Media Meets Science: The Experience of a Media Teacher and Science Teacher as They Implement Media Literacy in a Science Classroom

Media Meets Science: The Experience of a Media Teacher and Science Teacher as They Implement Media Literacy in a Science Classroom Matthew Jay Brown Department of Theatre and Media Arts, BYU Master of Arts This qualitative action research study looked at my collaboration with a science teacher as we combined a Television Production class with an Advanced Placement Environmental Science class. This cross-curricular case study explored the implementation of the principles of media literacy, defined by the National Association for Media Literacy Education, into the science classroom where media literacy has traditionally been a non-factor. The impact of media and technology on everyone’s daily lives is making it necessary for us to become media literate. The use of media literacy tools and strategies in a combined media production class and an AP science class created opportunities to explore cross-curricular understandings of media literacy education that would not have existed otherwise. Keywords: media literacy, advanced placement environmental science, Matthew Jay Brown, Robert Steele, cross-­‐curricular, science classroom, television productions, multiliteracies MEDIA MEETS SCIENCE III ACKNOWLEDGEMENTS As I reflect upon all those who are connected to this thesis I am amazed at the web of support that has developed over time. I would like to thank my committee and others at Brigham Young University who have challenged me and then waited and waited for me to respond, thank you for your patience. To my friends and family who heard me say a thousand times, “I can’t, I have to work on my thesis”, thank you. Finally to my wife and children who despite knowing me fully expect me to succeed at everything I do. I finished because of you, and I couldn’t have done any of this without you. MEDIA MEETS SCIENCE IV TABLE OF CONTENTS ABSTRACT . II ACKNOWLEDGEMENTS . III TABLE OF CONTENTS . IV CHAPTER ONE: INTRODUCTION . 1 Introduction . 1 The Problem . 4 Media Literacy Education . 6 Literacy . 7 Role of Media Literacy Education . 9 Student Learning . 11 Media Exposure . 12 The Gap Between In-­‐school and Out-­‐of-­‐school Literacies . 14 Pop Culture . 15 Advantages of Bridging the Gap . 16 Changes in Pedagogy . 18 How to Use Technology . 20 Basic Principles . 21 CHAPTER TWO: THE PROJECT . 25 Specific Aims . 25 The goal of the study. 25 The project. 26 Contextual information. 27 Why APES? 29 Methods and Procedures . 30 Methodology. 30 Context. 32 Data collection. 32 Data analysis. 33 The participants. 34 Limitations. 35 CHAPTER THREE: RESULTS AND EXPLANATIONS OF THE DATA . 36 The Data . 36 Logistics . 39 Before the field trip. 39 Preparing for the trip. 40 Preparing the students. 41 The field trip. 43 After the trip. 43 Data Analysis . 44 MEDIA MEETS SCIENCE V Moving beyond a tool-­‐oriented focus that conflates having access to media and technology with the skillful use of it. 44 Addressing risks associated with media and digital technology. 47 Expanding the concept of literacy. 50 Strengthening people’s capacity to assess message credibility and quality. 51 Bringing news and current events into K–12 education. 54 Student Feedback . 55 Recommendations . 58 CHAPTER FOUR: DISCUSSION . 60 Which Core Principles Best Apply to APES Curriculum? 61 What Are the Benefits and Drawbacks of Collaboration? 63 How Can Media Production Be Used in APES Instruction? 64 Improving Practice . 65 Going Forward from Here: Best Practices . 65 Moving beyond a tool-­‐oriented focus. 67 Addressing risks associated with media. 67 Expanding the concept of literacy. 68 Strengthening people’s capacity to assess. 68 Bringing news and current events into K–12 education. 69 Conclusion . 71 BIBLIOGRAPHY . 72 APPENDIX A . 77 The New London Group Pedagogical Structure . 77 APPENDIX B . 78 National Association for Media Literacy Education (NAMLE) .