruction, the quality of outputs and student learning produced as a result, and thoughts about how to improve the experience in the future.
Making Media for Classroom Use: Images, Graphics and Interactives
Ability to create original, image-based or interactive media content to support the learning of a student audience.
# Key Method Educator produces original, image-based or interactive media content intended to support the learning of a student audience and integrates that media into instruction. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to create original image-based or interactive media content to support the learning of a student audience, including: - Creation of media that effectively employs narrative, audio, and/or visual design principles - Explanation of how your intended media message, intended audience, and other factors such as time and available resources impact the construction and form of the media you create - Critical evaluation of the way individuals, groups, and topics are represented in your media, whether it is a fair and accurate portrayal and, if not, why you made those choices - Demonstration of understanding of copyright, fair use, and intellectual property with respect to the media you and your students create. - Use of feedback and reflection to improve media products. This micro-credential can be applied toward earning [the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED. Demonstration of this competency requires the submission of three primary artifacts: 1. The original media artifact created by the educator 2. A lesson plan outlining how it will be used to facilitate learning 3. A reflection on the experience of creating and employing original, teacher-created media in instruction. ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support: **1. Plan and produce original instructional media** The primary instructional media can be in any of the following formats and must be the educator’s own creation: - Infographics – Infographics are graphic visual representations of information, data, or knowledge intended to present information quickly and clearly. - Interactive timelines – Interactive timelines allow for the addition of a variety of media and interactivity to a topic timeline for deeper exploration of context surrounding an issue. - Interactive maps – Interactive maps allow deeper exploration of places, movement of species and populations, or the relationship between diverse locations. - Digital comics – Digital comics open up new, engaging ways of telling stories using media, illustration, and text. - Digital storytelling – Digital storytelling is the combination of narration, music and other sound effects, and images to make stories compelling and memorable. - Digital photography – Digital photography allows for the deep exploration of people, places, objects and processes. Courses designed to support educators in learning how to produce a variety of media designed to communicate specific messages for specific audiences can be found at: [Media Literacy and Media Making for K-12 Educators. ](http://teach.kqed.org/) **2. Design instruction** Produce a lesson plan that effectively employs the media created as an instructional resource for student learning. There are a number of ways to include the media in instruction, from direct, teacher-led activity to independent student use. Whatever instructional design decisions are made, however, the media should serve a central role in the lesson. **3. Reflect on the experience** Provide a reflection on how the media was planned and produced, the instructional goals that drove those decisions, and the experience of using the media in instruction.
**Students as Media Producers** - [Arizona Technology Integration Matrix](https://www.azk12.org/arizona-technology-integration-matrix) It is widely accepted that students should be given opportunities to express their learning through a variety of media formats. The Arizona Technology Integration Matrix identifies a transformative integration of technology into the classroom as one where “students use technology to construct, share, and publish new knowledge to an appropriate audience.” - [Common Core State Standards](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf) The introduction to the English/Language Arts section of the Common Core State Standards makes it clear that “[t]o be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” - [ISTE Standards: For Students](https://www.iste.org/standards/for-students) Similarly, the ISTE Standards for Students includes a description of the Knowledge Constructor who can "critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." **Educators as Media Producers** However, in order for educators to be able to effectively facilitate the kind of environment in which students create original media as a routine part of the learning experience, it is important that educators possess similar skills. The following educator competencies, standards, and frameworks all point to the importance of teachers possessing both digital media literacy and the ability to create compelling digital resources to enhance learning. - [The Educator Competencies for Personalized, Learner-Centered Teaching](https://studentsatthecenterhub.org/resources/educatorcompetencies/) Developed by Jobs for the Future and the Council of Chief State School Officers, the framework defines educator competencies in four domains: Cognitive, Intrapersonal, Interpersonal, and Instructional. Included in the Instructional Domain is "use technology in the service of learning [to] adopt, adapt, and create high-quality digital resources for curriculum." - [California Standards for the Teaching Profession (CSTP) (2009)](https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf) These standards contain language on "using materials, resources, and technologies to make subject matter accessible to students" and suggest that, as teachers develop, they may ask, "How do I select and use instructional resources that promote students’ understanding of subject matter and use technologies to convey key concepts in the subject matter area?" - [Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update](https://tech.ed.gov/files/2017/01/NETP17.pdf) This plan provides the following recommendation in the section on Rethinking Teacher Preparation: “Provide pre-service and in-service educators with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling learning activities that improve learning.” - [ISTE Standards for Educators](http://www.iste.org/standards/for-educators) The International Society for Technology Education (ISTE) maintains technology standards for students, educators and educational leaders. Standard 5, entitled "Designer", states "Educators use technology to create, adapt, and personalize learning experience," and "Design activities that align with content area standards and use digital tools and resources to maximize learning."
