Module 1 Reflections
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?
