The third session of a three-part youth workshop series led by Dr. Elizabeth Ortiz at the Boys & Girls Club of Allentown, Turner Street Clubhouse. Teen Club members look at how AI shapes their lives and their community: who holds the power, who is affected, and who should be held accountable. As part of a Pulitzer Center U.S. Civil Society Microgrant. Club members only.
How much of your online world is actually shaped by you? And how much is being shaped for you?
During U.S. Media Literacy Week, NAMLE’s Youth Advisory Council will lead a high school class through The Feed Effect: How Your Online World Is Built for You, an interactive exploration of how our online behavior, data, algorithms, and personalized feeds are all connected.
Led by students, for students, this session will help participants think more critically about their digital experiences, ask better questions about how their feeds are built, and consider how they can make more informed choices about the media they encounter online.
Journalism is what happens before you see the content: reporting, verification, editing, legal review, and corrections. Anyone can post, but journalism makes sure that what you see is accurate, credible, and fair. In this Media Literacy Week program, 7th and 8th graders learn to distinguish journalism from content that feels like “news” by hearing from Reuters staff about how they research, analyze, and distribute information.
Assessing Multimodal Texts: How is analyzing multimodal texts different from traditional texts? How can we prepare ourselves as teachers to assess them?
Required Readings:
- Hung, H.-T., Chiu, Y.-C. J., & Yeh, H.-C. (2013). Multimodal assessment of and for learning: A theory-driven design rubric: Multimodal assessment. British Journal of Educational Technology, 44(3), 400–409.
- Assigning and Assessing Multimodal Projects
Activity: Choose one video from this website.
Optional Reading:
- Deng, Y., Liu, D., & Feng, D. (William). (2023). Students’ perceptions of peer review for assessing digital multimodal composing: The case of a discipline-specific English course. Assessment & Evaluation in Higher Education, 48(8), 1254–1267.
- Ross, J., Curwood, J. S., & Bell, A. (2020). A multimodal assessment framework for higher education. E-Learning and Digital Media, 17(4), 290–306.
Then, create a rubric for how you would evaluate your chosen video. Be sure to consider all multimodal elements (e.g., music, image, sound, transitions, content, writing, etc.). Write a short 1-2 page narrative of how you decided on that evaluation criteria, citing the week’s readings. The narrative can either be a general description of a rubric for evaluating a video or reference your chosen video specifically.