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What is both exciting and daunting at the same time is to guide them into becoming the participants and media makers of a much more responsible media of tomorrow… No matter what field any of my students pursue in their future, the media will become integral, in small or large part.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johanna uses photography to encourage her students to explore production choices. In her seventh grade curriculum, she focuses on how media narratives influence culture. Her students investigate how composition and framing can convey story, emotion and information before launching into their own media-making. \u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Heather Duhamel\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532813 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg\" alt=\"Photo of Heather Duhamel\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Heather Duhamel\u003c/strong> is our newest certified PBS Media Literacy Educator. A homeschool teacher and educational consultant for \u003ca href=\"https://www.vermontpbs.org/kids/learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Vermont PBS\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, Heather focuses on early childhood as a particularly important age.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m inspired by ways that digital resources can enhance educational experiences for young children. Storytelling through photography, audio and video supports can be a powerful resource for young children. Early appropriate access to digital, including interactive tools, is so important! It’s beautiful to understand that the best way to use technology in preschool is through valuable shared experiences with a teacher, family member or mentor!”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like many of us, Heather also has a soft spot for the man behind “Mr. Rogers.” She recommends the work of the\u003c/span>\u003cspan style=\"font-weight: 400\"> Fred Roger Center for Early Learning and Children’s Media\u003c/span>\u003cspan style=\"font-weight: 400\">, noting that “Fred Rogers continues to be a beacon for ways to integrate technology through relationship.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532816 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg\" alt=\"Photo of Mariana Garcia Serrato\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/MarianaGSerrato\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a middle school STEM teacher in San Jose, California, who’s committed to supporting her students in developing media analysis skills.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“I love helping students think critically about the media they are exposed to every day. When my students are able to interpret media and how it affects them, they’re better able to make their own decisions about the media messages they receive.” \u003c/span>\u003c/p>\n\u003cp>Media-making is another passion of Mariana’s.\u003c/p>\n\u003cp>“I love how making media myself and helping students make media opens the door to creative endeavors. Gone are the days when we had to rely on others making the ‘perfect’ media I needed to teach a specific topic for my class. Now I can make it myself or have students make it for me!”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/span>\u003c/h4>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532811 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg\" alt=\"Photo of Aspen Mock\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/AB_Mock\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/a>, who teaches high school composition and literature in Sidman, Pennsylvania, has a unique perspective on media literacy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the study of lived contemporary moments; from moment to moment you’re required to think critically and derive meaning-making from cultural artifacts in real-time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aspen connects youth voice to civic engagement when she writes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Creativity is fostered through students making media artifacts as cultural contributions that reflect their own thoughts and provide them with the opportunity to shape their voices as mindful and literate citizens.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Pennsylvania educator also has a favorite tool: \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>KQED Learn\u003c/b>\u003c/a>. She values the way it “connects students with a national community of learners, and students are able to grapple with in-depth topics by writing claims and responses, as well as creating media with the Make & Share option.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Stacey Cler\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532817 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg\" alt=\"Photo of Stacey Cler\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/ClerStacey\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Stacey Cler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school literature teacher in Cupertino, California, shares her views on why she believes student media-making is so important:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through the creation of media, students are able to express what’s important to them in society today while connecting with content being taught in the classroom. In addition, the creation of media through the teaching of digital literacy allows for building stronger connections between students, which contributes to an overall more cohesive, positive and communal classroom environment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacey, a forward-thinker, is excited about using digital portfolios to capture the learning process of her students.\u003c/span>\u003c/p>\n\u003cp>“Last year I created an assignment on podcasting as a bridge for narrative writing and asked my students to create a digital portfolio using Google sites to illustrate the creative process of not only making the podcast but also creating the personal narrative. As an educator, I felt that all-too-often I was focused on the end product, but the incorporation of a digital portfolio into the assignment allowed both myself and my students to be reflective about the steps it to to create the end product.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Gail Desler\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532812 size-full alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Gail-Desler-crop.png\" alt=\"Photo of Gail Desler\" width=\"150\" height=\"150\">\u003ca href=\"http://twitter.com/GailDesler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Gail Desler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a technology integration specialist in Elk Grove, California, notes that “media literacy” is a constantly changing topic that teachers need to stay on top of.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the fastest changing subject in a teacher’s digital citizenship toolkit, which is both exciting and challenging. Providing students with multiple opportunities to create their own media builds an awareness of how easy it is to spread misinformation and why they need to become active fact checkers. As content creators, students also come to recognize the power and impact of using media to promote kindness, social justice and a positive school climate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gail is also very concerned about online privacy for her students. This is why she recommends \u003c/span>\u003ca href=\"https://privacy.commonsense.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Common Sense’s privacy resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which help parents and teachers make smarter choices about websites and online tools they use with their young people.\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532814 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png\" alt=\"Photo of Jennifer Swift Kramer\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop.png 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003cspan style=\"font-weight: 400\">, a women’s and gender studies professor at William Paterson University, focuses on digital citizenship and critical media analysis with her students.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">“I want to prepare them for the 2020 American election — whether they plan to vote or not and regardless of their political leanings — by showing how their media feeds can be manipulated. I encourage them to become aware of their blind spots by showing them mine.”\u003c/p>\n\u003cp>We hope these seven media literacy educators inspire you as much as they do us!\u003c/p>\n\u003chr>\n\u003cp>\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531270 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"PBS Media Literacy Educator Certification badge\" width=\"164\" height=\"164\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 164px) 100vw, 164px\">\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification \u003c/span>\u003c/a>is a free program created by PBS and KQED to provide educators (in all roles, subjects and grade levels) a step-by-step path to validating your media literacy skills and earning recognition. Certification is earned through attaining competency-based micro-credentials, at your own speed. No seat time or workshops required. \u003cstrong>\u003ci>Discover more at \u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">kqed.org/certification\u003c/a> or email me at \u003ca href=\"mailto:rpanganiban@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">rpanganiban@kqed.org\u003c/a>.\u003c/i>\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">They’re growing personally and expanding professionally while making a difference in the lives of their students. \u003c/span>These certified \u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all taking innovative approaches to helping young people gain essential media analysis and creation skills. W\u003c/span>\u003cspan style=\"font-weight: 400\">e asked them to share some of the things that excite them most about teaching media literacy.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Johanna Mustacchi\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532815 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop-160x183.jpg\" alt=\"Photo of Johanna Mustacchi\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://sites.google.com/chufsd.org/pvcmediaclass/home?authuser=0\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Johanna Mustacchi\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a media and communications teacher at Pierre Van Cortlandt Middle School in Croton-on-Hudson, New York, emphasizes the importance of preparing her students to be media analysts and makers.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“As a media literacy teacher, I feel a commitment to helping them navigate that world by showing them the tools they will need to be critical thinkers, to grow their awareness and no longer take the onslaught of messages as blind truth. What is both exciting and daunting at the same time is to guide them into becoming the participants and media makers of a much more responsible media of tomorrow… No matter what field any of my students pursue in their future, the media will become integral, in small or large part.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johanna uses photography to encourage her students to explore production choices. In her seventh grade curriculum, she focuses on how media narratives influence culture. Her students investigate how composition and framing can convey story, emotion and information before launching into their own media-making. \u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Heather Duhamel\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532813 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg\" alt=\"Photo of Heather Duhamel\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Heather Duhamel\u003c/strong> is our newest certified PBS Media Literacy Educator. A homeschool teacher and educational consultant for \u003ca href=\"https://www.vermontpbs.org/kids/learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Vermont PBS\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, Heather focuses on early childhood as a particularly important age.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m inspired by ways that digital resources can enhance educational experiences for young children. Storytelling through photography, audio and video supports can be a powerful resource for young children. Early appropriate access to digital, including interactive tools, is so important! It’s beautiful to understand that the best way to use technology in preschool is through valuable shared experiences with a teacher, family member or mentor!”