**KQED Teach** [This collection of free courses](http://teach.kqed.org/) is designed for educators to better learn how to employ media in the classroom, make their own media, and bring rich and engaging media-making experiences to their students. Courses providing instruction specifically related to this micro-credential include: - _[Making Infographics to Inspire Learning](https://teach.kqed.org/p/making-infographics)_ The language of visual design offers a powerful way to engage students. Here you’ll learn to represent complex ideas, information and data in compelling infographics and develop the confidence to enrich your teaching with new media skills. - _[Making Photo Essays to Inspire Learning](https://teach.kqed.org/p/making-photo-essays)_ Photo essays are great entry points for media makers of all ages. In this course, you will learn the principles of photo essay production, make a photo essay and a lesson plan that you can use right away. **KQED's In the Classroom** [In the Classroom](https://ww2.kqed.org/education/collections/in-the-classroom) is a collection of blog posts by teachers for teachers that explore specific strategies for bringing media-based education into the classroom.
Educator provides grade level, content area, and the specific concept or skill addressed by the media that was created.
Educator describes the media they created, provides rationale for the choice of media for this learning experience, and describes how learners used and/or interacted with it.
Educator elaborates on their successes and challenges while framing those insights meaningfully within the context of their community of learners. Educator also reflects on how the learning they, and their students, experienced through this process will impact their teaching moving forward.
Original, educator-created instructional media is shared in one of the following formats: - Infographics - Interactive Timeline - Interactive Map - Digital Comic - Digital Storytelling - Digital Photography
Original, educator-created media is not included.
The teacher-created media is of high quality and effectively employs narrative, audio, and/or visual design principles to effectively communicate its intended message, and it supports learning objectives identified in the lesson.
Although the media connects to student learning objectives, it is not of sufficient quality to be effective.
Regardless of quality, the media is not connected to identified student learning objectives.
Lesson plan or activity description clearly identifies student learning objectives and a clear sequence supporting learning, and it includes clear reference to the use of the teacher-created media as an instructional resource.
Lesson plan or activity description does not clearly indicate how the educator-created media is employed towards the student learning outcomes and/or it lacks an effective connection between the media and the student learning objectives.
Lesson plan or activity description does not clearly communicate the purpose and intended outcomes of the learning experience and/or does not reference the teacher-created media.
The media appears to adhere to rules of copyright and fair use; however, content citations and media attributions are missing or incomplete.
What grade level, content area (or other educational purpose), and topic do the submitted media and lesson plan address?
Provide additional context for the media you created: - Describe the media you created. - How was the media artifact presented to students? How did they use/interact with it?
To earn this credential an educator must submit: 1. The educator-created instructional media used in the lesson 2. An instructional plan clearly indicating how the resource was incorporated into the lesson to support student learning.
Provide a reflection on how the media was planned and produced, the instructional goals that drove those decisions, and the educational impact of using the media in instruction. - What was the experience like producing original media, knowing that your students would see it and use it for their own learning? - Why did you choose to create media in support of this particular topic/concept? Why did you choose this media format for this learning experience? - Describe the process you used to create the media, including a consideration of time, resources, audience, and feedback. How did the necessity of meeting specific student learning objectives impact this process? - Reflect on student learning and the experience leading this lesson. How effective was the lesson and the media in supporting the learning goals for the lesson? What might you change/update when doing this again?
