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From the sidelines, I observed my students relying on each other to work through roadblocks to produce better and better segments, as they recognized and learned from missteps.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My overinvolvement had deprived students of the learning process. Only when I relived control did the team jump at the chance to put all the moving pieces together, and \u003c/span>\u003ca href=\"https://bmgator.org/category/gator-nation-news/\">\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nation News\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> really took off. \u003c/span>\u003c/p>\n\u003cp>https://youtu.be/qpL0VBxmvfg\u003c/p>\n\u003ch4>Experimenting with Tools\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October, Brimmer opened a new media lab as part of a larger construction project. With an entire wall painted in \u003c/span>\u003ca href=\"https://www.amazon.com/Rosco-Chroma-Key-Green-Paint/dp/B003ZX2V8S/ref=pd_sbs_421_1?_encoding=UTF8&pd_rd_i=B003ZX2V8S&pd_rd_r=e391c206-74ab-11e8-b61c-2dcb7f36ce8c&pd_rd_w=W94Kn&pd_rd_wg=57OyN&pf_rd_i=desktop-dp-sims&pf_rd_m=ATVPDKIKX0DER&pf_rd_p=5825442648805390339&pf_rd_r=PAB34G1P4TJ51YMFPBQX&pf_rd_s=desktop-dp-sims&pf_rd_t=40701&psc=1&refRID=PAB34G1P4TJ51YMFPBQX\">\u003cspan style=\"font-weight: 400\">chroma key matte green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; a suite of new MacBook Pro’s loaded with \u003c/span>\u003ca href=\"https://www.apple.com/final-cut-pro/\">\u003cspan style=\"font-weight: 400\">Final Cut Pro X\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.amazon.com/Canon-Mirrorless-Camera-EF-M15-45mm-Video/dp/B079Y45KTJ/ref=sr_1_1_sspa?s=photo&ie=UTF8&qid=1529514160&sr=1-1-spons&keywords=Sony+A6300&psc=1\">\u003cspan style=\"font-weight: 400\">4K Sony video cameras\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; and two \u003c/span>\u003ca href=\"https://www.amazon.com/Parrot-Teleprompter-Worlds-Portable-Affordable/dp/B01KBIMG5M/ref=sr_1_3?s=electronics&ie=UTF8&qid=1529514186&sr=1-3&keywords=parrot+teleprompter\">\u003cspan style=\"font-weight: 400\">Parrot teleprompters,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the editors of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> hit the ground running. By and large, they put all the pieces together themselves, with minimal direction from me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students used Vimeo to host completed broadcasts, which were then embedded in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Unlike YouTube, Vimeo requires a paid subscription, but the platform rejects advertisements, and I also appreciate how its niche market caters to the education sector. Moreover, the actual video player is sleeker than those of its competitors, and it’s easy to adjust privacy and control settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, in addition to airing pre-recorded broadcasts, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nations News \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">team wants to explore going live. To begin this process, the newsroom recently purchased a subscription to \u003c/span>\u003ca href=\"http://livestream.com/\">\u003cspan style=\"font-weight: 400\">Livestream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which reporters also used to offer live coverage of end-of-year events, including \u003c/span>\u003ca href=\"https://bmgator.org/2018/05/31/live-2018-commencement-june-1/\">\u003cspan style=\"font-weight: 400\">commencement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the fall, students also hope also to conduct live interviews around campus before moving production to the media lab. \u003c/span>\u003c/p>\n\u003ch4>Cultivating Real-World Work Environments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As in any work environment, disagreements occurred\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">especially early on. Students would argue, sometimes heatedly, about what deserved coverage, or whether colleagues had completed their jobs in timely and effective fashion. Occasionally, students did not think before making well-meaning but potentially hurtful comments about the sub-par quality of a shot, uneven sound levels, or poor execution of some other sort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I trusted the student editor in chief with telling me when to butt out. During a particularly tense recording session, she respectfully asked me to leave the media lab. My intervention was only slowing down production, and from her I learned that no matter what I teach, there is a lot to be said for letting students work out struggles on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I did my best to let the students sort out their own problems, wary of depriving them of the important development that comes from overcoming hardship without adult intervention. I’m proud to report that no matter how big the dispute, students found a way to move on, learn from their mistakes, and call on me only when necessary.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/2AV5faxAXGc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s only the start of summer, but I can’t wait to see what my budding journalists will drive themselves to accomplish next.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530382\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530382 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">David Cutler discussing Gator Nation News with editors Jared Heller ’19 and Michelle Levinger ’19. Photo by Jody Weinberg.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The longer I teach online journalism, the more I understand about how students learn best. They crave ownership of the learning process, and that ownership can help promote mastery of essential skills and content knowledge. Owning their learning is also significantly more meaningful than having me—or any other teacher for that matter—tell students exactly what’s expected of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I prefer that students experiment with the learning, setting and holding themselves to their own high standards, while always striving to improve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This fall I gleefully watched my journalism students launch a television news broadcast to accompany \u003c/span>\u003ca href=\"http://www.bmgator.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the online student newspaper I advise at Brimmer and May. I marveled at how access to exciting communication technology, when coupled with an eagerness to share quality work, generated powerful student-driven learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Admittedly, as a veteran of print journalism, I knew very little about video production. I had experimented with it earlier, but I fumbled by not initially trusting my students to do the work themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sure, the final product looked good enough. But it reflected more of my efforts than that of my students, highlighting my shortcoming as an adviser. From the third broadcast onward, as much as possible, I removed myself from the equation. From the sidelines, I observed my students relying on each other to work through roadblocks to produce better and better segments, as they recognized and learned from missteps.\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\">My overinvolvement had deprived students of the learning process. Only when I relived control did the team jump at the chance to put all the moving pieces together, and \u003c/span>\u003ca href=\"https://bmgator.org/category/gator-nation-news/\">\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nation News\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> really took off. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/qpL0VBxmvfg'\n title='//www.youtube.com/embed/qpL0VBxmvfg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>Experimenting with Tools\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In October, Brimmer opened a new media lab as part of a larger construction project. With an entire wall painted in \u003c/span>\u003ca href=\"https://www.amazon.com/Rosco-Chroma-Key-Green-Paint/dp/B003ZX2V8S/ref=pd_sbs_421_1?_encoding=UTF8&pd_rd_i=B003ZX2V8S&pd_rd_r=e391c206-74ab-11e8-b61c-2dcb7f36ce8c&pd_rd_w=W94Kn&pd_rd_wg=57OyN&pf_rd_i=desktop-dp-sims&pf_rd_m=ATVPDKIKX0DER&pf_rd_p=5825442648805390339&pf_rd_r=PAB34G1P4TJ51YMFPBQX&pf_rd_s=desktop-dp-sims&pf_rd_t=40701&psc=1&refRID=PAB34G1P4TJ51YMFPBQX\">\u003cspan style=\"font-weight: 400\">chroma key matte green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; a suite of new MacBook Pro’s loaded with \u003c/span>\u003ca href=\"https://www.apple.com/final-cut-pro/\">\u003cspan style=\"font-weight: 400\">Final Cut Pro X\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.amazon.com/Canon-Mirrorless-Camera-EF-M15-45mm-Video/dp/B079Y45KTJ/ref=sr_1_1_sspa?s=photo&ie=UTF8&qid=1529514160&sr=1-1-spons&keywords=Sony+A6300&psc=1\">\u003cspan style=\"font-weight: 400\">4K Sony video cameras\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; and two \u003c/span>\u003ca href=\"https://www.amazon.com/Parrot-Teleprompter-Worlds-Portable-Affordable/dp/B01KBIMG5M/ref=sr_1_3?s=electronics&ie=UTF8&qid=1529514186&sr=1-3&keywords=parrot+teleprompter\">\u003cspan style=\"font-weight: 400\">Parrot teleprompters,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the editors of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> hit the ground running. By and large, they put all the pieces together themselves, with minimal direction from me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students used Vimeo to host completed broadcasts, which were then embedded in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Gator\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Unlike YouTube, Vimeo requires a paid subscription, but the platform rejects advertisements, and I also appreciate how its niche market caters to the education sector. Moreover, the actual video player is sleeker than those of its competitors, and it’s easy to adjust privacy and control settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, in addition to airing pre-recorded broadcasts, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Gator Nations News \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">team wants to explore going live. To begin this process, the newsroom recently purchased a subscription to \u003c/span>\u003ca href=\"http://livestream.com/\">\u003cspan style=\"font-weight: 400\">Livestream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which reporters also used to offer live coverage of end-of-year events, including \u003c/span>\u003ca href=\"https://bmgator.org/2018/05/31/live-2018-commencement-june-1/\">\u003cspan style=\"font-weight: 400\">commencement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the fall, students also hope also to conduct live interviews around campus before moving production to the media lab. \u003c/span>\u003c/p>\n\u003ch4>Cultivating Real-World Work Environments\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As in any work environment, disagreements occurred\u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">especially early on. Students would argue, sometimes heatedly, about what deserved coverage, or whether colleagues had completed their jobs in timely and effective fashion. Occasionally, students did not think before making well-meaning but potentially hurtful comments about the sub-par quality of a shot, uneven sound levels, or poor execution of some other sort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I trusted the student editor in chief with telling me when to butt out. During a particularly tense recording session, she respectfully asked me to leave the media lab. My intervention was only slowing down production, and from her I learned that no matter what I teach, there is a lot to be said for letting students work out struggles on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With this in mind, I did my best to let the students sort out their own problems, wary of depriving them of the important development that comes from overcoming hardship without adult intervention. I’m proud to report that no matter how big the dispute, students found a way to move on, learn from their mistakes, and call on me only when necessary.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2AV5faxAXGc'\n title='//www.youtube.com/embed/2AV5faxAXGc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s only the start of summer, but I can’t wait to see what my budding journalists will drive themselves to accomplish next.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530382\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530382 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/07/D.C.-2-1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">David Cutler discussing Gator Nation News with editors Jared Heller ’19 and Michelle Levinger ’19. Photo by Jody Weinberg.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Top VidCon Takeaways for Teachers",
