Understanding Digital Media Job Skills

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Digital Media Technology

  Course Title:

  Digital Information Technology

  Course Number:

  8207310

  Career Cluster:

  Information Technology

  CIP Number:

  0509070201

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  09.03 Exhibit job-seeking skills required for entry-level employment, including resume, online job search, cover letter, online/hard copy application, mock interview, interview thank you letter, and follow-up call.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Digital Media Job Interview.” See CPALMS resource ID#209592.

• Career Connection

  
  

  Students will be able to make a career connection to the information that they are learning in the course to interview skills they will encounter in the workplace. They will likely encounter questions in the workforce regarding their experience with certain digital media skills and it is important that students are familiar with how their skills will relate to workplace expectations.

• Learning Objectives

  
  

  Students will be able to:

  • Identify the various job skills and responsibilities for entry-level digital media positions in the case study and real-world job postings.
  • Conduct research of online job searches for digital media professionals.

• Prior Knowledge

  
  

  Students should be able to:

  • Identify the differences in and responsibilities of various digital media professions.
  • Connect digital media skills to resume building and job seeking.
  • Recall and locate application sites for job searches.
  • Conduct online research and generate questions.

• Guiding Questions

  
  
  • What skills are important to have when going in for a job interview for a digital media position?
  • What skills are needed to be successful in a job as a digital media specialist?

• Procedure

  
  

  1. Begin with the bell ringer: “What would you do if you were in a job or college interview and the interviewer asked you something that you didn’t know the answer to?”

  • Allow students to discuss for two minutes.

  2. Present the case study, “Digital Media Job Interview,” (see CPALMS Resource ID# 209592) to students. Tell students that John plans to lie in the interview by saying he has these digital audio editing skills. Ask, “What are some alternate responses he could give when asked about skills he does not have?”

  • Allow students to discuss with their shoulder partner what they would say as an alternative.
  • Ask students to generate some questions or wonderings they may have about the case study. Some scaffolding questions include, “How could the company be clearer about the expectations for the role in the job posting?” or “How well does John’s skill set match the job description?”

  3. Allow students to transition, and pair up with a classmate.

  4. Instruct them to develop a brief list of skills that they have developed in their digital media course or through outside experience.

  • Provide students with the Job Skills Research handout (see attachments).
  • See Teacher Notes for potential skills that students can write down.

  5. After students have listed their skills and knowledge, have them use the internet to find at least two job postings for positions they would be interested in for the future.

  • Have students list the skills needed, and then research what certifications or experiences will help them acquire those skills.

  6. Have students generate their own questions about the job postings using the prompts on the Job Skills Research handout (see attachments).

  • Ask students to consider what they might ask a recruiter during an interview or what information might be missing from the job posting.

  7. Once students have finished their questions, allow students time to take turns asking their partner about each other’s digital media skills (see Teacher Notes).

  • Have students use the list of skills on their handout (see attachments).
  • If needed, model for students how to talk about a skill. For example, students can ask the teacher a question such as, “Tell me about how you edit a recording.” Respond to the question to demonstrate how students can respond to a question about editing skills, including steps and tools used.

  8. To close the lesson, allow students to reflect on the connection between their skills and future jobs. Ask students to discuss the following question with their partners:

  • “How can you prepare for an interview for a digital media job?”

• Teacher Notes

  
  
  • Skills for digital audio editing:
    • Understand how to translate spoken words to written words.
    • Listening to the understanding of what is trying to be communicated.
    • Capability to edit things such as sound effects and design editing.
    • Preparing the audio for the final product.
    • Understanding how to transition from one scene to the next.
  • Skills for digital audio recording:
    • Use of application platforms used in digital video development.
    • Understanding what the industry standards of production are to make sure that is being captured.
    • Safe practices of equipment on set.
  • Teachers can ask students to incorporate skills from certain elements of the course, such as:
    • Platforms.
    • Streaming capabilities.
    • Storyboard and production plans.
  • The purpose of Step 7 is to allow students to practice talking about the information and skills they have gained in the course. It is not intended to be a formal interview. Future lessons can focus on questions and skills need for successful interviews and mock interviews.

• Optional

  
  

  Accommodation Ideas:

  • Demonstrate for students what an example of digital media skills and provide them a word bank of skills (see Teacher Notes) to add to their handouts.

  Extension Ideas:

  • After both interviews, have students identify key benefits of their skills in the interview.
  • Students can work collaboratively to create a short slideshow presentation of the research. and job skills.