Wednesday, December 14, 2011
Tuesday, December 6, 2011
Annotated Bibliography
Annotated Bibliography
Abilock, D. (2003). A seven power lens on 21st century literacy. http: / /www. noodletool s. com/debbi e / l i t e r a c i e s / newsmedi a /polphoto.pdf
There are seven different lenses or tools that are used to critique media literacy. It is important for students to be able to use the lenses to analyze and apply their skills in media literacy. Students should look at the whole picture to assist them in analyzing. Examining nonverbal gestures, facial expressions, and who is in the picture are just some of the tools that can help to tell a lot about a picture.
Hobbs, R. (1996). Teaching media literacy: Yo! are you hip to this?. Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip
This article was on the Center for Media Literacy webpage and talks about a teacher who incorporated media literacy into her classroom. She is showing different commercials and asking students questions about the commercials based on target audiences, what is being sold, and how they interpret the commercials. The article goes on to discuss how many other educators are integrating media literacy into their curriculum and see it as a useful tool that will help beuild relevance and link the classroom to the world.
Kellner, D., & Share, J. (2005). Toward critical media literacy: core concepts, debates, organizations, and policy. Discourse: studies in the cultural politics of education, 26(3), 369-386.
This article discusses models of media literacy, core concepts, and national media organizations in the United States. Media literacy is used to help people evaluate and examine different forms of media, from the standard print form (books, newspapers, and magazines) or technological media (television, movies, and Internet). The Center for Media Literacy identified five core concepts that are easily accessible to teachers and students. The concepts are: Core Concept 1. Principle of Non-Transparency: All media messages are ‘‘constructed’’; Core Concept 2. Codes and Conventions: Media messages are constructed using a creative language with its own rules: Core Concept 3. Audience Decoding: Different people experience the same media message differently; Core Concept 4. Content and Message: Media have embedded values and points of view; Core Concept 5. Motivation: Media are organized to gain profit and/or power. There are many small literacy organizations in the United States, but there are two major ones. The Alliance for a Media Literate America attempts to unite media literacy organizations, while the Action Coalition for Media Education is against any type of corporate media.
This article discussed Pennsylvania’s teachers adjusting their curriculum to incorporate standardized test preparation into their lessons. Students in grades from eight to eleven had to score well in the Pennsylvania System of School Assessment standardized tests in order to see if they have made their “adequate yearly progress”. One of the teachers decided to improve on her students’ learning by teaching critical thinking skills by studying media literacy.
Friday, November 18, 2011
DEJ 13
Question 1: Should media education have an explicit political and ideological agenda?
I would also use the article ,Learn Critical Thinking through Media Literacy to justify students needing to be able to think critically. "It is beneficial to all participating: students develop critical thinking skills and learn about media literacy; students use their critical thinking skills to score higher on standardized tests." Sometimes I feel that students are so used to having the answers handed to them that when it comes time to think critically or on there own they do not know how. I feel that teaching media literacy would help students in every grade.
The last reference source that I would use to justify my answer is, Measuring the Acquisition of Media Literacy Skills. In this article, researchers conducted a study to answer one central question , "How does media-literacy instruction, integrated within a yearlong course in high school English languagearts, affect the development of students’ message comprehension, writing, and critical-thinking skills? Their result were data that emerged from the study suggested the improvement that media literacy instruction had on the students' ability to identify main ideas in written, audio, and visual media. So, I feel that it is something that has been researched and is ready to be taught in the classroom.
References:
Atlock, D. "Seven Power Lens on 21st Century Literacy ." Multimedia Schools. (2003): n. page. Web. 18 Nov. 2011. http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf.
Hobbs, R. (1998). The seven great debates in the media literacy movement. Journal of Communication. 48 (1) p.16
Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/
I do not think that media education should have an explicit political and ideologiical agenda. The article discussed that often times when media educators come together to collaborate that it leads to tension among the group. It seems that media education should be based on diversity and for those studying media literacy to develop their own ideas first and not be "spoiled" by others agendas.
Question 2: Based on your reading to date in this course, would you teach critical media literacy in the classroom? Why or why not? You must reference three prior course readings to justify your answer to this questions.
I would also use the article ,Learn Critical Thinking through Media Literacy to justify students needing to be able to think critically. "It is beneficial to all participating: students develop critical thinking skills and learn about media literacy; students use their critical thinking skills to score higher on standardized tests." Sometimes I feel that students are so used to having the answers handed to them that when it comes time to think critically or on there own they do not know how. I feel that teaching media literacy would help students in every grade.
The last reference source that I would use to justify my answer is, Measuring the Acquisition of Media Literacy Skills. In this article, researchers conducted a study to answer one central question , "How does media-literacy instruction, integrated within a yearlong course in high school English languagearts, affect the development of students’ message comprehension, writing, and critical-thinking skills? Their result were data that emerged from the study suggested the improvement that media literacy instruction had on the students' ability to identify main ideas in written, audio, and visual media. So, I feel that it is something that has been researched and is ready to be taught in the classroom.
References:
Atlock, D. "Seven Power Lens on 21st Century Literacy ." Multimedia Schools. (2003): n. page. Web. 18 Nov. 2011. http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf.
Hobbs, R. (1998). The seven great debates in the media literacy movement. Journal of Communication. 48 (1) p.16
Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/
Week 12. Video.
I finally got my video up and running. I had to publish it first. I wish I could have used the photostory software because I wanted to narrarate the story with music in the background, but I could not get photostory to work on my computer. I used Windows Movie Maker for my project.
Monday, November 14, 2011
Video. Week 12
I am having trouble loading my video. I keep getting this message that pops up. Sorry, there was an error uploading your video. Please contact support and include the following information:
Blog Id:8470227270607551116Video Id:c6b34c53cf8696d3. Any suggestions?
Norma's Story- I uploaded my story onto google docs. I hope this works.
Blog Id:8470227270607551116Video Id:c6b34c53cf8696d3. Any suggestions?
Norma's Story- I uploaded my story onto google docs. I hope this works.
Friday, November 4, 2011
Week Eleven: DEJ
" Teachers need to be able to justify the inclusion of digital tools for teaching both print and digital literacies in their classrooms."
I thought that this was an excellent point that the author made in the article. Even if everyone thinks that something, such as the inclusion of digital tools in the classroom is a great idea, that great idea still needs to be justified. Although it may be something that is fun and the kids would enjoy, does not necessarily mean that they will learn anything from it. I do think that children would benefit greatly from the inclusion of digital tools. Let's face it, we are living in a technological age and the need for students to learn about digital tools is very important. Whatever opportunities we can give them to increase their knowledge is extremely beneficial.
Additional Resource: I thought the two comics above would go with what we read. It's funny how kids know more about computers or other technology based items than something as simple as what a noun is or how to write in cursive. Teachers are not really teaching or enforcing students to write in cursive anymore. I remember learning to write in cursive in second grade. I thought it was so awesome, but the sixth graders I had last year could barely write their names in cursive. Keyboarding is a class that is taught before cursive now.
Monday, October 31, 2011
Week 10. Interview overview.
The person that I interviewed for my digital story was my sister, Norma. Norma is 28 years old and lives in Middlefield, OH. I tried to figure out how to record through Skype, but somehow did not get it to work correctly. Since I could not meet up with her in person, I conducted a telephone interview.
Here is a brief overview of what we discussed in the interview.
