MediaLiteracyRachael

= MEDIA LITERACY =

Media Literacy is the knowledge and skills individuals need to analyze, evaluate, or produce media messages. It involves students, asking questions and deconstructing what they read, watch, or hear (see media triangle below). However, it is important to remember that critical analysis of mass media is not simply about finding fault in mass media texts.



**// The National Association for Media Literacy Education’s Journal of Media Literacy Education 2:1 (2010) 1 - 22 //** **//Evaluating Media Literacy Education: Concepts, Theories and Future Directions//** // Hans Martens // Department of Communication, University of Antwerp, Antwerp, Belgium

Educators must translate mass media knowledge and skills into effective media educational strategies. A media literate person understands and is aware of:

· Who controls the media · How politics and economy influence media · Why some contents is excluded · Skillfully deconstructs media messages · The effects and consequences of media consumption · The alternative media movements that challenges mainstream norms.

For students to become media literate, they must gain knowledge and skills on the following four media facets.

The purpose and motive is usually to make profit. How does it package, market and target audiences based on age, gender, class, sexuality, race, mobility.
 * 1. Media Industries **

All messages are constructed. Messages are constructed based on what to include and exclude and how to represent “reality”. Values are always embedded in the message.
 * 2. Media Messages **

Different people experience and interpret the same media message differently based on socio-economics, culture, race, age, gender etc.
 * 3. Media Audience **

Equipping young people to critically analyze media messages can maximize positive media effects and minimize the negative ones.
 * 4. Media Effects and Effectiveness of Media Literacy to Counteract Them **


 * Active Citizenship -** Media literacy can counterbalance the social inequities related to stereotyping, racism and sexism in mass media messages.


 * Public Health- **<span style="font-family: Tahoma,Geneva,sans-serif;">Media literacy makes students aware that the media may be in the business of selling them prod­ucts and behaviors that may not always be good for them such as violence, consumption of junkfood, alcohol and tobacco, and unrealistic images of beauty that contribute to low self-image.

<span style="font-family: Tahoma,Geneva,sans-serif;">· Some study media literacy is taught inconjunction with other curriculum subjects, · Some study media issues or critical analysis of media messages, · Some are just involved in the prodctuction. · Some use media as part of their everyday instruction without any analysis.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">How Media Literacy is Being Taught in Classrooms **

<span style="font-family: Tahoma,Geneva,sans-serif;">· Conflict between critiquing media text and the enjoyment of it. Students may resist or reject what they are being taught when it concerns their own pleasures and culture. · Teachers should be aware not to alienate students. What and how students learn during me­dia literacy practices has often little relevance to their everyday mass media use. · If students perceive a lesson as relevant, they are more likely to listen to the information presented and to ac­tively engage in student-centered learning activities.
 * <span style="font-family: Tahoma,Geneva,sans-serif;"> Media Literacy Instruction Issues **

<span style="font-family: Tahoma,Geneva,sans-serif;">Teaching media literacy has a positive effect on student knowledge, understanding and awareness of the effects of mass media. However, some research studies on the effectiveness of Media Literacy programs revealed mixed results.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Effectiveness of Media Literacy Programs **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Immediate effects did not always translate to long term.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">While participants did learn about mass media during the media literacy course, they did not necessarily use this knowledge to evaluate advertisements.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">In another study research­ers reported cognitive changes in how children interpreted violence, but it failed to modify children’s enjoyment of or exposure to violent programming.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Media literacy did not influence children’s gender stereotyping of scientists either.

<span style="font-family: Tahoma,Geneva,sans-serif;">Media literacy programs should include a motivational component so that young people not only understand the concepts of media literacy, but also have the motivation to apply this knowledge.

=<span style="color: #ff0000; display: block; font-family: Tahoma,Geneva,sans-serif; text-align: center;">IMPLEMENTATION IDEAS =

<span style="font-family: Tahoma,Geneva,sans-serif;">1. **Learning Outcome:** Analysing Media Messages and Values
 * Grades:** 3-6
 * Resources:** Books or Interactive Whiteboard

<span style="font-family: Tahoma,Geneva,sans-serif;">Gather selection of fiction and non-fiction books that all deal with the same topic but have a distinctly different message eg. Topic: Sharks. Discuss how the each message is different.

