MED LIT HANDBOOK for teachers

Learning Scenarios / Media Literacy

MEDIA LITERACY:

LEARNING SCENARIOS

01 Sensationalism & Spin

02 Netiquette

03 Media Analysis

05 Virtual Consumption

06 Cyberbullying

04 Product Placement

07 Online Strangers

08 Symbols in Media

09 Logos Dissected

10 Media Violence

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

Learning scenario 01

SENSATIONALISM AND SPIN

perceptions and influencing decision-making. By instilling a discerning mindset early on, we equip students to navigate the complex media landscape with confidence, ensuring they become informed, critical thinkers capable of distinguishing facts from fiction.

In an age flooded with information, teaching students about sensationalism and spin is essential. By fostering media literacy skills, we empower the next generation to critically evaluate the information they encounter daily. Sensationalism and spin can distort facts, shaping

ACTIVITIES

AUTHORs

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

LESSON SUMMARY

Online teaching material

CrashCourse

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

Language, Arts, Philosophy, Civics, ICT

Crash Course Media Literacy

Sensationalism And Spin: We Report, You Decide

Influence & Persuasion: Crash Course Media Literacy #6

15 - 18

Media Skills: Crash Course Media Literacy #11

15-30 students

Fact check infographic

20 minutes

Europeana resource

60 minutes

Computer & Internet connection

CC BY-NC-ND 4.0

Offline teaching material

Ss’ mobile phones or other devices

Integration into the curriculum

Screen projector& screen

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

SENSATIONALISM AND SPIN: WE REPORT, YOU DECIDE

01

AIM OF THE LESSON: Students will learn about the span of freedom of expression, and about constitutions as documents with a common idea. Students will also be provided with material for additional research, all with the main aim of students becoming more responsible, inclusive and tolerant citizens.

At the end of the lesson, students will be empowered to understand the tactics used in sensationalism and spin, recognize their historical context, and learn how to fact-check and verify information.

OUTCOME 1

OUTCOME 2

At the end of the lesson students will become more discerning consumers of media.

By examining case studies and promoting media literacy, students will be equipped with the tools they need to navigate the complex media landscape and make informed decisions, distinguish between reliable and biased information, and develop a critical approach to news consumption.

OUTCOME 3

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

21st CENTURY SKILLS

INFORMATION, MEDIA & TECHNOLOGY SKILLS

KEY SUBJECTS & 21ST CENTURY THEMES

LIFE & CAREER SKILLS

Problem Solving

Effective Communication

Intercultural Communication

Entrepreneurship

Media Literacy

Multilingual Competence

Social Competence

Digital Competence

Civic Competence

Active Listening

Adaptability

Creative Thinking

Nonverbal Communication

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

ACTIVITIES: part 1, Introducing sensationalism & spin

NEXT

INTRODUCTION (20')

Ice Breaker Activity: "Twisted Telephone News" Objective: To demonstrate how sensationalism and spin can distort information in the media. According to the size of the class, the teacher asks the students to divide in small groups, of no more than 8-10 students each. Materials needed: Paper slips with a simple, factual statement written on each (prepare enough for each student). Preparation (2 minutes or it might be done previously) Write down a simple and straightforward statement on each paper slip. For example: "Kendall Jenner allegedly hooked up with Justin Bieber — who later married her best friend!” Formation of Groups (2 minutes) Divide the students into small groups. Each group should form a line or sit in a circle. Distribution of Statements (1 minute) Hand out a paper slip with a statement to the first student in each group. This student will be the "news source." "Reporting" (5 minutes) Instruct the "news source" to whisper the statement to the next person in the group, who will then pass it on to the next, and so on. Emphasize that they should convey the information as accurately as possible. Introduce Sensationalism and Spin (2 minutes) After the information has been passed through the entire group, reveal the final statement out loud. Compare it to the original statement and find out how it might have changed along the way.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

ACTIVITIES: part 1, Introducing sensationalism & spin

NEXT

INTRODUCTION (20')

Discussion (5 minutes) The teacher asks the students if they know the meaning of sensationalism and spin (Genially https://rb.gy/ssu4eo (front page). The teacher shows page 2 “What is sensationalism in the media and how can it affect the accuracy of information?” Teacher engages the students in a discussion about how the game mirrors the way information can be distorted in the media through sensationalism and spin. And asks questions like: How did the information change as it was passed along?; Did anyone intentionally add drama or exaggeration? How might this relate to news reporting? Reflection (3 minutes) Conclude by discussing the importance of critically evaluating information in the media and being aware of how sensationalism and spin can impact our perception of events. The teacher provides the students with the definition of “sensationalism” and “spin”.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

ACTIVITIES: part 2, Let's get our hands dirty!

NEXT

SPOT IT! (10')

Activity 1: Spot the Sensationalism Read the article: “Miracle diet pill sweepes the nation: drop 30 pounds in a week”. Instruct students to analyze the headline and the article. Ask them to identify the use of sensationalist words and phrases in these sections, noting how they grab attention and make bold claims. Ask students to categorize these words based on their purpose and how they might influence the reader's perception (emotional language, exaggeration, conflict and controversy, urgency, mystery and intrigue, adjectives amplifying impact, fear and threat, …) Explain to students the concept of loaded language, where words or phrases have emotional connotations that can influence the reader's perception. Ask them to identify loaded language in the article, examining how it might sway the reader's opinion.

ONLINE QUIZ (10')

Activity 2: Compare different sources Teacher asks the students to use their mobile phones to read the QR codes to access two texts. Then, requests them to identify the sensationalist article. https://shorturl.at/emtX2 https://shorturl.at/kmrzT Teachers introduces the concept of yellow journalism, a style of reporting that emerged in the late 19th century, characterized by sensationalism, exaggeration, and the use of eye-catching headlines (the teacher may present to the students photos of digital magazines, newspaper pages, …)

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

ACTIVITIES: part 2, Let's get our hands dirty!

NEXT

GROUP WORK (10')

Activity 3: Rewrite headlines The teacher cautiones the students that they might find clickbait titles* when doing research online. *a headline or title for a piece of content that is designed to be eye-catching and enticing, but which may not accurately reflect the content of the piece; are often characterized by the use of strong verbs, superlatives, and shocking or surprising statements. The teacher asks the students to make groups of 3-4 students each The teacher presents Activity 3, and asks the groups to rewrite the headlines, asking to revise them so that they do not sway the reader. Groups present their work.

CONCLUSION (10')

Following the presentations, teacher engages the students in a discussion and reinforces that “sensationalism and spin” are always present on a daily basis, but, to mitigate these effects, promoting media literacy, critical thinking skills, and encouraging students to seek diverse perspectives, can play a crucial role. Teaching students to question information, verify sources, and approach media with a discerning eye can empower them to navigate the media landscape more effectively.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

01 SENSATIONALISM AND SPIN

ACTIVITIES

ASSESSMENT

After the implementation of the activity, there are some possible questions to ask the students: 1. How does spin shape public opinion? 2. What impact can sensationalism and spin have on the spread of fake news? 3. How have you encountered sensationalism or spin in your own life? Reflect on a specific instance and explain how it influenced your perception of the information presented. 4. In what ways do you think sensationalism and spin can impact society? Consider the potential consequences and effects on individuals, communities, and the overall functioning of a democratic society. AND Ask the students to create a presentation or infographic about the dangers of sensationalism and spin in the media.

STUDENT FEEDBACK

After the implementation of the activity, the students will look back at the results of their quizzes and try to establish through conversation whether their knowledge of the topic has improved. Also, the teacher will encourage students to, in the future, try to learn and practice combination of critical thinking skills, media literacy, and a discerning approach to information.

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

02 NETIQUETTE

Learning scenario 02

NETIQUETTE AND RESPONSIBLE EXPRESSION

They will reflect on how important is to respect the basic rules of online communication to avoid misunderstanding and to have a positive impact on others. After a short presentation the students will actively take part in the learning process through quizzes, interactive games, group work and conversations.

With the rise of social media platforms, online forums, and instant messaging, it has become imperative to navigate the digital world with grace and respect. It is important for students who are often involved in online communication to learn about netiquette, the guidelines and rules of conduct that help individuals communicate effectively and respectfully in online environments.

ACTIVITIES

AUTHORS

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

02 NETIQUETTE

LESSON SUMMARY

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

Online teaching material

Foreign languages, IT, Native language, Citizenship

Powerpoint presentation for teachers

Edpuzzle activity: Online Etiquette

Netiquette And Responsible Expression

Edpuzzle Activity: Netiquette: A Student's Guide to Digital Etiquette

14 - 18

15-30 students

Breaking News Genially

15 minutes

Offline teaching material

60 minutes

Computer & Internet connection

CC BY-NC-ND 4.0

Mobile devices

Integration into the curriculum

Screen projector & screen

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

02 NETIQUETTE

NETIQUETTE AND RESPONSIBLE EXPRESSION

02

AIMS OF THE LESSON:

Students will learn about the correct behaviour when interacting online. During discussions and creating digital materials (quiz, posters), students will develop their creative and ICT skills and competencies as well as critical thinking skills.

