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module 1 readings- Regina Hernandez

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As this class began and I completed the first activities on my own, I have to honest, I still was unclear on what media literacy was. I did do some research on my own but I was still confused, but after proceeding with the assignments and getting to the assigned readings I began to understand more on what media literacy is. According to Jane Tallim, media literacy is the ability to analyze the media’s messages to the public by critical thinking, asking pertinent questions, understanding the goals of the media production, and to be aware of media factors influencing people. I also learned that there is a difference between media literacy and media education. Tallim explains that media education is examination of the media world, by asking who is the message for, why is there a message, whose voices are heard and whose are absent.  Now that I have read and understood the main concepts let me explain some articles that I found interesting.

To begin with, in this week’s readings for Connecting Social Problems and Popular Culture by Karen Sternheimer, I learned about media phobia and the relationships of media and childhood. The first chapter focused on media phobia and it also gave me an insight on how the media was back in 1980’s. Did you know that in 1982 the channel networks would shut down at night!? Also, I learned that many have a media phobia and automatically link the media to all the society problems. This chapter explained that although the media is a critical problem, there are bigger problems such as poverty in the world, so one should not have all focus and blame on media.  It also explained how media phobia was created by media itself. There is media propaganda trying to blame social problems on media For example, the media has sent messages accusing itself for the increase of violence in adolescents.. Sternheimer also explains that in order to deconstruct media phobia one needs to focus on popular culture. I think that because popular culture shapes what we think and talk about, having media education, will help deconstruct media phobia. Additionally, in chapter 2 Sternheimer explains that many disagree on the age of a childhood as well as what childhood is. A childhood is lived by differently by experience of each individual. That I can relate because as an older child my childhood was strict and different than my younger sister who had more “freedom”. As well as the experience we had where I was introduced to a computer at age 9 and boy were they big.  On the other hand, she would watch cartoons on a tablet since she was five. I understand Sternheimer on varieties of definitions and understandings of childhood that make it more difficult to stop blaming social problems on pop culture.

Also, I found the power point  “Why Media literacy” interesting because it helped shape my understanding on the importance of teaching and having and ideology of media literacy. In the power point one can see how over time the consumption of media is greater than the hours of learning in school. It also compares violent acts between children shows and prime TV.  Where children shows have 5 times more violence than prime TV.  Last semester I took an adolescent development class where I learned that many adolescents are affected by the media because the media portrays a females as skinny yet with curves, and many adolescents do not know that these models are usually intensively photoshoped. This power point also explains how self esteem is targeted in the media.  Also, it shows other common problems such as drug use and drug death affected by media coverage.

Reflections of Module 1 Readings

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When signing up for this class, I honestly had no idea what media literacy was and didn’t have a single clue what this class would be about. After completing these readings, I learned a ton of new information and found the majority of the readings fairly interesting. So far from what I learned, it has made me more aware how kids receive messages from what they see or hear from the media, if there is a message being received at all.

Today, I was with family and there was a 10 year old boy there who was watching the basketball game with his dad. When there were some commercials that were played and he pointed things out and asked some questions on what those things meant. Noticing this, it reminded me of Jesse Gainer’s article Social Critique and Pleasure: Critical Media Literacy with Popular Culture Texts. Critical literacy is described as “the ability no only to read and write, but also to asses texts in order to understand the relationships between power and domination that underlie and inform those texts” (2007).  In the article, Gainer compares their daughter with her cousin when it comes to music. Gainer’s daughter asks questions what the lyrics actually mean, whereas the cousin likes the song because of the beat. Towards the end of the article, the daughter was talking about the song “Sk8ter Boi” by Avril Lavigne. Honestly, this made me really excited because I used to love her when I was ten. But the daughter, Clara, noticed the gender roles I guess you would say. She talked about how the irony of how in the song it mentioned how the girl was at home and taking care of a baby and it was the boy that was a rock star when she is one herself. So Clara started switching the roles throughout the song. When I was younger and even now, I never caught onto that.

