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"content": "\u003cblockquote>\u003cp>Before doing the certification, I thought I knew how to teach analyzing media and evaluating sources. But this took such a deeper dive and caused me to teach in a different way. —Erin Ermis, Instructional Library Technology Specialist, Wisconsin\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s been a minute since we’ve shared what’s happening with the \u003c/span>\u003ca style=\"font-size: 16px\" href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification by KQED\u003c/a>\u003cspan style=\"font-weight: 400\">. While 2022 has been a tremendously challenging year for educators around the country, so many of you have prioritized combating misinformation and empowering your students by incorporating media literacy in your classrooms. And we’re noticing and recognizing your hard work! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We recently certified our 100th educator: Erin Ermis, an Instructional Library Technology Specialist from Wisconsin. We have also awarded nearly 1,800 micro-credentials to 475 educators from around the country! Each micro-credential represents an educator teaching critical media literacy skills to their students, including analyzing media messages and creating their own media in a variety of formats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve found that educators make the most progress when they work with their colleagues on media literacy instruction. We are so excited to see local cohorts being organized by PBS stations around the country, including \u003c/span>\u003cb>PBS Wisconsin, PBS Rhode Island, PBS Idaho\u003c/b>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cb>PBS Montana, WSKG in New York, and SCETV in South Carolina\u003c/b>\u003cspan style=\"font-weight: 400\">. (Get connected to a local cohort by emailing \u003c/span>\u003ca href=\"mailto:avaba@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">avaba@kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The PBS Media Literacy Educator Certification by KQED has been recognized by a number of prestigious organizations. Most recently, the program was \u003c/span>\u003ca href=\"https://www.kqed.org/education/536012/certification-wins-namle-award\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">awarded the 2022 Media Literate Media Award\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the National Association for Media Literacy Education (NAMLE.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536085 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-800x600.jpg\" alt=\"A photograph of the NAMLE Award plaque, taken outside under a blue sky\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-1920x1440.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/p>\n\u003cfigure id=\"attachment_536087\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536087\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--800x451.png\" alt=\"A screenshot of Rik Panganiban receiving the 2022 Media Literate Media award from NAMLE over Zoom.\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--1536x865.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--2048x1153.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--1920x1081.png 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Kristin Lehner of PBS and Rik Panganiban of KQED receiving the 2022 Media Literate Media award from NAMLE, July 2022 \u003ccite>(Rik Panganiban)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what kind of \u003c/span>\u003cb>impact \u003c/b>\u003cspan style=\"font-weight: 400\">are we having in the classroom? We talked to our 100th certified educator Erin Ermis about her experience becoming certified.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_536086\" class=\"wp-caption aligncenter\" style=\"max-width: 350px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536086\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/10/erin-ermis-800x858.png\" alt=\"A headshot of Erin Ermis\" width=\"350\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis-800x858.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis-160x172.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis-768x824.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis.png 1018w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Erin Ermis\u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: center\">\u003ci>\u003cspan style=\"font-weight: 400\">“I’ve taught Digital Citizenship for years. But doing the Code of Conduct micro-credential gave me a different lens. Instead of me just saying ‘this is what it means to be a digital citizen,’\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> we created a lesson where the kids designed the technology code of conduct themselves. \u003c/span>\u003c/i>\u003cb>\u003ci>It was a totally different way to teach digital citizenship that allowed students to have more ownership of it.\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> By the end of the year, students were holding each other accountable. They would say ‘Wait, our code of conduct says this….’ I’d get goosebumps because they were just \u003c/span>\u003c/i>\u003cb>\u003ci>doing \u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">this.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Ready to get started on your own media literacy journey?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Go to\u003c/span>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb> kqed.org/certification\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Need to work on your media literacy skills?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Check out our collection of free online courses at \u003c/span>\u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">KQED Teach.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Want to connect us to your school, district or other educational organization? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Email Director of Partnerships Almetria Vaba at \u003c/span>\u003ca href=\"mailto:avaba@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">avaba@kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\u003ch2>\u003c/h2>\n\u003ch2>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">About PBS Media Literacy Educator Certification by KQED\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534043 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png\" alt=\"PBS Media Literacy Certification by KQED program icon\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01.png 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This free, competency-based certification program walks you through earning 8 micro-credentials that demonstrate and validate your media literacy skills. Open to educators of all grades and subjects and to those who coach other teachers. Not sure where to start? We offer free, online courses on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a> that help you build the skills and knowledge needed to start earning micro-credentials and to become certified.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Before doing the certification, I thought I knew how to teach analyzing media and evaluating sources. But this took such a deeper dive and caused me to teach in a different way. —Erin Ermis, Instructional Library Technology Specialist, Wisconsin\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s been a minute since we’ve shared what’s happening with the \u003c/span>\u003ca style=\"font-size: 16px\" href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification by KQED\u003c/a>\u003cspan style=\"font-weight: 400\">. While 2022 has been a tremendously challenging year for educators around the country, so many of you have prioritized combating misinformation and empowering your students by incorporating media literacy in your classrooms. And we’re noticing and recognizing your hard work! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We recently certified our 100th educator: Erin Ermis, an Instructional Library Technology Specialist from Wisconsin. We have also awarded nearly 1,800 micro-credentials to 475 educators from around the country! Each micro-credential represents an educator teaching critical media literacy skills to their students, including analyzing media messages and creating their own media in a variety of formats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve found that educators make the most progress when they work with their colleagues on media literacy instruction. We are so excited to see local cohorts being organized by PBS stations around the country, including \u003c/span>\u003cb>PBS Wisconsin, PBS Rhode Island, PBS Idaho\u003c/b>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cb>PBS Montana, WSKG in New York, and SCETV in South Carolina\u003c/b>\u003cspan style=\"font-weight: 400\">. (Get connected to a local cohort by emailing \u003c/span>\u003ca href=\"mailto:avaba@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">avaba@kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The PBS Media Literacy Educator Certification by KQED has been recognized by a number of prestigious organizations. Most recently, the program was \u003c/span>\u003ca href=\"https://www.kqed.org/education/536012/certification-wins-namle-award\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">awarded the 2022 Media Literate Media Award\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the National Association for Media Literacy Education (NAMLE.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536085 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-800x600.jpg\" alt=\"A photograph of the NAMLE Award plaque, taken outside under a blue sky\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/NAMLE-Award-plaque-2022-1920x1440.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/p>\n\u003cfigure id=\"attachment_536087\" class=\"wp-caption aligncenter\" style=\"max-width: 400px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536087\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--800x451.png\" alt=\"A screenshot of Rik Panganiban receiving the 2022 Media Literate Media award from NAMLE over Zoom.\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--1536x865.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--2048x1153.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/namle-2022-kristin-and-rik--1920x1081.png 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Kristin Lehner of PBS and Rik Panganiban of KQED receiving the 2022 Media Literate Media award from NAMLE, July 2022 \u003ccite>(Rik Panganiban)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what kind of \u003c/span>\u003cb>impact \u003c/b>\u003cspan style=\"font-weight: 400\">are we having in the classroom? We talked to our 100th certified educator Erin Ermis about her experience becoming certified.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_536086\" class=\"wp-caption aligncenter\" style=\"max-width: 350px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-536086\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/10/erin-ermis-800x858.png\" alt=\"A headshot of Erin Ermis\" width=\"350\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis-800x858.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis-160x172.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis-768x824.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/10/erin-ermis.png 1018w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Erin Ermis\u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: center\">\u003ci>\u003cspan style=\"font-weight: 400\">“I’ve taught Digital Citizenship for years. But doing the Code of Conduct micro-credential gave me a different lens. Instead of me just saying ‘this is what it means to be a digital citizen,’\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> we created a lesson where the kids designed the technology code of conduct themselves. \u003c/span>\u003c/i>\u003cb>\u003ci>It was a totally different way to teach digital citizenship that allowed students to have more ownership of it.\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> By the end of the year, students were holding each other accountable. They would say ‘Wait, our code of conduct says this….’ I’d get goosebumps because they were just \u003c/span>\u003c/i>\u003cb>\u003ci>doing \u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">this.”\u003c/span>\u003c/i>\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>\u003ci>\u003cspan style=\"font-weight: 400\">Ready to get started on your own media literacy journey?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Go to\u003c/span>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb> kqed.org/certification\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Need to work on your media literacy skills?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Check out our collection of free online courses at \u003c/span>\u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">KQED Teach.