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As an educator it is important that I stay current with research that supports improved student learning outcomes, including the learning sciences. For this reason, I use the CRAAP test to evaluate research prior to considering what implications it may have for my instructional practice. In the reflection that follows I discuss my thoughts about implementing media literacy prior to reading the article and what changes I made to my instructional practice as a result of the research. This practice is also how I pursue my professional learning goals. Research on UDL and Media Literacy to Inform and Improve Professional PracticeBoth digital literacy and media literacy involve competence in diverse modes of communication and information in digital form. Digital information is a powerful tool in the implementation of the Universal Design for Learning curriculum design framework, because it can easily be modified and enhanced to account for different learning styles, interests, and strengths. To understand the potential of these connections, Dalton examines the core principles of UDL, the essential competencies for digital and media literacy, and the core principles of media literacy education. While the article provides a strong representation of the universal design for learning curriculum design framework and how it overlaps with the core principles and competencies of digital and media literacy, Daltons discussion of the implications for teaching and learning is limited by broad generalizations and references to outside sources for guidance. In her article, Dalton discusses how the core principles of UDL--Multiple Means of Representation and Multiple Means of Action and Expression--relate to the first three NAMLE principles.
First, different forms of media drive active inquiry and critical thinking about messages. Second, expanding the definition of literacy to include all forms of media creates more options for representing information and expressing learning. Finally, building media skills for all ages builds capacity to achieve Multiple Means of Representation and Action and Expression. Dalton connects Multiple Means of Engagement, the third core principles of UDL, to the remaining NAMLE principles. She explains that effective design accounts for multiple means of engagement by providing options for self-regulation and recruiting interest. Each time the learner constructs personal meaning from media they develop as expert learners. Expert learners have a strong interest and connection to what they are learning which enables them to become informed and reflective citizens in a democratic society. The connections between both sets of principles can inform and further the development of effective instructional design to better reach all students. To ensure the broadest range of students benefit from digital and media literacy education, Dalton discusses barriers to equitable access and accessibility for the essential competencies of digital and media literacy (Hobbs, 2010). By leveraging accessibility tools and implementing the core principles of UDL, Dalton concludes it is possible to attain equal access to digital and media literacy for the broadest range of learners. Reflection Prior to reading this article I thought it would be difficult to integrate media and digital literacy into my instructional practice because of the demands of existing curriculum. Now I see the potential for growth in classrooms that make space for teaching medial literacy concepts through the application of UDL principles. First, each time the learner constructs personal meaning from media they develop as expert learners. Expert learners have a strong interest and connection to what they are learning which enables them to become informed and reflective citizens in a democratic society. If the goal of public education is to prepare students for life, changes to classroom instruction that have the potential to positively impact the decision making skills of adolescents are worth exploring. Second, participation in a democratic society requires media and information literacy skills. As such, students need opportunities to develop the essential skills and competencies to practice active, critical consumption of media and integrate different types of media to create digital displays of information that communicate ideas worth sharing. Finally, by simply expanding one's definition of literacy to include all forms of media (e.g. text, audio, video, interactives, and hyperdocs, etc.) educators expand the number of available resources at their disposal to integrate UDL and media literacy practices in the classroom. Implications for Teaching and Learning As a result of reading this research I created a professional learning resource about media literacy in K-12 that elementary and secondary educators in the county can utilize to begin thinking about natural places in their existing curriculum where they can integrate digital and media literacy. The professional learning module encourages elementary and secondary educators to expand their definition of literacy to include all forms of media. Educators begin by reflecting on what they know about media literacy education and identifying what they hope to learn more about. To begin to define media and information literacy, educators explore the principles that define MIL education. To connect MIL to teaching and learning, educators explore curated collections that showcase digital tools and instructional strategies that support MIL education as well as ideas for implementing MIL across the content areas. In conclusion, there are several natural connections between the principles of UDL and media literacy discussed in Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence. In the wake of the pandemic, it can be difficult to be persuade educators to adopt additional changes to their instructional practices. However, this research provided a strong rationale that has helped me see beyond the common barriers such as time and the demands of existing curriculum to embrace the possibility of reaching the broadest range of learners and share that vision with other educators. Reference Dalton, E. M. (2017). Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence. Journal of Media Literacy Education, 9(2), 17–29. https://doi-org.cmich.idm.oclc.org/10.23860/JMLE-2019-09-02-02 Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.I set professional learning goals to stay motivated about teaching and learning and continuously improve my practice. I want to expand my knowledge of standards-based grading practices and the available options for implementation in Schoology by June 2021. To reach my goal I used Michigan’s eLibrary to curate research around the topic of standards-based grading. By December of 2021 my goal is to answer several key questions: What is the history of grading? What are the barriers to system-wide change? GoalJune 2022
Expand my knowledge of standards-based grading practices by June 2022. December 2021 To reach my professional learning goal by June 2022 I developed a research plan. Using the Michigan eLibrary I will craft several research questions and identify credible sources where I will begin my research. Research Questions
Sources
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An increasing number of concerns about academic dishonesty have been voiced in recent months. While students are spending more time online than ever, research indicates the environment makes little difference. Despite advancements in preventative software applications and heightened awareness about the issue, academic dishonesty persists in K-12 classrooms. The current “gotcha” culture defines academic misconduct with consequences. Exercises in compliance are effective when someone is watching, but the world needs well rounded digital citizens who do the right thing regardless of who is in the room.
Academic dishonesty takes many forms. Examples should seek to prepare students to make ethical decisions as they interact with information and others online. Some decisions will be black and white, but situations that fall into the gray area should not be overlooked. Help students make sense of the ambiguous examples so next time they are more prepared when they encounter similar ones in the future. Consider the affordances of a learning management system when designing opportunities for students to develop their understanding of academic integrity in a hybrid course. Discussion boards may elicit more honesty from students than if they were asked face-to-face. Requiring students to complete an online module about academic dishonesty gives the education a foundation to build a culture of integrity on. Developing a scope and sequence in grade level teams ensures students progress through age appropriate modules that increase in complexity and prepare students for age appropriate online interactions. Speaking to peers and adults is a developing skill in grades 4 and 5. Teach students how to get unstuck. Be proactive and anticipate student behaviors when they need help. Model how to ask a classmate or an adult for help using email. Scaffold the process for younger learners with visible thinking strategies and accountable talk stems. Help students develop an understanding of the pros and cons associated with email. A culture of integrity encourages students to leverage the opportunities of technology and something if they receive something dishonest. Research shows the relationship between effort and achievement can be taught (Pitler, Hubbell, & Kuhn, 2012). Sharing effort stories about real people who have achieved their goals through hard work teaches students to work hard to achieve their goals. The purpose of homework is to extend learning. Homework provides students with opportunities to practice and reinforce classroom instruction. Invite families to a virtual open house to discuss the culture of the classroom. Urge parents to take a guide on the side approach and intervene as little as possible. Provide strategies and resources to empower parents to be a guide on the side. Help parents come to the realization that adopting a guide on the side approach gives students the opportunity to learn how to help themselves and develop self-efficacy. Students who believe they are capable of understanding new concepts and mastering new skills do not have a reason to be dishonest about their work or look for shortcuts to get the grade. Middle school students need frequent reminders to reinforce their rights and responsibilities as a member of a learning community that values honesty and hard work. Research indicates book ending assessments with a brief statement about academic integrity at the beginning of the assessment and end detours unethical decision making during testing. The practice of bookending helps maintain the culture of integrity established early on (Shu, Gino, & Bazerman, 2011). Apply the same principles to synchronous lessons. Begin and end synchronous lessons with key working agreements that reinforce the classroom values and behaviors expected of each member of the learning community. Research indicates pressure to succeed compels the capable, high achieving student to cheat (Redding, 2017). When success is nothing less than an A, the fear of “failure” overrides reasoning. Educators should remind students often that they do not need to cheat or plagiarize to do well in class. The message communicates to students that they have the capacity to do well all on their own. Provide students with the resources needed to be successful. When students have adequate resources to be successful there is no need to consider alternative methods. Additional Resources International Center for Academic Integrity References
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