Name: Norma Jean Sandy
Date of Birth: July 5, 1983
Place of Birth: Clarksburg, WV
Occupation: Pharmacy Student at Kent State/Pharmacy Technician at Wal-mart
Family: Mother, Ana- Father, Fred- Sisters, Jessica (30) and Tracy (24)--Brother, Patrick (22) Niece- Amelia (3)
She knew that the focus of the interview was going to be her weight loss. We began from that.
Me: How much weight have you lost total?
Norma: 103 pounds
Me: How did you lose 103 lbs?
Norma: I started going to Curves and doing the Curves circuit and following their weight managment eating plan.
Me: Let's go back before Curves. How would you have described yourself?
Norma: I was fat. I knew I was overweight. I had lost some weight when I was in high school, but gained it all back plus some extra. I tried walking, but I had really bad asthma and it was very hard on me to do to much.
Me: You said that you lost some weight in high school, were you overweight then also?
Norma: Yes, I think that I started gaining weight when I was in about fourth grade. I look back at pictures and can see that it where it started. I had chubby cheeks and a pudgy belly. I hated it,but as I got older, I just never really had the motivation to do anything about it.
Me: So, what was your motivation to lose weight?
Norma: After you had your baby (Amelia) I realized that I was going to miss out on so much with her if I continued being fat. You were talking about taking her to Disney when she was older and going to the beach and doing all these things with her. I did not want to be the fat aunt. I wanted to be able to do all of the fun things that you had planned with her and be able to keep up with her pace. Amelia was born in January and I started going to Curves that February. It took me a little over a year to lose 100 pounds. I have done very well maintaining my weight from this loss.
At this time, my Amelia was having a major meltdown so we had to end the interview. I will finish it tonight when my sister is out of school and my daughter is bed.
Here is a brief overview of what we discussed in the interview.
Name: Norma Jean Sandy
Date of Birth: July 5, 1983
Place of Birth: Clarksburg, WV
Occupation: Pharmacy Student at Kent State/Pharmacy Technician at Wal-mart
Family: Mother, Ana- Father, Fred- Sisters, Jessica (30) and Tracy (24)--Brother, Patrick (22) Niece- Amelia (3)
She knew that the focus of the interview was going to be her weight loss. We began from that.
Me: How much weight have you lost total?
Norma: 103 pounds
Me: How did you lose 103 lbs?
Norma: I started going to Curves and doing the Curves circuit and following their weight managment eating plan.
Me: Let's go back before Curves. How would you have described yourself?
Norma: I was fat. I knew I was overweight. I had lost some weight when I was in high school, but gained it all back plus some extra. I tried walking, but I had really bad asthma and it was very hard on me to do to much.
Me: You said that you lost some weight in high school, were you overweight then also?
Norma: Yes, I think that I started gaining weight when I was in about fourth grade. I look back at pictures and can see that it where it started. I had chubby cheeks and a pudgy belly. I hated it,but as I got older, I just never really had the motivation to do anything about it.
Me: So, what was your motivation to lose weight?
Norma: After you had your baby (Amelia) I realized that I was going to miss out on so much with her if I continued being fat. You were talking about taking her to Disney when she was older and going to the beach and doing all these things with her. I did not want to be the fat aunt. I wanted to be able to do all of the fun things that you had planned with her and be able to keep up with her pace. Amelia was born in January and I started going to Curves that February. It took me a little over a year to lose 100 pounds. I have done very well maintaining my weight from this loss.
At this time, my Amelia was having a major meltdown so we had to end the interview. I will finish it tonight when my sister is out of school and my daughter is bed.
Friday, October 28, 2011
Week Ten DEJ
"Another important issue for students is respect for copyright and the intellectual property
of others. It is always tempting for students of all ages to use the Internet to find images,
music and other material for inclusion in their digital stories." (Robin)
I agree that this would be one of the biggest problems in creating a digital story. We have so much access to music and images that sometimes it is so easy to forget that we can't use it all. Last year I taught sixth grade and my students had to do a speech on what they thought was the greatest american invention. I had two students (a boy and a girl) who did a speech on the lightbulb. They had the same exact speech. My boy student went first and when he finished, my female student said, "Hey. His speech is exactly like mine." I asked them how they thought that might happen and they both said they used the Internet and the help of copy and paste. We had a discussion and later a lesson on plagiarism.
Related Material:
School Video News- I thought this might help a little bit when trying to decide if my favorite Usher song would be ok to put in a school typed project. I know of a few schools that use popular songs to open up there school news broadcast. It isn't the whole song, but maybe 30 seconds, but its hard to believe that may not even be the legal thing to do. It is rather frustrating that with so much available at the push of a button that using it may not always be legal.
Resources:
Robin , B. (n.d.). The educational uses of digital storytelling. Retrieved from http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf
Brit, B. (2008). School video news using copyrighted material. Retrieved from http://www.school-video-news.com/index_files/Copyrighted_Music.htm
of others. It is always tempting for students of all ages to use the Internet to find images,
music and other material for inclusion in their digital stories." (Robin)
I agree that this would be one of the biggest problems in creating a digital story. We have so much access to music and images that sometimes it is so easy to forget that we can't use it all. Last year I taught sixth grade and my students had to do a speech on what they thought was the greatest american invention. I had two students (a boy and a girl) who did a speech on the lightbulb. They had the same exact speech. My boy student went first and when he finished, my female student said, "Hey. His speech is exactly like mine." I asked them how they thought that might happen and they both said they used the Internet and the help of copy and paste. We had a discussion and later a lesson on plagiarism.
Related Material:
School Video News- I thought this might help a little bit when trying to decide if my favorite Usher song would be ok to put in a school typed project. I know of a few schools that use popular songs to open up there school news broadcast. It isn't the whole song, but maybe 30 seconds, but its hard to believe that may not even be the legal thing to do. It is rather frustrating that with so much available at the push of a button that using it may not always be legal.
Resources:
Robin , B. (n.d.). The educational uses of digital storytelling. Retrieved from http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf
Brit, B. (2008). School video news using copyrighted material. Retrieved from http://www.school-video-news.com/index_files/Copyrighted_Music.htm
Sunday, October 23, 2011
Week 9 Digital Story
I am going to interview my sister, Norma. She has lost over a hundred pounds in the past couple years and I think she is going to have a great story and be very inspiring.
Friday, October 21, 2011
Week 9 DEJ
"Storytelling is a tool for preserving memory, writing history, learning, entertaining, organizing, and healing in communities of color. It is in the telling of stories that communities build identities, construct meaning, and make connections with others and the world."
I picked this quote because I think that it is a great way to describe what storytelling is from the creators' standpoint and for the audience. I think the description is vivid and will give the audience or readers a chance to know what to expect with storytelling. I like the way storytelling is worded about the telling of stories will help communities build identities, construct meaning, and make connections. It kind of reminds me of the Native Americans and other cultures having stories that they pass down from generation to generation. How great would it be for some of those cultures to be able to create a digital story and keep the tradition going for many.
I found a website that I think would be a great tool to use in the classroom. It is a PBS site and is called Circle of Stories. This site features Native American storytellers and some of the stories that are popular in their culture. There is a brief introduction of the storyteller, history of the tribe, and the story. The story is also available as an audio file.The website also features lesson plans for teachers.
