Relevant bibliographies by topics / Media literacy Middle school students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Media literacy Middle school students'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Media literacy Middle school students"

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Elmore, Patricia G., and Julianne M. Coleman. "Middle School Students’ Analysis of Political Memes to Support Critical Media Literacy." Journal of Adolescent & Adult Literacy 63, no. 1 (January 28, 2019): 29–40. http://dx.doi.org/10.1002/jaal.948.

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Telaumbanua, Faudunasokhi, and Salam Irianto Nadeak. "TRAINING SHORT STORY WRITING FOR MASS MEDIA IN THE MIDDLE SCHOOL OF BUDI AGUNG." Jurnal Ilmiah Publipreneur 7, no. 1 (September 4, 2020): 14–18. http://dx.doi.org/10.46961/jip.v7i1.68.

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Literacy cannot be separated from the world of education. Literacy refers to the ability to solve problems and achieve life goals by using text as the primary medium, orally, and in writing. Literacy activities are part of the character education process through reading and writing skills. This means that character education can be obtained through reading and writing, for example, short stories. By reading and writing short stories, it is hoped that Indonesian students will be nurtured to become religious, integrity, nationalist, independent, and have cooperation. Besides, short stories that have been written can be sent to the mass media and become one of the coffers of income for students. On this basis, this community service proposal is aimed at developing a culture of literacy among students as well as building an entrepreneurial spirit by sending short stories to mass media
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Jenson, Jennifer, and Milena Droumeva. "Revisiting the media generation: Youth media use and computational literacy instruction." E-Learning and Digital Media 14, no. 4 (July 2017): 212–25. http://dx.doi.org/10.1177/2042753017731357.

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An ongoing challenge of 21st century learning is ensuring everyone has the requisite skills to participate in a digital, knowledge-based economy. Once an anathema to parents and teachers, digital games are increasingly at the forefront of conversations about ways to address student engagement and provoke challenges to media pedagogies. While advances in game-based learning are already transforming educative practices globally, with tech giants like Microsoft, Apple and Google taking notice and investing in educational game initiatives, there is a concurrent and critically important development that focuses on “game construction” pedagogy as a vehicle for bringing computational literacy to middle and high school students. Founded on Seymour Papert’s constructionist learning model and developed over nearly two decades, there is compelling evidence that game construction can increase confidence and build capacity in science, technology, engineering and mathematics. This project is a research-based challenge to the by now widely questioned but surprisingly persistent presumption that students in today's classrooms are all by default “digitally native” and that those “digitally native” children are learning just by playing digital games. Through a survey of 60+ students at a largely immigrant middle school in Toronto, Canada, we present some important updates on youth’s media and technology competence and its relationship to baseline knowledge of computer programming and performance in a computational literacy game-based curriculum.
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Hudson, Lauren, Chris Prichard, L. Todd Weiss, and Nathan Vanderford. "Enhancing cancer literacy among Appalachian Kentucky middle and high school students." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): 11008. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.11008.

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11008 Background: Kentucky has the highest rates of overall cancer incidence and mortality in the United States and the Appalachian region of the state experiences the highest burden of the disease. Poor health behaviors, poverty, poor health care access, low education levels, and low health literacy drive the cancer disparities in Kentucky. Inadequate health literacy is associated with lower participation in preventive measures, which can increase one’s risk of developing cancer. Increasing cancer literacy among youth represents an opportunity to potentially decrease cancer disparities across Kentucky. In a recent study, we piloted a cancer education intervention in Kentucky middle and high schools to determine if such an intervention could enhance students’ cancer literacy. Through the study, we documented a significant increase in students’ short-term cancer literacy levels (Hudson L. et al. Journal of Cancer Education, in press). Methods: This quantitative survey research study aims to examine the long-term effects of the cancer education intervention on the cancer literacy of Kentucky middle and high school students. An online pretest cancer literacy survey consisting of 10 items was administered to a new set of 164 participants from six new schools, followed by the delivery of a cancer education presentation. Immediately following the presentation, participants took a posttest with identical items to the pretest. A follow-up identical test is being administered 3 months after the initial intervention to determine participants’ longer-term knowledge retention. Results: Replicating our prior work, significant (p < 0.0001) increases in both average and median percent of correctly marked items (average: pretest = 50% versus posttest = 77%; median: pretest = 50% versus posttest = 80%) and scores on each individual question were observed immediately following the intervention. Additionally, the average rating as to how the intervention influenced students considerations toward encouraging a family member or friend to change their habits following the intervention was 8 (1 = extremely unlikely;10 = extremely likely). Conclusions: This work demonstrates an increase in cancer literacy levels after the educational intervention and indicates that the information motivates participants to share cancer prevention information with others. A follow-up survey will measure participants’ longer term knowledge retention levels. These data may suggest that a school-based educational intervention can change behaviors that can lower cancer incidence and mortality rates.
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Majid, Shaheen, Schubert Foo, and Yun Ke Chang. "Appraising information literacy skills of students in Singapore." Aslib Journal of Information Management 72, no. 3 (May 18, 2020): 379–94. http://dx.doi.org/10.1108/ajim-01-2020-0006.

