Double Entry Journal #13

             “In spite of the facts that the dominant political culture of this county opposes youth rights to autonomy and self-determination, and that the consumer media culture co-opts them, civic engagement is a growing trend among after-school programs” (Goodman, 2003, p. 105). This statement summarizes my individual philosophy on the purpose of education. I think that a good education results in autonomy and self-determination and these skills should be taught throughout the school day, not just through after-school programs. We are preparing our students for their future and I think that we need to focus more on why we come to a certain answer instead of just the importance of getting the answer correct. Education needs to address not only cognitive development, but also social, emotional, moral, and creative development. By implementing critical literacy programs in our schools, we as educators, are able to better address these critical standards of development. In today’s age of standardized testing and focus on direct instruction, introducing critical literacy programs into our public schools has become a challenge.

                The role of the student in education is to be an engaged participant in their learning experience. Once again, this creates another challenge in today’s classroom, in which the emphasis on testing scores outweighs the importance of preparing our young students for the future. I feel that students are more engaged in the task at hand when they have a voice in their educational opportunities and are informed about why they come to a certain conclusion or answer. “One thing that has struck me in my work with urban kids is the odd congruence between two very different systems: the system of global media that wants young people to be spectators and consumers rather than social actors, and a factory system of schooling that wants young people to be passive and willing vessels for a prescribed set of knowledge and skills" (Goodman, 2003, p.2). I strongly agree with Goodman’s quote and I think that his feelings apply to students in rural and suburban areas as well. By creating critical literacy programs in our schools, we are able to provide our students with a voice and a sense of empowerment. I will incorporate critical literacy skills in my future classroom in order to engage my students in learner and to foster their development.

                I feel that as a teacher, I should be a facilitator of my students gaining the knowledge and skills that will help them become successful and productive adults. My graduate coursework has been in special education, and I think that facilitating these skills in this population, one that is the least likely to feel empowered and the most often to feel hindered.  I think that teaching critical literacy skills can help students develop critical thinking skills and creativity. "But there are other visions of media literacy, more narrow and more problematic. Unfortunately, some see media literacy as option for low-performing, underachieving students whose interest can be piqued by TV and nothing else" (Hobbs, 1996). There are so many skills that can be taught through media literacy (critical thinking, writing, reading, social, technology, emotional, etc.), and I think that those who see this subject as a singular vessel for students whose interest can only be piqued by television have not researched the topic. This narrow-minded view is a challenge for today’s educators. As a future teacher, I will use media literacy to facilitate the learning of my students, as a tool of empowerment and knowledge.

                Teachers need to be productive and visible members of their communities in order to gain the trust and respect from community members, students, parents, and fellow staff members. This assists in gaining rapport which is vital to the teacher-student relationship. By being cognizant of the communities in which their students live, teachers are able to better reach their students. They are more aware of their culture and lifestyle.  Teachers working in the community to promote media literacy are able to form bonds with community leaders that can spread to their students. This assists students in developing their own voice in addressing the strengths and weaknesses of their own communities. Goodman states, “Young people stand to benefit if reform efforts from the school, after-school, and community development fields can join together. Such a working collaboration can provide a continuity of practice and principals across the day” (Goodman, 2003, p. 108). By being actively involved in learning activities, I think that students will be more engaged, especially when these activities ensue throughout the students’ entire day.

Links that I would use to promote media literacy in my classroom:

This website provides some really good suggestions for integrating technology and media literacy in the classroom.
http://www.pbs.org/teachers/digital-media-literacy/integrating-digital-tools-and-content/

This link provides a lesson plan for deconstructing a poster. This specific plan is targeted toward fourth grade, but I think that it could be adapted to other grade levels.
http://eworkshop.on.ca/edu/pdf/Mod32_Less_Plan_Text.pdf

I'm not sure how I didn't stumble upon these awesome PBS links, but this is another website about media literacy that contains interactive activities that my students would enjoy.
http://pbskids.org/dontbuyit/

This is a video that I would show in my classroom when introducing media literacy to my students. It was retrieved from: http://youtu.be/IysHjKE2D-Y
 

This is graphic organizer that would be very useful for students learning about media literacy from
http://teachemgood.wordpress.com/2010/02/24/media-literacy-a-simple-lesson-on-a-complex-topic/:




References:
Goodman, S. 2003. Teaching youth media: A critical guide to lliteracy, video producation, and social change. New York, New York: Teachers College Press.


Hobbs, R. (2002). Center for media literacy. Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

Week 15: Final Edition of Digital Story

I have completed the final edition of my digital story. The link has been e-mailed to my instructor and classmates. Please let me know if you are having difficulty with accessing my video. Thanks.

Week 14 Activities #1 & 2

I completed a rough draft of my YouTube video. I was unable to include narration today because my microphone wasn't working, therefore, I replaced it with text. Narration will be included in my final video, hopefully my husband can figure out what I did to break the microphone! My video is private and I sent a link to my instructor and classmates via gmail. I think that I did it correctly, so if you are in my class and didn't receive the e-mail, please let me know.
UPDATE (12/3/12): Classmates: I made my video unlisted, so you should be able to see it through the link that I provded in your gmail.

