Reflection of Module 1 Readings
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.
