Media Literacy by Jim Triplett

I was out with my family at a restaurant recently and could not help notice how many people were glued to their smartphones rather than engaging in conversation with those seated at their table.  I see this in my classrooms as students enter, find their seats, and wait for class to begin.  Students use their smartphones to connect with others, and they increasingly use them for learning activities; however, just because they are skilled at using their phones to stay connected, they should be careful to not assume this skill applies to information and media literacy. 

Media literacy is one's ability to utilize, examine, and analyze the media. This requires that he or she conduct research and compare information found with different sources using a critical lens. As part of the examination, it is important to evaluate bias within the media and explore how these views impact the information that is reported (Paul & Elder, 2008).  

Media literacy is also important because a good portion of our decision-making today is based on current information typically delivered by social media, among others.

Since social media is a significant source of current events for many, one within which confirmation bias is present, there exists a need for a critical lens for everyday decision-making by those who use it regularly. Confirmation bias is when people look for information that coincides with their established opinion, which can prevent a person from considering plausible views others hold.   Confirmation bias is also referred to as a form of self-deception, as noted in this Psychology Today article.

Media literacy involves knowing how to sort information into what is and is not valid and reliable, and it also involves being aware of the potential for confirmation bias (it can be very subtle).  Actively seeking opposing views is one strategy to address this form of bias.  Another involves creating a process by which information is assessed for validity and reliability, such as whether or not the messenger is credible and if he or she has a vested interest in advancing the information.

Consider who is on your friends list with one or more social media applications to which you subscribe.  Ask yourself where confirmation bias may be present in information you receive and how you may develop effective media literacy skills.

Paul, R., & Elder, L. (2008). The thinker's guide for conscientious citizens on how to detect media bias & propaganda in national and world news. Dillon Beach: CA: Foundation for Critical Thinking Press.

Jim Triplett is an author, instructional designer, and instructor in the areas of finance, economics, ethics, and critical thinking. Jim holds Masters Degrees in Finance, Organizational Leadership, and Instructional Design Technology, is ABD / PhD in Organization and Management, and is currently completing a doctoral degree, Ed.D, in Educational Leadership with a focus on Educational Technology.

Parent Communication by Mike Siekkinen

How do you communicate with your students’ parents?  

Setting up a routine way to communicate with parents will make your life easier and your students more productive. Most of the time, parents are your greatest asset and support with student learning. Experienced teachers know there are “always a few” parents who are not the most supportive but as a general rule, they can make things happen in ways that you cannot.

I have found many ways to help this process along. First, during open house, get email addresses. I will have a couple computers set up in my room and have a Google form set up to have parents fill out. This gives me a good start on a data base of parent emails. Secondly, I send out an introduction letter the first few days of school, requesting the same thing from parents. Any parent not responding will get a phone call from me asking for an email. I always have a few students without internet access but the vast majority has it even if they do not have a computer (smartphones).

Once established, I do a weekly email to all parents, telling them what we are doing, important test dates, assignments coming up, etc. I send the same information home for my few students without an address on paper by simply printing the email contents into a document. I also use this form of communication to request supplies and inform parents when report cards are coming, school functions are happening, etc. I prefer to use my school email address when sending out information as the parent can then easily reply back if they have questions. The only thing to be cautious about is when sending, use BCC (blind copy) so you are not sharing anyone’s email address with anyone else. With a routine method of communication set up, you’re making allies with parents as well as covering your butt with due dates and class requirements. No one can say they didn’t know about an assignment if you can prove you sent it to a parent!

Do you have any helpful tips to improve parent communication? Does your district have another standard method? Tell us what’s going on in your school.


Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.