"headTitle": "The Top VidCon Takeaways for Teachers | KQED",
"content": "\u003cfigure id=\"attachment_530345\" class=\"wp-caption alignleft\" style=\"max-width: 171px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-530345\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Teresa-2-1020x1311.jpg\" alt=\"\" width=\"171\" height=\"220\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-1020x1311.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-160x206.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-800x1028.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-768x987.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-934x1200.jpg 934w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-1180x1516.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-960x1234.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-240x308.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-375x482.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-520x668.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2.jpg 1210w\" sizes=\"(max-width: 171px) 100vw, 171px\">\u003cfigcaption class=\"wp-caption-text\">Teresa Mobley, teacher and 5-time VidCon veteran\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Teresa Mobley has been teaching for 15 years in a Southern California K-6 public school district. Her professional interests include educational technology, science, and transforming learning for students who may be less likely to be reached by traditional education models. Teresa has attended VidCon for 5 years with the intent of finding more resources and connecting with more people who share the goals of educating and learning both online and offline\u003c/em>.\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Using narratives to showcase skills and facts:\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Education communicators know that viewers are more likely to hang on to information if there is a story behind instead of facts in isolation. This is great news for classroom teachers who look to video to enhance their curriculum. Most of us who use YouTube in our classrooms already have access to the facts, but we are always looking for ways to engage our students and help them retain information. Narratives are an excellent way to communicate declarative lessons like literature, history, and art. When we can access the stories of others we can reach more of our students and help them relate to the curriculum in ways that would not be possible from a singular perspective.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cb>Digital literacy\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We as teachers need to build our own digital literacy skills so we can help our students evaluate online sources and to evaluate sources ourselves. There are so many resources that may appear credible but just aren’t. Many panelists at VidCon spoke of the rise in popularity of conspiracy-themed videos which seems particularly dangerous for people trying to educate themselves online as it tends to confirm a person’s previously existing bias.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cb>Understanding how adolescents consume media\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003cbr>\nDr. Jessica Piotrowski shared her research on the way that adolescents consume and process social media. Piotrowski shared that “authenticity is extremely important to teens, who report that they like video to be raw, honest, and revealing. The most effective educational media prioritizes hooking them with authentic narratives with learning embedded in that content. Teens will be interested in the news and facts if they can see clearly how it connects to their lives.” KQED series \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> is the perfect example of this. Internet culture is an ongoing experiment and I don’t really know that we will understand the far-reaching impact of it for some time, but it was reassuring to know that there are teams of professionals working to do the research.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cb>YouTube’s new rules and policies on video monetization:\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cbr>\nMany videos that can be great sources of information are demonetized, meaning the people who made the videos cannot make money directly from ads on those videos. Those video makers have to rely on other platforms like Patreon for revenue. For the viewer, this could mean fewer and fewer videos from these creators. In this way it makes it feel like the world of online video is becoming more like traditional media in that what makes money may start to push some creators towards making their videos to get more views and gain more ad revenue. This may or may not have an impact on the types of videos that are created for education.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>We as teachers are NOT alone:\u003cbr>\n\u003c/b>\u003c/span>\u003cspan style=\"font-weight: 400\">There is a great community of people who are making great and useful videos and those people want feedback from the viewers. The \u003ca href=\"https://wecreateedu.wordpress.com/\">WeCreateEdu \u003c/a>group is an online space where a group of creators work together to help one another find ways to make their videos better and try to reach more people. YouTube is listening and announced that they will be investing more in the Edu world of online video.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_530345\" class=\"wp-caption alignleft\" style=\"max-width: 171px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-530345\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Teresa-2-1020x1311.jpg\" alt=\"\" width=\"171\" height=\"220\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-1020x1311.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-160x206.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-800x1028.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-768x987.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-934x1200.jpg 934w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-1180x1516.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-960x1234.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-240x308.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-375x482.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2-520x668.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Teresa-2.jpg 1210w\" sizes=\"(max-width: 171px) 100vw, 171px\">\u003cfigcaption class=\"wp-caption-text\">Teresa Mobley, teacher and 5-time VidCon veteran\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Teresa Mobley has been teaching for 15 years in a Southern California K-6 public school district. Her professional interests include educational technology, science, and transforming learning for students who may be less likely to be reached by traditional education models. Teresa has attended VidCon for 5 years with the intent of finding more resources and connecting with more people who share the goals of educating and learning both online and offline\u003c/em>.\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Using narratives to showcase skills and facts:\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Education communicators know that viewers are more likely to hang on to information if there is a story behind instead of facts in isolation. This is great news for classroom teachers who look to video to enhance their curriculum. Most of us who use YouTube in our classrooms already have access to the facts, but we are always looking for ways to engage our students and help them retain information. Narratives are an excellent way to communicate declarative lessons like literature, history, and art. When we can access the stories of others we can reach more of our students and help them relate to the curriculum in ways that would not be possible from a singular perspective.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cb>Digital literacy\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We as teachers need to build our own digital literacy skills so we can help our students evaluate online sources and to evaluate sources ourselves. There are so many resources that may appear credible but just aren’t. Many panelists at VidCon spoke of the rise in popularity of conspiracy-themed videos which seems particularly dangerous for people trying to educate themselves online as it tends to confirm a person’s previously existing bias.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cb>Understanding how adolescents consume media\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003cbr>\nDr. Jessica Piotrowski shared her research on the way that adolescents consume and process social media. Piotrowski shared that “authenticity is extremely important to teens, who report that they like video to be raw, honest, and revealing. The most effective educational media prioritizes hooking them with authentic narratives with learning embedded in that content. Teens will be interested in the news and facts if they can see clearly how it connects to their lives.” KQED series \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> is the perfect example of this. Internet culture is an ongoing experiment and I don’t really know that we will understand the far-reaching impact of it for some time, but it was reassuring to know that there are teams of professionals working to do the research.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cb>YouTube’s new rules and policies on video monetization:\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cbr>\nMany videos that can be great sources of information are demonetized, meaning the people who made the videos cannot make money directly from ads on those videos. Those video makers have to rely on other platforms like Patreon for revenue. For the viewer, this could mean fewer and fewer videos from these creators. In this way it makes it feel like the world of online video is becoming more like traditional media in that what makes money may start to push some creators towards making their videos to get more views and gain more ad revenue. This may or may not have an impact on the types of videos that are created for education.\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cb>We as teachers are NOT alone:\u003cbr>\n\u003c/b>\u003c/span>\u003cspan style=\"font-weight: 400\">There is a great community of people who are making great and useful videos and those people want feedback from the viewers. The \u003ca href=\"https://wecreateedu.wordpress.com/\">WeCreateEdu \u003c/a>group is an online space where a group of creators work together to help one another find ways to make their videos better and try to reach more people. 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"title": "KQED at the Annual VidCon Conference 2018",
"headTitle": "KQED at the Annual VidCon Conference 2018 | KQED",
