Sunday, December 13, 2015
Saturday, December 12, 2015
Brainstorming my Media Literacy Autobiography
1. What are your earliest recollections of watching television, going to the movies, or listening to the radio?
I remember watching Barney tapes as a young age to the point where they were practically ruined. I remember watching the Dukes of Hazard as my mom, grandma, and I put up the Christmas tree and decorated it. I remember Grease being rereleased in theaters when I was young, and my mom taking me to see it, and choosing a seat in the back on the isle because I always danced along with the musical numbers (I was that kid). I don't remember listening to the radio a lot, but I remember my mom playing Alan Jackson tapes all the time, and that being my first response when someone asked me who my favorite artist was. That was also my first concert when I was six years old.
2. What commercials or advertisements do you still remember from your childhood?
8. Do you have a favorite commercial or advertisement?
It's funny, but the first thought that pops into my head are the GEICO commercials. I remember the very first ones they made where the gecko was getting calls meant for the insurance company. Now he's their spokesperson! I also remember the commercial with the squirrels. You know the one. It's my all-time favorite!
I remember watching Barney tapes as a young age to the point where they were practically ruined. I remember watching the Dukes of Hazard as my mom, grandma, and I put up the Christmas tree and decorated it. I remember Grease being rereleased in theaters when I was young, and my mom taking me to see it, and choosing a seat in the back on the isle because I always danced along with the musical numbers (I was that kid). I don't remember listening to the radio a lot, but I remember my mom playing Alan Jackson tapes all the time, and that being my first response when someone asked me who my favorite artist was. That was also my first concert when I was six years old.
2. What commercials or advertisements do you still remember from your childhood?
8. Do you have a favorite commercial or advertisement?
It's funny, but the first thought that pops into my head are the GEICO commercials. I remember the very first ones they made where the gecko was getting calls meant for the insurance company. Now he's their spokesperson! I also remember the commercial with the squirrels. You know the one. It's my all-time favorite!
3. Do you remember desperately wanting to buy something as a child based on an advertisement? What was it? Why did you want it?
A Barbie car! I wanted one of those things so badly! Now that I think back, there was no reason for me to have it. My grandparents had a small orange four-wheeler that I rode around our property, so I didn't need a Barbie car also, but I remember wanting one more than anything. I also still joke with my mother that I'm still waiting for that Barbie car.
4. What are your recollections of using social media?
5. Describe a negative experience with social media.
6. Describe a positive experience with social media.
I'm combining these questions, simply because they go together and I don't feel like I have a lot to say about this. I was late to the social media bandwagon. I never had a MySpace. I hated the idea. I was against Facebook until I was in my third year of college. I still don't understand the fascination with SnapChat. Depending on how you choose to define social media, I would say my earliest uses involved using AOL Instant Messenger. There isn't really anything positive to that experience, and I don't know that I have any outstanding positive experiences with social media other than being connected to people I never see. As for negative, though, I dealt with some bullying through AIM when I was in middle school, though I didn't realize that was what it was at the time. Nowadays, I see too many politically motivated and inaccurate posts on Facebook by people who choose not to be educated, which I would classify under negative experiences as they make me avoid the site for long periods of time.
7. Describe your current media viewing habits.
I don't have a lot of time for TV or movies or really a lot of things. Which means that when I do decide to watch something, I'm usually binge watching using Hulu or some other streaming website that can provide that for me. Usually, if I can, I'm watching these on my iPad, because it's easier to view when I'm getting ready for bed instead of my computer. I also hook my laptop up to my television and watch that way. I haven't gotten completely into Netflix just yet...
9. Have you bought something recently because of an advertisement?
No. I'm more likely to buy something because I've seen it or heard about on YouTube, though. Things like makeup or other beauty products.
10. What have you read or heard recently on the radio, TV, or Internet that has caused you to have a strong reaction? Describe and explain.
I tend to avoid anything related to politics (both world and local) because I mostly just get angry. I get very distressed by people who are blatantly closed minded (which is why I avoid Facebook a lot). I have enough stress and anxiety of my life, and this is one that I avoid.