At the end of the lesson the students will be able to communicate online using the right tone and the correct language.

OUTCOME 1

At the end of the lesson will learn to behave in a polite and positive manner, expressing opinions, agreeing or disagreeing with respect.

OUTCOME 2

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

02 NETIQUETTE

21st CENTURY SKILLS

• Students will acquire the skills and knowledge they need to succeed in work and life.
• They will enrich their communication skills in a world which is strongly based on communication and online interaction.
• They will deal with topics related to information, media and technology.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

02 NETIQUETTE

ACTIVITIES:

NEXT

INTRODUCTION (10')

The teacher writes the word Netiquette and asks questions to check if they know something about it:

• Have you ever heard about netiquette?
• Do you communicate online?
• Do you think we need to respect some rules when we interact online?
• What do you think about the safety of digital spaces?

The teacher shows slides about the topic, explaining in details what the students are going to learn about.

VIDEO AND PUZZLES (25')

The students watch videos from Edpuzzle where they are asked to answer some questions.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

02 NETIQUETTE

ACTIVITIES:

CONVERSATION (15')

In your opinion why is netiquette important? Have you ever been cyberbullied? What do you think are safe digital spaces and dangerous digital spaces?

STUDENT FEEDBACK

Students answered the questions but in a fun way, through a quiz game. They worked independently, following a precise time. They stated it was a motivated and enjoyable activity. Overall, there was students’ positive feedback.

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

03 FIVE QUESTIONS FOR MEDIA ANALYSIS

Learning scenario 03

FIVE QUESTIONS FOR MEDIA ANALYSIS

This lesson employs the group work technique and aims to equip students with enquiry-based and critical thinking skills, as well as develop strategies

how to explore the media samples given from different angles. The questions developed can serve as a foundation for critically assessing and analyzing media.

ACTIVITIES

AUTHORS

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

03 FIVE QUESTIONS FOR MEDIA ANALYSIS

LESSON SUMMARY

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

Foreign languages, Social Science, ICT, Ethics, Psychology, Marketing

Offline teaching material

Text 1: Meteorite fell in Mazsalaca, creating a ten-meter deep crater

5 Questions for Media Analysis

Text 2: Killer Whale stranded at Gilsfjӧrður bridge

16 - 19

Text 3: How to Choose the Perfect Activewear

15-30 students

Text 4: extract from Oxford dictionary for the word “media”

40 minutes

Text 5: Long Covid: MRI scans reveal new clues to symptoms

45-60 minutes

Worksheet

CC BY-NC-ND 4.0

Five Questions for Media Analysis

Integration into the curriculum

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

03 FIVE QUESTIONS FOR MEDIA ANALYSIS

FIVE QUESTIONS FOR MEDIA ANALYSIS

03

AIMS OF THE LESSON:

Students will gain fundamental skills needed to critically analyze various types of media messages.

At the end of the lesson students will be familiar with five essential questions they can use daily to analyze media messages effectively.

OUTCOME 1

At the end of the lesson students will gain basic media literacy, enabling them to recognize different types of media (news, advertisements, scientific resources, etc.) and assess their reliability.

OUTCOME 2

At the end of the lesson students will strengthen their collaboration, communication, and digital literacy skills through group discussions and interactive activities.

OUTCOME 3

At the end of the lesson students will be able to distinguish between credible information and misinformation, enhancing their ability to navigate digital and traditional media responsibly.

OUTCOME 4

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

03 FIVE QUESTIONS FOR MEDIA ANALYSIS

21st CENTURY SKILLS

Critical thinking: Media literacy encourages critical thinking skills, enabling students to question and analyse media messages, sources, and content. It involves evaluating information for credibility, relevance, and accuracy. Collaboration: Students work in groups, fostering teamwork and cooperation. Digital Literacy: Students develop skills needed to use digital devices, software and online platforms effectively. Communication: Students articulate their ideas and opinions, engaging in constructive discussions and developing effective communication skills. Cultural Awareness: Participants explore how media reflect and shapes cultural norms, values, and stereotypes.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

03 FIVE QUESTIONS FOR MEDIA ANALYSIS

ACTIVITIES:

NEXT

INTRODUCTION (5')

The teacher starts with a short warm-up activity to find out what the usual sources the students get the information from are and how they decide how reliable the information is. Afterwards, the students are divided into groups of three to four students. The teacher explains that students will move from station to station and explore several pieces of media. The task is to agree on 5 questions they might ask to check the credibility of any information given. Each group gets a worksheet.

GROUP WORK (35')

Each group has its own text to work on. Group 1 – Text 1 – fake news (Meteorite fell in Mazsalaca) Group 2 – Text 2 – real news (Killer Whale stranded at Gilsfjӧrður bridge) Group 3 – Text 3 – advertisement (How to Choose the Perfect Activewear) Group 4 – Text 4 – scientific resource + advertisement (extract from Oxford dictionary for the word “media”) Group 5 – Text 5 – scientific text (Long Covid) They fill in notes in the worksheet, stating facts they notice and formulating a question. After 5 minutes the group moves to the next text, rotating clockwise. In the end the students submit their questions in menti.com program, prepared beforehand by the teacher. Afterwards they vote for the questions that seem most useful to ask to analyse various kinds of media messages. The teacher shows the results of the voting on the screen.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

03 FIVE QUESTIONS FOR MEDIA ANALYSIS

ACTIVITIES:

CONCLUSION (20')

When students have shared and evaluated their ideas, the teacher shows on the screen five questions students can use every day to analyse any media message and gain basic media literacy: 1) Who created this message? 2) What creative techniques are used to attract my attention? 3) How might different people understand the message differently? 4) What values, lifestyles and points of view are represented in, or omitted from, the message? 5) Why is the message being sent? The questions are compared with the ones students have had and conclusions about similarities and differences are made orally. Additionally, students share what observations they have made through their experience and use another menti.com activity prepared by the teacher beforehand to send feedback on the activity.

EXTRA ACTIVITY (10')

It is possible to go afterwards through all the texts and analyse specifically what kind of resource it was, and what hints can be used to look for information, or it could be assigned as a homework for students to try to find by themselves other resources.

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

04 PRODUCT PLACEMENT

Learning scenario 04

PRODUCT PLACEMENT

Commercials, billboards, pop-up ads, paid partnerships on social media… Our everyday life is bombarded by advertising messages we notice and do our best to avoid. However, are we aware of more subtle forms of advertising that create our wish lists and choice of products we buy?

ACTIVITIES

AUTHOR

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

04 PRODUCT PLACEMENT

LESSON SUMMARY

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

English as a Foreign Language, Civics, Media Culture

Online teaching material

Powerpoint presentation for teachers

Movie clip: Superman

Product placement: Young people as target audience for ads

Movie clip: Top Gun

14 - 19

Movie clip: White House Down

15-30 students

Music video Focus by Ariana Grande

30 minutes

50 minutes

Offline teaching material

2-3 papers (A4) per group

CC BY-NC-ND 4.0

mobile devices

Integration into the curriculum

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

04 PRODUCT PLACEMENT

PRODUCT PLACEMENT

04

AIM OF THE LESSON:

The lesson aims to help students understand product placement as a marketing strategy, recognize its presence in media, and analyze its impact on consumer behavior, particularly among young audiences.

At the end of the lesson students will identify product placement in TV programs, movies, music videos, and social media.

OUTCOME 1

At the end of the lesson students will differentiate product placement from direct advertising and explain why companies use it.

OUTCOME 2

At the end of the lesson students will recognize the widespread presence of advertising in their daily lives and culture.

OUTCOME 3

At the end of the lesson students will analyze the impact of product placement on their buying choices and consumer behavior.

OUTCOME 4

At the end of the lesson students will understand their role in product placement on social media, particularly in influencer marketing.

OUTCOME 5

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

04 PRODUCT PLACEMENT

21st CENTURY SKILLS

INFORMATION, MEDIA & TECHNOLOGY SKILLS

KEY SUBJECTS & 21ST CENTURY THEMES

LEARNING AND INNOVATION SKILLS

Critical thinking

Multilingual Competence

Media Literacy

Digital Competence

Communication

Collaboration

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

04 PRODUCT PLACEMENT

ACTIVITIES:

NEXT

INTRODUCTION (5')

The teacher follows the presentation and introduces the students the topic of the lesson: Product placement: Young people as target audience for ads. Students are asked to name all types of advertising they can think of. Upon completion, students are asked to try to define the word product and identify the main categories of products young people are interested in (Slide 2).

