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MediaLit Moments

Style in War Time

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Freedom of information, expression and opinion sometimes is taken for granted in the U.S. In Marjane Satrapi's animated autobiographical film Persepolis, the potential loss of those freedoms is rendered in stark relief. While the adult members of Marjane's family struggle with political oppression in the aftermath of the Iranian Revolution, young Marjane struggles with finding her voice and identity. In this MediaLit Moment, your middle level students will discover the personal aspects of freedom of expression as they learn about the barriers Marjane must contend with.

Ask students to discuss rights to freedom of expression evoked in a scene from a film

AHA!: This scene isn't just about what Marjane can't buy or wear, it's about the things that make it hard for her to say who she is!

Grade Level: 7-9

Key Question #4: What values, lifestyles and points of view are embedded in, or omitted from, this message?

Core Concept #4: Media have embedded values and points of view.

Key Question #2: What creative techniques are used to attract my attention?

Core Concept #2: Media messages are constructed using a creative language with its own rules.

Materials: Computer with high speed internet connection, LCD projector, screen; DVD or electronic copy of Persepolis (2.4.7 Films, 2007; PG-13, French language/English subtitles).

Activity: Ask students to think of a time when they felt like someone was 'cramping' their style. What did that feel like? What did they do about it? After this discussion, give students some background on the Iranian Revolution, and the social and political repression that followed.

Introduce a sequence from Persepolis in which Marjane buys an "Iron Maiden" album, barely avoids being taken to the authorities, and plays monster metal 'air guitar' on her tennis racket when she's finally in the comfort of her home. The sequence begins at 26:44 when Marjane crosses the street to see the black market vendors, and ends around 29:40.

Lead a discussion in which students attempt to define what rights this sequence is 'about.' At some point, ask them how personal style figures in this conversation.

Given that this is an animated film, take at least some time to discuss the links between form and content. Why do they think that Satrapi wanted to use black and white in this sequence? What effect does it have? What techniques are used to show that Marjane feels like she's powerless? What techniques are used to show that she feels powerful? How are the black market vendors, Marjane's mother and the two devout women portrayed?

The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework. Used with permission, ©2002-2015, Center for Media Literacy, http://www.medialit.com

Last Updated ( Friday, 31 March 2017 11:19 )
 

Editing Reality

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This is an exciting time for media and media literacy.  There is no limit to the material available for AHA! moments.  Reality TV shows and famous individuals are available to be watched, tweeted, posted, and downloaded every minute of every day.  But how do we know what’s really real?  Is “reality” editable?

Ask students to decide what they would edit from their own Reality TV show.

AHA!: Reality shows are being presented as real, but they are edited and constructed for an audience.

Key Question #1: Who created this message?

Core Concept #1: All media messages are constructed

Key Question #4: What values, lifestyles and points of view are represented in, or omitted from, this message?

Core Concept #4: Media have imbedded values and points of view

Key Question #5: Why is this message being sent?

Core Concept #5: Most media messages are organized to gain profit and/or power

Grade level: 6-9

Activity: Review the articles below before starting this activity with your students. You might want to bring in a clip of a popular Reality TV show (Kardashians, Biggest Loser, Apprentice…) that you determine to be appropriate for your class.  Ask your students which Reality TV shows they watch and why?  Do they believe what they see? Do they think the shows are scritped or planned out in advance? Do they enjoy the conflict between characters? Why is there so much conflict?

Next, share the information from the articles and ask students if they would want their own lives edited if they were on Reality TV. What parts of their lives would they edit and why? Would they hand over control to a producer to edit their lives for an audience? Why do producers edit the shows? Do reality stars have the right to complain about how they are presented?

http://www.rd.com/culture/13-secrets-reality-tv-show-producers-wont-tell-you/

http://variety.com/2015/voices/columns/donald-trump-media-campaign-reality-tv-1201603398/

http://www.tvguide.com/news/reality-shows-editing-interview-1032146/


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2015.

Last Updated ( Friday, 31 March 2017 11:19 )
 

Are You Living in a Media Desert?

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In many communities, local news from a credible source is no longer available; more than 120 communities have lost their local newspaper since 2008, according to the Media Deserts Project, which calls communities that have no local news coverage “media deserts.”

In this MediaLit Moment, students will have an opportunity to discover their local news sources, and to see whether their community is in a “media desert.” They will then have an opportunity to put their own experience into context by checking out a national map of media deserts at the Media Deserts Project website at http://www.mediadeserts.com.

Have your students examine their local media sources

AHA!: Some communities don’t have access to local news!

Grade Level: 5-8

Key Question #3: How might different people understand this message differently?

Core Concept #3: Different people experience the same media message differently.

Key Question #4: What lifestyles, values and points of view are represented in, or omitted

from, this message?

Core Concept #4: Media messages have imbedded values and points of view.

Materials: Computer with high-speed internet connection, LCD projector and screen. Various visuals and explanations are available at: http://www.mediadeserts.com

Activity: Review the map depicted and see where your local community fits. Before sharing any of these visuals with your students, begin by asking a provocative question or two, that will help students think about knowledge that they may already have about the subject, for example:

• Does your community enjoy fresh, local news and information on an ongoing basis?

• What are the local news sources that your family uses? How often are these sources available? Do you read or watch or use this media?

• Have you seen news or information about your friends or relatives in local news? Have you or your family ever been featured in local news? Like sports listings or announcements or for sad events like obituaries? How did you feel about this? Do you think this type of local news is important?

Then, show the map of the Media Deserts. Ask students to point out where their community might fall on the map, and why. What might some differences be for the communities in a Media Desert, or not? Discuss the consequences of being in a Media Desert – or not.