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Want to connect us to your school, district or other educational organization? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Email Director of Partnerships Almetria Vaba at \u003c/span>\u003ca href=\"mailto:avaba@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">avaba@kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\u003ch2>\u003c/h2>\n\u003ch2>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">About PBS Media Literacy Educator Certification by KQED\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534043 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png\" alt=\"PBS Media Literacy Certification by KQED program icon\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01.png 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This free, competency-based certification program walks you through earning 8 micro-credentials that demonstrate and validate your media literacy skills. Open to educators of all grades and subjects and to those who coach other teachers. Not sure where to start? We offer free, online courses on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a> that help you build the skills and knowledge needed to start earning micro-credentials and to become certified.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From climate change to mental health, an increasing number of youth are taking their place as advocates for a better future. Although most school-age students are not able to vote, they are \u003ca href=\"https://www.pbs.org/newshour/classroom/2020/11/student-voice-how-young-people-use-social-media-to-engage-civically/\">utilizing powerful tools\u003c/a> to make their voices heard, through community involvement, protests, social media, and more.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">KQED Youth Media Challenges\u003c/a> give a home to these student voices. Ready to use, standards-based curriculum guides students to research and form their perspectives. Then they can publish their pieces on the \u003ca href=\"https://learn.kqed.org/challenges/\">Youth Media Showcase\u003c/a>, a platform that elevates their voices to an authentic audience. You can find thousands of middle & high school voices on the Showcase calling for changes in everything from local community issues to global issues.\u003c/p>\n\u003ch1>Their Future, Their Voices\u003c/h1>\n\u003cp>With midterm elections approaching soon, educators in all subject areas are using the \u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">Call for Change Youth Media Challenge\u003c/a>\u003c/strong> to engage student voices in the classroom around topics that matter to them. \u003cspan style=\"font-weight: 400\"> You can grab the\u003ca href=\"https://docs.google.com/presentation/d/1dqtuKybVDgO58j6GCWWdd3KA1AJeL11lTQBHNa7_fJM/edit#slide=id.gd39530e5f8_0_149\"> free classroom curriculum here\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>Below, we have gathered a sampling of unique student takes on big topic issues.\u003c/p>\n\u003cp>\u003cstrong>Calls for Education Reform\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4YmJiOGQyOTNjMmI1NDNjMDNmNzY0\">Banned Books\u003c/a> Jade views censorship as “the blindfold that dangerously guards people from reality” and encourages school officials to go against this trend.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI5NTVhYTQ4NzMwZmYyYTc5MjA0NjVm\">Pay Teachers More\u003c/a> Shrutik believes proper compensation for teachers should be an essential part of every school districts’ budget.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MDdlZjNkYTEyN2Y3NzBkMDk1ZTY4\">Funds for Extracurriculars\u003c/a> Presley makes the case that extracurriculars can help students’ mental health and academic performance.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2ZWVmZmFkNzg0MjIxZTkzOGZmZWNj\">A More Diverse Curriculum\u003c/a> Ruby calls for culturally relevant curriculum in schools that reflects the histories of people of all genders, races, and sexualities.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3OWNiMTdkYTEyN2Y3NzBkMDk1ZWZk\">Unaffordable Education\u003c/a> Katherine wants government policies that hold colleges accountable for rising tuition costs.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Calls for Climate Preservation\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxYWRlY2E2YzlhZDYwOGVhNzNlNDQw\">Water Conservation in CA\u003c/a> Casey wants commercial industries and corporations to be held accountable for their water waste.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZTJhNjQ5MjhiMTg1MzAyOTg2NWU1\">Recycling for a New Future\u003c/a> Tiffany was surprised to find that her school district did not have a required recycling program.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxN2VmMzk2YzlhZDYwOGVhNzNlNDM3\">Overfishing in the Oceans\u003c/a> Tanay warns about the impact of overfishing on the biodiversity of our oceans.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Call for Social Change\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxN2M4MjY2YzlhZDYwOGVhNzNlNDM1\">Reparations for Black Americans\u003c/a> Adiyah believes reparations are key to addressing the racial wealth gap in the United States.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxMjM1ZTRhNmE5NWI2YTU5OTA0Y2Fi\">Overpriced Medication\u003c/a> Jenna asks for government policies which regulate the cost of essential, life-saving drugs like insulin.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjFkMmMzMTc2YzgxM2Y3ZmQyYzhiYTQ5\">Imperfectly Perfect\u003c/a> Zahra wants to live in a society that normalizes and celebrates different body types, rather than pressuring people into one ideal physique.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5Y2VjZWE2YzgxM2Y3ZmQyYzhiYTMw\">The Cost of Fast Fashion\u003c/a> Audrey’s political cartoon brings attention to the behind-the-scenes impact of excessive shopping habits in America.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjFkMmI5MGFkZmJjNjkxODE1MjhiYWFi\">Animal Testing\u003c/a> Gracie advocates for more policies that protect animal rights.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Calls for Mental Health Care\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIxN2MyZjhhMDhiYTAwNDJmMGUxN2I0\">Mental illness in youth\u003c/a> Anya focuses on the need to normalize getting help for mental illness and increasing availability of resources.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI2MmM0ZTk5MjhiMTg1MzAyOTg2NjI5\">Latino Community and Mental Health\u003c/a> Mayra wants to raise awareness about the importance of mental health in the Lation community.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI0MzNmMzllZjA2MTk1MDdiMmQyYjA5\">How Gen-Z Romanticizes Mental Health on Social Media\u003c/a> Sheyla looks at how the casual use of labels like “OCD” or “panic attack” can trivialize the experience of those who experience these medical conditions.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5ZDQ5ZTlkZmJjNjkxODE1MjhiYTVi\">The Daily Lie\u003c/a> Connie’s political cartoon shows the burdens teens carry and the impact of pretending they are doing fine.\u003c/li>\n\u003c/ul>\n\u003cp>You can find more student perspectives on the \u003ca href=\"https://learn.kqed.org/challenges/\">Youth Media Showcase\u003c/a>. Try using the search option to filter for areas of interest to you and your students!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From climate change to mental health, an increasing number of youth are taking their place as advocates for a better future. Although most school-age students are not able to vote, they are \u003ca href=\"https://www.pbs.org/newshour/classroom/2020/11/student-voice-how-young-people-use-social-media-to-engage-civically/\">utilizing powerful tools\u003c/a> to make their voices heard, through community involvement, protests, social media, and more.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">KQED Youth Media Challenges\u003c/a> give a home to these student voices. Ready to use, standards-based curriculum guides students to research and form their perspectives. Then they can publish their pieces on the \u003ca href=\"https://learn.kqed.org/challenges/\">Youth Media Showcase\u003c/a>, a platform that elevates their voices to an authentic audience. You can find thousands of middle & high school voices on the Showcase calling for changes in everything from local community issues to global issues.\u003c/p>\n\u003ch1>Their Future, Their Voices\u003c/h1>\n\u003cp>With midterm elections approaching soon, educators in all subject areas are using the \u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">Call for Change Youth Media Challenge\u003c/a>\u003c/strong> to engage student voices in the classroom around topics that matter to them. \u003cspan style=\"font-weight: 400\"> You can grab the\u003ca href=\"https://docs.google.com/presentation/d/1dqtuKybVDgO58j6GCWWdd3KA1AJeL11lTQBHNa7_fJM/edit#slide=id.gd39530e5f8_0_149\"> free classroom curriculum here\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>Below, we have gathered a sampling of unique student takes on big topic issues.\u003c/p>\n\u003cp>\u003cstrong>Calls for Education Reform\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI4YmJiOGQyOTNjMmI1NDNjMDNmNzY0\">Banned Books\u003c/a> Jade views censorship as “the blindfold that dangerously guards people from reality” and encourages school officials to go against this trend.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI5NTVhYTQ4NzMwZmYyYTc5MjA0NjVm\">Pay Teachers More\u003c/a> Shrutik believes proper compensation for teachers should be an essential part of every school districts’ budget.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MDdlZjNkYTEyN2Y3NzBkMDk1ZTY4\">Funds for Extracurriculars\u003c/a> Presley makes the case that extracurriculars can help students’ mental health and academic performance.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2ZWVmZmFkNzg0MjIxZTkzOGZmZWNj\">A More Diverse Curriculum\u003c/a> Ruby calls for culturally relevant curriculum in schools that reflects the histories of people of all genders, races, and sexualities.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3OWNiMTdkYTEyN2Y3NzBkMDk1ZWZk\">Unaffordable Education\u003c/a> Katherine wants government policies that hold colleges accountable for rising tuition costs.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Calls for Climate Preservation\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxYWRlY2E2YzlhZDYwOGVhNzNlNDQw\">Water Conservation in CA\u003c/a> Casey wants commercial industries and corporations to be held accountable for their water waste.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZTJhNjQ5MjhiMTg1MzAyOTg2NWU1\">Recycling for a New Future\u003c/a> Tiffany was surprised to find that her school district did not have a required recycling program.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxN2VmMzk2YzlhZDYwOGVhNzNlNDM3\">Overfishing in the Oceans\u003c/a> Tanay warns about the impact of overfishing on the biodiversity of our oceans.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Call for Social Change\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxN2M4MjY2YzlhZDYwOGVhNzNlNDM1\">Reparations for Black Americans\u003c/a> Adiyah believes reparations are key to addressing the racial wealth gap in the United States.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjMxMjM1ZTRhNmE5NWI2YTU5OTA0Y2Fi\">Overpriced Medication\u003c/a> Jenna asks for government policies which regulate the cost of essential, life-saving drugs like insulin.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjFkMmMzMTc2YzgxM2Y3ZmQyYzhiYTQ5\">Imperfectly Perfect\u003c/a> Zahra wants to live in a society that normalizes and celebrates different body types, rather than pressuring people into one ideal physique.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5Y2VjZWE2YzgxM2Y3ZmQyYzhiYTMw\">The Cost of Fast Fashion\u003c/a> Audrey’s political cartoon brings attention to the behind-the-scenes impact of excessive shopping habits in America.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjFkMmI5MGFkZmJjNjkxODE1MjhiYWFi\">Animal Testing\u003c/a> Gracie advocates for more policies that protect animal rights.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Calls for Mental Health Care\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIxN2MyZjhhMDhiYTAwNDJmMGUxN2I0\">Mental illness in youth\u003c/a> Anya focuses on the need to normalize getting help for mental illness and increasing availability of resources.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI2MmM0ZTk5MjhiMTg1MzAyOTg2NjI5\">Latino Community and Mental Health\u003c/a> Mayra wants to raise awareness about the importance of mental health in the Lation community.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI0MzNmMzllZjA2MTk1MDdiMmQyYjA5\">How Gen-Z Romanticizes Mental Health on Social Media\u003c/a> Sheyla looks at how the casual use of labels like “OCD” or “panic attack” can trivialize the experience of those who experience these medical conditions.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5ZDQ5ZTlkZmJjNjkxODE1MjhiYTVi\">The Daily Lie\u003c/a> Connie’s political cartoon shows the burdens teens carry and the impact of pretending they are doing fine.\u003c/li>\n\u003c/ul>\n\u003cp>You can find more student perspectives on the \u003ca href=\"https://learn.kqed.org/challenges/\">Youth Media Showcase\u003c/a>. Try using the search option to filter for areas of interest to you and your students!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "What Needs to Change to Make College More Affordable?",