I picked this quote because I think that it is a great way to describe what storytelling is from the creators' standpoint and for the audience. I think the description is vivid and will give the audience or readers a chance to know what to expect with storytelling. I like the way storytelling is worded about the telling of stories will help communities build identities, construct meaning, and make connections. It kind of reminds me of the Native Americans and other cultures having stories that they pass down from generation to generation. How great would it be for some of those cultures to be able to create a digital story and keep the tradition going for many.
I found a website that I think would be a great tool to use in the classroom. It is a PBS site and is called Circle of Stories. This site features Native American storytellers and some of the stories that are popular in their culture. There is a brief introduction of the storyteller, history of the tribe, and the story. The story is also available as an audio file.The website also features lesson plans for teachers.
Friday, October 14, 2011
Week Eight/Reel Works
I could not get the video to post in this post.
I chose Minds in the Closet
What do you like about the digital story?
I thought the video gave a lot of reasons why people support or are against homosexuality. I think that interviewing a lot of different people in the neighoborhood gave a lot of different views on the subject. The story seemed very professional and was put together well. It was informal, but seemed to take a lot of time and thought on the subject of homophobia.
What did you learn from the digital story?
I learned from watching all the different stories that anyone can make a digital story on any subject. The person needs to pick a subject and be organized in creating the project.
How can digital storytelling promote critical media literacy? I encourage you to Google digital storytelling and critical media literacy to answer this question.
When I Googled digital storytelling and critical media, I first went to this website and thought that it answered this question the best. jasonOhler.com" Digital storytelling provides a great means to teach media literacy. Both computer-based and green-screen performance-based storytelling "lift the hood" on media persuasion and show students how media makers use technique to influence what we think and how we feel. Media literacy has always carried the connotation of being wary of how media is persuading our perceptions. That is, beause media is so powerful, we need to be especially aware of its power to persuade." I think that allwoing students the chance to create a digital story will excite them and get them to want to do more activities in a media based class. Digital storytelling allows for creativity, but would also be a way to incorporate some of the core subjects into the project as well. English and writing would obviously be one of the main subjects incorporated, but depending on the subject all of the core curriculum could be easily integrated and taught as well.
I chose Minds in the Closet
What do you like about the digital story?
I thought the video gave a lot of reasons why people support or are against homosexuality. I think that interviewing a lot of different people in the neighoborhood gave a lot of different views on the subject. The story seemed very professional and was put together well. It was informal, but seemed to take a lot of time and thought on the subject of homophobia.
What did you learn from the digital story?
I learned from watching all the different stories that anyone can make a digital story on any subject. The person needs to pick a subject and be organized in creating the project.
How can digital storytelling promote critical media literacy? I encourage you to Google digital storytelling and critical media literacy to answer this question.
When I Googled digital storytelling and critical media, I first went to this website and thought that it answered this question the best. jasonOhler.com" Digital storytelling provides a great means to teach media literacy. Both computer-based and green-screen performance-based storytelling "lift the hood" on media persuasion and show students how media makers use technique to influence what we think and how we feel. Media literacy has always carried the connotation of being wary of how media is persuading our perceptions. That is, beause media is so powerful, we need to be especially aware of its power to persuade." I think that allwoing students the chance to create a digital story will excite them and get them to want to do more activities in a media based class. Digital storytelling allows for creativity, but would also be a way to incorporate some of the core subjects into the project as well. English and writing would obviously be one of the main subjects incorporated, but depending on the subject all of the core curriculum could be easily integrated and taught as well.
Week Eight DEJ
"A camera can only ever show part of an event, and it's the person who uses the camera who decides what to show and what to leave out."
The teacher inviting a parent in to film the class and then having the class watch the events was a great lesson in showing students that not everything is shown when there is a video camera present. Younger children have a hard time making that connection that everything that you see is not true. Think of how many believe there are monsters under their bed because they saw it on television. This would be a great tool in introducing media literacy into any grade and being able to branch off many lessons from something as simple as having someone videotape the classroom.
Related Resource:
ABC's of Media Literacy: What Can Pre-Schooolers Learn?
I thought that this website would go along perfectly with what we read for this assignment. It discusses how many media literacy lessons are geared toward middle and high school students and not toward elementary. The author suggests three areas to use to jump start media literacy for young children.
1. Identifying Storytellers
The child needs to know who is telling the story. Younger children will most likely identify with the main character of the story being the story teller, where older students could understand that there is a narrator telling the story.
2.Understanding Stories
Talk about the stories and allow the children to retell what they see and hear.
3. Learning the Language
Students can learn basic media terms such as point of view, close-up, and wide shots. This will help them learn about what kind of story the film maker is trying to tell.
References:
Rogow, F. (2002, to 2011). Abc's of media literacy: what can pre-schooolers learn?. Retrieved from http://www.medialit.org/reading-room/abcs-media-literacy-what-can-pre-schooolers-learn
The teacher inviting a parent in to film the class and then having the class watch the events was a great lesson in showing students that not everything is shown when there is a video camera present. Younger children have a hard time making that connection that everything that you see is not true. Think of how many believe there are monsters under their bed because they saw it on television. This would be a great tool in introducing media literacy into any grade and being able to branch off many lessons from something as simple as having someone videotape the classroom.
Related Resource:
ABC's of Media Literacy: What Can Pre-Schooolers Learn?
I thought that this website would go along perfectly with what we read for this assignment. It discusses how many media literacy lessons are geared toward middle and high school students and not toward elementary. The author suggests three areas to use to jump start media literacy for young children.
1. Identifying Storytellers
The child needs to know who is telling the story. Younger children will most likely identify with the main character of the story being the story teller, where older students could understand that there is a narrator telling the story.
2.Understanding Stories
Talk about the stories and allow the children to retell what they see and hear.
3. Learning the Language
Students can learn basic media terms such as point of view, close-up, and wide shots. This will help them learn about what kind of story the film maker is trying to tell.
References:
Rogow, F. (2002, to 2011). Abc's of media literacy: what can pre-schooolers learn?. Retrieved from http://www.medialit.org/reading-room/abcs-media-literacy-what-can-pre-schooolers-learn
Monday, October 10, 2011
Week Seven DEJ
Why did the authors do this study?
The authors did the study to answer one central question as posed in the study, "How does media-literacy instruction, integrated within a yearlong course in high school English languagearts, affect the development of students’ message comprehension, writing, and critical-thinking skills?
How did the authors do the study?
The authors who conducted the study monitored students who participated in an eleventh grade English media/communication course that incorporated extensive critical media analysis of print, audio, and visual texts . There progress was compared with students from a demographically matched group who did not recieve critical media instruction.
What data/results emerged from the study?
The data that emerged from the study suggested the improvement that media literacy instruction had on the students' ability to identify main ideas in written, audio, and visual media.
Students that were in the media-literacy group scored higher on their reading comprehension scores than the
control group. The media-literacy students also outperformed students in the treatment group of identifying main ideas in radio broadcast.
What do the authors conclude from the data analysis?
The authors concluded that there were weaknesses to their research and that limited the study's value. The authors stated, "Because of the limitations of the research design, it is impossible
to make generalizations to other instructional contexts. A nonequivalent groups design was necessary to employ because the whole grade level was involved in the implementation of the treatment."
What is the significance of the study?
The significance of the study was to see if media instruction in the classroom had any effects on student learning.
How do these findings influence your position on media literacy and school curriculum?
Although there were some weaknesses that the authors ran into. I think that media literacy should be implemented into the school curriculum. Students will learn and media is something that many students take an interest to without regards to age, gender, or ability.
