Bibliography: Social Media (page 105 of 144)

Klen, Michelle; Miller, Pat; Sommers, Kathy; Vazulik, Jean; Riddle, Carmen A.; Bailey, Annette Marie; Lyon, Mary Ellen (2000). Into the Curriculum. Reading/Language Arts: Dream Pages [and] Science/Reading/Language Arts: Eggs-traordinary Animal Riddles [and] Science/Art/Language Arts: Scientific Laughter [and] Science/Social Studies: Happy Birthday, Jane Goodall! [and] Social Studies/Reading/Language Arts: Ahoy Matey! Let's Go on a Dewey Decimal Classification Treasure Hunt!, School Library Media Activities Monthly. Provides five fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. Descriptors: Class Activities, Course Integrated Library Instruction, Curriculum Development, Education

Leonardi, Rita; Snyder, Maureen M.; Schory, Nancy; Murphy, Dennis E.; Hill, Charnetta (2000). Into the Curriculum. Reading/Language Arts: Crispy Rice Cereal Treats in the Library Media Center? [and] Reading/Language Arts: The Bookworms' Feast [and] Science: Weather Watching-Thunderstorms [and] Science: One if by Land, Two if by Sea! Severe Weather: Tornadoes and Hurricanes [and] Social Studies: A Critical Time in History-The Civil War, School Library Media Activities Monthly. Provides five fully-developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluations, and follow-up are described for each activity. Descriptors: Class Activities, Course Integrated Library Instruction, Curriculum Development, Educational Resources

Sheehan, Ann; Miller, Laura; Ambrose, Rhonda; Green, Linda; Deal, Jennifer (2000). Into the Curriculum. Reading/Language Arts: The Wax Museum [and] Safety: Safety and Emergencies [and] Science: Dinosaurs-Rex Lives [and] Science: Get R.I.C.H. Quick-Animals and Their Habitats [and] Social Studies: Fire Fighting [and] Social Studies-Important Leaders of the American Revolution, School Library Media Activities Monthly. Provides six fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, safety, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are describes for each activity. Descriptors: Course Integrated Library Instruction, Curriculum Development, Educational Resources, Elementary Education

Moriarty, Dick; And Others (1977). Studies of Television and Youth Sports: Laboratory/Field Research on the Effects of Pro-Social and Anti-Social TV Models on Children/Youth in Sport/Athletics. This study investigates the question of whether or not exposure to televised professional sports affects the social behavior of young people who themselves actively engage in those sports. Lacrosse, hockey, baseball were monitored on television, with students questioned about the impact the behavior of the players (pro-social and anti-social) has upon their own behavior on the playing field. Findings suggested that exposure to anti-social media does not necessarily lead to increased levels of aggressive behavior among children and youth participants in organized sports. In general, a positive relationship did appear between exposure to pro-social media and high levels of pro-social behavior. Results were inconclusive in regard to the issue of desensitization to violence as a result of observation of anti-social media. It is recommended, however, that the mass media be encouraged to depict and emphasize the pro-social model and positive behavioral aspects of amateur and school sport activities, as well as offering more exposure to those sports high in pro-social behavior, such as golf and tennis.   [More]  Descriptors: Aggression, Antisocial Behavior, Athletics, Modeling (Psychology)

Schofield, Andrew; Rogers, Theresa (2004). At Play in Fields of Ideas, Journal of Adolescent and Adult Literacy. The authors have come to believe, based on several years of collaborative work in an alternative literacy program, that developing the multiple literacies of struggling youth requires a curricular playfulness with students' ideas, biographies, and imaginations across genres and media. Social literacy and multiliteracy theories are powerful and important reminders that literacy practices are varied and situated across different media and that school-based literacy practices need to be inclusive of a broad range of students, cultures, and text formats. The youth literacy program described in this article leans on this work and recent reconceptualizations of adolescent literacy by integrating verbal and visual imagination, the material contexts and biographies of student lives, traditional print-based literacies, and opportunities for students to express themselves across multiple literacies. The authors build on language and nonlanguage skills, which may or may not be valued in many schools, and scaffold literacy skills needed to augment student life skills and talents. To bring these arguments to life, the authors provide examples of the ways students rearticulate, transform, and integrate their own narratives into curricular texts through poetry, art, music, and video–activities that can, at times, lessen or mitigate their resistances to schooling.   [More]  Descriptors: Adolescents, Literacy Education, Secondary Education, Foreign Countries