Making Media for Classroom Use: Audio and Video
Ability to create original audio and/or video content that communicates a specific message to, and supports, the learning of a student audience.
# Key Method Educator produces original audio or video content intended to support the learning of a student audience and integrates that media into instruction. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to create original audio and/or video content that supports the learning of a student audience, including: - Creation of media that effectively employs narrative, audio, and/or visual design principles - Explanation of how your intended media message, intended audience, and other factors such as time and available resources impact the construction and form of the media you create - Critical evaluation of the way individuals, groups, and topics are represented in your media, whether it is a fair and accurate portrayal and, if not, why you made those choices - Demonstration of understanding of copyright, fair use, and intellectual property with respect to the media you and your students create - Use of feedback and reflection to improve media products. This micro-credential can be applied toward earning [the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED. Demonstration of this competency requires the submission of three primary artifacts: 1. The original media artifact created by the educator 2. A lesson plan outlining how it will be used to facilitate learning 3. A reflection on the experience of creating and employing original, teacher-created media in instruction. ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support: 1. **Plan and produce instructional media** The primary instructional media can be either audio or video and must be the educator’s own creation. Quality audio and video content supports overall literacy development, adds authenticity and reality to the learning context, and brings course content alive through any of a variety of different storytelling styles. Courses designed to support educators in learning how to produce a variety of media designed to communicate specific messages for specific audiences can be found here: [Media Literacy and Media Making for K-12 Educators](https://teach.kqed.org/). 2. **Design instruction** Produce a lesson plan that effectively employs the media created as an instructional resource for student learning. There are a number of ways to include the media in instruction, from direct, teacher-led activity to independent student use. Whatever instructional design decisions are made, however, the media should serve a central role in the lesson. 3. **Reflect on the experience** Provide a reflection on how the media was planned and produced, the instructional goals that drove those decisions, and the experience of using the media in instruction.
**Students as Media Producers** - [Arizona Technology Integration Matrix](https://www.azk12.org/arizona-technology-integration-matrix) It is widely accepted that students should be given opportunities to express their learning through a variety of media formats. The Arizona Technology Integration Matrix identifies a transformative integration of technology into the classroom as one where “students use technology to construct, share, and publish new knowledge to an appropriate audience.” - [Common Core State Standards](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf) The introduction to the English/Language Arts section of the Common Core State Standards makes it clear that “[t]o be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” - [ISTE Standards: For Students](https://iste.org/standards/students) Similarly, the ISTE Standards for Students includes a description of the Knowledge Constructor who can "critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." **Educators as Media Producers** However, in order for educators to be able to effectively facilitate the kind of environment in which students create original media as a routine part of the learning experience, it is important that educators possess similar skills. The following educator competencies, standards, and frameworks all point to the importance of teachers possessing both digital media literacy and the ability to create compelling digital resources to enhance learning. - [The Educator Competencies for Personalized, Learner-Centered Teaching](https://studentsatthecenterhub.org/resources/educatorcompetencies/) Developed by Jobs for the Future and the Council of Chief State School Officers, the framework defines educator competencies in four domains: Cognitive, Intrapersonal, Interpersonal, and Instructional. Included in the Instructional Domain is "use technology in the service of learning [to] adopt, adapt, and create high-quality digital resources for curriculum." - [California Standards for the Teaching Profession (CSTP) (2009)](https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf) These standards contain language on "using materials, resources, and technologies to make subject matter accessible to students" and suggest that, as teachers develop, they may ask, "How do I select and use instructional resources that promote students’ understanding of subject matter and use technologies to convey key concepts in the subject matter area?" - [Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update](https://tech.ed.gov/files/2017/01/NETP17.pdf) This plan provides the following recommendation in the section on Rethinking Teacher Preparation: “Provide pre-service and in-service educators with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling learning activities that improve learning.” - [ISTE Standards for Educators](http://www.iste.org/standards/for-educators) The International Society for Technology Education (ISTE) maintains technology standards for students, educators and educational leaders. Standard 5, entitled "Designer", states "Educators use technology to create, adapt, and personalize learning experience," and "Design activities that align with content area standards and use digital tools and resources to maximize learning."
