Digital Photostory
I'm having difficulty adding the narration. But I've timed it all out, so once I get it recorded it should just pop right in. Sadly, while doing this project, I noticed that I had very few pictures of my mother. My sister is checking her attic. Hopefully, I'll be able to add more.
Sunday, December 9, 2012
Sunday, November 25, 2012
Storyboard
Digital Storyboard
I did this in Word and it didn't translate to Google docs well. So, I saved it as a .pdf.
I did this in Word and it didn't translate to Google docs well. So, I saved it as a .pdf.
Dramatic Question
I have decided to do my video about the decision to discontinue life-saving efforts for my mother. This is an extremely emotional topic for me for various reasons. I'm still working on a dramatic question. Right now, I'm leaning toward: "You never realize how much you love someone until you have to let them go." I also tossed around "I killed my mother." but thought some people may find it offensive.
Missed Double Entry #4
QUOTE:
"Girls need to learn that their identity is tied to more than their physical beauty and shape."
REFLECTION:
This quote really caught my attention because yes, girls need to realize that. However, as a society, that is not what we are teaching them. That is why media literacy is so important. Girls to need be taught they cannot be expected to live up to the airbrushing, soft-focus cameras, editing and filtered pictures that magazines offer. It is unrealistic. These images wreak havoc on the self-image and esteem of girls. The article points out that "Strategies for critical analysis of media messages have been created that target teens; however, results so far indicate that teens are better-educated, but still fall victim to eating disorder behaviors and low self-esteem in terms of body image." I suppose the real solution would be to create more realistic images of women and their bodies.
With that in mind, I was reminded of the Dove Evolution commercial:
"Girls need to learn that their identity is tied to more than their physical beauty and shape."
REFLECTION:
This quote really caught my attention because yes, girls need to realize that. However, as a society, that is not what we are teaching them. That is why media literacy is so important. Girls to need be taught they cannot be expected to live up to the airbrushing, soft-focus cameras, editing and filtered pictures that magazines offer. It is unrealistic. These images wreak havoc on the self-image and esteem of girls. The article points out that "Strategies for critical analysis of media messages have been created that target teens; however, results so far indicate that teens are better-educated, but still fall victim to eating disorder behaviors and low self-esteem in terms of body image." I suppose the real solution would be to create more realistic images of women and their bodies.
With that in mind, I was reminded of the Dove Evolution commercial:
It shows what really goes into making the images of those "beautiful" women you seen in magazines and on billboards.
Week 10
Chapter #1: Framing the Inner-City Teenager
1. Do you think topics that center on "frustration with official power" and "attraction for mass media fantasies would differ in rural communities from those that inner-city teenagers focus on? How? Give some examples.
Yes, I believe the topics would differ. In my experience, rural communities and inner-city teenagers deal with different things. Socioeconomic status, area size, crime rate, etc differ from place to place. While some of the topics of their concern would be similar, overall their concerns would greatly differ depending on the community in which they live.
2. How do traditional social institutions and mass media work to silence inner-city kids?
Inner-city kids are silenced by being denied the intellectual and tools of literacy that would allow them to present themselves.
3. What is your reaction to the statistics presented under the heading "And Justice For Some?" Do you think the system is intentionally organized to disadvantage urban youth of color?
The statistics presented under the heading "And Justice For Some" are shocking. Living in rural WV, sometimes it is hard to imagine the situation that some students must face just to get an education. The author points to unequal treatment among different ethnicities in schools and juvenile facilities. I don't think the system is intentionally organize to disadvantage urabn youth of color, but that may be the end result.
4. Link to an advertisement or commercial that you consider to be influenced by hip-hop culture.
Boost Mobile Commercial
Boost Mobile Commercial
5. What dangers to young people do you see in the relentless marketing of "cool" ?
The relentless marketing of "cool" is a dangerous avenue. It leads to young people never being satisfied with what they have, always striving to maintain "coolness". This can lead to enormous debt and even theft.
6. What is your reaction to the research that shows youth violence in decline? Do you still think that is the trend in 2012? Find some statistics to support your answer?
Honestly, I was surprised to see that juvenile crime has decreased in 1993. I was in high school in 1993 and don't remember any youth crime at that time. Of course, I live in a rural community. As a society, have we become more tolerant and less things are considered a crime? Are youth "getting away" with more? I found the following graphic:
7. Why is it important to let youth speak for themselves and their voices to be heard?
It is important to let youth speak for themselves and feel that their voices are being heard and understood. They have unique perspectives and perceptions. They need to know that their beliefs and observations are being heard.
It is important to let youth speak for themselves and feel that their voices are being heard and understood. They have unique perspectives and perceptions. They need to know that their beliefs and observations are being heard.
8. What prevents Urban Youth from articulating their own lived experiences in ways that might be productive? Do you think this is problematic in rural areas like West Virginia? Do you think rural youth are victimized by mass media in ways that are different than Urban youth? How?
The book points toward a language gap as possibly preventing Urban Youth from articulating their own lived experiences. Students in low socioeconomic status areas are not exposed to as many words; therefore, they may have a harder time expressing themselves. I think that this could be problematic in WV also. You usually don't see "rural youth" in commercials like you see Urban Youth.
9. According to the author, what is the best way to address the literacy challenge?
According to the author, teachers need to find a way to authentically link the students' experiences and language development. Students need to be taught in a way that makes sense to them, that incorporates their experiences and builds on them.
10. Why is the skill and drill approach to literacy instruction ineffective?
Skill and drill is ineffective because it doesn't link student to anything "real". They need to be able to see things in action.
11. What should schools offer to improve literacy instruction for Urban Youth? Do you think this strategy would also benefit student of the Appalachia region whose literacy rates are similar to those of youth in the inner-city?
To improve literacy instruction, schools need to offer students new experiences that they can use to build upon the skills they already possess. This strategy would benefit students on the Appalachia region too.
12. How is the process of reading changed by media?
With media, the process of reading is less involved. You don't have to use your imagination because the images are presented to you.
13. According to the author how might the imbalance between inner-city kids strong command of oral and visual language be used to improve print-based language? Do you think this would also work for low-literacy kids in the Appalachia region?
The author believes that by providing opportunities for students to use oral and visual language skills, it would be possible to close the gap with print-based language. I think this could work for low-literacy kids in the Appalachia region.
The author believes that by providing opportunities for students to use oral and visual language skills, it would be possible to close the gap with print-based language. I think this could work for low-literacy kids in the Appalachia region.
Week 12 - Double Entry
Chapter 3: Dreams and Nightmares
1. How can documentary video production help prevent the underdevelopment of urban youth minds and spirits?
Through documentary video production, youth can gain strong sense of accomplishment and purpose. They expose themselves to greater possibilities. They learn to look at everything in their life in a new way - question what is around them and express themselves.
2. What school-based literacies does documentary video production help to develop?
Video-based production helps to develop literacy and work preparation skills, group work and leadership skills, understanding of community issues and media, research documentation, and self-reflection.
3. What 21st century skills does documentary video production help to develop? Provide concrete examples from the chapter. Use this Wikipedia article to help you answer this questions.
Video production brings innovative approaches to teaching content and lifelong skills to the classroom. Through usingn various techniques involved in video production, students learn to interact with the world and use real life skills. Students use the world around them to develop their stories - using school, community and learning resources. Video production provides an excellent opportunity for collaboration and community involvement giving students an authentic learning outlet.
4. Would you support a documentary video production in school or after-school program in your community? Why or Why not?
I believe that documentary video production would provide students with a creative and authentic learning experience. They would be able to take action and produce projects that show what is important to them.
1. How can documentary video production help prevent the underdevelopment of urban youth minds and spirits?
Through documentary video production, youth can gain strong sense of accomplishment and purpose. They expose themselves to greater possibilities. They learn to look at everything in their life in a new way - question what is around them and express themselves.
2. What school-based literacies does documentary video production help to develop?
Video-based production helps to develop literacy and work preparation skills, group work and leadership skills, understanding of community issues and media, research documentation, and self-reflection.