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like many of us, Heather also has a soft spot for the man behind “Mr. Rogers.” She recommends the work of the\u003c/span>\u003cspan style=\"font-weight: 400\"> Fred Roger Center for Early Learning and Children’s Media\u003c/span>\u003cspan style=\"font-weight: 400\">, noting that “Fred Rogers continues to be a beacon for ways to integrate technology through relationship.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532816 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg\" alt=\"Photo of Mariana Garcia Serrato\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/MarianaGSerrato\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a middle school STEM teacher in San Jose, California, who’s committed to supporting her students in developing media analysis skills.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“I love helping students think critically about the media they are exposed to every day. When my students are able to interpret media and how it affects them, they’re better able to make their own decisions about the media messages they receive.” \u003c/span>\u003c/p>\n\u003cp>Media-making is another passion of Mariana’s.\u003c/p>\n\u003cp>“I love how making media myself and helping students make media opens the door to creative endeavors. Gone are the days when we had to rely on others making the ‘perfect’ media I needed to teach a specific topic for my class. Now I can make it myself or have students make it for me!”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/span>\u003c/h4>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532811 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg\" alt=\"Photo of Aspen Mock\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/AB_Mock\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/a>, who teaches high school composition and literature in Sidman, Pennsylvania, has a unique perspective on media literacy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the study of lived contemporary moments; from moment to moment you’re required to think critically and derive meaning-making from cultural artifacts in real-time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aspen connects youth voice to civic engagement when she writes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Creativity is fostered through students making media artifacts as cultural contributions that reflect their own thoughts and provide them with the opportunity to shape their voices as mindful and literate citizens.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Pennsylvania educator also has a favorite tool: \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>KQED Learn\u003c/b>\u003c/a>. She values the way it “connects students with a national community of learners, and students are able to grapple with in-depth topics by writing claims and responses, as well as creating media with the Make & Share option.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Stacey Cler\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532817 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg\" alt=\"Photo of Stacey Cler\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/ClerStacey\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Stacey Cler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school literature teacher in Cupertino, California, shares her views on why she believes student media-making is so important:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through the creation of media, students are able to express what’s important to them in society today while connecting with content being taught in the classroom. In addition, the creation of media through the teaching of digital literacy allows for building stronger connections between students, which contributes to an overall more cohesive, positive and communal classroom environment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacey, a forward-thinker, is excited about using digital portfolios to capture the learning process of her students.\u003c/span>\u003c/p>\n\u003cp>“Last year I created an assignment on podcasting as a bridge for narrative writing and asked my students to create a digital portfolio using Google sites to illustrate the creative process of not only making the podcast but also creating the personal narrative. As an educator, I felt that all-too-often I was focused on the end product, but the incorporation of a digital portfolio into the assignment allowed both myself and my students to be reflective about the steps it to to create the end product.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Gail Desler\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532812 size-full alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Gail-Desler-crop.png\" alt=\"Photo of Gail Desler\" width=\"150\" height=\"150\">\u003ca href=\"http://twitter.com/GailDesler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Gail Desler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a technology integration specialist in Elk Grove, California, notes that “media literacy” is a constantly changing topic that teachers need to stay on top of.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the fastest changing subject in a teacher’s digital citizenship toolkit, which is both exciting and challenging. Providing students with multiple opportunities to create their own media builds an awareness of how easy it is to spread misinformation and why they need to become active fact checkers. As content creators, students also come to recognize the power and impact of using media to promote kindness, social justice and a positive school climate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gail is also very concerned about online privacy for her students. This is why she recommends \u003c/span>\u003ca href=\"https://privacy.commonsense.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Common Sense’s privacy resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which help parents and teachers make smarter choices about websites and online tools they use with their young people.\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532814 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png\" alt=\"Photo of Jennifer Swift Kramer\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop.png 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003cspan style=\"font-weight: 400\">, a women’s and gender studies professor at William Paterson University, focuses on digital citizenship and critical media analysis with her students.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">“I want to prepare them for the 2020 American election — whether they plan to vote or not and regardless of their political leanings — by showing how their media feeds can be manipulated. I encourage them to become aware of their blind spots by showing them mine.”\u003c/p>\n\u003cp>We hope these seven media literacy educators inspire you as much as they do us!\u003c/p>\n\u003chr>\n\u003cp>\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531270 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"PBS Media Literacy Educator Certification badge\" width=\"164\" height=\"164\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 164px) 100vw, 164px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification \u003c/span>\u003c/a>is a free program created by PBS and KQED to provide educators (in all roles, subjects and grade levels) a step-by-step path to validating your media literacy skills and earning recognition. Certification is earned through attaining competency-based micro-credentials, at your own speed. No seat time or workshops required. \u003cstrong>\u003ci>Discover more at \u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">kqed.org/certification\u003c/a> or email me at \u003ca href=\"mailto:rpanganiban@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">rpanganiban@kqed.org\u003c/a>.\u003c/i>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Top 3 Videos for Making Sense of Media Literacy",
"headTitle": "Top 3 Videos for Making Sense of Media Literacy | KQED",
"content": "\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Media Literacy Week is Oct. 21-25. Get a jump start with these videos!\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Misinformation and propaganda are all over the Internet – and can be especially tough for students to detect. But you don’t have to be a computer scientist to resist the YouTube rabbit hole. You don’t have to be a seasoned reporter to avoid the trap of false equivalence. And you don’t have to be a psychologist to figure out how personal bias affects the way we respond to the news.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help students make sense of these critical topics with these featured videos created by KQED and PBS Digital Studios.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Demystify Tough Topics in Just a Few Minutes\u003c/span>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-488616 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg\" alt=\"host Myles Bess with image of a brain and a tub of bias ice cream\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-520x293.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain.jpg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start with\u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students recognize how personal bias makes it easier to fall for misin\u003c/span>\u003cspan style=\"font-weight: 400\">formation. Confirmation bias wants us to stay in our comfort zone and dismiss any idea that conflicts with our beliefs. But once students know what’s happening, they’ll be more aware of filter bubbles, look again at the media they consume and examine what they really know about their most strongly held views. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531975 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg\" alt=\"A balance holds an apple labeled False and an apple labeled Equivalence\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, move on to \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Not all information is created equal, and this episode breaks down the reasons why without partisan finger-pointing. Myles interviews award-winning journalist Marisa Lagos. A great complement to the confirmation bias episode, Lagos reminds students to check their sources–and check their own biases–when searching for reliable information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532500 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png\" alt=\"Female silhouette thinks about diagram of YouTube video recommendations\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1200x675.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, tackle YouTube, the 800-pound social media gorilla and many students’ main source of information. \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explores how the YouTube algorithm serves us videos it thinks we want, not a balanced diet of information. It also helps students spot tricky online data voids, which fill with junk news when reliable information about a topic doesn’t exist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your students unpack these concepts, get them talking to other students from around the country on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a student-only space for online discussion and media making. For each episode, you’ll also find vocabulary support, transcripts in English and Spanish, a lesson plan, student viewing guide and other resources related to each topic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep the Learning Going — for Yourself\u003c/b>\u003c/h2>\n\u003cp>\u003cb>KQED Teach\u003c/b>\u003cspan style=\"font-weight: 400\"> offers free online courses year round that help you learn how to make, analyze, and share media with your students. You can take courses at your own pace or join a facilitated course to learn with peers. Sign up today and \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/10/01/facilitated-courses-fall-2019/\">\u003cspan style=\"font-weight: 400\">learn a media skill in just one week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready for more? We’ve teamed up with PBS to offer free \u003c/span>\u003cb>Media Literacy Educator Certification\u003c/b>\u003cspan style=\"font-weight: 400\">. Find out more about how you can take \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">bite-sized steps to certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Media Literacy Week is Oct. 21-25. Get a jump start with these videos!\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Misinformation and propaganda are all over the Internet – and can be especially tough for students to detect. But you don’t have to be a computer scientist to resist the YouTube rabbit hole. You don’t have to be a seasoned reporter to avoid the trap of false equivalence. And you don’t have to be a psychologist to figure out how personal bias affects the way we respond to the news.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help students make sense of these critical topics with these featured videos created by KQED and PBS Digital Studios.