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PurposeTo investigate information literacy (IL) skills of secondary students in Singapore after integration of these skills into school curriculum. The study also explored cyber wellness skills of the students.Design/methodology/approachA survey questionnaire was used to collect data from 14 secondary schools, located in different geographical zones of the country. A total of 3,306 secondary students participated in this survey. A scoring scheme was devised to assess IL skills of the students.FindingsThe students achieved an overall mean score of 52.6%, which is considered as a “middle” level of IL competency. The students obtained high mean scores for two IL skills: “defining information task and analysing information gaps” (60.5%) and cyber wellness (60.1%). Lowest scores were achieved for two IL skills: “selecting information sources” (47.4%) and “appraising the information process and product” (48.0%).Research limitations/implicationsThis study has not investigated IL knowledge of teachers, responsible for teaching IL components. Similarly, content analysis of school textbooks, integrating IL skills, could be useful.Practical implicationsIt appeared that integration of IL skills into school curriculum showed limited success in imparting these skills. This paper suggests measures for improving the integration of IL skills into school curriculum. Findings of this survey will be useful to curriculum planners, education administrators, instructors teaching IL skills and school librarians.Originality/valueThis study was unique as, in addition to standard IL skills, it also investigated cyber wellness skills. It was desirable as now social media have become a popular source for information seeking and sharing.
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Bier, Melinda C., Lara Zwarun, and Stephen A. Sherblom. "Evidence of the Value of the Smoking Media Literacy Framework for Middle School Students." Journal of School Health 86, no. 10 (September 12, 2016): 717–25. http://dx.doi.org/10.1111/josh.12425.

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刘, 卫琴. "On the Media Literacy Education of Middle School Students: Current Situation, Problems and Suggestions." Creative Education Studies 05, no. 03 (2017): 244–50. http://dx.doi.org/10.12677/ces.2017.53037.

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Lane, Hannah, Kathleen J. Porter, Erin Hecht, Priscilla Harris, Vivica Kraak, and Jamie Zoellner. "Kids SIPsmartER: A Feasibility Study to Reduce Sugar-Sweetened Beverage Consumption Among Middle School Youth in Central Appalachia." American Journal of Health Promotion 32, no. 6 (July 21, 2017): 1386–401. http://dx.doi.org/10.1177/0890117117715052.

