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Located in San Francisco’s Mission District, you won’t find mainstream publications like Marvel or DC.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_538162\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538162 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew-.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">L-R: Samantha Jimenez Garcia, Cheyenne Bearfoot, Vincent Yandall, Gemma, Kit in the KQED lower lobby. 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Erlich describes the business as a “radical indie comic publisher” representing historically excluded artists’ work. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_538160\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538160 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-800x499.jpg\" alt=\"\" width=\"800\" height=\"499\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-800x499.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-1020x636.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-768x479.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433.jpg 1441w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">(left to right) Contestants Gemma & Kit prepare for the quiz in the KQED lower lobby. \u003ccite>(Annelise Wunderlich)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps nothing embodies the store’s indie, do-it-yourself spirit as the zines you can find there. Zines are a small-batch, self-published work that’s usually non-commercial. They’re similar to magazines or graphic novels but often are made of easy-to-find, low-cost materials – like cut-outs, text, found objects, and original drawings. One big difference between zines and regular, big commercial publications? They’re usually made by an individual out of interest and passion, rather than for profit.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_538166\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538166 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-800x695.jpeg\" alt=\"\" width=\"800\" height=\"695\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-800x695.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-1020x886.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-160x139.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-768x667.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215.jpeg 1535w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caleb Monteiro films B-roll in the KQED lower lobby for the opening scene of FTG’s first episode\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this inaugural episode, FTG’s host, Kayen, leads a ragtag camera crew and intrepid contestants Kit and Gemma to SSC, Here, they learned ACAB means: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">All Comix Are Bisexual \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and encountered the store’s very own wheel of consequences…and boy, did they face them. Who will win? Who will die? (Wait, someone dies?!) Find out by tuning into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Field Trip Game: A Ridiculous Adventure Game with Mediocre Prizes!\u003c/span>\u003c/i>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>CREDITS: \u003c/strong>\u003ci>\u003cspan style=\"font-weight: 400\">HOST – Kayen Manovil, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">DIRECTOR – Samantha Jimenez Garcia, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">CAMERA B – Caleb Monteiro, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">CAMERA A – Cheyenne Bearfoot, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">SOUND – Annelise Wunderlich, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">PRODUCER – Annelise Wunderlich, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">PRODUCTION ASSISTANT – Vincent Yandall, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">EDITOR – Lauren Farrar\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The iconic Silver Sprocket isn’t your average comic store. Located in San Francisco’s Mission District, you won’t find mainstream publications like Marvel or DC.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_538162\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538162 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew--1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/SSC-Crew-.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">L-R: Samantha Jimenez Garcia, Cheyenne Bearfoot, Vincent Yandall, Gemma, Kit in the KQED lower lobby. Photo Cheyenne Bearfoot \u003ccite>(Annelise Wunderlich)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avi Ehrlich, founder of Springman Records, started Silver Sprocket in 2007 as an independent record label and comics publisher. The business has since expanded to include a gallery, art crew, and comic shop. Silver Sprocket publishes comics, graphic novels, and related arts, and also supports independent musicians and community initiatives. Erlich describes the business as a “radical indie comic publisher” representing historically excluded artists’ work. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_538160\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538160 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-800x499.jpg\" alt=\"\" width=\"800\" height=\"499\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-800x499.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-1020x636.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433-768x479.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/20231209_141507-scaled-e1723417924433.jpg 1441w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">(left to right) Contestants Gemma & Kit prepare for the quiz in the KQED lower lobby. \u003ccite>(Annelise Wunderlich)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps nothing embodies the store’s indie, do-it-yourself spirit as the zines you can find there. Zines are a small-batch, self-published work that’s usually non-commercial. They’re similar to magazines or graphic novels but often are made of easy-to-find, low-cost materials – like cut-outs, text, found objects, and original drawings. One big difference between zines and regular, big commercial publications? They’re usually made by an individual out of interest and passion, rather than for profit.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_538166\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538166 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-800x695.jpeg\" alt=\"\" width=\"800\" height=\"695\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-800x695.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-1020x886.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-160x139.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215-768x667.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/08/Calab-SSC-Crew--e1723417971215.jpeg 1535w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Caleb Monteiro films B-roll in the KQED lower lobby for the opening scene of FTG’s first episode\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this inaugural episode, FTG’s host, Kayen, leads a ragtag camera crew and intrepid contestants Kit and Gemma to SSC, Here, they learned ACAB means: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">All Comix Are Bisexual \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and encountered the store’s very own wheel of consequences…and boy, did they face them. Who will win? Who will die? (Wait, someone dies?!) Find out by tuning into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Field Trip Game: A Ridiculous Adventure Game with Mediocre Prizes!\u003c/span>\u003c/i>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>CREDITS: \u003c/strong>\u003ci>\u003cspan style=\"font-weight: 400\">HOST – Kayen Manovil, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">DIRECTOR – Samantha Jimenez Garcia, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">CAMERA B – Caleb Monteiro, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">CAMERA A – Cheyenne Bearfoot, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">SOUND – Annelise Wunderlich, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">PRODUCER – Annelise Wunderlich, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">PRODUCTION ASSISTANT – Vincent Yandall, \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">EDITOR – Lauren Farrar\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Bay Area Teens Speak Up on KQED TV for a Second Year",
"headTitle": "Bay Area Teens Speak Up on KQED TV for a Second Year | KQED Education",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">During the annual Youth Takeover week this past April, dozens of Bay Area high school students appeared on our television channels. In twenty-five youth-produced pieces, students explored a wide range of issues that matter to them from stopping xenophobia against Arab and Muslim communities to advocating for a cleaner and healthier San Francisco Bay. Twenty-five youth-produced pieces aired on KQED 9 and KQED+ in between regularly scheduled programming. These interstitials were broadcast 167 times between April 22nd – April 26th. Watch all 25 stories from these insightful and talented young people below:\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Abraham Lincoln High School – San Francisco, CA\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">During their Youth Takeover field trip experience, students from Abraham Lincoln High School had the opportunity to participate in a new workshop utilizing the KQED digital production space. Students wrote and directed their own segments responding to the question, “What change do you want to see in the Bay Area by the time you are 50 years old?” KQED staff captured their responses.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/Uw0V6kO8bKU\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (\u003c/b>\u003cb>Cleaner Streets, Less Crime, and Homelessness)\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Brooke A., Brandon L., Grant Y., Julio Z., and Donald L. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/2EBZ_PCHRAs\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Keeping our Streets Clean) \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">– Jason T., Anthony T., Braydon C., Adam S., and Austin Z. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/07_ErSrgVl8\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Homelessness)\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Spencer N., Cruz S., and Tyler H. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/UzETxt9qkiM\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Less \u003c/b>\u003cb>Homelessness, Climate Change, Fewer Porch Pirates, and Better Food)\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Benny B., Eric C., Garen Y., HaoRan S., and Jacky H. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/chcepfIOy3w\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Less Littering)\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Randell F., Amirre M., Kenny C., and Valerie C. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/zBY1Uv1gGB0\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Tourism to Mars)\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Symphony C., ChiChun L., Selina M., and Ivy T. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from Independence High School, Petaluma High School, and Woodside High School produced \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/overview\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> videos in their classrooms with the support of our youth takeover team. These videos were then edited by KQED staff and packaged for television broadcast.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Independence High School – San Francisco\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://youtu.be/xcayuqkgO_w\" target=\"_blank\" rel=\"noopener\">\u003cb>Bird Watching\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kayleigh Y. shares how \u003c/span>\u003cspan style=\"font-weight: 400\">educators at Independence High School in San Francisco are rethinking traditional high school models by introducing innovative courses like bird watching, where students can earn credits outside the classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Petaluma High School – Petaluma, CA\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://youtu.be/cvPWnb8z6Us\" target=\"_blank\" rel=\"noopener\">\u003cb>Cheer\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – \u003c/span>\u003cspan style=\"font-weight: 400\">Emerson B. shares their experience of finding solace and a sense of belonging by joining the cheer team. Cheerleading not only helped them reconnect with themselves and their teammates but also provided valuable lessons in communication and cooperation, fostering a supportive community.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/Beq_6-RapbU\" target=\"_blank\" rel=\"noopener\">\u003cb>Environment\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Linnea T. highlights the environment’s role as a sanctuary for rejuvenation and energy replenishment.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/KlGh-RzeSjQ\" target=\"_blank\" rel=\"noopener\">\u003cb>France\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Bella H. interviews students from Petaluma High School about their dream travel destination: France! Then we hear from Petaluma High School’s French teacher as she shares the importance of learning a second language and the valuable perspectives it offers.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/pfZ5N48FVH0\" target=\"_blank\" rel=\"noopener\">\u003cb>The Petaluma River\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Landon H. and Peter K. share their thoughts on the Petaluma River. Learn about the threats posed by pollution from agricultural and housing developments, and find out how you can make a difference by participating in local river cleanups and supporting the health of the river by voting for candidates who advocate for cleanup efforts in local elections.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/XkVIozT4s1E\" target=\"_blank\" rel=\"noopener\">\u003cb>The Phoenix Theater\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Tug D. discusses how \u003c/span>\u003cspan style=\"font-weight: 400\">The Phoenix Theater serves as a concert venue, skate park, and community center. It hosts all-age punk shows on weekends and provides a space for local youth to skate, socialize, and build their community during the week.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/RT0f7jN6JCw\" target=\"_blank\" rel=\"noopener\">\u003cb>Podcasting for Mental Health Awareness\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kayla K., Zack M., and Suelayma G. tell us about the power of podcasting in spreading mental health awareness\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/wkrVyXC7XKs\" target=\"_blank\" rel=\"noopener\">\u003cb>The Polly Klaas Foundation\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Emily A., Lauren G., and McKenna t. advocate for organizations like the Polly Klaas Foundation, which provides resources to support families of missing children and works to bring them home safely..\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/7X5zSQIW35A\" target=\"_blank\" rel=\"noopener\">\u003cb>Proud 2 Pay\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Dylan D. dives into the world of Bay Area rap with LaRussell Thomas as he shares his authentic journey as an independent artist and entrepreneur, breaking records and reshaping the music industry.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/tcZdADxPthc\" target=\"_blank\" rel=\"noopener\">\u003cb>Women in Media\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Ray J. and Amelia L. discuss the importance of female representation in media as crucial for inspiring young girls’ advocating for increased opportunities for women in the male-dominated field.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/-WKC4_WGFng\" target=\"_blank\" rel=\"noopener\">\u003cb>Women in Mountain Biking\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Chloe D. and Sienna K. tell us about a women’s mountain biking team that is redefining the community. It’s a tight-knit group that prioritizes strength and camaraderie, fostering confidence and fearlessness both on and off the trails.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Woodside High School – Woodside, CA\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://youtu.be/jjQIVEnN3c8\" target=\"_blank\" rel=\"noopener\">\u003cb>A.I. In Media\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Aaron W. and Keegan K. discuss generative AI and the growing concerns in the entertainment industry regarding its potential use in content creation for films and TV shows.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/UNN6LUTu2mc\" target=\"_blank\" rel=\"noopener\">\u003cb>Abortion Rights\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kate O. explores the far-reaching consequences of legal decisions on reproductive healthcare, pointing out that in states where abortion is outlawed, medical education suffers, fueling polarization and misinformation.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/vSdkC8AySOI\" target=\"_blank\" rel=\"noopener\">\u003cb>Bipping in the Bay\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Lucas P. Explores how \u003c/span>\u003cspan style=\"font-weight: 400\">San Francisco, formerly one of the most expensive cities, is now experiencing a population decline due to rising crime rates, particularly car break-ins known as “bipping.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/l3kcbCgXlts\" target=\"_blank\" rel=\"noopener\">\u003cb>Closing Stores\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Erin M. and Nora S. discuss the closure of their favorite childhood businesses due to redevelopment, symbolizing the broader economic struggles faced by small businesses in the wake of the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/8AdjXJTZBYA\" target=\"_blank\" rel=\"noopener\">\u003cb>Eutrophication\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Dominic B. explores the environmental crisis facing the San Francisco Bay, highlighting the devastating effects of pollution and agricultural practices on its delicate ecosystem.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/ZYspQECTmNY\" target=\"_blank\" rel=\"noopener\">\u003cb>Homelessness\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kyla B. focuses on the homelessness crisis in the Bay Area, emphasizing the urgent need for comprehensive support including drug and mental health rehabilitation centers, alongside multi-service buildings providing housing, food, and essential support services.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/MHaBg_5fjV4\" target=\"_blank\" rel=\"noopener\">\u003cb>Ocean Pollution\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – \u003c/span>\u003cspan style=\"font-weight: 400\">Maya W. cherishes California’s coastlines but notes the threat to marine life from habitat loss and pollution. She stresses the significance of Marine Protected Areas (MPAs) in preserving habitats and combating harmful activities. Advocating for expanded MPAs, they aim to safeguard California’s marine legacy.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/MO-_2pygV9M\" target=\"_blank\" rel=\"noopener\">\u003cb>Stop Xenophobia Again Arab and Muslim Communities\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Amelia W. and Nora S. highlight the alarming rise in xenophobic profiling and hate crimes against Arab and Muslim communities, emphasizing the urgent need for empathy, awareness, and denouncement of violence.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cb>Explore \u003c/b>\u003ca href=\"https://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener\">\u003cb>more Youth Takeover pieces\u003c/b>\u003c/a>\u003cb> on the showcase.