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"content": "\u003cp>For decades, going to college was seen as “the great equalizer,” a ticket to the American dream for people from all walks of life. But with rising college costs leading to skyrocketing student debt, has that dream become a nightmare? Myles unpacks the reasons college is so expensive and ways to fix it.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS:\u003c/strong> Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/122?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How did college get to be so expensive? \u003c/strong>\u003c/p>\n\u003cp>After the passing of the G.I Bill, the U.S. government gave money to returning soldiers to pay for college. This means regular everyday folks could get a higher education instead of just wealthy people, which worked as the percentage of folks going to college grew from its signing up until a few years ago.\u003c/p>\n\u003cp>\u003cstrong>What is administrative bloat? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After the pandemic forced at-home learning on many students, they started thinking about where exactly their dollars were going. Administrative bloat is a term used to describe when resources and money go to administrative positions instead of teaching positions. The Department of Education found that positions like college presidents, deans, and provosts grew by 60 percent between 1993 and 2009, which was 10 times the rate of tenured faculty positions. However, is that all bad? As college becomes more diverse and more competitive there is a higher need for positions in student services to ensure students have equal opportunities at succeeding.\u003c/p>\n\u003cp>\u003cstrong>How do cuts in state funding contribute to rising tuition at public universities? \u003c/strong>\u003c/p>\n\u003cp>Beyond administrative bloat and increases in student services there’s been a trend of states cutting funding to schools and to make up for that decrease in funding the cost of college has risen thus increasing the amount of debt a student needs to take out to be able to pay for it. Women and minorities are taking the brunt of the debt as they on average have more than white borrowers. The high amount of debt students are accumulating is slowing down trademarks of being an adult and again has folks reevaluating if paying all that money is worth it for them.\u003c/p>\n\u003cp>\u003cstrong>What are some ideas for making college more affordable in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>President Biden announced canceling some debt for borrowers making under 125k a year. However, that doesn’t stop the cost of college from being extremely expensive for most folks out there. Other countries offer free college or tuition at a way cheaper price than here in the U.S but that means getting rid of some of the more glamorous things we associate with the college experience like living on campus for example. It also means potentially higher taxes for citizens, basically, a lot would have to change in the states for college to resemble what European countries are doing.\u003c/p>\n\u003cp>SOURCES\u003c/p>\n\u003cp>\u003ca href=\"https://news.gallup.com/opinion/gallup/248492/crisis-confidence-higher.aspx\">\u003cspan style=\"font-weight: 400\">A Crisis in Confidence in Higher Ed (Gallup)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/education/archive/2018/09/why-is-college-so-expensive-in-america/569884/\">\u003cspan style=\"font-weight: 400\">Why Is College So Expensive in America? (The Atlantic)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnbc.com/2021/03/14/fewer-kids-going-to-college-because-of-cost.html\">\u003cspan style=\"font-weight: 400\">Fewer Kids Are Going to College Because They Say It Costs Too Much (CNBC)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.forbes.com/sites/carolinesimon/2017/09/05/bureaucrats-and-buildings-the-case-for-why-college-is-so-expensive/?sh=67f65894456a\">\u003cspan style=\"font-weight: 400\">Bureaucrats and Buildings: The Case for Why College is So Expensive \u003c/span>\u003c/a>(Forbes)\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/fancy-dorms-arent-the-main-reason-tuition-is-skyrocketing/\">\u003cspan style=\"font-weight: 400\">Fancy Dorms Aren’t the Main Reason Tuition Is Skyrocketing (538)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnbc.com/2020/11/11/38-percent-of-students-worry-they-wont-have-money-to-cover-college-costs.html\">\u003cspan style=\"font-weight: 400\">38% of Parents Worry They Won’t Have the Money to Cover College Costs (CNBC)\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For decades, going to college was seen as “the great equalizer,” a ticket to the American dream for people from all walks of life. But with rising college costs leading to skyrocketing student debt, has that dream become a nightmare? Myles unpacks the reasons college is so expensive and ways to fix it.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS:\u003c/strong> Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/122?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How did college get to be so expensive? \u003c/strong>\u003c/p>\n\u003cp>After the passing of the G.I Bill, the U.S. government gave money to returning soldiers to pay for college. This means regular everyday folks could get a higher education instead of just wealthy people, which worked as the percentage of folks going to college grew from its signing up until a few years ago.\u003c/p>\n\u003cp>\u003cstrong>What is administrative bloat? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After the pandemic forced at-home learning on many students, they started thinking about where exactly their dollars were going. Administrative bloat is a term used to describe when resources and money go to administrative positions instead of teaching positions. The Department of Education found that positions like college presidents, deans, and provosts grew by 60 percent between 1993 and 2009, which was 10 times the rate of tenured faculty positions. However, is that all bad? As college becomes more diverse and more competitive there is a higher need for positions in student services to ensure students have equal opportunities at succeeding.\u003c/p>\n\u003cp>\u003cstrong>How do cuts in state funding contribute to rising tuition at public universities? \u003c/strong>\u003c/p>\n\u003cp>Beyond administrative bloat and increases in student services there’s been a trend of states cutting funding to schools and to make up for that decrease in funding the cost of college has risen thus increasing the amount of debt a student needs to take out to be able to pay for it. Women and minorities are taking the brunt of the debt as they on average have more than white borrowers. The high amount of debt students are accumulating is slowing down trademarks of being an adult and again has folks reevaluating if paying all that money is worth it for them.\u003c/p>\n\u003cp>\u003cstrong>What are some ideas for making college more affordable in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>President Biden announced canceling some debt for borrowers making under 125k a year. However, that doesn’t stop the cost of college from being extremely expensive for most folks out there. Other countries offer free college or tuition at a way cheaper price than here in the U.S but that means getting rid of some of the more glamorous things we associate with the college experience like living on campus for example. It also means potentially higher taxes for citizens, basically, a lot would have to change in the states for college to resemble what European countries are doing.\u003c/p>\n\u003cp>SOURCES\u003c/p>\n\u003cp>\u003ca href=\"https://news.gallup.com/opinion/gallup/248492/crisis-confidence-higher.aspx\">\u003cspan style=\"font-weight: 400\">A Crisis in Confidence in Higher Ed (Gallup)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/education/archive/2018/09/why-is-college-so-expensive-in-america/569884/\">\u003cspan style=\"font-weight: 400\">Why Is College So Expensive in America? (The Atlantic)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnbc.com/2021/03/14/fewer-kids-going-to-college-because-of-cost.html\">\u003cspan style=\"font-weight: 400\">Fewer Kids Are Going to College Because They Say It Costs Too Much (CNBC)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.forbes.com/sites/carolinesimon/2017/09/05/bureaucrats-and-buildings-the-case-for-why-college-is-so-expensive/?sh=67f65894456a\">\u003cspan style=\"font-weight: 400\">Bureaucrats and Buildings: The Case for Why College is So Expensive \u003c/span>\u003c/a>(Forbes)\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/fancy-dorms-arent-the-main-reason-tuition-is-skyrocketing/\">\u003cspan style=\"font-weight: 400\">Fancy Dorms Aren’t the Main Reason Tuition Is Skyrocketing (538)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnbc.com/2020/11/11/38-percent-of-students-worry-they-wont-have-money-to-cover-college-costs.html\">\u003cspan style=\"font-weight: 400\">38% of Parents Worry They Won’t Have the Money to Cover College Costs (CNBC)\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>We are in a state of emergency when it comes to the mental health of youth and teens. TikTok can be a great place to connect with people and feel seen, especially since it’s not exactly easy for everyone to just find a therapist and go to therapy. But, anyone can post something and claim that it’s legit info, when in fact it may not be. Myles investigates the complexities of mental health Tik Tok and answers the question: Should teens turn to TikTok for help with mental health?\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/121?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Is Mental Health TikTok actually good for your mental health?\u003c/strong>\u003c/p>\n\u003cp>TikTok can be a great place to connect with people and feel seen, especially since it’s not exactly easy for everyone to just find a therapist and go to therapy. A long history of racial disparities in mental healthcare can make it especially hard for BIPOC folks to get care. But on TikTok, there are a lot of therapists sharing great info. But it’s also important to know that TikTok is not therapy. In order to get a proper diagnosis you have to be assessed by a mental health professional, and when you’re in therapy you can get individualized treatment plans, which TikTok obviously can’t provide.\u003c/p>\n\u003cp>\u003cstrong>What are some of the problems with mental health TikTok? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There is a lot of misinformation about mental health on social media. Other times, information can be oversimplified or overly general, so it can be easy to walk away feeling like you’ve got the thing when you might not. There’s a lot of noise on mental health TikTok, but there’s also some truly helpful info! We chatted with Dr. Patrice Berry for tips on how to get the most out of it. Be sure to check out her channel too: \u003ca href=\"https://www.youtube.com/c/DrPatriceBerry\">https://www.youtube.com/c/DrPatriceBerry\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What are some tips for getting the most out of mental health TikTok? \u003c/strong>\u003c/p>\n\u003cp>First, who is posting the content? An actual licensed mental health professional– someone who’s had specialized training in mental health– has more credibility than a life coach or a social media influencer. Also, how does the content make you feel? If you leave the app feeling hopeful or you’re finding beneficial information, then you’re likely engaging with content that works for you, but if you leave the app feeling bad about yourself, then maybe you need to reassess the type of content you are engaging with and don’t be afraid to just take a break from TikTok. It can be super easy to compare yourself to others and to take on other people’s struggles and burdens as your own.\u003c/p>\n\u003cp>\u003cstrong>Can I control what I see on TikTok? \u003c/strong>\u003c/p>\n\u003cp>The TikTok algorithm serves you the type of content you engage with the most. So make sure you are only liking, sharing, and commenting on the stuff that makes you feel good or you find helpful. So actually leaving negative comments on a post you don’t like can actually boost that post– and you may end up seeing a lot of similar content.