Module 1 Assigned Readings

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I will admit, I have a love affair with all things research. Often times, a few hours after logging online with the intention of recreational browsing,  I find myself stuck down an internet rabbit hole of case studies, research projects, and educational articles so that I may better understand a concept or term that was presented in the body of some text.  Therefore, I found myself initially drawn to the articles provided under the Media Literacy Defined” category.

I found myself, upon entering this course, asking the question, “what is Media Literacy?” and “Why is it important?” In the article, What Is Media Literacy, Jane Tallim defines the concept as one that includes “the ability to sift through and analyze the messages that inform, entertain, and sell to us every day.” (Tallim et al.,   pg. 1)  Media literacy and media education go hand in hand. The authors of this article argue that term media education, not to be confused with media literacy, is fluid. Expanding to include our ever evolving technological advances while still including some semblance of the past.  They strive to make the distinction that media literacy is obtainable while media education is a lifelong process. (Tallim et al, pg. 3) In contrast, The Core Concepts, tell us that “media education addresses both the consumption and production of media texts, regardless of technology.” (Jolls & Willson, 2014, Pg. 3) Students must be literate in every form of media, despite the medium through which it is presented.

It would appear, then, that these texts provided me with a foundation to build upon when it came time to examine the four competing philosophies surrounding media literacy.  I was able to see that there are varying definitions of what it means to be media literate and participate in media education from the aforementioned articles. Of the four competing philosophies, I found the constructivist model most appealing. Students of a certain age should be allowed to enjoy certain forms of media while simultaneously learning to use logical reasoning to sift through the unfavorable or un-educational ones, a point that needs emphasizing since so many parents still subscribe to the protectionist model that all forms of media need to be blocked from their child’s life. That is not to say that children under the age of two, on the other hand, should be exposed to copious amounts of screen time, as, in my personal experience, both pediatricians and pediatric nurses recommend limiting exposure to television during important developmental milestones. Whereas, author Elissa Straus, provides ample evidence in her article The Debate Over Screen Time is Really About Moms, Not Kids, that “there is no scientific evidence that watching TV or playing with tablets is inherently bad for  children over the age of 2.” (Straus, 2016, Pg. 1.)  This is not to say that electronics should be used as a babysitter, but rather, mothers should not feel guilty for letting their toddler engage with certain forms of media when it is necessary.

It is almost impossible to escape the media in this day in age. According to Your Child, “on average, children ages 2-5 spend 32 hours a week in front of a TV.” ( Boyse, 2010, Pg. 2.)  Boyse’s point is that children are being exposed to more media than ever before. Therefore,  it is unrealistic to expect a child to be completely protected from the media. They are bound to be exposed to certain forms of media wherever they go. In sum, then, it makes the most sense to provide them with the tools to make wise choices regarding the media. This brings us back to the question that I proposed earlier, “Why does media literacy matter?” My conclusion, after having reviewed the assigned texts, is that through active participation, media literacy and media education  provide the next generation with the tools they need to become critical thinkers whose lives are not completely dictated by what they see in the media.

Media Literacy’s Impact

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I found this week’s reading to be incredibly eye opening. Beginning this class, I knew what felt like nothing about media literacy, however the reading really helped me realize I know more than I thought.

Jane Tallim’s definition of media literacy as an ability to analyze the messages we see every day whether in the form of entertainment, sales, or information clarified for me that the responsibility is on us as people to carefully decide how we allow media to impact us. The three stages of media literacy by Elizabeth Thoman which are centered around awareness and the learning of specific skills to be a critical viewer lend to and build upon Jane Tallim’s definition. All of the important media literacy scholars included in the What is Media Literacy attachment in someway stated Rick Shepherd’s view that media literacy is an informed and critical understanding of mass media.

For me, the most valuable piece of the The Core Concepts: Fundamental to Media Literacy Yesterday, Today and Tomorrow attachment was the 5 concepts Elizabeth Thoman, the founder of the Center for Media Literacy placed importance on:

  1. All media messages are “constructed”
  2. Media messages are constructing using  using a creative language with its own rules
  3. Different people experience the same media message differently
  4. Media are Primarily businesses driven by a profit motive
  5. Media have embedded values and points of view

It was valuable to learn about the founders of media literacy; Barry Duncan and Len Masterman and the effect they had on spreading the importance of media literacy around the world. Masterman’s 18 Basic Principles reinforced much of the information from the first reading. My favorite principle is that “Media education carries out its investigations via dialogue rather than discussion.” This is a vitally important distinction.

When looking at the 3 Models of Media Literacy the Protectionist or Discrimination Models strike a similarity with the way I grew up receiving media, I was taught to know the difference between a low quality media like The Simpsons and a high quality media at the time, Sesame Street. Additionally, I grew up before it was common for a toddler to have their own iPad. My parents did not allow a lot of television viewing, I definitely did not fit into the numbers shown on the University of Michigan Health System’s report. The Social Critique and Pleasure attachment made me think about my 11 year old cousin who has grown up similarly to the way I did back in the day. She was telling me about how her friend wanted to see an “R” rated movie and when my cousin told her she wasn’t allowed, her friend said “your mom is holding you back.” I couldn’t believe it! Sternheimer’s Connecting Social Problems and Popular Culture: Why Media Is Not the Answer discusses how generationally, economically, politically, etc. children’s experiences are different I believe that often these differences are not thought of when judging ones actions.

In one of my posts, I mentioned that I am interested in the way people with disabilities are portrayed in media. It seems as though we are always the funny best friend, the person viewers should feel sorry for, or someone who receives a miraculous cure. The “Why Media Literacy” reading the statistic “43 million Americans have a disability; but people with disabilities are visible in only 1.5% of prime-time programs (and these are often stigmatized and victimized)” really struck me because I had never seen it stated in numbers that way.

The orthodoxy is interesting. At this point I agree that while media is a powerful force, it cannot fix everything, youth these days are smart and only becoming more and more critical. Sternheimer’s Connecting Social Problems and Popular Culture: Why Media Is Not the Answer reinforces this stating “social structure encourages us to look in depth at the big picture to understand what factors may shape people’s choices.”

This reading was an excellent way to broadly familiarize myself with media literacy.

Introduction

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Hello, my name is Dayna Davis. I have grown up in Camarillo, and I was very excited that there was such a nice local college to keep me close to my family. I have a lot of little cousins that I am close to and don’t want to miss watching them grow up. I just finished my junior year at CSUCI and am planning to graduate next semester, so I’ll be finishing a little early. My major is liberal studies with my concentration in special education. I will be getting a multiple subject credential and hope to work in an elementary school. So far I really enjoy working with 4th grade students. I work as a paraeducator for the Oxnard school district. I look forward to getting to know everyone this semester!