\u003c/b>\u003c/h4>\n\u003ch4>\u003cb>Educators: Get Involved\u003c/b>\u003c/h4>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bay Area: Applications are now open for the 2024-25 school year \u003c/span>\u003ca href=\"https://forms.gle/3yN9xbLfNK5iaXXA6\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Youth Takeover classroom program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://forms.gle/6SW6E9ckCzZpPF6a9\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nationwide teachers: Incorporate the Youth Takeover into your classroom through the\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">During the annual Youth Takeover week this past April, dozens of Bay Area high school students appeared on our television channels. In twenty-five youth-produced pieces, students explored a wide range of issues that matter to them from stopping xenophobia against Arab and Muslim communities to advocating for a cleaner and healthier San Francisco Bay. Twenty-five youth-produced pieces aired on KQED 9 and KQED+ in between regularly scheduled programming. These interstitials were broadcast 167 times between April 22nd – April 26th. Watch all 25 stories from these insightful and talented young people below:\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Abraham Lincoln High School – San Francisco, CA\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">During their Youth Takeover field trip experience, students from Abraham Lincoln High School had the opportunity to participate in a new workshop utilizing the KQED digital production space. Students wrote and directed their own segments responding to the question, “What change do you want to see in the Bay Area by the time you are 50 years old?” KQED staff captured their responses.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/Uw0V6kO8bKU\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (\u003c/b>\u003cb>Cleaner Streets, Less Crime, and Homelessness)\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Brooke A., Brandon L., Grant Y., Julio Z., and Donald L. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/2EBZ_PCHRAs\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Keeping our Streets Clean) \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">– Jason T., Anthony T., Braydon C., Adam S., and Austin Z. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/07_ErSrgVl8\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Homelessness)\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Spencer N., Cruz S., and Tyler H. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/UzETxt9qkiM\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Less \u003c/b>\u003cb>Homelessness, Climate Change, Fewer Porch Pirates, and Better Food)\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Benny B., Eric C., Garen Y., HaoRan S., and Jacky H. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/chcepfIOy3w\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Less Littering)\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Randell F., Amirre M., Kenny C., and Valerie C. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/zBY1Uv1gGB0\" target=\"_blank\" rel=\"noopener\">\u003cb>The Change We’d Like to See (Tourism to Mars)\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Symphony C., ChiChun L., Selina M., and Ivy T. share their thoughts about the changes they’d like to see in the Bay Area over the next 50 years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from Independence High School, Petaluma High School, and Woodside High School produced \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/overview\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> videos in their classrooms with the support of our youth takeover team. These videos were then edited by KQED staff and packaged for television broadcast.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Independence High School – San Francisco\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://youtu.be/xcayuqkgO_w\" target=\"_blank\" rel=\"noopener\">\u003cb>Bird Watching\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kayleigh Y. shares how \u003c/span>\u003cspan style=\"font-weight: 400\">educators at Independence High School in San Francisco are rethinking traditional high school models by introducing innovative courses like bird watching, where students can earn credits outside the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Petaluma High School – Petaluma, CA\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://youtu.be/cvPWnb8z6Us\" target=\"_blank\" rel=\"noopener\">\u003cb>Cheer\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – \u003c/span>\u003cspan style=\"font-weight: 400\">Emerson B. shares their experience of finding solace and a sense of belonging by joining the cheer team. Cheerleading not only helped them reconnect with themselves and their teammates but also provided valuable lessons in communication and cooperation, fostering a supportive community.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/Beq_6-RapbU\" target=\"_blank\" rel=\"noopener\">\u003cb>Environment\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Linnea T. highlights the environment’s role as a sanctuary for rejuvenation and energy replenishment.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/KlGh-RzeSjQ\" target=\"_blank\" rel=\"noopener\">\u003cb>France\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Bella H. interviews students from Petaluma High School about their dream travel destination: France! Then we hear from Petaluma High School’s French teacher as she shares the importance of learning a second language and the valuable perspectives it offers.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/pfZ5N48FVH0\" target=\"_blank\" rel=\"noopener\">\u003cb>The Petaluma River\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Landon H. and Peter K. share their thoughts on the Petaluma River. Learn about the threats posed by pollution from agricultural and housing developments, and find out how you can make a difference by participating in local river cleanups and supporting the health of the river by voting for candidates who advocate for cleanup efforts in local elections.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/XkVIozT4s1E\" target=\"_blank\" rel=\"noopener\">\u003cb>The Phoenix Theater\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Tug D. discusses how \u003c/span>\u003cspan style=\"font-weight: 400\">The Phoenix Theater serves as a concert venue, skate park, and community center. It hosts all-age punk shows on weekends and provides a space for local youth to skate, socialize, and build their community during the week.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/RT0f7jN6JCw\" target=\"_blank\" rel=\"noopener\">\u003cb>Podcasting for Mental Health Awareness\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kayla K., Zack M., and Suelayma G. tell us about the power of podcasting in spreading mental health awareness\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/wkrVyXC7XKs\" target=\"_blank\" rel=\"noopener\">\u003cb>The Polly Klaas Foundation\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Emily A., Lauren G., and McKenna t. advocate for organizations like the Polly Klaas Foundation, which provides resources to support families of missing children and works to bring them home safely..\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/7X5zSQIW35A\" target=\"_blank\" rel=\"noopener\">\u003cb>Proud 2 Pay\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Dylan D. dives into the world of Bay Area rap with LaRussell Thomas as he shares his authentic journey as an independent artist and entrepreneur, breaking records and reshaping the music industry.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/tcZdADxPthc\" target=\"_blank\" rel=\"noopener\">\u003cb>Women in Media\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Ray J. and Amelia L. discuss the importance of female representation in media as crucial for inspiring young girls’ advocating for increased opportunities for women in the male-dominated field.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/-WKC4_WGFng\" target=\"_blank\" rel=\"noopener\">\u003cb>Women in Mountain Biking\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Chloe D. and Sienna K. tell us about a women’s mountain biking team that is redefining the community. It’s a tight-knit group that prioritizes strength and camaraderie, fostering confidence and fearlessness both on and off the trails.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003cb>Woodside High School – Woodside, CA\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://youtu.be/jjQIVEnN3c8\" target=\"_blank\" rel=\"noopener\">\u003cb>A.I. In Media\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Aaron W. and Keegan K. discuss generative AI and the growing concerns in the entertainment industry regarding its potential use in content creation for films and TV shows.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/UNN6LUTu2mc\" target=\"_blank\" rel=\"noopener\">\u003cb>Abortion Rights\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kate O. explores the far-reaching consequences of legal decisions on reproductive healthcare, pointing out that in states where abortion is outlawed, medical education suffers, fueling polarization and misinformation.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/vSdkC8AySOI\" target=\"_blank\" rel=\"noopener\">\u003cb>Bipping in the Bay\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Lucas P. Explores how \u003c/span>\u003cspan style=\"font-weight: 400\">San Francisco, formerly one of the most expensive cities, is now experiencing a population decline due to rising crime rates, particularly car break-ins known as “bipping.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/l3kcbCgXlts\" target=\"_blank\" rel=\"noopener\">\u003cb>Closing Stores\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Erin M. and Nora S. discuss the closure of their favorite childhood businesses due to redevelopment, symbolizing the broader economic struggles faced by small businesses in the wake of the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/8AdjXJTZBYA\" target=\"_blank\" rel=\"noopener\">\u003cb>Eutrophication\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – Dominic B. explores the environmental crisis facing the San Francisco Bay, highlighting the devastating effects of pollution and agricultural practices on its delicate ecosystem.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/ZYspQECTmNY\" target=\"_blank\" rel=\"noopener\">\u003cb>Homelessness\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Kyla B. focuses on the homelessness crisis in the Bay Area, emphasizing the urgent need for comprehensive support including drug and mental health rehabilitation centers, alongside multi-service buildings providing housing, food, and essential support services.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/MHaBg_5fjV4\" target=\"_blank\" rel=\"noopener\">\u003cb>Ocean Pollution\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> – \u003c/span>\u003cspan style=\"font-weight: 400\">Maya W. cherishes California’s coastlines but notes the threat to marine life from habitat loss and pollution. She stresses the significance of Marine Protected Areas (MPAs) in preserving habitats and combating harmful activities. Advocating for expanded MPAs, they aim to safeguard California’s marine legacy.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://youtu.be/MO-_2pygV9M\" target=\"_blank\" rel=\"noopener\">\u003cb>Stop Xenophobia Again Arab and Muslim Communities\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">– Amelia W. and Nora S. highlight the alarming rise in xenophobic profiling and hate crimes against Arab and Muslim communities, emphasizing the urgent need for empathy, awareness, and denouncement of violence.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cb>Explore \u003c/b>\u003ca href=\"https://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener\">\u003cb>more Youth Takeover pieces\u003c/b>\u003c/a>\u003cb> on the showcase.\u003c/b>\u003c/h4>\n\u003ch4>\u003cb>Educators: Get Involved\u003c/b>\u003c/h4>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bay Area: Applications are now open for the 2024-25 school year \u003c/span>\u003ca href=\"https://forms.gle/3yN9xbLfNK5iaXXA6\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Youth Takeover classroom program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://forms.gle/6SW6E9ckCzZpPF6a9\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">KQED Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nationwide teachers: Incorporate the Youth Takeover into your classroom through the\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>“What do you do exactly?” This is one of the questions I get asked all the time as a Product Manager. Even though Product Management has recently become a key role in technology firms, it’s still a mystery to many people. We are responsible for the strategy, development, and overall successful launch of digital products, serving as a bridge between the various groups involved in the product life cycle, including customers, engineers, and executives. One thing we do a lot of is sharing best practices, frameworks and processes – this act of sharing data and knowledge is how we are growing as an industry so quickly.\u003c/p>\n\u003cp>I was personally hella juiced to be able to participate as a KQED staff mentor this season with \u003ca href=\"https://www.kqed.org/education/youth-advisory-board\" target=\"_blank\" rel=\"noopener\">KQED’s Youth Advisory Board\u003c/a>. We got to dive into the product lifecycle we use for our apps at KQED, and I got to share what I do with Hannah, my Youth Advisory Board mentee from California Virtual Academy Sonoma. It’s essential to bring in the voice of the next generation as we frame what is important to build for all of KQED’s community. Thanks to this experience with Hannah, I have a few ideas ready to take back to the mobile app team to see if we can turn them into reality in our app. Our process was guided by the principles of Design Thinking – focusing on problem-solving and creating a great experience for our users – for impactful product development. I hope you enjoy Hannah’s reflection on our process where collaboration, empathy, and iteration reign supreme.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Hannah’s Reflection\u003c/h3>\n\u003ch2>Step 1: Empathize\u003c/h2>\n\u003cp>To begin, we first had to understand our user base. Most listeners and users of the KQED app are middle-aged and older. In order to attract new audiences and grow KQED’s user base, we researched topics and approaches that would be relevant to younger generations. Mental health is a pressing matter among today’s youth, so we figured that one way to cater to their interests would be to implement a mental health check-in upon opening the app. Users could rate how they are feeling and the app would curate their news based on the rating. For example, if a user gives a lower rating, their news feed would show more uplifting stories and avoid potentially triggering ones. We researched features from popular mental health-oriented apps, such as the mood check ins from Headspace and Calm, to get a sense of what is available today for mental health and where there is still a user need to fill.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Step 2: Define\u003c/h2>\n\u003cp>After analyzing our audience and conducting our initial research in the first phase, we went on to frame the main issues of the current KQED app. We found that one problem is the layout of the app. With the absence of a search bar, it is difficult to find specific content and there is no way to easily access archived stories. This makes it difficult for users to do research or find older articles. The presentation of the articles also feels cramped and users are not able to change the font size nor customize other aspects of their viewing experience. This makes the app inaccessible to people who may have impaired vision or find it difficult to read on certain devices. I also noticed that the app didn’t show many articles featuring local news and events, which seemed a missed opportunity to showcase content that would engage and inform our local community.\u003c/p>\n\u003cfigure id=\"attachment_538040\" class=\"wp-caption aligncenter\" style=\"max-width: 627px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538040\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Landscape-Research.png\" alt=\"Collage of logos and screenshots of various mobile apps.\" width=\"627\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Landscape-Research.png 627w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Landscape-Research-160x112.png 160w\" sizes=\"(max-width: 627px) 100vw, 627px\">\u003cfigcaption class=\"wp-caption-text\">Screenshot from Julia and Hannah’s Miro collaboration board. They looked at features and aesthetics of popular mental health apps to understand the current state of the mental health apps landscape.\u003c/figcaption>\u003c/figure>\n\u003ch2>Step 3: Ideation and Prototyping\u003c/h2>\n\u003cp>With the main issues of the app in mind, we brainstormed potential features for the prototype. One of the ways we brainstormed was using the Crazy 8s method. It is a fast sketching exercise that challenges people to sketch eight distinct ideas in eight minutes. In this method my mentor, Julia, and I wrote down the features we thought would most improve the user experience. From our brainstorming we then narrowed down our ideas to a few key features – making content more accessible by adding a search bar and a better-organized toolbar. Other user benefits we added were a more readable font and a screen time check.\u003c/p>\n\u003cfigure id=\"attachment_538052\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538052 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-800x318.jpg\" alt=\"Two pieces of 8.5 by 11 inch paper side by side. Each piece of paper has eight hand-drawn images of mobile app ideas.\" width=\"800\" height=\"318\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-800x318.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-160x64.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-768x306.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises.jpg 952w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Hannah and Julia’s Crazy 8s exercises. Hannah’s is on the left. Julia’s is on the right.\u003c/figcaption>\u003c/figure>\n\u003ch2>Step 4: Testing and Iteration\u003c/h2>\n\u003cp>Next, if we had more time, we would conduct user testing by sending out a survey to KQED’s audience asking what features they like best. To replicate this, I asked my friends and family which features from our prototype they preferred. I showed them the original design of the app compared to the features from our prototype and they agreed that the new toolbar and search bar improved their experience.\u003c/p>\n\u003cfigure id=\"attachment_538041\" class=\"wp-caption aligncenter\" style=\"max-width: 777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype.png\" alt=\"Multiple smart phone interfaces depicting various app features.\" width=\"777\" height=\"474\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype.png 777w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype-768x469.png 768w\" sizes=\"(max-width: 777px) 100vw, 777px\">\u003cfigcaption class=\"wp-caption-text\">Screenshot from Julia and Hannah’s Miro collaboration board. They worked on low fidelity prototypes for the main features identified from their brainstorming sessions.\u003c/figcaption>\u003c/figure>\n\u003ch2>Final Reflection\u003c/h2>\n\u003cp>Working on the KQED app has been a very creative and imaginative process. It has required extensive planning, brainstorming, and researching of different user experiences. With my mentor Julia Hughes walking me through the steps, we were able to come up with some great ideas to improve the KQED app.