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Demystify Tough Topics in Just a Few Minutes\u003c/span>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-488616 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg\" alt=\"host Myles Bess with image of a brain and a tub of bias ice cream\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain-520x293.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Confirmation-bias-and-your-brain.jpg 1280w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start with\u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/15\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help students recognize how personal bias makes it easier to fall for misin\u003c/span>\u003cspan style=\"font-weight: 400\">formation. Confirmation bias wants us to stay in our comfort zone and dismiss any idea that conflicts with our beliefs. But once students know what’s happening, they’ll be more aware of filter bubbles, look again at the media they consume and examine what they really know about their most strongly held views. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531975 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg\" alt=\"A balance holds an apple labeled False and an apple labeled Equivalence\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1200x675.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/False_Equivalence_D5.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, move on to \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/39\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Not all information is created equal, and this episode breaks down the reasons why without partisan finger-pointing. Myles interviews award-winning journalist Marisa Lagos. A great complement to the confirmation bias episode, Lagos reminds students to check their sources–and check their own biases–when searching for reliable information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532500 size-thumbnail aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png\" alt=\"Female silhouette thinks about diagram of YouTube video recommendations\" width=\"160\" height=\"90\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1200x675.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/08/Algorithim_Thumbnail_8-13-19.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, tackle YouTube, the 800-pound social media gorilla and many students’ main source of information. \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/36\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explores how the YouTube algorithm serves us videos it thinks we want, not a balanced diet of information. It also helps students spot tricky online data voids, which fill with junk news when reliable information about a topic doesn’t exist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once your students unpack these concepts, get them talking to other students from around the country on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a student-only space for online discussion and media making. For each episode, you’ll also find vocabulary support, transcripts in English and Spanish, a lesson plan, student viewing guide and other resources related to each topic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep the Learning Going — for Yourself\u003c/b>\u003c/h2>\n\u003cp>\u003cb>KQED Teach\u003c/b>\u003cspan style=\"font-weight: 400\"> offers free online courses year round that help you learn how to make, analyze, and share media with your students. You can take courses at your own pace or join a facilitated course to learn with peers. Sign up today and \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/10/01/facilitated-courses-fall-2019/\">\u003cspan style=\"font-weight: 400\">learn a media skill in just one week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ready for more? We’ve teamed up with PBS to offer free \u003c/span>\u003cb>Media Literacy Educator Certification\u003c/b>\u003cspan style=\"font-weight: 400\">. Find out more about how you can take \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">bite-sized steps to certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp>KQED Teach facilitated courses are like an online PD bootcamp. KQED Teach self-paced courses are always online for free, but these one-week sessions provide daily email prompts that help you commit to and complete the process of learning media-making skills you can then integrate into your teaching.\u003c/p>\n\u003cp>Each week-long course takes about 15-30 min/day to complete. You can do that work whenever it fits in your schedule. And, at the end, you will have created evidence that can support applying for a micro-credential that leads to PBS Media Literacy Educator Certification.\u003c/p>\n\u003cp>Sign up for a free, facilitated course now.\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Making Memes & GIFs\u003c/b>\u003c/a>\u003cb>, Oct 7-13\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cem>Note: This facilitated cohort is finished, but you can click the course title to take it free online, at your own pace, anytime.\u003c/em>\u003cbr>\nLearn how you can use memes and gifs in your teaching, and get practice in analyzing this media format.\u003cbr>\n\u003c/span>\u003ci>Associated micro-credential:\u003c/i> \u003ci>\u003ci>Making Media for Classroom Use: Images, Graphics and Interactives\u003cbr>\n\u003c/i>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Finding & Evaluating Information\u003c/b>\u003c/a>\u003cb>, Oct 21-27\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBetween misinformation, advertising and algorithms, it can be hard to know how to find reliable online sources. Build your source-checking skills in this one-week facilitated course.\u003cbr>\n\u003c/span>\u003ci>Associated micro-credential:\u003c/i> \u003ci>Evaluating Online Information\u003c/i>\u003ci> \u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/making-infographics\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Making Infographics\u003c/b>\u003c/a>\u003cb>, Nov 18-24\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Make your very own infographic! In this course, you’ll learn how to use visual design and data to tell a story.\u003cbr>\n\u003c/span>\u003ci>Associated micro-credential:\u003c/i> \u003ci>\u003ci>Making Media for Classroom Use: Images, Graphics and Interactives\u003cbr>\n\u003c/i>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/safety-and-privacy-in-participatory-culture\">\u003cb>Safety & Privacy in Participatory Culture\u003c/b>\u003c/a>\u003cb>, Jan 13-17\u003cbr>\n\u003c/b>In this course, you’ll learn how to support your students’ safety and privacy online so they can get started making media!\u003cbr>\n\u003ci>Associated micro-credentials:\u003c/i> \u003ci>Evaluating Online Tools for Classroom Use\u003c/i>\u003ci> and\u003c/i> \u003ci>Creating a Code of Conduct\u003cbr>\n\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>The California Department of Education (CDE) recently highlighted \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> and \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator Certification by KQED\u003c/a> as the go-to professional learning resources for media literacy for teachers in the state.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Check out the new \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">KQED Media Academy for Educators\u003c/a>, offering free, online, instructor-led courses and certificates of completion year-round.\u003c/p>\u003c/blockquote>\n\u003cp>KQED Teach facilitated courses are like an online PD bootcamp. KQED Teach self-paced courses are always online for free, but these one-week sessions provide daily email prompts that help you commit to and complete the process of learning media-making skills you can then integrate into your teaching.\u003c/p>\n\u003cp>Each week-long course takes about 15-30 min/day to complete. You can do that work whenever it fits in your schedule. And, at the end, you will have created evidence that can support applying for a micro-credential that leads to PBS Media Literacy Educator Certification.\u003c/p>\n\u003cp>Sign up for a free, facilitated course now.\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/making-memes-gifs\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Making Memes & GIFs\u003c/b>\u003c/a>\u003cb>, Oct 7-13\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cem>Note: This facilitated cohort is finished, but you can click the course title to take it free online, at your own pace, anytime.\u003c/em>\u003cbr>\nLearn how you can use memes and gifs in your teaching, and get practice in analyzing this media format.\u003cbr>\n\u003c/span>\u003ci>Associated micro-credential:\u003c/i> \u003ci>\u003ci>Making Media for Classroom Use: Images, Graphics and Interactives\u003cbr>\n\u003c/i>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Finding & Evaluating Information\u003c/b>\u003c/a>\u003cb>, Oct 21-27\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBetween misinformation, advertising and algorithms, it can be hard to know how to find reliable online sources. Build your source-checking skills in this one-week facilitated course.\u003cbr>\n\u003c/span>\u003ci>Associated micro-credential:\u003c/i> \u003ci>Evaluating Online Information\u003c/i>\u003ci> \u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/making-infographics\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Making Infographics\u003c/b>\u003c/a>\u003cb>, Nov 18-24\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Make your very own infographic! In this course, you’ll learn how to use visual design and data to tell a story.\u003cbr>\n\u003c/span>\u003ci>Associated micro-credential:\u003c/i> \u003ci>\u003ci>Making Media for Classroom Use: Images, Graphics and Interactives\u003cbr>\n\u003c/i>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://teach.kqed.org/course/safety-and-privacy-in-participatory-culture\">\u003cb>Safety & Privacy in Participatory Culture\u003c/b>\u003c/a>\u003cb>, Jan 13-17\u003cbr>\n\u003c/b>In this course, you’ll learn how to support your students’ safety and privacy online so they can get started making media!\u003cbr>\n\u003ci>Associated micro-credentials:\u003c/i> \u003ci>Evaluating Online Tools for Classroom Use\u003c/i>\u003ci> and\u003c/i> \u003ci>Creating a Code of Conduct\u003cbr>\n\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>The California Department of Education (CDE) recently highlighted \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> and \u003ca href=\"https://edu-landing.kqed.org/certification/\">PBS Media Literacy Educator Certification by KQED\u003c/a> as the go-to professional learning resources for media literacy for teachers in the state.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Are Zoos Good or Bad for Animals?",
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"content": "\u003cp>Zoos are great, right? You get to be up close and personal with some amazing animals that you’d pretty much never get to see in the wild. Clearly, zoos are a win for people. But when it comes to the animals, zoos might cause more harm than good. Should zoos exist?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/should-zoos-exist-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>\u003cem>How did zoos become a thing?\u003c/em>\u003c/strong>\u003cbr>\nHumans have been capturing and displaying exotic animals for thousands of years. The earliest known collections date back to 3500 BCE in Egypt, where rulers kept hippos, elephants, baboons, and different species of large cats. Now back then, that didn’t mean that your average Egyptian could go check any of that awesomeness out. These early zoos were really just a way for kings to flex on other kings. Modern zoos, where the public can come and watch animals exhibiting their natural behavior, didn’t really become a thing until the early 1800s. The longest continuously operating zoo in the world is the Vienna Zoo, which has been going strong for more than 260 years.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>What are the arguments in favor of having zoos?\u003c/strong>\u003c/em>\u003cbr>\nZoos may be great entertainment, but their big goal is to educate the public about wildlife and what we can do to protect them. Zoo animals are sort of like ambassadors for their counterparts in the wild. Zoos also contribute to scientific research. “Zoo” is short for zoological park, and zoology is the scientific study of animal biology and behavior. In addition, zoos work really hard to save animals that are threatened in the wild. Zoos can take at-risk animals, breed them in captivity, and then reintroduce them back into the wild.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>What are the arguments for NOT having zoos?\u003c/strong>\u003c/em>\u003cbr>\nZoos have their problems. Not all zoos are created equal. Some are clean and well staffed, others aren’t. There are some in the richest cities in the world, and there are some in conflict zones. What this means is that not all zoos have the resources to properly care for the animals they house. And for many critics, no amount of education or research justifies keeping animals captive. That captivity can be REALLY bad for both physical AND psychological health. And while zoos have been really helpful is saving endangered animals, it doesn’t work out for certain species. For example, most large carnivores like lions and tigers that are bred in captivity die when released into the wild. It turns out that they haven’t developed the natural behaviors they need when they’re out on their own and have to fend for themselves.