3. What 21st century skills does documentary video production help to develop? Provide concrete examples from the chapter. Use this Wikipedia article to help you answer this questions.
Video production brings innovative approaches to teaching content and lifelong skills to the classroom. Through usingn various techniques involved in video production, students learn to interact with the world and use real life skills. Students use the world around them to develop their stories - using school, community and learning resources. Video production provides an excellent opportunity for collaboration and community involvement giving students an authentic learning outlet.
4. Would you support a documentary video production in school or after-school program in your community? Why or Why not?
I believe that documentary video production would provide students with a creative and authentic learning experience. They would be able to take action and produce projects that show what is important to them.
Week 12 - Activity 1
Element #1 Point of ViewWhy is it important for you to tell your
story to them? What do you hope your audience will understand about what you
have to share? Will you be telling your story in 1st person (more personal) or
will you be telling it from 3rd person (more removed or detached)?
It is important to tell my story not only for myself, but for others who may be facing a similar situation. I hope my audience will understand what a personal and family decision stopping life saving effects is. I will be telling my story from the 1st person point of view.
Element #2 Dramatic Question
See if you can find a dramatic question in the examples for this section. Is the question resolved in each movie or are you left without a resolution?
Video #1- This video is about Guam's youth and their efforts to stop pollution and return Guam to the beautiful place it used to be. The ending provided some resolution.
Video #2 - I felt left without a resolution in this video.
Element #3 Emotional Content
Have you ever watched a movie or read a story that you really identified with or one that had you so engaged that you just couldn't walk away until it was finished? Yes, I have had movies that I had to watch through to the end. I get extremely aggravated if I don't feel that a resolution was met.
Element #4 Your Voice
Being that my story will be told in first person point of view, it should have my voice. I just hope I can make it through as unemotionally as possible.
Element #5 Sound Track
Can you think of instances in movies where the sound track had you sitting on the edge of your seat as you waited for something scary to happen?
I've been known to watch horror movies with the sound off. It's not nearly as scary without the foreboding musice. I think for my project an instrumental will be the best choice.
Element #6 Economy
Consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces?
With the suggested length of our project being 2 or 3 minutes, I will have to be careful to get in enough information. I don't want it to come off that we just ended lifesaving efforts on my mother because she suffered from mental illness.
Element #7 Pacing
Have you ever listened to a really good story and noticed how the storyteller changes the pace throughout the story? Stories are more interesting when read with feeling and the pace matches the mood and music.
Element #2 Dramatic Question
See if you can find a dramatic question in the examples for this section. Is the question resolved in each movie or are you left without a resolution?
Video #1- This video is about Guam's youth and their efforts to stop pollution and return Guam to the beautiful place it used to be. The ending provided some resolution.
Video #2 - I felt left without a resolution in this video.
Element #3 Emotional Content
Have you ever watched a movie or read a story that you really identified with or one that had you so engaged that you just couldn't walk away until it was finished? Yes, I have had movies that I had to watch through to the end. I get extremely aggravated if I don't feel that a resolution was met.
Element #4 Your Voice
Being that my story will be told in first person point of view, it should have my voice. I just hope I can make it through as unemotionally as possible.
Element #5 Sound Track
Can you think of instances in movies where the sound track had you sitting on the edge of your seat as you waited for something scary to happen?
I've been known to watch horror movies with the sound off. It's not nearly as scary without the foreboding musice. I think for my project an instrumental will be the best choice.
Element #6 Economy
Consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces?
With the suggested length of our project being 2 or 3 minutes, I will have to be careful to get in enough information. I don't want it to come off that we just ended lifesaving efforts on my mother because she suffered from mental illness.
Element #7 Pacing
Have you ever listened to a really good story and noticed how the storyteller changes the pace throughout the story? Stories are more interesting when read with feeling and the pace matches the mood and music.
Gathering the Pieces:
Pictures
I don't know of any video clips of my mom.
Voice over narration
Soundtrack
Titles
Transitions
Pictures
I don't know of any video clips of my mom.
Voice over narration
Soundtrack
Titles
Transitions
Sunday, November 4, 2012
Week 11 - Double Entry Blog
Watch Young Gunz the video being discussed in chapter 2 (warning; contains adult language).
1. What are your concerns about teaching young people to make videos about social problems?
Using the Young Gunz video as an example, I would be concerned about my students' safety. Students need to be aware of where they are, the conditions around them and conscientious of how people may interpret their questions. Additionally, I wouldn't want to inadvertently promote a social problem...for example, "you should have a gun. Everyone else has a gun..."
Then read Chapter 2 in the course text and answer the following questions:
1. Name a social issue specific to the Appalachian region that you think young people in your community would or should address.
In our area, a big social issue being dealt with right now is bullying. Over the summer, a group of parents in the area raised over $13,000 to bring the Rachel's Challenge program into the schools. As part of my Cadette Girl Scouts journey, they are talking about doing a PSA concerning bullying.
2. Find an online resource you might use to scaffold community-based video production process.
3. Choose on of the following perspectives; teacher, parent, or community member. From your chosen perspective, would you be supportive of a school program that engaged students in community-based video production? Why or Why not?
In any of those perspectives, I would support a school program that engages students in community-based video production. I think it is important for students to take an active role in their communities. Such activities could promote awareness of certain social issues. Change often comes when people are made aware of the problem.
QUOTE:
"Educators who choose to teach media must carry in their minds the images of potential oppotunities, conditions, and levels of learning. The teacher must be ever vigilant, on the lookout for these teachable moments, creating, capturing, and exploiting them whenever possible." (p. 54)
Reflection:
This quote should apply to every teacher, not just those teaching media. It made me think of my sister. She is a Reading Specialist at a middle school. She is always coming up with ways to relate things to learning. Constantly capturing, creating and exploiting teachable moments, I am continually amazed at how quickly she works up solutions to problems and makes it look like "we meant to do that". She often says that we have a "BA in BS". We inherited it from my father.
I found this article My Generation: Teachable moments from quotations. Although it is a short article, I thought it was interesting how they linked quotes to teachable moments.
In any of those perspectives, I would support a school program that engages students in community-based video production. I think it is important for students to take an active role in their communities. Such activities could promote awareness of certain social issues. Change often comes when people are made aware of the problem.
QUOTE:
"Educators who choose to teach media must carry in their minds the images of potential oppotunities, conditions, and levels of learning. The teacher must be ever vigilant, on the lookout for these teachable moments, creating, capturing, and exploiting them whenever possible." (p. 54)
Reflection:
This quote should apply to every teacher, not just those teaching media. It made me think of my sister. She is a Reading Specialist at a middle school. She is always coming up with ways to relate things to learning. Constantly capturing, creating and exploiting teachable moments, I am continually amazed at how quickly she works up solutions to problems and makes it look like "we meant to do that". She often says that we have a "BA in BS". We inherited it from my father.
I found this article My Generation: Teachable moments from quotations. Although it is a short article, I thought it was interesting how they linked quotes to teachable moments.
Sunday, October 28, 2012
Week #10 - Brainstorming
1. Please describe a positive scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?
When I was six, my family moved from Ohio "back" to WV. While I had been born in Ohio, WV was home and parents decided it was time to go home. It was Thanksgiving Day 1981. I remember leaving the only house I'd ever known, my friends, and the woman who had practically raised me to that point. It was a big change for a small child. However, WV meant family and new friends. Althought I was young, I vividly remember sitting in the topper on the back of the truck and waving goodbye to my babysitter.
My family had moved to Ohio in the early 70's for work; however, they were never really happy and missed their WV home and family. Deciding it was time to return to WV, they put our house on the market. Other houses on the street had been for sale for years, so they expected a wait. However, a few weeks later, the house was sold, our stuff was packed and we were on our way. One thing that really sticks out about that day was it was Thanksgiving and EVERYTHING was closed. When we got to my grandparents' house, they had already eaten dinner. I was devastated, but Grandma pulled out leftovers for us.
Our moving "back" to WV shaped who I became as I grew older. Had I grown up in a more urban setting, I don't believe I'd be the person I am today.