**KQED Teach** This [collection of free courses](http://teach.kqed.org/) is designed for educators to better learn how to employ media in the classroom, make their own media, and bring rich and engaging media-making experiences to their students. Courses providing instruction specifically related to this micro-credential include: - _[Making Video to Inspire Learning](https://teach.kqed.org/p/making-video):_ Get started making videos for instruction and gain the confidence to lead video projects with your students. - _[Making Audio to Inspire Learning](https://teach.kqed.org/p/making-audio):_ Bring audio storytelling into your classroom to enhance instruction, support learning and gain the confidence to lead audio projects with your students. **KQED's In the Classroom** [In the Classroom](https://www.kqed.org/education/collection/in-the-classroom) is a collection of blog posts by teachers for teachers that explore specific strategies for bringing media-based education into the classroom.
Educator provides grade level, content area, and topic addressed by the media that was created.
Original, educator-created instructional media is shared in one of the following formats: - Audio/podcast - Video
The teacher-created media is of high quality and effectively employs narrative, audio, and/or visual design principles to effectively communicate its intended message and support learning objectives identified in the lesson.
Lesson plan or activity description does not clearly indicate how the educator-created media is employed towards the student learning outcomes and/or lacks an effective connection between the media and the student learning objectives.
Provide additional context for the media you created. - Describe the media you created. - How was the media artifact presented to students? How did they use/interact with it?
To earn this credential an educator must submit: 1. The educator-created instructional media used in the lesson 2. Evidence clearly indicating how the resource was incorporated into the lesson. This can be a lesson plan or complete activity description.
Provide a reflection on how the media was planned and produced, the instructional goals that drove those decisions, and the educational impact of using the media in instruction. - What was the experience like producing original media, knowing that your students would see it and use it for their own learning? - Why did you choose to create media in support of this particular topic/concept? Why did you choose this media format for this learning experience? - Describe the process you used to create the media, including a consideration of time, resources, audience, and feedback. How did the necessity of meeting specific student learning objectives impact this process? - Reflect on student learning and the experience leading this lesson. How effective was the lesson, and the media in supporting the learning goals for the lesson? What might you change/update when doing this again?
# Key Method The educator develops a critical analysis of media, addressing a single topic of study, including at least four different media formats. In addition, the educator produces an instructional plan that supports students in developing greater understanding of the ways the format of media and the production choices made by the creators impact the way the media is used, understood, and acted upon. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to analyze and evaluate media, as well as instruct others to do the same, specifically with respect to how production choices influence media messages by: - Critically examining how the media creator’s perspective, purpose, intended audience and authority impact the media’s credibility, form, and message - Critically examining how media is constructed (i.e. production techniques, frame of reference, portrayal of people and places, visual design, image manipulation, etc.) and how those elements contribute to the way media is understood and acted upon. This micro-credential can be applied toward earning [the PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED. Demonstration of this competency requires the submission of three primary artifacts: 1. Critical analysis of media addressing the same topic in at least four different formats 2. A developmentally appropriate instructional plan that seeks to develop understandings about these concepts 3. Examples of student work or student reflections indicating student learning. ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support: **1. Critically analyze media** Conduct a critical analysis of media addressing a single topic of study in at least four different media formats. The analysis should consider how differences in format and various production choices made by the creators impacts the way the media is used, understood, and acted upon. Variables to consider in this analysis include the media creator’s perspective, purpose, intended audience and authority, as well as production techniques, frame of reference, portrayal of people and places, visual design, and image manipulation. The analysis can be presented as a document, slideshow, website, blog post, or other media format of the educator’s choosing. This [template](https://bit.ly/pbsmediaanalysis) may be helpful to get started. See examples of how other educators have critically analyzed different media in the Resources section below. **2. Design and implement instruction** Produce a lesson plan that provides instruction to support students in developing understanding of the ways the format of media and the production choices made by the creators impact the way the media is used, understood, and acted upon. The lesson plan may include the analysis created for Part 1 as an instructional resource for student learning. The ability to analyze media production and its impact on the way information is communicated is critical and relevant to all areas of study. As such, there are a number of ways to support students in developing understanding, which will vary by grade and/or subject area. However, regardless of other contexts, analysis of production decisions and their impact on how the media is used, understood, and acted upon should be central to learning objectives. **3. Choose, de-identify and share examples of student work or student reflections** Submit two examples of student work that indicate student learning of the lesson objectives. In the case where examples of student-produced artifacts do not exist or do not clearly and obviously communicate student learning of the lesson objectives, please arrange for at least two students to reflect on their learning about analyzing media.
**Students as Media Consumers** - [ISTE includes “Knowledge Constructor” as one of its Standards for Students.](https://www.iste.org/standards/for-students) Students who meet this standard “critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.” This includes the ability to “evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources” as well as the ability to “curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.” - The [Common Core State Standards](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf) The introduction to the English/Language Arts section of the Common Core State Standards makes it clear that “[t]o be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” - [Deeper Learning For every Student Every Day](https://hewlett.org/wp-content/uploads/2016/08/Deeper%20Learning%20for%20Every%20Student%20EVery%20Day_GETTING%20SMART_1.2014.pdf) The Hewlett Foundation Deeper Learning Competencies represent the skills and knowledge that students must possess to succeed in 21st-century jobs and civic life. The competency “Think Critically and Solve Complex Problems” includes the benchmarks “Students identify data and information needed to solve a problem,” and “evaluate, integrate, and critically analyze multiple sources of information.” **Teaching with Media** - [California Standards for the Teaching Profession (CSTP) (2009)](https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf) Standard 1 of the California Standards for the Teaching Profession, “Engaging and Supporting all Students in Learning,” includes benchmark 1.5, “Promoting critical thinking through inquiry, problem solving, and reflection,” and asks, “How do I provide opportunities for students to think about, discuss, and evaluate content?” and “How do I help students to develop and use strategies and technologies for accessing knowledge and information?” - [ISTE includes “Citizen” as one of its Standards for Educators](https://www.iste.org/standards/for-educators) Educators who meet this standard “establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.”
**Critical Media Analysis - [Micro-credential Exemplars](http://bit.ly/PBSMCexemplars)** **KQED Teach Courses** These free, self-paced [courses](https://teach.kqed.org/) support educators in gaining greater skills for analyzing media and making analysis of media part of classroom learning. These courses also provide opportunities for educators to develop some of the artifacts needed for this micro-credential. - [Analyzing Media Messages: Bias, Motivation and Production Choices:](https://teach.kqed.org/p/analyzing-media)- With the explosion of the kinds of media now available, teaching students how to critically read media is more important than ever. Learn how media messages are built not just through scripts but production choices like framing and music and how these choices influence our interpretation and actions. **KQED: [Media Analysis – Questions Framing Audience, Production, and Messages](https://docs.google.com/document/d/1BrfHv7TFbj-J7OXS3JJ6fwb4RqkBof1AK-geJPIuTYY/edit?usp=sharing)** NAMLE: - [Core Principles of Media Literacy Education in the United States](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf) - [Key Questions to Ask When Analyzing Media Messages ](https://drive.google.com/file/d/1A9oJgiE9JVVQm0yUvKOziUl266rAL1pQ/view?usp=drive_link) **Media Smarts: [Digital and Media Literacy Fundamentals](http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals)** **Common Sense Media: [5 Questions Students Should Ask About Media](https://www.commonsense.org/education/articles/5-questions-students-should-ask-about-media)**
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for each component in Parts 2.