"content": "\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-530324\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This June, KQED Education attended VidCon 2018, the largest multi-genre online video conference. Made for creators and viewers of the online video industry, Vidcon brings together a global community of over 30,000 fans, creators, and industry leaders who want to teach and learn valuable lessons about this rapidly evolving and developing technology.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s superstar Myles Bess, host from the\u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\"> \u003cspan style=\"font-weight: 400\">Above the Noise YouTube series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was the MC of two events at VidCon that brought together some of the most popular educational content creators on YouTube, such as the creators of It’s OK to Be Smart, Braincraft, The Art Assignment, Eons, SpaceTime, Seeker, Brainscoop, and Hot Mess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myles hosted\u003c/span>\u003ca href=\"http://vidcon.com/agenda/9694/pbs-nerd-night/\"> \u003cspan style=\"font-weight: 400\">PBS Nerd Night\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a series of TED-style talks and\u003c/span>\u003ca href=\"http://vidcon.com/agenda/9699/trivia-throwdown-with-pbs-digital-studios/\"> \u003cspan style=\"font-weight: 400\">Trivia Throwdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with PBS Digital Studios, a fun, competitive battle of the minds. He also filmed the new\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">YouTube episode,\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NOGWxXyExNs&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">Can You Trust YouTubers Anymore?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which explores the huge rise of influencer marketing in YouTube.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530312\" class=\"wp-caption aligncenter\" style=\"max-width: 364px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530312\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1020x1020.jpg\" width=\"364\" height=\"363\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1200x1200.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1920x1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-150x150.jpg 150w\" sizes=\"(max-width: 364px) 100vw, 364px\">\u003cfigcaption class=\"wp-caption-text\">For the new Above the Noise episode, Myles Bess interviewed Cassie Roma, an expert on influencer marketing, about how social media influencers have dramatically changed the way brands sell products to teens.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://learn.kqed.org/topics\">\u003cb>‘Go Above the Noise’\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a video and article package 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\">, which provides students’ a safe, collaborative space for inquiry-based learning and media making. Every other week, we’ll bring you a new topic and question to analyze and discuss with your students. To learn more about how you can implement inquiry learning in your classroom with KQED Learn, check out the following resources:\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">\u003cb>Teaching Inquiry and Collaboration with Above the Noise:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Onboarding+Instructions.pdf\">\u003cspan style=\"font-weight: 400\">How to Get Started with KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — Learn what KQED Learn is and how to use it in the classroom to develop inquiry and collaboration\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+-+Get+Started+with+Investigations.pdf\">\u003cspan style=\"font-weight: 400\">How to Get Started with Student Investigations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — Help students learn to ask good questions, reflect on their learning and create media artifacts with Investigations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit\">What Makes an Excellent “Go Above the Noise” Response?\u003c/a> — Help students learn to create responses based on evidence and research\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For more tips on h\u003c/span>\u003cspan style=\"font-weight: 400\">ow to help students use and consume media today, check out the blog post, \u003ca href=\"https://ww2.kqed.org/education/2018/06/27/the-top-vidcon-takeaways-for-teachers/\"> The Top VidCon Takeaways for Teachers\u003c/a>, written by educator and VidCon participant, Teresa Mobley.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cb>About \u003c/b>\u003cb>\u003ci>Above The Noise\u003c/i>\u003c/b>\u003cb> host, Myles Bess\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530359 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Myles-B46A9350-6-1020x1097.jpg\" alt=\"\" width=\"288\" height=\"359\">\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myles is an Oakland native and the host of KQED and PBS Digital Studios web series \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above The Noise.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> When he’s not hosting he’s finishing his undergrad at San Francisco State University where he majors in Broadcast and Electronic Communication. Previously Myles was a broadcast journalist at Oakland based non-profit, Youth Radio, where he reported on a range of topics covering juvenile justice, education, and community organizing issues that were published in the San Francisco Chronicle, NPR, & Marketplace. He hopes to expand his understanding of multimedia while exploring issues that he feels strongly about.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-530324\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-12-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This June, KQED Education attended VidCon 2018, the largest multi-genre online video conference. Made for creators and viewers of the online video industry, Vidcon brings together a global community of over 30,000 fans, creators, and industry leaders who want to teach and learn valuable lessons about this rapidly evolving and developing technology.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s superstar Myles Bess, host from the\u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\"> \u003cspan style=\"font-weight: 400\">Above the Noise YouTube series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was the MC of two events at VidCon that brought together some of the most popular educational content creators on YouTube, such as the creators of It’s OK to Be Smart, Braincraft, The Art Assignment, Eons, SpaceTime, Seeker, Brainscoop, and Hot Mess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myles hosted\u003c/span>\u003ca href=\"http://vidcon.com/agenda/9694/pbs-nerd-night/\"> \u003cspan style=\"font-weight: 400\">PBS Nerd Night\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a series of TED-style talks and\u003c/span>\u003ca href=\"http://vidcon.com/agenda/9699/trivia-throwdown-with-pbs-digital-studios/\"> \u003cspan style=\"font-weight: 400\">Trivia Throwdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with PBS Digital Studios, a fun, competitive battle of the minds. He also filmed the new\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">YouTube episode,\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NOGWxXyExNs&feature=youtu.be\"> \u003cspan style=\"font-weight: 400\">Can You Trust YouTubers Anymore?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which explores the huge rise of influencer marketing in YouTube.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530312\" class=\"wp-caption aligncenter\" style=\"max-width: 364px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530312\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1020x1020.jpg\" width=\"364\" height=\"363\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1200x1200.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1920x1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Image-uploaded-from-iOS-10-150x150.jpg 150w\" sizes=\"(max-width: 364px) 100vw, 364px\">\u003cfigcaption class=\"wp-caption-text\">For the new Above the Noise episode, Myles Bess interviewed Cassie Roma, an expert on influencer marketing, about how social media influencers have dramatically changed the way brands sell products to teens.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://learn.kqed.org/topics\">\u003cb>‘Go Above the Noise’\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a video and article package 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\">, which provides students’ a safe, collaborative space for inquiry-based learning and media making. Every other week, we’ll bring you a new topic and question to analyze and discuss with your students. To learn more about how you can implement inquiry learning in your classroom with KQED Learn, check out the following resources:\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cb>Teaching Inquiry and Collaboration with Above the Noise:\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Onboarding+Instructions.pdf\">\u003cspan style=\"font-weight: 400\">How to Get Started with KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — Learn what KQED Learn is and how to use it in the classroom to develop inquiry and collaboration\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+-+Get+Started+with+Investigations.pdf\">\u003cspan style=\"font-weight: 400\">How to Get Started with Student Investigations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — Help students learn to ask good questions, reflect on their learning and create media artifacts with Investigations\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/1Ok-MsCBoX5pBTSUL5VCMg7oD4yZE2rnI3x6XWb6k0yU/edit\">What Makes an Excellent “Go Above the Noise” Response?\u003c/a> — Help students learn to create responses based on evidence and research\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For more tips on h\u003c/span>\u003cspan style=\"font-weight: 400\">ow to help students use and consume media today, check out the blog post, \u003ca href=\"https://ww2.kqed.org/education/2018/06/27/the-top-vidcon-takeaways-for-teachers/\"> The Top VidCon Takeaways for Teachers\u003c/a>, written by educator and VidCon participant, Teresa Mobley.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cb>About \u003c/b>\u003cb>\u003ci>Above The Noise\u003c/i>\u003c/b>\u003cb> host, Myles Bess\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530359 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Myles-B46A9350-6-1020x1097.jpg\" alt=\"\" width=\"288\" height=\"359\">\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myles is an Oakland native and the host of KQED and PBS Digital Studios web series \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above The Noise.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> When he’s not hosting he’s finishing his undergrad at San Francisco State University where he majors in Broadcast and Electronic Communication. Previously Myles was a broadcast journalist at Oakland based non-profit, Youth Radio, where he reported on a range of topics covering juvenile justice, education, and community organizing issues that were published in the San Francisco Chronicle, NPR, & Marketplace. He hopes to expand his understanding of multimedia while exploring issues that he feels strongly about.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "KQED at the 20th Annual Allied Media Conference",
"headTitle": "KQED at the 20th Annual Allied Media Conference | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This June, KQED Education presented at the 20th Annual Allied Media Conference in Detroit, Michigan. The conference\u003c/span>\u003cspan style=\"font-weight: 400\"> convened media makers, community organizers, educators and youth around using collaborative media to create social change. \u003c/span>\u003c/p>\n\u003cp>In our session, \u003cem>Handing Over the Mic: KQED’s Youth Takeover of the News\u003c/em>, \u003ca href=\"https://www.kqed.org/news/11665092/meet-the-california-report-magazines-teenage-co-host\">Tyrius Ammons\u003c/a>, a recent graduate of Richmond High School and Youth Takeover contributor, shared his experience participating in the project that included a co-hosting role for the news podcast, \u003ca href=\"https://www.kqed.org/news/11664796/the-california-report-magazine-taken-over-by-high-schoolers-for-a-week\">The California Report Magazine\u003c/a>.\u003c/p>\n\u003cp>[media-credit id=11207 align=\"alignnone\" width=\"450\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-530298 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539.jpg\" alt=\"\" width=\"450\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539-375x500.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">[/media-credit]\u003c/p>\n\u003cp>As part of the \u003ca href=\"https://www.alliedmedia.org/amc2018/movement-journalism-track\">Movement Journalism conference track\u003c/a>, our session explored the role of public media in providing opportunities for youth to share stories and issues that matter to them. Session attendees including educators, youth, and public media staff learned about the process of developing the \u003ca href=\"https://www.kqed.org/news/tag/youth-takeover\">Youth Takeover\u003c/a>, heard stories that were aired, and shared thoughts on how to incorporate youth voice into their work.\u003c/p>\n\u003cp>For more Youth Takeover content, check out The Lowdown’s \u003ca href=\"https://www.kqed.org/lowdown/30833/kqeds-youth-takeover\">curated page\u003c/a> of youth stories. \u003cstrong>Download this \u003ca href=\"https://docs.google.com/document/d/11tkx0_agbk4b5i8KQ8NeYPTv825T7G8H8elqagS02JI/edit\">classroom guide\u003c/a>\u003c/strong> for ideas on how you can \u003cstrong>bring audio storytelling projects and resources into your classroom.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "We presented at the 20th Annual Allied Media Conference as part of the conferences' Movement Journalism Track in front of educators, public media staff, and youth development professionals. Chanelle Ignant, our Youth Media Specialist and Tyrius Ammons, recent graduate of Richmond High School and participant of the KQED Youth Takeover discussed the Youth Takeover’s conception, youth participation, and key takeaways.