2. Please describe a negative scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?
I have a hard time pinpointing one particularly negative scene from my childhood. My mother was always sick and in and out of hospitals. That had a major impact on my life. Our relationship was difficult. She had several medical conditions and as time went on, she suffered from mental illness also. There are so many things that happened during this time, it is hard to remember one that stood out above all others. Most of the events involved her extremely irrational behavior.
As for a random meaningful event, I vividly remember what I was doing when the Challenger blew up. I was at my cousin's house playing Nintendo. That particular event stands out because it was the first National tragedy that I remember witnessing. I remember having questions about what happened to the people on the shuttle and thinking about their families.
3. Describe a particular event from your teen-aged years that stands out in your memory today. This can be positive or negative. What led up to the event? What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did the event have on you.
Having been an extremely shy teenager, one event that stands out in my mind was the night two of my roommates in college convinced me to walk to the music store with a guy we had only talked to online (once or twice). My roommates main concern was their need for doughnuts. The guy just didn't want to walk four blocks by himself. So, one of my roommates and I set off to meet some random stranger. My roommate had talked to the guy on the phone and they had decided to meet in front of our dorm. I remember seeing him and thinking "well, that's not what I expected". It was a quiet walk on a brisk March night. I was so nervous thinking "this guy is going to kill us!" My roommate, who was decidedly less shy, rambled on and on making stupid jokes and comments. At the end of the night, we got his music, my roommates' doughnuts and went back to campus. It was so far outside my comfort zone, I still can't believe that I did it. A few weeks later, one of my friends started dating the guy's friend. Soon, a large group of us started hanging out and going to dinner together. It was the first time that I really felt like part of a group. As time went on, the group dwendled down to a few people. After about a year, I realized that "random stranger" had become my best friend. Then, after denying it for about 6 months, we realized that we'd been dating for quite awhile.
4. Describe a vivid or important memory from any time in your adult years. Again, this can be positive or negative. It can be about anything – family, work, whatever. The scene stands out in your mind today as being especially vivid or important. Please describe what led up to the event. Then describe the scene in detail. What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact has the event had on you?
As previously mentioned, my mother and I did not get along. However, her death had a profound effect on my life. At the age of 50, she passed away in 1997. I was 21. Having dealt with her various illnesses over the years, her death still came as a surprise. She had had several strokes. She had high blood pressure, heart disease, kidney disease, mental illness issues...pretty much anything that could go wrong did. She had just started going to kidney dialysis and had gone into the hospital to have a permanent shunt put it. It was supposed to be a "routine procedure" and she should have been out of the hospital in a couple days. However, as normal with Mom, something went wrong. When they gave her a blood thinner to start dialysis, she started having internal bleeding...then she suffered another stroke. By this point, Mom was a pro at having strokes. Usually, she'd be in the hospital for a few weeks then come home and continue to improve. However, this time was different. She was in a coma and my dad, sister and I had to decide what to do. After trying the procedure for a second time, we decided to discontinue treatment. It was a difficult decision and her doctor didn't completely agree with us. My mother had just turned 50. The doctor really didn't want to give up. However, she had been dealing with illness for several years (as long as I could remember) and had no hope of leading a completely normal life.
That one decision completely changed the course of my family's lives.
5. In looking back on your life, you may be able to identify particular “turning points” – episodes through which you experienced an important change in your life. Please choose one key turning point scene and describe it in detail. If you feel your life story contains no clear turning points, then describe a particular episode in your life that comes closer than any other to qualifying for a turning point – a scene where you changed in some way. Again, please describe what led up to the event, what happened in the event, where and when it happened, who was involved, what you were thinking and feeling, and so on. Also, please tell me how you think you changed as a result of this event and why you consider this event to be an important scene in your life story today.
The decision to discontinue lifesaving efforts for my mother is definitely a "turning point" in my life. As previous described, my mother had been sick for a very long time. My family had dealt with her various illnesses as they came. It sounds horrible to say, but her death freed our entire family. My sister was able to raise her children without the constant trips to the doctor with mom. My father was able to slow down and stop working himself to death to cover medical bills and never get a step ahead. And I was able to breathe...without the fear of doing something wrong, being ridiculed or invoking her wrath. Since her death, our lives have gone on. My sister's children have grown into wonderful adults. My father, after a couple years of mourning, re-married a wonderful woman. And I now have a family of my own and my confidence has grown stronger.
Sunday, October 21, 2012
Double Entry Journal #9
Quote:
"Failing to distribute critical literacy skills equally to all children - regardless of their race, class, gender, and ethnicity - only reinforces and perpetuates the inequities in knowledge and power that marginalized groups already face." (Goodman, 2003).
Reflection:
I agree that critical literacy skills are vital for all children - regardless of race, class, gender and ethnicity. Failure to distribute education equally leads to further inequities in knowledge and power. If people cannot read and analyze what they read, they lack a fundamental skill everyone needs. They run the risk of letting others dictate what they learn and how they should think. I believe Thomas Jefferson said, "A democracy cannot be both ignorant and free." In today's society with the abundancy of information being thrown at children, it is important that they can properly decipher it.
The National Association for Media Literacy Education states that "Media Literacy Education develops informed, reflective and engaged participants essential for a democractic society." Their Core Principles defines the purpose of media literacy education as needing to "help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today's world."
"Failing to distribute critical literacy skills equally to all children - regardless of their race, class, gender, and ethnicity - only reinforces and perpetuates the inequities in knowledge and power that marginalized groups already face." (Goodman, 2003).
Reflection:
I agree that critical literacy skills are vital for all children - regardless of race, class, gender and ethnicity. Failure to distribute education equally leads to further inequities in knowledge and power. If people cannot read and analyze what they read, they lack a fundamental skill everyone needs. They run the risk of letting others dictate what they learn and how they should think. I believe Thomas Jefferson said, "A democracy cannot be both ignorant and free." In today's society with the abundancy of information being thrown at children, it is important that they can properly decipher it.
The National Association for Media Literacy Education states that "Media Literacy Education develops informed, reflective and engaged participants essential for a democractic society." Their Core Principles defines the purpose of media literacy education as needing to "help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today's world."
1. According to the author, what is the main reason school have ignored engaging student with critical media literacy.
The author cites both a disconnect between their school life and their experiences outside of school. Additionally, schools want students to learn what is set before them.
2. Define critical media literacy.
Critical media literacy is the ability to analyze, evaluate and produce differing forms of communications - print, aural, visual.
3. How can film making or digital story telling support the goals of critical media literacy?
Through creating their own digital stories, students learn to think critically about the information they are producing. They have to consider their own story and how to get it across to their audiences and how it will be perceived.
4. Why does teaching media literacy become more complicated as student become consumers of news?
In today's media culture, there is a fine line between news and entertainment. In order to get higher ratings, some news organizations lean more toward entertainment and lose sight of the message.
5. What is the difference between learning through the media and learning about the media?
Learning through the media is disseminating information through the media to teach. Learning about the media is learning to analyze such information and determine its value.
Sources:
Goodman, Steven, 2003. Teaching Youth Media: A Critical Guide to Literacy, Video Production & Social Change.
National Association for Media Literacy Education. Nov. 2007. Core Principles of Media Literacy Education in the United States.
Week 9 Activity #2
Overall this was an excellent digital story that met the seven elements for crafting an effective story.
Sunday, October 14, 2012
Double Entry Post #8
QUOTE:
"For example, students learned that it takes courage to share their stories publicly; they risk judgment from others. But once they develop confidence and commitment to the storytelling process, students can generate many new insights related to media production as a vehicle for engagement with culture identity work through producing short videos and by remixing and repurposing existing media content to tell new stories."
REFLECTION:
I agree that it requires courage to share stories publicly. Good stories often bring out strong emotions. The digital story, "Letter to My Mother" seems a good example of a story that took courage to tell. A highly personal story, the author had to worry about people's perception of him as related to the story. It is hard to put yourself "out there" for others to judge. However, I believe the images associated with the story made it have a greater impact than if it had been simply been told orally.
