Mixed Up Media
Module 2, Activity 4.1 - Mixed Media
and the 21st Century
Teacher Page
(student page for this lesson)

Introduction:

In this lesson, the students will explore the world of online journalism and consider the pros and cons of the media.

Resources:

- internet access, on-line news sites
- sample chart in (.doc) or (.rtf) for Task One

Activities:

Task One - Surf's Up, and so are the Sources of News
Students will start observing how the news is reported on-line. As a class, have them review the role of a journalist and the characteristics of on-line journalism on the student version of this page. Students will be use the sample chart to match goals of journalists to the characteristics of the Internet. When this is done, have students focus on the concept of on-line news and ask the following three big questions:

1. People who write news on-line are not necessarily journalists. What potential problems could be created as a result?
2. Sometimes what we read on-line is not true. What is the effect of this?
3. Which sites are the best sources of on-line news? Do those same sites have the best sports, features, editorials and multimedia clips?

Once students have completed the discussion, they should look at the on-line news sites as discussed on the student page. When they have completed looking at the sites and matching them to the characteristics, return to the three key questions above and ask students for their additional insights after accessing the pages.

Task Two - On the Receiving End
Students start examining the benefits of on-line journalism by looking at two pictures on the student page. While students are creating their list of advantages, circulate and challenge or support student ideas to encourage them to think beyond their initial ideas.

Task Three - All that is Digital is not Gold
In this activity, students read articles by professional journalists on the blog, one of the most criticized elements of on-line writing. Students should read one of the three articles that is linked from the student page.

Instructional Strategies:

Task 1 - Cloze Procedure (Indirect)
Task 2 - Brainstorming (Interactive)
Task 3 - Reading for Meaning (Indirect) and Reflective Discussion (Indirect)

Task Three Continued. . .
When students have completed their reading for meaning, remind them of the final key question: "Are blogs a legitimate way to exchange news?" As you guide the class through the discussion, encourage students to bring forth points from all three articles.

Once students have completed a basic discussion, shift the focus to defining when (if ever) a blog can be news. As a class, create a set of guidelines for when and how blogs can be used. If you are comfortable, have a student take the role of recording and another the role of facilitating the discussion. Your role is to challenge the definitions through non-examples and rhetoric.