Sustained implementation of literacy principles

Evidence of sustained implementation of literacy principles

STATEMENT: In this Sports, Popular Culture, and Literature course, literacy principles are reinforced in constant patterns during the course of study in four significant ways:

1) Discourse Analysis

We convey textual messages

through oral, written, and body language, which is called “discourse.” When students study the ways that humans use texts to communicate with each other, they engage in “discourse analysis.” This course contains many opportunities for students to engage in discourse analysis so they can study ways that versions of the world, society, events, and identities are produced through media sports language. Discourse analysis is also a way to step back from topics and ideas embedded in texts and to determine the social construction of knowledge and power within various sports texts. Here is a Quizlet for Discourse Devices I created to assist the students to unpack media messages in texts of all kinds.

When students conduct “visual analysis,” they break apart commercials, advertisements, and other texts with primarily visual components to determine the composer's target audience, design intentions, and marketing goals. In doing so, students isolate parts to see how media messages contain codes about what what "normal" should look like in our lives,. Sports media composers are keenly aware of the power of narratives to deliver media messages that sell products and services. All visual narratives, whether intended for television, film, video games, or sports news highlights, are carefully edited for quick frames of exhilarating moments. 3) NAMLE's Core Principles of Media LiteracyThis course has been designed to contribute to media literacy education so high school seniors develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.

The National Association for Media Literacy Education outlines the key components of such inquiry:

    1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.
    2. Media Literacy Education expands the concept of literacy to include all forms of media (i.e., reading and writing).
    3. Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice.
    4. Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society.
    5. Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.
    6. Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.

4) The Process for Navigating a Curated Collection of Texts

One non-fiction print text to read

One set of visual images to view

One audio composition to listen to

One literature print text to read

The purpose of the curated collections is to create an area to showcase and highlight sports media's wealth of resources by having students in this course navigate, remix, analyze, and recontextualize resources consistent with the current unit under study. In order to make sense of the choices available to them, a four-step process is required for students so that they become both media analysts and composers.

1. Review the text choices in each column

2. Search for patterns and analyze them

3. Synthesis through common values

4. It's time to compose something!

EVIDENCE FOR CRITERIA 1