Ask students:

• Does your community have a community media center, or a library that encourages media production by locals? Possibly a Maker Space? Share information on these resources.

Extended Activity: If possible, visit your local community media center, library or Maker Space with students; if possible, arrange for students to do a production activity that has a media literacy focus.


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework. Used with permission, ©2002-2015.


Last Updated ( Friday, 31 March 2017 11:19 )
 

Heuristics: How Our Brains Can Trick Us

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In honest communications, the appearance or feel of something (a sign, words or anything designed for us to engage with or respond to) should help us understand how to respond or engage with it.  A good example of this effect is an optical illusion, where our brain “sees” something that is not there.

Show your students two slides and ask them what they see

AHA!: I often see what I WANT to see!  But this may not be what someone else WANTS me to see.

Grade Level: 3-6

Key Question #3:  How might different people understand this message differently?

Core Concept #3:  Different people experience the same media message differently.

Materials:  Two PowerPoint slides.

Activity:  These optical illusions show how our brain can easily trick us.

Show these slides:

PARIS

IN THE

THE SPRING

(Most people seeing this for the first time say, Paris in the Spring.  But the word “the” appears twice.)

Then, Ask students to read all the words in the box below and count how many times the letter f or F appears:

How many ‘f's?

FINE POINT

It is easy to miss the

Finer

Points in life. Folk are

Frequently guilty of

falling

into this trap.


(The letter f appears eight times in the box. People commonly count seven, by failing to see the last one.)

For more information on Heuristics and Nudge Theory: http://www.businessballs.com/nudge-theory.htm


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2015.

Last Updated ( Friday, 31 March 2017 11:20 )
 

How Does Media Represent Men? Women?

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In this MediaLit Moment, students have an opportunity to work in teams to explore representations of men and women, and to construct their own depiction of their findings.

Ask students to construct a collage of images that represent men (or women) and to share their findings.

AHA!: The common images that we see of men and women are dramatically different for each sex.

Grade Level: 5-8+

Key Question #4: (Deconstruction) What values, lifestyles and points of view are represented in or omitted form this message?
Key Question #4: (Construction) Have I clearly and consistently framed values, lifestyles and points of view in my content?
Core Concept #4: Media have embedded values and points of view.

Key Question #5: (Deconstruction) Why is this message being sent?
Key Question #5: (Construction) Have I communicated my purpose effectively?
Core Concept #5: Most media messages are organized to gain profit and/or power.

Materials: Use about 5 magazines for each group of up to 5 students; color markers or pens, tape or glue; scissors, poster board OR use the GlogsterEDU program using computers with high-speed internet connection, LCD projector and screen.

Activity: Divide students into groups of up to 5 and assign each group to address “how men are depicted” or “how women are depicted”; provide materials and instruct them to construct a collage that reflects images of how men/women are depicted in media.  Students have free reign over their creations – they can show pictures, cartoons, writings, headlines – whatever they find; they will undoubtedly see that they will develop a point of view amongst the group.

After the students complete their collages, ask them to present their findings and to discuss.  Ask students if they were surprised by any of the information depicted – and if so, how?  Did they feel the images they found were “real?”  Discuss the sources of information/pictures that they identified and how the source may have influenced the type of depictions. Then, ask students to deconstruct their media products (the collages) using close analysis techniques and Questions/TIPS.


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2015.

Last Updated ( Friday, 31 March 2017 11:19 )
 


Page 4 of 18
Previous Issues:

 21st century skills
 a day in the life of a media literacy educator
 a year in review 2014
 a year in review december 2012
 advertising consumer debt and media literacy
 anytime anywhere learning
 big data
 body image and media literacy
 building a strong foundation
 call to action
 cell phones as learning tools
 change management in schools
 children and media literacy part 2
 children and media literacy
 citizen journalism
 citizenship in the digital age part 2
 citizenship in the digital age
 cml media literacy trilogy
 comics and media literacy
 community media
 criteria for media literacy instruction
 crowdfunding and media literacy
 digital britain
 documentary film and media literacy
 education and creative economy
 education creative economy australia
 fair use for media literacy
 faith and media literacy
 frameworks for inquiry
 global citizenship media literacy
 global education
 globalization
 heuristics nudge theory and the internet of things
 history of media literacy
 leadership elizabeth thoman
 len masterman and the big ideas of media literacy
 libraries museums and informal learning
 maps and media literacy
 media and body image
 media deconstruction as essential learning skill
 media literacy computational thinking
 media literacy risk assessment
 media literacy and 21st century skills
 media literacy and arts education
 media literacy and common core
 media literacy and human rights
 media literacy and masculinity
 media literacy and media construction
 media literacy and nutrition
 media literacy and personal data management
 media literacy and pharmaceutical advertising
 media literacy and science
 media literacy and student empowerment
 media literacy and the environment
 media literacy and video games
 media literacy early childhood education
 media literacy for grown ups
 media literacy in the community
 media literacy pioneers
 media literacy policy and legislation
 media morals and empowerment
 media violence and media relationships
 media violence
 monsters and media literacy
 new curriculum and media literacy
 online privacy and media literacy
 online safety
 parents and media literacy
 participation in what
 professional development for media literacy
 propaganda and media literacy
 reality tv and media literacy
 research media literacy
 responding to racism and stereotypes in media
 sexism in media
 social networking
 sports and media literacy
 systems thinking and media literacy
 teaching healthy skepticism
 television and media literacy
 the mediated city and the public
 the role of journalism in society
 us department of education
 voices of media literacy
 what media literacy is and is not
 whats in a name
 where are we now institutionalizing media literacy

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