Teaching English
9. Media: a balanced approach
Nancy Grimm – Michael Meyer – Laurenz Volkmann
1. Media pedagogy and media literacy
0. Table of contents
2. Potential
3. Media repertoire
4. Digital technologies: new horizons, new
challenges
5. Four examples of media use
5.1 Writing and illustrating a picture book
3.2 Weather reports with fun
3.3 Telling stories in pictures
3.4 Platform-based literature project
6. Recommended reading
7. Acknowledgments
Chapter 9: Media – a balanced approach
2
1. Media pedagogy
and media literacy
Kultusministerkonferenz:
Media literacy
 educational mandate of schools
 a Kulturtechnik like reading,
arithmetic, writing
based on Hug 2002: 8-9
1. Media pedagogy and media literacy
3
1. Media pedagogy and media literacy – which risks do media pose?
Over-stimulation  attention deficits
Disinterest in the actual media contents
Anxieties, delusive perceptions of reality, problematic set of norms & values,
problematic behavior  intellectual development, social relationships
Access to media varies  social exclusion
Manipulation & propaganda  issues: public opinion formation, data protection, protection
of minors & consumers, safeguarding of personal rights & intellectual property.
1. Media pedagogy and media literacy
4
1. Media pedagogy and
media literacy –
pedagogy of
multiliteracies
Today we are beginning to
notice that the new media are
not just mechanical gimmicks
for creating worlds of illusion,
but new languages with new
and unique powers of
expression. –
Marshall McLuhan
First, we want to expand the idea and scope of
literacy pedagogy to account for the context of our
culturally and linguistically diverse and increasingly
globalized societies, for the multifarious cultures
that interrelate and the plurality of texts that
circulate. Second, we argue that literacy pedagogy
now must account for the burgeoning variety of text
forms associated with information and multimedia
technologies. This includes understanding and
competent control of representational forms that
are becoming increasingly significant in the overall
communications environment […].
Cazden et al. 1996: 61
1. Media pedagogy and media literacy
5
1. Media pedagogy and
media literacy –
pedagogy of
multiliteracies
Multiliteracies model
Cazden et al. 1996: 83
1. Media pedagogy and media literacy
6
1. Media pedagogy and media literacy – media literacy objectives
Wermke 1997: 145, adapted
1. Media pedagogy and media literacy
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1. Media pedagogy and media literacy – media literacy objectives
 Picture frame and caption
 Size and format (landscape- or
portrait-format)
 Composition (line, shape, color,
texture, rhythm, contrast, salience)
 Genre and motif
 Point of view/perspective, angle,
horizon, and space (visible – invisible,
seen – unseen)
 Position and size of subject on the
page
1. Media pedagogy and media literacy
8
1. Media pedagogy
and media literacy
Visual literacy
[T]here are no purely visual images; images
never appear without words, music, or other
sounds. Even in art galleries images appear with
labels, and their assumed significance is deeply
grounded in art history texts and columns of
written critique. The multimodal nature of
imagery is even more evident when considering
the forms in which imagery mostly occurs today,
on television, at the movies, in print, and on
computer screens. Words, music, and sound
effects anchor the meaning of images.
Duncum 2010: 10
1. Media pedagogy and media literacy
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1. Media pedagogy and media literacy – educational objectives of media studies
Information
Legal issue,
data
protection,
protection
of minors
Communication &
cooperation
Media
studies
Production
& presentation
Reflection
Analysis &
evaluation
1. Media pedagogy and media literacy
10
1. Media pedagogy
and media literacy
Research
Teacher training
There is room for
improvement!
Infrastructure
Disadvantages
Cooperation
Long-term
implementation
1. Media pedagogy and media literacy
11
1. Media pedagogy and media literacy
Collect and discuss tasks, activities, projects that could be carried out in
the EFL classroom to facilitate media literacy and address the teaching
objectives outlined above.
1. Media pedagogy and media literacy
12
1. Established place in TEFL  three-layered function
1. Media pedagogy
and media literacy
a. teaching and learning aids
b. communicative tools
c. subjects of reflection
2. Facilitating media literacy as interdisciplinary endeavor
 teachers as agents of change and innovation
Why should (English) teachers
care about media?
