Course Website:  http://pm.appstate.edu/~goodmanj/3850/CI3850s06.html

The purpose of this required course in the Reich College of Education’s core curriculum is to provide students with a broad understanding of professional issues related to literacy, technology, and instruction. The impact of media and various technologies on school and society are examined. Special emphasis is placed on developing understandings of what it means to be literate in a multimedia culture. Instructional strategies as research-based tools are explored in the context of traditional and emerging technologies.

The course is based on the assumption that knowledge is socially constructed, and that learning is achieved through active engagement of the learner. This theoretical view is addressed directly and modeled as the predominant instructional approach within the course. Students are expected to become active members of this learning community in preparation for their role, in and out of the classroom, as professional educators who understand and utilize appropriate theories and techniques for the successful integration of technology into the teaching/learning process.

Objectives

Students will:
1.  Learn to engage in dialogue as a primary means of increasing professional knowledge.
2.  Develop an historical perspective on literacy, technology and media.
3.  Critically evaluate their own literacy and learning processes.
4.  Develop computer, multimedia and telecommunications skills.
5.  Understand the role of ethnicity and gender in literacy, technology and instruction.
6.  Critically analyze and evaluate mass media formats, including news and advertising.
7.  Utilize media and technology as part of a design/production process to communicate effectively.
8.  Recognize the impact of media/technology on school and society.
9.  Understand the role of computers and telecommunications in the classroom.

Schedule

Date	Topics	DUE
1/9	Introduction Powers of Ten Logistics (syllabus, listserv, etc.) Discuss how to respond to articles using the 4-2-2 approach 4 points you agree or disagree with 2 questions 2 related example from your life. Small Groups: Introductions Communication Games Brief Technology Lab Literacy: Black Robe Clips
1/16	NO CLASS: Martin Luther King Jr. Day
1/23	Literacy Continued My Name is Yu Ming College Students' Literacy: A New Study Jeff Nunberg on Literacy: Check this out (drag slider to 37:20)  Letteracy Amish literacy Cultural Literacy Discourses Web Design Workshop BRING YOUR USB DRIVE!	Fishman:  "Worlds Together, Worlds Apart" electronic reserve Estes et al:  "Cultural Literacy" electronic reserve Hirsch:  "Hirsch Responds" electronic reserve
1/30	Literacy and Power American Tongues BEV Web Design Workshop	Delpit:  "The Silenced Dialogue" electronic reserve
2/6	Censorship Textbook Analysis:  the real story of Helen Keller Woody Guthrie's real "This Land is Your Land" Video Production Workshop	Web Pages Due Jeff's Section Joe's Section
2/13	News and Documentary Joe on making documentaries Big News: Broken AC at the RCOE! Reading the News Clinton Scandal: a variety of news responses Patriots and Scuds Government news Video Production Workshop	Media Literacy Reading: Jonathan S. Landay, "Educating young minds about the power of TV" (handout)
2/20	Literacy to Media Literacy  Advertising and Propaganda Media Literacy Circles Assigned Media Literacy and the Curriculum with an example from science Media Literacy Lesson Introduced Discuss Literacy Autobiographies in Small Groups	Lit Auto I Due (posted on web)
2/27	Media Literacy Continued	Watch Literacy Autobiography Videos on-line Kellner on Cultural Studies, Mutliculturalism and Media Culture (handout) Lit Auto II Due (posted on web)
3/6	Media Literacy Circles Instructional Strategies Introduction: Debate	Come prepared with your Media Literacy circle job ready "Dewey Wins! If the 'New' Teaching Methods Pushed by High-Tech Gurus Sound Familiar, It Isn't Surprising," by Robert Cwiklick electronic reserve "Speaking in the Third Person, Removed From Reality," by Keith Ablow electronic reserve
3/13	NO CLASS: Spring Break
3/20	Check in on Instructional Strategies Project Share Media Lit Lesson (and do a sample deconstruction)	"How We Learn," by Alison Gopnik "To Improve Education, We Need Clinical Trials to Show What Works," by Sharon Begley electronic reserve Media Literacy LessonDue (posted to web page); come ready to do a 5 minute sample deconstruction.
3/27	Media Lit Lessons Presentations Continued Instructional Strategies Continued	Bring a draft of your Instructional Strategies Project
4/3	Powerpoint Lab Teaching with Media Promises and Pitfall of technologies Introduce Culminating Project	Parker:  "Absolute Powerpoint" electronic reserve View Gettysburg Powerpoint Presentation "The Couch Potato Path to a Higher IQ," by Walter Kirn electronic reserve   Instructional Strategies Project Due
4/10	Culminating Project (continued) and other make-up work
4/17	NO CLASS: Easter Break
4/24	Share Culminating Project	Culminating Project Due
Monday, May 1, 2006 from 6:00 PM - 8:30 PM	Share Culminating Project