\u003c/p>\n\u003cp>For more on how youth are impacting KQED, check out \u003ca href=\"http://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener\">Youth Takeover\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“What do you do exactly?” This is one of the questions I get asked all the time as a Product Manager. Even though Product Management has recently become a key role in technology firms, it’s still a mystery to many people. We are responsible for the strategy, development, and overall successful launch of digital products, serving as a bridge between the various groups involved in the product life cycle, including customers, engineers, and executives. One thing we do a lot of is sharing best practices, frameworks and processes – this act of sharing data and knowledge is how we are growing as an industry so quickly.\u003c/p>\n\u003cp>I was personally hella juiced to be able to participate as a KQED staff mentor this season with \u003ca href=\"https://www.kqed.org/education/youth-advisory-board\" target=\"_blank\" rel=\"noopener\">KQED’s Youth Advisory Board\u003c/a>. We got to dive into the product lifecycle we use for our apps at KQED, and I got to share what I do with Hannah, my Youth Advisory Board mentee from California Virtual Academy Sonoma. It’s essential to bring in the voice of the next generation as we frame what is important to build for all of KQED’s community. Thanks to this experience with Hannah, I have a few ideas ready to take back to the mobile app team to see if we can turn them into reality in our app. Our process was guided by the principles of Design Thinking – focusing on problem-solving and creating a great experience for our users – for impactful product development. I hope you enjoy Hannah’s reflection on our process where collaboration, empathy, and iteration reign supreme.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>Hannah’s Reflection\u003c/h3>\n\u003ch2>Step 1: Empathize\u003c/h2>\n\u003cp>To begin, we first had to understand our user base. Most listeners and users of the KQED app are middle-aged and older. In order to attract new audiences and grow KQED’s user base, we researched topics and approaches that would be relevant to younger generations. Mental health is a pressing matter among today’s youth, so we figured that one way to cater to their interests would be to implement a mental health check-in upon opening the app. Users could rate how they are feeling and the app would curate their news based on the rating. For example, if a user gives a lower rating, their news feed would show more uplifting stories and avoid potentially triggering ones. We researched features from popular mental health-oriented apps, such as the mood check ins from Headspace and Calm, to get a sense of what is available today for mental health and where there is still a user need to fill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Step 2: Define\u003c/h2>\n\u003cp>After analyzing our audience and conducting our initial research in the first phase, we went on to frame the main issues of the current KQED app. We found that one problem is the layout of the app. With the absence of a search bar, it is difficult to find specific content and there is no way to easily access archived stories. This makes it difficult for users to do research or find older articles. The presentation of the articles also feels cramped and users are not able to change the font size nor customize other aspects of their viewing experience. This makes the app inaccessible to people who may have impaired vision or find it difficult to read on certain devices. I also noticed that the app didn’t show many articles featuring local news and events, which seemed a missed opportunity to showcase content that would engage and inform our local community.\u003c/p>\n\u003cfigure id=\"attachment_538040\" class=\"wp-caption aligncenter\" style=\"max-width: 627px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538040\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Landscape-Research.png\" alt=\"Collage of logos and screenshots of various mobile apps.\" width=\"627\" height=\"440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Landscape-Research.png 627w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Landscape-Research-160x112.png 160w\" sizes=\"(max-width: 627px) 100vw, 627px\">\u003cfigcaption class=\"wp-caption-text\">Screenshot from Julia and Hannah’s Miro collaboration board. They looked at features and aesthetics of popular mental health apps to understand the current state of the mental health apps landscape.\u003c/figcaption>\u003c/figure>\n\u003ch2>Step 3: Ideation and Prototyping\u003c/h2>\n\u003cp>With the main issues of the app in mind, we brainstormed potential features for the prototype. One of the ways we brainstormed was using the Crazy 8s method. It is a fast sketching exercise that challenges people to sketch eight distinct ideas in eight minutes. In this method my mentor, Julia, and I wrote down the features we thought would most improve the user experience. From our brainstorming we then narrowed down our ideas to a few key features – making content more accessible by adding a search bar and a better-organized toolbar. Other user benefits we added were a more readable font and a screen time check.\u003c/p>\n\u003cfigure id=\"attachment_538052\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-538052 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-800x318.jpg\" alt=\"Two pieces of 8.5 by 11 inch paper side by side. Each piece of paper has eight hand-drawn images of mobile app ideas.\" width=\"800\" height=\"318\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-800x318.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-160x64.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises-768x306.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Crazy-8-exercises.jpg 952w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Hannah and Julia’s Crazy 8s exercises. Hannah’s is on the left. Julia’s is on the right.\u003c/figcaption>\u003c/figure>\n\u003ch2>Step 4: Testing and Iteration\u003c/h2>\n\u003cp>Next, if we had more time, we would conduct user testing by sending out a survey to KQED’s audience asking what features they like best. To replicate this, I asked my friends and family which features from our prototype they preferred. I showed them the original design of the app compared to the features from our prototype and they agreed that the new toolbar and search bar improved their experience.\u003c/p>\n\u003cfigure id=\"attachment_538041\" class=\"wp-caption aligncenter\" style=\"max-width: 777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-538041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype.png\" alt=\"Multiple smart phone interfaces depicting various app features.\" width=\"777\" height=\"474\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype.png 777w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/04/Prototype-768x469.png 768w\" sizes=\"(max-width: 777px) 100vw, 777px\">\u003cfigcaption class=\"wp-caption-text\">Screenshot from Julia and Hannah’s Miro collaboration board. They worked on low fidelity prototypes for the main features identified from their brainstorming sessions.\u003c/figcaption>\u003c/figure>\n\u003ch2>Final Reflection\u003c/h2>\n\u003cp>Working on the KQED app has been a very creative and imaginative process. It has required extensive planning, brainstorming, and researching of different user experiences. With my mentor Julia Hughes walking me through the steps, we were able to come up with some great ideas to improve the KQED app.\u003c/p>\n\u003cp>For more on how youth are impacting KQED, check out \u003ca href=\"http://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener\">Youth Takeover\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Meet the 2023-2024 KQED Youth Takeover Classes",
"headTitle": "Meet the 2023-2024 KQED Youth Takeover Classes | KQED Education",
"content": "\u003cblockquote>\u003cp>\u003ca href=\"https://forms.gle/3yN9xbLfNK5iaXXA6\">Applications for the 2024-25 Youth Takeover cohort are now open!\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>KQED Youth Takeover is April 22-26, 2024. Tune in live and visit the showcase at \u003ca href=\"http://kqed.org/youthtakeover\">kqed.org/youthtakeover\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Each spring, Bay Area youth take over KQED’s TV, radio and digital channels and have their say about the issues affecting their lives. Now in its 7th season, the KQED Youth Takeover week features vibrant and thoughtful youth voices on shows like \u003cem>Rightnowish, Forum, Arts & Culture, Political Breakdown \u003c/em>and \u003cem>Perspectives.\u003c/em>\u003c/p>\n\u003cp>This week-long celebration of youth voice is possible because of a year-long \u003ca href=\"https://www.kqed.org/education/youth-takeover-program\">Youth Takeover classroom program\u003c/a> that brings KQED’s Youth Media team to Bay Area classrooms and those classrooms to KQED headquarters. More than 300 students, from 14 high school classrooms in 7 Bay Area counties participated in the program.\u003c/p>\n\u003cp>Meet the \u003cstrong>2023-24 Youth Takeover teachers\u003c/strong> and hear more about what motivates them about the program.\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537955\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537955\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024-160x120.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024.png 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Fremont High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Fremont High School\u003cbr>\n\u003c/strong>Oakland, Alameda County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Oakland&school=Fremont%20High&state=CA\">Explore Fremont students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leon Sykes: \u003c/strong>This is our third year participating in the KQED Youth Takeover. It’s been an amazing experience for my students.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537951\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537951\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024-160x120.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024.png 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Independence and Hilltop High Schools\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Independence High School\u003cbr>\n\u003c/strong>San Francisco City County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=Independence%20High&state=CA\">Explore Independence students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>E. Michael Chelsky: \u003c/strong>I have worked with Youth Takeover for the last two years. Our students find the program engaging and it fits well with my courses.\u003c/p>\n\u003cp>\u003cstrong>Hilltop High School\u003cbr>\n\u003c/strong>San Francisco City County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=S.F.%20County%20Opportunity%20(Hilltop)%20School&state=CA\">Explore Hilltop students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Joseph Alter and Peter Lou: \u003c/strong>Youth Takeover is extremely helpful in training students in sharing their voice and fulfilling a participation requirement in class curriculum.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537956\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537956\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Kennedy High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kennedy High School\u003cbr>\n\u003c/strong>Richmond, Contra Costa County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Richmond&school=Kennedy%20High%20School&state=CA\">Explore Kennedy students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Mitzi Pérez-Caro: \u003c/strong>I would love for students to gain exposure beyond Richmond. We currently partner with the Richmond Pulse, and I would love to expand their stories to the greater East Bay. I am a seventh year teacher finishing my Master’s at UC Berkeley Graduate School of Journalism so that my students can learn core journalistic concepts and share their experiences in what is considered a news desert.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537957\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537957\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024-160x120.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024.png 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Lincoln High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lincoln High School\u003cbr>\n\u003c/strong>San Francisco City & County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=Lincoln%20(Abraham)%20High&state=CA\">Explore Lincoln students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Jorge Goncalves: \u003c/strong>My students have participated since the first year, and I love this partnership with KQED Radio and the KQED Education Department. The program has grown and expanded over the years and that is great to see. I want my current students to be able to work with professionals in the radio industry in order to learn to create audio pieces of meaning to them and their communities and that hopefully inspire change. My classes are very hands-on, with lots of student choice for their project topics , and with a strong emphasis on social justice issues.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537958\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537958\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Mission High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Mission High School\u003cbr>\n\u003c/strong>San Francisco City & County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=Mission%20High%20School&state=CA\">Explore Mission students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Jose Figueroa: \u003c/strong>I participated last year and it was a great opportunity for my students to develop critical skills in my Media Arts Classroom. We developed materials for KQED’s \u003cem>Perspectives\u003c/em>, and I’d love to push a different program next year.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537959\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537959\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Open Mind School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Open Mind School\u003cbr>\n\u003c/strong>Menlo Park, San Mateo County\u003c/p>\n\u003cp>\u003cstrong>Rylan Pickett: \u003c/strong>We wanted to participate in the Youth Takeover Program because we have an inclusive cohort of teens that deserve a platform and the opportunity to advocate for themselves, participate in storytelling, and grow as writers and communicators.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537962\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537962\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Petaluma High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Petaluma High School\u003cbr>\n\u003c/strong>Petaluma, Sonoma County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Petaluma&school=Petaluma%20High%20School&state=CA\">Explore Petaluma students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Jamil Dawsari: \u003c/strong>I participated in Youth Takeover because my goal is to make our program entirely student-run. I want my students to learn the skills and confidence that can unlock their potential. I also focus on teaching transferable skills — both “hard” in terms of software and equipment knowledge but also “soft” such as teamwork, communication, and management skills.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537960\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537960\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Piner High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Piner High School\u003cbr>\n\u003c/strong>Santa Rosa, Sonoma County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Santa%20Rosa&school=Piner%20High%20School&state=CA\">Explore Piner students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Hollie Retzinger: \u003c/strong>The Youth Takeover podcasting project pairs very well with my Ethnic Studies curriculum because students are identifying problems in their world and experience, and working together to find ways to address these problems. Students work in groups to conduct original research and create a podcast script for how to address a social problem related to one or more of the 4 types of oppression: institutional, interpersonal, ideological or internalized.\u003c/p>\n\u003cp>\u003cstrong>Maria de Jesus Rios-Zendejas:\u003c/strong> I have always sought to make my pedagogy culturally relevant and sustaining, so giving students the option to choose what they share and express in this podcast aligns with this practice very well. My main goal as their teacher this year is to foster a love of learning and encourage my students to express themselves and have their voices heard. I want them to know that they have a wealth of knowledge and power within them, and that their thoughts are important enough to be voiced and uplifted by others. Learning is often one-dimensional for students, and they notice that most of the time the knowledge is attempted to be passed down by their teachers. I want them to realize that they are also experts and that we, their teachers and other adults in society, have a lot to learn from them as well.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537963\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Skyline High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Skyline High School\u003cbr>\n\u003c/strong>Oakland, Alameda County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Oakland&school=Skyline%20High%20School&state=CA\">Explore Skyline students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Michael Roe: \u003c/strong>I’ve participated in Youth Takeover, at my previous school John Henry High School. The Youth Takeover resources and the support staff who come on-site have been wonderful and super impactful to amplifying student voices over the year. For me, having public-facing projects where students can share their narratives with the public at large has been so impactful as students are WAY more committed to polishing a creative project to completion when they know it’s possibly going to air on the radio.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>Tennyson High School\u003c/strong>\u003cbr>\nHayward, Alameda County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Hayward&school=Tennyson%20High%20School&state=CA\">Explore Tennyson students’ media\u003c/a>\u003c/em>\u003cstrong>Judith Okolie\u003c/strong>: I’ve participated in various KQED workshops for over twenty years and have learned so much about media making, student voice and project based learning. I participated in YTO last year and it was an incredible experience for our students. I noticed that student engagement increased and the usual reluctance or shyness I often witness dissipated when they recorded their audio narrative. It was a beautiful moment.\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537964\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537964\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Woodside High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Woodside High School\u003cbr>\n\u003c/strong>Woodside, San Mateo County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Woodside&school=Woodside%20High%20School&state=CA\">Explore Woodside students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lexie Pretto and Josh DeBets: \u003c/strong>Great curriculum. Great support. This will be our school site’s fifth year participating. Kids love it and expect to participate.