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.

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."

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

Of the several videos I watched, "Let's Call Her Michelle" was my favorite. Well, I don't know if favorite is the correct word; however, it is the one stuck with me the most.  The digital story is told from the viewpoint of a veteran nurse. Although she has cared for many patients over her 30 year career, the name of the patient she remembers she can't reveal due to privacy laws. She states, "Let's just call her Michelle." The video tells the emotional story of a young nurse who tasked with caring for a premature baby. Born at just over 4 lbs, "Michelle" was strong and the nurse was able to hold her. In a little over 2 months, she was healthy enough to be released from the hospital. When "Michelle" was 6 months old, she was killed by her father. The narrators voice is strong and captures your attention. However, I do not know how she made it through the story without crying. The soundtrack was a somber song and played sparingly. The story was the perfect length. It wasn't bogged down with useless facts or unnecessary information. The images stayed on the screen just the right amount of time and transititioned well with the story.

Overall this was an excellent digital story that met the seven elements for crafting an effective story.

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

Week 8 Activity

The Girl Behind the Screen

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".

Public Service Announcement

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."

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.

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.

Comic Book Characters Lesson

 

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:

• 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.