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Purpose: To test the feasibility of Kids SIP smartER, a school-based intervention to reduce consumption of sugar-sweetened beverages (SSBs). Design: Matched-contact randomized crossover study with mixed-methods analysis. Setting: One middle school in rural, Appalachian Virginia. Participants: Seventy-four sixth and seventh graders (5 classrooms) received Kids SIP smartER in random order over 2 intervention periods. Feasibility outcomes were assessed among 2 teachers. Intervention: Kids SIP smartER consisted of 6 lessons grounded in the Theory of Planned Behavior, media literacy, and public health literacy and aimed to improve individual SSB behaviors and understanding of media literacy and prevalent regional disparities. The matched-contact intervention promoted physical activity. Measures: Beverage Intake Questionnaire-15 (SSB consumption), validated theory questionnaires, feasibility questionnaires (student and teacher), student focus groups, teacher interviews, and process data (eg, attendance). Analysis: Repeated measures analysis of variances across 3 time points, descriptive statistics, and deductive analysis of qualitative data. Results: During the first intervention period, students receiving Kids SIP smartER (n = 43) significantly reduced SSBs by 11 ounces/day ( P = .01) and improved media ( P < .001) and public health literacy ( P < .01) understanding; however, only media literacy showed between-group differences ( P < .01). Students and teachers found Kids SIP smartER acceptable, in-demand, practical, and implementable within existing resources. Conclusion: Kids SIP smartER is feasible in an underresourced, rural school setting. Results will inform further development and large-scale testing of Kids SIP smartER to reduce SSBs among rural adolescents.
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Smith, Glenn Gordon, and Barry Grant. "From Players to Programmers: A Computer Game Design Class for Middle-School Children." Journal of Educational Technology Systems 28, no. 3 (March 2000): 263–75. http://dx.doi.org/10.2190/rvx6-61b0-8m2q-dul3.

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The prospect of making computer games has often be used to “hook” students into learning programming or cognitive skills. There is, however, little research on using computer game design classes to teach computer skills. This article provides an answer to the question: Can a computer game design course employing the new generation of game authoring tools set middle school students on the path of learning a broad and sophisticated range of computer skills? The answer, based on the senior author's experiences teaching such a course eight times is, Yes. Students learned: an authoring system specifically designed for creating computer games; Windows 95 file management and other basic computer literacy skills; how to integrate outputs from several programs in one project—a form of computer literacy vital for multi-media designers; “if-then-else” logic; and rudimentary knowledge of programming with real-time events. Students also mastered a process for creating unique games and developed skills as autonomous learners.
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Çiçek, Samet, and Osman Akhan. "Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy." International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 158. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.158.

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This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.
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Dissertations / Theses on the topic "Media literacy Middle school students"

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Payne, Sara M. "A Phenomenological Inquiry of Media Literacy of Middle School Students Enrolled in a North Texas Middle School." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9744/.

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This dissertation investigated the media literacy experiences of middle school students enrolled in a Texas school. The literature review suggested that middle school students may be overlooked as a distinct population in media literacy research. The primary guiding questions for this inquiry were (1) How is media literacy exhibited by middle school students within a formal school context? (2) How does an elective film and media class impact middle school students' media literacy? And (3) How do middle grade students' responses to media correspond with theoretical models for media literacy? The phenomenological research methodology included a reflective analysis of students' textual responses to non-print media clips (N=24) and a reflective analysis of follow-up personal interviews with a smaller group of middle school participants (n=5). A questionnaire completed by participants provided descriptive statistics about the sample group. Additionally, theoretical models of media literacy were used to evaluate participants' media responses in relation to theoretical constructs for media literacy. The findings resulted in 11 emergent themes which can be used to further discourse about media literacy and its role in middle school curriculum. The dissertation includes implications for educators based upon the emergent themes, as well as recommendations for further research.
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Payne, Sara M. Contreras Gloria. "A phenomenological inquiry of media literacy of middle school students enrolled in a North Texas middle school." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9744.

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Orr, Angela. ""I don't want to learn this stuff" a study of middle school students in a media literacy curriculum /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460768.

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Knight, Victoria, E. Sartini, and Pamela J. Mims. "Middle School Common Core Language Arts Research Including an iPad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/213.

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Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.

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Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.
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Parks, Mekisha Renaé. "Middle School Technology and Media Literacy: An Action Research Case Study." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/wsi_theses/17.

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This qualitative action research case study seeks to modify a Middle School Computer Science Course at a medium‐sized private school in North Atlanta, Georgia by examining the intersection of media literacy, technology, and adolescent teens. The main purpose of this project is to improve the course by incorporating media literacy skills into the curriculum. Guided class discussions, active participant observation, participant journals, and participant projects will be used to learn more about students’ experience with Media Literacy education. Centering on reflective practices, teacher‐student dialogue, and peer collaboration, this project aims to identify, engage, and explore issues critical to the effective implementation of a new Media Literacy curriculum. The findings from this completed project shall be made available to school administration and the larger community for the continued improvement of the Middle School Computer Science program.
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Pearson, Adrian D. "Media influence on deviant behavior in middle school students /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/pearsona/adrianpearson.pdf.

