It took several months before one of my high school students told me the story of what had happened on our class field trip.
In November 2016, the day after the election, I took a group of 20 students to Indianapolis for the National High School Journalism Convention. During the trip one of my students was using the gym when a mom asked him if he was in town for the marching band convention. When he told her that he was there as a student journalist, she called him a “lying pig like CNN” and promptly ushered her children away.
This story first appeared in EdSurge
When was the last time you wrote an essay? When was the last time you read one other than for grading?
Now think about the frequency with which you read online articles, blogs, social media posts or listen to podcasts that inspire you or provide new information and perspectives. When did you last watch YouTube to figure out how to do something complicated, from cross stitch to car repair?
If you’re like me, you’ve done much of your reading and learning through some kind of digital publishing platform—because it’s easy, accessible and often free. Whether text, video or something else entirely, each of these mediums encompasses a form of writing.
By telling their stories through multimedia, students develop skills in critical thinking, writing, research, and collaboration, as well as owning their learning and effecting change.
This story first appeared in Edutopia.
Perceptions of people and events are very much dependent upon who you are and what your experience has been. Events in Ferguson and Baltimore, among others, highlight our misunderstandings of each other, and how the same facts can be interpreted entirely differently. What's worse, people of color and underrepresented groups are defined by journalists covering these events, who themselves don't reflect the ethnic composition of our country as a whole.
Michael is an award-winning media arts teacher, speaker and consultant in Los Angeles.