The following video talks about the seven elements of digital storytelling and reminds us that "stories are told to make a point, not just state facts."
Source:
Digital Storytelling (2009). Teachertube.com. Retrieved from http://www.youtube.com/watch?v=nI0KNz63ubM
"For example, students learned that it takes courage to share their stories publicly; they risk judgment from others. But once they develop confidence and commitment to the storytelling process, students can generate many new insights related to media production as a vehicle for engagement with culture identity work through producing short videos and by remixing and repurposing existing media content to tell new stories."
REFLECTION:
I agree that it requires courage to share stories publicly. Good stories often bring out strong emotions. The digital story, "Letter to My Mother" seems a good example of a story that took courage to tell. A highly personal story, the author had to worry about people's perception of him as related to the story. It is hard to put yourself "out there" for others to judge. However, I believe the images associated with the story made it have a greater impact than if it had been simply been told orally.
The following video talks about the seven elements of digital storytelling and reminds us that "stories are told to make a point, not just state facts."
Source:
Digital Storytelling (2009). Teachertube.com. Retrieved from http://www.youtube.com/watch?v=nI0KNz63ubM
Week 8 Activity
What do you like about the digital story?
This digital story is the confession of a 15 year old girl that has stolen online identities. Her theft acheived no financial gain. She used the identities to garner attention from guys that she didn't feel she could do using her own personal story and photos. I liked this story because it shows how easily one can get "sucked" into an online life.
What did you learn from the digital story?
From this digital story, I learned that it is important to be careful what and how you post things to the Internet. If you choose to post pictures of yourself or family, make sure that the security is set to only share photos with people you trust.
What surprised you about the digital story?
I was surprised about how honest the girl in the video was. Additionally, I was surprised that she was surprised when she was caught and how big of a part this was in her life.
How did the digital story provide an example of how digital story telling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?
The students "confession" helped her come out from under the burden of a hidden life. She also showed other people the importance of being careful of who you talk to on the Internet and what you post. No matter how well you think you may no someone, they may not be who they appear to be.
How can digital storytelling promote critical media literacy? Please refer to the reading for this week's Double Entry Journal to answer this question.
This digital story was the perfect example of "what you see isn't always what you get". Students need to be critical of everything they see online - even if they think they have found "the one".
This digital story is the confession of a 15 year old girl that has stolen online identities. Her theft acheived no financial gain. She used the identities to garner attention from guys that she didn't feel she could do using her own personal story and photos. I liked this story because it shows how easily one can get "sucked" into an online life.
What did you learn from the digital story?
From this digital story, I learned that it is important to be careful what and how you post things to the Internet. If you choose to post pictures of yourself or family, make sure that the security is set to only share photos with people you trust.
What surprised you about the digital story?
I was surprised about how honest the girl in the video was. Additionally, I was surprised that she was surprised when she was caught and how big of a part this was in her life.
How did the digital story provide an example of how digital story telling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?
The students "confession" helped her come out from under the burden of a hidden life. She also showed other people the importance of being careful of who you talk to on the Internet and what you post. No matter how well you think you may no someone, they may not be who they appear to be.
How can digital storytelling promote critical media literacy? Please refer to the reading for this week's Double Entry Journal to answer this question.
This digital story was the perfect example of "what you see isn't always what you get". Students need to be critical of everything they see online - even if they think they have found "the one".
Double Entry Journal #7
QUOTE:
"One of the biggest failures of contemporary journalism education has been in defining its mission as the cultivation of interest in the profession, focusing on developing young people's interests in careers in journalism. Journalism educators must begin to carve out a larger and more productive goal, one that reaches all our children: helping young people develop the citizenship skills to be effective, skillful and critical news readers and viewers."
REFLECTION:
When I was in high school, I was very involved in the Journalism program. My adviser did an excellent job in promoting skills beyond simple "interest in the profession". Under her leadership, our small county high school has produced award winning student newspapers and yearbooks for years. She taught us to be critical news readers and writers. Her classes have inspired countless students to go on to careers in not only journalism, but teachers, art, graphic design, media production, politics, and other related areas. I strive to be the type of teacher she is.
I found this article about The Goals of Journalism. I think they relate to media literacy...
"This encompasses myriad roles--helping define community, creating common language and common knowledge, identifying a community's goals, heroes and villains, and pushing people beyond complacency. This purpose also involves other requirements, such as being entertaining, serving as watchdog and offering voice to the voiceless."
"One of the biggest failures of contemporary journalism education has been in defining its mission as the cultivation of interest in the profession, focusing on developing young people's interests in careers in journalism. Journalism educators must begin to carve out a larger and more productive goal, one that reaches all our children: helping young people develop the citizenship skills to be effective, skillful and critical news readers and viewers."
REFLECTION:
When I was in high school, I was very involved in the Journalism program. My adviser did an excellent job in promoting skills beyond simple "interest in the profession". Under her leadership, our small county high school has produced award winning student newspapers and yearbooks for years. She taught us to be critical news readers and writers. Her classes have inspired countless students to go on to careers in not only journalism, but teachers, art, graphic design, media production, politics, and other related areas. I strive to be the type of teacher she is.
I found this article about The Goals of Journalism. I think they relate to media literacy...
"This encompasses myriad roles--helping define community, creating common language and common knowledge, identifying a community's goals, heroes and villains, and pushing people beyond complacency. This purpose also involves other requirements, such as being entertaining, serving as watchdog and offering voice to the voiceless."
Double Journal Entry #6
Why did the authors do this study?
The authors did this study to try to prove that media literacy is as important as other types of literacy - such as reading comprehension.
How did the authors do the study?
The authors studied a group of 11th grade students in an English media/communication class at Concord High. These students received media-literacy instruction. At a different school, a group of students with similar backgrounds were chosen and did not receive the media-literacy instruction.
What data/results emerged from the study?
Results suggested that media literacy instruction improves students' ability to identify main ideas in written, audio, and visual media. Additionally, the study showed that significant differences were found for writing quantity and quality. Text analysis skill improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages and the ability to identify omitted information from a news broadcast in written, audio or visual format.
What do the authors conclude from the data analysis?
The authors concluded that in most areas of the study, the group that received media literacy education outperformed the control group.
What is the significance of the study?
This study shows that media literacy is vitally important and can enhance other literacies.
How do these findings influence your position on media literacy and school curriculum?
I have always felt that media literacy is important and deserves a place in school curriculum. This study reinforces my beliefs.
Sunday, October 7, 2012
Week Six Activity
As I looked for lesson plans, I looked for something that I would find interesting to do. I came across a lesson plan for analyzing comic book characters. At first, I wondered if the lesson would fit the criteria of "media literacy". Then I read the lesson and learned how it dealt with stereotyping and gender representation. Having decided it was an appropriate lesson, I realized I didn't have a comic book -then true 21st Century learning and collaboration came into play. An online friend directed me to ComicBookRack for an eComic Reader and lent me a digital copy of a comic book.
Level: Grades 5 to 7
Author: Adapted with permission from Snakes and Snails, by the Toronto Board of Education.
Overview
In this lesson, students look at how male and female characters are depicted in comic books. Using a Comic Book Analysis sheet, students will record the attributes of male and female comic book characters. As a class, students will record common attributes on a master sheet and discuss what messages about men and women are reinforced. In groups, students will be asked to design and create a non-stereotypical comic book character.
Learning Outcomes
Students will:
For this assignment, I read The Amazing Spider-Man #625.
The assignment required an analysis sheet be completed that discussed the characters. I recreated the analysis sheet as a Google Doc. It can be viewed here. Since I was doing this project as an individual, I included both male and female characters in my analysis sheet.
Once I was done with my analysis of the comic. The lesson plan suggests that students draw or create their own non-stereotypical character. For this part of the assignment, I went to HeroMachine and created my own character.
My character is average build, plain looking and doesn't have long luxurious hair. She is wearing jeans and tennis shoes. I would have liked to put a bigger shirt on her, but the offerings were limited. HeroMachine is a fun online tool and I could have spent hours creating and coloring characters.
