Please don't misunderstand me. The utilization of traditional literature, flashcards, worksheets, etc., is still very valuable and pragmatic. However, in my opinion (and others), we also need to adjust our learning modalities for students to meet their needs or their modalities of deciphering and making sense of content. Again, this could be knowing that the student needs to physically touch a flashcard and that this modality is best for that student. Regardless of the delivery method, I would argue that the content of our message more than likely needs thought or insight. As McAdams et al. (2014) discuss, this is a universal idea in education as it helps students from various settings, abilities, backgrounds, SES, ages, etc., to start making contextual sense of the content. (Yes, all of this means change for some of us, and it's not always comfortable.) If we adapt for our learners, students, clients, etc., so that they can understand more easily, and it helps us to do our job, why would we not want to dig deep and understand why this is truly important in a digital world, but moreover, the best of our students' individual needs?

Basically, Fry and Fisher (2008), in their book titled Teaching Visual Literacy: Using Comic Books, Graphic Novels, Anime, Cartoons, and more to develop comprehension and thinking skills, state the idea that we need to reach beyond and think in the context of an ever-changing classroom when thinking about universal student needs. This takes into account our frame of mind, where we are considering globalization, cultural aspects, and diversity in our classrooms/schools. As purveyors of content, we need to continue designing materials linked to the class curriculum and thus assist students, as well as accommodate/modify for their learning style, level of learning, understanding of context, and accessibility. As a teacher and designer, you are already doing these things, no? We accommodate for learner differences daily; this is a basic principle of education. It is no secret that more and more is being written about the child's need for a more individualized education, regardless of an IEP. Is this feasible? For most of us, we would respond no. However, most teachers do this regardless of a written document stating a student will receive accommodations - we accommodate, modify, differentiate instruction, and design for accessibility to help all learners succeed. 

Now that we have some basis concerning student needs and their individual filters, we think about designing content for our students. It's not that we just change our approach, materials, or strategies for learner differences; it's that we are conscience that even basic media (icons, pictures, graphics, videos, written text, etc.) messages can be construed differently based on the student's filter(s). These filters may not be our filters, so in the end, it comes down to knowing our students and understanding what makes them "tick" to understand how they will process. When we know ourselves and understand our filters and learning needs, we can also understand how one student might be a visual learner in Math but an auditory learner in Music. In some cases, if you are an instructional designer building for a mass of students (who will more than likely not know), you will rely on an industry-approved rubric that covers instructional materials, technology, learner support, accessibility, and usability.

 My example: "The Golden Arches" -  One of the first icons my daughter knew, but could not verbalize, was McDonald's. This was so evident to me as a parent and her as a child who utilized sign language. I was surprised she didn't have a self-invented "sign" for the arches when she wanted nuggets and a toy! All joking aside, can you think of a universal icon? When you see this icon or image, you don't have to "decode" it, meaning it's just involuntary. Where have you been when you didn't feel quite comfortable knowing the "norm" regarding images and icons? Maybe it's even the use of emojis as communication that has you stumped these days? As an avid traveler, there have been times I honestly can admit I was (and can still be) stumped by street signs, hand gestures, or body language that is different than my cultural norms.  Maybe I was weary, or maybe I was not thinking beyond my filters, social contexts, etc. This level of discomfort, as a designer and instructor, makes me realize what my learners must feel when they encounter something new, hence my compassion and passion for good design choices and understanding of "other."

Now, after all of that, if I asked you, "Are you?" what would you respond? Are your students? If you are or are not, how would you know? Hobbs (2011) defined media literacy as “the process of accessing, critically analyzing media messages, and creating messages using media tools. The goal of media literacy is to promote autonomy through the development of analysis, reasoning, communication, and self-expression skills” (para. 2). As an educator and purveyors of appropriate use, we can take courses like this, combine them with theory and our perspectives, our students and their development, and then start building on this idea of understanding how various forms of media affect our course content (written, verbal, auditory, visual, etc.). Can we teach this ability to access credible and pertinent media to our students? Even the youngest ones? Or is this more powerful combined with modeling as well?

Place all your information (write-up, reflection, recreation, etc.) for Steps 1, 2, and 3 below in a Google Doc (I'm flexible on the presentation of your steps). Once complete, place your document in Spaces under Tasks titled Mini Assignment 1. Any write-up or documentation for this assignment and all others in this course must be reported utilizing APA format, including embedded citations and a References page. Here is the APA template you can copy, keep, and use as needed for all five mini-assignments. APA 7 formatting is expected for this course and all other Master's level coursework. MORE DETAILED INSTRUCTIONS ARE FOUND BELOW.

REMEMBER: You must make sure that your document is accessible in Google and is set to "can comment" so that I can get in and comment on your work prior to posting in the Community! This is not the default and must be manually changed for each Google Doc you share/post. 

NEED APA 7 HELP?

Jones APA 7 Template (literally go to File, Make a Copy and use this tool) -
https://docs.google.com/document/d/1TbDYgVlqN_KWebc61aGcvSq3C2a849KzuFf5QpNUULk/edit?usp=sharing