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Media Education: Make it Happen!

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This workshop is part of the Media Education: Make It Happen! program, a series of free resources to help educators understand and facilitate media literacy in their classrooms. The program consists of a booklet, PowerPoint workshop, and a facilitator's guide with handouts.

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Media Education: Make it Happen!

  1. 1. Canadian Association of Media Education Organizations
  2. 2. Canadian Association of Media Education Organizations
  3. 3. Media Education: Make It Happen! <ul><li>Young people and media </li></ul><ul><li>What is media literacy? </li></ul>4. Media education in action: a) Course connections b) Ready, set, go 3. Media education approaches
  4. 4. The ABC’s of Brands
  5. 5. Media messages help shape their perceptions. Media are powerful forces in the lives of youth.
  6. 6. <ul><li>75% watch TV daily </li></ul><ul><li>48% have their own TV </li></ul><ul><li>42% watch several videos each week </li></ul><ul><li>60% play video games each day </li></ul>
  7. 7. <ul><li>94% access the Net from home </li></ul><ul><li>41% have MP3 players </li></ul><ul><li>22% have webcams </li></ul><ul><li>37% have their own connected computer </li></ul>
  8. 8. The Web Text messaging Camera cell phones interactivity Multi-player videogames message boards BLOGS Webcams Personal Web sites MP3s E-zines email Instant messaging Chat rooms In the digital media environment, kids have access to information and entertainment from around the world. Kids learn new technologies effortlessly, multi-tasking through a complex mix of sound, graphics, text and images. They have become managers, creators and distributors of information.
  9. 9. Young people need to develop knowledge, values, critical thinking, communication and information management skills. As kids interact with media they absorb knowledge about the world, themselves and others.
  10. 10. <ul><li>the ability to access , analyze , evaluate and produce media </li></ul><ul><li>the process of becoming active , rather than passive, consumers of media </li></ul>Media literacy is:
  11. 11. Recognize bias and stereotyping. Differentiate between media violence and real world violence.
  12. 12. Read “between the lines” of junk food advertising Differentiate between entertainment and marketing
  13. 13. Question the connections between entertainment and self-image
  14. 14. Understand how news is constructed
  15. 15. Produce media texts for civic engagement
  16. 16. “ The process of teaching and learning about media. While media literacy is the outcome – the knowledge and skills learners acquire.” (David Buckingham) Media Education Source: Media Education: Literacy, Learning and Contemporary Culture
  17. 17. <ul><li>Learning hands-on production techniques </li></ul><ul><li>Recognizing how elements of a specific medium convey meaning </li></ul><ul><li>Thinking critically about media issues and media influences </li></ul><ul><li>Source: Ontario Media Literacy Resource Guide </li></ul>Media education includes:
  18. 18. <ul><li>Canada is a world leader in media education, </li></ul><ul><li>In 1988, Ontario became the first educational jurisdiction in the world to mandate media literacy as part of the English curriculum. </li></ul><ul><li>By 1999, media education was a mandated part of ELA curriculum across Canada. </li></ul>Media Education in Canada
  19. 19. Who can teach media literacy? You can! T he topic of media is energizing and engaging for students. 1
  20. 20. Who can teach media literacy? You can! Because media is a shared experience, teachers and students can find common ground. 2
  21. 21. Who can teach media literacy? You can! Media literacy isn’t about having the right answers; it’s about asking the right questions. <ul><li>Who is the audience for a media production and why? </li></ul><ul><li>From whose perspective is a story being told? </li></ul><ul><li>How do the elements affect what we see, hear or read? </li></ul><ul><li>How might different audiences interpret the same production? </li></ul><ul><li>Whose interests are being served? </li></ul>3
  22. 22. Who can teach media literacy? You can! M edia literacy outcomes (expectations) are in the core curriculums of every province and territory, from K-12. 4
  23. 23. Who can teach media literacy? You can! M edia education is multidisciplinary and can be integrated across several subject areas. 5
  24. 24. Key concepts of media literacy provide a theoretical base for all media literacy programs and give teachers a common language and framework for discussion. Source: Association for Media Literacy
  25. 25. Media are constructions Media products are created with a purpose and from a perspective using forms and techniques. Media literacy deconstructs media products, exploring factors and decisions on how they were made. Source: Ontario Media Literacy Resource Guide
  26. 26. Audiences negotiate meaning We all bring our own experience to media we encounter. Media literacy helps us understand how individual factors affect interpretation. Source: Ontario Media Literacy Resource Guide
  27. 27. Media have commercial implications Media industries belong to a powerful network of corporations that exert influence on content and distribution. Source: Ontario Media Literacy Resource Guide
  28. 28. Values and ideological messages underpin all media Media convey messages about values, power and authority. Source: Ontario Media Literacy Resource Guide
  29. 29. Each medium has a unique aesthetic form Each type of media has its own grammar and elements that shape reality in a unique way.