Weeks 12 & 13 Activity #3

I enjoyed creating my story board. It was emotional, but a good experience.

Week 12: Activity #1 and #2

Element #1: Point of View

Salt
I think that the purpose of this story was to inform how salt is made. Perhaps these children created the video as part of a science or social studies project. This story is told by a child's point of view and through a child's voice. 

Fish Tank
I would have probably told the story from a student's point of view instead of an adult's.  I think that Val used the scrolling technique because it was more dramatic and allows the viewers to think more about the content.

Element #2: Dramatic Question

Are we making Guam ugly?
This was an interesting video. The dramatic question caught my attention along with the visual graphics and "pleasant" music. This question made me want to know more and kept my attention as I watched the video.

Seward Legend
This was a legend that was recreated by children. I'm not sure what the dramatic question was because I couldn't hear the children very well. To answer the question from the website, I recently watched Crazy, Stupid, Love and it had a surprise ending. I really enjoy getting a surprise ending, especially when so many movies that are made today have predictable endings.

Element #3: Emotional Content

Depression
The video begins with music that is emotionally "sad" and the images are of despair. Then the paradigm shifts, the music "brightens" and the images are more comforting. The text of the video helped convey this shift in emotions as well.

Elders
The first person point of view will hook viewers as well as discussion of a familiar subject to most, losing grandparents.

What is a stranger?
The message that makes this movie powerful is that it is something that we all fear. The dramatic question was: What is a stranger? I think that the video was predictable with images of adults who look like everyday people but could possibly be dangerous.

Element #4: The Gift of Your Voice

Salt and Poi
The impact of the narrator telling her story makes it more personal, which makes it more powerful and interesting for the viewer. It makes the audience feel that they are face to face with the storyteller.

Palauan Journeys
Having children narrate the story makes the images that are presented more powerful. It made me reminisce about my own childhood, even though the video was in a language that I do not know. Having the text presented makes it easier for the viewer to follow the story. I would encourage my students to include text in their videos. I think that the author included these images to magnify the message in the children's story.

Element #5: Soundtrack

Anuenue
When I think of a movie with a powerful soundtrack, I think of the original Halloween movie. The music helps to convey the plot in the movie and I get chills when I hear this music because it is just so eerie. It definitely makes your heart race!

Element #6: Economy

A Room for Maria
I think that the clips were timed appropriately for the most part, but there was a couple of incidents where the timing was off. The transitions seemed to be going backward (from right to left). I was able to think about what images would be included on the missing pieces.

Tara's Room
I could recognize the difference in sequence in this video. I like the transitions better, but the story doesn't seem to flow as well. I think that the clips were shown a little too long and maybe the narrator could have edited some parts of this story.

Dreams
I found this video hard to follow and it didn't flow well. The images were presented for two long and the story was jumbled.

Element #7: Pacing

Earthquake
The pacing of this story was quick which keeps the viewer from getting bored. I think that the narrator used breaks in speech adequately.

Small School
Humor is introduced through the images and music. The images at the end were shown too long and the break in the music just didn't seem right to me. These last images didn't really go with the rest of the video.

Activity #2

My dramatic question is going to be...Dear Grandma, your strength inspired me to get where I am today.
My opening line... Dear Grandma, I know you struggled throughout your life...

Double Entry Journal #12

Chapter 4: Dreams and Nightmares

1. How can documentary video production help prevent the underdevelopment of urban youth minds and spirits?

Many responses flood my mind when thinking of this question. Documentary video production can prevent urban youths from falling through the cracks and becoming a statistic by providing them with opportunities to stay out of trouble, learn the importance of teamwork, learn responsibility, and become empowered to do whatever they set their minds too. It allows them to take a closer look at their community and its problems. It gives them something productive to do with their time and allows them to make connections to the community. It gives them a sense of responsibilitiy and importance through organizing and creating their production. Their finished product and insight into their community can give them a sense of pride.

2. What school-based literacies does documentary video production help to develop?

I think that documentary video production helps to develop writing skills and organizational skills. It can help students hone their writing abilities and creativity. Documentary video producation provides technology that students can work with and helps them develop social skills. It can bolster research skills and critical thinking. Students could also incorporate other subjects such as science and social studies into their documentaries. For example, they could create a video about the pollution of a local stream and do research regarding the causes and detriments of the chemicals.

3. What 21st century skills does documentary video production help to develop? Provide concrete examples from the chapter. Use this Wikipedia article to help you answer this questions.

Critical thinking and problem-solving: Video production helps to develop critical thinking and problem-solving skills, as students are able to examine the issues that effect them and how to work on fixing these issues during the production process. Example from Chapter Four:(Page 105) Through the process of conducting in-depth documentation, research, and public discussion of a community problem, EVC students have become engaged and worked to change social issues in their lives.

