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Confessions from the Media Classroom

Confessions from the Media Classroom. Structure vs. Chaos. A Closer Look at My Field Experience and the Key Points Found in the following texts:. A Public Voice for Youth: The Audience Problem in Digital Media and Civic Education B y Peter Levine

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Confessions from the Media Classroom

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  1. Confessions from the Media Classroom Structure vs. Chaos A Closer Look at My Field Experience and the Key Points Found in the following texts: A Public Voice for Youth: The Audience Problem in Digital Mediaand Civic Education By Peter Levine Imagining the Audience: language,creativity and communication inyouth media production By David Buckingham & Issy Harvey By Lisa Wilk

  2. My Field Sites: Two Public Schools

  3. Teaching Video Journalism

  4. Civic Education Meets Citizen Journalism • “It seems likely that active citizens check corruption and mismanagement.” – Levine • Journalists are the “watchdogs” of society. • “Service learning means a combination of community service and academic work or classroom discussion; it is now present in half of American high schools.” –Levine • Students exposed to service learning gained more knowledge of civics and government and felt more confident about their own civic skills. • HOWEVER, “[a]ctive learning can be counterproductive unless projects are well conceived and executed.” – Levine • This is a reoccurring problem in the Video Journalism course. Students are unsure what they really want to write about and even after sitting down with us, they resort back to their uncertainty. • Community vs. School Stories • school newspaper benefits those who produce it but has no effects on the student body as a whole, because students are not sufficiently connected to the school community to care about its news.

  5. Public and Private Voice • “All of these purposes of civic engagement are best served when people deliberate before they act, expressing opinions to some body of peers in an appropriate voice.” – Levine • “Public voice as any style or tone that has a chance of persuading any other people (outside of one’s intimate circle) about shared matters, issues, or problems.” – Levine • We have introduced the Op. Ed. writing style to the students to promote their own passionate opinions in over generalized topics. • We have also gone over the issue of non-biased journalism, which confused them when we introduced Op. Ed.’s. • PRIVATE Voice in Video Journalism = NO FACEBOOK • Thanks to the School District of Philadelphia there is no distraction of Facebook in the classroom. • However, we do not have access to YouTube or Vimeo which is really frustrating for me. • Teaching how to write an email for an interview request (PBS Newshour Student Reporting Labs).

  6. Real Audiences? • Audience for Video Journalism @ Rush • School Community • Student’s Local Community • Parents • Temple Students and Faculty • NEastPhilly.com (Personal Outreach) • How

  7. The Production Context • Video Journalism

  8. Demonstrating Understanding • USEDDD“Active learning can be counterproductive unless projects are well conceived and executed.” – Levine • This is a reoccurring problem in the Video Journalism course. Students are unsure what they really want to write about and even after sitting down with us, they resort back to their uncertainity.

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