Course Assignments and Grading

Personal Web Pages (15)
Each student will create a set of personal web pages with information, images, links and class work. These will be uploaded to the ASU internet server.

Literature Autobiography (15)

Media Literacy Lesson (15)
Each student or group of students will develop an activity, appropriate for use in the classroom, that connects their curricular area and media literacy (mass media analysis and critique).  The mass media materials to be used in this activity will be collected in an appropriate media format (e.g. web page, Powerpoint presentation, edited video clips), and the activity will be detailed in writing. This work will be used as a sample artifact in the Advanced Technology Portfolio (see below).

Instructional Strategies (15)

Culminating Project (15)

Community of Practice  (25)
This class is structured around a Community of Practice model of learning.   You are required to attend all class meetings, and your active participation in discussions is expected.   Absenteeism will result in a grading penalty.  You should always be prepared for class; assigned tasks such as readings, study guides, and out of class activities must be completed.  When a reading is assigned, you will be expected to bring in 4 points you agree or disagree with, two questions, and two examples of these ideas from your own life; these will be collected on the day of the discussion and will not be accepted late. Preparation for class is demonstrated through your active participation in classroom discussions and other activities.  Being “shy” is not an excuse for not participating; after all, you aspire to be an educator.  Please tell your instructor if you know in advance that you are going to miss a class so he can fill you in on what you need to do. Missing class without contacting your instructor, or missing class frequently (even if you let us know) will lower your final class grade up to one letter grade for each class missed. Note: Your work on the media literacy circle will factor into this grade as well.

Assignment	Due Date	Point Value
Webpage	2/6	15%
Literacy Autobiography	Part I 2/20 Part II 2/27	15%
Media Literacy Lesson	3/20	15%
Instructional Strategies	4/3	15%
Culminating Project	4/24	15%
Community of Practice (Reading Responses, Media Literacy Circle, Attendance, Participation)	ongoing	25%
TOTAL		100%

Note: Work other than weekly reading responses may be turned in for re-evaluation within 1 week after it is returned to you.

We will use the following grading system:

A:  90-100 %
B:  80-90%
C:  70-80%
D:  60-70%
F:   <60%
Pluses and minuses will be assigned at the professor's discretion.

As a general guide:

A Excellent

Project is turned in on time, meets ALL of the requirements for this assignment and is shared with the class for input
Project is original, creative and shows commitment and dedication to get it completed successfully
Project is technically superior with few if any grammatical or technical errors
Project is interesting and engaging and a delight to experience

B Good

Project is turned in on time and meets the basic expectations of the assignment.
Project is well thought out and shows some original and creative thought
Project has only minor grammatical or technical errors.

C Average

Project is turned in late but meets the minimum expectations of the assignment
Project has more than a few grammatical or technical errors
Project was created at the last minute with very little thought or effort

D Needs Improvement

Project is late and some of basic requirements are missing
Project has lots of grammatical or technical errors
Project shows evidence of expending just enough effort to barely get by

F Failure

Project is not turned in
Project is eventually turned in but looks like it was done by someone drunk or on drugs
Project misses the point of the whole assignment completely

Textbook, Readings and Materials

There is no text for this class. Readings will be provided online and in class.

You will be required to have a minimum 256MB USB drive (jump drive) for this class. Many brands work; the only one we have had trouble with is the Lexar Secure. Please make sure you have it for the second class meeting.

Listserv
There is a listserv set up for this class.  It will be used primarily to discuss logistics, but may be used to share ideas, things people have noticed, etc.  To send a message to everyone, you need only send a message to CI3850@listserv.appstate.edu .  Be careful; replying to message from the listserv will go to everyone who is on the listserv.