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"description": "Each spring, Bay Area youth take over KQED’s TV, radio and digital channels. Meet the teachers who make that possible.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003ca href=\"https://forms.gle/3yN9xbLfNK5iaXXA6\">Applications for the 2024-25 Youth Takeover cohort are now open!\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>KQED Youth Takeover is April 22-26, 2024. Tune in live and visit the showcase at \u003ca href=\"http://kqed.org/youthtakeover\">kqed.org/youthtakeover\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Each spring, Bay Area youth take over KQED’s TV, radio and digital channels and have their say about the issues affecting their lives. Now in its 7th season, the KQED Youth Takeover week features vibrant and thoughtful youth voices on shows like \u003cem>Rightnowish, Forum, Arts & Culture, Political Breakdown \u003c/em>and \u003cem>Perspectives.\u003c/em>\u003c/p>\n\u003cp>This week-long celebration of youth voice is possible because of a year-long \u003ca href=\"https://www.kqed.org/education/youth-takeover-program\">Youth Takeover classroom program\u003c/a> that brings KQED’s Youth Media team to Bay Area classrooms and those classrooms to KQED headquarters. More than 300 students, from 14 high school classrooms in 7 Bay Area counties participated in the program.\u003c/p>\n\u003cp>Meet the \u003cstrong>2023-24 Youth Takeover teachers\u003c/strong> and hear more about what motivates them about the program.\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537955\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537955\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024-160x120.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Fremont-HS-2024.png 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Fremont High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Fremont High School\u003cbr>\n\u003c/strong>Oakland, Alameda County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Oakland&school=Fremont%20High&state=CA\">Explore Fremont students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Leon Sykes: \u003c/strong>This is our third year participating in the KQED Youth Takeover. It’s been an amazing experience for my students.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537951\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537951\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024-160x120.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Independence-and-Hilltop-HS-2024.png 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Independence and Hilltop High Schools\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Independence High School\u003cbr>\n\u003c/strong>San Francisco City County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=Independence%20High&state=CA\">Explore Independence students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>E. Michael Chelsky: \u003c/strong>I have worked with Youth Takeover for the last two years. Our students find the program engaging and it fits well with my courses.\u003c/p>\n\u003cp>\u003cstrong>Hilltop High School\u003cbr>\n\u003c/strong>San Francisco City County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=S.F.%20County%20Opportunity%20(Hilltop)%20School&state=CA\">Explore Hilltop students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Joseph Alter and Peter Lou: \u003c/strong>Youth Takeover is extremely helpful in training students in sharing their voice and fulfilling a participation requirement in class curriculum.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537956\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537956\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kennedy-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Kennedy High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kennedy High School\u003cbr>\n\u003c/strong>Richmond, Contra Costa County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Richmond&school=Kennedy%20High%20School&state=CA\">Explore Kennedy students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Mitzi Pérez-Caro: \u003c/strong>I would love for students to gain exposure beyond Richmond. We currently partner with the Richmond Pulse, and I would love to expand their stories to the greater East Bay. I am a seventh year teacher finishing my Master’s at UC Berkeley Graduate School of Journalism so that my students can learn core journalistic concepts and share their experiences in what is considered a news desert.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537957\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537957\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024-160x120.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024-768x576.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lincoln-HS-2024.png 800w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Lincoln High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lincoln High School\u003cbr>\n\u003c/strong>San Francisco City & County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=Lincoln%20(Abraham)%20High&state=CA\">Explore Lincoln students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Jorge Goncalves: \u003c/strong>My students have participated since the first year, and I love this partnership with KQED Radio and the KQED Education Department. The program has grown and expanded over the years and that is great to see. I want my current students to be able to work with professionals in the radio industry in order to learn to create audio pieces of meaning to them and their communities and that hopefully inspire change. My classes are very hands-on, with lots of student choice for their project topics , and with a strong emphasis on social justice issues.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537958\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537958\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mission-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Mission High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Mission High School\u003cbr>\n\u003c/strong>San Francisco City & County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=San%20Francisco&school=Mission%20High%20School&state=CA\">Explore Mission students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Jose Figueroa: \u003c/strong>I participated last year and it was a great opportunity for my students to develop critical skills in my Media Arts Classroom. We developed materials for KQED’s \u003cem>Perspectives\u003c/em>, and I’d love to push a different program next year.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537959\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537959\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Open-Mind-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Open Mind School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Open Mind School\u003cbr>\n\u003c/strong>Menlo Park, San Mateo County\u003c/p>\n\u003cp>\u003cstrong>Rylan Pickett: \u003c/strong>We wanted to participate in the Youth Takeover Program because we have an inclusive cohort of teens that deserve a platform and the opportunity to advocate for themselves, participate in storytelling, and grow as writers and communicators.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537962\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537962\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Petaluma-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Petaluma High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Petaluma High School\u003cbr>\n\u003c/strong>Petaluma, Sonoma County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Petaluma&school=Petaluma%20High%20School&state=CA\">Explore Petaluma students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Jamil Dawsari: \u003c/strong>I participated in Youth Takeover because my goal is to make our program entirely student-run. I want my students to learn the skills and confidence that can unlock their potential. I also focus on teaching transferable skills — both “hard” in terms of software and equipment knowledge but also “soft” such as teamwork, communication, and management skills.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537960\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537960\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Piner-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Piner High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Piner High School\u003cbr>\n\u003c/strong>Santa Rosa, Sonoma County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Santa%20Rosa&school=Piner%20High%20School&state=CA\">Explore Piner students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Hollie Retzinger: \u003c/strong>The Youth Takeover podcasting project pairs very well with my Ethnic Studies curriculum because students are identifying problems in their world and experience, and working together to find ways to address these problems. Students work in groups to conduct original research and create a podcast script for how to address a social problem related to one or more of the 4 types of oppression: institutional, interpersonal, ideological or internalized.\u003c/p>\n\u003cp>\u003cstrong>Maria de Jesus Rios-Zendejas:\u003c/strong> I have always sought to make my pedagogy culturally relevant and sustaining, so giving students the option to choose what they share and express in this podcast aligns with this practice very well. My main goal as their teacher this year is to foster a love of learning and encourage my students to express themselves and have their voices heard. I want them to know that they have a wealth of knowledge and power within them, and that their thoughts are important enough to be voiced and uplifted by others. Learning is often one-dimensional for students, and they notice that most of the time the knowledge is attempted to be passed down by their teachers. I want them to realize that they are also experts and that we, their teachers and other adults in society, have a lot to learn from them as well.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537963\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Skyline-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Skyline High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Skyline High School\u003cbr>\n\u003c/strong>Oakland, Alameda County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Oakland&school=Skyline%20High%20School&state=CA\">Explore Skyline students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Michael Roe: \u003c/strong>I’ve participated in Youth Takeover, at my previous school John Henry High School. The Youth Takeover resources and the support staff who come on-site have been wonderful and super impactful to amplifying student voices over the year. For me, having public-facing projects where students can share their narratives with the public at large has been so impactful as students are WAY more committed to polishing a creative project to completion when they know it’s possibly going to air on the radio.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>Tennyson High School\u003c/strong>\u003cbr>\nHayward, Alameda County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Hayward&school=Tennyson%20High%20School&state=CA\">Explore Tennyson students’ media\u003c/a>\u003c/em>\u003cstrong>Judith Okolie\u003c/strong>: I’ve participated in various KQED workshops for over twenty years and have learned so much about media making, student voice and project based learning. I participated in YTO last year and it was an incredible experience for our students. I noticed that student engagement increased and the usual reluctance or shyness I often witness dissipated when they recorded their audio narrative. It was a beautiful moment.\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\n\u003cfigure id=\"attachment_537964\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537964\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024.png\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Woodside-HS-2024-768x576.png 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Woodside High School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Woodside High School\u003cbr>\n\u003c/strong>Woodside, San Mateo County\u003cbr>\n\u003cem>\u003ca href=\"https://youthmedia.kqed.org/showcase?city=Woodside&school=Woodside%20High%20School&state=CA\">Explore Woodside students’ media\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lexie Pretto and Josh DeBets: \u003c/strong>Great curriculum. Great support. This will be our school site’s fifth year participating. Kids love it and expect to participate.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Meet the 2023-2024 KQED Youth Advisory Board",
"headTitle": "Meet the 2023-2024 KQED Youth Advisory Board | KQED Education",
"content": "\u003cblockquote>\u003cp>Applications are now open for the 2024-25 Youth Advisory Board. Read the \u003ca href=\"https://www.kqed.org/education/kqed-youth-advisory-board-program-eligibility\">eligibility requirements\u003c/a> and \u003ca href=\"https://forms.gle/6SW6E9ckCzZpPF6a9\">apply here\u003c/a> by October 2, 2024 at 11:59 pm PST.\u003c/p>\u003c/blockquote>\n\u003cp>This year’s \u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\" target=\"_blank\" rel=\"noopener\">KQED Youth Advisory Board\u003c/a> is made up of 19 high schoolers from across the Bay Area. They provide feedback on KQED’s content and services and contribute their voices to our coverage. The YAB spend their time\u003c/p>\n\u003cul>\n\u003cli>Learning about the world of public media through conversations with KQED staff\u003c/li>\n\u003cli>Building communication and leadership skills through content advisory\u003c/li>\n\u003cli>Producing their own original content for our most popular programs during the annual \u003ca href=\"https://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener\">KQED Youth Takeover\u003c/a> in April.\u003c/li>\n\u003c/ul>\n\u003cp>We asked the YAB: What interests you most about joining the KQED YAB? What has your experience been like?\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537898 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/anaya-e1711139180854-160x186.png\" alt=\"\" width=\"160\" height=\"186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/anaya-e1711139180854-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/anaya-e1711139180854.png 498w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Anaya E., \u003c/strong>Marin\n\u003cp>Joining the KQED Youth Advisory Board supports me in exploring my passions for journalism and writing. I’m interested in hands-on opportunities to engage with media production and be mentored by professionals experienced in the field. Becoming a part of this board provides a platform for me to contribute to discussions, learn from others, and hopefully make a meaningful impact in my community.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537899 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/binnie-pic-bin-ken-e1711138397435-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/binnie-pic-bin-ken-e1711138397435-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/binnie-pic-bin-ken-e1711138397435.png 435w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Binnie K., \u003c/strong>San Francisco\n\u003cp>It’s been amazing to collaborate with my mentors and like-minded peers. I really appreciate YAB for giving me the opportunity to partake in such a great community and develop new leadership skills.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537900 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-800x935.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-768x898.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641.jpg 829w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Carlos E., \u003c/strong>San Mateo\n\u003cp>YAB so far has been very exciting, I feel that there is always some action to look forward to when affiliating with KQED. Youth Takeover means to empower youth and a time dedicated to involve young individuals with significant roles or experiences.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537902 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-800x935.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-1020x1192.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-768x897.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-1314x1536.jpeg 1314w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609.jpeg 1442w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Hannah M., \u003c/strong>Solano\n\u003cp>I am most interested in improving my communication skills through the YAB. Collaborating with people around my age is a great way to boost my confidence when speaking in social situations. I hope to gain tools for expressing myself.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537941 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jeanette-G-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jeanette-G-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jeanette-G.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\n\u003cp>\u003cstrong>Jeanette G.P., \u003c/strong>Alameda\u003c/p>\n\u003cp>I am interested in the KQED Youth Advisory Board to deepen my understanding of multimedia creation and its value in today’s society. Being able to work with KQED staff and connect with other students who share my enthusiasm for preserving Bay Area culture via media has been fun and a learning experience. It’s been cool to create media while simultaneously gaining knowledge and skills for the future.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537942 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jessie-L-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jessie-L-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jessie-L.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\n\u003cp>\u003cstrong>Jessie L., \u003c/strong>San Mateo\u003c/p>\n\u003cp>My time on YAB has been super positive! I love this group that I’m with and getting the opportunity to work with such awesome, smart, and driven people is an honor. Youth Takeover has always been a big milestone for the past three years because you finally get to share all the hard work you’ve done. It’s such a positive space to learn and grow with others. KQED’s Youth Advisory Board has given me opportunities to raise awareness of issues I am passionate about. Working with professionals and this incredible team has been a dream come true.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537903 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jordan-H-e1711138522995-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jordan-H-e1711138522995-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jordan-H-e1711138522995.png 474w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Jordan H., \u003c/strong>Contra Costa\n\u003cp>My experience with YAB has been life changing! I’ve been able to meet so many people with interesting ideas, the best humor, and so much talent.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537943 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kate-Q-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kate-Q-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kate-Q.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\n\u003cp>\u003cstrong>Kate Q., \u003c/strong>San Francisco\u003c/p>\n\u003cp>I have had a truly incredible experience with YAB. Being surrounded by other youth leaders has fueled me with the creativity and inspiration to initiate changemaking pieces of media that can educate those in the Bay Area. Empowered by the influence of radio and journalism, I look forward to continuing spreading awareness and support through KQED’s YAB!\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537919 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-160x186.jpg\" alt=\"\" width=\"160\" height=\"186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-160x186.