  30. 30. MEANINGS Source: Media Studies K-12 DRAFT © Toronto District School Board Media Studies Triangle Audience Text <ul><li>technology </li></ul>Production <ul><li>codes & practises </li></ul><ul><li>finance </li></ul><ul><li>control </li></ul><ul><li>ownership </li></ul><ul><li>distribution </li></ul><ul><li>legality </li></ul><ul><li>denotation </li></ul><ul><li>connotation </li></ul><ul><li>commodity </li></ul><ul><li>codes </li></ul><ul><li>genre </li></ul><ul><li>values </li></ul><ul><li>intertextuality </li></ul><ul><li>psychology </li></ul><ul><li>textual competence </li></ul><ul><li>gender </li></ul><ul><li>culture </li></ul><ul><li>social function </li></ul>
  31. 31. Media Studies Triangle Audience Text Production
  32. 32. <ul><li>What kind of text is it? </li></ul><ul><li>In what ways does this media text tell a story? </li></ul><ul><li>What type or category of story is it? </li></ul>
  33. 33. <ul><li>Does it follow a formula? </li></ul><ul><li>What are the conventions used? </li></ul>
  34. 34. <ul><li>What are the characters like? Are there any stereotypes? </li></ul><ul><li>What values are being promoted? </li></ul><ul><li>How is this done? </li></ul>
  35. 35. <ul><li>Whose point of view do the values represent? </li></ul><ul><li>Are my values represented? </li></ul><ul><li>Why or why not? </li></ul>
  36. 36. <ul><li>Who is the target audience for this media text? </li></ul><ul><li>How can I tell? </li></ul><ul><li>How and why does this media text appeal to its target audience? </li></ul><ul><li>How does this media text appeal to me? </li></ul>
  37. 37. <ul><li>What things do I like and dislike about it? </li></ul><ul><li>In what different ways do people use or consume this media text? </li></ul><ul><li>How would I change the media text to make it more enjoyable? </li></ul>
  38. 38. <ul><li>Who produced this media text, and for what purpose? </li></ul><ul><li>How can I influence the production of this kind of media? </li></ul>
  39. 39. <ul><li>How is this text distributed or sold to the public? Who profits? </li></ul><ul><li>How was the text made? </li></ul>
  40. 40. <ul><li>What production techniques are used? </li></ul><ul><li>What rules and laws affect the media text? </li></ul><ul><li>How could I create a similar media text? </li></ul>
  41. 41. The media studies triangle can be applied to a wide variety of media texts, from a simple running shoe advertisement to more complex texts, such as a televised political debate or a shopping mall. Audience Text Production
  42. 42. Media Education in Action
  43. 43. Discussions and projects related to media lend themselves to many key learning objectives and outcomes: <ul><li>watching </li></ul><ul><li>listening </li></ul><ul><li>reflecting </li></ul><ul><li>writing </li></ul><ul><li>organizing ideas </li></ul><ul><li>expressing opinions </li></ul><ul><li>engaging socially and politically </li></ul><ul><li>developing critical thinking skills. </li></ul>
  44. 44. Start young Many of the topics that media education addresses are central to healthy development and can be addressed starting in the primary grades.
  45. 45. Media Studies and Language Arts have much in common, such as the study of aesthetics, the examination of genres and the use of language and symbols. English Language Arts
  46. 46. Social Studies Topics can include media representation, the role of media in promoting cultural identity and issues related to the use of the Internet for research.
  47. 47. Health and Personal Development Media-related topics can include junk food advertising , alcohol and tobacco use, sexuality and body image, media violence, diversity and gender representation.
  48. 48. Family Studies Students can compare television’s construction of family to families in the real world.
  49. 49. Technology ICT topics can include search and assessment skills, electronic privacy, plagiarism and the cultural, economic and social impacts of technology.