\u003c/p>\n\u003cp>\u003cstrong>ADDITIONAL RESOURCES: \u003c/strong>\u003c/p>\n\u003cp>Therapy directories:\u003c/p>\n\u003cp>\u003ca href=\"http://www.psychologytoday.com\">www.psychologytoday.com\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.therapyden.com\">www.therapyden.com \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.inclusivetherapists.com\">www.inclusivetherapists.com \u003c/a>\u003c/p>\n\u003cp>The Youth Mental Health Project: \u003ca href=\"https://ymhproject.org/resources/\">https://ymhproject.org/resources/ \u003c/a>\u003c/p>\n\u003cp>Society for Adolescent Health and Medicine: \u003ca href=\"https://www.adolescenthealth.org/\">https://www.adolescenthealth.org/\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>National Alliance on Mental Illness: \u003ca href=\"https://www.nami.org/\">https://www.nami.org/\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We are in a state of emergency when it comes to the mental health of youth and teens. TikTok can be a great place to connect with people and feel seen, especially since it’s not exactly easy for everyone to just find a therapist and go to therapy. But, anyone can post something and claim that it’s legit info, when in fact it may not be. Myles investigates the complexities of mental health Tik Tok and answers the question: Should teens turn to TikTok for help with mental health?\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/121?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Is Mental Health TikTok actually good for your mental health?\u003c/strong>\u003c/p>\n\u003cp>TikTok can be a great place to connect with people and feel seen, especially since it’s not exactly easy for everyone to just find a therapist and go to therapy. A long history of racial disparities in mental healthcare can make it especially hard for BIPOC folks to get care. But on TikTok, there are a lot of therapists sharing great info. But it’s also important to know that TikTok is not therapy. In order to get a proper diagnosis you have to be assessed by a mental health professional, and when you’re in therapy you can get individualized treatment plans, which TikTok obviously can’t provide.\u003c/p>\n\u003cp>\u003cstrong>What are some of the problems with mental health TikTok? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There is a lot of misinformation about mental health on social media. Other times, information can be oversimplified or overly general, so it can be easy to walk away feeling like you’ve got the thing when you might not. There’s a lot of noise on mental health TikTok, but there’s also some truly helpful info! We chatted with Dr. Patrice Berry for tips on how to get the most out of it. Be sure to check out her channel too: \u003ca href=\"https://www.youtube.com/c/DrPatriceBerry\">https://www.youtube.com/c/DrPatriceBerry\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>What are some tips for getting the most out of mental health TikTok? \u003c/strong>\u003c/p>\n\u003cp>First, who is posting the content? An actual licensed mental health professional– someone who’s had specialized training in mental health– has more credibility than a life coach or a social media influencer. Also, how does the content make you feel? If you leave the app feeling hopeful or you’re finding beneficial information, then you’re likely engaging with content that works for you, but if you leave the app feeling bad about yourself, then maybe you need to reassess the type of content you are engaging with and don’t be afraid to just take a break from TikTok. It can be super easy to compare yourself to others and to take on other people’s struggles and burdens as your own.\u003c/p>\n\u003cp>\u003cstrong>Can I control what I see on TikTok? \u003c/strong>\u003c/p>\n\u003cp>The TikTok algorithm serves you the type of content you engage with the most. So make sure you are only liking, sharing, and commenting on the stuff that makes you feel good or you find helpful. So actually leaving negative comments on a post you don’t like can actually boost that post– and you may end up seeing a lot of similar content.\u003c/p>\n\u003cp>\u003cstrong>ADDITIONAL RESOURCES: \u003c/strong>\u003c/p>\n\u003cp>Therapy directories:\u003c/p>\n\u003cp>\u003ca href=\"http://www.psychologytoday.com\">www.psychologytoday.com\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.therapyden.com\">www.therapyden.com \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.inclusivetherapists.com\">www.inclusivetherapists.com \u003c/a>\u003c/p>\n\u003cp>The Youth Mental Health Project: \u003ca href=\"https://ymhproject.org/resources/\">https://ymhproject.org/resources/ \u003c/a>\u003c/p>\n\u003cp>Society for Adolescent Health and Medicine: \u003ca href=\"https://www.adolescenthealth.org/\">https://www.adolescenthealth.org/\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>National Alliance on Mental Illness: \u003ca href=\"https://www.nami.org/\">https://www.nami.org/\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The impact of STEAM on the advancement and betterment of human lives is undeniable. Not only are we more connected than ever, but we have been able to treat and cure illnesses and solve some of the global issues that have extended our life expectancies and improved our quality of life. But so much still needs to be done so that all humans can live joyful, accessible and sustainable futures. STEAM educators have the opportunity to leverage real-world scenarios in order to teach empathy to their students and help them think more compassionately when it comes to understanding global and community issues.\u003c/p>\n\u003ch2>Why is empathy important in STEAM?\u003c/h2>\n\u003cp>The global issues we face today often disproportionately exacerbate inequity and injustice for the most marginalized groups. While STEAM can be used to help solve these issues, empathy allows students to think outside of themselves and focus on those who are negatively impacted the greatest. This enables them to not only better understand the perspectives and needs of others, but also find the STEAM content they are learning to be more meaningful or purposeful for the good of society. Embedding empathy into STEAM education helps students develop \u003ca href=\"https://www.edutopia.org/social-emotional-intelligence-learning-education\" target=\"_blank\" rel=\"noopener noreferrer\">emotional intelligence\u003c/a> and become more civically engaged citizens.\u003c/p>\n\u003cblockquote>\u003cp>Want to learn about how you can foster empathy in your STEAM classroom? Join us at the \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">10th Annual California STEAM Symposium\u003c/a> on October 1-2. Register with the JOINME22 discount code for $50 off.\u003c/p>\u003c/blockquote>\n\u003cp>This is why we’re excited to attend The California STEAM Symposium in Anaheim, California on October 1-2. The theme for this year’s Symposium is Advance Justice, Equity, Diversity, & Inclusion in STEAM: Access, Awareness, Opportunities, & Outcomes. \u003cstrong>Our workshop, \u003ca href=\"https://teach.kqed.org/p/conference-info?utm_source=kqed-edu&utm_medium=blog&utm_campaign=CASTEAM22\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Using Empathy to Guide Human-Centered Engineering Design\u003c/em>\u003c/a> on October 1, 10:30 – 11:15am PT, \u003c/strong>aligns with this year’s theme because we believe that empathy is the first step to advancing equity.\u003c/p>\n\u003cp>In this workshop, educators will learn about the \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-edu&utm_medium=blog&utm_campaign=CASTEAM22\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering for Good Youth Media Challenge\u003c/a>, which is a project-based unit that engages middle and high school students in the human-centered engineering design process. As students design creative STEAM solutions that will positively impact the lives of those impacted and disrupt patterns of injustice, they will create media to communicate their solutions and have the opportunity to share on our \u003ca href=\"https://learn.kqed.org/challenges/searchbyfilter/filters?isFilter=true&challengeName=Engineering%20for%20Good\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenge Showcase\u003c/a>, a public online platform.\u003c/p>\n\u003cblockquote>\u003cp>Find us at The California STEAM Symposium at booth 605 or one of our sessions.\u003c/p>\u003c/blockquote>\n\u003cp>We are excited to present this workshop and be in person to connect about the ways STEAM educators are fostering empathy in their classrooms and learning environments. \u003ca href=\"https://teach.kqed.org/p/conference-info?utm_source=kqed-edu&utm_medium=blog&utm_campaign=CASTEAM22\" target=\"_blank\" rel=\"noopener noreferrer\">Find us at our booth #605\u003c/a>. Can’t wait to see some of you there!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The impact of STEAM on the advancement and betterment of human lives is undeniable. Not only are we more connected than ever, but we have been able to treat and cure illnesses and solve some of the global issues that have extended our life expectancies and improved our quality of life. But so much still needs to be done so that all humans can live joyful, accessible and sustainable futures. STEAM educators have the opportunity to leverage real-world scenarios in order to teach empathy to their students and help them think more compassionately when it comes to understanding global and community issues.\u003c/p>\n\u003ch2>Why is empathy important in STEAM?\u003c/h2>\n\u003cp>The global issues we face today often disproportionately exacerbate inequity and injustice for the most marginalized groups. While STEAM can be used to help solve these issues, empathy allows students to think outside of themselves and focus on those who are negatively impacted the greatest. This enables them to not only better understand the perspectives and needs of others, but also find the STEAM content they are learning to be more meaningful or purposeful for the good of society. Embedding empathy into STEAM education helps students develop \u003ca href=\"https://www.edutopia.org/social-emotional-intelligence-learning-education\" target=\"_blank\" rel=\"noopener noreferrer\">emotional intelligence\u003c/a> and become more civically engaged citizens.\u003c/p>\n\u003cblockquote>\u003cp>Want to learn about how you can foster empathy in your STEAM classroom? Join us at the \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">10th Annual California STEAM Symposium\u003c/a> on October 1-2. Register with the JOINME22 discount code for $50 off.\u003c/p>\u003c/blockquote>\n\u003cp>This is why we’re excited to attend The California STEAM Symposium in Anaheim, California on October 1-2. The theme for this year’s Symposium is Advance Justice, Equity, Diversity, & Inclusion in STEAM: Access, Awareness, Opportunities, & Outcomes. \u003cstrong>Our workshop, \u003ca href=\"https://teach.kqed.org/p/conference-info?utm_source=kqed-edu&utm_medium=blog&utm_campaign=CASTEAM22\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Using Empathy to Guide Human-Centered Engineering Design\u003c/em>\u003c/a> on October 1, 10:30 – 11:15am PT, \u003c/strong>aligns with this year’s theme because we believe that empathy is the first step to advancing equity.\u003c/p>\n\u003cp>In this workshop, educators will learn about the \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-edu&utm_medium=blog&utm_campaign=CASTEAM22\" target=\"_blank\" rel=\"noopener noreferrer\">Engineering for Good Youth Media Challenge\u003c/a>, which is a project-based unit that engages middle and high school students in the human-centered engineering design process. As students design creative STEAM solutions that will positively impact the lives of those impacted and disrupt patterns of injustice, they will create media to communicate their solutions and have the opportunity to share on our \u003ca href=\"https://learn.kqed.org/challenges/searchbyfilter/filters?isFilter=true&challengeName=Engineering%20for%20Good\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenge Showcase\u003c/a>, a public online platform.\u003c/p>\n\u003cblockquote>\u003cp>Find us at The California STEAM Symposium at booth 605 or one of our sessions.\u003c/p>\u003c/blockquote>\n\u003cp>We are excited to present this workshop and be in person to connect about the ways STEAM educators are fostering empathy in their classrooms and learning environments. \u003ca href=\"https://teach.kqed.org/p/conference-info?utm_source=kqed-edu&utm_medium=blog&utm_campaign=CASTEAM22\" target=\"_blank\" rel=\"noopener noreferrer\">Find us at our booth #605\u003c/a>. Can’t wait to see some of you there!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The 40-hour, 5-day workweek has been the norm in the United States for almost 100 years. Now imagine if it were replaced with a 32-hour, 4-day workweek–with no cut in pay. Would work-life balance magically descend on the land? Or would people be more stressed than ever? Should the 4-day workweek become the new normal?