15. What approach to media literacy do you most closely align?
I've always felt that I fell in the middle of these two approaches. I don't think I fully started to understand media literacy until college, and that's far too late. I see evidence of people who have no media literacy skills at all, and it scares me how easily they are manipulated. But I also don't feel that media literacy is limited to just what we see and hear digitally. A newspaper or magazine article can be just as manipulating, so it's important that those techniques are taught as well. I think fostering a love of literature is also important. Not only are books a wonderful distraction, but sometimes they explain the faults in society far better than anything a newspaper could write.
- - - -
2. Has your relationship with media changed over time?
Yes. I started off very much against social media in my high school years. I was determined that I would never have a Facebook. Now I have several social media accounts. I mostly just post pictures of my dog and try to keep up to date with people I don't see often, so I'm not totally involved. I still find myself standing by my belief of not overly sharing information online, especially personal information.
3. Has your understanding of what it means to be literate in the 21st Century changed or evolved because of this course? How?
5. Why is it important to incorporate media literacy practices in your current or future teaching practices.
6. How will you incorporate media literacy into your future teaching practices?
My experience in this program has all worked to make me better understand literacy in the 21st Century. It's all worked together to make me understand how important it is to understand what's out there. I work with middle school, and I feel like that the perfect age to start questioning what your told in the media. I've already worked on digital media lessons with my seventh grade students, and I feel they are mature and opinionated enough to really get into it.
After Christmas Break, my kids will be reading The Hunger Games, and there are so many different lessons about the world I can teach them with this novel. One of the areas I really want to focus on, though, is the use of media in the novel. I think this an excellent example in literature of just how manipulative the media can be.
Monday, November 30, 2015
My Digital Story
My digital story is about the life lessons I learned from working with horses. I don't think that many people realize just how much can be learned when a kid engages in some sort of activity. You hear a lot of stories about how beneficial participating in sports can be, and I will argue that riding horses is a sport. There is a lot to be learned, especially when you do something for such a long period of time. I could tell you all about how riding horses helped me when I was learning to drive! But we'll save that for another time.
I ultimately decided not to change anything in my story. The main comment I received was to include more music, but I decided against this for two reasons. Number 1, and most importantly, I couldn't figure out how to overlay my music and my narration. Whoops. Secondly, I was afraid the music might distract from what I was saying, and I didn't want that. Therefore, I stuck to my original cut.
I think that my digital story could probably be an example for all of these things. I think it could most accurately go with 1 (Raise Awareness) and 3 (Create an alternate stereotype typically portrayed by mainstream media). For the first one, I'm raising awareness about how important being involved with horses can be, and that many important lessons can be learned. For the third, I feel like there's this image of little girls with ponies, and that riding horses doesn't require much thought or work. I don't think a lot of people realize just how hard those who train and ride work every day to make it all look easy.
Digital storytelling is a great way to develop digital media skills because it requires that you think about all those techniques that are used in the media. How do you want to catch the attention of your audience? What do you want to say? How do you want to say it? You have to consider each of those things while you're working on creating your own digital story, and that can make you more aware of what you're seeing. It's also helpful getting feedback from others, because you might use a technique (like humor) and not even mean to!
Thursday, November 12, 2015
Wednesday, November 4, 2015
Sunday, October 25, 2015
Brainstorming my Digital Story
1. Describe a positive scene from childhood.
When I was younger, my aunt was always the one who took me Trick-or-Treating. At seven, my cousin was born and she started joining us, as did my uncle. One year, we decided to do a group costume. My aunt, cousin, and I dressed as the Three Little Pigs. My uncle was the big bad wolf. Each time we drove to a new house, my aunt, cousin, and I would get out and run to the door, pounding and begging to be let in. A couple minutes later, my uncle would show up, doing his "I'll huff and I'll puff and I'll blow your house in" thing. We were a hit, and the people we visited had fun trying to figure out who we were (we wore masks). With halloween coming up, I thought back on all of the times and memories I have from this night, and this one is probably my favorite.
2. Describe a negative scene from childhood.
My grandfather had one of those big, old fashioned tractors. Actually, he had two. One evening in the summer, my grandfather was getting ready to put the tractor away after plowing the garden. He would always let me sit on his lap while he drove, and while he was parked in the yard, I ran to climb on. Except, I climbed up the wrong side. There was a pipe that stands on the other side, I honestly don't know what it is used for. While trying to climb up, I grabbed this pipe to pull myself up... and burnt my hand. It was really hot, and as a result, I got second-degree burns from grabbing it. I don't remember much about the race to the emergency room or what happened afterwards. They gave me a cream and wrapped my hand and I went home, but it's a story my family would tell often for years to come.