Creativity and innovation: By writing the script, choosing audio and video, and editing interviews, students are definitely honing their creativity and innovation.  Example from Chapter Four: (Page 107) More than a commercial or promotional video for a local business, students' tapes serve as catalysts for informing and organizing a community. Their work responds to the needs and serves the interests of the larger community.

Communication: Students are honing oral, written, visual and auditory communication skills within themselves, their team, their audieance, and their community when producing a documentary video. Example from Chapter Four: (Page 106) First, the documentary inquiry process gives the students multiple opportunities to practice developing relationships with community leaders. As a necessary part of their work, they learn the often-intimidating skills of writing, faxing, e-mailing, and calling adults to set up meetings and interviews with them.

Collaboration: Students learn to work together, with educators or mentors, and with members of the community to complete their projects. Example: (Page 110) "It taught me the importance of working with a team. Trying to achieve one common goal....Also, working with a diverse group of people everyday from different backgrounds, genders, and races."

 

4. Would you support a documentary vide0 production in school or after-school program in your community? Why or Why not?

I would support a documentary video production in school or in an after-school program in my community. My community is an Appalachian small town that has really suffered the effects of drug abuse and poverty. There are very few activities for teenagers to engage in and I think that this program could help them find their own voice and engage them in positive activities.

 

Reference:Goodman, S. 2003. Teaching youth media: A critical guide to lliteracy, video producation, and social change. New York, New York: Teachers College Press.

 

 

 

Double Entry Journal #11

Watch Young Gunz the video being discussed in chapter 2

1. What are your concerns about teaching young people to make videos about social problems?
One concern that I have about teaching young people to make videos about social problems is that they may become more jaded about the social situation and feel more helpless that the problem can't be fixed. Also, as an educator it would be difficult to juggle all of the intricacies that are involved in making a video and especially time contstraints for individual classes.

Then read Chapter 2 in the course text and answer the following questions:

1. Name a social issue specific to the Appalachian region that you think young people in your community would or should address
I think that prescription drug abuse is one of the social issues that is prevalent in Appalachian communities and affects young people. It affects their families, well-being, education, and many other facets of their lives. It is a growing problem that results in violence, poverty, incarceration, and lives torn apart that our young people need to address.

2. Find an online resource you might use to scaffold community-based video production process.
The Making of Sharing Paradise is a resource that could be used to scaffold community-based video producation process. It shares the process that the filmmakers and community participated in to create their video and provides a lot of useful information about community-based filmmaking.

3. Choose on of the following perspectives; teacher, parent, or community member. From your chosen perspective, would you be supportive of a school program that engaged students in community-based video production? Why or Why not?
From the perspective of a teacher, I would be supportive of a school program that engaged students in community-based video producation. This type of curriculum provides multiple avenues for learning: cognitive, behavioral, technical, creative, social-emotional and increases their knowledge base. I think that students of all ages could benefit from this subject and would be more likely to participate because it is interesting and they get to have a voice in their learning and their final product.


" In contrast to their traditional teacher-centered classes, students consistently report that they feel more positive about themselves, their work, and their community. A powerful sense of engagement and excitement surrounds them when they are out on the streets talking with their peers, and talking about subjects of immediate importance to them." Goodman, 2003

I selected this quote because it encompasses media literacy and the benefits of community-based video making process on young people. It is important to remember that all of our students learn differently and sometimes their culture impedes their learning because it is not the social standard. This type of curriculum can help meet the cultural needs of our students while continuing to provide a productive learning environment. Today, students need to be literate about the production of media messages and also need to be familiar with the technology that is involved in creating these messages. I hope to see more opportunities for educators and students to engage in community-based video production.





This video provides an interesting look at community-based video production in the Appalachian region. I will definitely return to this website to view the progress of the documentary. I'm having a difficult time getting this video to show on my blog, so you can view it at this link: Hollow.

References:

Goodman, S. 2003. Teaching youth media: A critical guide to lliteracy, video producation, and social change. New York, New York: Teachers College Press.

Hapsari, A. (n.d.). The making of sharing paradise. Ohio University. Retrieved from
http://www.seas.ohio.edu/SharingParadise/making.html

Hollow: An Interactive Documentary. Retrieved from
http://www.hollowthefilm.com/

Double Entry Journal #10

Chapter #1: Framing the Inner-City Teenager

1. Do you think topics that center on "frustration with official power" and "attraction for mass media fantasies would differ in rural communities from those that inner-city teenagers focus on? How? Give some examples.
 

Although inner-city teens and rural teens face different problems and issues, I think that some of the same topics that deal with "frustration with official power" and "attraction for mass media fantasies" would parllel. Teens in rurual areas face many of the same challenges as inner-city teens, especially related to an upbrining that may not be the norm. There are not a lot of oppurtunities to obtain advanced eduation in rural areas, therefore, similarly to inner-city teens, I think that a lot of kids from these regions do not have the same oppurtunities for learning that starts at home. Language barriers are also present because many rural teens are socially isolated and their families have lived in similar situations for generations. Also, rural teens are often underprivileged and may become frustrated with official power because wealth equals power in this country and this can marginalize their thinking. With an increase of access to digital tools, more and more rural teens are able to be reached by the mass media. I think that this closes the gap between inner-city kids and those from rural areas. Many of the same "values" that mass media conveys such as defiance  and consumerism reach both of these groups equally.
 