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/why-do-we-still-work-40-hours-a-week/above-the-noise-video/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How did the 40-hour workweek become the norm?\u003c/strong>\u003c/p>\n\u003cp>Let’s rewind back to the Industrial Revolution, where workers weren’t uncommon to put in 12-hour days, six days a week. Workers back then weren’t stans of this arrangement, which is what led to the labor movement. By the 1880s, the slogan on everyone’s lips: “eight hours for work, eight hours for rest, eight hours for what we will.” In the 1920s, Henry Ford shocked the world by shortening the workweek for his assembly line employees down to 40 hours per week. And when the Great Depression hit in the 1930s, the U.S. Gov’t saw Ford’s shorter workweek as a way to fight the massive unemployment crisis – companies would need to hire more workers to get the job done. By 1940, a series of laws made the 40-hour workweek the norm in the U.S. It has been that way ever since.\u003c/p>\n\u003cp>\u003cstrong>What’s the economic reasoning for switching from a 40-hour to a 32-hour workweek?\u003c/strong>\u003c/p>\n\u003cp>From 1979 to 2020, the productivity of the typical U.S. worker increased 62 percent, but the average pay only increased 17 percent. Companies were making more and more profit, but they weren’t sharing it with most of their employees. So where ARE all the profits going? Basically; two places. The salaries of people who are already in the top 20 percent, and shareholders who make money from owning company stock. The takeaway for many: if I’m not seeing the benefit to all this increased productivity, what motivation do I have to keep putting in 40 hours a week?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Has a shortened workweek actually been tried anywhere?\u003c/strong>\u003c/p>\n\u003cp>Yes! Iceland conducted a country-wide experiment to answer the question: what would happen if people worked fewer hours for the same pay? From 2015 to 2019, a little over one percent of the working population had their hours reduced from 40 hours a week to around 36 hours with no reduction in pay. Not exactly a 4-day workweek, but close. And it was a success. Productivity did not decrease, and most workers reported feeling happier, healthier, and more well rested.\u003c/p>\n\u003cp>\u003cstrong>Can the 32-hour work week work in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>It was easier to make happen in Iceland, where 90% of its workers are in unions, making it MUCH easier to bargain for a shorter workweek. Here in the U.S., only 10% of workers are in unions. Tech companies have been ground zero for experimenting with shorter work weeks, to varying results. California has a stalled bill in its state legislature to redefine the state’s workweek from 40 hours to 32 hours, but it’s stalled and pretty much has no chance of passing. Until then, offering shortened workweeks is a voluntary, company-by-company decision.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>How the 40-hour work week became the norm \u003ca href=\"https://www.npr.org/2021/11/05/1052968060/how-the-40-hour-work-week-became-the-norm\">https://www.npr.org/2021/11/05/1052968060/how-the-40-hour-work-week-became-the-norm \u003c/a>\u003c/p>\n\u003cp>The five-day workweek is dead \u003ca href=\"https://www.vox.com/22568452/work-workweek-five-day-four-jobs-pandemic\">https://www.vox.com/22568452/work-workweek-five-day-four-jobs-pandemic \u003c/a>\u003c/p>\n\u003cp>The 300,000-year case for the 15-hour week \u003ca href=\"https://www.ft.com/content/8dd71dc3-4566-48e0-a1d9-3e8bd2b3f60f\">https://www.ft.com/content/8dd71dc3-4566-48e0-a1d9-3e8bd2b3f60f \u003c/a>\u003c/p>\n\u003cp>What really happened in Iceland’s four-day week trial \u003ca href=\"https://www.wired.co.uk/article/iceland-four-day-work-week\">https://www.wired.co.uk/article/iceland-four-day-work-week\u003c/a>\u003c/p>\n\u003cp>Going Public: Iceland’s journey to a shorter working week \u003ca href=\"https://autonomy.work/wp-content/uploads/2021/06/ICELAND_4DW.pdf\">https://autonomy.work/wp-content/uploads/2021/06/ICELAND_4DW.pdf \u003c/a>\u003c/p>\n\u003cp>Why a California Congressman Has Proposed a Four-Day Workweek\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2022/03/21/us/four-day-workweek.html\">https://www.nytimes.com/2022/03/21/us/four-day-workweek.html \u003c/a>\u003c/p>\n\u003cp>The 4-Day Week Is Flawed. Workers Still Want It \u003ca href=\"https://www.wired.com/story/four-day-week-burnout/\">https://www.wired.com/story/four-day-week-burnout/ \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The 40-hour, 5-day workweek has been the norm in the United States for almost 100 years. Now imagine if it were replaced with a 32-hour, 4-day workweek–with no cut in pay. Would work-life balance magically descend on the land? Or would people be more stressed than ever? Should the 4-day workweek become the new normal?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/why-do-we-still-work-40-hours-a-week/above-the-noise-video/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How did the 40-hour workweek become the norm?\u003c/strong>\u003c/p>\n\u003cp>Let’s rewind back to the Industrial Revolution, where workers weren’t uncommon to put in 12-hour days, six days a week. Workers back then weren’t stans of this arrangement, which is what led to the labor movement. By the 1880s, the slogan on everyone’s lips: “eight hours for work, eight hours for rest, eight hours for what we will.” In the 1920s, Henry Ford shocked the world by shortening the workweek for his assembly line employees down to 40 hours per week. And when the Great Depression hit in the 1930s, the U.S. Gov’t saw Ford’s shorter workweek as a way to fight the massive unemployment crisis – companies would need to hire more workers to get the job done. By 1940, a series of laws made the 40-hour workweek the norm in the U.S. It has been that way ever since.\u003c/p>\n\u003cp>\u003cstrong>What’s the economic reasoning for switching from a 40-hour to a 32-hour workweek?\u003c/strong>\u003c/p>\n\u003cp>From 1979 to 2020, the productivity of the typical U.S. worker increased 62 percent, but the average pay only increased 17 percent. Companies were making more and more profit, but they weren’t sharing it with most of their employees. So where ARE all the profits going? Basically; two places. The salaries of people who are already in the top 20 percent, and shareholders who make money from owning company stock. The takeaway for many: if I’m not seeing the benefit to all this increased productivity, what motivation do I have to keep putting in 40 hours a week?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Has a shortened workweek actually been tried anywhere?\u003c/strong>\u003c/p>\n\u003cp>Yes! Iceland conducted a country-wide experiment to answer the question: what would happen if people worked fewer hours for the same pay? From 2015 to 2019, a little over one percent of the working population had their hours reduced from 40 hours a week to around 36 hours with no reduction in pay. Not exactly a 4-day workweek, but close. And it was a success. Productivity did not decrease, and most workers reported feeling happier, healthier, and more well rested.\u003c/p>\n\u003cp>\u003cstrong>Can the 32-hour work week work in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>It was easier to make happen in Iceland, where 90% of its workers are in unions, making it MUCH easier to bargain for a shorter workweek. Here in the U.S., only 10% of workers are in unions. Tech companies have been ground zero for experimenting with shorter work weeks, to varying results. California has a stalled bill in its state legislature to redefine the state’s workweek from 40 hours to 32 hours, but it’s stalled and pretty much has no chance of passing. Until then, offering shortened workweeks is a voluntary, company-by-company decision.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>How the 40-hour work week became the norm \u003ca href=\"https://www.npr.org/2021/11/05/1052968060/how-the-40-hour-work-week-became-the-norm\">https://www.npr.org/2021/11/05/1052968060/how-the-40-hour-work-week-became-the-norm \u003c/a>\u003c/p>\n\u003cp>The five-day workweek is dead \u003ca href=\"https://www.vox.com/22568452/work-workweek-five-day-four-jobs-pandemic\">https://www.vox.com/22568452/work-workweek-five-day-four-jobs-pandemic \u003c/a>\u003c/p>\n\u003cp>The 300,000-year case for the 15-hour week \u003ca href=\"https://www.ft.com/content/8dd71dc3-4566-48e0-a1d9-3e8bd2b3f60f\">https://www.ft.com/content/8dd71dc3-4566-48e0-a1d9-3e8bd2b3f60f \u003c/a>\u003c/p>\n\u003cp>What really happened in Iceland’s four-day week trial \u003ca href=\"https://www.wired.co.uk/article/iceland-four-day-work-week\">https://www.wired.co.uk/article/iceland-four-day-work-week\u003c/a>\u003c/p>\n\u003cp>Going Public: Iceland’s journey to a shorter working week \u003ca href=\"https://autonomy.work/wp-content/uploads/2021/06/ICELAND_4DW.pdf\">https://autonomy.work/wp-content/uploads/2021/06/ICELAND_4DW.pdf \u003c/a>\u003c/p>\n\u003cp>Why a California Congressman Has Proposed a Four-Day Workweek\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2022/03/21/us/four-day-workweek.html\">https://www.nytimes.com/2022/03/21/us/four-day-workweek.html \u003c/a>\u003c/p>\n\u003cp>The 4-Day Week Is Flawed. Workers Still Want It \u003ca href=\"https://www.wired.com/story/four-day-week-burnout/\">https://www.wired.com/story/four-day-week-burnout/ \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The \u003ca href=\"https://namle.net/\" target=\"_blank\" rel=\"noopener noreferrer\">National Association for Media Literacy Education\u003c/a> (NAMLE) has selected the \u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification by KQED\u003c/a> for the 2022 Media Literate Media Award. This award recognizes outstanding contributions to media literacy made by media professionals with national reach. Past winners of this award include Bill Moyers, Snopes.com, On the Media/WNYC and PBS News Hour Student Reporting Labs.\u003c/p>\n\u003cp>We are delighted with this award, but most of all, we are inspired by the teachers who make media literacy a priority for their own growth and then bring these skills to their students.\u003c/p>\n\u003cp>Here’s what educators have to say about what they got out of becoming certified PBS Media Literacy Educators:\u003c/p>\n\u003cblockquote>\u003cp>This certification has made me more aware of all aspects of media literacy and the importance of modeling these literacies to the teachers and students I work with. —District Technology Integration Specialist, K-2 teachers and students\u003c/p>\n\u003cp>I realized that I needed a personal ‘upgrade,’ especially in technology and media education. Certification in Media Literacy means that the journey of improvement—how to create, evaluate, analyze, assess and use media—has begun and continues. I feel more prepared to inspire, instruct, and guide students, one step at a time, to also be media literate. —Spanish Teacher\u003c/p>\n\u003cp>The additional learning I completed in order to earn this certification, and the strategies I constructed to enact lessons toward this certification, have already strengthened my practice. I am also now a recognized leader in my school community for media-based instruction and assessment. —High School English Teacher\u003c/p>\u003c/blockquote>\n\u003ch2>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">About PBS Media Literacy Educator Certification by KQED\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534043 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png\" alt=\"PBS Media Literacy Certification by KQED program icon\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01.png 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>This free, competency-based certification program walks you through earning 8 micro-credentials that demonstrate and validate your media literacy skills. Open to educators of all grades and subjects and to those who coach other teachers. Not sure where to start? We offer free, online courses on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a> that help you build the skills and knowledge needed to start earning micro-credentials and to become certified.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://namle.net/\" target=\"_blank\" rel=\"noopener noreferrer\">National Association for Media Literacy Education\u003c/a> (NAMLE) has selected the \u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification by KQED\u003c/a> for the 2022 Media Literate Media Award. This award recognizes outstanding contributions to media literacy made by media professionals with national reach. Past winners of this award include Bill Moyers, Snopes.com, On the Media/WNYC and PBS News Hour Student Reporting Labs.