Project Look Sharp Articles
In order of most recent publications from top to bottom.
"Media Literacy: NCSS Position Statement" Chris Sperry, Social Education, Vol. 80(3), pg. 183-185, May/June 2016.
The following is the National Council for the Social Studies official Position Paper on Media Literacy, approved by the NCSS Board in June of 2016. It was written by Project Look Sharp’s Director of Curriculum and Staff Development, Chris Sperry, in collaboration with Frank Baker and includes some language from the previous NCSS position paper on Media Literacy.
"(Not so) Unprecedented Media Analysis of the 2016 Presidential Race and Its Historical Precedents" Sox Sperry, Social Education, Vol. 80, Number 4, pg. 194-198, September 2016.
This article helps teachers to understand how to use media documents from the 2016 presidential race (as well as past campaigns) to critically analyze media messages to teach objectives from the new NCSS C3 Framework for the Social Studies and the Common Core ELA standards for secondary social studies. When students examine election posters, cartoons, and ads they will comprehend that many themes--including xenophobia, income inequality, and women's political power--have been historical mainstays on the campaign trail.
"Constructivist Media Decoding in the Social Studies: Leveraging the New Standards for Educational Change" Chris Sperry, The Journal of Media Literacy, Vol. 62, Numbers 3 and 4, pg. 46-54, 2015.
This article explores the role that media analysis can play on educational reform tied to the new NCSS C3 Framework for the Social Studies and the Common Core ELA standards for secondary social studies. It uses examples from media decoding activities on the Project Look Sharp website tied to specific standards. It also explores professional development tools that support methodological shifts towards inquiry and assessments of critical thinking skills.
"Sustainability Education and Media Literacy" Sox Sperry, Green Teacher, Issue 104, pg. 8-11, November 2014.
This article looks at how the topic of climate change can often provoke deep emotions in students, and suggests that instead of shying away, teachers should use media literacy activities to foster discussions of what the future holds. The author stresses the importance of connecting to the emotional lives of students when raising the complex issues around sustainability.
"Looking at World War I Propaganda" Chris Sperry, Social Education, Vol. 78. Number 5, pg. 235-240, October 2014.
The article explores teaching about WWI through interactive decoding (analyzing) of propaganda posters from different countries. It lays out the theory and practice of media analysis for teaching critical thinking, questioning strategies, media literacy and core social studies content.
"Teaching Critical Thinking Through Media Literacy" Chris Sperry, Science Scope, Vol. 35, Number 9, pg. 45-49, Summer 2012
"Constructivist media decoding in the science classroom trains students to carefully examine information and messages in different types of media; to interpret meaning while applying knowledge and identifying document-based evidence; to ask a consistent set of questions about all media messages that address sourcing, meaning, and credibility; to draw well-reasoned conclusions after weighing the evidence, evaluating different interpretations, and reflecting on their own biases; and to share their observations and conclusions and defend their analysis. The teachers saw this technique as a way of teaching inquiry related to everyday messages in the media."
"The Epistemological Equation: Integrating Media Analysis into the Core Curriculum" Chris Sperry, The National Association for Media Literacy Education's Journal of Media Literacy Education, Vol. 1, Issue 2, pg. 89-98, September 2010. In his Keynote to National Association for Media Literacy Education biannual conference in 2009, Chris Sperry draws lessons from 30 years integrating media decoding into high school social studies and English classes. Beginning with a 6-minute video from a high school academic performance about the Middle East, Sperry connects media literacy methodologies and materials to the development of core knowledge, skills, attitudes and motivation in adolescents. The article ends with lessons learned from 15 years working with teachers as Project Look Sharp’s Director of Curriculum and Staff Development.
"Voices from the Field: Sounds Great, But I Don't Have Time! Helping Teachers Meet Their Goals and Needs With Media Literacy Education" Cyndy Scheibe, The National Association for Media Literacy Education's Journal of Media Literacy Education, Vol. 1 No. 1, pg. 68-71, September 2009.
"Media Construction of Presidential Campaigns" Chris Sperry and Sox Sperry, Social Education, Vol. 71, Number 7, pg. 366-371, November/December 2007.
A study of select campaign posters, cartoons, and ads teaches students to critically analyze messages from media source and to understand the role media have played throughout the history of American elections.
"Piaget and the Power Rangers: What Can Theories of Developmental Psychology Tell Us About Children and Media?" Cyndy Scheibe, 20 Questions About Youth and Media, S.R. Mazzarella (Ed.) (2007). 20 Questions about Youth and the Media. New York: Peter Lang.
"Seeking Truth in the Social Studies Classroom: Media Literacy, Critical Thinking and Teaching about the Middle East" Chris Sperry, Social Education, Vol. 70, Number 1, pg. 37-43, January/February 2006
Students are bombarded daily with a torrent of media messages, many of them with historical content. By selecting the right media documents for decoding, teachers can teach core content while guiding students to think critcally about these messages.
"The Search for Truth Teaching Media Literacy, Core Content, and Essential Skills for a Healthy Democracy." Chris Sperry, Threshold Magazine, pg. 8-11, Winter 2006.
In this 2006 article from Threshold Magazine, Chris Sperry provides strategies and perspectives of using media literacy in core subject matters, such as social studies and language arts.
"A Deeper Sense of Literacy" Cyndy Scheibe, American Behavioral Scientist, Vol. 48, Number 1, pg. 60-68, September 2004.
Basic principles and best practices for using a curriculum-driven approach are described, with specific examples from social studies, English/Language arts, math, science, health, and art, along with methods of assessment used to address effectiveness in the classroom.