2. How do traditional social institutions and mass media work to silence inner-city kids?
 

Traditional social institutions work to silence inner-city kids by dictating how teenagers should look, think, and behave. Goodman (2003, p. 24) states that traditional social institutions seek to maximize social control by constructing African-American and Latino teenagers as criminals and superpredators, and then punishing their acts of defiance. Mass media works to make a profit by mainstreaming their defiance through the popular culture. These systems work together to deny inner-city kids the education and socialization that can allow them to have a voice.
 

3. What is your reaction to the statistics presented under the heading "And Justice For Some?" Do you think the system in intentionally organized to disadvantage urban youth of color?
 

These statistics paint a grim picture for urban youth of color. I was saddened to learn that minority youth make up 2/3 of youth confined into the juvenile detention system and that a black teen is 48 times as likely to be sentenced to prison for a drug crime. I don't think that the current system is intentionally organized to disadvantage urban youth of color, but it is organized in such a manner that it does provide disadvantange. Historically, the system was organized  intentionally to marginalize urban youth of color and it takes recognition of these injustices to make changes in the world.
 

4. Link to an advertisement or commercial that you consider to b e influenced by hip-hop culture?

 

5. What dangers to young people do you see in the relentless marketing of "cool" ?

I can see youth taking more risks, imitating those that they see in commercials. For example, there is a commercial for Smirnoff vodka that features Amber Rose, a model and D.J. that is recognizable to youth and the many commercials for Mountain Dew that portray "extreme" behavior that is often dangerous.

6. What is your reaction to the research that shows youth violence in decline? Do you still think that is the trend in 2012? Find some statistics to support your answer?

Due to all of the pervasive media coverage of youth violence, it is surprising that youth violence rates are declining or becoming stable. I would venture to guess that the trend is still the same in 2012, as media continues to sensationalize teen violence. According to the Office of Juvenile Justice and Delinquency Prevention, gang violence has been stable from 2005-2010. According to Philadelphia Daily News (2012), in 1995, almost double the number of juveniles were arrested for violent crimes than in 2009.

7. Why is it important to let youth speak for themselves and their voices to be heard?

It is important for youth to be heard because this is a group that has not had a voice historically. Today's youth can provide a lot of insight into the problems that we face today.

8. What prevents Urban Youth from articulating their own lived experiences in ways that might be productive? Do you think this is problematic in rural areas like West Virginia? Do you think rural youth are victimized by mass media in ways that are different than Urban youth? How?

I think that having the financial and educational means to articulate their experiences to the masses is a hindrance. Yes, this also presents problems in rural areas. I think that the mass media may ignore the values that are present in rural areas, but I think that urban youth are victims because of their portrayal as defiant and violent in today's media.

9. According to the author, what is the best way to address the literacy challenge?

According to Goodman (2003, p. 31), "To fully face this challenge, requires the teaching of literacy in a way that organically links the students' development of language with the honest exploration of the contemporary world around them in all its aspects, including their treatment at the hands of the criminal justice system and the media culture industries."
 

10. Why is the skill and drill approach to literacy instruction ineffective?

The vocabulary of the public school is that of the white middle class and the urban child spends most of their time immersed in their own culture (mostly visual and oral) with little oppurtunties to practice and incorporate vocabulary from school.

 

11. What should schools offer to improve literacy instruction for Urban Youth? Do you think this strategy would also benefit student of the Appalachia region whose literacy rates are similar to those of youth in the inner-city?

Schools need to place a higher value on "urban" language and provide oppurtunites for students to meet people and confront situations that are out of their norm. . I think that placing a value on "rural" language  and providing the previously mentioned opportunities would benfit students of the Appalachian region because it would make students feel like they belong and empower them to have a voice.
 

12. How is the process of reading changed by media?

Reading has become more of a visual and aural experience due to media. Prior to this age of technology, children learned to read by having stories read aloud to them. Children today are exposed to a multitude of technology such as "sound story" books, CD-ROMS, and videos which often takes the place of having stories read to them by an actual person.
 

13. According to the author how might the imbalance between inner-city kids strong command of oral and visual language be used to improve print-based language? Do you think this would also work for low-literacy kids in the Appalachia region?

Goodman (2003, p. 36) states that bringing a deeper understanidng of those languages, in all their richness and complexity, to the process of teaching and learning might just go a long way toward overcoming this imbalance and bridging the language gap. I think this would work for low- literacy kids in the appalachian region due to being able to apply what they already know to what they don't know in a familiar manner. The students would probably feel more self-confident and accepted when using this strategy.

Resources:
Goodman, S. 2003. Teaching youth media: A critical guide to lliteracy, video producation, and social change. New York, New York: Teachers College Press.