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Means, Vivian Fowler. "Improving Literacy for Diverse Low Socio-Economic Status Middle School Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4312.

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In an urban district, Surfside School personnel were concerned that student literacy proficiency levels were low during 2011-2014 and teachers had not been able to close the achievement gap despite a focus on literacy practices and literacy professional development (PD) provided by the district. The purpose of this case study was to explore the perceptions of teachers and administrators in relation to the best instructional practices for increasing self-efficacy when teaching literacy skills and related literacy PD for teachers. Knowles' andragogy theory and Vygotsky's social learning theory formed the theoretical foundation of this study, which hold that PD should provide teachers with explicit instruction and opportunities for collaboration. The research questions focused on how PD helps teachers improve instructional practices. The purposeful sample consisted of 4 middle school teachers and 3 administrators and was collected through surveys, observations, semi-structured interviews, and archival documents. Data analysis consisted of an inductive approach of axial coding and categorizing the interview and observational data to derive themes. Themes supporting the findings indicated targeted PD and instructional coaching (IC) focused on evidence based literacy practices for low-income students using culturally relevant pedagogy were needed to improve teacher self-efficacy and student learning. Findings also indicated that the PD trainings could work more effectively if the teachers had more time to collaborate with the IC. Thus, the resulting project provides collaborative PD and IC targeting literacy practices using culturally relevant pedagogy. Teacher use of these practices will promote social change by improving the students' literacy support in the target district.
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Taylor, Pamela Denise. "Promoting Information Literacy through Teacher - School Library Media Specialist Collaboration." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1718.

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Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.
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Books on the topic "Media literacy Middle school students"

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Collaborating to meet standards: Teacher/librarian partnerships for 7-12. Worthington, Ohio: Linworth Pub., 2002.

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Collaborating to meet standards: Teacher/librarian partnerships for k-6. 2nd ed. Columbus, Ohio: Linworth Pub., Inc., 2007.

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Collaborating to meet standards: Teacher/librarian partnerships for K-6. Worthington, OH: Linworth Pub., 2002.

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Literacy lessons, K-8: Connecting activities to standards and students to communities. Thousand Oaks, Calif: Corwin Press, 2010.

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Gunning, Thomas G. Creating literacy instruction for all students in grades 4-8. 3rd ed. Boston: Pearson, 2012.

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Vliet, Lucille W. Van. Media skills for middle schools: Strategies for library media specialists and teachers. 2nd ed. Englewood, Colo: Libraries Unlimited, 1999.

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Wells, M. Cyrene. Literacies lost: When students move from a progressive middle school to a traditional high school. New York: Teachers College Press, Teachers College, Columbia University, 1996.

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Reading time: Changing literacy practices of urban students and families in secondary school. New York: Teachers College Press, 2012.

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Guided research in the middle school: Mystery in the media center. 2nd ed. Santa Barbara, Calif: Linworth, 2011.

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Bandy, Smith Jane, ed. Achieving a curriculum-based library media center program: The middle school model for change. Chicago: American Library Association, 1995.

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Book chapters on the topic "Media literacy Middle school students"

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Sabatini, John, Yaacov Petscher, Tenaha O’Reilly, and Adrea Truckenmiller. "Improving Comprehension Assessment for Middle and High School Students: Challenges and Opportunities." In Literacy Studies, 119–51. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_6.

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Hock, Michael F., Irma F. Brasseur-Hock, and Donald D. Deshler. "Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices." In Literacy Studies, 99–118. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_5.

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León, Jose A., and Inmaculada Escudero. "Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension." In Literacy Studies, 75–98. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_4.

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Buchanan, Shelly. "Exploring the Lived Experience of Middle School Students Engaged in Inquiry Based Learning." In Information Literacy: Key to an Inclusive Society, 490–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_49.

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Lee, Vera J., Allen Grant, Delia Neuman, and Mary Jean Tecce DeCarlo. "Using I-LEARN to Foster the Information and Digital Literacies of Middle School Students." In Information Literacy: Key to an Inclusive Society, 480–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_48.