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\nDo we need zoos? (The Atlantic)\u003cbr>\n\u003ca href=\"https://www.theatlantic.com/news/archive/2016/06/harambe-zoo/485084/\">https://www.theatlantic.com/news/archive/2016/06/harambe-zoo/485084/\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Why zoos are good (The Guardian)\u003cbr>\n\u003ca href=\"https://www.theguardian.com/science/lost-worlds/2014/aug/19/why-zoos-are-good\">https://www.theguardian.com/science/lost-worlds/2014/aug/19/why-zoos-are-good\u003c/a>\u003c/p>\n\u003cp>The case for the end of the modern zoo (New York Magazine)\u003cbr>\n\u003ca href=\"http://nymag.com/intelligencer/2014/07/case-for-the-end-of-the-modern-zoo.html?gtm=bottom\">http://nymag.com/intelligencer/2014/07/case-for-the-end-of-the-modern-zoo.html?gtm=bottom\u003c/a>\u003c/p>\n\u003cp>Zoos and their discontents (New York Times Magazine)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2014/07/06/magazine/zoo-animals-and-their-discontents.html\">https://www.nytimes.com/2014/07/06/magazine/zoo-animals-and-their-discontents.html\u003c/a>\u003c/p>\n\u003cp>Stress and lack of exercise are killing elephants, zoos warned (The Guardian)\u003cbr>\n\u003ca href=\"https://www.theguardian.com/science/2008/dec/12/elephants-animal-welfare\">https://www.theguardian.com/science/2008/dec/12/elephants-animal-welfa\u003c/a>re\u003c/p>\n\u003cp>Most Captive-Born Predators Die If Released (National Geographic)\u003cbr>\n\u003ca href=\"https://www.nationalgeographic.com/animals/2008/01/predators-captivity-habitat-animals/\">https://www.nationalgeographic.com/animals/2008/01/predators-captivity-habitat-animals/\u003c/a>\u003c/p>\n\u003cp>Captive Breeding Success Stories (PBS)\u003cbr>\n\u003ca href=\"https://www.pbs.org/wnet/nature/the-loneliest-animals-captive-breeding-success-stories/4920/\">https://www.pbs.org/wnet/nature/the-loneliest-animals-captive-breeding-success-stories/4920/\u003c/a>\u003c/p>\n\u003cp>Quantifying the contribution of zoos and aquariums to peer-reviewed scientific research (Facets Journal)\u003cbr>\n\u003ca href=\"https://www.facetsjournal.com/doi/pdf/10.1139/facets-2017-0083\">https://www.facetsjournal.com/doi/pdf/10.1139/facets-2017-0083\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Evaluating the contribution of zoos and aquariums (Conservation Biology)\u003cbr>\n\u003ca href=\"https://warwick.ac.uk/fac/soc/sociology/staff/jensen/ericjensen/moss_jensen_and_gusset_2015-evaluating_the_contribution_of_zoos_and_aquariums_to_aichi_biodiversity_target_1_final_published_version.pdf\">https://warwick.ac.uk/fac/soc/sociology/staff/jensen/ericjensen/moss_jensen_and_gusset_2015-evaluating_the_contribution_of_zoos_and_aquariums_to_aichi_biodiversity_target_1_final_published_version.pdf\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Zoos are great, right? You get to be up close and personal with some amazing animals that you’d pretty much never get to see in the wild. Clearly, zoos are a win for people. But when it comes to the animals, zoos might cause more harm than good. Should zoos exist?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/should-zoos-exist-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>\u003cem>How did zoos become a thing?\u003c/em>\u003c/strong>\u003cbr>\nHumans have been capturing and displaying exotic animals for thousands of years. The earliest known collections date back to 3500 BCE in Egypt, where rulers kept hippos, elephants, baboons, and different species of large cats. Now back then, that didn’t mean that your average Egyptian could go check any of that awesomeness out. These early zoos were really just a way for kings to flex on other kings. Modern zoos, where the public can come and watch animals exhibiting their natural behavior, didn’t really become a thing until the early 1800s. The longest continuously operating zoo in the world is the Vienna Zoo, which has been going strong for more than 260 years.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>What are the arguments in favor of having zoos?\u003c/strong>\u003c/em>\u003cbr>\nZoos may be great entertainment, but their big goal is to educate the public about wildlife and what we can do to protect them. Zoo animals are sort of like ambassadors for their counterparts in the wild. Zoos also contribute to scientific research. “Zoo” is short for zoological park, and zoology is the scientific study of animal biology and behavior. In addition, zoos work really hard to save animals that are threatened in the wild. Zoos can take at-risk animals, breed them in captivity, and then reintroduce them back into the wild.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>What are the arguments for NOT having zoos?\u003c/strong>\u003c/em>\u003cbr>\nZoos have their problems. Not all zoos are created equal. Some are clean and well staffed, others aren’t. There are some in the richest cities in the world, and there are some in conflict zones. What this means is that not all zoos have the resources to properly care for the animals they house. And for many critics, no amount of education or research justifies keeping animals captive. That captivity can be REALLY bad for both physical AND psychological health. And while zoos have been really helpful is saving endangered animals, it doesn’t work out for certain species. For example, most large carnivores like lions and tigers that are bred in captivity die when released into the wild. It turns out that they haven’t developed the natural behaviors they need when they’re out on their own and have to fend for themselves.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\nDo we need zoos? (The Atlantic)\u003cbr>\n\u003ca href=\"https://www.theatlantic.com/news/archive/2016/06/harambe-zoo/485084/\">https://www.theatlantic.com/news/archive/2016/06/harambe-zoo/485084/\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Why zoos are good (The Guardian)\u003cbr>\n\u003ca href=\"https://www.theguardian.com/science/lost-worlds/2014/aug/19/why-zoos-are-good\">https://www.theguardian.com/science/lost-worlds/2014/aug/19/why-zoos-are-good\u003c/a>\u003c/p>\n\u003cp>The case for the end of the modern zoo (New York Magazine)\u003cbr>\n\u003ca href=\"http://nymag.com/intelligencer/2014/07/case-for-the-end-of-the-modern-zoo.html?gtm=bottom\">http://nymag.com/intelligencer/2014/07/case-for-the-end-of-the-modern-zoo.html?gtm=bottom\u003c/a>\u003c/p>\n\u003cp>Zoos and their discontents (New York Times Magazine)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2014/07/06/magazine/zoo-animals-and-their-discontents.html\">https://www.nytimes.com/2014/07/06/magazine/zoo-animals-and-their-discontents.html\u003c/a>\u003c/p>\n\u003cp>Stress and lack of exercise are killing elephants, zoos warned (The Guardian)\u003cbr>\n\u003ca href=\"https://www.theguardian.com/science/2008/dec/12/elephants-animal-welfare\">https://www.theguardian.com/science/2008/dec/12/elephants-animal-welfa\u003c/a>re\u003c/p>\n\u003cp>Most Captive-Born Predators Die If Released (National Geographic)\u003cbr>\n\u003ca href=\"https://www.nationalgeographic.com/animals/2008/01/predators-captivity-habitat-animals/\">https://www.nationalgeographic.com/animals/2008/01/predators-captivity-habitat-animals/\u003c/a>\u003c/p>\n\u003cp>Captive Breeding Success Stories (PBS)\u003cbr>\n\u003ca href=\"https://www.pbs.org/wnet/nature/the-loneliest-animals-captive-breeding-success-stories/4920/\">https://www.pbs.org/wnet/nature/the-loneliest-animals-captive-breeding-success-stories/4920/\u003c/a>\u003c/p>\n\u003cp>Quantifying the contribution of zoos and aquariums to peer-reviewed scientific research (Facets Journal)\u003cbr>\n\u003ca href=\"https://www.facetsjournal.com/doi/pdf/10.1139/facets-2017-0083\">https://www.facetsjournal.com/doi/pdf/10.1139/facets-2017-0083\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Evaluating the contribution of zoos and aquariums (Conservation Biology)\u003cbr>\n\u003ca href=\"https://warwick.ac.uk/fac/soc/sociology/staff/jensen/ericjensen/moss_jensen_and_gusset_2015-evaluating_the_contribution_of_zoos_and_aquariums_to_aichi_biodiversity_target_1_final_published_version.pdf\">https://warwick.ac.uk/fac/soc/sociology/staff/jensen/ericjensen/moss_jensen_and_gusset_2015-evaluating_the_contribution_of_zoos_and_aquariums_to_aichi_biodiversity_target_1_final_published_version.pdf\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Founding Partner KQED Announces Launch of New DigCitCommit Coalition to Empower Teachers and Students",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">KQED has joined a diverse group of tech, education, and media organizations to launch the Digital Citizenship Commitment campaign (DigCitCommit). Our goal is to reach one million students by 2021 by engaging educators and providing them with the tools to teach a new definition of digital citizenship and wellbeing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why do we need a new definition of digital citizenship?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The five new DigCitCommit competencies developed by the coalition – \u003cstrong>inclusive, informed, engaged, balanced, and alert\u003c/strong> – are designed to focus less on a list of DON’Ts and more on a proactive approach of DOs that challenge students to stay safe, solve problems and become a force of positivity. The DigCitCommit campaign and the competencies were previewed at ISTE19 to more than 20,000 attendees. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As more and more of our interactions move to virtual spaces, the future of our democracy depends on our ability to prepare the next generation of leaders to be kind online, have a healthy balance between the types of online activities they engage in, and view technology as a tool to improve their physical and virtual communities,” says Richard Culatta, CEO of ISTE. “Digital Citizenship must be more than just online safety if we hope to create a virtual world that doesn’t erode the foundations of our communities and democracy.” \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>KQED’s free resources for education provide support for building media literate digital citizens.\u003cbr>\n* Informed:\u003cstrong> \u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> \u003c/strong>award-winning videos series tackles timely, debatable topics to prompt student discussion.\u003cbr>\n* Inclusive: \u003cstrong>\u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Learn\u003c/a> \u003c/strong>discussion platform for middle and high school\u003cbr>\n* Engaged:\u003cstrong> \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> \u003c/strong>online courses for teachers.\u003cbr>\n* Informed: \u003ca href=\"https://pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>PBS LearningMedia\u003c/strong>\u003c/a> collections of high-quality instructional media for all grades.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cb>What can the DigCitCommit initiative accomplish?\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through the development and sharing of curated and updated resources online and at in-person events, the DigCitCommit coalition provides educators with a set of competencies that teaches youth to be safe online as well as instill in them a strong sense of digital media literacy, civility, community, and engagement that will preserve and perpetuate our democracy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">KQED is the only public media organization among the founding partners and brings deep experience in education, taking the lead on media literacy as a key component of digital citizenship. KQED provides free professional learning courses for teachers and classroom resources that help students learn to be informed, inclusive and engaged online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“DigCitCommit aligns with KQED’s mission to nurture civic engagement skill building among youth and to amplify youth voices,” says Holly Kernan, Chief Content Officer at KQED. “Digital citizenship and media literacy are fundamental skills for participation in democratic life.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-532712\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-800x407.png\" alt=\"I'm informed. I evaluate the accuracy, perspective and validity of digital media and social posts. digcitcommit.org\" width=\"800\" height=\"407\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-800x407.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-160x81.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-768x391.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-1020x519.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-1200x611.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-1920x977.