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This session relates to how to build efforts out of universities, relevant to digital literacy, synergies, etc.


Notes by Jody Brannon, Carnegie-Knight News21

THOSE IN ATTENDANCE and why they chose this session:

  • Leader Sarah Stutterville: Common Language Project and how its content appeals to classroom learning. sarah@clpmag.org
  • Ilona Meagher: Sees opportunities for education institutions to help veterans and their families. ilona.meagher@comcast.net
  • Kathy Gill: What is the university's and department's role when media is changing. Kathy Gill kegill@uw.edu
  • Michelle Ferrier: Looking s to bring public > michelle@michelleferrier.com
  • Aaron Hartwell: Developing other voices. >
  • Jody Brannon (notetaker): Building relationships with universities > jody@jodybrannon.com
  • Chris Nelson: Interested in the voices at the table > chris@# campaignshoutin
  • Karen Rathe: Helping to evolve the future of journalism and training the students and how others develop tools rathe@u.washington.edu
  • Rosalinda: Tools for her advocacy org. can use to give voice to her constituents
  • Sam Kimball: Developing digital literacy > sam@reclaimthemedia.org
  • densmore@mediagiraffe.org
  • susan@nwabr.org
  • rriski@pencol.edu
  • Peter@intersect.com

At the core and overlapping: Digital literacy at all levels.

Michelle explains how she recruited kids from the community to foster media literacy, as part of the Coalition for Quality Children's Media (Kids First)

Rosalinda: Her constituency (farmworker housing trust) is one she wants tell their story to provide context, foster understanding

Jody: Objectivity is broader

Ilona: Training is needed to understand your bias and disclosing it

Kathy: All students who must know about everything: Writing across the curriculum

Bill: Stonybrook's efforts to emphasize media literacy across curriculum

Chris: Suggests maybe a class in media literacy, much like students take Public Speaking

Karen: Listening Post from Poynter, but the new version of it is covering the community, vs. buddying up to community leaders; bottom line: visit the communities in good and bad times.

Sarah: How can the community inform the journalists, rather than *just* the journalists covering the community

Karen: Recalls meetings with groups with newsroom leaders to tell the community how to get news to the paper; maybe there's a new model to invent?

Sarah: Bringing journalists into the classroom, into civics classes, etc. Maybe build a model to let journalists nurture media literacy as well as the topic. Teachers eager to "bring the world into their classrooms." For instance, sharing her insights from interactions with Pakistan teens with Seattle kids.

Susan Adler: Has built a curriculum, funding for Ethics & Embryonics stem cells, for H.S. teachers. Susan: Discusses "Friendpacks" (rather than backpacks), which is young people's perspectives and mindsets on interacting with multiple ethnicities

Bill: Embed a media gestalt with leaders at the state level. His idea is to build a curriculum-ette, a 5-minute show each week that emphasizes a current news story (3 min for video, with 2-min. assignment). there is no national media literacy site for that. Susan: teachers must be trained on how to incorporate lessons into their classrooms

Consider the charged term, media literacy, inferring illiteracy but the concept of expanding that to digital literacy is key too