\u003c/p>\n\u003cp>We are delighted with this award, but most of all, we are inspired by the teachers who make media literacy a priority for their own growth and then bring these skills to their students.\u003c/p>\n\u003cp>Here’s what educators have to say about what they got out of becoming certified PBS Media Literacy Educators:\u003c/p>\n\u003cblockquote>\u003cp>This certification has made me more aware of all aspects of media literacy and the importance of modeling these literacies to the teachers and students I work with. —District Technology Integration Specialist, K-2 teachers and students\u003c/p>\n\u003cp>I realized that I needed a personal ‘upgrade,’ especially in technology and media education. Certification in Media Literacy means that the journey of improvement—how to create, evaluate, analyze, assess and use media—has begun and continues. I feel more prepared to inspire, instruct, and guide students, one step at a time, to also be media literate. —Spanish Teacher\u003c/p>\n\u003cp>The additional learning I completed in order to earn this certification, and the strategies I constructed to enact lessons toward this certification, have already strengthened my practice. I am also now a recognized leader in my school community for media-based instruction and assessment. —High School English Teacher\u003c/p>\u003c/blockquote>\n\u003ch2>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">About PBS Media Literacy Educator Certification by KQED\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534043 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png\" alt=\"PBS Media Literacy Certification by KQED program icon\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01.png 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>This free, competency-based certification program walks you through earning 8 micro-credentials that demonstrate and validate your media literacy skills. Open to educators of all grades and subjects and to those who coach other teachers. Not sure where to start? We offer free, online courses on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a> that help you build the skills and knowledge needed to start earning micro-credentials and to become certified.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The last time inflation was really high was back in the late 70s and early 80s. At that time, the Federal Reserve decided to raise interest rates a ton–up to 20%. And this did bring inflation under control BUT it caused massive unemployment and led to a big recession. Are there other ways to stop inflation? And can we do anything now to prevent high inflation in the future? Myles explores the possibilities in the second part of \u003ca href=\"https://youtu.be/3TfQuU4QMGM\">our two-part series\u003c/a>.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/119?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is inflation? \u003c/strong>\u003c/p>\n\u003cp>Inflation is the increase in the cost of goods and services over time. It’s measured by the Bureau of Labor Statistics using the Consumer Price Index (CPI)– which looks at the cost of a bunch of different items called a “basket of goods”. In general terms, inflation happens when “there’s too much money chasing not enough goods.” And the Fed tries to keep inflation at around 2% each year.\u003c/p>\n\u003cp>\u003cstrong>How has the U.S. dealt with high inflation in the past? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The last time inflation was really high was back in the late 70s and early 80s. At that time, Paul Volcker was the chairman of the Federal Reserve– which is like the bank of all banks – it sets monetary policies to help control the flow of money between banks. One of the ways it does that is by setting interest rates. When it comes to borrowing money an interest rate is what the bank charges you to take out a loan. The higher the interest rate, the more money you’ll pay the bank. So back in the late 70s when inflation was really high the Federal Reserve decided to raise interest rates a ton– up to 20%. The thinking was that inflation was really bad because there was too much money floating around, so raising interest rates makes it harder to access money. And this did bring inflation under control BUT it caused unemployment to surge and led to a big recession.\u003c/p>\n\u003cp>\u003cstrong>Why does increasing the interest rate control inflation? \u003c/strong>\u003c/p>\n\u003cp>Generally speaking, when interest rates increase, it makes it more expensive for consumers to take out loans to buy things, and it makes it more expensive for businesses to invest in things necessary to run their business. So companies do less business, they lay off workers, people lose their jobs, spending goes down and unemployment increases. Since people are buying less– prices drop and inflation goes down. Economists also say that rising interest rates that much that quickly also sent a strong signal to businesses that the Fed wasn’t going to allow inflation to get out of control. If businesses think that inflation will keep going up, they’re likely to raise their prices in anticipation of keeping up with the higher cost of living.\u003c/p>\n\u003cp>\u003cstrong>What are some long-term ways to control inflation? \u003c/strong>\u003c/p>\n\u003cp>There are a variety of long-term ways to control inflation in the future. One is ending our dependence on fossil fuels since they tend to contribute a lot to overall inflation. Green and renewable energy prices are more stable and aren’t dictated by the global oil market which can be very volatile. Other solutions include bringing back more manufacturing to the US to help alleviate some of the supply chain bottlenecks caused by covid shutdowns in factories abroad and reduced shipping schedules. Housing is also a contributor to inflation so adopting policies that allow for more affordable housing can help with inflation in the long run. Breaking up monopolies and mega-corporations could also help control inflation in the long run. When markets are dominated by a few players, it’s easier for businesses to get away with raising prices because they don’t have as many competitors keeping the prices in check.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SOURCES:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.federalreservehistory.org/essays/great-inflation\">The Great Inflation\u003c/a> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This essay from the Federal Reserve history site talks about the Great Inflation that spanned the 1970s. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nplusonemag.com/issue-34/reviews/other-peoples-blood-2/\">\u003cspan style=\"font-weight: 400\">Other People’s Blood (N+1)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This article from the N+1 literary magazine talked about Paul Volcker, his career and his role in curbing inflation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.cnbc.com/2022/05/17/powell-says-the-fed-will-not-hesitate-to-keep-raising-rates-until-inflation-comes-down.html\">Powell Says the Fed Will Not Hesitate to Keep Raising Interest Rates Until Inflation Comes Down\u003c/a> (CNBC)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This article and video from CNBC discuss the federal reserve’s plan to raise interest rates to curb inflation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.cnn.com/2022/05/10/politics/inflation-interest-rates-us-economy-what-matters/index.html\">Inflation Hurts. Raising Interest Rates Does Too\u003c/a> (CNN)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This article from CNN explains how inflation and rising interest rates both have a negative impact on the economy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://newrepublic.com/article/164528/deal-inflation-get-off-fossil-fuels\">Best Way to Fight Inflation: Ditch Fossil Fuels \u003c/a>(New Republic)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This article from The New Republic unpacks the role of fossil fuels in rising inflation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.pbs.org/newshour/show/why-corporations-are-reaping-record-profits-with-inflation-on-the-rise\">Why Corporations Are Reaping Record Profits with Inflation on the Rise\u003c/a> (PBS NewsHour):\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video segment from PBS NewsHour discusses how companies are benefiting from rising inflation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://thehill.com/blogs/congress-blog/politics/561279-competition-will-stop-inflation/\">Competition Will Stop Inflation\u003c/a> (The Hill)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This article from The Hill talks about how increasing competition among companies will help bring down inflation. \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>The last time inflation was really high was back in the late 70s and early 80s. At that time, the Federal Reserve decided to raise interest rates a ton–up to 20%. And this did bring inflation under control BUT it caused massive unemployment and led to a big recession. Are there other ways to stop inflation? And can we do anything now to prevent high inflation in the future? Myles explores the possibilities in the second part of \u003ca href=\"https://youtu.be/3TfQuU4QMGM\">our two-part series\u003c/a>.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/119?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is inflation? \u003c/strong>\u003c/p>\n\u003cp>Inflation is the increase in the cost of goods and services over time. It’s measured by the Bureau of Labor Statistics using the Consumer Price Index (CPI)– which looks at the cost of a bunch of different items called a “basket of goods”. In general terms, inflation happens when “there’s too much money chasing not enough goods.” And the Fed tries to keep inflation at around 2% each year.\u003c/p>\n\u003cp>\u003cstrong>How has the U.S. dealt with high inflation in the past? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The last time inflation was really high was back in the late 70s and early 80s. At that time, Paul Volcker was the chairman of the Federal Reserve– which is like the bank of all banks – it sets monetary policies to help control the flow of money between banks. One of the ways it does that is by setting interest rates. When it comes to borrowing money an interest rate is what the bank charges you to take out a loan. The higher the interest rate, the more money you’ll pay the bank. So back in the late 70s when inflation was really high the Federal Reserve decided to raise interest rates a ton– up to 20%. The thinking was that inflation was really bad because there was too much money floating around, so raising interest rates makes it harder to access money. And this did bring inflation under control BUT it caused unemployment to surge and led to a big recession.\u003c/p>\n\u003cp>\u003cstrong>Why does increasing the interest rate control inflation? \u003c/strong>\u003c/p>\n\u003cp>Generally speaking, when interest rates increase, it makes it more expensive for consumers to take out loans to buy things, and it makes it more expensive for businesses to invest in things necessary to run their business. So companies do less business, they lay off workers, people lose their jobs, spending goes down and unemployment increases. Since people are buying less– prices drop and inflation goes down. Economists also say that rising interest rates that much that quickly also sent a strong signal to businesses that the Fed wasn’t going to allow inflation to get out of control. If businesses think that inflation will keep going up, they’re likely to raise their prices in anticipation of keeping up with the higher cost of living.\u003c/p>\n\u003cp>\u003cstrong>What are some long-term ways to control inflation? \u003c/strong>\u003c/p>\n\u003cp>There are a variety of long-term ways to control inflation in the future. One is ending our dependence on fossil fuels since they tend to contribute a lot to overall inflation. Green and renewable energy prices are more stable and aren’t dictated by the global oil market which can be very volatile. Other solutions include bringing back more manufacturing to the US to help alleviate some of the supply chain bottlenecks caused by covid shutdowns in factories abroad and reduced shipping schedules. Housing is also a contributor to inflation so adopting policies that allow for more affordable housing can help with inflation in the long run. Breaking up monopolies and mega-corporations could also help control inflation in the long run. 