To earn this credential, an educator must submit: 1. A critical analysis of media addressing a single topic of study in at least four different media formats 2. An instructional plan that supports learners in developing media analysis skills See the scoring guide below for the required elements for each submission.
Submit two examples of student work (writing, images, video, audio, etc.) that indicate student learning of the lesson objectives. In the case where examples of student-produced artifacts do not exist or do not clearly and obviously communicate student learning of the lesson objectives, arrange for at least two students to reflect on their learning about critical analysis of media. In the case where student reflections are submitted, use the following questions as guidance: - How has this learning activity changed how you see, understand, and evaluate media you come across? - Discuss one of the skills or strategies you learned for analyzing media. In what ways is this improved ability important in school and your day-to-day life? - What decisions and actions of yours might be different due to this new understanding?
Ability to use, as well as instruct others to use, online tools to find and evaluate credible resources related to specific lines of inquiry.
# Key Method The educator develops a curated list of digital media resources related to content being taught with an accompanying instructional plan that supports students in developing the skills to effectively find and evaluate online media for accuracy and quality. # Method Components Media literacy is defined as the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE.net). A media-literate educator can read (access, analyze, evaluate), write (create), and share media (act) effectively in their learning environment, as well as design and implement instruction and assess student learning in ways that support learners developing these same skills. The intention of this micro-credential is for educators to demonstrate their ability to use, as well as to instruct others to use, online tools to find valid and credible resources relevant to specific inquiry by: - effectively assessing the accuracy and quality of information - critically examining how a topic is addressed by different sources and in different media forms. **This micro-credential can be applied toward earning the [PBS Media Literacy Educator certification](http://www.kqed.org/certification), offered by KQED:** Demonstration of this competency requires the submission of three primary artifacts: 1. A curated list of at least six digital media resources that includes a description each resource, how it was found, and and how the educator assessed its credibility. 2. A developmentally appropriate instructional plan that seeks to develop skills around finding, assessing, and evaluating online information and, 3. Examples of student work or student reflections indicating student learning of these skills. ### Suggested Implementation Strategy NOTE: If you are a TOSA, teaching coach or librarian, click [here](http://bit.ly/MEDIACREDspecialcases) for specific guidance and support: **1. Create a curated, annotated list of digital media resources:** Create a curated, annotated list of at least six digital media resources related to a specific topic of study that have been assessed for credibility. The list may, by design, contain resources of varying quality, as long as differences in credibility/quality are communicated clearly. The list of resources can be presented as a document, slideshow, website, blog post, or other media format of the educator’s choosing. This [template](https://docs.google.com/document/d/1-Lv6J3PA_kIb2U-LQup9EK1z3f79L---jApIfUYiujs/copy) may be helpful to get started. Digital media resources should be discrete sources on a specific topic of study not educational sites that aggregate content. For example, an infographic from Time For Kids about climate change or a video from CNN on water scarcity are examples of discrete digital media resources. Sites like Khan Academy or Newsela are not a single digital media resource but rather large collections of resources. **2. Design and implement instruction:** Produce a lesson plan that provides instruction for students in how to effectively find, access and assess online sources for credibility. The lesson plan may include resources from the curated list created for Part 1 as an instructional resource for student learning, but this is not a requirement. The ability to evaluate online information is critical and relevant to all areas of study. As such, there are a number of ways to support students’ in developing skills finding and assessing online information that will vary by grade and/or subject area. However, regardless of other contexts, resource evaluation skills should be the central learning objective in the lesson. (For example, the Great Depression may be the topic of study, but the lesson submitted for this micro-credential should focus on how students can find credible online information about the Great Depression.) **3. Choose, de-identify, and share examples of student work or student reflections:** Submit two examples of student work that indicates student learning of the lesson objectives. In the case where examples of student-produced artifacts do not exist or do not clearly and obviously communicate student learning of the lesson objectives, please arrange for at least two students to reflect on their learning about evaluating online information.
