A program presented to Religious Educators to promote creating media in the classroom. Videos were inserted into the program and may not show up on Slideshare.
Notes to presenter:
The Media Education: Make It Happen! presentation is part of an awareness program that includes this PowerPoint workshop, a facilitator's guide with handouts, and a companion booklet. These resources are available free to download from <www.mediaeducationweek.ca>
Arrows () indicate when to click the mouse to make text or images appear on the screen.
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To be alive in the spirit in our day and age is to be able to say at any given moment with the disciples on their way to Emmaus: “Were not our hearts burning within us as he talked with us along the way?” (Luke 24:32).
Much of the information in this presentation is from the Media Education: Make It Happen! booklet. The booklet was made possible through the collaboration of the following organizations:
MediaSmarts;
Canadian Teachers’ Federation;
Association for Media Literacy; and the
Canadian Association of Media Education Organizations.
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The purpose of this workshop is to give teachers an overview of what media education is and to offer a starting point for bringing media literacy lessons and activities into the classroom.
We’ll begin with a snapshot of young people’s media environment;
we’ll answer the question, “What is media literacy?”;
we’ll examine media education approaches that include key concepts and a framework for deconstructing media; and
we’ll look at practical ways for integrating media education across the curriculum.
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For young people, who often spend more time interacting with media than they do with parents, teachers and even friends, media can be a powerful influencing force.
Cumulatively and unconsciously, the media messages kids absorb help to shape their perceptions of what is normal and important, cool and fun, or scary and unappealing.
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We’re going to start today with a warm-up activity that will illustrate the powerful influence media images have on us. This alphabet has been created from parts of well-known brand logos. See how many of the brands you recognize.
Corporate branding is just one aspect of media to which we are exposed. However, we are familiar with branding from an early age. Babies as young as six months can form mental images of corporate logos and mascots. Brand loyalties can be established as early as age two, and by the time children head off to school most can recognize hundreds of brand logos.
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Canadian kids are very active media consumers. In 2003, the Canadian Teachers’ Federation conducted a national survey of more than 5,700 students, in Grades 3 to 10, about their media use. The study showed the following:
75 per cent of children watch TV daily;
almost half (48 per cent) of kids have their own TV set;
60 per cent of boys in Grades 3-6 play video or computer games almost every day; and
42 per cent of kids watch videos or DVDs several times a week.
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Canadian students are also among the most wired in the world. In 2005, MediaSmarts surveyed more than 5,200 students about their digital media use and found the following:
“meme” (pronounced meem). An Internet meme is a video, photo or idea that spreads from person to person and is altered or combined with other videos and photos.
94 per cent have Internet access at home and the majority have high speed connections;
37 per cent have their own Internet-connected computer;*
41 per cent have an MP3 player; and
22 per cent have webcams on their computers.
(*Twenty per cent of Grade 4 students have their own access. That number climbs to 51 per cent by Grade 11. This is significant because students with their own Internet connection spend twice as much time online as those who share a connection.)
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Most of this generation can barely remember a time when e-mail, instant messaging, online music, Webcams, text messaging and cell phones were not part of their lives.
While many adults struggle with new technologies, teens and children embrace them, learning intuitively or from their peers. They multi-task effortlessly through the complex mix of sound, graphics, text and images. With new technologies comes empowerment. Suddenly kids have become managers, creators and distributors of information. They access what they want, when they want it. (Next Slide)
As kids interact with media, they absorb a large portion of their knowledge about the world and their perceptions of themselves and others.
In order to be literate in this media-rich environment, young people need to develop knowledge, values and a whole range of critical thinking, communication and information management skills. In other words, they need media literacy skills.
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Media literacy is commonly defined as the ability to access, analyze, evaluate and produce media. It’s the process of becoming active, rather than passive, consumers of media.
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Media education is the essential tool in helping kids acquire media literacy skills. It is the process of teaching and learning about the media so that the learners acquire media literacy knowledge and skills. (Next Slide)
Media education includes the following:
learning hands-on production techniques;
recognizing how the various elements of a specific medium convey meaning; and
thinking critically about media issues and media influences.
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Educators may understand the importance of developing critical literacy skills in their students. However, integrating media literacy into the classroom can seem overwhelming, whether it is being done formally or informally.
Teachers needn't be apprehensive. Here’s why. First of all, media are a part of life all kids enjoy and share. It’s a stimulating and relevant topic for them – something they all have an opinion about and enjoy discussing. And they love the power that comes with understanding that all media productions – be it a drama or documentary, news report or advertisement – are constructed with a viewpoint and for a reason.
As teachers, you know that interested, engaged children are the departure point for effective learning.
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Media is something that most of us have in common. While students may have more familiarity with certain kinds of media (such as video games and the Internet) it is also quite possible that teachers and students will have shared media experiences. (Next Slide)
Because media literacy is based on the process of enquiry, it isn’t about having the right answers. Rather, it’s about asking the right questions. Here are some examples.
Who is the audience for a media production and why?
From whose perspective is a story being told?
How do the unique codes and conventions of a specific genre affect what we see, hear or read?
How might different audiences interpret the same media production?
Whose interests are being served?
The teacher as a facilitator and co-learner in a student-centred learning process is not only the model for media education; it has also become an accepted new critical pedagogy.