This lesson meets the Framework for 21st Century Learning in a variety of ways. The analysis of the comic book covers the core subject of Reading. Critical thinking and collaboration are covered in the analysis worksheet. Creativity and Media technology skills are incorporated into the character creation.
Author: Adapted with permission from Snakes and Snails, by the Toronto Board of Education.
Overview
In this lesson, students look at how male and female characters are depicted in comic books. Using a Comic Book Analysis sheet, students will record the attributes of male and female comic book characters. As a class, students will record common attributes on a master sheet and discuss what messages about men and women are reinforced. In groups, students will be asked to design and create a non-stereotypical comic book character.
Learning Outcomes
Students will:
- recognize that the media construct reality
- understand that the representations made by the media are not always accurate
- understand how their own gender perceptions are affected by the media
For this assignment, I read The Amazing Spider-Man #625.The assignment required an analysis sheet be completed that discussed the characters. I recreated the analysis sheet as a Google Doc. It can be viewed here. Since I was doing this project as an individual, I included both male and female characters in my analysis sheet.
Once I was done with my analysis of the comic. The lesson plan suggests that students draw or create their own non-stereotypical character. For this part of the assignment, I went to HeroMachine and created my own character.
My character is average build, plain looking and doesn't have long luxurious hair. She is wearing jeans and tennis shoes. I would have liked to put a bigger shirt on her, but the offerings were limited. HeroMachine is a fun online tool and I could have spent hours creating and coloring characters.This lesson meets the Framework for 21st Century Learning in a variety of ways. The analysis of the comic book covers the core subject of Reading. Critical thinking and collaboration are covered in the analysis worksheet. Creativity and Media technology skills are incorporated into the character creation.
Sunday, September 23, 2012
Double Entry Journal #5
Quote:
"Whether it is a visual of George W. Bush standing among the remains of the World Trade Center or a visual of John Kerry standing with his Navy comrades from the Vietnam era, there is a meaning conveyed in each case that goes beyond what words can describe in a short amount of time."
Reflection:
A picture is truly worth a thousand words. Iconic visual images, such as George W. Bush standing among the remains of the World Trade Center, speak volumes without saying a word. Pictures can bring people together as well as enrage them. However, there is often more to the story than what is shown. The article Detecting the Truth in Photos talks about how images can be altered to skew the whole story. The Associated Press releases over a million images a year. In order to preserve their credibility they are exploring new ways to authenicate photos using the latest technology.
1. How does visual imagery negatively influence the truth in political campaigns and foreign relations?
Visual imagery is used in politics to negatively influence campaigns and foreign relations. Rhetoric claims can be made via images because images are open to interpretation.
Visual imagery is used in politics to negatively influence campaigns and foreign relations. Rhetoric claims can be made via images because images are open to interpretation.
2. Can you think of a recent foreign relations incident that may have been related to visual imagery?
What immediately popped into my head was the images of the Amassador that was killed in the Middle East. There were pictures of his body being dragged. It was unclear whether or not he was alive in the pictures.
What immediately popped into my head was the images of the Amassador that was killed in the Middle East. There were pictures of his body being dragged. It was unclear whether or not he was alive in the pictures.
3. What does Ben Franklin by the phrase "Freedom of the press only applies if you have a press."
Anyone can have a message, but unless they have the means to get that message out it will not be heard.
Anyone can have a message, but unless they have the means to get that message out it will not be heard.
4. Do you think that the explosion of digital media is akin to giving everyone a press?
Digital media gives more people the opportunity to express their message.
Digital media gives more people the opportunity to express their message.
5. In your opinion, is the potential for more people to create their own media a positive or negative influence on our democratic society?
While the potential for more people to create their own media has both positive and negative influences on our society, I think the negative influence is felt more. It oversaturates the info stream with meaningless jargon and propaganda and flat out falsehoods. It's unregulated and allows for anyone, regardless of credentials, to post their ramblings.
While the potential for more people to create their own media has both positive and negative influences on our society, I think the negative influence is felt more. It oversaturates the info stream with meaningless jargon and propaganda and flat out falsehoods. It's unregulated and allows for anyone, regardless of credentials, to post their ramblings.
6. Is our increasingly visual cultural a good thing or bad thing?
From an entertainment standpoint, it's a good thing. It gives us additional options and distractions from the usual news. However, it can be a bad thing with the saturation of information and false information being given.
From an entertainment standpoint, it's a good thing. It gives us additional options and distractions from the usual news. However, it can be a bad thing with the saturation of information and false information being given.
7. What can save us from the tyranny of a visual culture?
In order to be saved from the "tyranny of a visual culture", people must be educated to interpret the messages they are receiving and be able to decipher fact from fiction.
In order to be saved from the "tyranny of a visual culture", people must be educated to interpret the messages they are receiving and be able to decipher fact from fiction.
Week 5, Activity 1
1. What is the product or service being sold? Can you easily figure out what the product is?
This is commercial is for Dreamlites - a Pillow Pet with a nightlight. The product name is continually repeated throughout the commercial.
2. What is the general mood or feeling of the commercial? Since we know the product or service being sold, what methods are the advertisers using to make us interested? How do they portray the product or service in a positive light.
The advertisers appeal to family. The product portrays a solution to children's nighttime fears to parents and a fun product that is a must have for children.
3. How does the soundtrack play a role in your interpretation of the commercial? Is the music cheery, dreary, suspenseful, whimsical, fun, or exciting? Does the music affect our perception of the mood? Is there a voice-over of someone telling us something? What is the voice over trying to tell us? Does the person speaking coincide with the overall mood of the commercial? Would our perception of the voice change if the voice was of a different gender or race?
The soundtrack is cheery and whimsical. It repeats the products name. Dreamlites are "magical" and "make bedtime fun". The voiceover assures you that Dreamlite will alleviate your child's fear of the dark...because "no parent wants their child to be afraid of the dark." The voice is cheery and inviting. The voiceover is voiced by a female. It appeals to mothers and children.
4. How do the actors playing the characters affect your interpretation of the commercial?Would your interpretation change if the characters were of a different race or gender? What if the characters dressed differently or spoke differently? How would that change your perception of the character?
The commercial portrays a "typical" white American middle class family. The children are in nice rooms and dressed in pajamas. The ages of the children are appropriate. The target audience wouldn't connect as well with older children because they wouldn't need nitelights.
5. How does the commercial try to get your attention? Does it use flashy graphics with fast music? Does it alter the way we see the world, either through the use of special effects or through the story line?
To grab the viewers attention, the commercial uses flashy graphics, such as the "Dreamlite" brand name. Additionally, it has special effects showing how the stars light up the ceiling. These effects go along well with the story line.
6. Who is this commercial aimed towards? Is it you or someone like you? How do you know? Why do you think the advertiser created this commercial the way they did? Would it have been as effective if it was just black and white text on the screen? Why or why not?
This commercial is aimed towards both kids and parents. I picked this commercial because my daughter was begging for this product after seeing the commercial. The commercial is flashy and cheery. It calls to kids so are afraid of the dark and like stuffed animals.
This is commercial is for Dreamlites - a Pillow Pet with a nightlight. The product name is continually repeated throughout the commercial.
2. What is the general mood or feeling of the commercial? Since we know the product or service being sold, what methods are the advertisers using to make us interested? How do they portray the product or service in a positive light.
The advertisers appeal to family. The product portrays a solution to children's nighttime fears to parents and a fun product that is a must have for children.
3. How does the soundtrack play a role in your interpretation of the commercial? Is the music cheery, dreary, suspenseful, whimsical, fun, or exciting? Does the music affect our perception of the mood? Is there a voice-over of someone telling us something? What is the voice over trying to tell us? Does the person speaking coincide with the overall mood of the commercial? Would our perception of the voice change if the voice was of a different gender or race?
The soundtrack is cheery and whimsical. It repeats the products name. Dreamlites are "magical" and "make bedtime fun". The voiceover assures you that Dreamlite will alleviate your child's fear of the dark...because "no parent wants their child to be afraid of the dark." The voice is cheery and inviting. The voiceover is voiced by a female. It appeals to mothers and children.