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This June, KQED Education presented at the 20th Annual Allied Media Conference in Detroit, Michigan. The conference\u003c/span>\u003cspan style=\"font-weight: 400\"> convened media makers, community organizers, educators and youth around using collaborative media to create social change. \u003c/span>\u003c/p>\n\u003cp>In our session, \u003cem>Handing Over the Mic: KQED’s Youth Takeover of the News\u003c/em>, \u003ca href=\"https://www.kqed.org/news/11665092/meet-the-california-report-magazines-teenage-co-host\">Tyrius Ammons\u003c/a>, a recent graduate of Richmond High School and Youth Takeover contributor, shared his experience participating in the project that included a co-hosting role for the news podcast, \u003ca href=\"https://www.kqed.org/news/11664796/the-california-report-magazine-taken-over-by-high-schoolers-for-a-week\">The California Report Magazine\u003c/a>.\u003c/p>\n\u003cp>[media-credit id=11207 align=\"alignnone\" width=\"450\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-530298 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539.jpg\" alt=\"\" width=\"450\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/IMG_20180616_174539-375x500.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">[/media-credit]\u003c/p>\n\u003cp>As part of the \u003ca href=\"https://www.alliedmedia.org/amc2018/movement-journalism-track\">Movement Journalism conference track\u003c/a>, our session explored the role of public media in providing opportunities for youth to share stories and issues that matter to them. Session attendees including educators, youth, and public media staff learned about the process of developing the \u003ca href=\"https://www.kqed.org/news/tag/youth-takeover\">Youth Takeover\u003c/a>, heard stories that were aired, and shared thoughts on how to incorporate youth voice into their work.\u003c/p>\n\u003cp>For more Youth Takeover content, check out The Lowdown’s \u003ca href=\"https://www.kqed.org/lowdown/30833/kqeds-youth-takeover\">curated page\u003c/a> of youth stories. \u003cstrong>Download this \u003ca href=\"https://docs.google.com/document/d/11tkx0_agbk4b5i8KQ8NeYPTv825T7G8H8elqagS02JI/edit\">classroom guide\u003c/a>\u003c/strong> for ideas on how you can \u003cstrong>bring audio storytelling projects and resources into your classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Is Your Sunscreen Harming Coral Reefs?",
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"content": "\u003cp>The same chemicals in sunscreen that protect our skin from harmful UV rays are also contributing to the demise of coral reefs around the world. If we want to save coral but also protect our skin from the sun, what can we do?\u003c/p>\n\u003cp>Coral reefs are not only beautiful, they are an important part of our oceans’ ecosystems and support a diverse group or marine life. Some estimates suggest that 90% of the world’s coral is under threat of dying by 2050. Certain chemicals in sunscreen aren’t the only reason coral reefs are dying. The situation is actually quite complicated. Climate change, overfishing, and ocean acidification are also all playing a role.\u003c/p>\n\u003cp>However, chemicals sunscreen are considered harmful enough to these ecosystems that Hawaii is trying to ban the use of sunscreens with these reef-killing components in them. Now, they aren’t alone. The Center for Biological diversity has petitioned the federal government to ban the same chemicals across the country. So now the question remains, how can we protect our skin and coral reefs?\u003c/p>\n\u003cp>\u003cstrong>How does sunscreen harm coral?\u003c/strong>\u003c/p>\n\u003cp>A major study found that the chemicals oxybenzone and octinoxate, which is present in many the common sunscreens we use, is changing the DNA of coral cells so that mature coral becomes sterile and unable to reproduce while younger ones trap themselves in their own skeletons, where they starve and and die.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What about coral bleaching?\u003c/strong>\u003c/p>\n\u003cp>Oxybenzone also exacerbate the problem of coral bleaching because it causes the coral to absorb more heat. Coral bleaching occurs when water temperatures rise to around 87 or 88 degrees Fahrenheit, causing coral to expel the algae called zooxanthellae, which is what gives coral their vibrant colors.\u003c/p>\n\u003cp>\u003cstrong>Are all sunscreens bad?\u003c/strong>\u003c/p>\n\u003cp>No, there are quite a few options that are totally safe for you and the environment. For example, sunscreens with zinc oxide and titanium dioxide are good options. And, of course, there’s always the option to stay covered up with clothes or in the shade.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.theguardian.com/environment/2017/apr/28/sunscreen-damage-coral-research-oxybenzone\">Slathering on sunscreen at the beach? It may be destroying coral reefs\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.nationalgeographic.com/travel/features/sunscreen-destroying-coral-reefs-alternatives-travel-spd/\">Here Are Some Alternatives to Reef-Damaging Sunscreen\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/science/1924274/push-to-ban-coral-killing-sunscreens-goes-national\">Push to Ban Coral-Killing Sunscreens Goes National\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.mauinews.com/news/community-news/2016/10/sunscreen-can-tip-the-balance-toward-invasive-species-in-mauis-coral-reefs/\">Sunscreen can tip the balance toward invasive species in Maui’s coral reefs\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.ewg.org/news/testimony-official-correspondence/cdc-americans-carry-body-burden-toxic-sunscreen-chemical#.WyKwwxJKhBw\">CDC: Americans Carry Body Burden of Toxic Sunscreen Chemical \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "The same chemicals in sunscreen that protect our skin from harmful UV rays are also contributing to the demise of coral reefs around the world. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The same chemicals in sunscreen that protect our skin from harmful UV rays are also contributing to the demise of coral reefs around the world. If we want to save coral but also protect our skin from the sun, what can we do?\u003c/p>\n\u003cp>Coral reefs are not only beautiful, they are an important part of our oceans’ ecosystems and support a diverse group or marine life. Some estimates suggest that 90% of the world’s coral is under threat of dying by 2050. Certain chemicals in sunscreen aren’t the only reason coral reefs are dying. The situation is actually quite complicated. Climate change, overfishing, and ocean acidification are also all playing a role.\u003c/p>\n\u003cp>However, chemicals sunscreen are considered harmful enough to these ecosystems that Hawaii is trying to ban the use of sunscreens with these reef-killing components in them. Now, they aren’t alone. The Center for Biological diversity has petitioned the federal government to ban the same chemicals across the country. So now the question remains, how can we protect our skin and coral reefs?\u003c/p>\n\u003cp>\u003cstrong>How does sunscreen harm coral?\u003c/strong>\u003c/p>\n\u003cp>A major study found that the chemicals oxybenzone and octinoxate, which is present in many the common sunscreens we use, is changing the DNA of coral cells so that mature coral becomes sterile and unable to reproduce while younger ones trap themselves in their own skeletons, where they starve and and die.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What about coral bleaching?\u003c/strong>\u003c/p>\n\u003cp>Oxybenzone also exacerbate the problem of coral bleaching because it causes the coral to absorb more heat. Coral bleaching occurs when water temperatures rise to around 87 or 88 degrees Fahrenheit, causing coral to expel the algae called zooxanthellae, which is what gives coral their vibrant colors.\u003c/p>\n\u003cp>\u003cstrong>Are all sunscreens bad?\u003c/strong>\u003c/p>\n\u003cp>No, there are quite a few options that are totally safe for you and the environment. For example, sunscreens with zinc oxide and titanium dioxide are good options. And, of course, there’s always the option to stay covered up with clothes or in the shade.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.theguardian.com/environment/2017/apr/28/sunscreen-damage-coral-research-oxybenzone\">Slathering on sunscreen at the beach? It may be destroying coral reefs\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.nationalgeographic.com/travel/features/sunscreen-destroying-coral-reefs-alternatives-travel-spd/\">Here Are Some Alternatives to Reef-Damaging Sunscreen\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/science/1924274/push-to-ban-coral-killing-sunscreens-goes-national\">Push to Ban Coral-Killing Sunscreens Goes National\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.mauinews.com/news/community-news/2016/10/sunscreen-can-tip-the-balance-toward-invasive-species-in-mauis-coral-reefs/\">Sunscreen can tip the balance toward invasive species in Maui’s coral reefs\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.ewg.org/news/testimony-official-correspondence/cdc-americans-carry-body-burden-toxic-sunscreen-chemical#.WyKwwxJKhBw\">CDC: Americans Carry Body Burden of Toxic Sunscreen Chemical \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Documentary-Inspired Civic Action Projects for the Science Class",
"headTitle": "Documentary-Inspired Civic Action Projects for the Science Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">During the last few weeks of school, an old familiar shift takes place: gravity lightens its hold between student and chair, eyes drift to the sunshine-filled windows, and even I find myself digging deep for those last energy reserves to push through state testing and finals. At this point, you may be ready to shake things up a bit, and documentary-inspired civic action projects may be just what you need!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentary-inspired civic action projects have many benefits. Most obviously, they change up the tempo and empower students to be smart consumers of information sources that are available to them at any time. They also tap into one of the teen brain’s biggest gifts: lack of self- and idea-censorship. Teens are in the precarious state of trying out who they are, where they belong, and what they believe in, making them more open to new ideas and causes. They are also less burdened by experience and bureaucratic frustrations, not yet having faced the adversities of being a changemaker. Mix these with the heightened emotional experiences of a brain under construction, and you’ve got the perfect audience for documentaries that inspire civic action! \u003c/span>\u003c/p>\n\u003ch4>My Middle School Documentary-Inspired Civic Action Projects\u003c/h4>\n\u003cp>Recently, my middle school science teaching team and I developed a unit exploring mankind’s impact on the environment. The unit started off with the students called upon to view several documentaries, with each documentary accessed through a free PBS Learning Media account. Two examples:\u003c/p>\n\u003cp>The unit started off with the students called upon to view several documentaries:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/nat15.sci.lisci.refugees/orangutans-refugees/#.WwyS1aQvzIU\">\u003cspan style=\"font-weight: 400\">Orangutan Refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">A 5:41 video that provides students with an opportunity to learn about the deforestation of Sumatra and the resulting displacement of orangutans in this video and supporting materials from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NATURE: Orangutan Eden\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Using text-dependent questions, writing prompts and video, students will learn about how rescue workers are providing safe havens for orangutans.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/kqedcl11.sci.ess.turningwasteintoenergy/turning-waste-into-energy/#.WwyT9qQvzIU\">\u003cspan style=\"font-weight: 400\">Clue into Climate series from KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: A 7:01 video that provides students with \u003c/span>\u003cspan style=\"font-weight: 400\">an opportunity to learn how methane digesters turn waste into usable gases and other fuels. Methane is a greenhouse gas known to trap heat more effectively than carbon dioxide. Find out how methane digesters, however, can be used to turn pollution into an energy solution.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>These documentaries were accessed through a free PBS Learning Media account.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then showed portions of various documentaries found on Netflix and that explained the human impact on the environment. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=MwxyrLUdcss\">\u003ci>\u003cspan style=\"font-weight: 400\">Racing Extinction\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=6UGsRcxaSAI\">\u003ci>\u003cspan style=\"font-weight: 400\">Before the Flood\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then showed a few clips from a more heady \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NOVA\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> documentary called \u003c/span>\u003ca href=\"https://www.pbs.org/video/decoding-the-weather-machine-vgqhot/\">\u003ci>\u003cspan style=\"font-weight: 400\">Decoding the Weather Machine\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In all, the clips ranged from two to 30 minutes and were mindfully-chosen to be engaging and connected to topics students learned this year. I also chose clips featuring language just slightly above students’ independent comprehension levels, with the understanding that guiding students through beefier presentations help them develop the skills to access these levels independently. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My aim was to expose students to a range of documentary styles, from the fact-based journalism of PBS to the mostly-fact-based (but sometimes “altered” truths) of popular media documentaries. I supported students in developing a critical lens and a desire to fact-check by asking them questions throughout the documentaries. (Regretfully, I didn’t anticipate the need to address the differences between reality TV and documentaries; PBS Learning Media has a great lesson, \u003c/span>\u003ca href=\"https://www.pbslearningmedia.org/resource/25bb8630-6679-4bcd-91b2-89af06c29892/56-up-reality-media/\">\u003cspan style=\"font-weight: 400\">“56 Up: Reality Media?”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support this concept). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the films, I showed students how to interact with the information they heard and saw by questioning information, writing down facts and keeping track of their emotional responses. I paused and allowed discussion, in small groups and with the class. And I took the time to validate any emotions that surfaced as the students processed some very heavy environmental concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the films, I asked students to choose an environmental concern inspired by the documentaries. T\u003c/span>\u003cspan style=\"font-weight: 400\">hen I asked the students to choose a format for their civic action project.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Write and send letters to state representatives.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a social media hashtag and post from their accounts. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a \u003c/span>\u003ca href=\"https://explaineverything.com/\">\u003cspan style=\"font-weight: 400\">short film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documenting their topic in the style of a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=eywBa0xfQFw\">\u003cspan style=\"font-weight: 400\">PSA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create their own projects, given teacher approval (I just didn’t want 100 posters that would never make the full impact that media-based projects could!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each project needed to include a brief summary of the concern, evidence, a warning of consequences if we don’t address the concern and a call to action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of my students were on fire with their projects. Many reflected that they felt awakened and maybe even a little angry that things were not as they thought they were. For example, the topic of deforestation due to palm oil harvesting had students reading food labels and asking questions like, “If harvesting palm oil is destroying the rainforests, why does the school sell foods with palm oil in them?” Some reflected feeling like they were finally old enough to hear the truth — and do something about it when they knew things weren’t just. Several even noted that their work for the projects was more than just for a grade, noting that, “I finally have something important to do at school.” (To be honest, that one stung a little bit!)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530252\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530252\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png\" width=\"640\" height=\"858\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png 469w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-240x322.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-375x503.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Moved to action after watching clips from the documentary, “Racing Extinction”, one student created an informational and fundraising campaign to support the preservation of Emperor Penguins. Photo courtesy of Melissa Rains)\u003c/figcaption>\u003c/figure>\n\u003ch4>Plans for Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the documentary and action project unit was incredibly fun and successful, I did have some learning moments (i.e. mistakes) that will make me stronger and more effective next year! For example, I was reminded to pre-watch the whole clip before showing it to my class when a passionate advocate said a cuss word at a rally. I also was not entirely prepared for the full range of emotional reactions. A few students were moved to tears or asked to take a break outside after feeling overwhelmed. Yet others used the overwhelming feelings to justify inaction, apathetically noting that there were “too many problems” that were too difficult to address. Additionally, some of the questions left me feeling uneasy and potentially hypocritical. “If CO2 is heating up the earth, why would you drive a car?” “The ocean is filling up with plastic…how come we use plastic at school?” I had to embrace the discomfort and challenge my students to create alternative solutions!\u003c/span>\u003c/p>\n\u003ch4>In Closing\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentaries prove to be powerful tools for informing and activating our students! Our eighth graders are graduating with a new sense of awareness and responsibility to this world and each other — I don’t think I could ask for more than that! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">During the last few weeks of school, an old familiar shift takes place: gravity lightens its hold between student and chair, eyes drift to the sunshine-filled windows, and even I find myself digging deep for those last energy reserves to push through state testing and finals. At this point, you may be ready to shake things up a bit, and documentary-inspired civic action projects may be just what you need!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentary-inspired civic action projects have many benefits. Most obviously, they change up the tempo and empower students to be smart consumers of information sources that are available to them at any time. They also tap into one of the teen brain’s biggest gifts: lack of self- and idea-censorship. Teens are in the precarious state of trying out who they are, where they belong, and what they believe in, making them more open to new ideas and causes. They are also less burdened by experience and bureaucratic frustrations, not yet having faced the adversities of being a changemaker. Mix these with the heightened emotional experiences of a brain under construction, and you’ve got the perfect audience for documentaries that inspire civic action! \u003c/span>\u003c/p>\n\u003ch4>My Middle School Documentary-Inspired Civic Action Projects\u003c/h4>\n\u003cp>Recently, my middle school science teaching team and I developed a unit exploring mankind’s impact on the environment. The unit started off with the students called upon to view several documentaries, with each documentary accessed through a free PBS Learning Media account. Two examples:\u003c/p>\n\u003cp>The unit started off with the students called upon to view several documentaries:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/nat15.sci.lisci.refugees/orangutans-refugees/#.WwyS1aQvzIU\">\u003cspan style=\"font-weight: 400\">Orangutan Refugees\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003cspan style=\"font-weight: 400\">A 5:41 video that provides students with an opportunity to learn about the deforestation of Sumatra and the resulting displacement of orangutans in this video and supporting materials from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NATURE: Orangutan Eden\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Using text-dependent questions, writing prompts and video, students will learn about how rescue workers are providing safe havens for orangutans.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.pbslearningmedia.org/resource/kqedcl11.sci.ess.turningwasteintoenergy/turning-waste-into-energy/#.WwyT9qQvzIU\">\u003cspan style=\"font-weight: 400\">Clue into Climate series from KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: A 7:01 video that provides students with \u003c/span>\u003cspan style=\"font-weight: 400\">an opportunity to learn how methane digesters turn waste into usable gases and other fuels. Methane is a greenhouse gas known to trap heat more effectively than carbon dioxide. Find out how methane digesters, however, can be used to turn pollution into an energy solution.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>These documentaries were accessed through a free PBS Learning Media account.\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\">I then showed portions of various documentaries found on Netflix and that explained the human impact on the environment. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=MwxyrLUdcss\">\u003ci>\u003cspan style=\"font-weight: 400\">Racing Extinction\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=6UGsRcxaSAI\">\u003ci>\u003cspan style=\"font-weight: 400\">Before the Flood\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> (trailer)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I then showed a few clips from a more heady \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">NOVA\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> documentary called \u003c/span>\u003ca href=\"https://www.pbs.org/video/decoding-the-weather-machine-vgqhot/\">\u003ci>\u003cspan style=\"font-weight: 400\">Decoding the Weather Machine\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In all, the clips ranged from two to 30 minutes and were mindfully-chosen to be engaging and connected to topics students learned this year. I also chose clips featuring language just slightly above students’ independent comprehension levels, with the understanding that guiding students through beefier presentations help them develop the skills to access these levels independently. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My aim was to expose students to a range of documentary styles, from the fact-based journalism of PBS to the mostly-fact-based (but sometimes “altered” truths) of popular media documentaries. I supported students in developing a critical lens and a desire to fact-check by asking them questions throughout the documentaries. (Regretfully, I didn’t anticipate the need to address the differences between reality TV and documentaries; PBS Learning Media has a great lesson, \u003c/span>\u003ca href=\"https://www.pbslearningmedia.org/resource/25bb8630-6679-4bcd-91b2-89af06c29892/56-up-reality-media/\">\u003cspan style=\"font-weight: 400\">“56 Up: Reality Media?”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support this concept). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the films, I showed students how to interact with the information they heard and saw by questioning information, writing down facts and keeping track of their emotional responses. I paused and allowed discussion, in small groups and with the class. And I took the time to validate any emotions that surfaced as the students processed some very heavy environmental concerns. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the films, I asked students to choose an environmental concern inspired by the documentaries. T\u003c/span>\u003cspan style=\"font-weight: 400\">hen I asked the students to choose a format for their civic action project.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Write and send letters to state representatives.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a social media hashtag and post from their accounts. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create a \u003c/span>\u003ca href=\"https://explaineverything.com/\">\u003cspan style=\"font-weight: 400\">short film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> documenting their topic in the style of a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=eywBa0xfQFw\">\u003cspan style=\"font-weight: 400\">PSA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Create their own projects, given teacher approval (I just didn’t want 100 posters that would never make the full impact that media-based projects could!). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each project needed to include a brief summary of the concern, evidence, a warning of consequences if we don’t address the concern and a call to action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of my students were on fire with their projects. Many reflected that they felt awakened and maybe even a little angry that things were not as they thought they were. For example, the topic of deforestation due to palm oil harvesting had students reading food labels and asking questions like, “If harvesting palm oil is destroying the rainforests, why does the school sell foods with palm oil in them?” Some reflected feeling like they were finally old enough to hear the truth — and do something about it when they knew things weren’t just. Several even noted that their work for the projects was more than just for a grade, noting that, “I finally have something important to do at school.” (To be honest, that one stung a little bit!)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530252\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11287 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530252\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png\" width=\"640\" height=\"858\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM.png 469w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-160x215.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-240x322.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Screen-Shot-2018-06-07-at-6.39.44-PM-375x503.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Moved to action after watching clips from the documentary, “Racing Extinction”, one student created an informational and fundraising campaign to support the preservation of Emperor Penguins. Photo courtesy of Melissa Rains)\u003c/figcaption>\u003c/figure>\n\u003ch4>Plans for Next Year\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the documentary and action project unit was incredibly fun and successful, I did have some learning moments (i.e. mistakes) that will make me stronger and more effective next year! For example, I was reminded to pre-watch the whole clip before showing it to my class when a passionate advocate said a cuss word at a rally. I also was not entirely prepared for the full range of emotional reactions. A few students were moved to tears or asked to take a break outside after feeling overwhelmed. Yet others used the overwhelming feelings to justify inaction, apathetically noting that there were “too many problems” that were too difficult to address. Additionally, some of the questions left me feeling uneasy and potentially hypocritical. “If CO2 is heating up the earth, why would you drive a car?” “The ocean is filling up with plastic…how come we use plastic at school?” I had to embrace the discomfort and challenge my students to create alternative solutions!\u003c/span>\u003c/p>\n\u003ch4>In Closing\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Documentaries prove to be powerful tools for informing and activating our students! Our eighth graders are graduating with a new sense of awareness and responsibility to this world and each other — I don’t think I could ask for more than that! \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Teaching Film as Literature | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I teach English Language Arts at a film and media magnet in Los Angeles, CA. The main novels my 8\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> graders read in my class are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Roll of Thunder, Hear My Cry \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Mildred D. Taylor and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Watsons Go to Birmingham—1963 \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Christopher Paul Curtis. Both books are Newbery award winners written by African-American authors and are beloved my students each school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because both works of fiction feature actual events that occurred during historical periods largely unfamiliar to most middle school students—the Great Depression of the 1930s, sharecropping, segregation, the Civil Rights Movement and the 1963 Birmingham church bombings—I must provide some major, ongoing historical background so my students can comprehend and make inferences about these stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way I accomplish this historical context is through the use of film. However, the movies I use not only augment my students’ understanding of these great books; the films I show can stand alone as worthy works of art and literature to both learn from and appreciate. In this way, media becomes an integral part of my ELA curriculum and instruction.\u003c/span>\u003c/p>\n\u003ch4>Recommended Historical Films\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both ELA and history teachers can use the following movies as the basis for lively discussions, essays, and projects related to the themes and issues explored in these fine films. Each one of these movies is a triumph in acting, directing, and storytelling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Viewed in the following order, students gain a broad historical overview, especially concerning the African-American experience.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003ci>The Adventures of Huck Finn \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1993, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in the South during the 1830s, a young boy learns the consequences of lying, the meaning of loyalty and the importance of liberty for all, as he helps a runaway slave escape along the mighty Mississippi River.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Seabiscuit \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Universal/DreamWorks, 2003, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Set before and during the Great Depression, this incredible, inspirational tale about a jockey, a trainer, an owner and a horse, all who literally beat the odds, will have students alternately cheering and weeping.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Untold Story of Emmett Louis Till \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Velocity/Thinkfilm, 2006, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Director Keith Beauchamp’s acclaimed and influential documentary about the torture and lynching of a Northern black boy who dared to whistle at a white woman in 1955 Mississippi.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Long Walk Home\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">(Dave Bell/New Visions, 1990, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1955 in Alabama, a white privileged housewife eventually breaks with her family and friends to support her black maid’s participation in the Montgomery bus boycott. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Ruby Bridges \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1998, Rated TV-PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1960 in New Orleans, an exceptionally bright first grade girl breaks a color barrier and teaches her family and community a lesson in fortitude and forgiveness that is utterly unforgettable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Sins of the Father \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(FX, 2002, No rating: language, adult situations, violence): \u003c/span>\u003cspan style=\"font-weight: 400\">Alternating between the past and the present, this film features a determined FBI agent and a now-grown-up, conflicted boy who ensured that justice is served some thirty years after four little girls were murdered.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Guess Who’s Coming to Dinner? \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Columbia Pictures, 1967, not rated): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in San Francisco in 1967, a liberal couple’s convictions and long marriage are put to the test when their daughter’s fiancé teaches two sets of parents the glory of love.\u003c/span>\u003c/p>\n\u003ch4>Preparing to Teach Films\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Parent Permission:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the beginning of every school year, it is wise to get parent permission for all of the movies you plan to show your students. Consult your school district’s policy for showing films, and send home a letter for parents to sign and return that outlines the movies you intend to show this year, including the movie’s MPAA rating and its instructional merit. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Character List:\u003c/b>\u003cspan style=\"font-weight: 400\"> Look up the cast list for all movies on\u003c/span>\u003ca href=\"http://www.imdb.com/\"> \u003cspan style=\"font-weight: 400\">IMDb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Compile a list of the major characters in a movie, giving students the first and last name along with a brief explanation of who each character is. My students take notes during movies, with half a page in their notebooks devoted to each important character.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>During the Movie\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>A Communal Experience: \u003c/b>\u003cspan style=\"font-weight: 400\">Just as I always prefer to have\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/11/16/the-advantages-of-teaching-whole-class-novels-edutopia/\"> \u003cspan style=\"font-weight: 400\">whole-class novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read entirely while in class, I want the viewing of movies to be a communal experience. We are not merely studying these films, my students are collectively living these journeys with the characters in real time. I do not flip the learning of movies by having my students view them beforehand at home. I want us gasping, laughing and sobbing as one!\u003c/span>\u003c/li>\n\u003cli>\u003cb>Note-Taking: \u003c/b>\u003cspan style=\"font-weight: 400\">I require my students to take notes during every movie. I keep enough light on in the room so students can see what they write. Since I do not want students watching two screens at one time, these notes are always written on paper. This way, when students later compose their essays on a computer, they can easily access their handwritten notes. Depending on the topic of the upcoming essay, students document relevant evidence from the movie beside the appropriate character’s name. Students are responsible for their own notes, but I do pause the movie at important junctures to ask questions, conduct short discussions and clarify confusions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11405 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530270 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Ward-1.jpg\" width=\"640\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-240x178.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-375x278.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-520x386.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Honoring the Art:\u003c/b>\u003cspan style=\"font-weight: 400\"> Even though I pause each movie several times, I do so judiciously and only when it does not interfere with the flow of the plot. Clarifications and conversations may be necessary at certain points, but I always wait until the arc of the current action has subsided. This policy also holds true for when I choose to stop the reading of class novels in order to discuss the finer aspects of the work.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Multitude of Sources\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adding narrative and documentary films to my repertoire of historical sources, I provide my students with a rich and varied experience that goes beyond the printed page, requiring them to listen carefully and watch attentively. In this way, my students become increasingly savvy and sophisticated in their interactions with media.