Media Education/Literacy

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Comment by Ryan Goble on October 1, 2012 at 9:13am

Oh, wait, I didn't see that progression. Soooo Natasha maybe you could post up above in the discussion forum as a crowdsoure question!  That way you have a dedicated URL that won't get buried on the wall, I can share it with the whole group AND we have it archived. In that case, I really would be asking Frank to respond to that post above... Ahhh, isn't moderation fun:)

Comment by Ryan Goble on October 1, 2012 at 9:10am

Frank  you should post that branding Alphabet up above so it doesn't get buried on the wall - plus then I have a URL for it to share on the WIR! 

Comment by Frank W. Baker on October 1, 2012 at 8:46am

1. Download the "Branding Alphabet" located here and see how many of your students can name the brand based on just one letter from its name.
2. Ask students: what is the purpose of advertising.  The answer--to see you something is too obvious. Ask them what ELSE is advertising designed to do.
3.  Have them research how much it costs to place a 30 second ad in local and national TV shows. Then ask them how much it cost to place the same ad during the annual Super Bowl game. Why the difference in cost?

Comment by Natasha Casey on October 1, 2012 at 8:39am

Hello!  I teach media literacy to undergrads but have a bunch of 8th graders coming to campus in a couple of weeks.  Any suggestions for good fun grade appropriate media literacy exercises?  Thanks!

Natasha

Comment by Ryan Goble on September 24, 2012 at 10:27am

Hi Linda! Sounds like you're doing very interesting work. Unfortunately, things like this - when posted on the wall - tend to get buried / lost. For that reason do consider re-posting the info about your work up above us in the discussion forum as then it is archived and you have a dedicated URL and I can share during a week in review or - if you develop the post a bit more - a blog and cog Monday!

Comment by Linda Cuellar on September 22, 2012 at 8:31am

Examining Media Use in 48 Hrs.

It's been a great start to a new semester at our community college, and particularly in my five sections of Introduction to Mass Communication.

I don't use a textbook. Most of the class is project-based.

Students have explored the Media Literacy concepts and questions by examining various media messages.

They examined the results of the Gen M 2009 report on media use among 8-18 year olds in the U.S., and particularly the results on grades and media use. They also read numerous articles about media deprivation projects among college students around the world.

Next they began an exploration of their use of media by taking either a 48 hour media vacation or a 48 hour monitoring of their media use, with the first group preparing questions which they would answer after the 48 hours of their media vacation and the second group carefully charting their use of media in 8 media types in an Excel spreadsheet prepared for the assignment as well as a journal.

Groups in class discussed their individual results then their group experiences on which technology was easiest or hardest to give up and other observations. They then created a news story about their group experiences and totals for media use among various media types.

One group's keen perspective was memorable. The class was busy in five or six separate groups discussing their results. The students in one group had found most of them found it easier to give up TV and the Internet and harder to give up cell phones and social media. I piped in too fast and offered a McLuhan-based reason using senses. I offered the explanation TV and the Internet were more visual. Another explanation was put forward by another student: portability! That would account for students' preferences. Another student then offered his idea, that preferences were due to connection to people! TV and Internet were one way devices, while social media and cell phones give us what we crave the most connection to people.

I have stair-stepped this assignment into drafts and final drafts and given them the experience of reading the work of their pair-share partner. The assignments total 20% of the student's grade this semester. We have spent about 3-4 weeks on related topics and assignments connected to 48 hrs.

Their writing of a news story incorporates basics of news writing, writing in the 3rd person, 5 w's and h, 7 news values, quoting, paraphrasing and examining their work by applying the media literacy questions to their own writing about the experience. It also satisfies the necessary reflection over the project that helps to "connect the dots" or cement the experience in class with the experience of living real life.

Comment by Ryan Goble on July 10, 2012 at 8:17am

Hi Shannon - this is a great question. Unfortunately, big questions on the comment wall are not easy for folks to respond to and get buried over time.

Would you consider moving this question above us to the discussion forum? When you post your ? above your "affinity group" peeps can give you feedback. Because forum ?s have URLs it will be in there for the next person with a similar ? AND I can broadcast the question to the whole Ning on crowdsource Tuesday.

Thanks for getting in the mix - as always - please share more cool ?'s and ideas!

RRG:)

Comment by Frank W. Baker on July 10, 2012 at 7:16am

Shannon:  There are two ways I can think to advise you on teaching students to think/view critically.  First, I would introduce students to the "languages of the moving images." I have created a page which should be of value. Please go to www.frankwbaker.com/language_of_film  here you will find categories (like audio, lighting, set design, etc) which include timely readings as well as lesson plans and activity suggestions.

Second, I would introduce your students to the media literacy list of critical questions. NAMLE has produced a list as a handout. You can download it here.
A fuller explanation of the questions can be found in the Center for Media Literacy's MediaLit Kit, found here.  

Good luck,  Frank Baker, Media Literacy Clearinghouse

Comment by Shannon Carey on July 9, 2012 at 10:46pm

Hello Everyone! I am a Millersville University student finishing my Secondary English Cert.  I am currently researching teaching students to think critically when viewing media.  Any suggestions on how to incorporate this in the classroom?  Thanks!

Comment by Antonio Lopez on April 18, 2012 at 7:40am

Mary, no worries. Our secrete remains on the open internet!

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