Zalot, M. (2012). In today's daily news: Is youth violence on the rise? Philidelphia Daily News. Retrieved from:
http://www.philly.com/philly/blogs/dncrime/In-todays-Daily-News-Is-youth-violence-on-the-rise.html

Egley , A. (2012).  Highlights of the 2010 national youth gang survey. Office of Juvenile Justice and Delinquency Prevention. Retrieved from website: http://www.ojjdp.gov/pubs/237542.pdf

Week 10 Activity #1: Brainstorming the Digital Story

1. Please describe a positive scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?
 

One positive scene that stands out from my childhood was a camping trip with my grandmother. My grandmother enjoying the company of her grandchildren led up to this event. This event happened during the summer of 1992 at Big Bear Lake in West Virginia. I have a huge family and my grandmother embarked on a camping trip with eleven of her grandchildren who were from different areas of the United States I was a shy child with few friends and this trip helped me to "come out of my shell." It made me feel a sense of cohesiveness for my roots and helped me realize that it is okay to express myself. After this trip, I made more friends at school and became more social.
 

2. Please describe a negative scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?

One negative scene from my childhood was being involved in a fire that destroyed my home. It was an electrical fire and I was four years old. My mother and  brother were also home during the fire. I remember watching my home burn from my neighbor's front porch. I was frightened by the thoughts that I would no longer have a home, the images and sounds terrified me. I was afraid of the firefighters and their fire fighting attire, I did not understand that they were helping us out. Now, I always feel an adrenaline rush when I hear a siren or see a firefighter in their gear.
 

3. Describe a particular event from your teen-aged years that stands out in your memory today. This can be positive or negative. What led up to the event? What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did the event have on you.

One positive event from my teen-aged years was my high school graduation. I confronted a lot of issues during my senior year of high school. It seemed that my world was falling apart on a lot of levels. People getting divorced and having marital issues, plus my own sense of teenage rebellion made getting through school a little more difficult than it had in previous years. My family and friends were involved. My high school graduation provided a sense that I can overcome the situations that are presented to me and I that I am in control of my destiny.
 

4. Describe a vivid or important memory from any time in your adult years. Again, this can be positive or negative. It can be about anything – family, work, whatever. The scene stands out in your mind today as being especially vivid or important. Please describe what led up to the event. Then describe the scene in detail. What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact has the event had on you?

One vivid memory of my adult years was getting my first professional job. I finally felt that I had succeeded! On my first day of work at this agency, I remember walking down a long corridor of maroon carpet while being introduced to people who continue to be important fixtures in my life years later. I was so proud of myself and felt a sense of belonging. This event was important because it showed me that hard work pays off.  The impact of this event was a sense of empowerment and that I can overcome obstacles to reach my goals.
 

5. In looking back on your life, you may be able to identify particular “turning points” – episodes through which you experienced an important change in your life. Please choose one key turning point scene and describe it in detail. If you feel your life story contains no clear turning points, then describe a particular episode in your life that comes closer than any other to qualifying for a turning point – a scene where you changed in some way. Again, please describe what led up to the event, what happened in the event, where and when it happened, who was involved, what you were thinking and feeling, and so on. Also, please tell me how you think you changed as a result of this event and why you consider this event to be an important scene in your life story today.

One scene that I would consider a "turning point" in my life involved the death of my grandmother. She came from a tumultuous and extremely poor upbringing. After successfully raising seven children, she enrolled in college and fullfilled her goal of becoming a nurse. Three months after her retirement, she passed away as a result of a car accident. At 20, I had dropped out of college and worked a minimum wage job. This event empowered me to complete my education. In a way, I feel that my success honors my grandmother's emphasis on education and the value of not giving up. Now, I  am close to completing my Master's Degree in Education and I always think of my grandmother when facing an uphill battle and, ultimately, persevere.

 

Week 9 Activity #2

I somehow missed this activity!

1. Point of View. The point of view in this story is from Marianna, a daughter of immigrants who fought to become successful in the United States.
2. Dramatic Question. The dramatic questioned involved the type of home that Marianna grew up in and how her perception had changed through two incidents.
3. Emotional Content. This story contained a lot of emotional content. When Marianna describes the confrontation with the "big white man," I could feel her fear. When she discusses how proud she is of her parents, siblings, and self, I could relate to her feelings of empowerment.
4. Voice. The narrator's voice was calm. She told her story in a very informal manner that helps the audience better understand her point of view.
5. Soundtrack. There was no music in this video, but I think that the lack of music helped to contribute to the message that Marianna wanted to convey.
6. Economy. Marianna did a very good job of focusing on the important message. Her message was simple and powerful.
7. Pacing. I think that this digital story was paced appropriately. The narration and images were wll-timed and though provoking in their presentation. The story wasn't rushed and it captured my attention throughout the entire film.

