This document provides an introduction to media literacy, outlining its key concepts and analytical approaches. It defines media literacy as the ability to access, analyze, evaluate, and produce various forms of communication. The document then discusses how to analyze different media formats, including print texts, still images, and video. It emphasizes examining the technical features and embedded meanings within each format, as well as considering the social and historical context of production and reception. The goal of media literacy is to develop a critical understanding of how media shapes beliefs and society.

1. Introduction to Media Literacy
Dr. Damiana Gibbons
CI4830: Media Literacy
January 17, 2013

2. What does media literacy mean?

3. “Media Literacy is typically defined
as the ability to access, analyze,
Media
evaluate, and produce
Literacy
communication in a variety of
forms.”
Schiebe & Rogow, 2008

4. The process of effective media analysis is based on the following concepts:
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of construction.
3. Media messages contain embedded values and points of view.
4. All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their own meanings
from media messages.
6. Media and media messages can influence beliefs, attitudes, values, behaviors, and
the democratic process.
Schiebe & Rogow, 2008

5. Identities
Cultural
Interactions
Media
Literacy
Burn & Durran, 2007

6. Critical Thinking
Media Critical
Literacy Critical Awareness
Burn & Durran, 2007

7. Media
Literacy
Meaning Making
Creative
Production
Burn & Durran, 2007

8. Identities
Cultural
Interactions
Critical Thinking
Media Critical
Literacy Critical Awareness
Meaning Making
Creative
Production
Burn & Durran, 2007

9. What does 21st Century Media Literacy look like?

10. Bahktin, 1919/1993, 1986; Soep, 2006

11. Burn & Parker, 2003; Rogers & Schofield, 2005; Stein, 2007

12. Pahl, in press; Nelson, Hull, & Roche-Smith, 2008; Leander & McKim, 2003

13. But how do we do media literacy analysis?

14. Print Texts
They shoot the white girl first. With the rest they can take their time. No need to hurry out here.
They are seventeen miles from a town which has ninety miles between it and any other. Hiding places
will be plentiful in the convent, but there is time and the day has just begun.
They are nine, over twice the number of the women they are obliged to stampede or kill and they
have the paraphernalia for either requirement: rope, a palm leaf cross, handcuffs, Mace and sunglasses,
along with clean, handsome guns.
They have never been this deep in the Convent. Some of them have parked Chevrolets near its porch
to pick up a string of peppers or have gone into the kitchen for a gallon of barbecue sauce; but only a
few have seen the halls, the chapel, the schoolroom, the bedrooms. Now they all will....
Opening lines from Toni Morrison’s Paradise

15. Print Texts
What are the parts?
How are they arranged?
How do they work or not work together?
What is the social context of this story, and who is involved?
What does all this tell us about what the story means?

16. Still Images

17. teenage Mexican American guy
participates in a summer media arts workshop
held in his city
produces digital photography
exhibits his work at a public showing in an art gallery

18. A
rr
an
ge
m
e
nt
Kress & van Leeuwen, 2003

19. Direct gaze
Kress & van Leeuwen, 2003

20. Modality
Kress & van Leeuwen, 2003

21. Written
Text as
Image

23. Still Images
What are the parts?
How are they arranged?
How do they work or not work together?
What is the social context of this image, and who is involved?
What does all this tell us about what the images mean?

24. Video is more complicated than still images.

25. Video
Nature’s Dance

26. young Native American girl
participated in a summer media arts workshop
held on her reservation
produced three versions of a documentary over two years
(and two workshops)
posted her videos on YouTube and Facebook

27. Video
Time
Image
Burn’s Speech
kineikonic Shot level
Transition
mode
Music
Dialogue
Written language

28. Video
Functional load = the mode(s) that carries the most meaning

29. Multimodal Microanalysis

30. Multimodal Microanalysis

31. Multimodal Microanalysis

32. Video
What do you see? (image)
How do you see it? (shot level)
What are they saying? (dialogue)
How are they saying it? (speech)
How does it move from frame to frame? (transition)
Is there music? What is it? (music)
Is there written text ? (written language)

33. Video
What are the parts?
How are they arranged?
How do they work or not work together?
What is the social context of this video, and who is involved?
What does all this tell us about what the video means?

34. So, how do you tie it all together?

35. What identities are being
portrayed and why?
Cultural
Who is the audience? Who
is the producer?
What are the main ideas of
these pieces and how are
Media Critical
they made?
Literacy How does it matter how these texts
are constructed? How does it
matter who constructs them and
and who “reads” them?
How do you make make
meaning of these
Creative pieces?
What could you produce in
response to these pieces
and why?