Proof That It's Working: Invisible Children in the Classroom
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The document discusses the impact of technology and new media on social interactions and highlights opportunities for pro-social and pro-environmental benefits. A study on 'Invisible Children' reveals significant educational and empowerment effects on students, including increased knowledge about global issues and motivation for civic engagement. The findings suggest that media can transform personal values and inspire students to pursue meaningful actions in their communities.
Proof That It's Working: Invisible Children in the Classroom
- 1. Beth Karlin Transformational Media Lab Center for Unconventional Security Affairs University of California, Irvine Proof That it’s Working: IC in the Classroom
- 2. 1. Technology and new media are changing how people interact with our natural, built, and social worlds. Transformational Media Lab
- 3. 1. Technology and new media are changing how people interact with our natural, built, and social worlds. 2. There are potential opportunities to leverage these changes for pro-social / pro-environmental benefit. Transformational Media Lab
- 4. 1. Technology and new media are changing how people interact with our natural, built, and social worlds. 2. There are potential opportunities to leverage these changes for pro-social / pro-environmental benefit 3. A social scientific approach provides a theoretical base and empirical methodology to study this potential. Transformational Media Lab
- 5. 1. Technology and new media are changing how people interact with our natural, built, and social worlds. 2. There are potential opportunities to leverage these changes for pro-social / pro-environmental benefit 3. A social scientific approach provides a theoretical base and empirical methodology to study this potential. Mission: Our lab studies how media is (and can be) used to transform individuals, communities, and systems. Transformational Media Lab
- 6. Film in Schools "I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of books.” Thomas Edison, 1922 Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education. Proceedings of ISA ’13:International Studies Association:San Francisco,CA Benefits identified in past literature: 1. Engagement: narrative transportation 2. Relevance: connect course content to world 3. Credibility:“borrow” expertise 4. Empowerment: promote action
- 8. Invisible Children Impacts Africa America
- 9. Research Questions What are the impacts of Invisible Children on the people who participate in their programs? 1. Who gets involved? 2. How do they get involved? 3. What do they do? 4. What are the impacts?
- 10. Method: School Survey Goal:Assess impacts of IC tour screenings Sample: 4,367 students in 16 schools Geographically spread across US (+1 in Canada) 11 public school, 5 private school 9 high school, 4 middle school, 3 mixed 8 schools (50%): first IC screening Measure: 50-question scantron quiz Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education. Proceedings of ISA ’13:International Studies Association:San Francisco,CA
- 11. What did they do? Behavior % Students Spoke with others who attended screening 78% Spoke with others who did not attend screening 65% Visited IC on the internet (e.g., website) 35% Joined an IC online community (e.g., Facebook) 21% Subscribed to an IC newsfeed online 13% Made a donation (e.g., funds, books) to IC 27% Purchased any films, apparel, or accessories 19% Fundraised for IC 15% Joined and/or started an IC club/organization 12% None 9% Talk 36% Online 13% Active 42% Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education. Proceedings of ISA ’13:International Studies Association:San Francisco,CA
- 12. What are the impacts? Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education. Proceedings of ISA ’13:International Studies Association:San Francisco,CA
- 13. What are the impacts? Karlin, B. (2013). Film to School Programs:Active Engagement for Filmmakers in Education. Proceedings of ISA ’13:International Studies Association:San Francisco,CA
- 14. Method: General Survey Goal: Drill deeper into attitudes and outcomes Sample: 2,173 Recruited via email lists & social media platforms 93% were students when exposed to Invisible Children (60% High School, 17% Middle School, 16% College) Predominantly female (83%), white (80%), under 25 years old (88%), mid- upper income (75%), and Christian (73%). Measure: Online survey with open- & closed-ended questions: 1. Demographics 2. Exposure 3. Participation 4. Outcomes Karlin, B. et al. (2012). Educating,Empowering,and EngagingThrough Film-based Activism:A Survey of Invisible Children Participation and Impacts. Irvine, CA: Center for Unconventional SecurityAffairs.
- 15. 1. Education 2. Empowerment 3. Engagement (Knowledge/Skills) (Beliefs/Values) (Vocational/Civic) What are the impacts? Karlin, B. et al. (2012). Educating,Empowering,and EngagingThrough Film-based Activism:A Survey of Invisible Children Participation and Impacts. Irvine, CA: Center for Unconventional SecurityAffairs.
- 16. Impacts: Educate Knowledge about the issues • Gained a better understanding of issues in central Africa (97%) • Pay attention to world affairs (81%) “I have learned the true meaning of "Where you live shouldn't determine whether you live.” (Social Justice) “Invisible Children began my awareness of other cultures and other country's political issues.” (Global)
- 17. Impacts: Educate Developing Efficacy and Skills • Gained self confidence (97%) • Ability to apply knowledge to solve problems (80%) “Much more willing to be outspoken and expressive,and discuss/speak publically.” (Communication) “I was pretty insecure and shy about my abilities and talents.Now I feel that my own unique skills can be used to create change.” (Leadership)
- 18. Impacts: Empower Enhancing Personal Values • Gained an appreciation for my own life (94%) • Personal values or priorities changed (66%) “It has opened my eyes to the importance of life and makes me grateful for what I have.” (Appreciation) “I see that life and a job is and can be more than making money.” (Meaning)
- 19. Impacts: Empower Understanding Our Connections • Ability to interact meaningfully with others (82%) • Things in common with different backgrounds (83%) “My friendships are strengthened… because they get to see another side of me that I believe to be appealing – empathy.” (Existing relationships) “I got to meet so many amazing people… and I feel like I gravitate to those people more now,ones willing to make a difference.” (New relationships)
- 20. Impacts: Engage Guiding Academic and Career Choices • Increased motivation to do well in school (64%) • Started thinking more about my future (84%) “I want to work harder,I want to make a difference,I know that what I have to offer can do that.” (Educational) “Because of IC,I've realized my dream to join the Peace Corps after I am done with school.”(Career)
- 21. Impacts: Engage Enabling Civic Engagement • Level of interest in volunteering in local community (77%) • Level of interest in international volunteering (84%) “I feel confident in dealing with politicians now and getting my point across in government.I feel like I have a voice in this country now.” (Political) “I have a responsibility to do all that I can to make life better for those less fortunate than myself.” (Philanthropic)
- 22. Beth Karlin Transformational Media Lab Email: bkarlin@uci.edu www.cusa.uci.edu This work makes a difference. Thank you!