The authors did the study to answer one central question as posed in the study, "How does media-literacy instruction, integrated within a yearlong course in high school English languagearts, affect the development of students’ message comprehension, writing, and critical-thinking skills?
How did the authors do the study?
The authors who conducted the study monitored students who participated in an eleventh grade English media/communication course that incorporated extensive critical media analysis of print, audio, and visual texts . There progress was compared with students from a demographically matched group who did not recieve critical media instruction.
What data/results emerged from the study?
The data that emerged from the study suggested the improvement that media literacy instruction had on the students' ability to identify main ideas in written, audio, and visual media.
Students that were in the media-literacy group scored higher on their reading comprehension scores than the
control group. The media-literacy students also outperformed students in the treatment group of identifying main ideas in radio broadcast.
What do the authors conclude from the data analysis?
The authors concluded that there were weaknesses to their research and that limited the study's value. The authors stated, "Because of the limitations of the research design, it is impossible
to make generalizations to other instructional contexts. A nonequivalent groups design was necessary to employ because the whole grade level was involved in the implementation of the treatment."
What is the significance of the study?
The significance of the study was to see if media instruction in the classroom had any effects on student learning.
How do these findings influence your position on media literacy and school curriculum?
Although there were some weaknesses that the authors ran into. I think that media literacy should be implemented into the school curriculum. Students will learn and media is something that many students take an interest to without regards to age, gender, or ability.
Week Seven
Lesson Plan
My students were to create a character blog. I created mine for this lesson using Bella Swan (Cullen). I based her postings after she was a vampire.
Bella Swan Character Blog
My students were to create a character blog. I created mine for this lesson using Bella Swan (Cullen). I based her postings after she was a vampire.
Bella Swan Character Blog
Friday, September 30, 2011
DEJ Week 6
“Since NCLB was passed, teachers have had to adjust their curriculum to incorporate standardized test preparation into lessons.”
I found out how hard it is to try and incorporate test preparation into my curriculum last year. While making out my lesson plans, I found out that I had to plan to give my students acuity/benchmarking tests at least twice, make time to teach and complete Tech Steps, and make sure that my teaching correlates with the West Virginia CSO’s.
The CSO’s and lesson planning I was fine with; I didn’t even mind the benchmarking and Tech Steps, but where in the world could I get some extra time? We had staff development days, snow days, and holidays. There just wasn’t enough time. I was able to get test prepping in by adding questions from the WESTEST preparation book into my bell ringer questions. It is very hard trying to accommodate for all of the testing and still trying to teach a class everything that they need to know to move on to the next grade and be prepared.
References:
Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/
Webpage Link:
Just Think
This website has a little bit of everything if you are thinking of trying to integrate media literacy into your classroom.
WV CSO's
Sixth Grade WV CSO’s
Classroom Resources | Grades 6 – 12 | Lesson Plan | Standard Lesson
Creating Character Blogs
Students view examples of blogs, learn the basic elements of blog creation, and then create a blog from the perspective of a fictional character.
WV CSO’s
Sixth Grade
RLA.O.6.1.4
select defining characteristics, construct background knowledge and develop reading skills to understand a variety of literary passages and informational texts by West Virginia, national and international authors:
• myth
• fantasies
• biographies
• autobiographies
• science fiction
• tall tales
• supernatural tales
RLA.O.6.1.6
differentiate and apply comprehension strategies in literary and informational texts to
• use prior knowledge
• draw conclusions
• interpret meaning
• determine cause and effect
• judge text critically
RLA.O.6.1.7
determine the elements of literature (e.g., external conflict, mood) to construct meaning and recognize author’s/reader’s purpose.
RLA.O.6.1.8
interpret the actions, behaviors and motives of characters in literary texts.
RLA.O.6.1.9
determine and explain theme by locating supporting details in a literary passage and in informational text across the curriculum.
RLA.O.6.1.10
evaluate connections (e.g., cause/effect, order) among the facts, ideas, events and concepts of literary and informational texts to self, to other texts and to the world.
RLA.O.6.1.11
identify and understand figurative language (e.g., onomatopoeia, personification, alliteration) in text.
RLA.O.6.1.14
use graphic organizers to create, develop, interpret and organize information (e.g., tables, graphs, diagrams, charts).
RLA.O.6.1.15
increase the amount of independent reading to comprehend, analyze and evaluate literary text and informational text.
RLA.O.6.2.3
from a prompt, use the writing process to develop a composition that contains specific, relevant details and transitions.
RLA.O.6.2.4
use the five-step writing process to address specific writing purposes and to address various audiences (e.g., creative, journalistic, essay, narrative, informative, persuasive).
RLA.O.6.2.5
use analogies, illustrations, examples, or anecdotes to enhance written communication.
RLA.O.6.2.6
edit one’s own compositions as well as the writing of others to correct errors in organization, content, usage, mechanics and spelling.
Ca
RLA.O.6.3.1
exhibit effective oral communication skills (e.g., volume, rate, audience, etiquette, standard English) through the presentation of
• compositions
• personal narratives
• brochures
• speeches
• poetry
RLA.O.6.3.2
retell and create original, simple and detailed sequential stories.
RLA.O.6.3.3
interpret spoken text in order to comprehend topic, purpose and perspective in spoken texts (e.g., of a speaker, informational video, televised interview, radio news program).
RLA.O.6.3.4
perform a variety of roles in group discussions including active listener and discussion leader.
RLA.O.6.3.5
create and present an age-appropriate media product that demonstrates format, purpose, and audience.
Can integrating media literacy into your classroom activities help prepare your students for taking the WestTest? Use what you learned from this week's reading in your answer.
Yes, integrating media literacy into classroom activities will definitely help prepare student for taking the WESTEST. It allows for a variety of instruction and allows for the students to be more creative,I really like the idea of the students creating a blog from their character’s point of view. It is creative and can help to enhance writing which a lot of sixth graders still really need.
In our reading there was a quote from Summer’s stating, “Teachers who recognize the goal of teaching thinking rather than just imparting knowledge help students make connections beyond the content of the coursework”. Integrating media literacy is a great way to help students think outside of the box and not have to remember a hundred facts about a particular subject. Students sometimes don’t know how to do a lot of things on their own, thinking seems to be one of them. It is easier for them to ask for help or an answer than to take five minutes to find it on their own.
I found out how hard it is to try and incorporate test preparation into my curriculum last year. While making out my lesson plans, I found out that I had to plan to give my students acuity/benchmarking tests at least twice, make time to teach and complete Tech Steps, and make sure that my teaching correlates with the West Virginia CSO’s.
The CSO’s and lesson planning I was fine with; I didn’t even mind the benchmarking and Tech Steps, but where in the world could I get some extra time? We had staff development days, snow days, and holidays. There just wasn’t enough time. I was able to get test prepping in by adding questions from the WESTEST preparation book into my bell ringer questions. It is very hard trying to accommodate for all of the testing and still trying to teach a class everything that they need to know to move on to the next grade and be prepared.
References:
Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/
Webpage Link:
Just Think
This website has a little bit of everything if you are thinking of trying to integrate media literacy into your classroom.
WV CSO's
Sixth Grade WV CSO’s
Classroom Resources | Grades 6 – 12 | Lesson Plan | Standard Lesson
Creating Character Blogs
Students view examples of blogs, learn the basic elements of blog creation, and then create a blog from the perspective of a fictional character.