So, what is media literacy? According to Rick Shepherd, media literacy is an “informed, critical understand of media.” Reading through that first article, there were a few different definitions but this one was short and understandable. Now, Chris Worsnop says there are three different terms that are used which are used interchangeably. These terms include: media education, media study, and media literacy. He says that media education is everything that happens in a classroom that is media oriented. Media study is when “schools of teacher organize specific courses or units to study the media.” Lastly, to him media literacy is the “expected outcome from work in either media education or media study. So as you can see that these terms are similar and I can see how these terms are interchangeable. The last thing that I thought stood out in this reading was the three stages that was mentioned by Elizabeth Thoman. The first stage is “becoming aware aware of the importance of managing ones media ‘diet’.” Next is to learn the specific skills to critical viewing. One of these skills is to “analyze and question what is in the fram, how it is constructed and what may have been left out.” So pretty much getting into the details. The third stage is to “go behind the frame to explore deeper issues.” This I think would be go farther into detail and know the background and how everything was put together.

The article that really got my attention though, was The Debate Over Screen Time is Really About Moms, not Kids by Elissa Strauss (2016).  To me this is kind of funny timing on reading this article because a week ago, I was talking to my grandma and saying that I wont let my future child have or play any electronics until they are about 5 (call me crazy). I said this because I wouldn’t want them to become so attached like how the majority of us are now. But within this article is says there isn’t enough scientific evidence of a child over 2 years old that watches TV or playing on a tablet isn’t all that bad. Strauss mentions a recent essay from JSTOR written by Alexandra Samuel who says that the taboo against screen time is sexist and maybe even classist. This made my jaw drop and my eyes widen, I have never heard anything like that before. Another thing that Samuel mentioned in her essay is that she “takes aim at screen time as boogyman, making the case that its demonization has its roots in a not-always-conscious anti-feminist bias.” To be honest, I don’t completely understand what this statement means, but I found it quite interesting if that even makes sense.

Overall, these readings have made it more clear to me what media literacy means and how youth is actually affected by it. After reading all of these readings, I am looking forward to what the remaining of this course has to offer.

 

Module 1

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Prior to this class, I’ve never put much deep thought into the media at all.. Let alone connecting it to education and children. I was confused when I saw this this course was on the list of classes I had to take in order to receive my degree in Liberal Studies(elementary education). The first realization of the importance of this class as a future education was when I watched the Barnyard movie trailer. I realized how much hidden meaning was put into the Barnyard movie, and even though I am an adult I could connect to the main ideas that were being portrayed in the movie. As I got further into the module, and the required readings and assignments I began to understand the connections being made, and the important of Media literacy in educational settings.

The first, and in my opinion most important article in this module was “What is Media Literacy?” by Jane Tallim. I found this article to be the most crucial to my learning because prior to this class, and these assignments I had no idea there was even a term “Media Literacy” let alone a difference between “Media Education”. For starters the first part of the article that stood out to me to help me understand what “Media Literacy” was, was Tallim’s three stages of Media Literacy. I thought this was a great way of being the term to life. The three stages were, 1) “becoming aware of managing/making choices of time spent using media forms”. 2)”Learning specific skills of critical viewing” and 3)”go behind frame to explore deeper issues, such as who produces? what purpose? who profits?”

By providing these three stages, it helped me understand what Media Literacy is on a deeper level. I also was able to identify the difference between Media Literacy and Media Education. These two parts of Module 1 stood out to me, and allowed me to see the importance of this class, and was a stepping stone in learning more about my own Media Literacy.

Reflection on Module 1 Readings

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Before starting this class, I thought I knew what media literacy was. In this module, I have learned that media literacy and media education is much more complex than just understanding the media. According to Jane Tallim, to be media literate means to be able to analyze and question media. So, I leaned that not only do we need to understand the message, but we need to look deeper to find hidden messages. We need to find out what the purpose is, who the audience is and what the motive is (Thoman, 1995). In the article, The Core Concepts: Fundamentals of Media Literacy Yesterday, Today and Tomorrow, by Tessa Jolls and Carolyn Wilson, We can see the CML’s Questions and tips. Some of the questions they suggest are “who created the message”, “why is this message being sent”, and “what creative techniques are being used to attract my attention” (Jolls and Wilson, 2014). These questions were helped formed by Masterman’s 18 principles of media education. In my opinion asking those types of questions will really help people start to understand the purpose of media.

Teaching media literacy is important in our society today. Children, and adults, spend so much time in front of screens, playing video games, watching t.v, and on the internet and there is also things like billboards and magazines. According to the article, Why Media Literacy is So Important for Children Today, 52% of 5-8 year olds have used some type of media (Ladner, 2012). The University of Michigan Health System article, Television and Children, states that in 51% of homes, the t.v, is on most of the day (2015). I have little people in my life and I find it so sad how often they are on their phones or in front of televisions. They are so impressionable so if they aren’t able to decipher meanings of the advertisements thrown at them, they are not going to have a very clear vision of reality.  It is important that children are able to analyze meaning behind the messages they are being sent on a daily basis.