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"content": "\u003cblockquote>\u003cp>\u003cstrong>The new, completely reimagined \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a> provides free award-winning professional development that helps educators level up their media literacy and media making skills. \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Literacy & Student Voice\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-quality media literacy instruction is vital for the health of individuals and communities. \u003c/span>\u003cspan style=\"font-weight: 400\">Without these skills, people lack the means to contribute to public conversations or engage in efforts to improve our communities. \u003c/span>\u003cspan style=\"font-weight: 400\">This limits people’s ability to have their voices heard on the issues that matter to their families, their communities and themselves. \u003c/span>\u003cspan style=\"font-weight: 400\">They’re also left vulnerable to \u003c/span>\u003cspan style=\"font-weight: 400\">misinformation, disinformation, propaganda\u003c/span>\u003cspan style=\"font-weight: 400\"> and other spurious claims pervasive on social media, TV and even group messaging apps. This leads to a devaluation of truth and endangers our democracy and our world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all know that young people already make and share (and consume) A LOT of media every day. According to Pew Research Center in 2018, \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/\">\u003cspan style=\"font-weight: 400\">95% of teenagers had access to a smartphone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for personal use. This percentage was consistent across differences in ethnicity, class and gender. But only a \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/11/28/teens-and-their-experiences-on-social-media/\">\u003cspan style=\"font-weight: 400\">small percentage of teens post frequently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and most post rarely, or never: 29% of teens never post videos online, and 91% of teens never post content about political or civic issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he voices of young people must be present in the conversations we are having as a community and as a nation.\u003c/span>\u003cspan style=\"font-weight: 400\"> Young people need media literacy skills to more confidently join these conversations safely and respectfully–while powerfully representing themselves and their views. Responsible media making about the issues that confront our communities requires youth (and everyone else, too!) to have the skills necessary to evaluate the trustworthiness of sources and identify the ways in which bias might impact media.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Meaningful Media Creation for the Classroom\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators are well positioned to meet the need to support and empower students to develop their voice through the creation and sharing of stories about their place in the world. Meaningful media creation inspires classroom engagement, builds critical literacy skills essential for engaging in modern society and supports the social and emotional health of students who are empowered to tell their own stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, storytelling with media addresses many writing, reading, speaking and listening skills required by both the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) and it is ideally suited to project-based learning (PBL). With digital media consumption becoming a regular part of classroom instruction, media literacy is relevant across all subject areas and essential for civic engagement, as well as college and career readiness.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is why, this spring we launched a re-imagined version of \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, our free, award winning, professional development platform designed for educators to level up their media literacy skills. Rather than just providing instructional or curriculum support to teachers, our learn-by-doing approach supports educators to improve their own media literacy and plan instruction to support their students’ media literacy development around the content they are already responsible for teaching. For example, investing in gaining the technical skills to make their own instructional media provides the confidence and know-how to better engage their students with media making projects. Likewise, gaining a better understanding of how to properly validate digital sources and identify misinformation is an important precursor to supporting students to learn these skills. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">I really appreciate that when I’m looking through KQED Teach, I’m learning, I’m playing around with things and then I’m thinking of new ways to introduce the material to my students. – High School Language Arts Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Training from Media Makers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED is a nonprofit, public media station with more than 65 years’ experience in education, and \u003c/span>\u003cspan style=\"font-weight: 400\">student media literacy and digital citizenship are at the core of the work we do here.\u003c/span>\u003cspan style=\"font-weight: 400\"> We are passionate about \u003c/span>\u003ca href=\"https://www.kqed.org/youthtakeover\">\u003cspan style=\"font-weight: 400\">the elevation of diverse youth voices to KQED’s airwaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges\">\u003cspan style=\"font-weight: 400\">digital platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Our focus is on supporting educators and their students to gain the skills and knowledge required to evaluate information quality, communicate effectively using a wide range of media and be better prepared to join the civic conversation as adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We regularly see the positive impact of student media making as a pathway to student engagement and the necessary media literacy skills that will serve them throughout their lives as both consumers and producers of media. We support teachers in understanding the ways that storytelling—across a variety of media and in all subject areas—can help students approach complex topics more easily, effectively demonstrate their mastery of standards and acquire critical media literacy skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes KQED Teach different from other PD learning platforms is our focus on providing teachers with the same experiences the current standards are asking of students. Learning-by-doing, producing for an audience, sharing work publicly, and giving and receiving feedback are all essential components of 21st century learning. We want teachers to experience the things we often ask students to do without a second thought, like adopt new media-making skills and take the emotional risk of publicly sharing personal work. We believe that focusing on the development of 21st century literacy skills for teachers leads directly to opportunities to integrate these skills into their learning environments, thereby better engaging students.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED Teach has been the most helpful to me in feeling more confident in being able to be a cutting edge media literacy teacher. The courses helped me to learn how to teach the kids not only how to make their own podcast but the value of listening – not just looking at images, but listening. – High School Science Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>PD Designed For Teachers, By Teachers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designed to be completed in between 2 and 10 hours, \u003c/span>\u003ca href=\"https://kqed.teachable.com/courses\">\u003cspan style=\"font-weight: 400\">KQED Teach courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make it easy, engaging, and fun for K-12 educators to level up their media making skills and learn how to support their students to do the same. Each completed course earns you a Certificate of Completion and helps you earn micro-credentials toward \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Courses are designed by KQED’s own professional media literacy educators, for educators around these core skills and provide resources and access to skills that can immediately be applied in the classroom:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Making Media for Classroom Use:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Create original audio, video, image-based and interactive media content to support learning.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Information:\u003c/strong> Learn how to access valid and credible resources and identify misinformation.\u003c/li>\n\u003cli>\u003cstrong>Analyzing Media:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Gain an understanding of how production choices influence the way media messages are interpreted and acted upon.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Tools for Classroom Use:\u003c/strong> \u003cspan style=\"font-weight: 400\">Learn to evaluate the online tools you use with your students with respect to student safety and federal rules and regulations. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Implementing Media Projects:\u003c/strong> Create projects specific to your content area in which students learn and demonstrate understanding by accessing, creating and sharing media.\u003c/li>\n\u003cli>\u003cstrong>Assessing Student Media:\u003c/strong> Design and implement high quality assessments for student-created media that align to standards and provide learners with quality feedback.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that KQED Teach courses are best positioned to meet educators’ learning needs around media literacy and media making for the classroom, they are: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Always available\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> All courses can be taken anytime, anywhere. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Self-paced – with instructor support\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> You learn when you can. When you’re ready, our instructors will be there with advice and feedback. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Accessible and welcoming to educators with limited technical knowledge\u003c/strong>\u003cspan style=\"font-weight: 400\"> or previous experience with media making. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators working within a wide variety of classroom technology set-ups\u003c/strong>\u003cspan style=\"font-weight: 400\"> and differing levels of student access to technology. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators serving in a variety of roles\u003c/strong>\u003cspan style=\"font-weight: 400\"> from librarians, to instructional coaches, to teachers in any grade level or content area. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Focused on project-based learning practices\u003c/strong> \u003cspan style=\"font-weight: 400\">that center student choice, self-expression, meaningful engagement with curriculum, critical thinking and creation for an audience beyond the classroom.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Designed to foster connections.\u003c/strong> Through public sharing of your work, you contribute to an ever expanding course text with other contributors a click away.\u003cb> \u003c/b>\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">The instructors understand so much about teaching and teachers and, of course, the subject matter. The courses inform my lesson plans and keep subjects exciting for me and for my students. – Middle School Language Arts Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many organizations already trust KQED to provide educators with an outstanding professional development experience. KQED Teach has been recognized by Common Sense Media as a “Super resource for making media in the classroom” and is recommended by the California Department of Education as a high quality provider of media literacy professional development for educators.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Get Started!\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether you are a traditional classroom teacher, a librarian, an instructional coach, leading an extra-curricular program or any other role you might play where you support young people using media for learning, KQED Teach is here to help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re \u003c/span>\u003cstrong>a K-12 teacher\u003c/strong> \u003cspan style=\"font-weight: 400\">looking to level up your media literacy skills so you can help your students find their voices, \u003c/span>\u003ca href=\"http://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">head on over to KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and sign up for your first self-paced course. You’ll be online and learning in minutes!