<span style="font-family: Tahoma,Geneva,sans-serif;">**Optional:** Use the interactive white board to display book covers and movie posters eg. Jaws, Sharktale. Include theme music that accompanies each one to demonstrate message ie.” Sharktale”: Sharks are fun and friendly, “ Jaws”: Sharks are dangerous and frightening.

<span style="font-family: Tahoma,Geneva,sans-serif;">2. **Learning Outcome**: Understanding Gender Stereotyping
 * Grades:** 3-6
 * Resources:** Books (William’s Doll, Paper Bag Princess), photos, Interactive Whiteboard

<span style="font-family: Tahoma,Geneva,sans-serif;">Using the interactive whiteboard or printouts, present photos of 4 (unidentified) people that break stereotypes. Professions should be listed.

<span style="font-family: Tahoma,Geneva,sans-serif;">1. Mikhail Baryshnikov (ballet dancer), 2. Mae Jemison (astronaut), 3. Danika Patrick (racing car driver), 4. Stay at home dad (male)

<span style="font-family: Tahoma,Geneva,sans-serif;">Students try to match the photo with the profession. Share results and discuss why they made their choices.


 * <span style="font-family: Tahoma,Geneva,sans-serif;">Follow up Activities: **

<span style="font-family: Tahoma,Geneva,sans-serif;">a) Read books that break stereotypes: “William’s Doll” by Charlotte Zolotow “Paper Bag Princess” Robert Munsch

<span style="font-family: Tahoma,Geneva,sans-serif;">b) Bitstrips: Create a comic strip with characters that break stereotypes.

<span style="font-family: Tahoma,Geneva,sans-serif;">3. **Learning Outcome**: Understanding Target Audience
 * Grades**: 1-2
 * Resources**: Selection of Dictionaries from the library


 * 1) <span style="font-family: Tahoma,Geneva,sans-serif;">Toddlers picture dictionary,
 * 2) <span style="font-family: Tahoma,Geneva,sans-serif;">Young child’s ABC dictionary,
 * 3) <span style="font-family: Tahoma,Geneva,sans-serif;">Teenage dictionary,
 * 4) <span style="font-family: Tahoma,Geneva,sans-serif;">Adult dictionary

<span style="font-family: Tahoma,Geneva,sans-serif;">Photos of corresponding target audience.

<span style="font-family: Tahoma,Geneva,sans-serif;">Explain what a dictionary is. Ask them which dictionary they would prefer to use and which one they wouldn’t and why. Discuss the concept of audience and introduce the target audience photos. Get the students to match them to the dictionaries.

<span style="font-family: Tahoma,Geneva,sans-serif;">Make a Dictionary cover in Kidpix geared towards their age group. For those that finish early they can make a dictionary cover for another target audience.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Follow up Activity **

<span style="font-family: Tahoma,Geneva,sans-serif;">4. **Learning Outcome**: Production Techniques, Understanding Form (E-Workshops on Media Literacy<span style="font-family: Tahoma,Geneva,sans-serif;">There are a multitude of excellent media literacy lessons available from this site. They also have videos of best practices and print resources to accompany lessons. )
 * Grades**: 5-6
 * Resources**: Computer, Camera, Library area for rehearsal  <span style="font-family: Tahoma,Geneva,sans-serif;"> ANTI-BULLYING PSA

= = = <span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif;">RESOURCES =

<span style="font-family: Tahoma,Geneva,sans-serif;"> E-Workshops on Media Literacy <span style="font-family: Tahoma,Geneva,sans-serif;">Key Concepts <span style="font-family: Tahoma,Geneva,sans-serif;">Concerned Children's Advertisers <span style="font-family: Tahoma,Geneva,sans-serif;">Media Awareness Network <span style="font-family: Tahoma,Geneva,sans-serif;">Centre for Media Literacy <span style="font-family: Tahoma,Geneva,sans-serif;">Be Web Aware <span style="font-family: Tahoma,Geneva,sans-serif;">Understanding Media <span style="font-family: Tahoma,Geneva,sans-serif;">Association of Media Literacy <span style="font-family: Tahoma,Geneva,sans-serif;"> Media Literacy Clearninghouse