**Students as Media Consumers** - [ISTE includes “Knowledge Constructor” as one of its Standards for Students.](https://www.iste.org/standards/for-students) Students who meet this standard “critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.” This includes the ability to “evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources” as well as the ability to “curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.” - The [Common Core State Standards](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf) The introduction to the English/Language Arts section of the Common Core State Standards makes it clear that “[t]o be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” - [Evaluating Information: The Cornerstone of Civic Online Reasoning](https://stacks.stanford.edu/file/druid:fv751yt5934/SHEG%20Evaluating%20Information%20Online.pdf) The Stanford History Education Group published a study of over 7,000 students from middle school to college who completed dozens of tasks related to judging the credibility of information they encounter online. The results of the study are summarized by the authors as, “Overall, young people’s ability to reason about the information on the internet can be summed up in one word: bleak.” - [Deeper Learning For every Student Every Day](https://hewlett.org/wp-content/uploads/2016/08/Deeper%20Learning%20for%20Every%20Student%20EVery%20Day_GETTING%20SMART_1.2014.pdf) The Hewlett Foundation Deeper Learning Competencies represent the skills and knowledge that students must possess to succeed in 21st-century jobs and civic life. The competency “Think Critically and Solve Complex Problems” includes the benchmarks “Students identify data and information needed to solve a problem,” and “evaluate, integrate, and critically analyze multiple sources of information.” **Teaching with Media** - [California Standards for the Teaching Profession (CSTP) (2009)](https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf) Standard 1 of the California Standards for the Teaching Profession, “Engaging and Supporting all Students in Learning,” includes benchmark 1.5, “Promoting critical thinking through inquiry, problem solving, and reflection,” and asks, “How do I provide opportunities for students to think about, discuss, and evaluate content?” and “How do I help students to develop and use strategies and technologies for accessing knowledge and information?” - [ISTE includes “Citizen” as one of its Standards for Educators](https://www.iste.org/standards/for-educators) Educators who meet this standard “establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.”
**Evaluating Online Information - [Micro-credential Exemplars](http://bit.ly/PBSMCexemplars)** **KQED Teach Courses** These free, self-paced [courses](https://teach.kqed.org/) support educators in gaining greater skills evaluating online information and teaching these skills to students. These courses also provide opportunities for educators to develop some of the artifacts needed for this micro-credential. - _[Evaluating Online Sources: Checking Facts and Identifying Misinformation:](https://teach.kqed.org/p/evaluating-sources)_ Prepare your students to be savvy online researchers by giving them the tools they need to distinguish facts from misinformation. Gain confidence and resources for teaching how to evaluate information and spot unreliable sources. **KQED Learn Teaching Resources** These slideshows explore strategies students can use to evaluate reliable online sources. - [How do I search for relevant resources](https://docs.google.com/presentation/d/161L0Mk94Xt9NwtBdcQV6D9ntkAg3xHo9E6WN9D9Qagw/edit?usp=sharing) - [Is this source reliable](https://docs.google.com/presentation/d/1aH2615eNx0aCwhnzvjYwyIeZFKXnyX55mRd5A98bBGA/edit?usp=sharing) - [What is a reliable source anyway](https://docs.google.com/presentation/d/199E5r5Z_M6ECmXcHVdVuUGYRVRfAB0EzrZ9GYROuats/edit?usp=sharing) **Other Resources** Stanford History Education Group: - [Teaching students to navigate the online landscape](https://www.socialstudies.org/publications/socialeducation/september2018/teaching-students-to-navigate-online-landscape) - [Why we need a new approach to teaching digital literacy](http://www.kappanonline.org/breakstone-need-new-approach-teaching-digital-literacy/) Mathematica Center for Improving Research Evidence: - [Understanding types of evidence: A guide for educators](https://www.mathematica.org/publications/understanding-types-of-evidence-a-guide-for-educators) University of Washington Libraries: - [Savvy info consumers: Detecting bias in the news](http://guides.lib.uw.edu/research/evaluate/bias)
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3 and 4 and a “Yes” for each component in Part 2.
