从实践中来，到实践中去。这是美国AMLA制作的一个媒介素养培养的课程和活动的设计方案，紧扣2005年卡特里娜飓风这一重大事件，面对媒体铺天盖地的报道，帮助学生分析媒介、从媒介中获得信息。该方案紧紧联系学生的实际生活，同时又设计了自己动手的实践活动部分，很值得我们去鉴戒！

面对这么好的教育资源，深感我们要做的工作还有很多啊！

1、BASIC ANALYSIS /基本分析

首先向学生介绍5个基本的要点：

1. All media are “constructed.” //所有的媒体报道都是一种重构
2. People construct media using identifiable conventions of media
“language.” //重构媒体都需要用一种媒体语言进行转换
3. People interpret media messages through the lens of their own
experience, so people may experience the same media message
differently. //对媒体的解读和自己的经验和知识想联系，面对相同的报道不同的人有不同的收获
4. In addition to obvious or overt messages, media convey embedded
values and points of view.//媒体除了对事实进行报道，也包含了自己的观点和看法
5. People who make media have specific goals and motives. //使用媒体的人都有自己的目标和动机

介绍完上述5个概念后，向学生提出如下的问题：

Who is providing this report? //谁提供了这个报道？

What techniques are they using to convey the facts?//报道采用了什么技术？

How might others interpret what they are seeing, hearing, or reading
differently from me? //对于报道，还有和我不同的看法么？

In addition to the basic facts of the story, what values are being expressed?//除了报道基本事实外，还表达了什么？

Why has this media outlet chosen to report this particular story?//为什么媒体选择这个特定事件进行报道？

What has this report omitted?//报道中省略了什么吗？

2。MAKING COMPARISONS //进行对比

Domestic / International //对比国内媒体和国外媒体对于同一事件的报道

Mainstream Media / Alternative Media //对比主流媒体和非主流媒体对于同一事件的报道

Current / Historical //对比现实事件和历史事件

Pro / Con //对比这个事件的正面作用和反面作用

Internet / Traditional Journalism //对比因特网和传统媒体对于同一事件的报道

3. EDITORIAL DECISION MAKING //新闻的编辑如何做出决定

在其中描述了一个场景，将学生放在新闻媒体编辑的角度上，对报道做出决定：选派哪个记者、采用什么标题、版面如何安排等问题。体会在新闻报道中编辑的决定所起的作用。

4. LOOKING AT LANGUAGE //分析报道中的语言

CNN报道中的“Is This America?"包含了很多可以分析的东西，美国是什么样子，过去又是什么样子，与现在对比变化了什么。提示我们要发觉新闻报道中包含者特殊意义的特殊词句，深入挖掘新闻报道的内涵。

5. THE PRACTICE OF JOURNALISM //做一个报道的实践

以一个新闻报道者的身份，试想在飓风中你应该做什么？应该怎么做？

6. TAKING ACTION //采取行动（我觉的这个部分设计的由为精彩！）

//对互联网上信息的可靠性做一个验证，运用所学到的知识找到可以为灾民捐款的网站。鼓励学生将提供虚假信息的网站予以暴光，也可以在学校里向同学们提供真实的信息
Do an exercise on Internet credibility and have students apply what they have learned to assess websites collecting donations for Hurricane Katrina survivors. Encourage them to send lists of phony sites to local newspapers, listservs, blogs, etc., as well as to post information in school where classmates can access it.

//帮助学生鉴别哪些是好的新闻来源，那些是坏的。并把这个结果公布在自己学校和班级的网站上，让其他人也能从中受益
Help students identify news sources they think are doing a good job as well as those that are not. Have them post the results of their analysis on the school or classroom website so that other members of the community can benefit from what the students have learned.

//完善学生自己的媒体，可以帮助幸寸者说出自己的故事，也可以用来帮助学生们分享自己的观点和经验
Facilitate student media production that helps survivors tell their own stories and/orthat helps students share their opinions and experiences.

//将你想让记向他采访的人提问的问题制成一个列表。将这些问题交给媒体。
Develop lists of questions that you want reporters to ask the people they interview.
Send those questions to media outlets.

//鼓励学生给他们的参众议员写一封信，那他们从媒介素养活动中所学到的告诉他们，并告诉要他们做什么
Encourage students to write a letter to their Senators and Congressional
Representatives about what they have learned from their media literacy education
activities and what they want their representatives to do.

//要求学生写一篇与飓风想关主题的报道（很多主题另选其一）
Have students write and submit or post op/ed pieces on topics related to Hurricane
Katrina (e.g., the role of racism, the job performance of FEMA Director Michael Brown
or other local, state, or federal officials, the responsibility of other Americans to
provide assistance, etc.)

//对照着政府关于脱水和避免水肿的健康建议，找出一个方法来调查你所在社区的人们是否处于健康以及是否具有这样的健康意识
Compare standard public health recommendations about things like dehydration or
avoiding potential water-born diseases with statements made by public officials. Find
ways to make sure your community has basic health and emergency preparedness
information.

//做一个信息发布的实验。在这个情况中，要考虑到有人没有卫星电视和不能使用因特网的情况，要把信息传达到每一个人
In New Orleans, many poor residents did not get the message to evacuate. Do a
media-access assessment of your community. In the event of an emergency, what
kinds of media would have to be used to reach everybody and not just those with
cable or satellite TV or Internet access? Help your community emergency response
agencies develop a critical information media plan that would reach everyone.

除了课堂和活动设计外，该方案还给学生和教师提供了很多的资源的连接来支持学生和教师相互建构，强调教师要让学生打开思路，共同学习。另外，也要考虑到学生的年龄和知识认知水平，合理的设计问题。