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-800x931.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-1020x1187.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-768x894.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364.jpg 1045w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Khadeejah K., \u003c/strong>Santa Clara\n\u003cp>My YAB experience has been inspiring, empowering, and a journey of self-discovery as a student journalist. Through YAB, I have really grown as a storyteller and found my passion for journalism.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537904 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-800x937.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-768x899.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687.jpg 960w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Lyric D., \u003c/strong>Alameda\n\u003cp>I really appreciate this opportunity and I think that it’s really amazing that something like this is being presented to youth.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537905 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-800x934.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-1020x1190.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-768x896.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413.jpg 1102w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Maceo M., \u003c/strong>Sonoma\n\u003cp>What interests me most about YAB is the opportunity to create, inspire, and learn under the materials and resources of KQED. The opportunity to work with people my age, who have the same interests and motivations as me, is a life-changing experience. What I’ve especially been interested in is using my creative perspectives on life and emotion to create inspiring media. Being in an environment where I’m given the opportunity to learn from KQED opens countless doors in how I can create that media and inspire others.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537920 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-800x933.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-768x895.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519.jpg 827w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Mahi J., \u003c/strong>Contra Costa\n\u003cp>Joining YAB has been one of the best experiences of my life. I have been able to meet amazing like-minded peers and afforded opportunities I would have never otherwise received. Youth Takeover has been an experience for me to have my voice amplified on an esteemed platform and I have had the ability to bring awareness to topics that are important to me that often get overlooked by mainstream media.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537906 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nadege-M-e1711138804161-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nadege-M-e1711138804161-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nadege-M-e1711138804161.jpeg 446w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Nadege M., \u003c/strong>Alameda\n\u003cp>My experience on YAB was a challenge to come up with ideas. But the best part is getting to know my mentors and my group. Youth Takeover means a family sharing your ideas and it’s like a safe space.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537907 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-800x933.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-1020x1190.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-768x896.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-1317x1536.jpeg 1317w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410.jpeg 1536w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Nico F., \u003c/strong>Santa Clara\n\u003cp>The KQED that would play in my mom’s car everyday gave me a sense of wonder in my community. I had never met most of the people spoken about, yet there has always been something personal and relatable in the content that local radio produces. If there is one word I could use to describe the impact that KQED has had on my life it would be inspiring. KQED has been instrumental in me finding my own power and the value of my own experiences. It’s motivated me to write podcasts, participate in politics, teach in my community, and much more. I want to give to my community what radio gave to me.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537908 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Olivia-M-scaled-e1711138899574-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Olivia-M-scaled-e1711138899574-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Olivia-M-scaled-e1711138899574.jpg 631w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Olivia M., \u003c/strong>Alameda\n\u003cp>My YAB experience has been eye-opening, as I have met peers with interests in journalism from all over the Bay. They’ve taught me that I am not alone in any of my struggles, but also shown me new ways to approach such challenges.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537944 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Ryan-H-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Ryan-H-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Ryan-H.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Ryan H., \u003c/strong>Santa Clara\n\u003cp>YAB means community. We have built a community that lasts long after the Youth Takeover production season. Youth Takeover means a platform and voice to engage with the Bay Area community and gain invaluable experience working and seeing your work in the journalistic field.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537913 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-800x935.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-1020x1192.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-768x897.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-1314x1536.jpeg 1314w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614.jpeg 1442w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Sajaira M.K., \u003c/strong>Alameda\n\u003cp>I’ve enjoyed getting to talk to a group of seriously smart and empowered youth who I absolutely do not deserve to be in a room with. It’s two dozen brilliant futures.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537945 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/VanessaB-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/VanessaB-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/VanessaB.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Vanessa B., \u003c/strong>Sonoma\n\u003cp>My YAB experience so far has been extremely exciting and fun! I’ve had the chance to meet and work with other teens who have similar passions as me, helping me build up my experience creating media content.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537921 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-160x186.jpeg\" alt=\"\" width=\"160\" height=\"186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-160x186.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-800x932.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-1020x1189.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-768x895.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-1318x1536.jpeg 1318w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693.jpeg 1548w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Zoya S., \u003c/strong>San Francisco\n\u003cp>Being on the KQED Youth Advisory Board has taught me so much about media making and journalism. When I was helping to create an Above The Noise episode on social media and conformity, I was able to see what media creation in news looked like at a professional level. Working on KQED media is an opportunity for me to explore a career in journalism or media production. I was in a filmmaking intensive that taught me a lot about directing, scriptwriting, and editing, and I love using those skills in KQED’s YAB.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"description": "The KQED Youth Advisory Board comprises high schoolers from across the Bay Area who provide feedback on KQED’s content and services and contribute their voices to our coverage.",
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"headline": "Meet the 2023-2024 KQED Youth Advisory Board",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Applications are now open for the 2024-25 Youth Advisory Board. Read the \u003ca href=\"https://www.kqed.org/education/kqed-youth-advisory-board-program-eligibility\">eligibility requirements\u003c/a> and \u003ca href=\"https://forms.gle/6SW6E9ckCzZpPF6a9\">apply here\u003c/a> by October 2, 2024 at 11:59 pm PST.\u003c/p>\u003c/blockquote>\n\u003cp>This year’s \u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\" target=\"_blank\" rel=\"noopener\">KQED Youth Advisory Board\u003c/a> is made up of 19 high schoolers from across the Bay Area. They provide feedback on KQED’s content and services and contribute their voices to our coverage. The YAB spend their time\u003c/p>\n\u003cul>\n\u003cli>Learning about the world of public media through conversations with KQED staff\u003c/li>\n\u003cli>Building communication and leadership skills through content advisory\u003c/li>\n\u003cli>Producing their own original content for our most popular programs during the annual \u003ca href=\"https://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener\">KQED Youth Takeover\u003c/a> in April.\u003c/li>\n\u003c/ul>\n\u003cp>We asked the YAB: What interests you most about joining the KQED YAB? What has your experience been like?\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537898 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/anaya-e1711139180854-160x186.png\" alt=\"\" width=\"160\" height=\"186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/anaya-e1711139180854-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/anaya-e1711139180854.png 498w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Anaya E., \u003c/strong>Marin\n\u003cp>Joining the KQED Youth Advisory Board supports me in exploring my passions for journalism and writing. I’m interested in hands-on opportunities to engage with media production and be mentored by professionals experienced in the field. Becoming a part of this board provides a platform for me to contribute to discussions, learn from others, and hopefully make a meaningful impact in my community.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537899 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/binnie-pic-bin-ken-e1711138397435-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/binnie-pic-bin-ken-e1711138397435-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/binnie-pic-bin-ken-e1711138397435.png 435w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Binnie K., \u003c/strong>San Francisco\n\u003cp>It’s been amazing to collaborate with my mentors and like-minded peers. I really appreciate YAB for giving me the opportunity to partake in such a great community and develop new leadership skills.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537900 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-800x935.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641-768x898.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Carlos-Escala-e1711138430641.jpg 829w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Carlos E., \u003c/strong>San Mateo\n\u003cp>YAB so far has been very exciting, I feel that there is always some action to look forward to when affiliating with KQED. Youth Takeover means to empower youth and a time dedicated to involve young individuals with significant roles or experiences.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537902 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-800x935.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-1020x1192.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-768x897.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609-1314x1536.jpeg 1314w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Hannah-M-scaled-e1711138486609.jpeg 1442w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Hannah M., \u003c/strong>Solano\n\u003cp>I am most interested in improving my communication skills through the YAB. Collaborating with people around my age is a great way to boost my confidence when speaking in social situations. I hope to gain tools for expressing myself.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537941 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jeanette-G-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jeanette-G-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jeanette-G.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\n\u003cp>\u003cstrong>Jeanette G.P., \u003c/strong>Alameda\u003c/p>\n\u003cp>I am interested in the KQED Youth Advisory Board to deepen my understanding of multimedia creation and its value in today’s society. Being able to work with KQED staff and connect with other students who share my enthusiasm for preserving Bay Area culture via media has been fun and a learning experience. It’s been cool to create media while simultaneously gaining knowledge and skills for the future.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537942 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jessie-L-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jessie-L-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jessie-L.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\n\u003cp>\u003cstrong>Jessie L., \u003c/strong>San Mateo\u003c/p>\n\u003cp>My time on YAB has been super positive! I love this group that I’m with and getting the opportunity to work with such awesome, smart, and driven people is an honor. Youth Takeover has always been a big milestone for the past three years because you finally get to share all the hard work you’ve done. It’s such a positive space to learn and grow with others. KQED’s Youth Advisory Board has given me opportunities to raise awareness of issues I am passionate about. Working with professionals and this incredible team has been a dream come true.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537903 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jordan-H-e1711138522995-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jordan-H-e1711138522995-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Jordan-H-e1711138522995.png 474w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Jordan H., \u003c/strong>Contra Costa\n\u003cp>My experience with YAB has been life changing! I’ve been able to meet so many people with interesting ideas, the best humor, and so much talent.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537943 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kate-Q-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kate-Q-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Kate-Q.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\n\u003cp>\u003cstrong>Kate Q., \u003c/strong>San Francisco\u003c/p>\n\u003cp>I have had a truly incredible experience with YAB. Being surrounded by other youth leaders has fueled me with the creativity and inspiration to initiate changemaking pieces of media that can educate those in the Bay Area. Empowered by the influence of radio and journalism, I look forward to continuing spreading awareness and support through KQED’s YAB!\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537919 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-160x186.jpg\" alt=\"\" width=\"160\" height=\"186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-160x186.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-800x931.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-1020x1187.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364-768x894.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Khadeejah-K-scaled-e1711138575364.jpg 1045w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Khadeejah K., \u003c/strong>Santa Clara\n\u003cp>My YAB experience has been inspiring, empowering, and a journey of self-discovery as a student journalist. Through YAB, I have really grown as a storyteller and found my passion for journalism.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537904 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-800x937.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687-768x899.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Lyric-M-e1711138632687.jpg 960w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Lyric D., \u003c/strong>Alameda\n\u003cp>I really appreciate this opportunity and I think that it’s really amazing that something like this is being presented to youth.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537905 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-800x934.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-1020x1190.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413-768x896.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Maceo-M-e1711138711413.jpg 1102w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Maceo M., \u003c/strong>Sonoma\n\u003cp>What interests me most about YAB is the opportunity to create, inspire, and learn under the materials and resources of KQED. The opportunity to work with people my age, who have the same interests and motivations as me, is a life-changing experience. What I’ve especially been interested in is using my creative perspectives on life and emotion to create inspiring media. Being in an environment where I’m given the opportunity to learn from KQED opens countless doors in how I can create that media and inspire others.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537920 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-800x933.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519-768x895.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Mahi-Jariwala-scaled-e1711138761519.jpg 827w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Mahi J., \u003c/strong>Contra Costa\n\u003cp>Joining YAB has been one of the best experiences of my life. I have been able to meet amazing like-minded peers and afforded opportunities I would have never otherwise received. Youth Takeover has been an experience for me to have my voice amplified on an esteemed platform and I have had the ability to bring awareness to topics that are important to me that often get overlooked by mainstream media.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537906 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nadege-M-e1711138804161-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nadege-M-e1711138804161-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nadege-M-e1711138804161.jpeg 446w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Nadege M., \u003c/strong>Alameda\n\u003cp>My experience on YAB was a challenge to come up with ideas. But the best part is getting to know my mentors and my group. Youth Takeover means a family sharing your ideas and it’s like a safe space.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537907 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-800x933.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-1020x1190.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-768x896.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410-1317x1536.jpeg 1317w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Nico-F-scaled-e1711138851410.jpeg 1536w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Nico F., \u003c/strong>Santa Clara\n\u003cp>The KQED that would play in my mom’s car everyday gave me a sense of wonder in my community. I had never met most of the people spoken about, yet there has always been something personal and relatable in the content that local radio produces. If there is one word I could use to describe the impact that KQED has had on my life it would be inspiring. KQED has been instrumental in me finding my own power and the value of my own experiences. It’s motivated me to write podcasts, participate in politics, teach in my community, and much more. I want to give to my community what radio gave to me.