Sueoka, Lynne (2005). Making Connections–The MeneMAC Online Learning Community, Educational Perspectives. In 2001, the MeneMAC (Media Arts Communications, dubbed "MeneMAC" in honor of the school mascot, the menehune) Learning Center at Moanalua High School (MoHS), inaugurated its integrated media curriculum for its class of 27 entering freshmen. MeneMAC originated as a media learning center, offering students a chance to explore their interests and develop their skills in media production. As the years progressed, the learning center coordinator, Dan Hale, and MoHS principal, Darrel Galera, realized the potential of media studies to engage learners in the highest level of critical thinking and problem solving, and to offer an authentic context in which to meet and exceed the Hawai'i Content and Performance Standards and General Learner Outcomes. Thus, in fall 2001, the first group of students began their integrated studies program, taking courses in language arts, social studies, and media communications within the learning center. The program has since expanded to include science as part of the integrated core offerings. One of the underlying principles of the learning center is that of the smaller learning community, one in which individual empowerment, authentic learning, and strong personal relationships are nurtured in a learner-centered environment. The MeneMAC learning community went online in fall, 2001, under the name "Media Central" and as part of the MoHS website. Throughout the four years of the program, Media Central has attempted to provide a supportive space for students, which would both reflect and extend the community building of the learning center. The website is organized by subject area and includes highlights of learning center achievements and activities. Student online portfolios are linked here, as are resource materials for their various projects, Word documents for assignments, access to the listserv, email, and the online forums.   [More]  Descriptors: Electronic Learning, Social Networks, Web Sites, Critical Thinking

Ritz-Salminen, Dianne; Bailey, Annette; Kozar, Sandra; Crawford, Christy; Jarrad, Mary Anne (1999). Into the Curriculum: Art: Calder, Balance, and Mobile Making [and] Music: Combine Music, Media Skills, and the Computer for a Fantastic Project! [and] Reading/Language Arts: Reading is Cool at McElligot's Pool! [and] Social Studies: Poetry and Hieroglyphics [and] Social Studies: Spanish American War [and] Social Studies: Circus Research [and] Social Studies: World War II–The Holocaust, School Library Media Activities Monthly. Provides seven fully developed library media activities that are designed for use with specific curriculum units in art, music, reading and language arts, and social studies. Library media skills, objectives, grade levels, instructional roles, evaluation, and follow-up are described for each activity. Descriptors: Art Education, Course Integrated Library Instruction, Curriculum Development, Evaluation Methods

Strobach, Stasia; Doren, Kathy (1999). Into the Curriculum. Art: Dewey Decimal Jewelry: Paper Crafts [and] Family Life Education/Reading/Language Arts: The Face of AIDS in Realistic Fiction [and] Reading/Language Arts: Making Arguments-Persuading People [and] Science/Reading/Language Arts: Living Communities on a Sloth [and] Science: Weather Maps [and] Social Studies: Postal Workers [and] Social Studies: From Capture to Freedom: Slavery in America, School Library Media Activities Monthly. Provides seven fully developed library media activities that are designed for use with specific curriculum units in art, family life education, reading, language arts, science, and social studies. Library media skills, objectives, grade levels, instructional roles, procedures, evaluation, and follow-up are described for each activity. Descriptors: Art Education, Course Integrated Library Instruction, Curriculum Development, Elementary Education

Sperry, Chris (2006). Seeking Truth in the Social Studies Classroom: Media Literacy, Critical Thinking and Teaching about the Middle East, Social Education. In this article, the author relates how he uses media literacy activities in his classroom when discussing issues involving the Middle East countries. He relates how this strategy helps him to teach accurate information about the most challenging and controversial aspects of the contemporary Middle East. He shares that through media analysis, students not only recognize the inaccurate beliefs they hold, but they can begin to reflect on the source of their (mis) information. The author also provides tips on how to use media literacy in social science instruction.   [More]  Descriptors: Foreign Countries, Teaching Methods, Social Sciences, Media Literacy

Messias, DeAnne K. Hilfinger; Regev, Hanna; Im, Eun-Ok; Spiers, Judith A.; Van, Paulina; Meleis, Afaf Ibrahim (1997). Expanding the Visibility of Women's Work: Policy Implications, Nursing Outlook. Social conceptualization and media images of women's work affect health and social policy formation. Nurses can expand the visibility of women's work and promote gender-sensitive policies within and outside the profession. Descriptors: Employed Women, Employment Patterns, Mass Media Effects, Nurses

