Developing a curriculum for high school students must draw upon skills and lessons learned from a much earlier age. Opportunities that arise in secondary education allow students to progress their media literacy knowledge to a more advanced and mature level each year. As those students progress through more diverse and challenging subjects, their skills and knowledge of media literacy should follow.
To develop these skills we must develop a structure that will support the principles which are outlined by the National Association for Media Literacy Education. The NAMLE principles outlined here, emphasize media literacy in all media, but they also note the core principles of reading and writing as fundamental. I strongly support multimedia production as one of the most useful tools in educating high school students, but without the foundations of reading and writing in place, that education can only go so far.
Thus the curriculum I am advancing, is structured as follows: 9th & 10th Grade fundamentals, followed by 11th and 12th grade productions practices.
Critical analysis and familiarizing students with different formats of media will be the main focus of the Freshman year. Writing for media and theoretical approaches will be the primary focus during their Sophomore year. Their Junior year will introduce production elements, as well as advance their writing and analysis skills, followed by their Senior year, which will combine the skills learned from earlier years to be applied to more advanced productions and analyses.
Each year’s lessons will address important key factors in Media literacy which are outlined in this attachment. These questions will become the fundamental approach towards media literacy and multimedia productions as the student’s curriculum develops.
Developing a curriculum with these principles and creating partnerships like the ones offered through Temple University Media Education Lab, support a necessary instructional philosophy that leads to effective media literacy.