Digital and Media
Literacy: Connecting Culture and Classroom
By
Renee Hobbs
Chapter
3: Critical Questions, Close Reading
“That’s
why open-ended questions, followed up
with lots of requests for elaboration,
are powerful” (Hobbs, pg.55).
I completely agree with this quote that I
chose from chapter 3. In order for teachers to make sure that students
understand the content they (students) must be able to answer open-ended
questions and explain their reasoning for it. Take math for example, for a
student to truly understand the concept they must be able to tell me the steps
that they must take in order to find the correct answer. Simple yes and no
questions are not helping our students learn and retain the information that
they have been given. Students need to be able to answer and explain.
1.
Who
is the author and what is the purpose?
The author of this article was Angela Bunyi
and was published on November 5, 2010. The purpose of this article and picture
that goes with it is teaching our students how to identify reliable sources and
explaining that they must site them or it would be plagiarism.
2.
What
creative techniques are used to attract and hold attention?
The image that is with this message is very
colorful and would make anyone want to see what it says. There are words that
are underlined and there are also questions that the readers may need to ask
themselves when they are in that situation.
3.
How
might different people understand this message?
I think that everyone would see this
message as a learning tool that they could use. This message doesn’t just apply
to students that are in high school; students of all ages (including college)
can find this very useful. Some may find that they know everything about
finding reliable sources and may see that it is pointless to look at.
4.
What
lifestyles, values, and points of views are represented?
This message is geared towards students of
all ages. The point of view that is being represented is that from a teacher or
person who knows how to make it easier for students that are having a hard time
when finding sources to use for information. This doesn’t have to be used just
for students. People are looking up different information everyday, wouldn’t
you want to know ways to see if your information is reliable or not?
5.
What
is omitted?
I don’t think that there is anything omitted
from this image or article. It shows that it is not just geared toward a
certain age. I thought this image was very creative and could help a lot of
people. Anyone can use the Internet, but
not everyone knows which sources they read are reliable or not.
I could use this with my high school
students every time they come down to the library to work on a paper or find
information for a project that they need to complete. This isn’t just geared
for one subject either. I think it is important for everyone to know how to
find out if what they are reading online or in print is a reliable source. This
article also gives examples of a couple lesson plans that were collaborated
with a librarian.
Bunyi, A. (2010, November 5). Identifying
Reliable Sources and Citing Them. Retrieved September 22, 2015, from
http://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citations
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