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a>on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "I teach English Language Arts at a film and media magnet in Los Angeles, CA. The main novels my 8th graders read in my class are Roll of Thunder, Hear My Cry by Mildred D. Taylor and The Watsons Go to Birmingham—1963 by Christopher Paul Curtis. Both books are Newbery award winners written by African-American",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I teach English Language Arts at a film and media magnet in Los Angeles, CA. The main novels my 8\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> graders read in my class are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Roll of Thunder, Hear My Cry \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Mildred D. Taylor and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Watsons Go to Birmingham—1963 \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">by Christopher Paul Curtis. Both books are Newbery award winners written by African-American authors and are beloved my students each school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because both works of fiction feature actual events that occurred during historical periods largely unfamiliar to most middle school students—the Great Depression of the 1930s, sharecropping, segregation, the Civil Rights Movement and the 1963 Birmingham church bombings—I must provide some major, ongoing historical background so my students can comprehend and make inferences about these stories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way I accomplish this historical context is through the use of film. However, the movies I use not only augment my students’ understanding of these great books; the films I show can stand alone as worthy works of art and literature to both learn from and appreciate. In this way, media becomes an integral part of my ELA curriculum and instruction.\u003c/span>\u003c/p>\n\u003ch4>Recommended Historical Films\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both ELA and history teachers can use the following movies as the basis for lively discussions, essays, and projects related to the themes and issues explored in these fine films. Each one of these movies is a triumph in acting, directing, and storytelling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Viewed in the following order, students gain a broad historical overview, especially concerning the African-American experience.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Adventures of Huck Finn \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1993, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in the South during the 1830s, a young boy learns the consequences of lying, the meaning of loyalty and the importance of liberty for all, as he helps a runaway slave escape along the mighty Mississippi River.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Seabiscuit \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Universal/DreamWorks, 2003, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Set before and during the Great Depression, this incredible, inspirational tale about a jockey, a trainer, an owner and a horse, all who literally beat the odds, will have students alternately cheering and weeping.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Untold Story of Emmett Louis Till \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Velocity/Thinkfilm, 2006, Rated PG-13): \u003c/span>\u003cspan style=\"font-weight: 400\">Director Keith Beauchamp’s acclaimed and influential documentary about the torture and lynching of a Northern black boy who dared to whistle at a white woman in 1955 Mississippi.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>The Long Walk Home\u003c/i>\u003c/b> \u003cspan style=\"font-weight: 400\">(Dave Bell/New Visions, 1990, Rated PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1955 in Alabama, a white privileged housewife eventually breaks with her family and friends to support her black maid’s participation in the Montgomery bus boycott. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Ruby Bridges \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Disney, 1998, Rated TV-PG): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in 1960 in New Orleans, an exceptionally bright first grade girl breaks a color barrier and teaches her family and community a lesson in fortitude and forgiveness that is utterly unforgettable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Sins of the Father \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(FX, 2002, No rating: language, adult situations, violence): \u003c/span>\u003cspan style=\"font-weight: 400\">Alternating between the past and the present, this film features a determined FBI agent and a now-grown-up, conflicted boy who ensured that justice is served some thirty years after four little girls were murdered.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Guess Who’s Coming to Dinner? \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">(Columbia Pictures, 1967, not rated): \u003c/span>\u003cspan style=\"font-weight: 400\">Set in San Francisco in 1967, a liberal couple’s convictions and long marriage are put to the test when their daughter’s fiancé teaches two sets of parents the glory of love.\u003c/span>\u003c/p>\n\u003ch4>Preparing to Teach Films\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>Parent Permission:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the beginning of every school year, it is wise to get parent permission for all of the movies you plan to show your students. Consult your school district’s policy for showing films, and send home a letter for parents to sign and return that outlines the movies you intend to show this year, including the movie’s MPAA rating and its instructional merit. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Character List:\u003c/b>\u003cspan style=\"font-weight: 400\"> Look up the cast list for all movies on\u003c/span>\u003ca href=\"http://www.imdb.com/\"> \u003cspan style=\"font-weight: 400\">IMDb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Compile a list of the major characters in a movie, giving students the first and last name along with a brief explanation of who each character is. My students take notes during movies, with half a page in their notebooks devoted to each important character.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>During the Movie\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>A Communal Experience: \u003c/b>\u003cspan style=\"font-weight: 400\">Just as I always prefer to have\u003c/span>\u003ca href=\"https://rewardingeducation.wordpress.com/2017/11/16/the-advantages-of-teaching-whole-class-novels-edutopia/\"> \u003cspan style=\"font-weight: 400\">whole-class novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read entirely while in class, I want the viewing of movies to be a communal experience. We are not merely studying these films, my students are collectively living these journeys with the characters in real time. I do not flip the learning of movies by having my students view them beforehand at home. I want us gasping, laughing and sobbing as one!\u003c/span>\u003c/li>\n\u003cli>\u003cb>Note-Taking: \u003c/b>\u003cspan style=\"font-weight: 400\">I require my students to take notes during every movie. I keep enough light on in the room so students can see what they write. Since I do not want students watching two screens at one time, these notes are always written on paper. This way, when students later compose their essays on a computer, they can easily access their handwritten notes. Depending on the topic of the upcoming essay, students document relevant evidence from the movie beside the appropriate character’s name. Students are responsible for their own notes, but I do pause the movie at important junctures to ask questions, conduct short discussions and clarify confusions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[media-credit id=11405 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530270 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/06/Ward-1.jpg\" width=\"640\" height=\"475\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-240x178.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-375x278.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/06/Ward-1-520x386.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Honoring the Art:\u003c/b>\u003cspan style=\"font-weight: 400\"> Even though I pause each movie several times, I do so judiciously and only when it does not interfere with the flow of the plot. Clarifications and conversations may be necessary at certain points, but I always wait until the arc of the current action has subsided. This policy also holds true for when I choose to stop the reading of class novels in order to discuss the finer aspects of the work.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>Multitude of Sources\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">By adding narrative and documentary films to my repertoire of historical sources, I provide my students with a rich and varied experience that goes beyond the printed page, requiring them to listen carefully and watch attentively. In this way, my students become increasingly savvy and sophisticated in their interactions with media.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to integrate multiple forms of media into your instruction, take our free, online course \u003ca href=\"https://teach.kqed.org/course/using-media-as-core-text?utm_source=ITC&utm_medium=blog\">Using Media as Core Text\u003c/a>on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Why Isn't There More Research About Gun Violence?",
"headTitle": "Why Isn’t There More Research About Gun Violence? | KQED",
"content": "\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>Compared to other wealthy nations around the world, the rate of gun deaths in the U.S. is pretty off the charts. So why isn’t there more government-funded research about the problem, the way there is for other major public health crises? It all comes down to politics.\u003c/p>\n\u003cp>As political issues go, gun control is definitely a doozie. Few topics get Americans as riled up. But no matter where you stand, most of us can at least agree on this: that gun violence claims the lives of too many innocent people in this country, and actions should be taken to reduce the number of people killed.\u003c/p>\n\u003cp>What those actions should be, though, is where things get murky. Gun rights advocates argue that owning a gun is not only a fundamental constitutional right, it’s also essential for protection. The more armed, law-abiding citizens there are, the safer we’ll be. But those pushing for stricter gun control insist that more guns inevitably lead to more violence, and the best way to tackle the issue is by restricting access to firearms.\u003c/p>\n\u003cp>So what’s the answer? It is tougher gun laws? Is it arming more teachers? Part of the problem is there’s just not enough research on the issue to come up with definitive solutions for how to most effectively deal the problem.\u003c/p>\n\u003cp>\u003cstrong>What do public health researchers want to know more about?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A lot! Public health researchers are interested in studying everything from where illegally-owned guns come to how to better prevent gun They say that a better understanding of the issue will help save lives in the long run, much like it has with automobile fatalities.\u003c/p>\n\u003cp>\u003cstrong>So why aren’t they studying the issue?\u003c/strong>\u003c/p>\n\u003cp>Part of the problem is that there’s hardly any government funding to study the issue. Since 1996, Congress has essentially blocked agencies like the CDC from doing any substantive gun-related research, and that’s the result of intense lobbying efforts from major gun rights groups like the National Rifle Association.\u003c/p>\n\u003cp>\u003cstrong>Why don’t these groups want the CDC to research gun violence?\u003c/strong>\u003c/p>\n\u003cp>Gun rights groups argue that most public health researchers interested in studying the issue have a clear anti-gun agenda, and a track record of conducting biased studies to justify more restrictive gun laws that infringe on 2nd Amendment rights.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.amjmed.com/article/S0002-9343(15)01030-X/fulltext?code=ajm-site\">Violent Death Rates: The US Compared with Other High-income OECD Countries\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJM199310073291506\">Gun Ownership as a Risk Factor for Homicide in the Home\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/nchs/fastats/injury.htm\">Centers for Disease Control and Prevention: Mortality Stats\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www-fars.nhtsa.dot.gov/Main/index.aspx\">National Highway Safety Administration: Motor Vehicle Fatalities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/10/04/gun-violence-research-has-been-shut-down-for-20-years/?utm_term=.a43c976c75ac\">Washington Post: Why Gun Violence Research Has Been Shut Down for 20 Years\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/agenda/story/2015/12/why-we-cant-trust-the-cdc-with-gun-research-000340\">Politico: Why We Can’t Trust the CDC with Gun Research\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2018/03/25/596805354/cdc-now-has-authority-to-research-gun-violence-whats-next\">NPR: CDC Now Has Authority To Research Gun Violence. What’s Next?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://scholarship.law.duke.edu/cgi/viewcontent.cgi?article=3318&context=dlj\">Is American Violence a Crime Problem?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.politifact.com/punditfact/statements/2015/aug/27/nicholas-kristof/more-americans-killed-guns-1968-all-wars-says-colu/\">Politifact: More Americans killed by guns since 1968 than in all U.S. wars\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://everytownresearch.org/\">Everytown for Gun Safety\u003c/a>\u003c/p>\n\n",