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van Kraayenoord, Christina E., Karen B. Moni, Anne Jobling, John Elkins, David Koppenhaver, and Robyn Miller. "The Writing Achievement, Metacognitive Knowledge of Writing and Motivation of Middle-School Students with Learning Difficulties." In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy, 213–34. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8864-3_10.

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Delaney, Kelly. "Challenging Islamophobia in the Middle School Classroom: Using Critical Media Literacy to Teach Human Rights." In Bringing Human Rights Education to US Classrooms, 87–105. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137471130_6.

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Alvermann, Donna E., Jennifer S. Moon, and Margaret C. Hagood. "Engaging Middle School Students in Critical Media Literacy: Donna's Lesson." In Popular Culture in the Classroom, 85–107. Routledge, 2018. http://dx.doi.org/10.4324/9781315059327-5.

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Harmer, Andrea J. "Engagement in Science and New Media Literacy." In Handbook of Research on New Media Literacy at the K-12 Level, 300–309. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch019.

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This chapter introduces an inquiry designed to foster learner engagement in science and literacy in using new media. The design included an online, problem-based, science inquiry that investigated environmental pollution at the Lehigh Gap, a U.S. Superfund Site. During five weeks of classroom sessions, several sessions were enhanced by remote access to an electron microscope to analyze Lehigh Gap samples. This access allowed the students to capture images from the microscope, known as micrographs, and furthermore, allowed them to perform an elemental analysis of samples from the polluted area. Additionally, an introduction to nanoscale science and nanotechnology used for remediation of heavy metal contamination was explored. Students contributed the artifacts they generated during their research to a university database and presented them to researchers at the university working on similar problems. This approach proved highly engaging and generated design guidelines useful to others interested in student engagement, introducing nanotechnology, and using remote electron microscopy in middle school science.
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Bledsoe, Christie, and Jodi Pilgrim. "Challenge-Based Learning Using iPad Technology in the Middle School." In Student Engagement and Participation, 709–32. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch036.

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Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.
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Conference papers on the topic "Media literacy Middle school students"

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Yinhong, Liu. "STRATEGIES TO PROMOTE MIDDLE SCHOOL STUDENTS’ INFORMATION LITERACY IN THE NEW MEDIA ERA." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.73.75.

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Liu, Can, and Hua Xi. "Research on Rural Middle School Student's Media Literacy in HuNan and HuBei Province Investigation from Four Countryside Middle Schools." In 2010 International Conference on Machine Vision and Human-machine Interface. IEEE, 2010. http://dx.doi.org/10.1109/mvhi.2010.61.

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Lee, Irene, Safinah Ali, Helen Zhang, Daniella DiPaola, and Cynthia Breazeal. "Developing Middle School Students' AI Literacy." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432513.

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Kim, Sun-Hwa, Jeung-Ryeul Cho, and Soon-Gil Park. "A Study on the Literacy of Underachieved Middle School Students." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.08.

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Istyarini, Istyarini, Fitriani Fitriani, and Ghanis Widhanarto. "Effects of Internet Literacy on Cognitive Capabilities of Middle School Students." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2287488.

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Zhang, Xiaoting, and Xiaona Zhang. "Research on the Development of Core Literacy of Middle School and Primary School Students." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.249.

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Rachmatullah, Arif, Sariwulan Diana, and Nuryani Y. Rustaman. "Profile of middle school students on scientific literacy achievements by using scientific literacy assessments (SLA)." In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941194.

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Reddy, Pritika, Kaylash Chaudhary, and Bibhya Sharma. "Predicting Media Literacy Level of Secondary School Students in Fiji." In 2019 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE). IEEE, 2019. http://dx.doi.org/10.1109/csde48274.2019.9162411.

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qiduan, Chen, and Xu wanhua. "Tempera Teaching Method and the Cultivation of Middle School Students Multiple Literacy Ability." In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210609.062.

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Ismunandar, M. Dihan, Sri Atun, and Erfan Priyambodo. "Developing Android-Based Media for Evaluating Chemical Literacy of Senior High School Students." In 6th International Seminar on Science Education (ISSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.043.

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Reports on the topic "Media literacy Middle school students"

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Abstract:
Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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