Whaples, Gene C.; Waugaman, Dorothy O. (1982). Lobby is Not a Four-Letter Word: The Future of Adult Education Depends on Your Effectiveness, Lifelong Learning: The Adult Years. Discusses the most effective methods of lobbying: personal visits to the legislator's office, telephone calls, letters, contacts by other legislators, testifying at hearings, and telegrams. Less effective means are contact at social affairs, media, and petitions. The importance of lobbying to the future of adult education is discussed. Descriptors: Adult Education, Legislators, Lobbying, Political Influences

Barth, James L. (1990). Developing and Applying the Study of Comparative Cultures, Social Studies and the Young Learner. Outlines three learning activities for elementary level comparative cultural studies, focusing on developing nations cultures. "School Artifacts Box" develops observation and inference skills. "Proverbs" directs students to compare/contrast African and Western proverbs. "Improvising Social Studies Media" suggests creating instructional supplies from indigenous materials (often the case in developing nations' classrooms). Descriptors: Creative Thinking, Cultural Awareness, Cultural Context, Developing Nations

Academy for Educational Development, Washington, DC. (2001). What Works? A Blast from the Past. Project Profiles from the 60s and 70s…Social Marketing, Community Media, Mass Campaigns, Interactive Radio, Gender Equity, Participation, the Media & More. The Academy for Educational Development (AED) has been in the social marketing, communication, and participation business for some 40 years. This book profiles 82 projects carried out in the 1960s and 1970s in countries around the world. These projects were researched and documented by AED under its Clearinghouse on Development Communication. It is hoped that the book's profiles of extraordinary early experiments with social marketing, mass media, interactive radio, and participation might benefit a new generation of communication professionals. Profiles in the book describe applications to fields as diverse as basic education, child survival, family planning, agriculture, community organizing, and participatory media. The book opens with an easy-to-read index and a table of contents. Synopses of each project follow, providing a description, results, facts of note, references, target audience, objectives, media, donors/sponsors, duration, and contacts.   [More]  Descriptors: Community Action, Developing Nations, Development Communication, Foreign Countries

Karsten, Jayne (2002). Magic Words, Magic Brush: The Art of William Butler and Jack Yeats. ArtsEdge Curricula, Lessons and Activities. This curriculum unit, designed for grades 7-12, integrates various artistic disciplines with geography, history, social studies, media, and technology. This unit on William Butler Yeats, the writer, and Jack Yeats, the painter, seeks to immerse students in a study of the brothers as voices of Ireland and as two of the most renowned artists of the late 19th and early 20th centuries. The unit is dedicated also to helping students see how the outlook of an age controls cultural expression, and how this expression is articulated in similar ways throughout genres of art. To help effect these major goals, focus in the unit is placed on: the impact of geography, place, and family on both William Butler Yeats and Jack Yeats; the influence of personalities of the time period on the two artists; and also, the ways both Yeats align, in philosophical construct and creative expression, with the dynamic changes that occurred during the time period. The 6-lesson unit is designed for use either in its completeness or in such a way that individual lessons can be accessed. It presents an overview; lists equipment and materials needed; discusses standards; and outlines content acquisition, process skills, and strategies. Each lesson provides a detailed, step-by-step instructional plan. Lessons are entitled: (1) Influence of Landscape on William Butler Yeats; (2) Influence of Environment on Jack Yeats; (3) Influences and Change for William and Jack Yeats; (4) Individual Fingerprints: The Mature Years; (5) Sections of Yeats's Poetry Related to His Involvement with the Irish Nationalist Movement; and (6) Jack Yeats: A Few Samplings from the Mature Years.   [More]  Descriptors: Art Expression, Class Activities, Classroom Techniques, Cultural Context

Wood, Eve; Maggi, Barbara Hall; Napier, Marion; Troisi, Andrea; Heiser, Pam; Rinehart, Sharon (1998). Into the Curriculum: Reading/Language Arts/Art: Using Amelia Bedelia Books to Teach Figurative and Literal Meanings [and] Reading/Language Arts/Mathematics: Create an Internet Pizza Cafe that Serves Pizza, Poetry, Technology, and More! [and] Reading/Language Arts: Finding Secret Words: Beginning Dictionary Skills [and] Science: What Big Teeth You Have! Alligators All Around [and] Science: Rube Goldberg and Simple Machines [and] Social Studies: Folklore–An Integrated Unit, School Library Media Activities Monthly. Provides six fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, art, mathematics, science, and social studies. Library media skills, objectives, grade levels, instructional roles, evaluation, and follow-up are described for each activity. Descriptors: Art Activities, Course Integrated Library Instruction, Curriculum Development, Elementary School Mathematics

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