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re wondering\u003c/span> \u003cstrong>what kinds of media you might inspire your students to create\u003c/strong>\u003cspan style=\"font-weight: 400\">, our \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provide a starting point to connect audio, video and graphic storytelling projects to content you are already teaching. Check out our newest \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">\u003cspan style=\"font-weight: 400\">Call for Change Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, designed to help students reach beyond the classroom and share their ideas for how to make the world a better place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are you a \u003c/span>\u003cstrong>district or building leader\u003c/strong>\u003cspan style=\"font-weight: 400\"> looking for a customized sequence and scope for professional learning? Reach out to our \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/for-leaders/\">\u003cspan style=\"font-weight: 400\">partnerships team to collaborate on a plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">See you on Teach!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>The new, completely reimagined \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a> provides free award-winning professional development that helps educators level up their media literacy and media making skills. \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Literacy & Student Voice\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-quality media literacy instruction is vital for the health of individuals and communities. \u003c/span>\u003cspan style=\"font-weight: 400\">Without these skills, people lack the means to contribute to public conversations or engage in efforts to improve our communities. \u003c/span>\u003cspan style=\"font-weight: 400\">This limits people’s ability to have their voices heard on the issues that matter to their families, their communities and themselves. \u003c/span>\u003cspan style=\"font-weight: 400\">They’re also left vulnerable to \u003c/span>\u003cspan style=\"font-weight: 400\">misinformation, disinformation, propaganda\u003c/span>\u003cspan style=\"font-weight: 400\"> and other spurious claims pervasive on social media, TV and even group messaging apps. This leads to a devaluation of truth and endangers our democracy and our world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all know that young people already make and share (and consume) A LOT of media every day. According to Pew Research Center in 2018, \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/\">\u003cspan style=\"font-weight: 400\">95% of teenagers had access to a smartphone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for personal use. This percentage was consistent across differences in ethnicity, class and gender. But only a \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/11/28/teens-and-their-experiences-on-social-media/\">\u003cspan style=\"font-weight: 400\">small percentage of teens post frequently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and most post rarely, or never: 29% of teens never post videos online, and 91% of teens never post content about political or civic issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he voices of young people must be present in the conversations we are having as a community and as a nation.\u003c/span>\u003cspan style=\"font-weight: 400\"> Young people need media literacy skills to more confidently join these conversations safely and respectfully–while powerfully representing themselves and their views. Responsible media making about the issues that confront our communities requires youth (and everyone else, too!) to have the skills necessary to evaluate the trustworthiness of sources and identify the ways in which bias might impact media.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Meaningful Media Creation for the Classroom\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators are well positioned to meet the need to support and empower students to develop their voice through the creation and sharing of stories about their place in the world. Meaningful media creation inspires classroom engagement, builds critical literacy skills essential for engaging in modern society and supports the social and emotional health of students who are empowered to tell their own stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, storytelling with media addresses many writing, reading, speaking and listening skills required by both the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) and it is ideally suited to project-based learning (PBL). With digital media consumption becoming a regular part of classroom instruction, media literacy is relevant across all subject areas and essential for civic engagement, as well as college and career readiness.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is why, this spring we launched a re-imagined version of \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, our free, award winning, professional development platform designed for educators to level up their media literacy skills. Rather than just providing instructional or curriculum support to teachers, our learn-by-doing approach supports educators to improve their own media literacy and plan instruction to support their students’ media literacy development around the content they are already responsible for teaching. For example, investing in gaining the technical skills to make their own instructional media provides the confidence and know-how to better engage their students with media making projects. Likewise, gaining a better understanding of how to properly validate digital sources and identify misinformation is an important precursor to supporting students to learn these skills. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">I really appreciate that when I’m looking through KQED Teach, I’m learning, I’m playing around with things and then I’m thinking of new ways to introduce the material to my students. – High School Language Arts Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Training from Media Makers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED is a nonprofit, public media station with more than 65 years’ experience in education, and \u003c/span>\u003cspan style=\"font-weight: 400\">student media literacy and digital citizenship are at the core of the work we do here.\u003c/span>\u003cspan style=\"font-weight: 400\"> We are passionate about \u003c/span>\u003ca href=\"https://www.kqed.org/youthtakeover\">\u003cspan style=\"font-weight: 400\">the elevation of diverse youth voices to KQED’s airwaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges\">\u003cspan style=\"font-weight: 400\">digital platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Our focus is on supporting educators and their students to gain the skills and knowledge required to evaluate information quality, communicate effectively using a wide range of media and be better prepared to join the civic conversation as adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We regularly see the positive impact of student media making as a pathway to student engagement and the necessary media literacy skills that will serve them throughout their lives as both consumers and producers of media. We support teachers in understanding the ways that storytelling—across a variety of media and in all subject areas—can help students approach complex topics more easily, effectively demonstrate their mastery of standards and acquire critical media literacy skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes KQED Teach different from other PD learning platforms is our focus on providing teachers with the same experiences the current standards are asking of students. Learning-by-doing, producing for an audience, sharing work publicly, and giving and receiving feedback are all essential components of 21st century learning. We want teachers to experience the things we often ask students to do without a second thought, like adopt new media-making skills and take the emotional risk of publicly sharing personal work. We believe that focusing on the development of 21st century literacy skills for teachers leads directly to opportunities to integrate these skills into their learning environments, thereby better engaging students.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED Teach has been the most helpful to me in feeling more confident in being able to be a cutting edge media literacy teacher. The courses helped me to learn how to teach the kids not only how to make their own podcast but the value of listening – not just looking at images, but listening. – High School Science Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>PD Designed For Teachers, By Teachers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designed to be completed in between 2 and 10 hours, \u003c/span>\u003ca href=\"https://kqed.teachable.com/courses\">\u003cspan style=\"font-weight: 400\">KQED Teach courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make it easy, engaging, and fun for K-12 educators to level up their media making skills and learn how to support their students to do the same. Each completed course earns you a Certificate of Completion and helps you earn micro-credentials toward \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Courses are designed by KQED’s own professional media literacy educators, for educators around these core skills and provide resources and access to skills that can immediately be applied in the classroom:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Making Media for Classroom Use:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Create original audio, video, image-based and interactive media content to support learning.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Information:\u003c/strong> Learn how to access valid and credible resources and identify misinformation.\u003c/li>\n\u003cli>\u003cstrong>Analyzing Media:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Gain an understanding of how production choices influence the way media messages are interpreted and acted upon.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Tools for Classroom Use:\u003c/strong> \u003cspan style=\"font-weight: 400\">Learn to evaluate the online tools you use with your students with respect to student safety and federal rules and regulations. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Implementing Media Projects:\u003c/strong> Create projects specific to your content area in which students learn and demonstrate understanding by accessing, creating and sharing media.\u003c/li>\n\u003cli>\u003cstrong>Assessing Student Media:\u003c/strong> Design and implement high quality assessments for student-created media that align to standards and provide learners with quality feedback.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that KQED Teach courses are best positioned to meet educators’ learning needs around media literacy and media making for the classroom, they are: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Always available\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> All courses can be taken anytime, anywhere. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Self-paced – with instructor support\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> You learn when you can. When you’re ready, our instructors will be there with advice and feedback. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Accessible and welcoming to educators with limited technical knowledge\u003c/strong>\u003cspan style=\"font-weight: 400\"> or previous experience with media making. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators working within a wide variety of classroom technology set-ups\u003c/strong>\u003cspan style=\"font-weight: 400\"> and differing levels of student access to technology. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators serving in a variety of roles\u003c/strong>\u003cspan style=\"font-weight: 400\"> from librarians, to instructional coaches, to teachers in any grade level or content area. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Focused on project-based learning practices\u003c/strong> \u003cspan style=\"font-weight: 400\">that center student choice, self-expression, meaningful engagement with curriculum, critical thinking and creation for an audience beyond the classroom.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Designed to foster connections.\u003c/strong> Through public sharing of your work, you contribute to an ever expanding course text with other contributors a click away.\u003cb> \u003c/b>\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">The instructors understand so much about teaching and teachers and, of course, the subject matter. The courses inform my lesson plans and keep subjects exciting for me and for my students. – Middle School Language Arts Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many organizations already trust KQED to provide educators with an outstanding professional development experience. 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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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