I also found the three models of media literacy interesting. The three models are very different from each other. The Protectionist model seems to be a model that is used a lot in our culture today. In the Protectionist model, it is believed that children need to be protected from media (Zaslow and Butler, 2002). According to the article, That It Was Made by People Our Age Is Better, the Protectionist theory believes that children need to be able to choose between good and bad media (Zaslow and Butler, 2002). I personally agree with the Constructivist model. This model helps children develop the skills they need to analyze media and to not be passive receivers of media (Zaslow and Butler, 2002). I do not think children need to be protected from everything. Children can learn to figure out underlying messages of media and they should be able to enjoy it. Media isn’t scary.

Module 1 Reflections

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According to Zastrow and Butler (2002), there are three models for media literacy. The protectionist/discrimination model acknowledges that some types of media are more harmful for children than they are beneficial. However, this model is unique because it assumes that with proper education, young children, while impressionable, can be responsible enough to determine what is best for them. The ideological model encourages children to dissect messages in the media, and consider the extent of validity and truth in them. Lastly, the constructivist model permits children to be entertained by the media presented to them, but encourages children to engage and interpret, rather than just mindlessly observe.

I think all of the above models are useful, and children should be able to employ all of the above techniques when necessary. However, the constructivist model is the only one that allows for the child to be entertained while still engaging with the material in an analytical way. For instance, older children who are introduced to reality television programs can still enjoy these shows while examining what the hidden messages are, and what the content creators want to teach their viewers, whereas the protectionist would argue that children should recognize the potentially harmful messages and select another program.  Gainer (2007) gives an example of constructivism in music using his young daughter, Clara. Clara listens to music that is contains strong messages about war and sex. When she does not understand the lyrics of the songs, she discusses them with her dad. She is still able to enjoy the music, while being aware of the content.

Overall, entertainment should not be a negative thing. Children should be able to enjoy certain content without feeling compelled to despise it, as Chris Worsnop explained in his article, “Orthodoxy is the Enemy: Four Ways NOT to Teach Media Literacy”. He also explains that some content is meant to be enjoyed, and not analysed piece by piece. That being said, children should exercise caution in their choices of media, and select content that will best inform and entertain them. According to a study from the University of Michigan, children who view violent content before they are mature enough to understand what is real and what is not real can become traumatized by what they see. Therefore, it is the responsibility of the parent and the child to explore media literacy together, and communicate with one another about the content and messages.

I learned that being media literate does not mean being angry or hateful about the media. Instead of focusing on negative messages, I should also focus on positive ones too. I also learned that it is important to ask questions regarding who wants me to learn the message being presented and how it benefits them. I would like to learn more about using media to spread positive messages that benefit society, rather than messages that benefit individuals or corporations. I would also like to learn more about where to draw the line in terms of mature content for children. For instance, at which point does being aware of a negative message become harmful to a child rather than helpful?

 

Reflection of Module 1 Readings

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A constructivist model of media literacy, or education, focuses on students not only being analytical of media sources and content, but also allowing for students to enjoy media (Zaslow and Butler, 2002), This ideology best aligns with my impression on media literacy after reading through the articles and research in module one. While the constructivist model is one that I connect greatest with, I have a hard time making a distinguished decision on this matter because I appreciate a mixed-bag-approach. Orthodoxy is a way of teaching that imposes strong opinions and agendas on students (Worsnop). Having only one approach to media literacy creates an opportunity for students to miss out on information and experiences. I believe that there are positive benefits from each one of Zarlow and Butlers models of media literacy. When doing the the survey for The Seven Great Debates in Media Literacy by Renee Hobbs, I felt myself finding benefits from multiple approaches and felt tension when trying to decide on only one or the other. reading through the articles I noticed a pattern that I expected, there are so many researchers and studies on this topic that there is a world of knowledge, opinions, and view points on these models of media literacy.