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537908 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Olivia-M-scaled-e1711138899574-160x187.jpg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Olivia-M-scaled-e1711138899574-160x187.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Olivia-M-scaled-e1711138899574.jpg 631w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Olivia M., \u003c/strong>Alameda\n\u003cp>My YAB experience has been eye-opening, as I have met peers with interests in journalism from all over the Bay. They’ve taught me that I am not alone in any of my struggles, but also shown me new ways to approach such challenges.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537944 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Ryan-H-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Ryan-H-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Ryan-H.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Ryan H., \u003c/strong>Santa Clara\n\u003cp>YAB means community. We have built a community that lasts long after the Youth Takeover production season. Youth Takeover means a platform and voice to engage with the Bay Area community and gain invaluable experience working and seeing your work in the journalistic field.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537913 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-160x187.jpeg\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-160x187.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-800x935.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-1020x1192.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-768x897.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614-1314x1536.jpeg 1314w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/Saj-K-scaled-e1711138964614.jpeg 1442w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Sajaira M.K., \u003c/strong>Alameda\n\u003cp>I’ve enjoyed getting to talk to a group of seriously smart and empowered youth who I absolutely do not deserve to be in a room with. It’s two dozen brilliant futures.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-537945 size-thumbnail alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/VanessaB-160x187.png\" alt=\"\" width=\"160\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/VanessaB-160x187.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/VanessaB.png 600w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Vanessa B., \u003c/strong>Sonoma\n\u003cp>My YAB experience so far has been extremely exciting and fun! I’ve had the chance to meet and work with other teens who have similar passions as me, helping me build up my experience creating media content.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"color: #ffffff;\">…..\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-537921 size-thumbnail\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-160x186.jpeg\" alt=\"\" width=\"160\" height=\"186\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-160x186.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-800x932.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-1020x1189.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-768x895.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693-1318x1536.jpeg 1318w, https://cdn.kqed.org/wp-content/uploads/sites/38/2024/03/ZoyaS-scaled-e1711139002693.jpeg 1548w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>Zoya S., \u003c/strong>San Francisco\n\u003cp>Being on the KQED Youth Advisory Board has taught me so much about media making and journalism. When I was helping to create an Above The Noise episode on social media and conformity, I was able to see what media creation in news looked like at a professional level. Working on KQED media is an opportunity for me to explore a career in journalism or media production. I was in a filmmaking intensive that taught me a lot about directing, scriptwriting, and editing, and I love using those skills in KQED’s YAB.\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>As educators, we are acutely aware of the cascading implications of the pandemic. We continue to experience the repercussions of interrupted learning, staffing shortages and turnover, and the need to repair the inequities the pandemic laid bare. It upended our plans and reversed upward trends. It also accelerated access to technology and made all of us increasingly reliant on digital media as our source of news and information about the world and our place in it. Like the average adult, teens and tweens spend over eight hours a day consuming media. With consumption of this magnitude, the line between media literacy and general literacy has blurred, making it essential to recognize the urgency of incorporating media literacy into strategic plans for literacy.\u003c/p>\n\u003cp>In California, \u003ca href=\"https://www.cde.ca.gov/ci/cr/ml/#:~:text=Media%20literacy%20and%20the%20concepts,%2C%20responsible%2C%20and%20healthy%20behavior.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">Senate Bill 830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, passed in 2018, required the state’s Department of Education to develop media literacy guidelines and resources. Organizations like KQED have played a pivotal role in creating approved professional development (PD) opportunities, curriculum, and standards. However, while guidelines and resources are available, media literacy instruction and curriculum integration are inconsistently applied. Media literacy, if addressed in curriculum, is often specific to media arts classes or addressed in digital citizenship lessons. However, given the high levels of consumption and the rapid pace of change in the media landscape, including advances in artificial intelligence, media literacy education is central to missions of equity in education. A media literacy education means that students: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Have equitable access to the skills to identify misinformation\u003c/li>\n\u003cli>Have equitable access to reliable sources of information\u003c/li>\n\u003cli>Have equitable access to the tools and resources to make media\u003c/li>\n\u003cli>Have equitable access to platforms to share their knowledge and voices\u003c/li>\n\u003c/ul>\n\u003cp>Historically, media literacy education has focused on understanding bias and evaluating sources. While this is important, it is only one aspect of media literacy. Just as language literacy encompasses reading and writing, so does media literacy. Building media making into course curriculum provides students choices in how they demonstrate learning while they learn the skills of communicating content knowledge through writing media. You have an opportunity to proactively integrate media literacy into your three-year LCAP plan and Proposition 28 funds.\u003c/p>\n\u003cp>\u003cstrong>Build Media Arts into Core Curriculum with Prop 28 Funds\u003c/strong>\u003c/p>\n\u003cp>Prop 28 funds provide an opportunity to invest in media arts as part of your core curriculum. For schools with 500 or more students, up to 19% of Prop 28 funds can be used to provide professional development and tools to build teacher capacity in integrating media literacy, including media making across the curriculum. Three ways you might consider planning fund allocation are:\u003c/p>\n\u003cul>\n\u003cli>Use Prop 28 funds to compensate teachers for their professional development time integrating media arts, promoting teacher retention and ensuring effective implementation. Then, leverage KQED’s free resources to make your budget go farther.\u003c/li>\n\u003cli>Invest in Tools to Integrate Media Literacy: KQED offers free \u003ca href=\"https://teach.kqed.org/p/evaluating-tools\" target=\"_blank\" rel=\"noopener\">guidance for evaluating media literacy tools.\u003c/a>\u003c/li>\n\u003cli>Provide Teacher Professional Development and Curriculum: KQED offers free \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a> and \u003ca href=\"https://youthmedia.kqed.org/overview\" target=\"_blank\" rel=\"noopener\">curriculum\u003c/a> resources at no charge to school districts.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">[ad fullwidth]\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Include Media Arts and Media Literacy in LCAP Planning\u003c/strong>\u003c/p>\n\u003cp>Consider engaging your LCAP planning committees in a conversation about media literacy education. In addition to providing diverse students with choices in how they demonstrate their learning, media making projects:\u003c/p>\n\u003cul>\n\u003cli>Engage diverse groups and enhance critical thinking skills.\u003c/li>\n\u003cli>Improve language fluency and automaticity, including English language learners.\u003c/li>\n\u003cli>Can be shared with family and community members, increasing the home to school connection.\u003c/li>\n\u003cli>Open up opportunities for students to present their ideas to a broader audience.\u003c/li>\n\u003c/ul>\n\u003cp>Incorporating media literacy into your strategic plans is not only a response to the changing media landscape but also a proactive step to prepare students for the challenges of the 21st century. By working closely with organizations like KQED, you can build a three-year plan to develop teacher capacity in media literacy, enhancing the educational experience for all students and preparing them to be responsible, critical consumers and creators of media content.\u003c/p>\n\u003cp>We hope you share these ideas with your planning teams and \u003ca href=\"mailto:thauskens@kqed.org\">reach out to partner with us\u003c/a> on a strategic plan to integrate media literacy.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As educators, we are acutely aware of the cascading implications of the pandemic. We continue to experience the repercussions of interrupted learning, staffing shortages and turnover, and the need to repair the inequities the pandemic laid bare. It upended our plans and reversed upward trends. It also accelerated access to technology and made all of us increasingly reliant on digital media as our source of news and information about the world and our place in it. Like the average adult, teens and tweens spend over eight hours a day consuming media. With consumption of this magnitude, the line between media literacy and general literacy has blurred, making it essential to recognize the urgency of incorporating media literacy into strategic plans for literacy.\u003c/p>\n\u003cp>In California, \u003ca href=\"https://www.cde.ca.gov/ci/cr/ml/#:~:text=Media%20literacy%20and%20the%20concepts,%2C%20responsible%2C%20and%20healthy%20behavior.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400;\">Senate Bill 830\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, passed in 2018, required the state’s Department of Education to develop media literacy guidelines and resources. Organizations like KQED have played a pivotal role in creating approved professional development (PD) opportunities, curriculum, and standards. However, while guidelines and resources are available, media literacy instruction and curriculum integration are inconsistently applied. Media literacy, if addressed in curriculum, is often specific to media arts classes or addressed in digital citizenship lessons. However, given the high levels of consumption and the rapid pace of change in the media landscape, including advances in artificial intelligence, media literacy education is central to missions of equity in education. A media literacy education means that students: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Have equitable access to the skills to identify misinformation\u003c/li>\n\u003cli>Have equitable access to reliable sources of information\u003c/li>\n\u003cli>Have equitable access to the tools and resources to make media\u003c/li>\n\u003cli>Have equitable access to platforms to share their knowledge and voices\u003c/li>\n\u003c/ul>\n\u003cp>Historically, media literacy education has focused on understanding bias and evaluating sources. While this is important, it is only one aspect of media literacy. Just as language literacy encompasses reading and writing, so does media literacy. Building media making into course curriculum provides students choices in how they demonstrate learning while they learn the skills of communicating content knowledge through writing media. You have an opportunity to proactively integrate media literacy into your three-year LCAP plan and Proposition 28 funds.\u003c/p>\n\u003cp>\u003cstrong>Build Media Arts into Core Curriculum with Prop 28 Funds\u003c/strong>\u003c/p>\n\u003cp>Prop 28 funds provide an opportunity to invest in media arts as part of your core curriculum. For schools with 500 or more students, up to 19% of Prop 28 funds can be used to provide professional development and tools to build teacher capacity in integrating media literacy, including media making across the curriculum. Three ways you might consider planning fund allocation are:\u003c/p>\n\u003cul>\n\u003cli>Use Prop 28 funds to compensate teachers for their professional development time integrating media arts, promoting teacher retention and ensuring effective implementation. Then, leverage KQED’s free resources to make your budget go farther.\u003c/li>\n\u003cli>Invest in Tools to Integrate Media Literacy: KQED offers free \u003ca href=\"https://teach.kqed.org/p/evaluating-tools\" target=\"_blank\" rel=\"noopener\">guidance for evaluating media literacy tools.\u003c/a>\u003c/li>\n\u003cli>Provide Teacher Professional Development and Curriculum: KQED offers free \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a> and \u003ca href=\"https://youthmedia.kqed.org/overview\" target=\"_blank\" rel=\"noopener\">curriculum\u003c/a> resources at no charge to school districts.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Include Media Arts and Media Literacy in LCAP Planning\u003c/strong>\u003c/p>\n\u003cp>Consider engaging your LCAP planning committees in a conversation about media literacy education. In addition to providing diverse students with choices in how they demonstrate their learning, media making projects:\u003c/p>\n\u003cul>\n\u003cli>Engage diverse groups and enhance critical thinking skills.\u003c/li>\n\u003cli>Improve language fluency and automaticity, including English language learners.\u003c/li>\n\u003cli>Can be shared with family and community members, increasing the home to school connection.\u003c/li>\n\u003cli>Open up opportunities for students to present their ideas to a broader audience.\u003c/li>\n\u003c/ul>\n\u003cp>Incorporating media literacy into your strategic plans is not only a response to the changing media landscape but also a proactive step to prepare students for the challenges of the 21st century. By working closely with organizations like KQED, you can build a three-year plan to develop teacher capacity in media literacy, enhancing the educational experience for all students and preparing them to be responsible, critical consumers and creators of media content.\u003c/p>\n\u003cp>We hope you share these ideas with your planning teams and \u003ca href=\"mailto:thauskens@kqed.org\">reach out to partner with us\u003c/a> on a strategic plan to integrate media literacy.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"headTitle": "We want to hear from students! Publish student stories with public media programs | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Help students share their perspectives beyond the classroom and encounter the stories of youth nationwide with \u003c/span>\u003ca href=\"https://youthmedia.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.studentreportinglabs.org/\">\u003cspan style=\"font-weight: 400\">PBS NewsHour Student Reporting Labs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Public Media Partners Committed to Youth Voice\u003c/b>\u003c/p>\n\u003cp>\u003cb>Student Reporting Labs\u003c/b> \u003cspan style=\"font-weight: 400\">is a hands-on journalism training program connecting young people to real-world experiences and educators to community and journalism/production \u003c/span>\u003ca href=\"https://www.story-maker.org/\">\u003cspan style=\"font-weight: 400\">resources in StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students learn to pitch a story, interview experts, film, edit and develop teamwork, empathy and listening skills. National and local mentors provide feedback and professional expertise. This year’s \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-developed by our student advisory team, include: music, performance, and identity; gun violence; climate change; youth mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED’s\u003c/b>\u003cb> Youth Media Challenge\u003c/b>\u003cspan style=\"font-weight: 400\"> invites middle and high school classrooms to create media to share stories, perspectives and learning anytime during the school year. Three challenge projects focus on standards-based genres: \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">Call for Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a commentary project; \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">First Person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a personal narrative project; and \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/informational\">\u003cspan style=\"font-weight: 400\">Show What You Know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an informational media project. The updated curriculum gives teachers flexibility and support to adapt the media projects across subject areas, including step-by-step resources in English and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Publishing Opportunities for Middle and High School Students \u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are welcome to publish their pieces on KQED’s Youth Media Showcase \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> submit to Student Reporting Labs for national consideration. There is no need to choose one or the other — we want student work to have the biggest reach possible!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All student media is published on KQED’s \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/showcase\">\u003cspan style=\"font-weight: 400\">Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as it is submitted. Challenge submissions are accepted anytime throughout the school year and summer months. Each Youth Media Challenge project has a video, audio or image-based media option. Students are welcome to submit any of the accepted media types. For example, the Show What You Know informational media project accepts mini-documentaries, podcasts or infographics. Once on the showcase, pieces may be considered for publication by local public media stations, but not nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Student Reporting Labs, \u003c/span>\u003cspan style=\"font-weight: 400\">students and teachers can submit stories to Student Reporting Labs for national publication consideration\u003c/span>\u003cspan style=\"font-weight: 400\"> through the StoryMaker \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,. Selected student stories may be published on the Student Reporting Labs website, shared on social media, distributed through media partnerships, aired on local PBS stations and national PBS NewsHour nightly\u003c/span>\u003cspan style=\"font-weight: 400\"> broadcasts\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> There are also strategies to publish with your school district, local media and civic institutions. Students can also \u003c/span>\u003ca href=\"https://www.story-maker.org/pitch-page/\">\u003cspan style=\"font-weight: 400\">pitch a reported story idea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outside of the prompt topic areas for production help and publication.