WV CSO’s
Sixth Grade
RLA.O.6.1.4
select defining characteristics, construct background knowledge and develop reading skills to understand a variety of literary passages and informational texts by West Virginia, national and international authors:
• myth
• fantasies
• biographies
• autobiographies
• science fiction
• tall tales
• supernatural tales
RLA.O.6.1.6
differentiate and apply comprehension strategies in literary and informational texts to
• use prior knowledge
• draw conclusions
• interpret meaning
• determine cause and effect
• judge text critically
RLA.O.6.1.7
determine the elements of literature (e.g., external conflict, mood) to construct meaning and recognize author’s/reader’s purpose.
RLA.O.6.1.8
interpret the actions, behaviors and motives of characters in literary texts.
RLA.O.6.1.9
determine and explain theme by locating supporting details in a literary passage and in informational text across the curriculum.
RLA.O.6.1.10
evaluate connections (e.g., cause/effect, order) among the facts, ideas, events and concepts of literary and informational texts to self, to other texts and to the world.
RLA.O.6.1.11
identify and understand figurative language (e.g., onomatopoeia, personification, alliteration) in text.
RLA.O.6.1.14
use graphic organizers to create, develop, interpret and organize information (e.g., tables, graphs, diagrams, charts).
RLA.O.6.1.15
increase the amount of independent reading to comprehend, analyze and evaluate literary text and informational text.
RLA.O.6.2.3
from a prompt, use the writing process to develop a composition that contains specific, relevant details and transitions.
RLA.O.6.2.4
use the five-step writing process to address specific writing purposes and to address various audiences (e.g., creative, journalistic, essay, narrative, informative, persuasive).
RLA.O.6.2.5
use analogies, illustrations, examples, or anecdotes to enhance written communication.
RLA.O.6.2.6
edit one’s own compositions as well as the writing of others to correct errors in organization, content, usage, mechanics and spelling.
Ca
RLA.O.6.3.1
exhibit effective oral communication skills (e.g., volume, rate, audience, etiquette, standard English) through the presentation of
• compositions
• personal narratives
• brochures
• speeches
• poetry
RLA.O.6.3.2
retell and create original, simple and detailed sequential stories.
RLA.O.6.3.3
interpret spoken text in order to comprehend topic, purpose and perspective in spoken texts (e.g., of a speaker, informational video, televised interview, radio news program).
RLA.O.6.3.4
perform a variety of roles in group discussions including active listener and discussion leader.
RLA.O.6.3.5
create and present an age-appropriate media product that demonstrates format, purpose, and audience.
Can integrating media literacy into your classroom activities help prepare your students for taking the WestTest? Use what you learned from this week's reading in your answer.
Yes, integrating media literacy into classroom activities will definitely help prepare student for taking the WESTEST. It allows for a variety of instruction and allows for the students to be more creative,I really like the idea of the students creating a blog from their character’s point of view. It is creative and can help to enhance writing which a lot of sixth graders still really need.
In our reading there was a quote from Summer’s stating, “Teachers who recognize the goal of teaching thinking rather than just imparting knowledge help students make connections beyond the content of the coursework”. Integrating media literacy is a great way to help students think outside of the box and not have to remember a hundred facts about a particular subject. Students sometimes don’t know how to do a lot of things on their own, thinking seems to be one of them. It is easier for them to ask for help or an answer than to take five minutes to find it on their own.
Friday, September 23, 2011
Week Five: DEJ
"In their 2001 study, Thomsen, et al. found that girls who are frequent readers of health and fitness magazines are more likely to use risky, unhealthy diet practices."
I would agree with the findings of the researcher's work in this study. I remember being a teen and in my early twenties thinking that I was fat and always trying to lose weight. I would buy magazines with the magic diet and exercise plan and tried just about every one. The fact is that I wasn't fat or anywhere near overweight, I was about 110 pounds at that time. Using these magazines, I may have lost a pound or two here and there, but when there is not much to lose I guess that is why the process didn't really work. Even now being older, not 110 pounds, and maybe a little wiser, I still find myself looking over the magazine headlines and wondering if it will work or not. I don't buy magazine anymore though. After a few dozen stacks with about five pages of actual readable material and another 100 pages of ads, I realized I was wasting my money.
Reference: Sauer, H. & Robles-Pina, R. (2003, Winter). Magazines: what adolescent girls are reading and the way they shape body image. Advancing Women, Retrieved from http://www.advancingwomen.com/awl/winter2003/SAUERR~1.html
The picture I found was linked to an article called "Anorexia is not fashionable" The article basically explained what anorexia was and how those in the fashion industry feel pressured to become thin. I thought that this linked in with the article I read on body image and how young girl's perceive themselves. I think though that the picture says it all and that is what many young girls see when they look in the mirror, although the "fat" girl that is looking back at them is not even fat at all.
Refererence: Scakacs, O. (2010, July 19). Anorexia is not fashionable. Retrieved from http://www.google.com/imgres?imgurl=http://www.metrolic.com/wp-content/uploads/2010/07/anorexia.jpg&imgrefurl=http://www.metrolic.com/anorexia-is-not-fashionable-102642/&usg=__J3axaUhYgom6MYSLngg0NgYYAKI=&h=850&w=806&sz=355&hl=en&start=4&sig2=CcPkUts6wYMAdYQl0l_r4w&zoom=1&tbnid=nF8EcaW9BDg4qM:&tbnh=145&tbnw=137&ei=3AR9Tp_hBqPK0AHZmtkH&prev=/search%3Fq%3Dskinny%2Bgirl%2Bthinks%2Bshe%2527s%2Bfat%26hl%3Den%26sa%3DX%26rlz%3D1T4ADFA_enUS412US443%26tbm%3Disch%26prmd%3Divnsb&itbs=1
Week Five- People Magazine Cover
People Magazine Cover
I used my daughter, Amelia for the subject of my magazine cover. My Microsoft Office Publisher would NOT work. I finally just finished the assignement in word, but then I couldn't figure out how to upload it to my blog, but did get it uploaded to Google Documents, which would not allow me to upload it and convert it the way it should. SO...now my magazine cover is broken into two parts and the People title is not even showing. I don't know how to fix it.
Friday, September 16, 2011
Week Four- DEJ
Are teachers willing to struggle and make sacrifices necessary to put critical content into instruction?
I think that teachers everywhere are already struggling to make the sacrifices that are necessary to put content into instruction.
Less money is available to spend in the classroom, so there is more coming out of our own pocket to buy some extra books or do a lab. There are countless meeting from the typical parent-teacher conference to IEPs. We are being trained on new technology while doing all the work on the old. Our classes are getting bigger and so is our paper work. Students and parents complain because there is too much homework. "We just have too much going on right now, our child is involved in >insert EXTRA curricular activity<." Some parents don't seem to care, so their children don't care.
I think that the struggles and sacrifices to incorporate the needed content into instruction is done with everything teachers do from spending $130 to get the class a set of novels that would be perfect for the lesson to offering to staying after school and offering more small group help to the some of the students in the big class who need it.
As a teacher there are all types of decisions to be made from something as simple to room arrangement to something on a bigger scale of making sure that their students score well on the WESTEST. What everyone assumes is an easy job, is really one of the hardest jobs that I have ever had.
Reference:
Semali, L. M. (2001, November). Defining new literacies in curricular practice. Reading Online, 5(4), Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html
Web Page Link
PBS Teachers
I connected what I read in the reading to this web site because it gives you an overview and quiz on media literacy as well as resources and ways that you can integrate digital tools. I think that sometimes we may know what something is, but not all the different ways that we can use it.