5. Identify particular "turning points".
When I was a senior in high school, my grandfather died. This would be tragic for anyone, but for me it was especially devastating. Because my father had been absent, and my mother was struggling to provide for us, I had been partially raised by my grandparents. For five years of my life, I even lived with them. My grandfather was always a father figure to me, and so him getting sick was the hardest thing I've ever dealt with in my life. This is a turning point for me in a number of ways. For one, I learned how my family and I would begin to live without someone who was incredibly important in our lives. As my grandmother says, we never realized how much he did until he wasn't around any longer to do them. In another, I found out how strong I could be. When my grandfather died, I was the one who held it together while everyone else fell apart. I helped my mom and my grandfather. I made the necessary phone calls. It was a lot at the time, especially after the months of taking care of him and the long nights spent sleeping in hospital waiting rooms. This changed a lot in my life, as it did for my family.
When I was younger, my aunt was always the one who took me Trick-or-Treating. At seven, my cousin was born and she started joining us, as did my uncle. One year, we decided to do a group costume. My aunt, cousin, and I dressed as the Three Little Pigs. My uncle was the big bad wolf. Each time we drove to a new house, my aunt, cousin, and I would get out and run to the door, pounding and begging to be let in. A couple minutes later, my uncle would show up, doing his "I'll huff and I'll puff and I'll blow your house in" thing. We were a hit, and the people we visited had fun trying to figure out who we were (we wore masks). With halloween coming up, I thought back on all of the times and memories I have from this night, and this one is probably my favorite.
2. Describe a negative scene from childhood.
My grandfather had one of those big, old fashioned tractors. Actually, he had two. One evening in the summer, my grandfather was getting ready to put the tractor away after plowing the garden. He would always let me sit on his lap while he drove, and while he was parked in the yard, I ran to climb on. Except, I climbed up the wrong side. There was a pipe that stands on the other side, I honestly don't know what it is used for. While trying to climb up, I grabbed this pipe to pull myself up... and burnt my hand. It was really hot, and as a result, I got second-degree burns from grabbing it. I don't remember much about the race to the emergency room or what happened afterwards. They gave me a cream and wrapped my hand and I went home, but it's a story my family would tell often for years to come.
5. Identify particular "turning points".
When I was a senior in high school, my grandfather died. This would be tragic for anyone, but for me it was especially devastating. Because my father had been absent, and my mother was struggling to provide for us, I had been partially raised by my grandparents. For five years of my life, I even lived with them. My grandfather was always a father figure to me, and so him getting sick was the hardest thing I've ever dealt with in my life. This is a turning point for me in a number of ways. For one, I learned how my family and I would begin to live without someone who was incredibly important in our lives. As my grandmother says, we never realized how much he did until he wasn't around any longer to do them. In another, I found out how strong I could be. When my grandfather died, I was the one who held it together while everyone else fell apart. I helped my mom and my grandfather. I made the necessary phone calls. It was a lot at the time, especially after the months of taking care of him and the long nights spent sleeping in hospital waiting rooms. This changed a lot in my life, as it did for my family.
Teaching With Current Events
What is Noteworthy?
There are three purposes for writing news: to inform, to persuade, and to entertain. Most of the time, reporters chose what to report based on their position and what will gather an audience. Tabloid reporters talk about the unbelievable things that celebrities do because it gets them more views on their blogs and sell more magazines. No one wants to believe their favorite celebrity went to rehab, so they buy the magazine to see if it could really be true. And then, when the star who is known for being a walking disaster cleans up their act, everyone has to read about it. Local newspapers might report differently on an event then the national media, because they're part of what's going on and understand the situation better, whereas the national media might just want a news story. Point of view has a lot to do with how and why stories are chosen and reported.
Student Motivation
While students take an active interest in the stories that entertain, they can also be very opinionated on the other things that take place. Kids are capable of media literacy when given the chance and the instruction, and they take an active role in it. It's especially motivating when kids are asked what they think about a topic. One of the lessons I taught that I feel the most proud of was a digital literacy lesson. It didn't start out that way, but eventually that's the role it took. Students were engaged and interested, and brought things about what they saw and what they wanted to know that even I didn't. Interest and motivation can be achieved just by getting them involved.