GROUP WORK (10')

The teacher divides the class into groups of 4-5 students. Students are instructed to make a list answering the question What products (brands) are the most popular among young people in your country? (Slide 3). *The list of categories can vary depending in students’ answers in previous activities. Upon finishing, students present to the rest of the class and groups compare their answers.

EXPRESSING ATTITUDE (5')

Students are asked to participate in a short poll about their attitude towards ads (Slide 4). Students answer the questions by positioning themselves on a line made on the classroom floor with 0% being on one end and 100% on the other. *Alternatively, the activity can be done using any online tool for polls. Students analyze the results – the first question usually shows their negative attitude towards ads and the second that they do not think ads have a significant impact on them.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

04 PRODUCT PLACEMENT

NEXT

ACTIVITIES:

WATCHING VIDEOS AND IMAGES; DISCUSSION (15')

Students are asked to focus on the term product placement and try to guess what it is. Students are shown three clips from movies (Slide 5). Upon watching, students are asked to name the products they saw in the clips (Superman: Coca Cola and Marlboro, Top Gun: Ray Bans, White House Down: Nike Jordans). They are told that they have seen examples of product placement and are again asked to define it. They are given a worksheet to complete the definition with the missing words (Slides 6 and 7). Students are shown additional examples of product placement and are asked to identify the advertised products: - screenshots of five scenes form the show Friends (Slide 8) (Answers: Nike, Louis Vuitton, Toblerone, Jägermeister and Sprite) - screenshot of American Idol (Slide 9) (Answer: Coca Cola); music video Ariana Grande: Focus (Slide 10) from 0:00 to 0:12 minutes (Answer: Samsung)

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

04 PRODUCT PLACEMENT

ACTIVITIES:

NEXT

WATCHING VIDEOS AND IMAGES; DISCUSSION (15')

Students are asked to answer the question: What is today the best media to target young people? (Answer: social media) (Slide 11). Students are asked to discuss in groups what product placement looks like on social media. Each student searches through his or her most often used social network to find an example of product placement and shares it with the rest of the group. (Slide 12) The groups are asked to create their own social media content which includes product placement. While in class, they collaborate on choosing the social network they will use, the form (post, story, reels), product and write a short scenario. They collaborate online to create the content and present it to the class.

ASSESSMENT

Students are given an exit card: I already knew _____________ I learned ______________________ I would like to learn more about___________________

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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

Learning scenario 05

VIRTUAL CONSUMPTION

In this lesson, the focus is to teach about virtual consumption and to raise awareness among young people about internet usage. This learning scenario is designed to introduce virtual consumption and open the eyes of students to the dangers of long hours of virtual consumption. The students will become aware of how much time they spend on the Internet, and talk about their habits in everyday life.

ACTIVITIES

AUTHORS

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

LESSON SUMMARY

Online teaching material

Powerpoint presentation for teachers

EFL, Sociology, Media literacy, Psychology, Technology

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

Pre-test Internet addiction

Virtual consumption

Post-test Internet addiction

14 - 19

Video1 - Virtual Consumption

15-30 students

Video2 - Internet Addiction

ICT tools: Canva

40 minutes

ICT tools: Wakelet

60+80 minutes

CC BY-NC-ND 4.0

Offline teaching material

computers or mobile devices

Integration into the curriculum

projector or smart board

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

VIRTUAL CONSUMPTION

05

AIM OF THE LESSON:

Students will learn about the meaning of virtual consumption and types of addiction. Also, students will enrich their knowledge and vocabulary related to virtual consumption, and learn about the pros and cons of technology.

At the end of the lesson students will be able to define the following terms: consumer behaviour, online communities, and ethics of consumption.

OUTCOME 1

At the end of the lesson students will be able to match time spent online with time spent socializing face-to-face.

OUTCOME 2

OUTCOME 3

At the end of the lesson students will be able to create a behaviour modification plan.

At the end of the lesson students will be able to set a timer for internet usage.

OUTCOME 4

At the end of the lesson students will be able to plan a daily schedule.

OUTCOME 5

At the end of the lesson students will be develop their creative and ICT skills and competencies as well as critical thinking skills.

OUTCOME 6

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

21st CENTURY SKILLS

INFORMATION, MEDIA & TECHNOLOGY SKILLS

KEY SUBJECTS & 21ST CENTURY THEMES

LIFE & CAREER SKILLS

Information Literacy

Cultural Awareness

Literacy Competence

Entrepreneurship

Media Literacy

Multilingual Competence

Personal Competence

Digital Competence

Civic Competence

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

NEXT

ACTIVITIES:

INTRODUCTION (10')

The teacher initiates the session by introducing the topic of virtual consumption to the students by explaining the term is closely related to addictions caused by excessive and unconscious use of the Internet. The teacher gets the students answer the questions in a Google form (Pre-test Internet addiction) so that both the teacher can find out the students’ habits as an internet user. The form should be prepared by the teacher in advance.

VIDEO 1 (20')

Students watch Video 1. The video delves into the concept of conscious consumerism and provides practical tips on how to incorporate mindful purchasing practices into one's everyday life. It emphasizes the importance of being aware of how products are made and how this impacts the environment, society, and the economy. The video aims to encourage viewers to become more responsible and ethical consumers. During the class, the teacher inquires about the meaning of consumerism. Students’ possible answers: “it refers to the act of purchasing goods or services / it involves spending money as well. Teens can learn how to be conscious consumers from this video.“

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

ACTIVITIES:

NEXT

DISCUSSION (30')

During the class session, teacher displays the PowerPoint presentation and elaborates on each slide to provide a comprehensive understanding of the topic. The teacher then proceeds to ask students questions about the questions and pictures in the slides. Students are given the opportunity to discuss the pictures and share their thoughts and ideas related to the topic. The interactive session enables students to actively participate and engage in the learning process. Teacher divides the lesson into five distinct parts with five different questions. Part 1) Teacher asks a question about the meaning of virtual consumption. Students’ possible answer: ”Virtual consumption refers to the use of social media/ it is about playing video games”. Slides 2 -3 cover the introduction and definition parts of virtual consumption, which will set the context for the rest of the presentation, and the teacher shows the slide 4 to talk about addiction types as a result of overexposure to virtual consumption. Part 2) Slides 5 - 9 specifically focus on gaming addiction, exploring the various aspects of this issue and its impact on individuals and society. Teacher asks students how much time they spend playing games online. Students’ possible answers: “I have lots of homework and projects to do so I don't have much time to play games. I play online games for five hours.” Part 3) Slides 11 - 15 deal with social media addiction, highlighting the growing concern around excessive social media use and its detrimental effects. Teacher poses a question regarding social media usage. Students’ possible answers: ”People use social media platforms to share pictures and text with their friends and followers./ Teenagers often follow popular individuals on social media for inspiration and entertainment.” Part 4) Slides 16 - 19 cover shopping addiction, discussing the psychology behind this behavior and its consequences on personal finances. Teacher states that the person being addressed has a tendency to excessive shopping, commonly refers to "shopping addiction" or is a "shopaholic". It has been observed that when it comes to a certain question, girls tend to answer in the affirmative more often than boys. Part 5) Finally, slides 20 - 21 provide the concluding remarks and summarize the key take aways from the presentation. Teacher asks students for their opinions on virtual consumption and addiction types. Students’ possible answers: “I believe it is a waste of time/ I feel worried about the negative impacts of virtual consumption on my health.” The students do the Post-test Internet addiction online on the computers. Students check their scores online.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

ACTIVITIES:

NEXT

GROUP DISCUSSION (15')

Students are asked to share their scores and define their addiction level. Teacher forms student groups of 4-5 and gives 5 minutes asking them to discuss and write down 5 possible solutions for internet addiction. After the time is up, teacher gets the groups’ ideas. Students’ possible answers might be “We should plan our time more effectively and set time limits for usage, try to shorten the Internet sessions also use external shut down devices on our computers and phones and lastly completely stop using certain applications, or use applications that can limit the time online…” The teacher gives positive feedback and adds following extra possible solutions: • Use programs and apps that notify you of the amount of time you’ve spent online and deactivate WIFI on the device when you don’t absolutely need it • Engage in healthy hobbies and prosocial activities that don’t involve the internet. • Build a personal support group of friends and family members you trust. • Talk about any challenges you are having as they arise. • Attend internet addiction support groups (which are becoming increasingly available) • See a therapist as needed for extra support and accountability.

VIDEO 2 (10')

The teacher plays Video 2 and asks the students: 1) What are pros and cons of snooping on teenagers online? -- 2) Is it acceptable for parents to browse through your phone? Possible answers: Student 1: You're not right. It is uninteresting. Student 2: I want to be a trustworthy individual. I should be respected by my parents.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

05 VIRTUAL CONSUMPTION

ACTIVITIES:

GROUP WORK (40')

Students are divided into groups of 4 by the teacher. Each group creates a digital poster about the dangers of virtual consumption. Students create a digital poster on the computer in the ICT classroom.

