Module 2 Reflections

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Module 1 gave me a solid background on what media literacy is and different approaches to media education. With those foundations in mind, Module 2 has challenged me to look deeper at media, how it is developed, and looking for what is not easily seen. Visibility is a fundamental theme when teaching media literacy to students because media has the power of changing what is or is not easily seen (Tollefson, 2008). In this module we have learned many ways media lies with images.

Knowing how media lies with images is important to media literacy students, because it gives them the power to see more than what is easily seen. Furthermore, having tools and knowledge on how media deceives, can help consumers navigate through what is deception and what is truth.  Visibility is often times controlled by those in power, meaning that media makers with power can hide the truth to those with little or no power (Tollefson, 2008). When reading The Inversion of Knowing from Volatile Knowing written by Dr. Kaia Tollefeson (2008), I could not help but to make connections between power and visibility with white privilege. Once explained to me, white privilege is like being a white crayon on a white piece of paper; it can go anywhere and not be noticed however, the other crayons will be noticed everywhere they go. This to me is proof of how power and visibility works in our society. Another example is how critics blame popular culture and social media as reasons students lose out on education instead of focusing on the structural conditions that effect the education system (Sternheimer, 2013). Those who have power in media tend to focus on stories about electronics, blaming parents, or using television as a scapegoat, instead of investigating the cultural and educational structures that are cause of these issues.

Stereotypes, generalizations, and labels are also types of visibility. When used in media labels can be beneficial because they help categorize social issues (Cortes, 2000). These categories help people see a larger picture that can lead to understanding and acceptance. Generalizations develop based on personal experience and are created in order to help people understand the world (Cortes, 2000). However, often times media contributes to stereotypes based on generalizations that do not capture the entire picture of a cultural group.  When media only highlights bad activities of a social group it is only giving visibility to a small portion of said group, and can contribute to a bad stereotype. I also have learned that these generalizations have effected the LGBTQ community in television and movies. The visibility of the  LGBTQ community has been small and underrepresented in popular culture due to mainstream ideals (Gross, 2001). Although, and thankfully, I think this is changing I do believe that the film industry has more work to do to represent sexual minorities on the big screen.

This module was enriching because it opened my eyes to how important visibility really is from larger social issues to shopping in the grocery store. Children are one of the most sought after consumers because it starts brand loyalty at a young age, their world views are easy to manipulate, and even at young ages children have tremendous purchasing power (Shah, 2010). With so much debate about how much “screen time” a child should have, learning about all the ways marketers reach children makes the debate that more valid in my opinion. Holidays, major movies or television shows, and even the education system are commercializing childhood itself (Shah, 2010). If a movie is successful toys and games are manufactured to make excess revenues, corporate influence is trumping a parents influence, and even auto manufacturers are targeting children. This unchecked power is even allowing corporations to provide curriculum, school lunches, and gymnasiums to the education system (Shah, 2010). Marketers are using every single angle they can to reach children and the dollars that follow. Just to add another example, even at grocery stores children are being targeted. Cereal companies are using visual strategies to reach children from bright colors, love able characters, and even making the eyes on the characters angled so the children make eye contact with the box (Tuttle, 2014). Visibility in the grocery store, on television, and in societal structures are all controlled by people whose biggest interest is to sell. This is why I find it so important to teach the youth media literacy so they can look at everything with an inquisitive perspective. Not just to lose trust but to question what is not easily seen and to search for the truth.

Which Map Do You Like Best?

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We are nearing the release of our 2016 Drone Poll Results!!!

By way of prep, I am curious as to what you all think about our potential mapping output formats.  The underlying data represented in these draft graphs isn’t important at this point.  Rather, I am curious as to which you all think is the best representation of geospatial data for the web:

Option 1: Cluster


Option 2: Heatmap

Option 3: Bubble

Let us know what you think (Option 1, 2, or 3).

Reflections on Module 1 Readings

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First of, let me start by saying, reading all these new information about media literacy has definitely gave me a broader knowledge for what it truly is. Like many of my classmates I am sure, we all had some what of an idea of what media literacy was but these readings were very helpful. One of the readings, included Jane Tallim stating that, “Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. It’s the ability to bring critical thinking skills to bear on all media— from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards. It’s about asking pertinent questions about what’s there, and noticing what’s not there. And it’s the instinct to question what lies behind media productions— the motives, the money, the values and the ownership— and to be aware of how these factors influence content.” This is such a strong statement that is made and stood out to me the most. Media literacy to me was just the message the media gave out and how one perceived it but it is a bigger concept than that. After completing my readings, I view media literacy differently, I try to read between the lines and what the message really portrays rather than just the straight forward message presented. I was not even aware that media literacy is more than ads and how something is presented. It is around us on a daily.

Another reading that stood out to me was media literacy and children. That is something that never really crossed my mind. This concept seemed so simple to me that, media literacy is around us in a daily life. Our society is taken over with technology where most of it is retrieved through media. Weather it is a child watching television or a parent on social media, can we really go 24 hours without being in some type of link with media? As Jennifer Ladner speaks more about in her article about, Why Media Literacy Is So Important For Children Today. She states, “Media literacy allows children (and families) to become more aware of both intended and unintended media messages.” This is such a strong statement because it is true we let media take our lives and making what we know relying on media. I loved reading this article because children are growing up in a society today where media impacts them heavily, their futures rely on it and for them to grow up and read in between the lines rather that what they actually perceive is important so they can get a better picture of reality. However, this broads their knowledge of the world and being able to question their parents or peers around them.