Authentic Learning
I love how literature can be used to teach about media. Later books in the Harry Potter series show a lot about how the media can twist the truth to it's own means or to just make an entertaining story. The Hunger Games is another good example of this, which is a great novel for an area like West Virginia, which is rural and dependent on it's industry. I liked the point made in this chapter that talked about how younger people have a distrust of the media. People are becoming much more knowledgable about what the media does and how it might twist a story.
Place-based Education
Sarah Stuteville talked about making stories that connect and inspire. She also mentioned coming back to her home of Seattle to get support for her and her friend's project, and all of the educational opportunities that are now taking place because of it. It's easy to create interest and motivation when bringing the place a student knows into the lesson. It's something familiar, and when they can comment on it and display their own knowledge, it's exciting.
There are three purposes for writing news: to inform, to persuade, and to entertain. Most of the time, reporters chose what to report based on their position and what will gather an audience. Tabloid reporters talk about the unbelievable things that celebrities do because it gets them more views on their blogs and sell more magazines. No one wants to believe their favorite celebrity went to rehab, so they buy the magazine to see if it could really be true. And then, when the star who is known for being a walking disaster cleans up their act, everyone has to read about it. Local newspapers might report differently on an event then the national media, because they're part of what's going on and understand the situation better, whereas the national media might just want a news story. Point of view has a lot to do with how and why stories are chosen and reported.
Student Motivation
While students take an active interest in the stories that entertain, they can also be very opinionated on the other things that take place. Kids are capable of media literacy when given the chance and the instruction, and they take an active role in it. It's especially motivating when kids are asked what they think about a topic. One of the lessons I taught that I feel the most proud of was a digital literacy lesson. It didn't start out that way, but eventually that's the role it took. Students were engaged and interested, and brought things about what they saw and what they wanted to know that even I didn't. Interest and motivation can be achieved just by getting them involved.
Authentic Learning
I love how literature can be used to teach about media. Later books in the Harry Potter series show a lot about how the media can twist the truth to it's own means or to just make an entertaining story. The Hunger Games is another good example of this, which is a great novel for an area like West Virginia, which is rural and dependent on it's industry. I liked the point made in this chapter that talked about how younger people have a distrust of the media. People are becoming much more knowledgable about what the media does and how it might twist a story.
Place-based Education
Sarah Stuteville talked about making stories that connect and inspire. She also mentioned coming back to her home of Seattle to get support for her and her friend's project, and all of the educational opportunities that are now taking place because of it. It's easy to create interest and motivation when bringing the place a student knows into the lesson. It's something familiar, and when they can comment on it and display their own knowledge, it's exciting.
The Danger of a Single Story
Reading #1 - The Danger of A Single Story
Three things I learned about storytelling are a single story show a people as one thing, a single story robs people of their identity, and stories can be representative of power, and by leaving out details, a new story is created, but the most important thing I learned is is that you need a balance of stories.
Reading #2 - Chapter 6: Protection and Empowerment
"Researchers explained how young teens take their cues from the cultural environment in developing a sense of self." -- pg. 106
This is a topic that you hear about often. It's not a recent problem, either, but one that has been around for many years. Now the ways in which students go through puberty and the crazy things they ultimately do are more dramatic, and seen as crazy to adults, but that's much different than how it's ever been. One thing I thought of when I was reading this part of the chapter was the incident that took place between Demi Lovato (who is mentioned, as well) and Disney Channel. There was a reference to an eating disorder in an episode of one of the station's shows, and Demi exploded on them. Her points were very much in line with what this has been saying: young kids take their cues from the media, and that would tell them that having an eating disorder was something that was okay, and something they might even consider in order to look like the celebrities they see on TV and in magazines.
"They're not used to sharing what they know about media in a school context. I was surprised at how deep and complicated their feelings are about these people." -- pg. 108
I feel like a lot of educators are very out of touch with what their students are experiencing and go through. We get so caught up in what we have to teach and what we have to do, that we forget that kids have solid opinions about things, especially things in popular culture. As an avid reader and English teacher, I'm constantly complaining about how books are turned into movies or TV shows and how badly they're done. The thing is, my students have these exact same thoughts, and they can be just as passionate about them. Many English teachers are opposed to using popular books in their classroom, but I think that they can actually help to create student interest, because then it's not something old or tired or BORING, but something they can put in their own context.