CONCLUSION (15')

Each group presents their digital poster in the class. Students try to give a message about the bad effects of technology and internet addiction.

ASSESSMENT

This activity will involve creating a digital poster about the dangers of virtual consumption using the Canva tool and uploading it onto Wakelet. Students can vote for the posters and choose the best one.

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

Download the .pdf format here.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

06 ONLINE AGGRESSION & CYBERBULLYING

Learning scenario 06

ONLINE AGGRESSION AND CYBERBULLYING

This workshop is designed to help students understand online aggression and cyberbullying, offering practical knowledge and strategies to address these issues. Through discussions, real-life case studies, and interactive activities, students will explore the impact of harmful online behavior and learn how to respond effectively. The session encourages responsible digital engagement, promotes empathy, and provides tools to prevent and counteract cyberbullying.

ACTIVITIES

AUTHORS

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

06 ONLINE AGGRESSION & CYBERBULLYING

LESSON SUMMARY

ESL, EFL,Social Science and History

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

Online teaching material

Online aggression and cyberbullying

Powerpoint presentation for teachers

16 - 19

15-30 students

Offline teaching material

40 minutes

Handout materials

50 minutes

CC BY-NC-ND 4.0

Integration into the curriculum

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

06 ONLINE AGGRESSION & CYBERBULLYING

ONLINE AGGRESSION & CYBERBULLYING

06

AIM OF THE LESSON:

The aim of this lesson is to raise awareness among students regarding the issue of cyberbullying and equip them with effective strategies to navigate social pressures that might lead to participation in online cruelty.

OUTCOME 1

At the end of the lesson, students will enhance their understanding of the issue of cyberbullying.

At the end of the lesson, students will explore the motivations behind young people engaging in online cruelty.

OUTCOME 2

OUTCOME 3

At the end of the lesson, students will cultivate greater empathy towards their peers.

At the end of the lesson, students will formulate tactics to withstand peer pressure and engage in positive online communication.

OUTCOME 4

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

06 ONLINE AGGRESSION & CYBERBULLYING

21st CENTURY SKILLS

Critical Thinking:Students analyze cyberbullying and online aggression scenarios, identifying underlying motives, assessing the consequences, and making informed decisions. These skills foster responsible digital behavior and media literacy. Collaboration: Group activities and discussions encourage students to work together, exchange ideas, and develop teamwork and problem-solving skills in tackling online safety challenges. Communication: Students engage in constructive dialogue, presenting their views on cyberbullying, online aggression, and digital ethics, improving their ability to express themselves both verbally and in writing. Civic Competence: By examining online conflicts and different perspectives, students develop respect for diverse opinions, promoting a culture of responsibility, ethical online behavior, and positive digital citizenship. Digital Literacy: Students learn to recognize cyberbullying, understand online risks, and navigate digital platforms safely and responsibly, equipping them with essential digital skills for the modern world. Empathy and Global Citizenship: By reflecting on personal experiences and real-world cases, students develop empathy for cyberbullying victims and understand their role in fostering a safe and inclusive online community.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

06 ONLINE AGGRESSION & CYBERBULLYING

ACTIVITIES:

NEXT

INTRODUCTION (15')

The teacher presents a previously made presentation and explains that the workshop will be about online aggression and cyberbullying and proceeds to start with a warm- up activity. The teacher then turns the next presentation slide with the necessary information about warm-up activity, only instructing students to listen and think about the given questions shown in the slide. The teacher then plays the audio (that is prerecorded by the teacher and inserted in the presentation). After listening to the story, the teacher asks students to share their answers to the questions. After briefly explaining/ discussing reasons for online aggression, the teacher divides students into groups of three to four students. Teacher hands out the previously mentioned Reasons and Strategies material and also gives each group different Cyberbullying scenarios, a blank white paper to write on and emphasizes writing the answers there (easier to provide all these together by organizing handouts beforehand).

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

06 ONLINE AGGRESSION & CYBERBULLYING

ACTIVITIES:

NEXT

GROUP WORK (15')

Students receive their handouts and every task of the group work is described and shown in the presentation slide 5. The teacher can read and add some further explanations if needed, however, the teacher should point to the time limit for group work. When all of the groups have finished their work on cyberbullying scenarios, each one of them shares their work, the teacher shows the corresponding scenario by switching slides on the presentation and encourages other groups to give or add their opinions/ suggestions on the scenario being discussed.

CONCLUSION AND FEEDBACK (10')

When all of the groups have shared their works, the teacher announces the end of the group work. Then the teacher proceeds to show the Feedback slide on presentation and instructs students to use their mobile phones to give feedback on the topic individually by answering a question (shown on the presentation and can be read by the teacher). Students can either scan the QR code or search for menti.com and enter a code provided by the teacher. (Additionally, students can share verbally what was the most interesting part for each group, and share their newfound knowledge.)

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

06 ONLINE AGGRESSION & CYBERBULLYING

ACTIVITIES:

ASSESSMENT

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

Download the .pdf format here.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

07 ONLINE STRANGERS

Learning scenario 07

ONLINE STRANGERS

This lesson will help students to identify and establish personal online safe boundaries, develop skills to identify problematic situations which may impact their online safety, consider appropriate help-seeking and reporting strategies for dealing with unsafe situations online.

ACTIVITIES

AUTHOR

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

07 ONLINE STRANGERS

LESSON SUMMARY

Online teaching material

Presentation for the teacher

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

EFL, Civics, Media Culture, Health Education, Digital Technologies

Online strangers real life stories:I couldn’t save my child from being killed by an online predator

Online strangers

14 - 19

Online strangers real life stories:Kidnapped by a paedophile I met online

15-30 students

10 minutes

Offline teaching material

45 minutes

A3 paper

CC BY-NC-ND 4.0

Post-it notes

Integration into the curriculum

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

07 ONLINE STRANGERS

ONLINE STRANGERS

07

AIM OF THE LESSON:

Students will learn to identify and establish personal online safe boundaries.

OUTCOME 1

Students can identify and establish personal online safety boundaries.

OUTCOME 2

Students can develop skills to identify problematic situations which may impact their online safety.

Students can consider appropriate help-seeking and reporting strategies for dealing with unsafe situations online.

OUTCOME 3

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

07 ONLINE STRANGERS

21st CENTURY SKILLS

KEY SUBJECTS & 21ST CENTURY THEMESMultilingual competence: When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of information literacy. LEARNING AND INNOVATION SKILLS Communication: Students articulate their ideas and opinions, developing effective communication skills. Collaboration: Students work in groups, fostering teamwork and cooperation. INFORMATION, MEDIA & TECHNOLOGY SKILLS Digital competence: Students will create digital media content as a follow-up activity.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

07 ONLINE STRANGERS

NEXT

ACTIVITIES:

INTRODUCTION (5')

The teacher introduces the students to the topic of the lesson: Online strangers. Students are asked the question: How do you communicate online? They have to pair up and tell each other about their personal experience. Upon completion they share their ideas with the rest of the group.

GROUP WORK (15')

The teacher divides the class into groups. Students are given a text to read about Online strangers, real life examples, and answer the 5 basic comprehension questions: who, what, where, when, and why. They can make notes about the answers on a piece of paper. Upon finishing, students present to the rest of the class and in groups they discuss the mistakes teenagers mentioned in the texts made.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

07 ONLINE STRANGERS

ACTIVITIES:

NEXT

DISCUSSION (10')

Students are asked to participate in a discussion about their online habits (Slide 4 – slide 13. Students answer the following questions in pairs and then share with the rest of the group: 1. Have you ever talked to a stranger online? 2. Do you think it’s ok to talk to someone online you have never met before? 3. Give students post it notes and tell them to finish the following sentence and put them on the board: You should stop chatting online if someone is ________________ 4. Have you ever accepted a friend request of a person you don’t know? 5. Do you think it’s ok to accept a friend request of a person you don’t know? 6. Have you ever blocked a stranger? 7. Have you ever received threats or uncomfortable messages from a stranger? 8. Give students post it notes and tell them to answer the following question and put them on the board: What should you do if something makes you feel uncomfortable online?

DISCUSSION (5')

Students are asked to look at the photos on slide 16 and slide 17 and they are asked whether they can feel safe sending or posting these photos. Give students post-it notes and ask them to answer the following question: What are the risks of oversharing on social media? Go through their answers together and discuss. What can you do to prevent oversharing on social media?