  50. 50. Global Studies and Civics In Global Studies, students can explore the representation of developing countries in news media and how sensational stories can fuel the perspective that people in developing nations are helpless victims. A Civics class can examine the connections between media and politics including the following: <ul><li>discussions about “spin”; </li></ul><ul><li>media styles of politicians; and </li></ul><ul><li>media ownership and political reporting. </li></ul>
  51. 51. The Arts Visual Arts: Media text as an art form, journalistic communication, and digital manipulation and special effects. Music: Value messages, representation and celebrity culture in popular music, and how the business side influences which artist is hot.
  52. 52. <ul><li>Multicultural and anti-racism programs </li></ul>Students can learn how stereotypes function in popular culture, the conditions that give rise to them and how these portrayals can influence our perceptions.
  53. 53. Media education can also provide a new doorway to learning for students who don’t normally excel in school. Alternative learning
  54. 54. Avoid moralizing Keep it positive
  55. 55. Magazine: bop, j-14 Book: Sweet 16 Movie: Thirteen TV Show: 7th Heaven, The OC Toy: My little teddy bear Game: The Sims 2 Music Artist/Group: Kelly Clarkson Song: Smells Like Teen Spirit Brand: Converse, etnies Food: Pizza Interests: Music Hobbies: Devin  Aspirations: Lawyer A great way to get to know the media your students are interacting with is to start the school year with a quick class survey. My Favourites – Jessie My Favourites – Mike W. Magazine: unknown Book: Calvin & Hobbes Movie: Speed TV Show: Cops & Simpsons Toy: Laser pointer Game: Grand Theft Auto Music Artist/Group: Green Day Song: Holiday & American Idiot Brand: unknown Food: Pizza and sugar Interests: Transportation Aspirations: Airline owner
  56. 56. Familiarize yourself with youth media On television <ul><li>music channels </li></ul><ul><li>entertainment programs </li></ul><ul><li>sports </li></ul><ul><li>cartoons </li></ul>In the community <ul><li>music and video stores </li></ul><ul><li>vintage and fashion stores </li></ul><ul><li>comic book stores </li></ul><ul><li>malls </li></ul>Online <ul><li>instant messaging technology </li></ul><ul><li>social networking sites </li></ul><ul><li>file-sharing sites and programs </li></ul><ul><li>kids’ favourite Web sites </li></ul>
  57. 57. Take advantage of “teachable moments” in the news. When an event grabs the attention of the news media, bring it, and all the excitement and debate surrounding it, into the classroom to analyze and deconstruct.
  58. 58. <ul><li>Commercialization in education </li></ul>The hallways and classrooms of our schools can also provide teachable moment opportunities. <ul><li>Logo-free day </li></ul><ul><li>Commercialism walk-through </li></ul>
  59. 59. Use annual events and celebrations to highlight specific media issues <ul><li>Earth Day: Examine how environmental issues are promoted or are absent in mainstream media </li></ul><ul><li>Buy Nothing Day: Raise awareness of the impact of mass consumerism on global culture and the environment </li></ul><ul><li>TV-Turnoff Week: A jumping-off point for students to log and examine their own TV viewing habits </li></ul><ul><li>Special Occasions: The start of the school year, Christmas and graduation can provide opportunities to address consumption and consumerism </li></ul>
  60. 60. Creating content gives students insights into the decisions and the process of media production.
  61. 61. Educate students about the mechanisms in place through which they can make formal complaints or speak out in support of good-quality media.
  62. 62. Students can challenge negative youth stereotypes in the media by promoting more positive and balanced portrayals.
  63. 63. Parents are important partners <ul><li>Learn more about media </li></ul><ul><li>Familiarize yourself with your child’s media </li></ul><ul><li>Talk to teachers and parent councils </li></ul><ul><li>Invite media professionals </li></ul><ul><li>Organize a parent workshop </li></ul>
  64. 64. How teachers can get involved and learn more Join your provincial media education association. To learn more about media education, visit the following Web sites: <ul><li>Media Awareness Network, </li></ul><ul><li>Association for Media Literacy, </li></ul><ul><li>Concerned Children's Advertisers, </li></ul>
  65. 65. For more information, contact: Media Awareness Network 1-800-896-3342 [email_address] This workshop has been produced by