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"description": "FOR EDUCATORS Want to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (https://learn.kqed.org/) and join the conversation (https://learn.kqed.org/topics)! Compared to other wealthy nations around the world, the rate of gun deaths in the U.S. is pretty off the charts. So why isn’t there",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>Compared to other wealthy nations around the world, the rate of gun deaths in the U.S. is pretty off the charts. So why isn’t there more government-funded research about the problem, the way there is for other major public health crises? It all comes down to politics.\u003c/p>\n\u003cp>As political issues go, gun control is definitely a doozie. Few topics get Americans as riled up. But no matter where you stand, most of us can at least agree on this: that gun violence claims the lives of too many innocent people in this country, and actions should be taken to reduce the number of people killed.\u003c/p>\n\u003cp>What those actions should be, though, is where things get murky. Gun rights advocates argue that owning a gun is not only a fundamental constitutional right, it’s also essential for protection. The more armed, law-abiding citizens there are, the safer we’ll be. But those pushing for stricter gun control insist that more guns inevitably lead to more violence, and the best way to tackle the issue is by restricting access to firearms.\u003c/p>\n\u003cp>So what’s the answer? It is tougher gun laws? Is it arming more teachers? Part of the problem is there’s just not enough research on the issue to come up with definitive solutions for how to most effectively deal the problem.\u003c/p>\n\u003cp>\u003cstrong>What do public health researchers want to know more about?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lot! Public health researchers are interested in studying everything from where illegally-owned guns come to how to better prevent gun They say that a better understanding of the issue will help save lives in the long run, much like it has with automobile fatalities.\u003c/p>\n\u003cp>\u003cstrong>So why aren’t they studying the issue?\u003c/strong>\u003c/p>\n\u003cp>Part of the problem is that there’s hardly any government funding to study the issue. Since 1996, Congress has essentially blocked agencies like the CDC from doing any substantive gun-related research, and that’s the result of intense lobbying efforts from major gun rights groups like the National Rifle Association.\u003c/p>\n\u003cp>\u003cstrong>Why don’t these groups want the CDC to research gun violence?\u003c/strong>\u003c/p>\n\u003cp>Gun rights groups argue that most public health researchers interested in studying the issue have a clear anti-gun agenda, and a track record of conducting biased studies to justify more restrictive gun laws that infringe on 2nd Amendment rights.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.amjmed.com/article/S0002-9343(15)01030-X/fulltext?code=ajm-site\">Violent Death Rates: The US Compared with Other High-income OECD Countries\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nejm.org/doi/full/10.1056/NEJM199310073291506\">Gun Ownership as a Risk Factor for Homicide in the Home\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/nchs/fastats/injury.htm\">Centers for Disease Control and Prevention: Mortality Stats\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www-fars.nhtsa.dot.gov/Main/index.aspx\">National Highway Safety Administration: Motor Vehicle Fatalities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/10/04/gun-violence-research-has-been-shut-down-for-20-years/?utm_term=.a43c976c75ac\">Washington Post: Why Gun Violence Research Has Been Shut Down for 20 Years\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/agenda/story/2015/12/why-we-cant-trust-the-cdc-with-gun-research-000340\">Politico: Why We Can’t Trust the CDC with Gun Research\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2018/03/25/596805354/cdc-now-has-authority-to-research-gun-violence-whats-next\">NPR: CDC Now Has Authority To Research Gun Violence. What’s Next?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://scholarship.law.duke.edu/cgi/viewcontent.cgi?article=3318&context=dlj\">Is American Violence a Crime Problem?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.politifact.com/punditfact/statements/2015/aug/27/nicholas-kristof/more-americans-killed-guns-1968-all-wars-says-colu/\">Politifact: More Americans killed by guns since 1968 than in all U.S. wars\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://everytownresearch.org/\">Everytown for Gun Safety\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Earth is flat. We never landed on the moon. Tupac is alive and well, living in Cuba and still releasing music to this day. Conspiracy theories are all over the internet. Why do some people believe in conspiracy theories, and can you change the mind of someone who believes in one?\u003c/p>\n\u003cp>Conspiracy theories are nothing new, but with the internet and the rise of social media, conspiracy theories are getting in front of a lot of eyeballs. After the Sandy Hook school shooting in late 2012, a term that started on underground blogs went mainstream — CRISIS ACTORS. Conspiracy theorists like Alex Jones started pushing a narrative that the school shooting never happened, and that that the victims weren’t students but instead were paid actors.\u003c/p>\n\u003cp>Sometimes, conspiracy theories can spill out into the real world and do actual damage — like when a man armed with a rifle entered a Washington DC-area pizzeria, convinced that the restaurant was involved in a sex trafficking operation masterminded by Hillary Clinton. He didn’t find anything but a bunch of now-freaked-out people eating pizza.\u003c/p>\n\u003cp>But have you ever sat down and tried to argue with someone who believes in a conspiracy theory? Can you change a conspiracy theorist’s mind?\u003c/p>\n\u003cp>\u003cstrong>What is a conspiracy theory?\u003c/strong>\u003cbr>\nA conspiracy theory is a belief that an organization is working in secret to achieve some sinister goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Are conspiracy theories always false?\u003c/strong>\u003cbr>\nNot always. They usually are false, but they can be true. For example, back in the 1950’s and 60’s, there was a conspiracy theory claiming that the CIA was using U.S. citizens to conduct secret mind control experiments. Surprisingly, that theory turned out to be true. The project was called MK Ultra, and it was indeed an experiment run by the CIA. Congressional testimony in the late 1970’s showed that it was real and did, in fact, happen.\u003c/p>\n\u003cp>\u003cstrong>What is illusory pattern perception?\u003c/strong>\u003cbr>\nIllusory pattern perception is when your brain perceives a pattern when one doesn’t actually exist. Humans are primed to see patterns, so this actually happens more often than you probably realize.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.publicpolicypolling.com/news/w-h-cabinet-can-mean-end-to-politicians/\">Survey of conspiracy theory beliefs in the U.S.\u003c/a>\u003cbr>\n\u003ca href=\"https://www.andrew.cmu.edu/user/rp3h/\">Project MK Ultra congressional testimony\u003c/a>\u003cbr>\n\u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/0963721417718261\">The psychology of conspiracy theories\u003c/a>\u003cbr>\n\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/ejsp.2331\">Illusory pattern perception predicts belief in conspiracies and the supernatural\u003c/a>\u003cbr>\n\u003ca href=\"http://science.sciencemag.org/content/322/5898/115.full\">Lacking control increases illusory pattern perception\u003c/a>\u003cbr>\n\u003ca href=\"http://www.slate.com/blogs/thewrongstuff/2010/09/09/stress_doesn_t_cause_ulers_or_how_to_win_a_nobel_prize_in_one_easy_lesson_barry_marshall_on_being_right.html\">Stress doesn’t cause ulcers\u003c/a>\u003cbr>\n\u003ca href=\"https://www.theguardian.com/education/2005/oct/03/research.highereducation\">Australian pair wins Nobel prize for stomach ulcer research\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Earth is flat. We never landed on the moon. Tupac is alive and well, living in Cuba and still releasing music to this day. Conspiracy theories are all over the internet. Why do some people believe in conspiracy theories, and can you change the mind of someone who believes in one?\u003c/p>\n\u003cp>Conspiracy theories are nothing new, but with the internet and the rise of social media, conspiracy theories are getting in front of a lot of eyeballs. After the Sandy Hook school shooting in late 2012, a term that started on underground blogs went mainstream — CRISIS ACTORS. Conspiracy theorists like Alex Jones started pushing a narrative that the school shooting never happened, and that that the victims weren’t students but instead were paid actors.\u003c/p>\n\u003cp>Sometimes, conspiracy theories can spill out into the real world and do actual damage — like when a man armed with a rifle entered a Washington DC-area pizzeria, convinced that the restaurant was involved in a sex trafficking operation masterminded by Hillary Clinton. He didn’t find anything but a bunch of now-freaked-out people eating pizza.\u003c/p>\n\u003cp>But have you ever sat down and tried to argue with someone who believes in a conspiracy theory? Can you change a conspiracy theorist’s mind?\u003c/p>\n\u003cp>\u003cstrong>What is a conspiracy theory?\u003c/strong>\u003cbr>\nA conspiracy theory is a belief that an organization is working in secret to achieve some sinister goal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Are conspiracy theories always false?\u003c/strong>\u003cbr>\nNot always. They usually are false, but they can be true. For example, back in the 1950’s and 60’s, there was a conspiracy theory claiming that the CIA was using U.S. citizens to conduct secret mind control experiments. Surprisingly, that theory turned out to be true. The project was called MK Ultra, and it was indeed an experiment run by the CIA. Congressional testimony in the late 1970’s showed that it was real and did, in fact, happen.\u003c/p>\n\u003cp>\u003cstrong>What is illusory pattern perception?\u003c/strong>\u003cbr>\nIllusory pattern perception is when your brain perceives a pattern when one doesn’t actually exist. Humans are primed to see patterns, so this actually happens more often than you probably realize.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.publicpolicypolling.com/news/w-h-cabinet-can-mean-end-to-politicians/\">Survey of conspiracy theory beliefs in the U.S.\u003c/a>\u003cbr>\n\u003ca href=\"https://www.andrew.cmu.edu/user/rp3h/\">Project MK Ultra congressional testimony\u003c/a>\u003cbr>\n\u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/0963721417718261\">The psychology of conspiracy theories\u003c/a>\u003cbr>\n\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/ejsp.2331\">Illusory pattern perception predicts belief in conspiracies and the supernatural\u003c/a>\u003cbr>\n\u003ca href=\"http://science.sciencemag.org/content/322/5898/115.full\">Lacking control increases illusory pattern perception\u003c/a>\u003cbr>\n\u003ca href=\"http://www.slate.com/blogs/thewrongstuff/2010/09/09/stress_doesn_t_cause_ulers_or_how_to_win_a_nobel_prize_in_one_easy_lesson_barry_marshall_on_being_right.html\">Stress doesn’t cause ulcers\u003c/a>\u003cbr>\n\u003ca href=\"https://www.theguardian.com/education/2005/oct/03/research.highereducation\">Australian pair wins Nobel prize for stomach ulcer research\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"order": 9
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"marketplace": {
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"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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"title": "Masters of Scale",
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"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
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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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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
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"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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