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

07 ONLINE STRANGERS

ACTIVITIES:

CONTENT CREATION (15')

Divide the class into groups. Students in each group can use the ideas they have written on post-it notes to create digital posters in Canva, they can share their results in a premade with Wakelet collection or a Padlet. They should answer the following questions: You should stop chatting online if someone is ______________. What should you do if something makes you feel uncomfortable? What are the risks of oversharing on social media?

STUDENT FEEDBACK

Students discuss the following questions in groups. Upon finishing, students write their answers in a premade Paldet. Once all the groups have shared their results, they can have a look at each other’s answers and discuss them together. What are the warning signs that someone is unsafe to talk to? What action will you take to stay safe? Who would you go to for support?

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

Download the .pdf format here.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

Learning scenario 08

SYMBOLS IN MEDIA MESSAGES

Symbols shape our perceptions and influence behavior, from emojis in daily communication to branding and advertising. This workshop explores their historical and cultural contexts, psychological impact, and practical applications. Participants will trace the evolution of symbols, analyze their emotional and cognitive effects, and develop skills to use them effectively in media. Through case studies and exercises, they will learn to design compelling visual messages and enhance brand recognition.

ACTIVITIES

AUTHORS

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

LESSON SUMMARY

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

English, Arts, Media Lessons

Computer + Internet connection

Offline teaching material

Symbols in media messages

Mobile devices

15 - 18

Screen projector+ screen

15-30 students

60 minutes

70 minutes

CC BY-NC-ND 4.0

Integration into the curriculum

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

SYMBOLS IN MEDIA MESSAGES

08

AIM OF THE LESSON: This lesson enhances critical thinking by helping students analyze symbolic elements in media, question persuasive techniques, and recognize bias. It fosters media literacy, equipping students to differentiate between fact and opinion, identify misleading messages, and make informed decisions. Additionally, it promotes cultural understanding, creativity, and career readiness, enabling students to appreciate diverse perspectives, apply symbolism in creative work, and develop essential skills for the digital age.

At the end of the lesson students will recognize and analyze symbols and identify different types of symbols (iconic, indexical, and symbolic).

OUTCOME 1

At the end of the lesson students will understand cultural and historical contexts and explain how symbols evolve over time and how cultural influences shape their meanings.

OUTCOME 2

At the end of the lesson students will evaluate persuasive techniques and analyze how symbols are used in advertising, politics, and media to influence opinions and behavior.

OUTCOME 3

At the end of the lesson students will create symbolic media messages using symbols to effectively communicate ideas and emotions.

OUTCOME 4

At the end of the lesson students will develop critical media literacy and assess the use of symbols in media, recognizing bias and misleading messaging.

OUTCOME 5

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

21st CENTURY SKILLS

LEARNING & INNOVATION SKILLS

KEY SUBJECTS & 21ST CENTURY THEMES

LIFE & CAREER SKILLS

Multilingual Competence

Entrepreneurship

Collaboration

Communication

Civic Competence

Social Competence

Critical thinking

INFORMATION, MEDIA & TECHNOLOGY SKILLS

Digital Competence

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

ACTIVITIES:

NEXT

INTRODUCTION (20')

Teacher welcomes participants and sets a relaxed atmosphere. Teacher starts presenting that the use of symbols has ancient origins and can be traced back to early human civilizations. Symbols were initially employed as a means of communication, often in the form of pictographs (early cave art, one of the earliest forms of symbolic communication is found in cave paintings, dating back tens of thousands of years) and petroglyphs (ancient cultures, including those in Egypt, Mesopotamia, and Native American societies, carved symbols into rock surfaces. These petroglyphs served various purposes, such as recording events, marking territories, or conveying spiritual meanings). Ice Breaker Activity: "Decode Your Name in Hieroglyphics" Objectives: introduce participants to the ancient Egyptian writing system of hieroglyphics; facilitate a creative and interactive experience for participants to write and share their names using hieroglyphics; encourage interaction and conversation among participants as they learn and share their hieroglyphic "names." Materials needed: Smartphone Instructions: Share a QRcode https://shorturl.at/ltAF3 / https://drive.google.com/drive/folders/1w7VI3BZBuBH2io-_5pikZhOxkpi_MBx- and ask students to discover how to write their names using ancient symbols. Ask the group who wants to share (and comment) the results.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

NEXT

ACTIVITIES:

USING EMOJIS (20')

Activity 1: Introduce yourselves using emojis only Select approximately 30 emojis, choosing the most commonly used by young people. Distribute the emojis across A4 pages, organizing 8 per page. Print 4 or 5 sets of emojis (the number of sets should correspond to the number of student groups created in the classroom) Cut out the emojis and separate them to form a “deck of cards with emojis” (if possible, laminate the cards). Instruct students to analyze the different emojis, and then ask each student to introduce themselves using emojis only. Activity 2: Emojis decoding Present a list of common emojis on the board or projector. Ask students to match each emoji to its meaning. Discuss the different ways that emojis can be used to convey emotions, ideas, and tone. Explain that the same emoji can have different meanings depending on the context in which it is used.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

ACTIVITIES:

NEXT

GROUP WORK (20')

Activity 3: Emoji storytelling For warm-up, begin by introducing the concept of emoji storytelling and its potential to express ideas and emotions through a visual medium. Engage students in a group brainstorming session to generate ideas for their emoji stories. Encourage them to explore different genres like adventure, mystery, romance, or fantasy. Provide students with prompts or story starters to ignite their imaginations. Encourage students to create a storyboard using emoji cards ((the same used at Activity 1). This will help them visualize the sequence of events and the flow of their story. Divide the class into small groups and have them collaborate on an emoji story. Give each group a set of emojis. Guide students in carefully selecting emojis that accurately represent the characters, actions, emotions, and settings of their stories. Emphasize the importance of using emojis in a way that conveys the story's meaning and tone. Students need to present their stories after they are ready. It is advisable to use visuals throughout the workshop to keep students engaged. Make the workshop interactive and fun. Encourage students to share their own experiences and ideas. Be respectful of all participants' viewpoints.

CONCLUSION (10')

Ask participants to write a short reflection on what they learned from the workshop and how they plan to use this information in their work or personal life. Observe participants' participation in the activities and their contributions to the discussions. Ask participants to complete a short quiz or survey on their understanding of the material.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

08 SYMBOLS IN MEDIA MESSAGES

ACTIVITIES:

ASSESSMENT

After the implementation of LS, there are some assessment possibilities: Assessment 1: Symbol Identification Quiz Create a quiz that asks students to identify and analyze the symbols used in a variety of media messages. The quiz should cover a range of symbol types, historical and cultural contexts, and persuasive effects. Assessment 2: Symbol Creation Rubric Develop a rubric to assess the effectiveness of students' symbol creations. The rubric should consider the originality, clarity, visual appeal, and overall persuasiveness of the symbols. Assessment 3: Symbol Evaluation Essay Have students write an essay analyzing the use of symbols in a specific media message. The essay should identify the symbols used, describe their historical and cultural context, and explain how they are being used to persuade the audience.

STUDENT FEEDBACK

Students are in general positive about the workshop witch they found it to be informative, engaging, and helpful in their understanding of how symbols are used in media and the information they learned from the workshop will be used in their own media consumption.

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

Download the .pdf format here.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

09 LOGOS DISSECTED

Learning scenario 09

LOGOS DISSECTED

A logo is the most important identifier of a brand, company, institution. How does it affect the individual? Do some logos have a hidden meaning? Do they change over time? Does the color of logos affect an individual's perception of a particular company or product? This learning scenario aims to offer answers to those questions and to inspire students to do additional research and to be creative.

ACTIVITIES

AUTHOR

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

09 LOGOS DISSECTED

Online teaching material

LESSON SUMMARY

What exactly is a logo?

Infographic: True Colors

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

English as a Foreign Language, Marketing, History

PowerPoint presentation from teachers

Logos Dissected

NBC logo

16 - 19

Amazon logo

15-30 students

Toblerone logo

History of Mercedes - Benz logo

50 minutes

70 minutes

Worksheet (needs to be downloaded and printed beforehand)

Offline teaching material

CC BY-NC-ND 4.0

paper for drawing

Integration into the curriculum

crayons

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

Learning scenarios / Media Literacy /

09 LOGOS DISSECTED

09 LOGOS DISSECTED

LOGOS DISSECTED

09

AIM OF THE LESSON: Students will learn about the meaning of the logo, what it represents and what impression it leaves on the observer. Students will learn to cooperate, communicate within the group and show their creativity. This workshop is also good for students getting to know each other better during the task of creating a logo.

At the end of the lesson students analyze the components of logos:, they identify colors, fonts, and design elements used in logos and understand their impact on brand identity.

OUTCOME 1

At the end of the lesson students understand branding and consumer perception, they explain how logos influence consumer behavior and brand recognition.

OUTCOME 2

At the end of the lesson students develop critical thinking skills, they evaluate the symbolism and messaging behind well-known logos and recognize persuasive design techniques.

