Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g1R2vRu28990; Tue, 26 Feb 2002 21:57:27 -0500 (EST) Date: Tue, 26 Feb 2002 21:57:27 -0500 (EST) Message-Id: <4.2.0.58.20020226213455.00959b60@email.uc.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: Bernadine Skowronski <skowroba@email.uc.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:2070] Re: media literacy X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.0.58 Status: O Content-Length: 2992 Lines: 61 The adult education center where I volunteer uses TIME (provided courtesy of Time Warner). The following description is based on my observations of the sessions: Generally the teacher who runs the "TIME to read" segment will start with having the students look through the magazine to select an article that attracts their attention. Next, after everyone agrees on an article, they will ask questions about what information they want to learn from the article. Often they'll look at the pictures and read the captions before they do this. Then, they'll read the article together, with those willing to read aloud taking turns. If they find an answer to a question while they are reading, the teacher will write it on the board with the questions. When they finish the reading they'll discuss any unanswered questions and often expand the discussion to what else they know about the topic. Many times the students will ask questions to clarify their understanding of the topic based on information they'd heard before. The students also will use a highlighter while they read to mark words they don't know, information they like, or even sections they're willing to read. Bernadine Skowronski skowroba@email.uc.edu "Daphne Greenberg" <alcdgg@langate.gsu.edu> To: <nifl-womenlit@nifl.gov> Thanks for sharing how you use this resource! Do you or anyone else out there use other media resources with your learners? >>> mlcarver@nslsilus.org 02/20/02 15:50 PM >>> Hi Daphne- I have used News-for-You in my Literacy level ABE classroom for several years. The "Focus" sheets have provided me with a lot of reading strategies and practice exercises that are relevant and practical. Even my lowest level learners benefit from learning the format of a newspaper, discussing world & current events and their relationship to our lives. We work in small groups, depending on student level. Some students can do it by themselves with minimal help from a tutor, others use peer teaching and our most beginning level readers have stories read to them. We then focus on vocabulary development, interpretation of graphic information, whatever is included in that week's issue. I have been happy with the emphasis on critical thinking skills. We talk about being media savvy and seeing who's providing the information. I also relate (when needed) how NFY is connected to the skills needed on the GED. I was happy to see that when the 9/11 stuff occurred, many students looked for more than one source for information. They didn't rely just on TV or radio. We had good dialogues and were able to discuss things without ignorance/irrational fear taking over. Connecting my students to the world at large has helped many make some positive changes in how they relate to others and their learning process. Thanks for introducing others to this great tool, Mary Lynn Carver ABE Instructor/Asst. Literacy Coordinator Lake County Adult Learning Connection Waukegan, IL mlcarver@nslsilus.org
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