I think that teachers everywhere are already struggling to make the sacrifices that are necessary to put content into instruction.
Less money is available to spend in the classroom, so there is more coming out of our own pocket to buy some extra books or do a lab. There are countless meeting from the typical parent-teacher conference to IEPs. We are being trained on new technology while doing all the work on the old. Our classes are getting bigger and so is our paper work. Students and parents complain because there is too much homework. "We just have too much going on right now, our child is involved in >insert EXTRA curricular activity<." Some parents don't seem to care, so their children don't care.
I think that the struggles and sacrifices to incorporate the needed content into instruction is done with everything teachers do from spending $130 to get the class a set of novels that would be perfect for the lesson to offering to staying after school and offering more small group help to the some of the students in the big class who need it.
As a teacher there are all types of decisions to be made from something as simple to room arrangement to something on a bigger scale of making sure that their students score well on the WESTEST. What everyone assumes is an easy job, is really one of the hardest jobs that I have ever had.
Reference:
Semali, L. M. (2001, November). Defining new literacies in curricular practice. Reading Online, 5(4), Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html
Web Page Link
PBS Teachers
I connected what I read in the reading to this web site because it gives you an overview and quiz on media literacy as well as resources and ways that you can integrate digital tools. I think that sometimes we may know what something is, but not all the different ways that we can use it.
Week Four Magazine Deconstruction
1. What do you think about this person based on the cover of the magazine? How does he look? How does he make your feel?
I think that Arnold is tough because his face is cut up, he has his sunglasses on, a serious look on his face, and his arms are flexed as if he is waiting to pummel someone. He makes me feel like I'd be safe if he were my body guard, but scared if I ran into him in a dark alley.
2 What is the main purpose of this magazine?
I believe that the purpose of this magazine is to sell fitness and big arms to men who want to look like Arnold.
3. Describe who you believe is the magazine's intended readership.
Men from 18-40 would be the one to buy this magazine or anyone that may be into bodybuilding.
4. What lifestyles, values, points of view are represented or omitted? I think that the lifestyle that is represented is to be healthy, but in order to be healthy you have to have big biceps.
1. What do you think about this person based on the cover of the magazine? How does he look? How does he make your feel?
Arnold is not an actor, but a politician. He is a professional and dresses the part. He has on his navy blue powersuit with a red, tie. He's smiling and pointing playfully at the camera.(Although he seems to be one of those people who is a little creepy when he smiles.) He makes me feel like I am smarter than he is.
2 What is the main purpose of this magazine?
That Arnold has what it takes to be a governor when he puts on his suit.
3. Describe who you believe is the magazine's intended readership.
Professional, educated males in their 20s- 50's would probably buy this magazine.
4. What lifestyles, values, points of view are represented or omitted?
Middle to upper class lifestyle seems to be represented. It also seems to cover a little bit of everything from politics to music.
In a blog posting answer the following questions
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.
In the first picture Arnold is tough and ready to rumble. He is beat up,ready to fight, and looks like he is just stepping out from being in a fire. Dressed in a tank top and sun glasses. Don't mess with him. Arnold is looking away from the camera and he is in the center of the picture.
The second picture Arnold is sitting and looks like your typical professional man with his suit and tie. He is smiling and carefree. The background is blue, boring, and average. The camera seems to be angled above him.
I think that if you were to see the picture of Arnold coming out of the fire advertising him for governor,then you might be a little worried about what kind of trouble your state would get into. He looks like a man that likes trouble. The second picture is average and less intimidating. This looks like a man you would want to be your governor.
Consider the following questions in your response: (This is an exercise in identifying denotation)
1. What do you find appealing or not appealing about the cover of the magazine?
If I were to pick up one of the two to read while at the doctor's office it would be the Esquire. The blue is more appealing to me and there seems to be more to read then just about muscles.
2. What elements in the design make it appealing or not appealing?
The blue and font of the word Esquire. The magazine seems more organized.
The flames and the scratches on his face do not appeal to me and I am not really into gaining twenty inch arms, maybe a twenty inch waist.
3. 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.
Esquire is a popular magazine.There are some articles about music and there is lady with her shirt lifted up, men would be drawn to her if not Arnold.
4. Describe the type of content in one issue. Music, John Lennon, a new governor
5. What products or services are advertised in the issue? American Music and science are being advertised in Esquire. Twenty inch arms and less time in the gym are being advertised in the fitness magazine.
6. What lifestyle, values and messages are being promoted by the contents in the issue?
Health and body image is the message in the fitness magazine. Politics, music, and beautiful women are the promotion in Esquire.
7.Describe the demographics for what you think may be the magazine’s intended target readership. Consider age, sex, interests and socioeconomic status
Both magazine are geared towards men. The fitness magazine would be men from 18-40 and the Esquire men from 25-50. I think the Esquire would attract more middle to upperclass than the fitness magazine.
8. What features of the magazine indicate to you that this is the intended readership?
Most women intended fitness magazines have a skinny, tanned woman on the cover and are geared at losing weight or getting nice buns. This fitness magazine has a big, bulky Arnold and a promise for 20 inch arms.
I would compare the Esquire to Cosmo. Cosmo features a female celebrity and articles that women would want as Esquire features men celebrities and articles geared towards men.
9. What personalities or celebrities are used to promote this magazine? Arnold Schwarzenegger
10. Are these personalities or celebrities promoting or challenging stereotypical messages? How?
Promoting. Arnold is promoting muscles and fitness in the fitness magazine and a professional, high class guy in the Esquire.
Sunday, September 11, 2011
Commercial Deconstruction
Century Link
Is this commercial an example of corporate media's attack on the American workforce? How? In a blog posting link to the Century Link deconstruction and answer the question.
After watching the commercial a few times and reading the deconstruction, I feel that it was an attack on the American workforce. The commercial seemed to only show connections between a particular class of people, although there were different races and ethnic groups shown, I didn't see a connection with maybe an urban to rural area. The fact that Century Link purchased Qwest and left 660 people without job did not help me think any better of Century Link.
1. Whose message is this? Who created or paid for it? Why?
Yoplait Yogurt created this commercial to sell their product.
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Young to middle aged, professional, middle class women who are worried about their weight. There is a woman who is at work that opened the refrigerator and is bargaining with herself to have a piece of cheesecake.
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.)
The woman is standing in front of a refrigerator in what looks like a break room at work, she is also dressed up like at work. The woman is bargaining with herself to have a piece of cheesecake.She is not talking, but a voiceover makes it seem like she is thinking. She is debating on what she will have to do in order to eat the piece of raspberry cheesecake. (Extra exercise, eating celery to cancel out the calories) A coworker (also a woman) comes along and grabs a raspberry cheesecake yogurt and lets her coworker know that she has been waiting to eat it all day. The woman that was debating comments on the weight that her coworker has lost. The coworker thanks her and walks off, the woman then grabs up the yogurt and ignores the cheesecake.
4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Yoplait's raspberry cheesecake dessert yogurt is a good as a piece of real cheesecake and healthier.
5. What kind of lifestyle is presented? How?
A healthy lifestyle because yogurt is considered a healthy food and the woman chooses it over a piece of cheesecake.
6. What values are expressed?
I don't think that it shows good values because one piece of cheesecake would not have hurt either of the women. They were both thin.