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other coalition members include: ISTE, Google, KQED, HundrED, Team4Tech, Facebook Education, Common Sense Education, Digital Citizenship Institute, KidCitizen, Wiki Education, Los Angeles Unified School District, Caroline County School District, Generation Citizen, Media Education Lab, National Writing Project, EVERFI, National Constitution Center, The National Institute for Civil Discourse, and Newsela. Learn more about the coalition at \u003c/span>\u003ca href=\"https://digcitcommit.org/\">\u003cspan style=\"font-weight: 400\">digcitcommit.org.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The DigCitCommit coalition also announced the first Digital Citizenship Commitment Virtual Congress February 11-12, 2020. The virtual conference will showcase educators and students who are demonstrating effective digital citizenship based on the five competencies. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators, students and parents will be able to register for the virtual congress by visiting \u003c/span>\u003ca href=\"https://digcitcommit.org/\">\u003cspan style=\"font-weight: 400\">digcitcommit.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">KQED has joined a diverse group of tech, education, and media organizations to launch the Digital Citizenship Commitment campaign (DigCitCommit). Our goal is to reach one million students by 2021 by engaging educators and providing them with the tools to teach a new definition of digital citizenship and wellbeing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why do we need a new definition of digital citizenship?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The five new DigCitCommit competencies developed by the coalition – \u003cstrong>inclusive, informed, engaged, balanced, and alert\u003c/strong> – are designed to focus less on a list of DON’Ts and more on a proactive approach of DOs that challenge students to stay safe, solve problems and become a force of positivity. The DigCitCommit campaign and the competencies were previewed at ISTE19 to more than 20,000 attendees. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As more and more of our interactions move to virtual spaces, the future of our democracy depends on our ability to prepare the next generation of leaders to be kind online, have a healthy balance between the types of online activities they engage in, and view technology as a tool to improve their physical and virtual communities,” says Richard Culatta, CEO of ISTE. “Digital Citizenship must be more than just online safety if we hope to create a virtual world that doesn’t erode the foundations of our communities and democracy.” \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>KQED’s free resources for education provide support for building media literate digital citizens.\u003cbr>\n* Informed:\u003cstrong> \u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> \u003c/strong>award-winning videos series tackles timely, debatable topics to prompt student discussion.\u003cbr>\n* Inclusive: \u003cstrong>\u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Learn\u003c/a> \u003c/strong>discussion platform for middle and high school\u003cbr>\n* Engaged:\u003cstrong> \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> \u003c/strong>online courses for teachers.\u003cbr>\n* Informed: \u003ca href=\"https://pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>PBS LearningMedia\u003c/strong>\u003c/a> collections of high-quality instructional media for all grades.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cb>What can the DigCitCommit initiative accomplish?\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through the development and sharing of curated and updated resources online and at in-person events, the DigCitCommit coalition provides educators with a set of competencies that teaches youth to be safe online as well as instill in them a strong sense of digital media literacy, civility, community, and engagement that will preserve and perpetuate our democracy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">KQED is the only public media organization among the founding partners and brings deep experience in education, taking the lead on media literacy as a key component of digital citizenship. KQED provides free professional learning courses for teachers and classroom resources that help students learn to be informed, inclusive and engaged online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“DigCitCommit aligns with KQED’s mission to nurture civic engagement skill building among youth and to amplify youth voices,” says Holly Kernan, Chief Content Officer at KQED. “Digital citizenship and media literacy are fundamental skills for participation in democratic life.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-532712\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-800x407.png\" alt=\"I'm informed. I evaluate the accuracy, perspective and validity of digital media and social posts. digcitcommit.org\" width=\"800\" height=\"407\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-800x407.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-160x81.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-768x391.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-1020x519.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-1200x611.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/DigCitCommit_SocialGraphics_ISTE19_06-2019_vf-05-1920x977.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other coalition members include: ISTE, Google, KQED, HundrED, Team4Tech, Facebook Education, Common Sense Education, Digital Citizenship Institute, KidCitizen, Wiki Education, Los Angeles Unified School District, Caroline County School District, Generation Citizen, Media Education Lab, National Writing Project, EVERFI, National Constitution Center, The National Institute for Civil Discourse, and Newsela. Learn more about the coalition at \u003c/span>\u003ca href=\"https://digcitcommit.org/\">\u003cspan style=\"font-weight: 400\">digcitcommit.org.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The DigCitCommit coalition also announced the first Digital Citizenship Commitment Virtual Congress February 11-12, 2020. The virtual conference will showcase educators and students who are demonstrating effective digital citizenship based on the five competencies. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators, students and parents will be able to register for the virtual congress by visiting \u003c/span>\u003ca href=\"https://digcitcommit.org/\">\u003cspan style=\"font-weight: 400\">digcitcommit.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A New Take on Student Science Videos: The Elevator Pitch",
"headTitle": "A New Take on Student Science Videos: The Elevator Pitch | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ever heard of an elevator pitch?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An elevator pitch is a persuasive and succinct sales pitch, named after the time it takes to ride an elevator from the bottom floor to the top. It’s a concise and compelling 30-second speech, with the goal of having a person say “yes” to your project by the time the elevator dings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well dear teacher, here’s my elevator pitch: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How would you like to engage your students in one of their favorite activities, while also incorporating cutting edge content and adhering to the Next Generation Science Standards? In addition, you would be leading students towards digital literacy and mastery of 21st century learning skills like collaboration, creativity, critical thinking and communication. The only supplies needed are a device that has a video camera and connects to the internet, as well as some paper and pencils. Does this sound good to you?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, read on. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It might just be the understatement of the day to say that teens spend a good part of their free time watching videos. While it’s important to limit how much they watch and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they watch, it’s also important for teens to learn more about the digital medium they love so much. Students need more time in the classroom learning how the many videos, movies, films and documentaries they watch are made. And the best way to learn is to make them! Students are experts at viewing online content, but in order to understand what they’re watching they should also be participants and creators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So this past year I introduced a project in my biology class that would allow students to better understand the filmmaking process — including the very first steps of creating a film proposal. For the project, I asked my Biology students to connect a topic covered in class with a real-world, ongoing problem or issue. Student groups would research their environmental problem, then write their own “elevator pitch” for a documentary about the problem \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a possible solution.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one student, whose father had passed from leukemia ten years ago, proposed a documentary on new cell mutation inhibitor therapies in order to communicate in simpler terms the incredible recent breakthroughs in saving lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making science documentary proposals checks off many important boxes of cutting-edge 21st-century learning. It is project-based and inquiry-based, requiring students to be creative and think critically. It requires students to research, to tell fiction from non-fiction, to find and communicate important information with empirically-based facts. We are teaching them science literacy, how to find their own voice, make their own media, and be a strong part of social discourse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important concepts I like to bring to my science students is: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Science answers questions\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> while \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">engineering solves problems.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> With this project we can accomplish both: students are engaged with questions and problems they want to investigate. \u003c/span>\u003cspan style=\"font-weight: 400\">Everyone loves a good story, and we can combine storytelling with science evidence in an entertaining and educational medium. Let’s take “Shark Week” on the Discovery Channel as an example. While the content creators are giving us many important facts about shark behavior, interaction with humans, and current issues using top experts in the field, they also do a great job of telling an entertaining story. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s the process I used to get my students engaged in the first steps of creating a science documentary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Remember:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> The project is for students to create a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">proposal \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">for a documentary, not the documentary itself. Students will not be expected to make a full documentary, but they will be expected to plan as if they are approaching the Discovery Channel or Netflix to be given a “green light” on their science documentary. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Steps:\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>1. Pick your Topic Question\u003c/b>\u003cspan style=\"font-weight: 400\">: Students choose a question they want answered about something they don’t already know. This project is not simply a report, it should be a new discovery for the students. The question must also have available research information. In other words, we all want to know if there is intelligent life on Mars, but at this point there is no readily available information on this. Maybe a better question might be, “How is NASA searching for intelligent life on other planets?”\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">In my classroom, the question must be under the umbrella of a subject we studied, otherwise the kids can get derailed. Plus, you want this project to strengthen concepts taught in class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Side Lesson\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: During the year I have “Science Friday” where we answer miscellaneous questions they’ve had during the week. I love it when students get inquisitive during class discussions, but this can easily sidetrack the task at hand so I encourage them to write questions in their notebook for us to discuss on Friday. They can go back to these questions for possible topics for the documentary project. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Research Using Trusted Sources\u003c/b>\u003cspan style=\"font-weight: 400\">: Visit \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and check out their \u003c/span>\u003ca href=\"https://learn.kqed.org/resources\">\u003cspan style=\"font-weight: 400\">amazing resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (under “Make & Share Resources”) that help students conduct authentic research and find reliable resources. If you can, use your librarian—if you have time, schedule a period in the library for research. Have students keep notes on all their sources and research. They will turn this into you on elevator pitch day. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>3. Review:\u003c/b>\u003cspan style=\"font-weight: 400\"> Use the \u003ca href=\"https://ww2.kqed.org/quest/2017/04/13/engineering-for-good/\">Engineering Design process\u003c/a> to make sure their question is answered in a process that is evidence-based and actually answers the question! I always go back to my favorite engineering design graphic to streamline the process. This is where students often go wrong and veer away from their original vision. If their research is rambling, their topic wasn’t strong and they will need to rethink their question.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-532699\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/engineering_design_process.png\" alt=\"\" width=\"2608\" height=\"3594\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process.png 2608w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-160x220.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-800x1102.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-768x1058.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1020x1406.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-871x1200.png 871w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1920x2646.png 1920w\" sizes=\"(max-width: 2608px) 100vw, 2608px\">\u003c/p>\n\u003cp>\u003cb>4. Storyboard:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students should draw a simple, two sided 8.5×11 paper that shows the flow of the “story” in simple pictures. Remind students that their movie is not just a documentary about science facts. Students are telling a story. They are delivering truth. This is a film that should pull people in and make them want to discover along with the filmmakers. Their storyboard will help them round out their vision. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Elevator Video Pitch:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is simply their movie team on camera, speaking in equal time of no less than 30 seconds and no more than 1 minute. Direct them by telling them to role-play asking the head of Netflix to fund their science documentary. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>\u003ci>Side Lesson:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> If you have time, have students propose a budget for their video. This is the “Define” step of the Engineering Design process. Have them learn the business side of things by preparing a budget sheet for everything from cameras to transportation to permits to feeding the crew. Don’t get too caught up in the dollars and cents, just give your students a good introduction to thinking through a budget. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Take it Further:\u003c/i>\u003c/b>\u003cb> Have students make a promo video!\u003c/b>\u003cspan style=\"font-weight: 400\"> If you are not familiar with video recording on devices, I highly recommend taking the \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom\">\u003cspan style=\"font-weight: 400\">Video Production for the Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Most students are very familiar with video making on their devices, but you should familiarize yourself with the process too. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Assessment\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will turn in their research notes with sources, their story board, and share their elevator pitch video with you. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">You may even want to incorporate peer review with a simple question: “Would you fund this movie after watching the elevator pitch? Why or why not?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003ca href=\"https://www.nsta.org/about/positions/ngss.aspx\">\u003cspan style=\"font-weight: 400\"> Position Statement of the Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> includes: “\u003c/span>\u003cspan style=\"font-weight: 400\">It is essential that all students have access to a high-quality science education that provides them with the skills and knowledge they need to be well-informed citizens, to be prepared for college and careers, and to understand and appreciate the scientific enterprise.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have students get one step closer to this goal by leading their own discoveries, creating their own media, and learning how to write a compelling “elevator pitch.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that’s a wrap!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever heard of an elevator pitch?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An elevator pitch is a persuasive and succinct sales pitch, named after the time it takes to ride an elevator from the bottom floor to the top. It’s a concise and compelling 30-second speech, with the goal of having a person say “yes” to your project by the time the elevator dings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well dear teacher, here’s my elevator pitch: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How would you like to engage your students in one of their favorite activities, while also incorporating cutting edge content and adhering to the Next Generation Science Standards? In addition, you would be leading students towards digital literacy and mastery of 21st century learning skills like collaboration, creativity, critical thinking and communication. The only supplies needed are a device that has a video camera and connects to the internet, as well as some paper and pencils. Does this sound good to you?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If so, read on. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It might just be the understatement of the day to say that teens spend a good part of their free time watching videos. While it’s important to limit how much they watch and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they watch, it’s also important for teens to learn more about the digital medium they love so much. Students need more time in the classroom learning how the many videos, movies, films and documentaries they watch are made. And the best way to learn is to make them! Students are experts at viewing online content, but in order to understand what they’re watching they should also be participants and creators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So this past year I introduced a project in my biology class that would allow students to better understand the filmmaking process — including the very first steps of creating a film proposal. For the project, I asked my Biology students to connect a topic covered in class with a real-world, ongoing problem or issue. Student groups would research their environmental problem, then write their own “elevator pitch” for a documentary about the problem \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">a possible solution.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one student, whose father had passed from leukemia ten years ago, proposed a documentary on new cell mutation inhibitor therapies in order to communicate in simpler terms the incredible recent breakthroughs in saving lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making science documentary proposals checks off many important boxes of cutting-edge 21st-century learning. It is project-based and inquiry-based, requiring students to be creative and think critically. It requires students to research, to tell fiction from non-fiction, to find and communicate important information with empirically-based facts. We are teaching them science literacy, how to find their own voice, make their own media, and be a strong part of social discourse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most important concepts I like to bring to my science students is: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Science answers questions\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> while \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">engineering solves problems.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> With this project we can accomplish both: students are engaged with questions and problems they want to investigate. \u003c/span>\u003cspan style=\"font-weight: 400\">Everyone loves a good story, and we can combine storytelling with science evidence in an entertaining and educational medium. Let’s take “Shark Week” on the Discovery Channel as an example. While the content creators are giving us many important facts about shark behavior, interaction with humans, and current issues using top experts in the field, they also do a great job of telling an entertaining story. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s the process I used to get my students engaged in the first steps of creating a science documentary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Remember:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> The project is for students to create a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">proposal \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">for a documentary, not the documentary itself. Students will not be expected to make a full documentary, but they will be expected to plan as if they are approaching the Discovery Channel or Netflix to be given a “green light” on their science documentary. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Steps:\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>1. Pick your Topic Question\u003c/b>\u003cspan style=\"font-weight: 400\">: Students choose a question they want answered about something they don’t already know. This project is not simply a report, it should be a new discovery for the students. The question must also have available research information. In other words, we all want to know if there is intelligent life on Mars, but at this point there is no readily available information on this. Maybe a better question might be, “How is NASA searching for intelligent life on other planets?”\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">In my classroom, the question must be under the umbrella of a subject we studied, otherwise the kids can get derailed. Plus, you want this project to strengthen concepts taught in class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Side Lesson\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: During the year I have “Science Friday” where we answer miscellaneous questions they’ve had during the week. I love it when students get inquisitive during class discussions, but this can easily sidetrack the task at hand so I encourage them to write questions in their notebook for us to discuss on Friday. They can go back to these questions for possible topics for the documentary project. \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Research Using Trusted Sources\u003c/b>\u003cspan style=\"font-weight: 400\">: Visit \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and check out their \u003c/span>\u003ca href=\"https://learn.kqed.org/resources\">\u003cspan style=\"font-weight: 400\">amazing resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (under “Make & Share Resources”) that help students conduct authentic research and find reliable resources. If you can, use your librarian—if you have time, schedule a period in the library for research. Have students keep notes on all their sources and research. They will turn this into you on elevator pitch day. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>3. Review:\u003c/b>\u003cspan style=\"font-weight: 400\"> Use the \u003ca href=\"https://ww2.kqed.org/quest/2017/04/13/engineering-for-good/\">Engineering Design process\u003c/a> to make sure their question is answered in a process that is evidence-based and actually answers the question! I always go back to my favorite engineering design graphic to streamline the process. This is where students often go wrong and veer away from their original vision. If their research is rambling, their topic wasn’t strong and they will need to rethink their question.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-532699\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/engineering_design_process.png\" alt=\"\" width=\"2608\" height=\"3594\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process.png 2608w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-160x220.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-800x1102.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-768x1058.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1020x1406.