Educator provides grade level, content area, and topic addressed by the curated list and lesson that was created.
Two samples of student work indicating achievement of lesson objectives OR two student reflections on their learning are submitted. The samples and/or reflections clearly demonstrate effective learning of lesson objectives associated with finding and evaluating information online.
Reflections clearly indicate how the activity affected both the students and the teacher. Reflections also clearly state how the activity will affect the teacher’s future practice and the reflections are specific and convincing.
Original, educator-created list of digital media resources contains a minimum of six resources, which include at least three different media production techniques (e.g. video, podcast, blog post, map, image, infographic, digital storybook, etc.).
Original, educator-created list of digital media resources does not have a minimum of six resources or at least three different media production techniques represented.
Original, educator-created list of digital media resources is not included.
Resource List: Strategies for Location and Evaluation of Media
Original, educator-created list of digital media resources includes annotations or other notes describing the strategies used to locate the media and the strategies used to assess its accuracy and credibility.
Original, educator-created list of digital media resources is annotated; however, annotations may lack detail or depth into the strategies used to locate the media or strategies used to assess its accuracy or credibility.
Original, educator-created list of digital media resources does not include annotations describing the techniques used to locate the media and the techniques used to assess its accuracy and credibility.
The list of resources adheres to rules of copyright and fair use and employs content citations and media attributions as required.
The instructional plan clearly identifies student learning objectives related to finding credible online sources and assessing the accuracy of online information, and provides a clear sequence supporting learning. The plan includes instruction in at least one of the following topics: a) Concepts related to reliability such as verifiability and impartiality b) Techniques for determining the validity of sources using methods such as lateral reading c) Techniques for identifying manipulated media and data.
The instructional plan identifies student learning objectives related to finding credible online sources and assessing the accuracy of online information, but fails to clearly communicate how learning will happen and/or fails to teach specific skills students can use to find and evaluate information effectively.
The instructional plan does not support students in finding credible online sources and in assessing the accuracy of online information.
What grade level, content area (or other educational purpose), and topic do the submitted resource list and lesson plan address? In addition, please provide any additional context related to your students, classroom, or teaching that will assist assessors in scoring your submissions.
To earn this credential, an educator must submit the following: 1. A curated and annotated list of digital media resources 2. An instructional plan that supports learners in developing skills in finding and assessing credible online sources See the scoring guide below for the required elements for each submission.
Submit two examples of student work (writing, images, video, audio, etc.) that indicate student learning of the lesson objectives. In the case where examples of student-produced artifacts do not exist or do not clearly and obviously communicate student learning of the lesson objectives, arrange for at least two students to reflect on their learning about evaluating online information. In the case where student reflections are submitted, use the following questions as guidance: - How did this learning activity impact your ability to find relevant media resources online as well as to assess the accuracy and quality of the media? - Discuss one of the skills or strategies you learned for finding and evaluating online information. In what ways is this improved ability important in school and your day-to-day life? - What decisions and actions of yours might be different due to this new understanding?
- What was the impact of engaging your students in learning focused on effective strategies for finding and evaluating online information? - How might this experience shape your daily future practice?
PBS Media Literacy Educator Certification by KQED
Educators who receive eight PBS media literacy micro-credentials are awarded the PBS Media Literacy Educator Certification by KQED.
To earn the PBS Media Literacy Educator Certification by KQED, the educator must demonstrate mastery of the eight core competencies of media literacy instruction. The educator is required to demonstrate their ability to analyze, evaluate, create and share media in a variety of formats, and to instruct their students to do the same.