"Readers, viewers, and listeners pay attention to stereotypes because they are familiar. We pay attention to contradiction because it's novel and unexpected." --pg. 115
This makes me think of the TED talk, and how she talks about a single story. Stereotypes are the single stories we receive. She gives many examples of this in her talk. The contradiction comes when we see the other side of the story, the part that we may or may not have ever known, or maybe just the part that we never wanted to pay attention to.
Three things I learned about storytelling are a single story show a people as one thing, a single story robs people of their identity, and stories can be representative of power, and by leaving out details, a new story is created, but the most important thing I learned is is that you need a balance of stories.
Reading #2 - Chapter 6: Protection and Empowerment
"Researchers explained how young teens take their cues from the cultural environment in developing a sense of self." -- pg. 106
This is a topic that you hear about often. It's not a recent problem, either, but one that has been around for many years. Now the ways in which students go through puberty and the crazy things they ultimately do are more dramatic, and seen as crazy to adults, but that's much different than how it's ever been. One thing I thought of when I was reading this part of the chapter was the incident that took place between Demi Lovato (who is mentioned, as well) and Disney Channel. There was a reference to an eating disorder in an episode of one of the station's shows, and Demi exploded on them. Her points were very much in line with what this has been saying: young kids take their cues from the media, and that would tell them that having an eating disorder was something that was okay, and something they might even consider in order to look like the celebrities they see on TV and in magazines.
"They're not used to sharing what they know about media in a school context. I was surprised at how deep and complicated their feelings are about these people." -- pg. 108
I feel like a lot of educators are very out of touch with what their students are experiencing and go through. We get so caught up in what we have to teach and what we have to do, that we forget that kids have solid opinions about things, especially things in popular culture. As an avid reader and English teacher, I'm constantly complaining about how books are turned into movies or TV shows and how badly they're done. The thing is, my students have these exact same thoughts, and they can be just as passionate about them. Many English teachers are opposed to using popular books in their classroom, but I think that they can actually help to create student interest, because then it's not something old or tired or BORING, but something they can put in their own context.
"Readers, viewers, and listeners pay attention to stereotypes because they are familiar. We pay attention to contradiction because it's novel and unexpected." --pg. 115
This makes me think of the TED talk, and how she talks about a single story. Stereotypes are the single stories we receive. She gives many examples of this in her talk. The contradiction comes when we see the other side of the story, the part that we may or may not have ever known, or maybe just the part that we never wanted to pay attention to.
Sunday, October 11, 2015
Clues to a Good Story
Reading #1
Three things I learned about storytelling are like your main character, create anticipation, and use what you know, but the most important thing I learned is to make your audience care.
Reading #2
"Some of the best project-based learning assignments using media and technology give students a combination of structure and freedom, where they can develop communication skills and exercise their creativity but have some constraints that limit and shape their work."
I love this explanation of project-based learning, especially when it discusses them having freedom, but within constraints that help shape it. I think that, when not given guidelines, students mostly have no idea what to do with the task they're given. If directions are vague, they become confused. In some circumstances, having too much freedom can be challenging and confusing. Even as a college student, I've encountered assignments that were confusing because there weren't guidelines or explanations given. Some of us don't enjoy that much freedom.
Three things I learned about storytelling are like your main character, create anticipation, and use what you know, but the most important thing I learned is to make your audience care.
Reading #2
"Some of the best project-based learning assignments using media and technology give students a combination of structure and freedom, where they can develop communication skills and exercise their creativity but have some constraints that limit and shape their work."
I love this explanation of project-based learning, especially when it discusses them having freedom, but within constraints that help shape it. I think that, when not given guidelines, students mostly have no idea what to do with the task they're given. If directions are vague, they become confused. In some circumstances, having too much freedom can be challenging and confusing. Even as a college student, I've encountered assignments that were confusing because there weren't guidelines or explanations given. Some of us don't enjoy that much freedom.
Tuesday, October 6, 2015
Media Literacy PSA
PSA Reflection
The theme of my PSA is why it's important to teach media literacy skills in the context of political campaign ads. I discuss not only poster ads, but also video ads. These commercials are all too common come election time, and it's important for students to learn to evaluate these ads now so that they can make more informed decisions when they become a voting adult.