4. How do the actors playing the characters affect your interpretation of the commercial?Would your interpretation change if the characters were of a different race or gender? What if the characters dressed differently or spoke differently? How would that change your perception of the character?
The commercial portrays a "typical" white American middle class family. The children are in nice rooms and dressed in pajamas. The ages of the children are appropriate. The target audience wouldn't connect as well with older children because they wouldn't need nitelights.
5. How does the commercial try to get your attention? Does it use flashy graphics with fast music? Does it alter the way we see the world, either through the use of special effects or through the story line?
To grab the viewers attention, the commercial uses flashy graphics, such as the "Dreamlite" brand name. Additionally, it has special effects showing how the stars light up the ceiling. These effects go along well with the story line.
6. Who is this commercial aimed towards? Is it you or someone like you? How do you know? Why do you think the advertiser created this commercial the way they did? Would it have been as effective if it was just black and white text on the screen? Why or why not?
This commercial is aimed towards both kids and parents. I picked this commercial because my daughter was begging for this product after seeing the commercial. The commercial is flashy and cheery. It calls to kids so are afraid of the dark and like stuffed animals.
Friday, September 14, 2012
Week 4, Activity 4
This will be posted as soon as I find the laptop with powerpoint on it :) I believe it is in Tae's room.
Week 4, Activity 3
1. What are the differences between the two covers? What techniques are used to attract your attention? Pay attention to body language, clothing, camera angle, lighting, color, eye contact ect. How do the difference influence what you think and feel about the person.
The first picture is focusing more on sex appeal. Attention is drawn to Arnold's muscles. His clothing, pose and perceived attitude point toward his appeal as a sex symbol and "bad boy". Even the dominant colors of red, yellow bring excitement to the cover.
In the second picture, they are trying to portray Arnold as a politician. They are not showing off his physique. He looks like an intelligent, professional. The overall colors of blue, black lean toward a more professional feel.
Of the two pictures, I am drawn more toward the person in the suit. He looks political. Of course, that's just me. If I were interested in muscles or bad boys, the first picture may appeal to me more.
The first picture is focusing more on sex appeal. Attention is drawn to Arnold's muscles. His clothing, pose and perceived attitude point toward his appeal as a sex symbol and "bad boy". Even the dominant colors of red, yellow bring excitement to the cover.
In the second picture, they are trying to portray Arnold as a politician. They are not showing off his physique. He looks like an intelligent, professional. The overall colors of blue, black lean toward a more professional feel.
Of the two pictures, I am drawn more toward the person in the suit. He looks political. Of course, that's just me. If I were interested in muscles or bad boys, the first picture may appeal to me more.
2. What do you find appealing or not appealing about the cover of the magazine?
I find the second cover more appealing. Arnold looks happy and professional. He's not a man that I find particularly sexy. So, the first cover does nothing for me. The Esquire cover strives to put him in a favorable light. He is smiling and friendly looking. He's pointing "at me" which makes me feel like he is personally connected and has something to say to me.
3. What elements in the design make it appealing or not appealing?
In the second cover, the colors are professional. The cover is not too busy and is easily read. The first cover is busier and more colorful. The overall feel of the first cover is less appealing to me.
4. What elements are included on the cover to sell this magazine? Consider title, imagery, sensationalized headlines, exclusive articles, secrets, gossip, free gifts, and celebrity news.
4. What elements are included on the cover to sell this magazine? Consider title, imagery, sensationalized headlines, exclusive articles, secrets, gossip, free gifts, and celebrity news.
In the first cover, they use sensationalized headlines and secrets to appeal to the reader. "20 Inch Arms In 3 Big Moves" and "Get Lean in Less Time!" If I read this magazine, I'll know the secrets of getting fit and looking like Arnold in "3 Big Moves" and "In Less Time!"
The second cover offers "Exclusive" interviews that the reader won't get anywhere else.
I believe this magazine is marketed for men. They've included a scantly clad woman for that demographic.
5. Describe the type of content in one issue.
The content in the first magazine appears to be geared toward people interested in fitness and muscle building. It seems to be marketed to people who want quick results.
6. What products or services are advertised in the issue?
In the first magazine, I can imagine there would be lots of advertising for fitness related stores and items: GNC, protein shakes, exercise equipment, athletic wear, etc.
7. What lifestyle, values and messages are being promoted by the contents in the issue?
The first magazine seems to be geared toward people in the bodybuilding lifestyle. Health and fitness don't seem to be stressed as much as looks and getting "big". The cover seems to promote looks and physical features as extremely important.
8.Describe the demographics for what you think may be the magazine’s intended target readership. Consider age, sex, interests and socioeconomic status.
Magazine 1 would be geared toward the 30s and 40s age range men interested in bodybuilding and looking good. I think these would be middle-class men (probably single) with money to spend on this type of activity.
9. What features of the magazine indicate to you that this is the intended readership?
The pictures, names of articles included in the magazine lead me to believe that the intended readership is described as above.
10. What personalities or celebrities are used to promote this magazine?
Many bodybuilders look up to Arnold Schwarchennegger. He made bodybuilding what it is in America today.
Many bodybuilders look up to Arnold Schwarchennegger. He made bodybuilding what it is in America today.
11. Are these personalities or celebrities promoting or challenging stereotypical messages? How?
In this cover, he is definitely promoting the stereotypical messages that are associated wth bodybuilding and how people should focus of outer beauty.
In this cover, he is definitely promoting the stereotypical messages that are associated wth bodybuilding and how people should focus of outer beauty.
Week 4, Activity 2
Media language: Bold colors and fonts attract the target audience. Red, yellow and orange are fiery and attention getting. They represent excitement. Prominent image of easily recognizable celebrity portrayed to draw the attention of audience. "Get Lean" & "20 Inch Arms" appeals to men wanting to sculpt muscle. Subheading "in less time" & "in 3 big moves" hint at quick results.Institution: Magazine front cover
Genre: Men's Weightlighting, Muscle building, health and fitness
Representation: Represents a strong, fit, healthy and fit males. The celebrity is known as a tough guy and is represented as "cool" with his sunglasses and bulging muscles.
Audience: The audience for this magazine would be 20-30 year old males interested in weightlifting, body sculpting and fitness. The magazine is targeted to men who have time to time to work on their bodies and desire to look good. Men would purchase this magazine to find out how they could build muscle like the celebrity. Women are not represented or targeted.
Ideologies and Values: This magazine represents values such as, living healthy, exercising, building muscle and looking good. Buy this magazine and you can be "hot" like Arnold :)
Narrative: This front cover tells the story of how men can look good, be healthy and get huge muscles in a short time.
Media language: Blue and magenta are colors that represent royalty and being in charge. The celebrity is pointing directly at "you" the buyer. His pose draws you in to read the headline - "Arnold: The Next Governer of California. Really." Additionally, the lady on the cover draws the interest of men with her bare-bellied pose.Institution: Front magazine cover
Genre: Business men, men interested in politics, powerful men
Representation: Arnold's pose and clothing represent a man in a position of power. With his finger pointing at the reader, you could feel like he is talking directly to you.
Audience: Middle-age men with interests in business, politics and women
Ideologies and Values: This magazine represents values such as power and politics. There is a nice looking woman on the cover too - therefore, it points to looks being important. Arnold is smiling and appears friendly.
Narrative: This magazine cover tells the story of a man who was recently put into a position of power. He represents good-looking, American immigrants who have risen to a position of power.
Sunday, September 9, 2012
Double Entry Journal #3
Quote:
"The time has arrived to broaden the canons of traditional education and the curriculum to include the expanding technologies of television, film, video, and computers."
Reaction:
As media and technology have taken a huge place in everyday life, traditional education must expand to include these new literacies. While technologies have expanded quickly, they have been slow to be embraced in traditional education. Today, more teachers are learning to embrace new literacies and incorporate them into curriculum. In order to properly incorporate these new literacies, teachers must be properly trained in not only the technology aspect, but additionally in being critical of the information presented.