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-871x1200.png 871w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/engineering_design_process-1920x2646.png 1920w\" sizes=\"(max-width: 2608px) 100vw, 2608px\">\u003c/p>\n\u003cp>\u003cb>4. Storyboard:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students should draw a simple, two sided 8.5×11 paper that shows the flow of the “story” in simple pictures. Remind students that their movie is not just a documentary about science facts. Students are telling a story. They are delivering truth. This is a film that should pull people in and make them want to discover along with the filmmakers. Their storyboard will help them round out their vision. \u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Elevator Video Pitch:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is simply their movie team on camera, speaking in equal time of no less than 30 seconds and no more than 1 minute. Direct them by telling them to role-play asking the head of Netflix to fund their science documentary. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>\u003ci>Side Lesson:\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> If you have time, have students propose a budget for their video. This is the “Define” step of the Engineering Design process. Have them learn the business side of things by preparing a budget sheet for everything from cameras to transportation to permits to feeding the crew. Don’t get too caught up in the dollars and cents, just give your students a good introduction to thinking through a budget. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Take it Further:\u003c/i>\u003c/b>\u003cb> Have students make a promo video!\u003c/b>\u003cspan style=\"font-weight: 400\"> If you are not familiar with video recording on devices, I highly recommend taking the \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/video-production-for-the-classroom\">\u003cspan style=\"font-weight: 400\">Video Production for the Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Most students are very familiar with video making on their devices, but you should familiarize yourself with the process too. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Assessment\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will turn in their research notes with sources, their story board, and share their elevator pitch video with you. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">You may even want to incorporate peer review with a simple question: “Would you fund this movie after watching the elevator pitch? Why or why not?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The\u003c/span>\u003ca href=\"https://www.nsta.org/about/positions/ngss.aspx\">\u003cspan style=\"font-weight: 400\"> Position Statement of the Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> includes: “\u003c/span>\u003cspan style=\"font-weight: 400\">It is essential that all students have access to a high-quality science education that provides them with the skills and knowledge they need to be well-informed citizens, to be prepared for college and careers, and to understand and appreciate the scientific enterprise.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have students get one step closer to this goal by leading their own discoveries, creating their own media, and learning how to write a compelling “elevator pitch.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that’s a wrap!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2016 KQED joined 100Kin10, a national organization dedicated to solving the STEM teacher shortage by 2021. This year, KQED had the honor of nominating our regional STEM education partner the California Academy of Sciences to the network, and w\u003c/span>\u003cspan style=\"font-weight: 400\">e are delighted they’ve now joined the network along with 40 new partners, including Chicago Public Schools, National Board for Professional Teaching Standards, Council of Chief State School Officers, among others. Cal Academy is a leader locally, nationally and internationally in exemplary STEM education resources and programs for teachers and students alike, and their contributions to 10Kin10 will strengthen and elevate the entire network. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Cal Academy has been a critical KQED partner in our shared efforts to provide real-world STEM teaching and learning resources for teachers and to support students in practicing civic and civil dialogue around science topics that directly impact our communities.\u003c/span>\u003cspan style=\"font-weight: 400\">” says KQED science education manager Ilana Somasunderam.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED provides \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/stem-resources/\">\u003cspan style=\"font-weight: 400\">free resources for STEM/STEAM educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to integrate media literacy and student voice into learning.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the seventh and final cohort of partners for 100Kin10 during its first 10 years. The organization launched in 2011 as an answer to President Obama’s call during his 2011 State of the Union address to train 100,000 new STEM teachers in a decade. 100Kin10 is on track to exceed its goal of training 100,000 teachers by 2021, with more than 68,000 teachers currently trained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Developing skilled, confident STEM educators is the best way to ensure that all students understand the relevance of STEM to their lives, and develop the STEM skills and knowledge they need for their future,” says Dr. Elizabeth Babcock, \u003c/span>\u003ca href=\"https://www.calacademy.org/educators\">\u003cspan style=\"font-weight: 400\">California Academy of Sciences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Chief Public Engagement Officer. “Joining this amazing network focused on a shared commitment to STEM teaching and learning at scale is tremendously exciting. We look forward to participating and supporting the 100Kin10 partnership beyond the finish line.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final round of growth specifically focuses on 100Kin10’s latest project: tackling what they’ve identified as the root causes of the STEM teacher shortage. If solved, these “catalysts”—which include bonuses, scholarships or loan forgiveness for STEM teachers, increasing professional development, and state tracking of STEM teacher supply and demand—would more sustainably end the teacher shortage. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This final group, including the Academy, is a welcome addition as we enter our final push in achieving our goal and look toward the future in solving systemic issues around the teacher shortage in America,” says Talia Milgrom-Elcott, \u003c/span>\u003ca href=\"https://100kin10.org/\">\u003cspan style=\"font-weight: 400\">100kin10\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s executive director. “Each organization is doing incredible, inspiring work to build the movement for better, bolder and more accessible STEM education. We’re thrilled to have them as our newest partners in collaboration, learning and continuous improvement to creatively solve the STEM teacher crisis.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2016 KQED joined 100Kin10, a national organization dedicated to solving the STEM teacher shortage by 2021. This year, KQED had the honor of nominating our regional STEM education partner the California Academy of Sciences to the network, and w\u003c/span>\u003cspan style=\"font-weight: 400\">e are delighted they’ve now joined the network along with 40 new partners, including Chicago Public Schools, National Board for Professional Teaching Standards, Council of Chief State School Officers, among others. Cal Academy is a leader locally, nationally and internationally in exemplary STEM education resources and programs for teachers and students alike, and their contributions to 10Kin10 will strengthen and elevate the entire network. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Cal Academy has been a critical KQED partner in our shared efforts to provide real-world STEM teaching and learning resources for teachers and to support students in practicing civic and civil dialogue around science topics that directly impact our communities.\u003c/span>\u003cspan style=\"font-weight: 400\">” says KQED science education manager Ilana Somasunderam.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED provides \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/stem-resources/\">\u003cspan style=\"font-weight: 400\">free resources for STEM/STEAM educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to integrate media literacy and student voice into learning.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the seventh and final cohort of partners for 100Kin10 during its first 10 years. The organization launched in 2011 as an answer to President Obama’s call during his 2011 State of the Union address to train 100,000 new STEM teachers in a decade. 100Kin10 is on track to exceed its goal of training 100,000 teachers by 2021, with more than 68,000 teachers currently trained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Developing skilled, confident STEM educators is the best way to ensure that all students understand the relevance of STEM to their lives, and develop the STEM skills and knowledge they need for their future,” says Dr. Elizabeth Babcock, \u003c/span>\u003ca href=\"https://www.calacademy.org/educators\">\u003cspan style=\"font-weight: 400\">California Academy of Sciences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Chief Public Engagement Officer. “Joining this amazing network focused on a shared commitment to STEM teaching and learning at scale is tremendously exciting. We look forward to participating and supporting the 100Kin10 partnership beyond the finish line.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final round of growth specifically focuses on 100Kin10’s latest project: tackling what they’ve identified as the root causes of the STEM teacher shortage. If solved, these “catalysts”—which include bonuses, scholarships or loan forgiveness for STEM teachers, increasing professional development, and state tracking of STEM teacher supply and demand—would more sustainably end the teacher shortage. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Above the Noise Partners with Common Sense Education on New Curriculum",
"headTitle": "Above the Noise Partners with Common Sense Education on New Curriculum | KQED",
"content": "\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Together at last! Media Lit + Dig Cit.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, KQED partnered with Common Sense Education to integrate our award-winning \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">media literacy series into their new digital citizenship curriculum for high school. The two teams worked together to co-produce three new episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and incorporate KQED Learn resources into the Common Sense Education dig cit lessons. And, all these resources are available for free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The digital citizenship topics in these videos are so important and relevant to kids right now,” says Elizabeth Kline, Vice President of Education Programs at Common Sense, “and when it comes to delivering these types of ideas in a thought provoking way, KQED’s \u003cem>Above the Noise\u003c/em> is way ahead of the curve. It’s a huge win for young people when organizations like KQED and Common Sense Education can combine our expertise in the areas of digital citizenship and media literacy for an engaging video collaboration like this.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> videos tackle topics that are timely and relevant to students’ lives. Series host Myles Bess presents the facts with flair, using relatable examples and humor, and gives a fair and balanced analysis of different perspectives on hotly debated topics. Students are then encouraged to do their own research into the issue and make up their own minds about it. They can take the learning further by joining a discussion about the issue with other students across the nation on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or even create and share their own media responses–like videos or infographics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Executive producer Annelise Wunderlich says, “It was such a rich collaboration to co-produce these episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the team at Common Sense Education. Our team of journalists, educators and video storytellers learned so much from Common Sense’s researchers and educators about how young people are navigating tough issues around online identity and behavior. It was a great creative partnership that drew from the strengths of both organizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532670 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign-160x90.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Digital Citizenship Curriculum by Common Sense Education supports K–12 teachers as they prepare students to think critically and use technology responsibly to learn, create, and participate in the digital world. The curriculum was developed in collaboration with Project Zero at the Harvard Graduate School of Education and addresses teachers’ top tech-related concerns like media literacy, media balance, and dealing with hate speech online. With teachers’ guidance, students not only build essential skills, they also build lifelong habits to help them succeed in an increasingly tech-driven world.