7. What tools of persuasion are used? See "The language of persuasion"
The women were clearly plain folks. They were average in beauty and dressed like a typical average, middle class woman might dress to go into the office. The one woman was wearing a shirt and cardigan, the other a blouse over a tank top. There was also an analogy of raspberry cheesecake yogurt being like a piece of raspberry cheesecake.
8. What positive messages are presented? What negative messages are presented?
The positive message that is presented is that you can eat a yogurt to satisfy a sweet tooth. The negative message is that an obviously thin woman is worried about her weight and what one piece of cheesecake will do to her.
9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
It empowers those who are trying to eat healthy. It disempowers those who may have eating disorders. (This is the commercial that was pulled because of the National Eating Disorders Association's claims of upsetting those with an eating disorder)It does serve the media maker's interest because I myself am always trying new diets and ways to watch my weight as are many of the people (especially women) that I know. I would try a yogurt that tasted like my favorite dessert in order to eat something that I loved.
10. What part of the story is not being told? How and where could you get more information about the untold stories?
I think that the story that is not being told is that women are not the only ones who struggle with their diet choices. Google or another search engine on people and their dieting trends could help to find more on the story.
Is this commercial an example of corporate media's attack on the American workforce? How? In a blog posting link to the Century Link deconstruction and answer the question.
After watching the commercial a few times and reading the deconstruction, I feel that it was an attack on the American workforce. The commercial seemed to only show connections between a particular class of people, although there were different races and ethnic groups shown, I didn't see a connection with maybe an urban to rural area. The fact that Century Link purchased Qwest and left 660 people without job did not help me think any better of Century Link.
1. Whose message is this? Who created or paid for it? Why?
Yoplait Yogurt created this commercial to sell their product.
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
Young to middle aged, professional, middle class women who are worried about their weight. There is a woman who is at work that opened the refrigerator and is bargaining with herself to have a piece of cheesecake.
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.)
The woman is standing in front of a refrigerator in what looks like a break room at work, she is also dressed up like at work. The woman is bargaining with herself to have a piece of cheesecake.She is not talking, but a voiceover makes it seem like she is thinking. She is debating on what she will have to do in order to eat the piece of raspberry cheesecake. (Extra exercise, eating celery to cancel out the calories) A coworker (also a woman) comes along and grabs a raspberry cheesecake yogurt and lets her coworker know that she has been waiting to eat it all day. The woman that was debating comments on the weight that her coworker has lost. The coworker thanks her and walks off, the woman then grabs up the yogurt and ignores the cheesecake.
4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
Yoplait's raspberry cheesecake dessert yogurt is a good as a piece of real cheesecake and healthier.
5. What kind of lifestyle is presented? How?
A healthy lifestyle because yogurt is considered a healthy food and the woman chooses it over a piece of cheesecake.
6. What values are expressed?
I don't think that it shows good values because one piece of cheesecake would not have hurt either of the women. They were both thin.
7. What tools of persuasion are used? See "The language of persuasion"
The women were clearly plain folks. They were average in beauty and dressed like a typical average, middle class woman might dress to go into the office. The one woman was wearing a shirt and cardigan, the other a blouse over a tank top. There was also an analogy of raspberry cheesecake yogurt being like a piece of raspberry cheesecake.
8. What positive messages are presented? What negative messages are presented?
The positive message that is presented is that you can eat a yogurt to satisfy a sweet tooth. The negative message is that an obviously thin woman is worried about her weight and what one piece of cheesecake will do to her.
9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
It empowers those who are trying to eat healthy. It disempowers those who may have eating disorders. (This is the commercial that was pulled because of the National Eating Disorders Association's claims of upsetting those with an eating disorder)It does serve the media maker's interest because I myself am always trying new diets and ways to watch my weight as are many of the people (especially women) that I know. I would try a yogurt that tasted like my favorite dessert in order to eat something that I loved.
10. What part of the story is not being told? How and where could you get more information about the untold stories?
I think that the story that is not being told is that women are not the only ones who struggle with their diet choices. Google or another search engine on people and their dieting trends could help to find more on the story.
Friday, September 9, 2011
Week Three Double Entry Post
"All media messages are ‘‘constructed’’."
I strongly agreed with this core concept from the reading and picked it because I think that sometimes it is scary to not really know what is going on in the world around me. An article " The Construction of Reality in TV News Programmes" by Daniel Chandler talks about how most stories are reported, then revamped from secondary sources such as news agencies or spokespeople. They are the ones giving the public the information that they feel needs to be known.
"News actually creates the 'consensus' knowledge by which reporters and viewers recognize 'newsworthiness'. "(Chandler)
I liked this quote from the article as well because I think that it is funny what some news sources think is actual news. It reminds me of when President Obama first took office and went on vacation. Apparently it was very newsworthy that he had a fit body and swam with his shirt off in the ocean and that his wife looked nice in a bathing suit that she was also wore when she was swimming. Did that change the way the public liked or disliked them at all? It did not make a difference to me.
The one other thing that I feel reminds me the most of constructed media was something that I watched in my Exosphere class about the "1969 Moon Landing Hoax". The video showed both sides of people who thought the moon landing really happened and those who thought it was a hoax. I always assumed it was true, but after watching the film, I honestly don't know what to think. That is why I believe that constructed media is really scary. What is really the truth?
Works Cited
Chandler, D. (n.d.). Notes on the construction of reality in tv news programmes. Retrieved from http://www.aber.ac.uk/media/Modules/TF33120/news.html
Kelner, D & Share, J(2005). Toward critical media literacy: core concepts, debates, organizations, and policies. Discourse: studies in the cultural politics of education, 26(3), 369-386. Retrieved from http://gseis.ucla.edu/faculty/kellner/essays/2005_Kellner-Share_TowardsCriticalMediaLiteracy.pdf
Mediathatmatters [Video podcast]. (2007). (Hate) Machine. Retrieved from http://www.youtube.com/watch?v=2Ebh0BaY8m0&feature=related
Article/Video
I am including the link for the article that I felt helped to connect some of what I read, but I am also going to post a video from youtube that shows how media can be constructed to create hate. I thought it was an amazing video that shows how something that seemed innocent was turned to manipulate others to hate.
The Construction of Reality in TV News Programmes
Hate Machine
I strongly agreed with this core concept from the reading and picked it because I think that sometimes it is scary to not really know what is going on in the world around me. An article " The Construction of Reality in TV News Programmes" by Daniel Chandler talks about how most stories are reported, then revamped from secondary sources such as news agencies or spokespeople. They are the ones giving the public the information that they feel needs to be known.
"News actually creates the 'consensus' knowledge by which reporters and viewers recognize 'newsworthiness'. "(Chandler)
I liked this quote from the article as well because I think that it is funny what some news sources think is actual news. It reminds me of when President Obama first took office and went on vacation. Apparently it was very newsworthy that he had a fit body and swam with his shirt off in the ocean and that his wife looked nice in a bathing suit that she was also wore when she was swimming. Did that change the way the public liked or disliked them at all? It did not make a difference to me.
The one other thing that I feel reminds me the most of constructed media was something that I watched in my Exosphere class about the "1969 Moon Landing Hoax". The video showed both sides of people who thought the moon landing really happened and those who thought it was a hoax. I always assumed it was true, but after watching the film, I honestly don't know what to think. That is why I believe that constructed media is really scary. What is really the truth?