 

Double Entry Journal #9

"One thing that has struck me in my work with urban kids is the odd congruence between two very different systems: the system of global media that wants young people to be spectators and consumers rather than social actors, and a factory system of schooling that wants young people to be passive and willing vessels for a prescribed set of knowledge and skills." Goodman, 2003

This quote pretty much sums up my feelings about media literacy. I think that this odd congruence exists among all students, not just those in urban areas. Media is so pervasive in our society and young people are exposed to it constantly throughout the day. They are constantly getting messages that they should behave a certain way, buy certain items, and believe certain beliefs. Then, in the school system, especially in today's age of high-stakes testing, students are being spoon-fed academic formulas without having the oppurtunity to think for themselves and express their ideas creatively. We see this as art programs and other school programs face funding cuts all over our country. Our students today face more challenges than ever and it is up to us, as educators, to provide a means to facillate our students to think independentlly and creatively.

Route 21 is an interesting webpage that discusses the integration of media literacy into the K-12 curricula. This website features video clips of teachers and students integrating this technology into their classrooms starting at a young age. Teachers could use the information contained on the aforementioned webpage to obtain ideas on incorporating media literacy and video production into their classrooms.

1. According to the author, what is the main reason school have ignored engaging student with critical media literacy.
Goodman (2003, p. 2) states that schools are "one-way" systems that seek to repress the agency and self-determination of young people. As I stated above, in the age of high stakes testing, schools want to teach their students how to perform well on standardized tests instead of learning how to think independently and creatively.
 

2. Define critical media literacy.
Critical media literacy is the ability to analyze, evaluate, and produce print, aural, and visual forms of communication.
 

3. How can film making or digital story telling support the goals of critical media literacy?
Film-making and digital story telling can empower young people to understand how media is constructed to convey certain messages and how they can use media technology to record and voice their ideas and concerns regarding the issues that are most important to them.
 

4. Why does teaching media literacy become more complicated as student become consumers of news?
According to Goodman (2003, p. 6), they are growing up in a media culture of spectacle that has normalized the notion that entertainment is news and news is entertainment. The news media wants viewers and knows that they can obtain good ratings by transforming the news into "personal drama," therefore, messages are often skewed or sensationalized and this is what students become indoctrinated to expect. This can be a difficult attitude to "challenge."
 

5. What is the difference between learning through the media and learning about the media?
Learning through the media involves analyzing and constructing ideas based on the information that is provided or inferred. Learning about the media involves understanding the history and practices of the media that can help us to make informed decisions about the messages being portrayed.

References:
Goodman, S. 2003. Teaching youth media: A critical guide to lliteracy, video producation, and social change. New York, New York: Teachers College Press.
 
Route 21. 2007. Media literacy: Core subjects and 21st century themes. Retrieved from:
http://route21.p21.org/index.php?option=com_content&view=article&id=22&Itemid=168
 

Double Entry Journal #8

"For example, students learned that it takes courage to share their stories publicly; they risk judgment from others. But once they develop confidence and commitment to the storytelling process, students can generate many new insights related to media production as a vehicle for engagement with culture identity work through producing short videos and by remixing and repurposing existing media content to tell new stories." Raimist, Doerr-Stevens & Jacobs, 2010

This quote moved me because it summarizes the challenges and rewards of digital storytelling. After viewing several digital stories, I think that having students create their own messages is an important part of media literacy. By teaching children that it's okay to have a voice and opinion, even if it differs from their classmates. Understanding of the differences of others is the cornerstone to accepting and making changes in the world. Creating messages in a positive atmosphere is important, it teaches children acceptance and to think independently. I think that students of all ages could benefit from creating some sort of story about their experiences and cultures. Even children as young as preschool could benefit from sharing their experiences with their peers, especially if it is promoted in a positive manner.




The preceeding video is an interesting representation of digital storytelling. It provides examples that can be used historically and personally. This can inspire educators to include digital storytelling into their classroom curriculum amongst the different subjects.


References:
Raimist, R., Doerr-Stevens, C., & Jacobs, W. (2010). The pedagogy of digital storytelling in the college classroom. Retrieved from http://www.seminar.net/index.php/home/75-

An Introduction to Digital Storytelling. Retrieved from: http://www.schooltube.com/video/53ae3968b18c717fd494/

Week 8 Activities #1 & 2

Reelworks.org is a website that features films made by teens. I was very moved by this digital story from the aforementioned website.

1.What do you like about the digital story? This film was honest and gritty. It was moving and provided insight into the lifestyle of a teenager that is facing the challenges of being homeless.

 

2.What did you learn from the digital story? I learned about the background of the film-maker. He provided pertinent information from his life, including the child neglect that he has experienced and the relationships with his family members.

 

3.What surprised you about the digital story? His mother's attitude surprised me throughout the story. She attempted to portray herself as a good mother, which was not the case based on the film.

 

4.How did the digital story provide an example of how digital story telling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media? It presented issues that are not typically discussed in the media such as homelessness and child neglect. I think that it can also empower young teens who are facing similar situations to realize that it is okay to be honest about their challenges and struggles. I think that this story also provided an alternative to stereotypes of teenagers in today's mainstream media. Teens are usually portrayed as "entitled" and spoiled. For example, television shows such as "My Sweet 16" show teenagers whose parents spare no expense when it comes to their alleged happiness. This story provides a stark contrast to these types of media messages.