Feeling closest to the copnstructivist model, I connected most with a self-reflective model of teaching that allowed for students to analyze and enjoy media (Gainer, 2007). I see the benefits of students enjoying their interactions with their favorite medias while still being curious. Media literacy facilitates and encourages citizens to challenge traditions and structures in media that create and recreate our world (Bowen, 1996).  This is so important because media is inescapable and it takes inquiry and curiosity to create understanding in the receivers of the messages that media put out. When doing the recent assignments on the Barnyard trailer and Dove advertisements I realized just how much realities are told to us by advertisers. We retell and live by stories we have been told or heard (Sadker and Sadker, 1994) so when we do not get information that challenge our view points we cannot understand the complexities of other people’s experiences. This realization is one that solidifies a lot of my communication theory and experience. Youth media literacy is crucial in this aspect because as mentioned before we can only live by the truth we have been told, so children shape their opinions and worldviews on sexist and racist media experiences as seen in the Barnyard and Dove examples. To create a more understanding and curious population media literacy is crucial because it allows for people to question, evaluate, understand, and decode media (Baron).

Media has always had a huge impact on society, but I think that the lack of media literacy in previous generations and even today is resulting in the control that media has on our lives. Furthermore, media is sexist and racist because we have allowed it to be. Media literacy can be and is a lifelong process that is investigative, uses critical thinking, but mainly needs self motivation to be successful (Masterman, 1989).  Debates on a mothers control over her child’s time in front of screens is a topic that is sexist and represents old ideals, however these debates become popular among parents (Strauss, 2016). This is a perfect example where media literacy could be used with an inquisitive approach allowing people to focus on asking questions that facilitates a productive dialogue, not one that instills guilt and anxiety in mothers. In short, media literacy’s importance is so large because of the never ending penetration media has on our lives through so many avenues and forums. Media literacy allows for meaning making and a stronger understanding of global consumer effects (Thoman, 1995).  Youth literacy is necessary because it instills curiosity at a young age and helps ensure that students can analyze and enjoy media throughout their lives.

QUESTION 05/30/2016

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Just posting this as an example of what we can do if any of us has any questions, so we can all help each other!

Caterina Module 1- Recap

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So when I first signed up with this course, I was not expecting to be this into it. So far, I have found all of the readings, videos, and assignments/ activities to be very interesting. I am on vacation in Puerto Rico right now and usually I would put homework off till the night time after we are done with activities. Instead, I have found myself bringing my kindle with me to read the textbook (which I downloaded on there because I figured it would be easier for vacation.) on our way to each activity. Also, I keep sneaking away to the lobby to access their wifi there to stay on top of my homework.

So far I have absolutely loved the textbook “Connecting Social Problems and Popular Culture” by Karen Sternheimer. It has really opened up my eyes to a big problem we  are having with people blaming technology and different sources of media for the changes in children’s behavior. When in reality, these changes are occurring because our society and world is changing as the years go on. Everyone has a certain image they have when they think about the word “childhood”. However, there is no exact definition for childhood. There is no exact age when childhood begins and or ends. It is a constant argument people are having. Also, as the years pass by so do the things that impact children. An example Sternheimer uses is how her grandfather couldn’t go to school when he was a child, because he had to work in order to support his family. Once the economy turned around, his children were able to go to school, because it was necessary to have an education in order to succeed in the world. She says that her and her grandfathers childhoods are both very different because they had different experiences. I really found this interesting. I have always gone along with saying that technology is ruining children today. I mean my nephew is addicted to his Ipad and throws a tantrum every time we take it away. But, now that I think about it…I was probably the same way when someone took away a toy that was really popular when I was a child. Also, children’s childhoods can vary depending on what household they grow up in. If their parents are divorced, if they parents work a lot, or if there parents can hardly support their household. Children do not necessary vary because of the media they are exposed to, they vary depending on what they are exposed to.

I always categorized media literacy and media education as the same thing. I took a mass media class in highschool and they never really specified the difference. I really liked how Chris Worsnop described the definitions of both. To summarize it, he says that media education is a term used as a “a broad description of all that takes place in a media-oriented classroom” where as media literacy is “the expected outcome from work done in media education/ media study”. So pretty much, media literacy is the outcome from media education.  I also really liked the power point that really explained the principles involved with media education.   Like I said previously, the highschool I went to in Missouri, offered a mass media class as an elective. I never realized that it wasn’t offered in most schools. I learned this from the article “Jolls and Wilson”. The article says that even though media literacy is a part of the 21st century skills framework, “it is still not formally recognized in the Common Core Standards for Language Arts, nor is it typically included in teacher preparation programs”. I find this crazy! We should want the youth to be literate when it comes to media. They should know how to pick through different media and figure out the point and meaning really trying to be put across. They should be able to learn about all different forms of media. Or learn the different models shown in the power point that goes over what students must be taught to me media literate. For example, “must be taught to discriminate between high-low-quality media”, “question naturalness of media representations and identify hidden messages”, and be “active negotiators of the media with which they engage”. Like the article by “Gainer 2007” says, “we need to observe children as they engage with popular culture texts. In doing so, we are able to better understand how young people accept and resist messages of mass media…”. This shows that as adults we should recognize that media isn’t “ruining” children, instead we should recognize how it is helping them.