OUTCOME 3

At the end of the lesson students create and present a logo concept, they design their own logo, applying key principles of branding and visual communication.

OUTCOME 4

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

09 LOGOS DISSECTED

21st CENTURY SKILLS

Literacy Competence: Students will read different types of words and decide which words they associate with a particular color and compare their views with the data on the presentation. Multilingual competence: When creating a logo that represents the group, students will communicate with each other and choose a representative who will present their work to all participants. Civic competence: Through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation. Collaboration: Students work in groups, learn to respect others' opinions and work.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

09 LOGOS DISSECTED

ACTIVITIES:

NEXT

INTRODUCTION (5')

The teacher shows the students the title slide of the presentation saying “Logos Dissected” and then asks them what is logo, and why is important? Students discuss and give their opinion on the questions asked.

DEFINITIONS (10')

The teacher shows the students slides 2-4 on which there are answers to previously asked questions, but also examples of different logos where they can see what logos usually consist of. Then, the teacher, shows the students slides 5 and 6, and through examples of 4 logos (Amazon, NBC, Toblerone, Mercedes Benz), explains that some logos also have hidden meanings, and that they often change over time.

INDIVIDUAL WORK (5')

The teacher gives each student a worksheet in which the columns represent a certain color, and the rows contain different words. Each student must mark three words that he associates with a certain color.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

09 LOGOS DISSECTED

ACTIVITIES:

GROUP WORK (30')

Students have to create a logo of their group which will represent all members. They have to use symbols, colors, letters... One student, the representative of the group, presents the logo of his group to the others and explains its meaning.

DISCUSSION AND CONCLUSION (20')

The teacher shows the students slides 8 – 21 which contain data that tells how most people perceive certain colors and examples of logos with those dominant colors. At the same time, students compare their answers from the worksheet and group logos with the data on the presentation, discuss why they chose a certain color in logo creation, and whether they achieved what they wanted in representing their group.

ASSESSMENT

Final activity in the conclusion of the lesson serves as self-evaluation of students’ comprehension.

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

Download the .pdf format here.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

Learning scenario 10

MEDIA VIOLENCE AND ROLE MODELS

This presentation tries to explain and focuses on the meaning of Media Violence and what are the main role models nowadays; it deals with the relationship which might be between media violence and children and how it is very simple to find violence images or words in songs, movies and video games. Furthermore, participants will be led to reflect about the meaning of role models, both positive and negative, and how they can influence people, in particular teenagers and media.

ACTIVITIES

AUTHOR

AIMS & OUTCOMES

SUMMARY

TRENDS

KEYWORDS

DICTIONARY

SKILLS

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

LESSON SUMMARY

Subject

Topic

Age of Ss

Class size

Prep time

Duration

Licences

English, History, Philosophy and Health education, Psychology

Online teaching material

Song 1: Wake up call by Maroon 5

Media Violence and Role Models

Song 2: Love The Way You Lie by Eminem

Movie trailer 1: Scarface

14 - 18

Movie trailer 2: Kill Bill 1

15-30 students

Malala speech at the UN

30 minutes

60 minutes

Offline teaching material

projector or a smartboard

CC BY-NC-ND 4.0

notebooks

Integration into the curriculum

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

MEDIA VIOLENCE & ROLE MODELS

10

AIM OF THE LESSON: Students will learn to recognize violence in various media forms such as movies, video games, and music, while understanding the potential negative effects of excessive exposure on mental health. They will also develop awareness of role models in media, identifying both positive and negative influences from celebrities, fictional characters, and influencers.

At the end of the lesson students will be able to recognize different forms of media violence in songs, movies, and video games, understanding their potential impact on audiences, especially young people.

OUTCOME 1

At the end of the lesson students will be able to differentiate between positive and negative role models, examining the influence of celebrities, politicians, and influencers on public behavior and attitudes.

OUTCOME 2

At the end of the lesson students will be able to reflect on the consequences of media violence and discuss possible solutions, such as censorship, stricter content regulations, and media literacy initiatives.

OUTCOME 3

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

21st CENTURY SKILLS

Multilingual competence:Students will use English and their native language at listening to music and watching movie. Civic Literacy: Students will learn about their rights and understand better why this right is important for them self and the society. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of cooperation, communication and cooperation. Communication: Students articulate their ideas and opinions, developing effective communication skills. Collaboration: Students work in groups, fostering teamwork and cooperation. Entrepreneurship: Students will create their own content and think critically. Personal, social competence and competence to learn how to learn: As students will cooperate in groups, they will practice communication skills and teamwork.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

NEXT

ACTIVITIES:

INTRODUCTION (20')

The teacher asks the students the question: “How would you describe media violence?” The students need to pair up and share their personal definition with each other, after which each pair tells the class what they came up with. Extra questions: Prompt 1: "Define media violence in your own words." Prompt 2: "Discuss one example of media violence that you find impactful." Prompt 3: "Consider how media violence might influence society." The teacher starts to show the slides with examples of media violence in video games, movies, and songs, after which the teacher shows the video Song 1, indicating to students violent words from the song. The song tells the story of a man shooting his girlfriend’s lover after finding them together. The teacher then plays Song 2, with the topic of domestic abuse and violent behavior in retaliation. The teacher then plays Trailer 1 and Trailer 2.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

NEXT

ACTIVITIES:

DISCUSSION (10')

In groups of 3, students participate in a discussion about “How to recognize media violence?”. Students talk about the topic and then tell the class their solutions. The teacher offers prompts to motivate students: What are some signs that indicate violence in media, such as in movies, video games, or social media posts? What are some examples of violence in movies, video games, or social media? How can we tell if something is violent? How do violent scenes in media make people feel? Can they change the way people think or act? What are some less obvious types of violence in media, like strong language or bullying? What can we do to be more aware of media violence and make good choices about what we watch or play?

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

ACTIVITIES:

NEXT

GROUP WORK (15')

The teacher passes through slide 13 of the presentation, asking a question: “What is a role model?” Students give their opinions, both on positive and negative examples. The teacher plays a video showing a positive example of a role model in our global community that is Malala Yousafzai, her famous speech at the UN. At the same time students will be shown an example of negative Role model such as Donald Trump because of his controversial views on Mexicans and Muslims, his remarks about his treatment of women and accusations that he’s anti-LGBTQ+. Students describe at least 2 negative or positive role models from their own country.

CONCLUSION (15')

In their notebooks, students reflect on how media violence and role models influence their emotions, relationships, and daily lives by answering guided questions: How do media role models (positive or negative) shape the way I see success, relationships, and conflict resolution? What can I do to be more aware of the media I consume and its impact on my perception of the world? In groups of 3, students discuss their experiences, identify strategies to reduce negative media effects, and brainstorm ways to promote positive role models.

ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

Learning scenarios / Media Literacy /

10 MEDIA VIOLENCE & ROLE MODELS

ASSESSMENT

Final activity in the conclusion of the lesson serves as self-evaluation of students’ comprehension.

STUDENT FEEDBACK

Students seem to be very motivated to argue and all of them answer, describing their point of view about role models and what young people look for in a role model; some of them cite a singer, a politician, an actor, a football player or a sport character as positive role model. Overall there were positive feedback from students.

DOWNLOAD THIS LEARNING SCENARIO IN PDF FORMAT

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ERASMUS+ PROJECT: Media and Information Literacy: Learning to Think Critically pr. no. 2022-1-HR01-KA220-SCH-000089732

DICTIONARY

Media literacy – The ability to access, analyze, evaluate, and create media in various forms. Sources – References, materials, or documents used to provide information, evidence, or data. Analysis – The process of examining information in detail to understand its meaning, structure, and reliability. Enquiry-based learning – An educational approach where students learn by asking questions, conducting research, and exploring topics independently. Critical thinking – The ability to think logically and evaluate information objectively to make reasoned judgments. Skills – Abilities or expertise acquired through training and practice, enabling individuals to perform tasks effectively.

Collaboration

Students work in groups, fostering teamwork and cooperation.

DICTIONARY

Netiquette – The rules and guidelines for polite and respectful behavior online. Cyberbullying – Harassment, intimidation, or bullying of others through digital platforms or online communication. Online Communication – The exchange of information, messages, or ideas through the internet or digital platforms.

Literacy Competence:

Students will read different types of texts during research. When working on their product and creating their poster, they need to search and find appropriate sources of information and practice their critical thinking.

EMIR AYŞE OZENCAN &FILIZ DURMUŞ

MADARA KAUŽĒNA & SANITA MEŽINIECE

teachers from Orhan Cemal Fersoy Lisesi, Istanbul, Türkiye

teachers from Baldones Vidusskola, Latvia

Information Literacy:

Students are encouraged to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals.