3. Sensible use of media required of competent EFL teachers
 sound didactic reflection
 how the choice of a medium contributes to the learning
objectives they are aiming at
 which method as well as activities and tasks they want to
use
 which learning environment and media infrastructure they
have at their hands
 which prior knowledge on the part of students they can
work with
1. Media pedagogy and media literacy
13
2. Potential
» bridge the gap: private life & school
» creativity
» negotiation of meaning
» cooperation
Potential for
students,
teachers,
schools
» bridge the gap: teacher and learner
» greater variety
» learning atmosphere
» social competences
» infrastructure & innovation
» collaboration & action
» reach larger public: interest & initiative
2. Potential
14
3. Media repertoire
Media can be described “as
those sociotechnical systems
and cultural practices of the
dissemination and storage of
information which serve for
the design of communication
and interaction” (Banse &
Metzner-Szigeth 2012: 235)
3. Media repertoire
based on Banse & Metzner-Szigeth 2012: 235
15
3. Media repertoire
- language
- pictures
- chalkboard
- textbook
- audiovisual
media
- CALL
- MALL
“In the case of educational contexts, learners can easily produce
different kinds of digital contents (e. g., with their mobile phones,
iPods, handheld consoles, etc.), which they can rapidly edit and share
with learners and/or teachers through the Internet.”
Díaz Vera 2012: xiv
3. Media repertoire
16
3. Media repertoire
Blended learning
3. Media repertoire
Wiepcke et al. 2008: 30, adapted
17
3. Media repertoire
A balanced approach!
“[I]t is not media but the uses made of them that can be
characterised as traditional or modern.” (Evans 2012:
217)
“[F]undamental continuities and interdependencies
between new media and ‘old’ media (such as television)
[…] exist at the level of form and content, as well as in
terms of economics.” (Buckingham 2008: 14)
“[T]he advent of a new technology may change the
functions or uses of old technologies, but it rarely
completely displaces them.” (Buckingham 2008: 14)
“[L]earning is influenced more by the content and
instructional strategy in a medium than by the type of
medium.” (Clark 1994: 21)
3. Media repertoire
18
3. Media repertoire – functions along media types
Body
Textbook
Blackboard
OHP
Pictures
Texts
Audiovisual
media
Multimedia
projector
CD-Rom
Smartphone
Apps
Computer/laptop
3. Media repertoire
19
3. Media repertoire – functions along media types
Collect and discuss tasks, activities, projects that could be carried out in
the EFL classroom to facilitate media literacy and address the teaching
objectives outlined above.
3. Media repertoire
20
4. Digital technologies – digital media: friend or foe?
Euphoric proposals
promoting digital
media in teaching
Pessimistic
stances on how
digital media have
caused a ‘dumbingdown’ of society
4. Digital technologies: new horizons, new challenges
Opinions which
stress that the risks
of digital
media need to be
addressed, but
generally opt for
an integrative and
reflected
use
21
4. Digital technologies – net generation?
Digital
immigrants
?
Digital
natives
“Digital Immigrant instructors, who speak an outdated language (that of the
pre-digital age), are struggling to teach a population that speaks an entirely
new language.”
Prensky 2001a: 2
4. Digital technologies: new horizons, new challenges
22
4. Digital technologies – net generation?
Digital
immigrants
!
Digital
natives
The alleged rift between these two generations has now been relativized!
 inept generalizations
 media use, competencies and motivation differ
 statistics paint a diverse picture
4. Digital technologies: new horizons, new challenges
23
4. Digital technologies:
new horizons, new
challenges
What students expect from
their teachers
Teachers could learn more about what
young people think and how they reflect
on media such as computer games.
In my opinion, one should learn more about
cyber-bullying because that is one of the worst
things in chatrooms. Data protection is another
important issue! Which kind of information is
one allowed to share and publish?! These topics
should be addressed more at school.
A lot of students know more about the
use of media than most teachers. […] It is
a real shame that our so-called media
teacher is not able to play a video
because he does not know how to open
the media player.
4. Digital technologies: new horizons, new challenges
Keine Bildung ohne Medien! 2010: 1-5, own trans.
24
4. Digital technologies:
new horizons, new
challenges
Reflect on the student
statements. Assess your
technology-related
instructional
competences and discuss
how these could be
improved.