One more thing I also really liked in this module was the videos our professor posted regarding Hausman’s “Lies That We Live By”. I really liked these videos because I have been a victim of the “fine print” many times. I tried couponing, and when I went to CVS one time, I thought I was getting a really good deal. However, I did not read the small print that you could only use one coupon per transaction. I was very embarrassed, and ever since then I try to ALWAYS read the small print.

I am very excited to hear what all you guys found interesting during this module!

 

Taylor Wing Module 1 Reflection

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Module 1 Recap

One of the stages in Media education is about critical viewing and the skills required for it. “In a world of multi-tasking, commercialism, globalization and interactivity, media education isn’t about having the right answers- it’s about asking the right questions. The result is lifelong empowerment of the learner and citizen” (Tallim 1996). Asking the right questions can challenge the viewer. The difference between understanding the information and memorizing can be simply asking the right questions. Critical engagement, managing time, and asking the right questions are important factors of media education.

In the first chapter of Connecting Social Problems and Popular Culture, Sternheimer argues instead of blaming the media for causes of racism, sexism and other societal problems to look at the bigger picture where there are bigger problems with children lacking education and poverty.
Sternheimer begins the first chapter with media blame and popular culture. One of the readings, Literacy with Popular Culture Texts, talks about “deconstructing meaning while engaging with popular music texts”(Gainer 2007). This process allows one to dissect the media in whatever form it comes in and still allow the individual(s) in question to become involved with it, possibly even make a personal connection.

Throughout the first week of this class, I am able to understand the definition of media literacy, media education, and the study of media. It was helpful to read about the different stages in media education, popular culture texts and critical engagement.

Reflection of Module 1 Readings

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Out of Zaslow and Butler’s three models of media literacy, the Constructivist model aligned with my personal beliefs and opinions the most. Since media has become such a dominant factor in today’s society, it is important to not only enjoy it but to be able to be analytical users and understand the full concept of media. There are so many benefits that come along with the use of media, as explained in University of Michigan’s Health System: Television and Children. It gives many benefits of children and television such as the idea that television can truly be educational and open up new Worlds by exposing children to different cultures, ideas and ultimately allowing them to “travel the globe” simply by watching television. In Jesse Gainer’s article Social Critique and Pleasure, she explains that it is important to think critically when engaging in media such as popular music. When I was younger I would listen to certain songs but have no idea what the lyrics meant. I would just dance a long to the beat. In a way that is okay, but looking about and now listening to songs such as, Genie in a Bottle by Christina Aguilera, thinking how did my mom let her be my first concert?! Well, I asked her. She said that it did not matter because I didn’t know what the songs were implying; which is true. However, in my opinion younger generations are a lot more advanced now more than ever. My youngest brother is 15 and he is exposed to things that I learned about going into college. I think it is very important to be able to make sense out of the media and be able to have our opinions, beliefs and styles when it comes to the media. This is where I think that young children need to be able to be analytical about the media they are being exposed to, especially to be educated about what is right and what is wrong about being exposed to “too much” media. This is where a part of my beliefs parallel with Protectionists or Discrimination Models.
Although there are many positive effects of media, there are a lot of negatives. According to “Why Media Literacy” PowerPoint, on average, children will see 10,000 murders, rapes, and violence per year on television. As well as, 14,000 sexual references or acts. Backing up these statistics, University of Michigan’s article explains that kids are more exposed to information about sexuality, stereotypes, drugs and alcohol while watching television. This is why it is important for children to be media literate. If I were parent now, I would want to teach my children this on my own time, rather than them turning on the TV and being exposed to it themselves. I agree with Elissa Strauss when she says to not completely get rid of media and television but to monitor and limit the amount of consumption (The Debate Over Screen Time Is Really About Moms, Not Kids).