I chose to use campaign ads and screen captures from ad campaigns to help prove my point about why this is an important topic. I also used relevant ads, such as pro-Obama campaigns that were designed during the 2008 election. I matched my images with the facts I gave out, and even slipped the same persuasive techniques used in political ads, such as emotional appeals, humor, and the use of patriotism, to convince my audience that they need to do this.
The Power of Representation
"This is part of the reason why so many people love video games. Many video games offer users a set of choices that closely model the many choices we face in direct, real-world experience. The immersion we experience when "it feels so real" is captivating and pleasurable because it closely approximates lived experience."
What's really cool about many video games now is that you can customize your character or choose which character you want to play, which gives people a lot more freedom to represent themselves. One thing that is loved about Bioware games are their character creators. There is so much freedom within the newer games to design your character as you want, even down to facial structure. It's all pretty cool, and the most recent games have a character creator that can make such realistic characters.
As for the actual experiences from playing games, some are not so real, and don't have real-life problems, but sometimes the puzzles and problem-solving skills involved in these things is what makes it feel more real. Other games, however, can have an appeal because they do create real-world situations and experiences. Games can be powerful, not only for our leisure time, but also for use in teaching skills or lessons we need to.
What's really cool about many video games now is that you can customize your character or choose which character you want to play, which gives people a lot more freedom to represent themselves. One thing that is loved about Bioware games are their character creators. There is so much freedom within the newer games to design your character as you want, even down to facial structure. It's all pretty cool, and the most recent games have a character creator that can make such realistic characters.
As for the actual experiences from playing games, some are not so real, and don't have real-life problems, but sometimes the puzzles and problem-solving skills involved in these things is what makes it feel more real. Other games, however, can have an appeal because they do create real-world situations and experiences. Games can be powerful, not only for our leisure time, but also for use in teaching skills or lessons we need to.
Monday, September 28, 2015
PSA Storyboard
My PSA is about why digital media literacy in relation to campaign ads should be taught in schools. My PSA is directed at teachers to encourage them that this is a skill that should be taught, especially as election season approaches. I've attempted to use loaded language and glittering generalities. There are also some emotional appeals in place as well.
Sunday, September 27, 2015
Critical Questions, Close Reading
Quote
"Cross-disciplinary integration can take many forms. In some schools, students take American literature during the same year they take American history. In other schools, students read words from 19th-Century literature concurrently while studying this historical period." -- Chapter 3, pg. 49
I absolutely love this. Maybe this is because I have both an English and Social Studies certification, but I've always loved collaborating and bringing the two subjects together to make things more clear. I'm fortunate enough to be in a school where the teachers are willing to integrate and collaborate. For example, right now I'm working with my Seventh Graders on Greek Mythology. Since they learn World History in this grade, the Social Studies teacher is studying Ancient Greece with them. So while he's talking about the history, I get to talk about the stories. It's an excellent learning experience for the students, and helps them have a greater understanding for what their studying because they have context for both.
Media Message
Ship of Fools - The Boston Globe
Deconstruction
"Cross-disciplinary integration can take many forms. In some schools, students take American literature during the same year they take American history. In other schools, students read words from 19th-Century literature concurrently while studying this historical period." -- Chapter 3, pg. 49
I absolutely love this. Maybe this is because I have both an English and Social Studies certification, but I've always loved collaborating and bringing the two subjects together to make things more clear. I'm fortunate enough to be in a school where the teachers are willing to integrate and collaborate. For example, right now I'm working with my Seventh Graders on Greek Mythology. Since they learn World History in this grade, the Social Studies teacher is studying Ancient Greece with them. So while he's talking about the history, I get to talk about the stories. It's an excellent learning experience for the students, and helps them have a greater understanding for what their studying because they have context for both.
Media Message
Ship of Fools - The Boston Globe
Deconstruction
- The author is a columnist for The Boston Globe, and clearly someone who does not agree with what the Sunderland's let their daughter do. The purpose of this article was for the author to express her opinion on this topic.
- She uses a lot of loaded language in this article. Words like "protecting", "dangerous", and "responsibility" help draw the reader's attention to what the article is saying. If someone has heard the story, and holds the same opinion as the author, these words will attract them and make them continue reading.