4. Digital technologies: new horizons, new challenges
Teachers could learn more about what
young people think and how they reflect
on media such as computer games.
In my opinion, one should learn more about
cyber-bullying because that is one of the worst
things in chatrooms. Data protection is another
important issue! Which kind of information is
one allowed to share and publish?! These topics
should be addressed more at school.
A lot of students know more about the
use of media than most teachers. […] It is
a real shame that our so-called media
teacher is not able to play a video
because he does not know how to open
the media player.
Keine Bildung ohne Medien! 2010: 1-5, own trans.
25
4. Digital technologies: new horizons, new challenges – impact on learning
Used in problem- & project -oriented learning as well as open teaching and learning
scenarios
Students adopt increasingly active roles  more self-regulated learning takes place
Online publishing, cooperation with external partners  more responsibility for
learning process & outcome
Peer-tutoring
Cooperation (e. g., classes in other countries, authors, media experts)
4. Digital technologies: new horizons, new challenges
Schulz-Zander 2003: n. p.
26
4. Digital technologies: new horizons, new challenges – impact on learning
Access
Multifunctionality and convergence
Portability, ubiquity, personal ownership
User-generated content and contexts
Interactivity and non-linearity
Distributed knowledge construction
Multimodal knowledge representation
4. Digital technologies: new horizons, new challenges
Pachler 2014: 146
27
4. Digital technologies:
new horizons, new
challenges
Technological pedagogical
content knowledge
Koehler & Mishra 2009: 63
4. Digital technologies: new horizons, new challenges
28
5. Four examples of
media use
Beginners: writing and
illustrating a picture book
Stafford 2011: 48-49, adapted
5. Four examples of media use
29
5. Four examples of
media use
Intermediate learners:
weather reports with fun
Grimm & Riecken 2014, adapted
5. Four examples of media use
30
5. Four examples of
media use
Upper-intermediate learners:
telling stories in pictures
project: M. Meyer, undocumented
5. Four examples of media use
31
5. Four examples of
media use
Advanced learners: platformbased literature project
Klemm & Grimm 2013, adapted
5. Four examples of media use
32
Recommended reading
Albers, Carsten; Johannes Magenheim & Dorothee M. Meister (2011). Der Einsatz digitaler Medien
als Herausforderung von Schule: Eine Annäherung. In: Carsten Albers; Johannes Magenheim &
Dorothee M. Meister, eds. Schule in der digitalen Welt: Medienpädagogische Ansätze und
Schulforschungsperspektiven. Wiesbaden: VS, 7-16.
Grimm, Nancy (2012). Digital Media: Promise for or Threat to Education? In: Maria Eisenmann &
Theresa Summer, eds. Basic Issues in EFL Teaching and Learning. Heidelberg: Winter, 229-40.
Groeben, Norbert (2002). Dimensionen der Medienkompetenz: Deskriptive und normative Aspekte.
In: Norbert Groeben & Bettina Hurrelmann, eds. Medienkompetenz: Voraussetzungen,
Dimensionen, Funktionen. Weinheim et al.: Juventa, 160-97.
Medienanstalt Hamburg/Schleswig Holstein (2010). Medienbildung – (k)ein Unterrichtsfach? Eine
Expertise zum Stellenwert der Medienkompetenzförderung in Schulen. Hamburg: Universität
Hamburg.
Reinfried, Marcus & Laurenz Volkmann, eds. (2012). Medien im neokommunikativen
Fremdsprachenunterricht: Einsatzformen, Inhalte, Lernerkompetenzen. Frankfurt a. M. et al.: Lang.
Voigts-Virchow, Eckhart (2005). Introduction to Media Studies. Stuttgart et al.: Klett.
Volkmann, Laurenz (2005). ‘Demokratisierung des Lernens’ oder ‘Medienverwahrlosung’?
Überlegungen zum didaktischen Umgang mit dem Internet. In: Gabriele Blell & Rita Kupetz, eds.
Fremdsprachenlernen zwischen Medienverwahrlosung und Medienkompetenz: Beiträge zu einer
kritisch-reflektierenden Mediendidaktik. Frankfurt a. M. et al.: Lang, 43-66.