Trends

Lifelong learning Collaborative learning Exploratory learning Student-centered learning

Personal, social competence and competence to learn how to learn:

Students could explore the pros and cons of technology, discussing how individuals who can reflect thinking and learning processes are better able to learn new information and apply it in new contexts. It has also different strategies, such as setting goals and seeking feedback.

DICTIONARY

Product Placement – A marketing strategy where branded products or services are integrated into movies, TV shows, video games, or other media content to promote them subtly without traditional advertising. Stealth Marketing / Advertising – A form of advertising where consumers are unaware they are being marketed to, often through disguised promotions, influencer endorsements, or undercover brand interactions. Embedded Marketing / Advertising – A technique where advertisements are seamlessly woven into entertainment content, such as scripted dialogue, scenes, or storylines, making the promotion feel natural rather than intrusive.

ANA PAULA CRAVEIRO,LUZIA OLIVERIA & CLARA ABEGÃO

SIBEL ALKAN ÇAKMAK &FILIZ DURMUŞ

teachers from Escola Secundária Pinheiro e Rosa, Faro, Portugal

teachers from Orhan Cemal Fersoy Lisesi, Istanbul, Türkiye

Trends

Project-based learning Lifelong learning Exploratory learning Collaborative learning Peer learning Student-centered learning

Digital competence:

Students will create digital materials, thus improving their ICT skills.

Civic competence:

Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication, and cooperation.

Trends

• Project-based learning
• Lifelong learning
• Exploratory learning
• Collaborative learning.
• Peer learning
• Student-centered learning
• Creativity in communication

Critical and creative thinking:

Students will develop creative thinking skills, enabling them to generate original ideas, solve problems innovatively, and approach challenges from multiple perspectives. They will also enhance imagination, storytelling, and adaptability, allowing them to craft engaging narratives, embrace new ideas, and adjust creative approaches as needed.

DICTIONARY

Symbols – Images, signs, or objects that represent ideas, concepts, or messages, often used in communication, media, and cultural expression. Perception – The way individuals interpret and make sense of information, experiences, or sensory input, influenced by personal beliefs, emotions, and social context. Behaviour – The actions, reactions, or conduct of an individual in response to external or internal stimuli, shaped by social norms, environment, and personal values. Visual language – The use of images, colors, shapes, and design elements to communicate messages, emotions, or ideas without words. Critical thinking – The ability to analyze, evaluate, and question information objectively to form reasoned judgments and make informed decisions. Media literacy – The skill of critically understanding, analyzing, and evaluating media messages, their purposes, and their impact on individuals and society.

Silvia Benedicta Santamaria

I.I.S. “Luigi Sturzo” Gela Italy

Communication

Students articulate their ideas and opinions, developing effective communication skills.

Civic competence:

Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication, and cooperation.

Creative Thinking

students will foster the ability to generate original ideas, solve problems innovatively, and approach challenges from different perspectives.

Integration into the curriculum

The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of ICT and media education.

Entrepreneurship:

Students will create their own content and think critically.

DICTIONARY

Media Violence – Depictions of aggressive or harmful behavior in films, television, video games, and online content, which may influence viewers' perceptions and actions. Harmful Images – Graphic or disturbing visual content that can negatively affect viewers' emotions, behavior, or mental well-being. Domestic Abuse – A pattern of controlling, threatening, or violent behavior within a household, typically involving a partner or family member. Violent Behaviour – Actions that cause or intend to cause physical or emotional harm to others, often resulting from aggression or conflict. Retaliation – A response to perceived harm or wrongdoing, often involving revenge or aggressive counteractions. Role Models – Individuals who influence others through their behavior, values, or achievements, serving as examples to follow, either positively or negatively.

KEYWORDS

virtual consumption game addiction social media addiction shopping addiction

Intercultural communication:

students will develop the ability to effectively communicate with people from diverse cultural backgrounds, demonstrating sensitivity to cultural norms and values.

Integration into the curriculum

This lesson on logos can be incorporated into the curriculum through various subjects. In marketing and business studies, it helps students understand branding, consumer perception, and the role of colors in corporate identity. In art and design, it encourages creativity by exploring visual communication and the symbolism behind logos. In media literacy and ICT, it teaches students to critically analyze digital content, recognize hidden messages in branding, and develop practical design skills through group logo creation activities.

KEYWORDS

online strangers unwanted contact respectful online relationships online friends

DICTIONARY

Sensational Language – Exaggerated or emotionally charged wording used to grab attention and provoke strong reactions. Clickbait – Eye-catching headlines or thumbnails designed to lure users into clicking, often leading to misleading or low-quality content. Sources and Motives – The origin of information and the reasons behind its creation, influencing accuracy and bias. Framing Effects – The way information is presented, which can shape how people interpret and react to it. Critical Thinking – The ability to analyze, evaluate, and question information to make reasoned decisions and judgments. Media Literacy – The skill to access, analyze, evaluate, and create media, allowing for informed and responsible engagement with content.

Clara Abegão & André Lara Ramos

teachers from Escola Secundária Pinheiro e Rosa, Faro, Portugal

with students:Diana Silva, Margarida Guerreiro, Maria Leonor Vale, Rita Francisco

GABRIJELA ČORKOVIĆ

Emanuela Trainito

I.I.S. “Luigi Sturzo” Gela Italy

teacher from Trgovačka škola Zagreb, Croatia

Multilingual competence:

When researching and creating digital materials, students will use their own language and English and expand their vocabulary.

Trends

Project-based learning Collaborative learning Peer learning Student-centered learning Lifelong learning

Adaptability and flexibility:

students will develop the ability to adapt to changing circumstances, embrace new ideas, and adjust creative approaches as needed.

Entrepreneurship:

Students will create their own content and think critically.

Digital communication literacy

Students will develop the ability to navigate and utilize various digital communication platforms, including social media, email, and video conferencing, for personal and professional purposes.

KEYWORDS

sensational language clickbait sources and motives framing effects critical thinking media literacy

Integration into the curriculum

The lesson on Virtual Consumption integrates seamlessly into Civic Education, Media Literacy, ICT, and Psychology, addressing the growing influence of digital consumption and internet addiction. It fosters critical thinking, digital competence, and responsible online behavior, helping students recognize the impact of excessive social media, gaming, and shopping on their daily lives. The lesson supports student-centered, inquiry-based, and collaborative learning, encouraging discussions, self-assessments, and digital poster creation. By incorporating multilingual, literacy, and civic competences, students enhance their research, communication, and ethical decision-making skills. The inclusion of ICT tools like Canva and Wakelet makes the lesson interactive and engaging while promoting 21st-century digital literacy.

Active listening

students will develop the ability to attentively listen to others, understand their perspectives, and respond thoughtfully and appropriately.

Media Literacy:

Students will develop media literacy by analyzing how digital media, gaming, and social platforms influence consumer behavior. Through critical thinking, research, and digital tool use, they will evaluate persuasive marketing tactics, recognize online advertising strategies, and discuss ethical issues related to virtual spending and data privacy.

DICTIONARY

Logo – A visual symbol, design, or emblem that represents a company, product, or organization, used for brand recognition. Brand – The identity, image, and reputation of a company or product, shaped by its name, logo, messaging, and customer experience. Company – A business or organization that produces goods or provides services, operating to generate profit or fulfill a specific mission.

Trends

• Collaborative learning
• Critical thinking
• Student-centered learning
• Discussion-based learning
• Learning to learn

KEYWORDS

cyberbullying online aggression media literacy critical thinking cooperative group work

Entrepreneurship:

Students will use their creativity to create their posts and think critically about their content.

DICTIONARY

Virtual Consumption – The process of purchasing, using, or interacting with digital goods and services, such as in-game items, virtual experiences, and online subscriptions, often without physical ownership. Game Addiction – A compulsive and excessive engagement in video games, leading to negative impacts on daily life, relationships, and mental well-being. Social Media Addiction – An uncontrollable urge to use social media platforms excessively, often leading to reduced productivity, social isolation, and emotional dependence on online validation. Shopping Addiction – A behavioral disorder characterized by an uncontrollable need to shop, often resulting in financial problems, emotional distress, and compulsive spending beyond necessity.

Critical thinking

Students analyze product placement techniques and their impact on our attitudes towards brands and our purchase intentions.

Trends

• Project-based learning
• Lifelong learning
• Collaborative learning
• Peer learning
• Student-centered learning

Integration into the curriculum

This learning scenario can be linked to several subjects, such as foreign languages, Computer Science, native language, Citizenship. Integrating netiquette across all subjects cultivates a culture of respectful online behavior, fostering a positive and collaborative learning environment, preparing them for responsible engagement in academic discussions and future professional interactions. Students are enabled to acquire communication and ICT skills. They will develop their personal identity as well as the ability to express opinions, to take part in discussions and to resolve conflicts. They will develop the awareness of the importance of peace and human rights, being an active agent in society and the community.