1. What is meant by the term "new literacies" and give me a concrete example of how it should change teachers' understanding of what it means to literate in the digital age.
New literacies refers to those literacies that have emerged in the post-typographic era. The term encompasses computer, information, media, television, and visual literacies.
2.In your own words explain what this quote means:
"In the current historical juncture of democratic decline in the United States, ideals and images have become detached from their anchorage in stable and agreed-upon meaning and associations and are now beginning to assume a reality of their own. The self-referential world of the media is one that splinters, obliterates, peripheralizes, partitions and segments social space, time, knowledge, and subjectivity in order to unify, encompass, entrap, totalize and homogenize them through the meta-form of entertainment. What needs to be addressed is the way in which capitalism is able to secure this cultural and ideological totalization and homogenization through its ability to insinuate itself into social practices and private perceptions through various forms of media knowledges. (p. 196)"
The rise of technologies and social media have led to difficulty in coming up with a unified definition of commercialism and advertising. People often do not research beyond what is presented to them.
3. What does the lack of critical media literacy in schools create?
According to the article, lack of critical literacy in schools creates passive citizens.
4. Why is it preposterous to claim an absolute definition of " literacy"?
The definition of literacy changes depending on who is defining it.
5. Why does this author advocate for a more critical approach to visual literacy? Do you agree? Why or why not?
"The time has arrived to broaden the canons of traditional education and the curriculum to include the expanding technologies of television, film, video, and computers."
Reaction:
As media and technology have taken a huge place in everyday life, traditional education must expand to include these new literacies. While technologies have expanded quickly, they have been slow to be embraced in traditional education. Today, more teachers are learning to embrace new literacies and incorporate them into curriculum. In order to properly incorporate these new literacies, teachers must be properly trained in not only the technology aspect, but additionally in being critical of the information presented.
1. What is meant by the term "new literacies" and give me a concrete example of how it should change teachers' understanding of what it means to literate in the digital age.
New literacies refers to those literacies that have emerged in the post-typographic era. The term encompasses computer, information, media, television, and visual literacies.
2.In your own words explain what this quote means:
"In the current historical juncture of democratic decline in the United States, ideals and images have become detached from their anchorage in stable and agreed-upon meaning and associations and are now beginning to assume a reality of their own. The self-referential world of the media is one that splinters, obliterates, peripheralizes, partitions and segments social space, time, knowledge, and subjectivity in order to unify, encompass, entrap, totalize and homogenize them through the meta-form of entertainment. What needs to be addressed is the way in which capitalism is able to secure this cultural and ideological totalization and homogenization through its ability to insinuate itself into social practices and private perceptions through various forms of media knowledges. (p. 196)"
The rise of technologies and social media have led to difficulty in coming up with a unified definition of commercialism and advertising. People often do not research beyond what is presented to them.
3. What does the lack of critical media literacy in schools create?
According to the article, lack of critical literacy in schools creates passive citizens.
4. Why is it preposterous to claim an absolute definition of " literacy"?
The definition of literacy changes depending on who is defining it.
5. Why does this author advocate for a more critical approach to visual literacy? Do you agree? Why or why not?
Week 3, Activity 3
1. Whose message is this? Who created or paid for it? Why?
Healthy Choice Cafe Steamers created and paid for this ad as part of a marketing campaign.
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
This ad is targeted at middle-aged, upper-middle class socioeconomic status women in White Suburbia. The couple appears to be professionals. They appear to live in a nice home and dress fashionably.
3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
Healthy Choice Cafe Steamers, an honest to goodness meal, healthy, fresh, crisp
4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
There seemed to go several messages...you don't want to be like your mother, it's ok to ignore your wife when she's rambling.
5. What kind of lifestyle is presented? How?
The couple seems to live an upper-middle class lifestyle - nice home, clean kitchen, well dressed.
6. What values are expressed?
The commercial's values appear to be the importance of appearance and not being like your parents.
7. What tools of persuasion are used? See "The language of persuasion"
This ad uses humor, testimonals and plain folks as tools of persuasion.
8. What positive messages are presented? What negative messages are presented?
Positive messages in this message include, eating healthy, affordable, quick and easy meals.
Negative messages in this message include, mother/daughter relationship, ignoring a spouse, using medical procedures to look younger.
9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
This message empowers young middle-class people and disempowers older women.
10. What part of the story is not being told? How and where could you get more information about the untold stories?
The actual story of the food is not being told...like nutritional values, price. You could find this information by reading the products website.
My interpretation didn't go into the depth that the sample did. I didn't have the background information on the parent company. Had I done more research, I would have probably found this additional information.
Healthy Choice Cafe Steamers created and paid for this ad as part of a marketing campaign.
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
This ad is targeted at middle-aged, upper-middle class socioeconomic status women in White Suburbia. The couple appears to be professionals. They appear to live in a nice home and dress fashionably.
3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
Healthy Choice Cafe Steamers, an honest to goodness meal, healthy, fresh, crisp
4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
There seemed to go several messages...you don't want to be like your mother, it's ok to ignore your wife when she's rambling.
5. What kind of lifestyle is presented? How?
The couple seems to live an upper-middle class lifestyle - nice home, clean kitchen, well dressed.
6. What values are expressed?
The commercial's values appear to be the importance of appearance and not being like your parents.
7. What tools of persuasion are used? See "The language of persuasion"
This ad uses humor, testimonals and plain folks as tools of persuasion.
8. What positive messages are presented? What negative messages are presented?
Positive messages in this message include, eating healthy, affordable, quick and easy meals.
Negative messages in this message include, mother/daughter relationship, ignoring a spouse, using medical procedures to look younger.
9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
This message empowers young middle-class people and disempowers older women.
10. What part of the story is not being told? How and where could you get more information about the untold stories?
The actual story of the food is not being told...like nutritional values, price. You could find this information by reading the products website.
My interpretation didn't go into the depth that the sample did. I didn't have the background information on the parent company. Had I done more research, I would have probably found this additional information.
Week 3, Activity 1 & 2
CenturyLink
The CenturyLink commerical engages viewers by connecting people through common family values and aspirations. The deconstruction is accurate. The goal is to show customers that Qwest is now part of the CenturyLink "family. The deconstruction points out that while the ad connects with family's, it paints a rosie picture - not mentioning jobs lost through the merger or lack of customer service. The commerical doesn't seem to marginalize any one race, nationality, etc.
Alltel
Alltel's ad is full of sterotypical views of perceived ethnic behaviors. Additionally, it plays of the fear that if you don't go with Alltel's "affordablel" family plan, you will be putting your family at risk by inviting strangers into your home.
The CenturyLink commerical engages viewers by connecting people through common family values and aspirations. The deconstruction is accurate. The goal is to show customers that Qwest is now part of the CenturyLink "family. The deconstruction points out that while the ad connects with family's, it paints a rosie picture - not mentioning jobs lost through the merger or lack of customer service. The commerical doesn't seem to marginalize any one race, nationality, etc.
Alltel
Alltel's ad is full of sterotypical views of perceived ethnic behaviors. Additionally, it plays of the fear that if you don't go with Alltel's "affordablel" family plan, you will be putting your family at risk by inviting strangers into your home.
Sunday, September 2, 2012
Double Entry Journal Post #2
Quote:
"News and its images are always selected truth."
Reaction:
This statement holds so much truth. As I have gotten older, I have learn to be more critical of what I see and read. When I graduated from high school, I attended Marshall University as a journalism major. At that time, the importance of being an unbiased reporter was "preached" and reinforced with every assignment. However, as I watch TV and read article online today, it appears the many organizations use imagery to manipulate stories to align more with their beliefs. While FoxNews claims to be "Fair and Balanced", a critical look at their website, articles and television shows reveal an obviously left leaning organization.
The following infographic was posted at 4thestate and focuses on media bias in the current election.
"News and its images are always selected truth."