 

5.How can digital storytelling promote critical media literacy? Please refer to the reading for this week's Double Entry Journal to answer this question.

Digital storytelling can promote literacy because it provides a medium for anybody to get a message out to members of mainstream society. Oftentimes, minorities and teenagers are unable to provide a glimpse into the real issues that affect them due to the controllers of mass media. By creating digital stories, those who did not have a voice now have one and are empowered to make changes at the attention of the world.

Week 7 Double Entry Journal

"But there are other visions of media literacy, more narrow and more problematic. Unfortunately, some see media literacy as option for low-performing, underachieving students whose interest can be piqued by TV and nothing else." Hobbs, 1996

It is a shame that some view media literacy in this manner. Although this article was published in 2006, I think that many of these sentiments still ring true today for some educators. First and foremost, I think that all students can benefit from media literacy education. Media literacy promotes higher order thinking skills, which can be challenging to even the most highest performing students. Media literacy can help students at all academic levels think more critically about the issues that they are inundated with on a daily basis. These skills should also  be incorporated into the curriculum to help students think more critically about the subjects that they are learning about, which encourages engagement and higher order thinking regarding the subject.

I found an interesting article written by a teacher that provides a really good example of incorporating media literacy into the general curriculum. She created a food advertisement scavenger hunt and then asked her students to create their own "spoof" advertisement. This is an awesome lesson that students of all achievement levels would love to engage in and learn many important concepts regarding biology and media literacy.

References:
Hobbs, R. (2002). Center for media literacy. Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

Stern, M. (2012). Media Literacy with Teens – Spoof Ads. Retrieved from:  http://whatscookingwithkids.com/2012/06/05/media-literacy-with-teens-spoof-ads/

Week 7 Activity #1

Double Entry Journal #6

 

 

Why did the authors do this study?

The authors conducted this study in order to examine the effects of media literacy instruction on message comprehension, writing, and critical-thinking skills.

 

How did the authors do the study?

The authors conducted the study with eleventh graders. The experimental group participated in a yearlong English media communications course that emphasized critical media analysis. The control group received no instruction in critical media analysis. Both groups were tested prior to the implementation of the media communications course and then tested after the course was completed.

The participants were tested on their comprehension and message analysis skills.

 

What data/results emerged from the study?

Results of the study indicated that students in the experimental group had higher reading comprehension scores. However, the control group scored significantly higher on listening comprehension skills. When analyzing visual comprehension scores, the results suggested that the treatment improved the students' ability to understand and summarize information that they learned from reading, listening, and viewing. The students in the experimental group wrote more during the assessments, but their scores were not significantly different from the control group on holistic writing scores.The results also indicated that the treatment group did not suffer in the areas of writing development due to the media communications course. Evidence indicated gains in the experimental students' skills in analyzing media messages across print, audio, and video. When analyzing the students' ability to identify construction techniques used to create print, audio, and video messages, the experimental group scores significantly higher. The students in the experimental group also scored higher on their ability to identify message values and points of view in reading, listening, and viewing and in their ability to identify information that had been omitted. Students who received the treatment also were better able to identify similarities and differences between stimulus material and other kinds of television news. The experimental group also exhibited an ability to perceive a  broadcast as persuasive, self-expresssive, and designed to make money. This indicated that the experimental group awareness of the economic functions of nonfiction media. Results also indicated that students in the experimental group reflected adult interpretations of the target age groups for three different media formats. When analyzilng the social class of the target audience, the experimental group was less likely to identify a magazine article as targeted to either poor people or wealthy people. 

 

What do the authors conclude from the data analysis?

The authors concluded that media literacy instruction resulted in an improvement of message comprehension, writing, and reading comprehension skills and that media literacy instruction is effective in meeting traditional academic goals.

 

What is the significance of the study?

The significance of this study is that teachers can be confident in implementing media literacy instruction in their classrooms. There are not a lot of studies on this topic, so this information is important for educators.

 

How do these findings influence your position on media literacy and school curriculum?

These finding verify my initial thoughts that media literacy is needed in our schools. It helps to solidfy that teaching these skills will help improve my students' critical thinking skills and also continue to foster growth in the traditional areas of education.

References: Hobbs, R. & Frost, R. (2011). Measuring the Acquisition of Media Literacy Skills. Reading Research Quaterly 38/(3). 330-355.

Week Six: Activity #1

This lesson on media literacy was found on Web English Teacher and is very versatile, it could be utilized in grades 5-adult. It provides a six minute youtube video, a quiz, and critical thinking questions on the ways that media constructs its messages. I took this lesson one step forward by creating my own picture advertisement that could appeal to the majority of the population. This is something that I would ask my class to do following the critical thinking questions. This lesson supports the development of 21st century learning skills because it encourages students to think creatively and critically using a wide range of techniques. It encourages students to communicate effectively and demonstrate originality. In addition, the lesson assists students in understanding media literacy.