- This is an opinion article. Those who feel the same will agree, while others might disagree. Depending on where they stand when starting to read this article, they'll either agree, or they might become angry. This event caused a huge debate, so there are many different viewpoints of what happened. Those who might be on the fence, or without much of an opinion might be swayed by reading this.
- The value of protecting your children and taking responsibility for their actions is huge within this article. The question for this event, throughout every article has been "should the Sunderlands have let their daughter attempt this?" There are debates of whether it was neglectful to allow this to happen and other such values. There is also only one point of view in this article: the authors. She is clearly against allowing this to happen, and doesn't offer an argument for the other side.
- The other side of this argument is omitted, but there is also an interesting discussion absent too. It is mentioned briefly that Abby's older brother attempted, and succeeded, this very same feat. There is no discussion of whether he should have been allowed to do this, only that she shouldn't have been.
My students actually read and deconstructed this article, as well as a news article and a couple of videos on the subject as well. This story and the other were in our textbook, and I embraced the opportunity to give them a media literacy lesson. There are a number of things that this lesson did for my students. Firstly, it reenforced some ideas that were represented in a short story we read by giving them a real life circumstance where a rogue wave caused a shipwreck. Secondly, we did some activities on fact and opinion, and what the difference is. We also discussed loaded language and what words were present between all the different articles. This also lead to a discussion of connotation, and whether these "loaded" words made the articles and videos positive or negative.
Sunday, September 20, 2015
PSA
Topic: The need for critical media literacy when viewing political campaigns
Facts:
1. "Political commercials express their opinion not simply through words. Just as music and editing help convey mood in movies, in ads they reinforce the impression the makers want you to have." (pbs.org)
2. "Advertising surrounds us and these persuasive political messages ramp up around primary and general election time in every year candidates run for office. If students aren’t educated to see through these slickly produced commercials, they’re bound to believe much of what they see and hear." (http://www.middleweb.com/18374/campaign-ads-politicians-permission-lie/)
3. "Media literacy is the ability to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages we receive from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media." (https://medialiteracyproject.org/learn/media-literacy/)
Audience for PSA: Teachers
Facts:
1. "Political commercials express their opinion not simply through words. Just as music and editing help convey mood in movies, in ads they reinforce the impression the makers want you to have." (pbs.org)
2. "Advertising surrounds us and these persuasive political messages ramp up around primary and general election time in every year candidates run for office. If students aren’t educated to see through these slickly produced commercials, they’re bound to believe much of what they see and hear." (http://www.middleweb.com/18374/campaign-ads-politicians-permission-lie/)
3. "Media literacy is the ability to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages we receive from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media." (https://medialiteracyproject.org/learn/media-literacy/)
Audience for PSA: Teachers
Life Online
"Courts have stated clearly that a student "should be free to speak his mind when the school day ends" and the school administrators' disciplinary power must be restricted to the boundaries of the school itself." -- Chapter 7, pg. 126
I know there is great debate about what should fall under the realm of the school and what shouldn't. As an educator, though, I can understand why many of the situations that were mentioned in this chapter resulted in action being taken. The problem is that many times, things that happen outside of school find their way into school. If a girl is being bullied by classmates on Facebook, that sort of thing never stays just on Facebook. It's discussed in school, and sometimes the bullying takes a physical form in school. So while the courts say that students should be able to speak freely outside of school on the internet, if it effects what takes place in school, then does that really count for what is being said here?
"Offensive content of all kinds is protected by the U.S. Constitution under the First Amendment." -- Chapter 7, pg. 128
I was completely shocked by this, especially by some of the examples that were given. I wouldn't have thought that some of these things would be protected by the Constitution. Like the making and selling of videos that show animal cruelty. It just seems crazy to me.
"It solves one of the big problems when engaging in discussion with young people: their tendency to repeat the same ideas over and over, even when the point has already been made." -- Chapter 7, pg. 132
I don't think this is just a problem when it comes to teens, but college kids as well. I remember being in seminars and the most common phrase spoken being "I agree with what so and so said" because they didn't really know what they were talking about or hadn't done the reading and happened to be called out in class. I was guilty of this a couple times, and being totally speechless when someone asked me for a reason why. So I do think this format and others like it for class discussions can be helpful.