Reaction:
This statement holds so much truth. As I have gotten older, I have learn to be more critical of what I see and read. When I graduated from high school, I attended Marshall University as a journalism major. At that time, the importance of being an unbiased reporter was "preached" and reinforced with every assignment. However, as I watch TV and read article online today, it appears the many organizations use imagery to manipulate stories to align more with their beliefs. While FoxNews claims to be "Fair and Balanced", a critical look at their website, articles and television shows reveal an obviously left leaning organization.
The following infographic was posted at 4thestate and focuses on media bias in the current election.
1.What is semiotics?
Semiotics is the study of how the reading of signs and symbols together communicate complicated ideas in the
form of codes.
form of codes.
2. How can teachers capitalize on students preferred literacy behaviors?
Students prefer to skim and quickly read over text. According to the article, we need to teach students quick ways to assess authority and credibility. They can do this by typing the author's name into a search engine and checking his background and possible biases.
3. According to this article why is it important for students to learn to analyze the news media?
It is important for student to be able to reason intelligently about societal issues. Students must learn to reach meaningful conclusions from the information they are presented with.
4. Copy and Paste a West Virginia CSO that a photo analysis activity might address.
RLA.O.JN.1.8: classify the elements of photo composition (dominance, texture, angle of view, contrast, rule of thirds, leading lines, framing devices), and explain the storytelling ability of a photograph.
Sources:
Atlock, D. (2003). Seven power lens on 21st century literacy. Retrieved from http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf
(n.d.). Retrieved from http://www.4thestate.net/liberal-media-bias/
Week 2, Activity 3
Objects in the photo: President Obama, there is something over his shoulder but I can't tell if it is books or what.
Activity: There is no real activity here because the President staring with a look of concern.
Inference: This photo strikes me as the President has a look of concern. His wrinkled forehead shows that he is worried about something. You can notice the gray in his hair and he looks strikingly older than he usually looks when giving an upbeat speech.
This photo raises questions in my mind, such as: "What is the President so concerned about?" and "What has happened?"
Depending on where the photo was published, you could find out more information from the article that accompanied the picture.
People in the photo: President Obama, Company officials, one guy appears to be Navy or US Coast GuardObjects in the photo: People, Boat, bottle of water, concrete barricade
Activity: President walking and talking with men.
Inference: This photo shows that the President is in charge and surrounded by people needed to make necessary decisions. The President walks slightly ahead and at the center of the people showing that he is definitely in charge. The men appear happy and confident.
This photo raises questions in my mind, such as: "Where are they?", "What are they discussing?", "Who is the gentleman in the blue uniform and what is he telling the President?"
Depending on where the photo was published, you could find out more ifnormation from the article that accompanied the picture. Additionally, you could find out information about the men included in the photo.
Ob
Week 2, Activity 2
Politic campaigns use a variety of tactics to create negative ads. Smear tactics date back centuries and can be seen in American politics as far back as Abraham Lincoln and Thomas Jefferson's campaign. However, the theme of such attacks has remained the same over the ages. As Mr. Kubey states in th video, "it's easy to scare people about the here and now." In Lincoln's time, racism was displayed as he was compared to a monkey. Jefferson' wife was called a whore. Today, people spread fear about terrorism and financial insecurity. Fear, racism and greed are often themes used to smear candidates during political campaigns.
Part Two:
The Romney ads use the tactics of fear and greed to promote racism. The ad shows a elderly white male and tells him how his Medicare money is going to fund a new government program. The ad alludes to the government taking the hard earned money of elderly white citizens and funneling it into a program for the underinsured. The group of underinsured is more than halfway compromised of blacks, Hispanics, and Asian-Americans.
While watching political ads from the Obama campaign, this particular ad caught my attention. What I noticed most was that it seems to show all races and creeds.
Part Two:
The Romney ads use the tactics of fear and greed to promote racism. The ad shows a elderly white male and tells him how his Medicare money is going to fund a new government program. The ad alludes to the government taking the hard earned money of elderly white citizens and funneling it into a program for the underinsured. The group of underinsured is more than halfway compromised of blacks, Hispanics, and Asian-Americans.
While watching political ads from the Obama campaign, this particular ad caught my attention. What I noticed most was that it seems to show all races and creeds.
Sunday, August 26, 2012
Double Entry Journal #1
Quote:
"Critical literacy gives individuals power over their culture and thus enables people to create their own meanings and identities and to shape and transform the material and social conditions of their culture and society."
"Critical literacy gives individuals power over their culture and thus enables people to create their own meanings and identities and to shape and transform the material and social conditions of their culture and society."
Reaction:
With the overwhelming presence of media in our lives, critical literacy is vital to understanding how media shapes our society. Students need to be encouraged to be independently critical when dealing with media. Media must be interpreted within humanistic, social, historical, political and economic contexts. At no time is this more evident, than it is during this election season. It is important to analyze media within the context of where the information is presented and who is presenting it.
In the following YouTube video, Robert Kubey discusses News, Politics and Media Literacy. This video touches of media tactics used throughout history by politicians and news organizations.
Source:
Kellner, D., & Share, J. (2005). Toward critical media literacy: Core concepts, debates, organizations, and policy. Retrieved from http://pages.gseis.ucla.edu/faculty/kellner/essays/2005_Kellner-Share_TowardsCriticalMediaLiteracy.pdf
In the following YouTube video, Robert Kubey discusses News, Politics and Media Literacy. This video touches of media tactics used throughout history by politicians and news organizations.
Source:
Kellner, D., & Share, J. (2005). Toward critical media literacy: Core concepts, debates, organizations, and policy. Retrieved from http://pages.gseis.ucla.edu/faculty/kellner/essays/2005_Kellner-Share_TowardsCriticalMediaLiteracy.pdf
Friday, August 24, 2012
Introduction
Hi! I'm Anita Lambert (back again!). I'm from Sutton, WV. Currently, I am employed as the financial secretary for Braxton County High and Middle Schools. I have really enjoyed all the classes I've taken to Denise Lindstrom and look forward to this one. I hope to learn more valuable information to someday use in a classroom.
My Animoto Video!
My Animoto Video!
Wednesday, July 25, 2012
Weekly Reading #9
Weekly Reading #9
1. How do educators in youth media programs differ from the orientation of classroom teachers in terms of preparing students for using digital media for work related purposes?
Educators in the "traditional" classroom sense are geared more toward general and remedial education. They use technology as a tool for research. Educators in youth media programs structure their focus on a broader range of excercises. They recognize that media programs provide opportunity for social learning and has immediate feedback from peers.
2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?
Educators in the "traditional" classroom sense are geared more toward general and remedial education. They use technology as a tool for research. Educators in youth media programs structure their focus on a broader range of excercises. They recognize that media programs provide opportunity for social learning and has immediate feedback from peers.
2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?
Lower income youth are marginalized from using digital media. They may lack access at home. This puts them at a disadvantage to students who have the opportunity to expand upon their media engagement at home. However, these lower income youthes can benefit them in other ways. They learn to adapt. They do not take technology for granted.
3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers?
3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers?
I feel as though I began using chat room at the invent of the Internet. Ok, perhaps not that long, but I have been using chat rooms since 1994. The level of commitment and collaboration as described in Box 7.4 does not come as a surprise to me. My husband (who I met online...although we were the same college) is an avid gamer. I have watched as he and his friends have strategized to defeat many "Bosses" or capture enemy territory. Although I complain about the time spent in these battles, I do have a respect for the commitent and collaboration it takes.
4. How do school need to change to become learning environments that cultivate the same kind of enthusiasm and commitment from young people like NeoPets did for Eddie? How can digital media play a role in the creation of these kinds of environments?
Digital media is a great place to creative learning environments. Students can immerse themselves into activities that they understand and enjoy. Through online collaboration, schools could change to become learning environments that cultivate enthusiasm and commitment. Students flock to what they are interested in. When interested, they often "forget" that they are learning. Digital media offers various outlets to capture student interest.
Digital media is a great place to creative learning environments. Students can immerse themselves into activities that they understand and enjoy. Through online collaboration, schools could change to become learning environments that cultivate enthusiasm and commitment. Students flock to what they are interested in. When interested, they often "forget" that they are learning. Digital media offers various outlets to capture student interest.
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