Works Cited
Chandler, D. (n.d.). Notes on the construction of reality in tv news programmes. Retrieved from http://www.aber.ac.uk/media/Modules/TF33120/news.html
Kelner, D & Share, J(2005). Toward critical media literacy: core concepts, debates, organizations, and policies. Discourse: studies in the cultural politics of education, 26(3), 369-386. Retrieved from http://gseis.ucla.edu/faculty/kellner/essays/2005_Kellner-Share_TowardsCriticalMediaLiteracy.pdf
Mediathatmatters [Video podcast]. (2007). (Hate) Machine. Retrieved from http://www.youtube.com/watch?v=2Ebh0BaY8m0&feature=related
Article/Video
I am including the link for the article that I felt helped to connect some of what I read, but I am also going to post a video from youtube that shows how media can be constructed to create hate. I thought it was an amazing video that shows how something that seemed innocent was turned to manipulate others to hate.
The Construction of Reality in TV News Programmes
Hate Machine
Friday, September 2, 2011
Seven Power Lens on 21st Century Literacy Week Two
Week Two
"Learning to look without drawing inferences is a powerful observational tool that can gather rich visual data for the observer."
As an observer we want to obtain as much data about a subject or situation that we can. When we can observe and not draw inferences it will benefit not only us, but those that we are trying to reach. Often times we are so quick to pass judgement or criticize without knowing the whole picture.
This also reminds me of a quote that my friend's mom used to tell us all the time, "Believe half of what you see and none of what you hear." It is more beneficial to find out the truth than to spread false information, so if we observe and obtain the needed data we will be able to report the truth. There is enough propoganda out in the media, but I don't think that it is because they are not taking the time to make inferences. It is based solely on the story that they want to portray.
Abilock, D. (2003, November/December). A seven-power lens on 21st-century literacy. Multimedia Schools, Retrieved from http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf
ON BECOMING A DIFFERENT AND MORE POWERFUL OBSERVERby Alan Sieler
I really liked this article by Alan Sieler. Here is one of the things that he wrote that I can relate to, "As observers we always will view a situation from a particular perspective and have a point of view. However, our tradition of observing has rarely encouraged us to take a look at the position from which we observe and how that will influence the particular viewpoint we take." If we can look at things from another perspective, how will that affect what we observe? I think that whether it changes our perspective to be more positive or negative of a situation that at least we are trying to broaden our views.
Sieler, A. (n/a). On becoming a different and more powerful observer. Retrieved from http://www.newfieldinstitute.com.au/html/ap012.html
"Learning to look without drawing inferences is a powerful observational tool that can gather rich visual data for the observer."
As an observer we want to obtain as much data about a subject or situation that we can. When we can observe and not draw inferences it will benefit not only us, but those that we are trying to reach. Often times we are so quick to pass judgement or criticize without knowing the whole picture.
This also reminds me of a quote that my friend's mom used to tell us all the time, "Believe half of what you see and none of what you hear." It is more beneficial to find out the truth than to spread false information, so if we observe and obtain the needed data we will be able to report the truth. There is enough propoganda out in the media, but I don't think that it is because they are not taking the time to make inferences. It is based solely on the story that they want to portray.
Abilock, D. (2003, November/December). A seven-power lens on 21st-century literacy. Multimedia Schools, Retrieved from http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf
ON BECOMING A DIFFERENT AND MORE POWERFUL OBSERVERby Alan Sieler
I really liked this article by Alan Sieler. Here is one of the things that he wrote that I can relate to, "As observers we always will view a situation from a particular perspective and have a point of view. However, our tradition of observing has rarely encouraged us to take a look at the position from which we observe and how that will influence the particular viewpoint we take." If we can look at things from another perspective, how will that affect what we observe? I think that whether it changes our perspective to be more positive or negative of a situation that at least we are trying to broaden our views.
Sieler, A. (n/a). On becoming a different and more powerful observer. Retrieved from http://www.newfieldinstitute.com.au/html/ap012.html
Photo Analysis
Photo Analysis Two
Photo Analysis
Observation: President Obama seems like he is in a cheerful mood. He is smiling and seems confident.He is casually dressed in a button up shirt and slacks. He is with a group of men. One looks like he is a Coast Guard. They are either on a boat or getting off of a boat. Men (Secret Service maybe) in the crow's nest.
People: President Obama and unknown men
Objects: Boat, Water, American Flag
Activities: Walking, Talking, and Smiling
Inference: President Obama is either on or walking off of a boat. There is water and men in a crow's nest. The people around President Obama are smiling and seem interested in what the President is doing.
Questions: Where is President Obama? Was this particular visit planned ahead or last minute? Who are the men with the President? What are they discussing?
Answers: I could find answers to these question on Google or another search engine.
Photo Analysis One
Observation: President Obama seems as if he is concerned or upset over something. His eyebrows are drawn together in the middle and his lips are pursed. There also seems to be books and plants behind him. He is casually dressed, I don't see a tie or jacket.
People: President Obama
Objects: Books and maybe plants
Activities: Sitting/thinking
Inference: President Obama is thinking about something. President Obama seems to be inside. He is unhappy or stressed.
Questions: What is going through President Obama's mind at this moment? Is in a room with a few people or is there a room full of people?
Answers: I could search the Internet by either Google, Bing, or another search engine.
Photo Analysis
Observation: President Obama seems like he is in a cheerful mood. He is smiling and seems confident.He is casually dressed in a button up shirt and slacks. He is with a group of men. One looks like he is a Coast Guard. They are either on a boat or getting off of a boat. Men (Secret Service maybe) in the crow's nest.
People: President Obama and unknown men
Objects: Boat, Water, American Flag
Activities: Walking, Talking, and Smiling
Inference: President Obama is either on or walking off of a boat. There is water and men in a crow's nest. The people around President Obama are smiling and seem interested in what the President is doing.
Questions: Where is President Obama? Was this particular visit planned ahead or last minute? Who are the men with the President? What are they discussing?
Answers: I could find answers to these question on Google or another search engine.
Photo Analysis One
Observation: President Obama seems as if he is concerned or upset over something. His eyebrows are drawn together in the middle and his lips are pursed. There also seems to be books and plants behind him. He is casually dressed, I don't see a tie or jacket.
People: President Obama
Objects: Books and maybe plants
Activities: Sitting/thinking
Inference: President Obama is thinking about something. President Obama seems to be inside. He is unhappy or stressed.
Questions: What is going through President Obama's mind at this moment? Is in a room with a few people or is there a room full of people?
Answers: I could search the Internet by either Google, Bing, or another search engine.
Friday, August 26, 2011
What is the difference between media literacy and critical media literacy?
I may be very wrong in my answer, but I think that media literacy is when a person is competant in understanding and deriving information and ideas from sources such as television or the Internet. Our ideology is not contained in thinking that our information can only come from books.
Critical media literacy allows for more analysis and criticism on some of the popular media. It allows those that are studying the media to be more subjective than objective in collecting data.
Critical media literacy allows for more analysis and criticism on some of the popular media. It allows those that are studying the media to be more subjective than objective in collecting data.
Introduction Blog for Educ.6810
Hello. My name is Jessica Sandy and I'm from Clarksburg. I am currently substitute teaching in Harrison county in addition to taking 9 hours toward my Master's Degree. I love spending time with my three year old daughter, Amelia. She keeps me very busy.
I hope that I learn to use more ways to incorporate technology into my classroom by taking this class.
I hope that I learn to use more ways to incorporate technology into my classroom by taking this class.
Subscribe to:
Posts (Atom)