![Critical Media Literacy ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Semelhante a Issues in education seminar
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Issues in education seminar
- 1. Critical Media Literacy: Where do YOU fit in?
- 3. Protectionist Media Literacy Movement Arts Education Critical Media Literacy Kellner’s Media Pedagogy Approaches (1995)
- 4. Protectionist Media Literacy Movement Arts Education Critical Media Literacy Young people as agents. Young people as victims. (Burgess & Green, 2009)
- 6. “ When the content of what is taught is stressed in schools rather than a way of thinking about that content, the assumptions underlying that content, and the way in which that content is represented, the content is made central to the exclusion of thinking […] the content is not criticized but taken for granted, and, for the most part, accepted.” (Maher, 1992)
- 11. The Partnership for Twenty-First Century Skills (Bass & Bandy, 2010, pp. 31-32)
- 16. These companies (used to) control what you see: http://www.cjr.org/resources/
- 17. Things to think about:
- 19. Our students are always connected
- 24. Five Questions: Who created this message? What techniques are used to attract my attention? How might different people understand this message differently from me? What lifestyles, values, and points of view are represented in or omitted from this message? Why was this message sent?
Notas do Editor
- Being literate goes beyond novels, plays, and poems.
- Cumulative approaches work together to reach the top of the pyramid. Critical Media Literacy is a holistic approach.
- Cumulative approaches work together to reach the top of the pyramid.
- Students only analyze the exposed tip of the iceberg. Critical media literacy attacks the ideologies that exist both explicitly and implicitly.
- Schools tend to stress content rather than thinking about content. When we don’t criticize it, we take it for granted and often accept it, and then perpetuate it elsewhere.
- These are the places where our students are finding cues as to how they will construct and reconstruct their identities.
- A lot of teachers want to “be objective,” but the texts are inherently biased. We had the discussion a few weeks ago about when it’s “appropriate” to introduce our students to the idea of different kinds of relationships and families.
- In regards to the quote, it’s hard to push ahead when we’re at a stalemate.
- Because it’s so new and so dynamic, there are a lack of firmly established principles. Absence of texts = thus the need for relevant technology.
- Students have a lot of power as produsers, but they’re often not aware.
- This is especially important in critical media literacy because ownership is associated with content and ideas.
- They are born into a corporate world where they are told to write what we tell them, and they are told to buy certain things, and buy into certain ideas and ideologies. They are figuratively tattooed with ideologies from birth.
- But all that changes with this.
- Because of the ubiquitous nature of the devices and the information overload, it is important that we arm our students with questions that they can ask for any text.
- I like to show this commercial because it is intertextual: what is it trying to say about the industry? But what products and ideologies is it trying to sell?