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How to Publish\u003c/b>\u003c/p>\n\u003cp>\u003cb>Publish on KQED’s Youth Media Showcase:\u003c/b>\u003cspan style=\"font-weight: 400\"> All middle and high school students are invited to publish on KQED’s Youth Media Showcase. In order to submit, teachers or program leaders create an account on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">showcase site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and get a code, which students use to publish. Students do not create accounts. Students can publish individually or as a group. \u003c/span>\u003ca href=\"https://kqed-helpcenter.kqed.org/education/s/article/How-do-my-students-submit-to-a-challenge\">\u003cspan style=\"font-weight: 400\">Submission instructions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the same for all projects and media types. The modifiable \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1ZL4LWCgal8o8cTp1woX_2PVQXzvNlGsCl90fzwws5SE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">submission form template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students get ready to publish, but all work must be submitted to the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge site. \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Submit to Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> Elementary, middle and high school students can submit stories for national publication consideration through each individual prompt on \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there are instructions on\u003c/span>\u003ca href=\"https://www.story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\"> how to pitch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to different news organizations or publish on the school’s social channels and tag @studentreportinglabs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Participate! Prompts and Projects Connect Classrooms Across Communities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your students write or report about their lives, families or communities, consider \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">KQED’s First Person project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these two \u003c/span>\u003ca href=\"http://www.studentreportinglabs.org\">\u003cspan style=\"font-weight: 400\">Student Reporting Labs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prompts. \u003c/span>\u003ca href=\"https://story-maker.org/library/music-dance-community-culture/\">\u003cspan style=\"font-weight: 400\">Music, dance, community and culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —students report stories in their community around how singing, dancing, performing and celebrating express culture and identity. \u003c/span>\u003ca href=\"https://story-maker.org/library/ready-for-the-real-world/\">\u003cspan style=\"font-weight: 400\">Ready for the real world?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wants to know how students feel prepared–or not–for the world outside of school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people’s voices are leading the way on important issues that affect our lives. \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">KQED’s Call for Change project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to choose an issue they care about and create a video or audio commentary or an editorial cartoon to share their views about that issue using their own experience and supporting evidence. Student Reporting Labs \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts this school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> address some of the most pressing issues for youth: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/run-hide-fight-growing-up-under-the-gun/\">\u003cspan style=\"font-weight: 400\">Run, hide, fight: growing up under the gun\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/from-bills-to-books-new-laws-aimed-at-what-students-learn-and-how-they-express-themselves/\">\u003cspan style=\"font-weight: 400\">From bills to books: new laws aimed at what students learn and how they express themselves\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/statues-symbols-and-stories-how-public-spaces-reflect-americas-past-and-present/\">\u003cspan style=\"font-weight: 400\">Statues, symbols and stories: how public spaces reflect America’s past and present\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/on-our-minds-season-4/\">\u003cspan style=\"font-weight: 400\">Youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/climate-change-in-my-community/\">\u003cspan style=\"font-weight: 400\">Climate change in my community\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>More Support + Resources\u003c/b>\u003c/p>\n\u003cp>\u003cb>Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> f\u003c/span>\u003cspan style=\"font-weight: 400\">ind video and audio journalism resources across topic areas on \u003c/span>\u003ca href=\"https://www.story-maker.org/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, along with a community of practice of thousands of educators doing journalism with young people. To support SRL students and educators throughout the process, producers are available to consult with students on story pitches, script-writing, voice-over narration, rough cuts, and final videos. Contact the team\u003c/span> \u003ca href=\"https://studentreportinglabs.org/contact/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or book office hours \u003c/span>\u003ca href=\"https://calendly.com/emilyhopedobkin/30min?back=1&month=2022-08\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to get advice or feedback at any point during the reporting or production process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/classroom/\">\u003cspan style=\"font-weight: 400\">PBS Newshour Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with daily news lessons for students grades 6-12. \u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED Education:\u003c/b>\u003cspan style=\"font-weight: 400\"> Find curriculum in English and Spanish and resources for implementing media projects from idea development to publication on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. KQED’s free \u003c/span>online \u003ca href=\"https://teach.kqed.org/p/events\">PD workshops\u003c/a> support teachers in making and teaching video, audio or image-based media. \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> offers free self-paced online courses to help students analyze, evaluate and create media.\u003c/p>\n\u003cp>\u003cb>In your neighborhood:\u003c/b>\u003cspan style=\"font-weight: 400\"> Local stories can have the greatest impact locally: share with more people in your school and local community! Here are \u003c/span>\u003ca href=\"https://story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\">some ideas on publishing locally and growing your audience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Student Reporting Labs, and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1YeHtVeSTMM5ZEzIWJYGqDkrjkm7E9WyP2lVMUVhNrt4/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how to share beyond the showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from KQED.\u003c/span>\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\">Help students share their perspectives beyond the classroom and encounter the stories of youth nationwide with \u003c/span>\u003ca href=\"https://youthmedia.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.studentreportinglabs.org/\">\u003cspan style=\"font-weight: 400\">PBS NewsHour Student Reporting Labs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Public Media Partners Committed to Youth Voice\u003c/b>\u003c/p>\n\u003cp>\u003cb>Student Reporting Labs\u003c/b> \u003cspan style=\"font-weight: 400\">is a hands-on journalism training program connecting young people to real-world experiences and educators to community and journalism/production \u003c/span>\u003ca href=\"https://www.story-maker.org/\">\u003cspan style=\"font-weight: 400\">resources in StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students learn to pitch a story, interview experts, film, edit and develop teamwork, empathy and listening skills. National and local mentors provide feedback and professional expertise. This year’s \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, co-developed by our student advisory team, include: music, performance, and identity; gun violence; climate change; youth mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED’s\u003c/b>\u003cb> Youth Media Challenge\u003c/b>\u003cspan style=\"font-weight: 400\"> invites middle and high school classrooms to create media to share stories, perspectives and learning anytime during the school year. Three challenge projects focus on standards-based genres: \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">Call for Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a commentary project; \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">First Person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a personal narrative project; and \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/informational\">\u003cspan style=\"font-weight: 400\">Show What You Know\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an informational media project. The updated curriculum gives teachers flexibility and support to adapt the media projects across subject areas, including step-by-step resources in English and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Publishing Opportunities for Middle and High School Students \u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are welcome to publish their pieces on KQED’s Youth Media Showcase \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> submit to Student Reporting Labs for national consideration. There is no need to choose one or the other — we want student work to have the biggest reach possible!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All student media is published on KQED’s \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/showcase\">\u003cspan style=\"font-weight: 400\">Youth Media Showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as it is submitted. Challenge submissions are accepted anytime throughout the school year and summer months. Each Youth Media Challenge project has a video, audio or image-based media option. Students are welcome to submit any of the accepted media types. For example, the Show What You Know informational media project accepts mini-documentaries, podcasts or infographics. Once on the showcase, pieces may be considered for publication by local public media stations, but not nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Student Reporting Labs, \u003c/span>\u003cspan style=\"font-weight: 400\">students and teachers can submit stories to Student Reporting Labs for national publication consideration\u003c/span>\u003cspan style=\"font-weight: 400\"> through the StoryMaker \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,. Selected student stories may be published on the Student Reporting Labs website, shared on social media, distributed through media partnerships, aired on local PBS stations and national PBS NewsHour nightly\u003c/span>\u003cspan style=\"font-weight: 400\"> broadcasts\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> There are also strategies to publish with your school district, local media and civic institutions. Students can also \u003c/span>\u003ca href=\"https://www.story-maker.org/pitch-page/\">\u003cspan style=\"font-weight: 400\">pitch a reported story idea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outside of the prompt topic areas for production help and publication.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How to Publish\u003c/b>\u003c/p>\n\u003cp>\u003cb>Publish on KQED’s Youth Media Showcase:\u003c/b>\u003cspan style=\"font-weight: 400\"> All middle and high school students are invited to publish on KQED’s Youth Media Showcase. In order to submit, teachers or program leaders create an account on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">showcase site\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and get a code, which students use to publish. Students do not create accounts. Students can publish individually or as a group. \u003c/span>\u003ca href=\"https://kqed-helpcenter.kqed.org/education/s/article/How-do-my-students-submit-to-a-challenge\">\u003cspan style=\"font-weight: 400\">Submission instructions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the same for all projects and media types. The modifiable \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1ZL4LWCgal8o8cTp1woX_2PVQXzvNlGsCl90fzwws5SE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">submission form template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students get ready to publish, but all work must be submitted to the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge site. \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Submit to Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> Elementary, middle and high school students can submit stories for national publication consideration through each individual prompt on \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there are instructions on\u003c/span>\u003ca href=\"https://www.story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\"> how to pitch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to different news organizations or publish on the school’s social channels and tag @studentreportinglabs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Participate! Prompts and Projects Connect Classrooms Across Communities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your students write or report about their lives, families or communities, consider \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/narrative\">\u003cspan style=\"font-weight: 400\">KQED’s First Person project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these two \u003c/span>\u003ca href=\"http://www.studentreportinglabs.org\">\u003cspan style=\"font-weight: 400\">Student Reporting Labs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> prompts. \u003c/span>\u003ca href=\"https://story-maker.org/library/music-dance-community-culture/\">\u003cspan style=\"font-weight: 400\">Music, dance, community and culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —students report stories in their community around how singing, dancing, performing and celebrating express culture and identity. \u003c/span>\u003ca href=\"https://story-maker.org/library/ready-for-the-real-world/\">\u003cspan style=\"font-weight: 400\">Ready for the real world?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wants to know how students feel prepared–or not–for the world outside of school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people’s voices are leading the way on important issues that affect our lives. \u003c/span>\u003ca href=\"https://youthmedia.kqed.org/commentary\">\u003cspan style=\"font-weight: 400\">KQED’s Call for Change project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to choose an issue they care about and create a video or audio commentary or an editorial cartoon to share their views about that issue using their own experience and supporting evidence. Student Reporting Labs \u003c/span>\u003ca href=\"https://www.story-maker.org/library/2023-2024-school-year-prompts/\">\u003cspan style=\"font-weight: 400\">prompts this school year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> address some of the most pressing issues for youth: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/run-hide-fight-growing-up-under-the-gun/\">\u003cspan style=\"font-weight: 400\">Run, hide, fight: growing up under the gun\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/from-bills-to-books-new-laws-aimed-at-what-students-learn-and-how-they-express-themselves/\">\u003cspan style=\"font-weight: 400\">From bills to books: new laws aimed at what students learn and how they express themselves\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/statues-symbols-and-stories-how-public-spaces-reflect-americas-past-and-present/\">\u003cspan style=\"font-weight: 400\">Statues, symbols and stories: how public spaces reflect America’s past and present\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/on-our-minds-season-4/\">\u003cspan style=\"font-weight: 400\">Youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://story-maker.org/library/climate-change-in-my-community/\">\u003cspan style=\"font-weight: 400\">Climate change in my community\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>More Support + Resources\u003c/b>\u003c/p>\n\u003cp>\u003cb>Student Reporting Labs:\u003c/b>\u003cspan style=\"font-weight: 400\"> f\u003c/span>\u003cspan style=\"font-weight: 400\">ind video and audio journalism resources across topic areas on \u003c/span>\u003ca href=\"https://www.story-maker.org/\">\u003cspan style=\"font-weight: 400\">StoryMaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, along with a community of practice of thousands of educators doing journalism with young people. To support SRL students and educators throughout the process, producers are available to consult with students on story pitches, script-writing, voice-over narration, rough cuts, and final videos. Contact the team\u003c/span> \u003ca href=\"https://studentreportinglabs.org/contact/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or book office hours \u003c/span>\u003ca href=\"https://calendly.com/emilyhopedobkin/30min?back=1&month=2022-08\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to get advice or feedback at any point during the reporting or production process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/classroom/\">\u003cspan style=\"font-weight: 400\">PBS Newshour Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with daily news lessons for students grades 6-12. \u003c/span>\u003c/p>\n\u003cp>\u003cb>KQED Education:\u003c/b>\u003cspan style=\"font-weight: 400\"> Find curriculum in English and Spanish and resources for implementing media projects from idea development to publication on the \u003c/span>\u003ca href=\"https://youthmedia.kqed.org\">\u003cspan style=\"font-weight: 400\">Youth Media Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site. KQED’s free \u003c/span>online \u003ca href=\"https://teach.kqed.org/p/events\">PD workshops\u003c/a> support teachers in making and teaching video, audio or image-based media. \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> offers free self-paced online courses to help students analyze, evaluate and create media.\u003c/p>\n\u003cp>\u003cb>In your neighborhood:\u003c/b>\u003cspan style=\"font-weight: 400\"> Local stories can have the greatest impact locally: share with more people in your school and local community! Here are \u003c/span>\u003ca href=\"https://story-maker.org/library/how-to-publish-your-reporting-and-grow-your-audience/\">\u003cspan style=\"font-weight: 400\">some ideas on publishing locally and growing your audience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Student Reporting Labs, and \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1YeHtVeSTMM5ZEzIWJYGqDkrjkm7E9WyP2lVMUVhNrt4/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how to share beyond the showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Media Literacy Week is almost here! KQED Education is excited to participate in NAMLE’s annual celebration of the skills required to navigate the media landscape. Fully media literate students go beyond consumption and analysis to become active creators. Making media in the classroom empowers students to share their own narratives and perspectives through media, as well as better understand the media they consume on a daily basis. This Media Literacy Week, KQED is focusing on creation. Below, find multiple ways educators can engage in media making to bring the full range of media literacy learning in their classrooms.