Reflections on Module 1

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After reading the different definitions of media literacy; I gained a deeper understanding of what media literacy can be. As technology has evolved, so has the definition of media today. Maureen Baron defined media literacy as the ability to “decode, understand, evaluate, and write through, and with, all forms of media”, as well as, “read, evaluate and create, text, images, and sounds, or any combination of elements”. I thought Baron’s definition was the most accurate, because it included the fact that the definition of media literacy can change. The definition to me was also specific and to the point which made it easier for me to understand.
Baron’s definition helped me connect media literacy to the content in the book, Connecting Social Problems and Popular Culture by Karen Sternheimer. Sternheimer(2013), emphasized the fact that media has changed over the years. Every generation has had a different experience with media and technology. Media doesn’t just include radio, television and the newspaper, but also social networking, iPods, the internet, et.(Sternheimer, 2013). I found it interesting that because older generations do not understand the new technology; they may misunderstand the way technology is used and media portrayed. Also, every generation fears for the next generation since the time of Plato.
What I found the most shocking from reading the book was that many people believe media is at fault for the negative behavior of adolescents. However, as Sternheimer(2013) stated, “the root of the most serious challenges American children face, problems like lack of a quality education, violent victimization, early pregnancies, single parenthood, and obesity”. Media cannot be blamed for all of society’s problems. There are underlying issues that people rather avoid such as sexism, racism, and discrimination. The second chapter, explained how childhood has also changed. Teenagers are no longer given many adult roles, but instead the teenage years as seen as an extension of childhood(Sternheimer, 2013). Children also have different responsibilities and expectations now. The example given in the book reminded me of my own parents’ childhood. Both were not expected to finish high school and were able to obtain decent jobs. Nowadays, that is nearly impossible to obtain a stable job without an education. Children are expected to go to college or a university.
My favorite article was University of Michigan Health Systems Your Child: Television and Children. I enjoyed reading this article because it gave a lot of information regarding children’s use of television. As a mother of an infant, I think this information is very valuable. What I could relate to from this article was that television should not replace reading. Although as a working mother, it can be very easy to try and find a quick solution to pacify a child. Television, should not always be the answer to that situation. Parents need to make sure they find time to engage with their child; read a book together or just talk about their child’s day at school.

Reflection on Module 1 Readings

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Society is constantly exposing us to media messages whether we are conscious of it or not. From the music we hear to the advertisements we try to ignore, we are constantly consuming these persuasive messages. Media literacy is the ability to critically analyze these messages and is a crucial skill to learn to navigate through the chaos of today’s world. Jane Tallim explains, “In our world of multi-tasking, commercialism, globalization and interactivity, media education isn’t about having the right answers—it’s about asking the right questions.” Questions such as: Who produces the media we are exposed to? What are they motivated by? Who benefits and who is harmed by these messages? These are the types of questions that make me reconsider the reality of our media constructed world. There is often little understanding about the foundation of media literacy since it is not part of the core curriculum taught in schools, even though it is one of the most “real world” applicable abilities for students to learn.  Uk professor, Len Masterman, recognized the importance of media literacy and made it his mission to set the foundation for it to be taught in systematic way for the future generations to come. Masterman stated, “the media, that is, are symbolic sign systems that must be decoded. Without this principle, no media education is possible. From it, all else flows.” Masterman breaks down media education into 18 fundamental principles that work as the foundation for the systematic teaching of media literacy. When it comes to media literacy, there  are several different approaches that are most often used to educate. Zaslow and Butler defined three models of media literacy: (1) Protectionist (2) Ideological analysis and (3) Constructivist. The protectionist model believes that people, especially children, must be protected from media. The ideological analysis model approaches media education in a way that teaches to question the naturalness of media messages and focuses on how dominant ideologies are supported and reproduced by media. Lastly, the constructivist  model believes that people should enjoy the experience of media while also developing the skills to critically analyze the content. I believe the constructivist model to be the most effective in developing media literacy. Our media centered culture is not going to change so there is no point in trying to avoid it. The ability to sift through these messages and see them for what they are while still experiencing them is the only way to truly achieve and teach media literacy. When approaching media education in a classroom setting with a civil defense attitude, “there is an almost sure-fire guarantee that students will switch us off, counting our dire warnings as just another manifestation of adult paranoia and lack of understanding”(Worsnop). Media manipulation has lead to countless issues within our country. To name a few, mass media’s inaccurate representations of reality has lead to unrealistic standards of beauty, acceptance of violence, and encouragement of alcohol and drug abuse within our society. Media literacy matters because it teaches people to reconsider believing everything they see and provides the tools to think critically and analyze the constant stream of messages that the media feeds us everyday. Teaching media literacy in schools is especially important since the youth of our country are exposed to just as much, if not more, media messages than adults are. According to a study done by the University of Michigan, children between the ages of 2-5 spend on average 32 hours a week watching TV and 71% of 8-18 year-olds have TVs in their bedrooms. Since younger people tend to be more vulnerable as they are shaping their perceptions of the world, it is easy for them to be manipulated by the media. Jesse Gainer explains that schools “should incorporate children’s interests into curriculum as a means to connect to students’ lives and show the relevance of class work to their lives.” These skills allow not only children, but their families too, to take control of the media they are exposed to, rather than letting it control them (Strauss).