Film & TV in the classroom

According to Lacina, media literacy is “a multiple literacy that includes informational literacy, computer literacy, film and video literacy, and cultural literacy” (2006, p.118). As such, teaching literacy today is not confined to the more traditional forms of reading and writing. In today’s media saturated society, children and young people need to have, or be taught, to be multi-literate, or proficient in the different forms of media that are outlined above. In particular, students need to be taught how to engage critically with media, to be intelligent and critical in their consumption of media, and about the different ways in which they can make use of media for educational, work-related and personal reasons. The classroom is the perfect environment for students to begin to learn these skills. By incorporating media into the classroom, teachers are able to enjoy the best of both worlds: ensure children are receiving the same kind of education in terms of traditional literacy, critical thinking, and interpretation, while fully engaging them in the process of creating and producing their own work in areas that are of interest to them.

Much of the focus on media literacy and incorporating media into the classroom and curriculum has tended to focus on the more “innovative” technology and software, such as mobile media, gaming, and social media. However, despite being classed as the somewhat older forms of media, film and television still have a role to play in the classroom. However, the use of films in classrooms has been met with some derision, with some educators believing that there is no place for films in the classroom. (Vetrie, 2004, p.40) There is, of course, a right and wrong way to use films in classrooms; as Vetrie notes, the “worst application of all is to use a feature film as an entertaining reward between the conclusion of a teaching unit and a holiday” (2004, p.40), but if used correctly, films can be particularly useful for holding students’ attention and engaging them in critical examinations of both the text, and the film itself. Once engaged, the challenge is then for the teacher to transfer this engagement to a “need to listen, write, discuss and utilize critical-thinking skills.” (Vetrie, 2004, p.44) In other words, actually engage with the film, instead of merely watching it. Further from this, encouraging students to become media producers instead of merely consumers, is also essential when discussing film and television in terms of media literacy. Young people today are heavily involved in producing their own media content; they regularly create and publish content onto YouTube and Facebook, and are involved in the creation of multi-layered mash-ups. Involving students actively by inviting them to produce their own content draws on the experiences they have learned outside of school, and works to more usefully engage them in their study.

I currently work as a Reference librarian in an academic library, so am not in a position to change or affect curriculum or incorporate new pedagogies into classrooms. However, this unit has provided me with many examples of ways in which this can happen, and why it should happen. If I were in a position to incorporate media into my classroom, I would ideally like to do it in the following way.

Creative pedagogies involve students becoming producers of media and text, rather than being passive consumers or users. In this way, students are able to become involved, use many different skills and draw on knowledge they may have learned informally or in their day-to-day lives. Taking a Year 11 English class, I would look at incorporating different media texts into the reading of the Shakespeare classic, Romeo & Juliet. Instead of completing merely a critical analysis of the text, and perhaps watching one of the films, I rather think it would be more appropriate to look at the text in relation to the different interpretations. For example, by comparing the text itself to two other interpretations, such as the plays or any of the multiple film versions, students will gain a greater understanding of the text itself, and can begin to look at the different ways in which different people interpret the same text,

and how they are interpreting representations of gender, race, sexuality and social status. The second part of this project would involve creating their own modern interpretation using video recording equipment, Web 2.0 technologies such as YouTube, and any other medium that they wished. In this way, they are continuing with the critical analysis skills and thinking of new interpretations of the text, while also physically engaged with creating. Children, and adults, learn better when they are actively engaged in whatever it is that they are doing. Involving students in producing and creating their own physical interpretation allows them to gain a better understanding of the text and context. Encouraging or enhancing their media skills means that they are more likely to be enthusiastic and excited about what might otherwise have been a boring subject. Also, students are far more likely to be engaged in a project if they see the relevance to their personal lives, so incorporating their interests into the curriculum can only be a good thing. (Weigel & Gardner, 2009, p.40)

Young people are much more technologically engaged today than they ever have been. Much of the technological knowledge and experience that they have, they learn informally, in activities outside the school environment. Schools and teachers need to incorporate more of these technologies, both those that are new and emerging, and the more traditional forms such as film and television, for a number of reasons. We need to equip students with the skills and knowledge to successfully navigate the complex media environment, teach them to be critical and involved consumers of media, instead of passive, and encourage their creativity and innovation in terms of producing their own media. By doing this, we are instilling with them values and practices that will stand them in good stead for future study and long careers.

References:

Lacina, J. (2004) Media literacy and learning. Childhood Education 82(2) 118-120. Retrieved October 20, 2010, from Academic Research Library.

Vetrie, M. (2004) Using film to increase literacy skills. English Journal 93(3) 39-45. Retrieved October 20, 2010, from Academic Research Library.

Weigel, M & Gardner H. (2009) The Best of both literacies. Educational Leadership 66(6) 38-41. Retrieved October 20, 2010, from Academic Search Elite database.