Hobbs, R. (2011). Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin.
One of the biggest struggles, as a reader of texts on digital and media literacy in classrooms, is finding a book that balances theory and practical classroom application of the theories. In an effort to avoid being prescriptive I’ve read too many texts that provided only theories and discussions of existing studies with no classroom application. I’ve read others with too little focus on the theory that influenced and supported the lesson plans. Unlike others works, Hobbs finds a great balance of theory and example lesson plans.
Underlying Hobbs discussion is the need to help students develop working theories of media and digital social tools, to strengthen their practices with these tools, and to develop their critical approaches to these spaces. This focus matches my goals when using and discussing digital media tools. Students need to learn to use the tools and avoid letting the tools use them – critical approaches to what students know and what they experience is so important for meaningful student engagement with the tools used.
In my advanced composition I require students to follow a social media user of their choice. The only recommendation I have for selecting a user and space is for students to not picking something too close to their heart – it can be difficult to analyze and critique your own fandoms. As I was finishing this book I received an email from a composition student thanking me for requiring students to critically engage with social media. Despite early skepticism with using social media – she appreciated the assignment and the chance to critically engage with a social media of her choice.
For this assignment at least, approaching social media to help students develop critical practices was a success. Developing assignments with Hobbs goal of developing more critically engaged students is possible! YAY!
While I’m updating my syllabi for my Summer and Fall classes I’m continuing to consider additional ways to develop more critical literacies practices. While we, as a class, brought in real-world examples early in the semester, we didn’t continue with this practice. I want to continue to support this practice in students and am consider ways of modifying my Twitter assignment to encourage (require) students to critically engage with news media in addition to the social media assignment. Both support critical reading and writing – the major goals of composition courses – and will allow for both academic and public genre writing.
Reading Hobbs book emphasized the importance of critical engagement with news media. While her book barely touches on videogames – my favorite media form – I really appreciated the mix of theory and practical application of digital and social media to support literacies development.