Chapter 5: Grammar and vocabulary
33
Acknowledgments
Banse, Gerhard & Andreas Metzner-Szigeth (2012). Cultural Diversity and New Media – Their Interaction
as an Element of European Integration: Elaborating a European Research Network. In: Annely Rothkegel
& Sonja Ruda, eds. Communication on and via Technology. Berlin et al.: de Gruyter, 217-258.
Buckingham, David (2008). Introducing Identity. In: David Buckingham, ed. Youth, Identity, and Digital
Media. Cambridge, MA et al.: MIT, 1-22.
Clark, Richard E. (1994). Media Will Never Influence Learning. In: Educational Technology: Research &
Development 42.2, 21-29.
Cazden, Courtney; Bill Cope; Norman Fairclough & James P. Gee (1996). A Pedagogy of Multiliteracies:
Designing Social Futures. In: Harvard Educational Review 66.1, 60-92.
Díaz Vera, Javier E. (2012). Great Expectations: Formalizing and Transforming Mobile-Assisted Language
Learning. In: Javier E. Díaz Vera, ed. Left to My Own Devices: Learner Autonomy and Mobile-Assisted
Language Learning. Bingley: Emerald, xi-xix.
Duncum, Paul (2010). Seven Principles for Visual Culture Education. In: Art Education 63.1, 6-10.
Evans, Michael (2012). Introduction: Traditional and Modern Media. In: Maria Eisenmann & Theresa
Summer, eds. Basic Issues in EFL Teaching and Learning. Heidelberg: Winter, 217-27.
Grimm, Nancy & Olesya Riecken (2014). What’s the Weather Like? Oder: Weather Reports With Fun. In:
Praxis Schule 5-10 6, 21-27.
Hug, Theo (2002). Medienpädagogik: Begriffe, Konzeptionen, Perspektiven. In: Gebhard Rusch, ed.
Einführung in die Medienwissenschaft: Konzeptionen, Theorien, Methoden, Anwendungen. Wiesbaden:
Westdeutscher Verlag, 189-207.
Chapter 5: Grammar and vocabulary
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Acknowledgments
Keine Bildung ohne Medien! (2010). Schüler fordern: Mehr mit und über Medien lernen!
http://www.keine-bildung-ohne-medien.de/presse/svz-auswertung_offene-fragen.pdf.
Klemm, Uwe & Nancy Grimm (2013). Go Edmondo: Plattformgestützte Lektüre des Romans A Long Way
Down. In: Babylonia 3, 50-54.
Koehler, Matthew J. & Punya Mishra (2009). What Is Technological Pedagogical Content Knowledge? In:
Contemporary Issues in Technology and Teacher Education 9.1, 60-70.
Pachler, Norbert; Michael Evans; Ana Redondo & Linda Fisher (2014). Learning to Teach Foreign
Languages in the Secondary School: A Companion to School Experience. 4th ed. London et al.: Routledge.
Prensky, Marc (2001a). Digital Natives, Digital Immigrants Part I. In: On the Horizon 9.5, 1-6.
Schulz-Zander, Renate (2003). Nationale Ergebnisse der internationalen IEA-Studie SITES Modul 2, Second
Information Technology in Education Study: Zusammenfassung zentraler Ergebnisse. http://ipso.ifsdortmund.de/pdf/Kurzfassungschlussbericht4.pdf.
Stafford, Tim (2011). Teaching Visual Literacy in the Primary Classroom: Comic Books, Film, Television and
Picture Narratives. Abingdon et al.: Routledge.
Wermke, Jutta (1997). Integrierte Medienerziehung im Fachunterricht: Schwerpunkt Deutsch. Munich:
kopaed.
Wiepcke, Claudia; Ewald Mittelstaedt & Andreas Liening (2008). Blended Learning Approaches to
Enhance Gender Mainstreaming. In: Asian Women 24.4, 21-41.
Chapter 5: Grammar and vocabulary
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Acknowledgments
The cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise indicated, the
copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the
units unless given below. All of the websites were checked on 10 September 2014.