DICTIONARY

Cyberbullying – The use of digital platforms, such as social media, messaging apps, or gaming forums, to harass, intimidate, or humiliate others. Online Aggression – Hostile or harmful behavior expressed through digital communication, including threats, insults, and harassment in online spaces. Media Literacy – The ability to critically analyze, evaluate, and create media content, helping individuals understand how media influences perceptions and behaviors. Critical Thinking – The process of objectively analyzing and evaluating information, arguments, or situations to make reasoned judgments and informed decisions. Cooperative Group Work – A learning approach where individuals collaborate, share ideas, and work together toward a common goal, fostering teamwork and problem-solving skills.

VLATKA ŠVEC

teacher from Gimnazija Sesvete, Zagreb, Croatia

INDRA ŠMITE & SANITA MEŽINIECE

teachers from Baldones Vidusskola, Latvia

Media Literacy:

Students learn that media messages are constructed, and learn how to decode media messages.

KEYWORDS

symbols perception behaviour visual language critical thinking media literacy

DICTIONARY

Online strangers – Individuals encountered on the internet with whom a person has no prior real-life connection, often through social media, gaming, or online forums. Unwanted contact – Any unsolicited or inappropriate messages, requests, or interactions received online, which can range from spam to harassment or cyberstalking. Respectful online relationships – Digital interactions that are based on mutual respect, honesty, and positive communication, ensuring safe and supportive online connections. Online friends – People met and interacted with primarily through the internet, often via social media, gaming platforms, or online communities, with varying levels of trust and familiarity.

Multilingual competence:

While doing research work and creating digital materials/ content, students will expand their vocabulary both in English and their native language.

Trends

Project-based learning Lifelong learning Exploratory learning Collaborative learning. Peer learning Student-centered learning Creativity in communication

Personal, social competence and competence to learn how to learn:

As students will cooperate in pairs and small groups, they will practice communication skills and teamwork.

Trends

• Lifelong learning
• Exploratory learning
• Collaborative learning
• Peer learning
• Student-centered learning

Problem solving

Problem-solving and decision-making: the ability to identify and analyze problems, develop creative solutions, and make informed decisions effectively.

Media Literacy:

Students learn how and why product placement is constructed and for what purpose.

Integration into the curriculum

The lesson can be integrated into any national curriculum, and it especially fits with violence prevention and effective teaching strategies, helping teenagers change aggressive behavior patterns, fostering social problem-solving skills, providing Role models.

• CLARA ABEGÃO, ANDRÉ LARA RAMOS (teachers)
• ANA SILVA, ANDRÉ SOPA, BEATRIZ LEANDRO & PEDRO GONÇALVES (students)

JASMINA KRANJČEVIĆ ĆOSIĆ

teacher from Gimnazija Sesvete, Zagreb, Croatia

from Escola Secundária Pinheiro e Rosa, Faro, Portugal

Multilingual competence:

When researching and creating digital materials, students will use their own language and English and expand their vocabulary.

Communication:

Students will develop effective verbal, written, and nonverbal communication skills, enabling them to express ideas clearly, adapt to different audiences, and interpret body language and tone. They will also enhance active listening and intercultural communication, fostering understanding, empathy, and sensitivity to diverse cultural perspectives.

Collaboration:

the ability to work effectively with others to generate creative ideas, share perspectives, and achieve common goals.

Multilingual competence:

When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of advertising.

Integration into the curriculum

The lesson on Product Placement fits into Civic Education, Media Literacy, and EFL, enhancing critical thinking, digital competence, and media literacy. Through inquiry-based learning, students analyze advertising strategies, develop teamwork and communication skills, and create digital content. The use of videos and interactive tools keeps learning engaging and relevant.

Digital competence:

students will develop the ability to navigate and utilize various digital communication platforms, including social media, email, and video conferencing, for personal and professional purposes.

Cultural awareness and competence of expression:

As students will learn about democracy and discourse, they will have the opportunity to become aware of the importance of safekeeping democratic values, both in their country and the world. The activity encourages them to seek, receive and impart information from different sources, perspectives, and cultures. They will need to present their discoveries in an appropriate way so that other students can learn from their digital materials.

Digital competence:

Students will create social media content as an example of product placement.

Integration into the curriculum

This visual literacy module explores the role of symbols in communication across various disciplines. Students analyze symbols in advertising, social media, and branding, developing critical thinking and media literacy skills. Through hands-on activities, they create and interpret symbols, examining their historical, cultural, and social significance. The module integrates ICT, English, Social Studies, and Art, encouraging students to explore digital communication, memes, and political symbolism. Collaborative projects engage students in designing logos, analyzing films, and creating visual campaigns. Guest speakers, field trips, and digital tools enhance learning, offering real-world insights into visual messaging. Assessment includes written assignments, presentations, and creative tasks to evaluate their understanding of symbolism. The program fosters reflection, ethical awareness, and discussions on how symbols shape opinions, preparing students for informed engagement with media.

KEYWORDS

media literacy sources analysis enquiry-based critical thinking skills

Integration into the curriculum

The "Online Aggression and Cyberbullying" lesson integrates into ESL, Social Science, Media Studies, and ICT, fostering digital literacy, critical thinking, and civic responsibility. Through interactive tools, discussions, and real-life scenarios, students analyze online behaviors, recognize the impact of cyberbullying, and develop strategies for responsible digital engagement. The lesson also connects to psychology and ethics, promoting empathy, online safety, and emotional intelligence, preparing students to navigate digital spaces responsibly.

Effective Communication

students will foster the ability to convey ideas, thoughts, and information clearly and concisely in both oral and written form, adapting communication style to the audience and purpose.

GABRIJELA ČORKOVIĆ

Clara Abegão, Ilda Miguel, Neusa Baltazar

from Trgovačka škola in Zagreb, Croatia

Gabrijela is an English teacher, and has been teaching secondary school for over 20 years.

teachers from Escola Secundária Pinheiro e Rosa, Faro, Portugal

KEYWORDS

media violence harmful images domestic abuse violent behaviour retaliation role models

Trends

Collaborative learning Exploratory learning Student-centered learning Peer Learning

Personal, social competence and competence to learn how to learn:

As students will cooperate in groups, they will practice communication skills and teamwork.

ÁSTA SVANHVÍT SINDRADÓTTIR and BRYNDÍS GARÐARSDÓTTIR

SNJEŽANA ČUTURA

teacher from Trgovačka škola in Zagreb, Croatia

teachers from Fjölbrautaskóli Suðurnesja in Reykjanesbær, Iceland

Integration into the curriculum

Incorporating media analysis into a school curriculum is a valuable way to teach students critical thinking skills, media literacy, and the ability to analyse information in an increasingly media-saturated world. The "Five Questions for Media Analysis" workshop could be implemented into the education system in various ways. One possibility is to integrate it into the English foreign language curriculum, specifically enhancing media literacy, critical thinking and problem-solving techniques, and understanding the role of media in society. Another avenue for implementation is in the social studies curriculum, by understanding the economic and social aspects of media as well as the means of marketing. Computer studies classes can leverage technology to teach media analysis. Exploring online tools and platforms help students fact-check, analyse data, and give feedback. By participating in the workshop, students can develop a deeper appreciation of the complexity of media literacy and its effects on democratic societies. Furthermore, the workshop could also serve as a platform for students to explore their own biases and beliefs, which can help them become more aware and critical consumers of media. By incorporating media analysis into the school curriculum, one can empower students to be critical consumers and creators of media, equipping them with essential skills for navigating the media-rich world they inhabit.

Integration into the curriculum

In today's media-driven society, sensationalism and spin are prevalent in news reporting and public discourse. Despite potential drawbacks, integrating the study of these elements into the curriculum equips students with critical thinking skills. Through media literacy studies, students analyze various media forms to identify sensationalist techniques and spin tactics, fostering a discerning approach to information. This integration deepens their understanding of the complex relationship between media and society, examining historical contexts like the rise of yellow journalism. Moreover, the study enhances students' capacity for informed and critical discussions, crucial skills in navigating the era of information overload and combatting misinformation. It´s an approach that empowers students to be responsible and informed citizens.

KEYWORDS

product placement stealth marketing /advertising embedded marketing /advertising

KEYWORDS

logo brand company

Trends

Project-based learning Exploratory learning Collaborative learning Peer learning Student-centered learning

Civic competence:

Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication and cooperation. Students will learn about virtual consumption and internet addiction. Through collaboration with other students, they will have the opportunity to practice and acquire the skills of cooperation, communication and cooperation.

KEYWORDS

netiquette cyberbullying online communication

Nonverbal communication

students will foster the ability to interpret and utilize nonverbal cues, such as facial expressions, body language, and tone of voice, to enhance understanding and build rapport.