Meme
I was thinking about how this chapter talked about how much people share things on Facebook, and how it talked about how some of those students complained about teachers and other students by making Facebook groups. This just seemed like a good example of this.
I know there is great debate about what should fall under the realm of the school and what shouldn't. As an educator, though, I can understand why many of the situations that were mentioned in this chapter resulted in action being taken. The problem is that many times, things that happen outside of school find their way into school. If a girl is being bullied by classmates on Facebook, that sort of thing never stays just on Facebook. It's discussed in school, and sometimes the bullying takes a physical form in school. So while the courts say that students should be able to speak freely outside of school on the internet, if it effects what takes place in school, then does that really count for what is being said here?
"Offensive content of all kinds is protected by the U.S. Constitution under the First Amendment." -- Chapter 7, pg. 128
I was completely shocked by this, especially by some of the examples that were given. I wouldn't have thought that some of these things would be protected by the Constitution. Like the making and selling of videos that show animal cruelty. It just seems crazy to me.
"It solves one of the big problems when engaging in discussion with young people: their tendency to repeat the same ideas over and over, even when the point has already been made." -- Chapter 7, pg. 132
I don't think this is just a problem when it comes to teens, but college kids as well. I remember being in seminars and the most common phrase spoken being "I agree with what so and so said" because they didn't really know what they were talking about or hadn't done the reading and happened to be called out in class. I was guilty of this a couple times, and being totally speechless when someone asked me for a reason why. So I do think this format and others like it for class discussions can be helpful.
Meme
I was thinking about how this chapter talked about how much people share things on Facebook, and how it talked about how some of those students complained about teachers and other students by making Facebook groups. This just seemed like a good example of this.
Sunday, September 13, 2015
Deconstructing Media 2
Both deconstructions make good points, though I'm not sure that I agree completely with them. Mostly, I have issues with the Alltel deconstruction.
My first thought when watching the ad wouldn't have been that it was racist, though it is clearly stereotyping immigrants. I would say that the point of the ad is for the viewer to relate to the family who are having to rent out their room, as they are attempting to sell phone plans. I do agree that there is stereotyping of immigrants, though it is never explicitly stated what immigrants we're talking about. I don't see an attempt to make people want to be like the family shown, and not the immigrants, but that they want you to prevent from becoming them by having this phone plan and saving money.
I would have to argue that most companies probably support making profits over customer satisfaction. This ad is not unlike any other for advertising internet service. It could easily be related to HughesNet ads, which focus that they can provide internet service anywhere. In a place like West Virginia, which is mostly rural, this approach is appealing. Having had this internet service, I could also argue that customer satisfaction is not their top priority despite what their ads might say. Therefore, I would imagine that the claim made in this deconstruction is accurate, because internet service won't be able to reach everyone.
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When I saw this ad, it made me laugh, which I believe is the technique being used here. Afterwards, though, I realized what's being said here: that the father has to label his children to know who is who. This is the stereotype we see often, that dads aren't as good as mothers when it comes to their kids. This is completely inaccurate, as mothers could just as easily have difficulty telling the difference between their children.
My first thought when watching the ad wouldn't have been that it was racist, though it is clearly stereotyping immigrants. I would say that the point of the ad is for the viewer to relate to the family who are having to rent out their room, as they are attempting to sell phone plans. I do agree that there is stereotyping of immigrants, though it is never explicitly stated what immigrants we're talking about. I don't see an attempt to make people want to be like the family shown, and not the immigrants, but that they want you to prevent from becoming them by having this phone plan and saving money.
I would have to argue that most companies probably support making profits over customer satisfaction. This ad is not unlike any other for advertising internet service. It could easily be related to HughesNet ads, which focus that they can provide internet service anywhere. In a place like West Virginia, which is mostly rural, this approach is appealing. Having had this internet service, I could also argue that customer satisfaction is not their top priority despite what their ads might say. Therefore, I would imagine that the claim made in this deconstruction is accurate, because internet service won't be able to reach everyone.
When I saw this ad, it made me laugh, which I believe is the technique being used here. Afterwards, though, I realized what's being said here: that the father has to label his children to know who is who. This is the stereotype we see often, that dads aren't as good as mothers when it comes to their kids. This is completely inaccurate, as mothers could just as easily have difficulty telling the difference between their children.
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