Selected Publications & Resources

Articles

"Media Literacy in Early Childhood Education: Inquiry-Based Technology Integration" in TECHNOLOGY AND DIGITAL MEDIA IN THE EARLY YEARS: TOOLS FOR TEACHING AND LEARNING, ed. Chip Donohue (Routledge & NAEYC, 2014)
EXCERPT: "Some advocates suggest that because children encounter so much media outside of child care or school, early childhood  educators should provide balance by avoiding use of screen technologies. Media literacy educators look at that same increase in the use of electronic screens and come to a different conclusion: It is precisely because our culture surrounds us with media that we need to model healthy and productive ways to integrate digital media technologies into our lives."

"The ABCs of Media Literacy" in Telemedium (Spring 2002)
EXCERPT: "Some people will see the suggestion to include media literacy in early childhood as anachronistic because they believe that young children should not be watching television or using computers at all.  While that belief is based on genuine concern for children's well-being, it begs the pedagogical issue of how to develop literacy skills without exposing people to the materials we hope they will learn how to "read."
    We don't wait until children are capable of deciphering the intricacies of a Toni Morrison novel before introducing them to the alphabet.  It makes no more sense to wait until children are developmentally able to fully comprehend media messages before introducing them to media literacy skills.  To the contrary, if we see media literacy as vital to life in the 'Digital Age,' then we should begin the acquisition of that literacy as early as possible."

"Inquiring Minds Want to Know: Media Literacy Education for Young Children" in Library Media Connection (Jan/Feb 2011)
EXCERPT: "Library media professionals are logical coordinators for inquiry-based media literacy education efforts.  To call attention to that role, I propose a new job title: Chief Inquiry Officer...
    ...The Chief Inquiry Officer's hunt for opportunities to integrate inquiry might begin by looking at instruction involving books (yes, just like electronic or screen-based technologies, books are media!).  When students come to story time knowing that they will be asked, 'What in the story (or in your experience) makes you think that?', they understand that they will be expected to give evidence-based answers, or in more developmentally appropriate terms, to name the specific clues they are using to form their ideas...Ask the questions enough times and children will begin to ask themselves and one another...
    Just as Vygotsky observed that students learn best when we push them just a bit beyond their current abilities, teachers (and Chief Inquiry Officers) can challenge students to ask ever deeper and more sophisticated questions.  In that atmosphere, young children can learn 'habits of inquiry' and 'skills of expression' as surely as they learn to wash their hands or brush their teeth."

The Case for Digital Media Literacy in Early Childhood Education - A one page, ten point summary of why integrating digital and media literacy into ece is the best way to provide today's children with the benefits that come with being literate. 

Media Matters - a blog post explaining how parents can make sense of contradictory claims about media effects and children. 

Understanding Teletubbies - A "field guide" for grown ups who want to understand what their two-year-old sees in this iconic series.  An annotated video explains the show's educational design.

DEVELOPMENTALLY APPROPRIATE MEDIA LITERACY
OUTCOMES for 0-5

On the surface, media literacy skills and knowledge might seem too sophisticated for toddlers or preschoolers.  But like traditional literacy, we can establish an "ABC"s of media literacy - foundational skills and knowledge that are the building blocks for the complex capabilities we want children to develop as they grow.  I propose the six outcomes below as reasonable, developmentally appropriate expectations.  A media literate five-year-old can:

1. Routinely ask relevant questions about ideas and information, and use at least two different strategies for finding credible answers

2. Exhibit the habit of linking answers to specific evidence

3. Demonstrate knowledge that media are made by people who make choices about what to include and what to leave out (i.e., that all media messages are "constructed")

4. Choose or make appropriate pictures to accompany a story or report they have created and provide a basic explanation for their choices

5. Create and share original stories and reports using images, sounds, and words

6. Identify media technologies as tools that people use for learning, communication (including artistic expression), and persuasion, and that (with permission) they can use, too

                                               2013 ALL RIGHTS RESERVED
                    MAY NOT BE REPRODUCED WITHOUT  PERMISSION

TO CONTACT FAITH

CHOOSING EDUCATIONAL DIGITAL MEDIA FOR YOUNG CHILDREN

The best way to find great media for children is to learn what to look for.  This checklist can help you identify features that are common in high quality educational fare.
c Faith Rogow, Ph.D. 2012 licensed under a Creative Commons Attribution - Non-Commercal- NoDerivs 3.0 Unported License
educational use for direct instruction permitted - for a pdf version, contact Faith

 * Values children as learners and citizens

Picture
  • Does not treat children primarily as consumers; not designed for the purpose of selling a toy.
  • Neither content nor promotion encourages children to ask grown-ups to buy things for them, especially things that might not be good for them.
  • For apps, games, or websites, does not solicit private information directly from the child.
  • Models judging people for what they do, not for what they own or wear, what they look like, or who they are (e.g., race, religion, nationality, etc.)
  • Does not repeat negative stereotypes.
  • Avoids simplistic answers to complex problems.
  • Models respect for others.
  • Models how to be a good friend.

* Age Appropriate
  • Children can easily understand content, including the vocabulary and, for games, the rules.
  • The interface is intuitive, or is challenging but without being frustrating.
  • Raises issues or rehearses skills relevant to young children.
  • Content and vocabulary matches the level that children can understand and then adds just a little bit that is new to help children stretch their knowledge.
  • Action and editing are paced in ways that allow children to follow and think about what they are seeing.
  • Content is not gross, scary, or graphic at levels that might deeply frighten children.  Keep in mind that young children tend to be frightened by things that appear scary.  Older children tend to be frightened by things they think could actually happen.
  • For children three and younger, no action is shown that would be unsafe for a child to copy.  For children ages four and up, unsafe actions are clearly designated as off-limits for real children or are clearly depicted as undesirable.
  • Does not include sales pitches (including product placements or in-app sales).
  • Does not require or solicit private information.
Picture

* Reinforces values you want to teach

Picture
  • The characters are good role models.  Characters, especially main characters or heroes, behave in ways that you want children to behave.
  • Clear, negative consequences are shown for bad behavior.
  • Uses vocabulary that you wouldn't mind children using.
  • Problems are solved in ways that children might actually be able to copy (as opposed to, for example, needing magical powers to solve problems).
  • After screen time, children are more likely to be happy and cooperative than agitated or aggressive.

* Entertaining and educational
  • Encourages children to be creative.
  • Gets children excited about learning.
  • Addresses topics or skills in which children have shown an interest.
  • Gives children interesting things to talk about.
  • Key messages or concepts are included in the images and are highlighted in some way (e.g., in motion when everything else is still, in bright bold color when everything else is pastel, etc.).
  • The actions that players or users are asked to repeat most often and/or the actions that are rewarded match the learning goals for the experience (e.g., if the goal of a game is to rehearse letter-sound association, the actions that players do most often or that they receive the most points for involve letter-sound association).
  • Multilayered or multilevel design provides children the opportunity to progress logically from easier to more complex skills and concepts.
  • Design takes advantage of the capacities of the technology.
  • Presents problem-solving opportunities and includes pauses before answers are provided to allow time for viewers or players to figure out answers for themselves.  In games, incorrect answers are accompanied by encouragement to try again.
  • For games, users must learn, rehearse, or demonstrate key concepts in order to succeed.
  • Encourages social interactions with both adults and other children.
  • There is evidence of specific educational design and sound pedagogy (i.e., a coherent theory of how children learn from this particular activity).
  • Children enjoy the time they spend.
                It also helps if grown-ups enjoy themselves, but sometimes what makes                 media age-appropriate for young children can bore adults, so this isn't a                 requirement.