\u003c/span>\u003c/p>\n\u003cp>These resources can be used one at a time or all together, depending on the learning environment and needs of teachers and students. To get started, try one of the three new videos co-produced by KQED and Common Sense:\u003c/p>\n\u003cp>\u003cstrong>The Health Effects of Screen Time: How Much is Too Much?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/34\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/the-health-effects-of-screen-time\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Social Media Readiness: When Is Your Brain Ready for Social Media?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/37\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/how-young-is-too-young-for-social-media\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Online Disinhibition and Cyberbullying: Is the Internet Making You Meaner?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/38\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/online-disinhibition-and-cyberbullying\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators looking for something to further their own professional skills with making and teaching media can go to \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which was named a “super PD resource” by Common Sense Education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise is a co-production with PBS Digital Studios. Funding for KQED Education is provided by the Koret Foundation, the Corporation for Public Broadcasting, David Bulfer and Kelly Pope, the Silver Giving Foundation, the Stuart Foundation, the William and Flora Hewlett Foundation, the Horace W. Goldsmith Foundation, the Rita Allen Foundation, Campaign 21 and the members of KQED.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Together at last! Media Lit + Dig Cit.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, KQED partnered with Common Sense Education to integrate our award-winning \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">media literacy series into their new digital citizenship curriculum for high school. The two teams worked together to co-produce three new episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and incorporate KQED Learn resources into the Common Sense Education dig cit lessons. And, all these resources are available for free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The digital citizenship topics in these videos are so important and relevant to kids right now,” says Elizabeth Kline, Vice President of Education Programs at Common Sense, “and when it comes to delivering these types of ideas in a thought provoking way, KQED’s \u003cem>Above the Noise\u003c/em> is way ahead of the curve. It’s a huge win for young people when organizations like KQED and Common Sense Education can combine our expertise in the areas of digital citizenship and media literacy for an engaging video collaboration like this.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> videos tackle topics that are timely and relevant to students’ lives. Series host Myles Bess presents the facts with flair, using relatable examples and humor, and gives a fair and balanced analysis of different perspectives on hotly debated topics. Students are then encouraged to do their own research into the issue and make up their own minds about it. They can take the learning further by joining a discussion about the issue with other students across the nation on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or even create and share their own media responses–like videos or infographics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Executive producer Annelise Wunderlich says, “It was such a rich collaboration to co-produce these episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the team at Common Sense Education. Our team of journalists, educators and video storytellers learned so much from Common Sense’s researchers and educators about how young people are navigating tough issues around online identity and behavior. It was a great creative partnership that drew from the strengths of both organizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532670 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign-160x90.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Digital Citizenship Curriculum by Common Sense Education supports K–12 teachers as they prepare students to think critically and use technology responsibly to learn, create, and participate in the digital world. The curriculum was developed in collaboration with Project Zero at the Harvard Graduate School of Education and addresses teachers’ top tech-related concerns like media literacy, media balance, and dealing with hate speech online. With teachers’ guidance, students not only build essential skills, they also build lifelong habits to help them succeed in an increasingly tech-driven world.\u003c/span>\u003c/p>\n\u003cp>These resources can be used one at a time or all together, depending on the learning environment and needs of teachers and students. To get started, try one of the three new videos co-produced by KQED and Common Sense:\u003c/p>\n\u003cp>\u003cstrong>The Health Effects of Screen Time: How Much is Too Much?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/34\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/the-health-effects-of-screen-time\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Social Media Readiness: When Is Your Brain Ready for Social Media?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/37\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/how-young-is-too-young-for-social-media\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Online Disinhibition and Cyberbullying: Is the Internet Making You Meaner?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/38\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/online-disinhibition-and-cyberbullying\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators looking for something to further their own professional skills with making and teaching media can go to \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which was named a “super PD resource” by Common Sense Education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise is a co-production with PBS Digital Studios. Funding for KQED Education is provided by the Koret Foundation, the Corporation for Public Broadcasting, David Bulfer and Kelly Pope, the Silver Giving Foundation, the Stuart Foundation, the William and Flora Hewlett Foundation, the Horace W. Goldsmith Foundation, the Rita Allen Foundation, Campaign 21 and the members of KQED.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Would Banning Plastic Bottles Help or Hurt the Planet?",
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"content": "\u003cp>Plastic bottles are EVERYWHERE and are a big source of pollution. But banning them might create another problem for the environment. Here’s why.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/banning-plastic-bottles-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How did plastic bottles become such a problem\u003c/strong>\u003c/p>\n\u003cp>Early forms of plastic have existed since the mid-1800s. But when WWII came along, scientists diverted all their plastic technology to help with the war effort. So after the war, all this plastic needed to go somewhere, so why not the American consumer? What we got was a plastic explosion, and it’s never really stopped. That’s why today, it’s estimated that humans have created over 8 BILLION tons of plastic, most of which still exist. See, plastic doesn’t ever really break down completely or biodegrade — it just breaks apart into smaller and smaller pieces over time. These tiny bits of plastic make their way into oceans, creating a plastic soup of pollution that can get into the bellies of all kinds of marine animals like fish, pelicans, and turtles. Some research studies predict that by 2050, pound for pound, plastics in the oceans will outweigh all the fish.\u003c/p>\n\u003cp>\u003cstrong>What are the pros and cons around banning plastic bottles?\u003c/strong>\u003c/p>\n\u003cp>About 70% of plastic water bottles bought in the U.S. are not recycled, and so end up in the oceans. On top of that, plastic bottles are made from fossil fuels. In fact, the Pacific Institute found that it took about 17 million barrels of oil to produce enough plastic for the bottles of water consumed by Americans in 2006. And since then, consumption has increased by 65%, meaning Americans need over 28 million barrels of oil to fuel their plastic water bottle needs for one year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But banning plastic bottles altogether can have unintended consequences. After the University of Vermont instituted their ban on selling single-use plastic water bottles on campus, total shipments of all plastic bottles actually INCREASED 20 percent as people bought OTHER plastic bottle beverages like soda and juice instead. And switching to alternatives like glass or metal containers can require more energy to transport because they weigh more. That means burning more fossil fuels and creating more pollution.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalgeographic.com/news/2018/05/plastics-facts-infographics-ocean-pollution/\">Fast Facts About Plastic Pollution (National Geographic)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bbc.com/worklife/article/20180705-whats-the-real-price-of-getting-rid-of-plastic-packaging\">What’s the real price of getting rid of plastic packaging? (BBC)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/environment/2017/jun/28/a-million-a-minute-worlds-plastic-bottle-binge-as-dangerous-as-climate-change\">A million bottles a minute (The Guardian)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://plastics.americanchemistry.com/Reports-and-Publications/National-Post-Consumer-Plastics-Bottle-Recycling-Report.pdf\">2017 United States National Postconsumer Plastic Bottle Recycling Report\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/environmental-impact-of-corn-based-plastics/\">The environmental impact of corn-based plastic (Scientific American)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usnews.com/news/best-states/michigan/articles/2018-08-20/key-moments-in-lead-in-water-crisis-in-flint-michigan\">Key moments in lead in water crisis in Flint, Michigan (US News)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncsl.org/research/environment-and-natural-resources/plastic-bag-legislation.aspx\">State Plastic and Paper Bag Legislation\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But banning plastic bottles altogether can have unintended consequences. After the University of Vermont instituted their ban on selling single-use plastic water bottles on campus, total shipments of all plastic bottles actually INCREASED 20 percent as people bought OTHER plastic bottle beverages like soda and juice instead. And switching to alternatives like glass or metal containers can require more energy to transport because they weigh more. That means burning more fossil fuels and creating more pollution.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalgeographic.com/news/2018/05/plastics-facts-infographics-ocean-pollution/\">Fast Facts About Plastic Pollution (National Geographic)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bbc.com/worklife/article/20180705-whats-the-real-price-of-getting-rid-of-plastic-packaging\">What’s the real price of getting rid of plastic packaging? (BBC)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/environment/2017/jun/28/a-million-a-minute-worlds-plastic-bottle-binge-as-dangerous-as-climate-change\">A million bottles a minute (The Guardian)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://plastics.americanchemistry.com/Reports-and-Publications/National-Post-Consumer-Plastics-Bottle-Recycling-Report.pdf\">2017 United States National Postconsumer Plastic Bottle Recycling Report\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/environmental-impact-of-corn-based-plastics/\">The environmental impact of corn-based plastic (Scientific American)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usnews.com/news/best-states/michigan/articles/2018-08-20/key-moments-in-lead-in-water-crisis-in-flint-michigan\">Key moments in lead in water crisis in Flint, Michigan (US News)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncsl.org/research/environment-and-natural-resources/plastic-bag-legislation.aspx\">State Plastic and Paper Bag Legislation\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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"info": "",
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"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"ted-radio-hour": {
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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