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Media literate people know how to act; they are not acted upon and as a result, they are better citizens. The goal of media education is to produce good citizens, not good consumers. Media literacy is not so much about changing the media, rather it is about changing people's attitudes, reactions, and feelings in response to it. Mass media and communications will increasingly dominate tomorrow's world. Today's generation and generations of the future will need to understand how the mass media influence society, influence their character, and their values. (2001) Pat Kipping
For many children today, the family is not the primary moral teacher. Nor is the church the moral educator that it once was. Trends such as rising youth violence, increasing dishonesty, growing disrespect for authority, peer cruelty, decline in work ethic, sexual precocity, growing self-centeredness, and ethical illiteracy are on the rise (Noll, 1999). Developmental psychologist Thomas Likona, a leading supporter of a new character education movement, suggests that this decline of American youth is the result of a decline of the family and troubling trends in youth character (1991). Parents, clergy, and teachers do not have to look far to find a plethora of examples of media that blatantly denigrate respect, responsibility, trustworthiness, fairness, caring, and civic virtue. For instance, Playboy Playmates competed on a special episode of NBC's reality TV show Fear Factor, and ABC-TV aired a Victoria's Secret Fashion Show (Goodale, 2002). This prime-time television show was so explicit that the network decided it should blur out areas of the models' bodies!
Scott D. Herrington and Cindy C. Emmans http://www.ait.net/technos/tq_11/2emmans.php
Most media educators use key concepts of media literacy as a foundation for examining media and popular culture. They provide a theoretical base for all media literacy programs and give teachers a common language and framework for discussion. The following key concepts are from the Ontario Media Literacy Resource Guide.
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Media are constructions.
Media products are carefully constructed. They are created with a purpose and from a particular perspective using specific forms and techniques.
Media literacy works toward deconstructing media products. It takes those products apart to show how they are made and explores the decisions and determining factors behind them.
In addition, each medium has its own grammar and shapes reality in its own particular way. Different media will report the same event, but will create different impressions and messages.
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Audiences negotiate meaning.
We all bring our own life experience, knowledge and attitudes to media we encounter. Each of us, in our own unique way, makes sense of what we see and hear.
Media literacy encourages us to understand how individual factors such as age, gender, race, and social status affect the way we interpret media.
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Values and ideological messages underpin all media.
Explicitly or implicitly, mainstream media convey ideological messages about values, power and authority. In media literacy, what or who is absent may be more important than what's included.
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Each medium has a unique aesthetic form.
Each type of media has its own special grammar and technological bias and shapes reality in unique ways. Therefore, different media might report the same event but create different impressions and different messages.
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Now that we’ve looked at frameworks for deconstructing and analyzing media, let’s look at practical ways to make media education happen in the classroom. Movie on second photo (Next Slide)
Discussions and projects related to media lend themselves to many key learning objectives and outcomes, such as watching, listening, reflecting, writing, organizing ideas, expressing personal opinions, engaging socially and politically, and developing critical thinking skills. (Next Slide)
One is never too young to begin learning about media. Many of the topics that media education addresses, such as gender stereotyping, junk food advertising, body image and violence, are central to healthy development and can be addressed in the primary grades. (Next Slide)
Now we’ll look at ideas to help you start integrating media literacy into the classroom. As you begin, keep the following in mind.
Keep it positive! Playing on negative themes will be counter-productive to helping students develop critical thinking.
Avoid moralizing. Kids will reject messages if they feel they are being “preached to” instead of being empowered to reach their own conclusions.
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Keeping up-to-date on young people’s media culture is important. A great way to get to know media your students enjoy is to start the school year with a quick class survey. Ask your students to create a list of "favourite“ TV shows, movies, video games, music, Web sites and so on.
Not only does this process help you get to know your students, it also provides tremendous insight and direction for media literacy studies.
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To familiarize yourself with youth media, visit the environments kids like. On television, watch this programming:
Music channels (i.e., MuchMusic and MTV)
Entertainment programs (i.e., eTalk and Entertainment Tonight Canada)
Sports (i.e., TSN and Sportsnet)
Cartoons (i.e., Teletoon and the Comedy Network)
In your community, check these out, any of which may make for an interesting field trip, where students can deconstruct these environments as they would a media text.
Independent music stores and video stores
Vintage and independent fashion stores
Comic book stores
Malls
Online, explore these technologies:
Instant messaging technology (i.e. WhatsApp and Snapchat)
Social networking sites (i.e. Facebook and Google+)
Video-sharing sites and programs (i.e. YouTube and Vimeo)
Kids’ favourite Web sites (refer to the handout List of Canadian Students Top 50 Favourite Sites)
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Take advantage of “teachable moments” in the news. When an event grabs the attention of the news media, bring it, and all the excitement and debate surrounding it, into the classroom to analyze and deconstruct.
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Put kids in control of media, literally. It’s empowering for young people to see their own productions, hear their own voices and project their own viewpoints.
Getting students to create simple media texts such as posters, photo essays and slideshows, and storyboards can be a great way for them to start thinking about the connections between text, producer and audience. When students start to create more complex texts using audio and video (such as commercials, newscasts, PSAs and podcasts) they will gain insights into the decisions and the process that no amount of reading can provide. (Next Slide)
Negative stereotypes of young people in the media can be challenged if students become active in promoting more positive and balanced portrayals. The Media Toolkit for Youth is a resource on the MediaSmarts site that’s designed to help students understand what drives the news industry, why youth stereotyping happens, and how they can access the media to make their voices and issues heard.
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Teachers can become active in promoting media education in their communities by joining their provincial media education association. (A list of provincial media education associations is available as a handout in the workshop guide.)
For more information on media education and how you can make it happen, visit the following Web sites for current information and resources:
MediaSmarts , <www.media-awareness.ca>;
Association for Media Literacy <www.aml.ca>; and
Concerned Children's Advertisers <www.cca-kids.ca>.
(A list of media education resources is available as a handout in the workshop guide.)
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