 Slide 3: Focal areas of media pedagogy, based on Hug 2002, 8-9
 Slide 6: Multiliteracies model, Cazden et al. 1996: 83
 Slide 7: Media literacy, based on Wermke 1997: 145
 Slide 8: Whale Rider movie posters, http://www.impawards.com/2003/whale_rider.html,
http://www.impawards.com/2003/whale_rider_ver3.html
 Slide 11: http://www.onlydeadfish.co.uk/only_dead_fish/2011/01/future-trends-innovation-briefing.html,
https://commons.wikimedia.org/wiki/File:Working_Together_Teamwork_Puzzle_Concept.jpg,
https://leadershipfreak.wordpress.com/2012/07/11/women-dont-take-risks-like-men,
http://www.navigaweb.net/2015/02/trovare-la-password-del-wifi-se.html, http://edmodo.antoniogarrido.es,
http://research.northumbria.ac.uk/support/2015/03/23/ee-research-funding-drop-in-session-24th-march-2-5pmpandon-217
 Slide 14: http://www.wiskundemeisjes.nl/20130311/beste-wethouders-van-onderwijs-over-loten-in-hetvoortgezet-onderwijs, http://www.publicdomainpictures.net/view-image.php?image=56146&picture=womanteacher-cartoon&large=1, http://www.meganford.net/lifelong-learner.html
 Slide 16: Extract from Comenius’ Orbis sensualium pictus,
https://commons.wikimedia.org/wiki/Category:Orbis_pictus?uselang=de#/media/File:Orbis-pictus-024.jpg
 Slide 17: Blended learning: media, methods, and theories, adapted from Wiepcke et al. 2008: 30
Chapter 5: Grammar and vocabulary
36
Acknowledgments
 Slide 19: http://www.clipshrine.com/multiple-user-icons-different-colors-16122-cv-b.html, http://www.clipshrine.com/straighten-books4600-medium.html, http://www.publicdomainpictures.net/view-image.php?image=37299&large=1,
https://en.wikipedia.org/wiki/Overhead_projector#/media/File:OHP-sch.JPG,
https://de.wikipedia.org/wiki/V%C3%B6gel#/media/File:House_Sparrow_(M)_I_IMG_7881.jpg,
http://blog.prathambooks.org/2010/07/conferences-contests-and-workshops.html,
http://www.publicpolicy.telefonica.com/blogs/blog/2011/05/14/oecd-discussions-on-trade-restrictions-on-audiovisual-services,
https://pl.wikipedia.org/wiki/Projektor, http://www.clipshrine.com/cdrom-disk-floder-15670-medium.html,
https://en.wikipedia.org/wiki/Smartphone#/media/File:IPhone_5S_home_button.png,
https://en.wikipedia.org/wiki/Mobile_app#/media/File:Apps_on_Nexus_4.png,
https://en.wikipedia.org/wiki/Laptop#/media/File:Microsoft_Surface_Pro_3_with_Type_Cover.jpg
 Slide 21: https://commons.wikimedia.org/wiki/File:Digitale_Kompetenzen_01-092014_3.JPG?uselang=de#/media/File:Digitale_Kompetenzen_01-09-2014_3.JPG
 Slide 22 & 23: https://commons.wikimedia.org/wiki/Library#/media/File:SteacieLibrary.jpg,
https://en.wikipedia.org/wiki/Mobile_app#/media/File:Apps_on_Nexus_4.png
 Slide 24: http://201037825.wikispaces.com/%2A%2A+Example+of+a+Blog+%2A%2A
 Slide 28: The TPACK framework and its knowledge components, Koehler, Matthew J., & Mishra, Punya (2009). “What Is Technological
Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9.1, S. 63. Available online http://tpack.org;
Reproduced by permission of the publisher, © 2012 by tpack.org
 Slide 29: https://pixabay.com/en/t-rex-dinosaur-animal-prehistoric-311592, writing and illustrating a picture book, adapted from Stafford
2011: 48-49
 Slide 30: word cloud created with tagxedo.com, weather reports with fun, adapted from Grimm & Riecken 2014
 Slide 31: https://en.wikipedia.org/wiki/Point_of_view_shot#/media/File:The_Driller_Killer_Pinball_Scene_Shot_to_Shot.png; project M.
Meyer, undocumented
 Slide 32: screenshot of project homepage, https://toppersjump.wordpress.com; Platform-based literature project, adapted from Klemm &
Grimm 2013
Chapter 5: Grammar and vocabulary
37