\u003c/span>\u003c/p>\n\u003cp>You can find all of our professional development and classroom curriculum resources year-round\u003ca href=\"https://youthmedia.kqed.org/resources\"> on our website\u003c/a>.\u003c/p>\n\u003ch3>Join Us Live\u003c/h3>\n\u003cp>Media creation is a vital part of media literacy. At KQED, our core mission is to elevate diverse youth voices, and what better way to do that during Media Literacy Week than with two media-making workshops that center student voice?\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Audio Storytelling: Intro to Soundscapes\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, Oct 25, 4-5pm (K-12)\u003c/strong>\u003c/p>\n\u003cp>Explore audio storytelling and its immersive potential through sound. This workshop will emphasize soundscapes and the use of sound effects to engage listeners. Participants will create sound-rich audio stories and access classroom-ready resources, making it suitable for both beginners and those with prior experience in audio production.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Next Level Audio Storytelling: Engaging Student Voice\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Thursday, Oct. 26, 4-5:30pm (K-12)\u003c/strong>\u003cbr>\nEmpower your students to share their voices through podcasts, a powerful tool for building traditional and media literacy skills. Whether you want to integrate podcasting into an existing unit or explore \u003ca href=\"https://youthmedia.kqed.org/informational\">KQED’s Show What You Know Youth Media Challenge\u003c/a>, this workshop offers hands-on experience in scripting and audio production. No prior experience is necessary, making it suitable for educators at all levels.\u003c/p>\n\u003cp>Our Media Literacy Week audio workshops are thematically connected, but can also stand alone. Join us for one or both!\u003c/p>\n\u003ch3>Get Recognized for Your Skills\u003c/h3>\n\u003cp>Already a media literacy teacher leader or looking to become one? The PBS Media Literacy Educator Certification by KQED is designed to give educators the knowledge, resources, and skills necessary to become effective media literacy instructors. It also offers insights into best practices and pedagogical approaches for teaching media literacy. With access to up-to-date resources, including lesson plans, multimedia materials, and information on current media trends, educators can stay current in their field. Certification can also help educators with career development by getting recognized for their commitment to centering media literacy in their classrooms.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZEpc-CvqD4oG9Yfh8JGtWCJSFxGTM_fxFa0#/registration\">Your Award Awaits: How to Become a PBS Certified Media Literacy Educator\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, October 18, 4-5pm PDT\u003c/strong>\u003cbr>\nLearn how to become a PBS Certified Media Literacy Educator as part of your existing teaching practice. No expensive training or fees required!\u003c/p>\n\u003ch3>5 Steps to Move Students from Consumers to Creators\u003c/h3>\n\u003cp>Want to grow your media literacy expertise, but short on time? Below are 5 small steps (one for each day of Media Literacy Week!) you can follow to develop your own media literacy skills and start your students on their journey of media creation.\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003col>\n\u003cli>\u003cstrong>Browse Student-Made Media Projects\u003c/strong>\u003cbr>\nLooking for inspiration for the types of media your students can make? Look no further than the \u003ca href=\"https://youthmedia.kqed.org/showcase\">Youth Media Showcase\u003c/a>, which is a collection of all the student-made media submitted to the Youth Media Challenge. Use the filters to search for student work by project, media type, or even topic. STEM teachers, jump straight to this playlist of\u003ca href=\"https://youthmedia.kqed.org/playlist/student-voices-in-stem\"> STEM-focused media projects\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Sample a FREE Teach Course\u003c/strong>\u003cbr>\nWe’ve got an entire free online PD course on Analyzing Media Messages: Bias, Motivation, and Production Choices. Get a taste for the class by checking out the lesson on “Analyzing Media to Make Media”. \u003ca href=\"https://teach.kqed.org/p/analyzing-media\">Sign up here in minutes!\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>Attend a Workshop (or Two!) on Making Audio\u003c/strong>\u003cbr>\nLearn how to make sound-rich audio stories at our workshop on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Wednesday, October 25\u003c/a>. Come back on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Thursday, October 26\u003c/a> to find out how you can integrate audio storytelling into your existing classroom curriculum to engage your students’ voices.\u003c/li>\n\u003cli>\u003cstrong>Spark a Classroom Discussion on Media\u003c/strong>\u003cbr>\nGear up for a week of media literacy with a classroom discussion on consuming media. Encourage students to think critically about why media is presented the way it is and the effect this can have on people’s behaviors. Watch the Above the Noise episode on \u003ca href=\"https://ca.pbslearningmedia.org/resource/social-media-design-tricks-video/above-the-noise/\">Mind Control: How Apps Use Design Tricks to Hook You\u003c/a>, which was co-produced by Common Sense Media. The classroom questions in the accompanying \u003ca href=\"https://static.pbslearningmedia.org/media/media_files/a07a4ddb-a126-464b-ac8c-f9bb0da1a284/0f6b2c10-7bc7-4c34-be21-7de6bc986fa1.pdf\">educator guide\u003c/a> will help students reflect on their own consumption before analyzing the components of the apps that keep us there. (Find more videos like this and lessons developed by Common Sense Education and\u003cspan style=\"font-weight: 400;\"> Harvard’s Center for Digital Thriving in the \u003ca href=\"https://www.commonsense.org/education/collections/digital-well-being-high-school-lessons\">Digital Well-Being collection\u003c/a>. )\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Pick a Youth Media Challenge project\u003c/strong>\u003cbr>\nReady to start your students on their journey to becoming media-savvy creators? Browse the three Youth Media Challenge projects on\u003ca href=\"https://youthmedia.kqed.org/overview\"> our website\u003c/a>. With nine different media types to choose from, it’s never been easier to find the right media project for your classroom. Each project works with multiple subject areas, from ELA to STEM to Economics, and comes with a range of curricular supports in both English and Spanish.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Media Literacy Week is almost here! KQED Education is excited to participate in NAMLE’s annual celebration of the skills required to navigate the media landscape. Fully media literate students go beyond consumption and analysis to become active creators. Making media in the classroom empowers students to share their own narratives and perspectives through media, as well as better understand the media they consume on a daily basis. This Media Literacy Week, KQED is focusing on creation. Below, find multiple ways educators can engage in media making to bring the full range of media literacy learning in their classrooms.\u003c/span>\u003c/p>\n\u003cp>You can find all of our professional development and classroom curriculum resources year-round\u003ca href=\"https://youthmedia.kqed.org/resources\"> on our website\u003c/a>.\u003c/p>\n\u003ch3>Join Us Live\u003c/h3>\n\u003cp>Media creation is a vital part of media literacy. At KQED, our core mission is to elevate diverse youth voices, and what better way to do that during Media Literacy Week than with two media-making workshops that center student voice?\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Audio Storytelling: Intro to Soundscapes\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, Oct 25, 4-5pm (K-12)\u003c/strong>\u003c/p>\n\u003cp>Explore audio storytelling and its immersive potential through sound. This workshop will emphasize soundscapes and the use of sound effects to engage listeners. Participants will create sound-rich audio stories and access classroom-ready resources, making it suitable for both beginners and those with prior experience in audio production.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Next Level Audio Storytelling: Engaging Student Voice\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Thursday, Oct. 26, 4-5:30pm (K-12)\u003c/strong>\u003cbr>\nEmpower your students to share their voices through podcasts, a powerful tool for building traditional and media literacy skills. Whether you want to integrate podcasting into an existing unit or explore \u003ca href=\"https://youthmedia.kqed.org/informational\">KQED’s Show What You Know Youth Media Challenge\u003c/a>, this workshop offers hands-on experience in scripting and audio production. No prior experience is necessary, making it suitable for educators at all levels.\u003c/p>\n\u003cp>Our Media Literacy Week audio workshops are thematically connected, but can also stand alone. Join us for one or both!\u003c/p>\n\u003ch3>Get Recognized for Your Skills\u003c/h3>\n\u003cp>Already a media literacy teacher leader or looking to become one? The PBS Media Literacy Educator Certification by KQED is designed to give educators the knowledge, resources, and skills necessary to become effective media literacy instructors. It also offers insights into best practices and pedagogical approaches for teaching media literacy. With access to up-to-date resources, including lesson plans, multimedia materials, and information on current media trends, educators can stay current in their field. Certification can also help educators with career development by getting recognized for their commitment to centering media literacy in their classrooms.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZEpc-CvqD4oG9Yfh8JGtWCJSFxGTM_fxFa0#/registration\">Your Award Awaits: How to Become a PBS Certified Media Literacy Educator\u003c/a>\u003c/b>\u003cbr>\n\u003cstrong>Wednesday, October 18, 4-5pm PDT\u003c/strong>\u003cbr>\nLearn how to become a PBS Certified Media Literacy Educator as part of your existing teaching practice. No expensive training or fees required!\u003c/p>\n\u003ch3>5 Steps to Move Students from Consumers to Creators\u003c/h3>\n\u003cp>Want to grow your media literacy expertise, but short on time? Below are 5 small steps (one for each day of Media Literacy Week!) you can follow to develop your own media literacy skills and start your students on their journey of media creation.\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003col>\n\u003cli>\u003cstrong>Browse Student-Made Media Projects\u003c/strong>\u003cbr>\nLooking for inspiration for the types of media your students can make? Look no further than the \u003ca href=\"https://youthmedia.kqed.org/showcase\">Youth Media Showcase\u003c/a>, which is a collection of all the student-made media submitted to the Youth Media Challenge. Use the filters to search for student work by project, media type, or even topic. STEM teachers, jump straight to this playlist of\u003ca href=\"https://youthmedia.kqed.org/playlist/student-voices-in-stem\"> STEM-focused media projects\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Sample a FREE Teach Course\u003c/strong>\u003cbr>\nWe’ve got an entire free online PD course on Analyzing Media Messages: Bias, Motivation, and Production Choices. Get a taste for the class by checking out the lesson on “Analyzing Media to Make Media”. \u003ca href=\"https://teach.kqed.org/p/analyzing-media\">Sign up here in minutes!\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>Attend a Workshop (or Two!) on Making Audio\u003c/strong>\u003cbr>\nLearn how to make sound-rich audio stories at our workshop on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZArfu2qpz4jGNM7vPPOcBEcYAXYb1n5Tdl8#/registration\">Wednesday, October 25\u003c/a>. Come back on \u003ca href=\"https://kqed.zoom.us/meeting/register/tZAucuuhqzMjEtwSfYcUXaIbAF560a_t8xwf#/registration\">Thursday, October 26\u003c/a> to find out how you can integrate audio storytelling into your existing classroom curriculum to engage your students’ voices.\u003c/li>\n\u003cli>\u003cstrong>Spark a Classroom Discussion on Media\u003c/strong>\u003cbr>\nGear up for a week of media literacy with a classroom discussion on consuming media. Encourage students to think critically about why media is presented the way it is and the effect this can have on people’s behaviors. Watch the Above the Noise episode on \u003ca href=\"https://ca.pbslearningmedia.org/resource/social-media-design-tricks-video/above-the-noise/\">Mind Control: How Apps Use Design Tricks to Hook You\u003c/a>, which was co-produced by Common Sense Media. The classroom questions in the accompanying \u003ca href=\"https://static.pbslearningmedia.org/media/media_files/a07a4ddb-a126-464b-ac8c-f9bb0da1a284/0f6b2c10-7bc7-4c34-be21-7de6bc986fa1.pdf\">educator guide\u003c/a> will help students reflect on their own consumption before analyzing the components of the apps that keep us there. (Find more videos like this and lessons developed by Common Sense Education and\u003cspan style=\"font-weight: 400;\"> Harvard’s Center for Digital Thriving in the \u003ca href=\"https://www.commonsense.org/education/collections/digital-well-being-high-school-lessons\">Digital Well-Being collection\u003c/a>. )\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Pick a Youth Media Challenge project\u003c/strong>\u003cbr>\nReady to start your students on their journey to becoming media-savvy creators? Browse the three Youth Media Challenge projects on\u003ca href=\"https://youthmedia.kqed.org/overview\"> our website\u003c/a>. With nine different media types to choose from, it’s never been easier to find the right media project for your classroom. Each project works with multiple subject areas, from ELA to STEM to Economics, and comes with a range of curricular supports in both English and Spanish.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cblockquote>\u003cp>Download the \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/10/KQED-Education-2022-23-School-Year-Report.pdf\" target=\"_blank\" rel=\"noopener\">2022-23 KQED Education annual report\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003ch2>Delivering on our North Star\u003c/h2>\n\u003cp>It is increasingly important for young people to gain skills to critically analyze the media that surrounds them everywhere they go every day, as well as to effectively participate in civic conversations in our communities—to offer their unique ideas, experiences and solutions to the challenges they see. KQED does exactly this through our professional development courses for educators, classroom resources and unique tools that allow students to practice critical thinking, media making and civil discourse.\u003c/p>\n\u003cp>We are thrilled to share KQED Education’s \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/10/KQED-Education-2022-23-School-Year-Report.pdf\" target=\"_blank\" rel=\"noopener\">latest annual report\u003c/a> of our growth and impact during the 2022-2023 school year where you’ll be able to learn about specific successes we’ve experienced to advance our North Star to elevate diverse youth voices.\u003c/p>\n\u003cp>For the first time in this annual report, you’ll see a piece written by one of KQED’s Youth Advisory Board members about his experience working with us over the past year and how it has helped him to “be more”—just like KQED promises in our mission statement. You’ll also see some data about the incredible skill growth students experienced after participating in the Youth Takeover program this year. We also celebrate an amazing seven years of Above the Noise while we transition our attention to developing a new show for youth with young people as co-producers alongside KQED full-time staff. We also launched a redesigned \u003ca href=\"https://youthmedia.kqed.org/\" target=\"_blank\" rel=\"noopener\">Youth Media Challenge\u003c/a> platform where students and educators are already sharing rave reviews as students respond to prompts including Call for Change, First Person and Show What You Know.\u003c/p>\n\u003cp>But that’s not all! 2022-2023 was a banner year for the professional development services we provide to educators all over the Bay Area and across the country. We significantly exceeded our goals for how many teachers we would engage in media literacy skill development, who are in turn implementing these important skills in their classrooms where students are benefiting.\u003c/p>\n\u003cp>There is even more to celebrate, but you should read the report for yourself to see. \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2023/10/KQED-Education-2022-23-School-Year-Report.pdf\" target=\"_blank\" rel=\"noopener\">Check it out!\u003c/a>\u003c/p>\n\u003ch3>Explore all of KQED Education\u003c/h3>\n\u003cp>Download our annual report to learn more about all the different ways we are successfully serving our community, check out our full suite of \u003ca href=\"https://www.kqed.org/education\" target=\"_blank\" rel=\"noopener\">free services and resources\u003c/a>, and sign up for our \u003ca href=\"https://www.kqed.org/newsletters/kqed-education\" target=\"_blank\" rel=\"noopener\">educator newsletter\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We are so grateful to do this work and appreciate all of you who partner with us to make it happen. If you don’t yet partner with us, \u003ca href=\"https://edu-landing.kqed.org/for-leaders/\" target=\"_blank\" rel=\"noopener\">reach out\u003c/a>—we’d love to talk with you!\u003c/p>\n\u003ch3>About KQED\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>KQED is a nonprofit, public-supported alternative to commercial media. An NPR and PBS affiliate based in San Francisco, KQED is home to one of the most listened-to public radio stations in the nation, one of the highest-rated public television services and an award-winning education program helping students and educators thrive in 21st-century classrooms. A trusted news source and leader and innovator in interactive technology, KQED takes people of all ages on journeys of exploration—exposing them to new people, places and ideas.\u003c/p>\n\n",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"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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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"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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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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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": {
"id": "onourwatch",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"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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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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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.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"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
},
"link": "/podcasts/politicalbreakdown",
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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",
"subscribe": {
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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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},
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},
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"filters": [
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},
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"restaurantDataById": {},
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"userAgentReducer": {
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"isBot": true
},
"requestOutcomesReducer": {
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}
}
