Reflection on Module 1 Readings

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).