After viewing the video and taking the quiz, I answered the following critical thinking questions:

What are ways you have noticed different types of media shaping the way you think about the world? Do you think this is positive or negative?
This video definitely made me more aware of how the media makes me think differently. I thought that I was immune to this. When the narrarator discussed the various slogans of Apple, Nike, and Coke, I realized that advertisements and the media have made me think about phrases in a certain way...very interesting. I think that it is negative that our thinking has become influenced by big corporations.

Why do companies invest billions of dollars in advertising? Do you think it makes a big difference?
Companies invest billions of dollars in advertising because it is the best way to reach the public who ulimately become their customers. I think that it makes a big difference. As the video stated, word of mouth is the best way to get people to buy your product!

What's your favorite brand? Can you attribute your fondness to the advertising about the brand? I really do not have a favorite brand, but I admit that car advertisements attribute to my fondness about certain brands of automobiles...it's usually the music that gets me on those!

This is the advertisement that I created:

 

 

 

Double Entry Journal #5

"The more we engage in this process the more we can be startled by the findings from such analysis and this can act as reinforcement for developing the habit to view visual images in such a manner. Although this practice addresses new communication technologies the perspective being stressed grows out of an emphasis on standard critical thinking orientations." (Schnell, 2008)

I strongly agree with Schnell's statement regarding the critical analysis of visual representations. Especially in the age of digital technology, we are becoming exposed to more and more visual information (especially by means of the internet). Companies, politicians, and agencies are taking advantage of this subtle way of persuasion by presenting us with new and more shocking advertisements and images. In order to become informed members of our society, it is important that we are aware of how subtle and powerful these images can become. It is our duty to educate our young citizens on the power of visual images and how they effect the way we think, feel, and act. Hopefully, our young people will be able to practice this level of critical analysis to the effect that it becomes habit and can change the world!

Media Literacy: Analyzing Visual Images is a webpage that offers advice for educators on including visual literacy activities into their curriculum. This activity could be used for all grades which makes it a versatile activity that is fun and introduces students to the elements of visual literacy. It also promotes social skills which is very important in media literacy.

1. How does visual imagery negatively influence the truth in political campaigns and foreign relations? Visual literacy is very subtle, so subtle that an image could have an effect on our feelings and decisions that we are not explicitly aware of. In politics and foreign relations, images can be manipulated in almost any way to convey a message that might not be accurate.

2. Can you think of a recent foreign relations incident that may have been related to visual imagery? After researching this topic, I found an article about misleading tweets of photographs and the effects they have had on the Israeli-Palistinian Conflict.

3. What does Ben Franklin by the phrase "Freedom of the press only applies if you have a press."

Those who have the means, particularly financial, to have a media outlet are free to say what they want and what they want to convince the public to hear, see, feel, and think.

4. Do you think that the explosion of digital media is akin to giving everyone a press?

I think that the explosion of digital media has given everyone a voice. We still have the big names in media that are influencing the public, but we, as a public, can create blogs, webpages, Youtube videos, etc. that give us an outlet to say how we feel and possibly convince others to think about things differently.

5. In your opinion, is the potential for more people to create their own media a positive or negative influence on our democratic society?

I think that it is a positive influence on our society. More people can be reached by those who would not ordinarily have the means to get their point across. Of course this also makes more potential for slander and other tactics that convince our society in a misleading way.

6. Is our increasingly visual cultural a good thing or bad thing?

I think it is both good and bad. I don't think we should rely on just using visual information to make our decisions because it can be covertly powerful toward our emotions and feelings. Messages can be conveyed in many other ways and I think that it is important that we do our background research before relying solely on an image. On the other hand, visual information is an easy way to get a message across to the masses.

7. What can save us from the tyranny of a visual culture? I think that we are able to think about the messages that visual images can convey and how they are intended. This is something that we need to indoctrinate into future generations so that we, as a culture, will not be victims of misleading visual media messages.

 

References:
Schnell, J. (2008). Suggestions for addression the increase visual emphasis on visual imagry over aural messages. Retrieved from
http://mprcenter.org/mpr/index.php?option=com_content&view=article&id=36&Itemid=123

Facing histories and ourselves. (2012). Retrieved from http://www.facinghistory.org/resources/strategies/media-literacy-analyzing-visu 

Week Five: Activity #1

I have chosen a print advertisement for Proactiv to engage my students in a lesson on using visual information to explore and question a topic (WV CSO#  RLA.O.7.3.2). I would use this in a seventh grade classroom, but this activity would be appropriate for all adolescent students. By deconstructing this image, my students will be able to closely examine an advertisement and engage in critical analysis of the messages that the company is trying to convey to its audience.

Subtext: If you want acne out of your life, be like Katy, be confident, be in control, be Proactiv. My deconstruction of this advertisement: What does the text say? The text is bold and states values that teenagers would identify with (pride in not being polite, but being in control). The smaller text implies that Proactiv will elimate your acne and help you to be confident and in control like Katy Perry. What does the image say? The image is of a celebrity (Katy Perry) with beautiful skin (most likely photoshopped). There is also an image of the Proactiv system at the bottom. The image implies that Katy uses this skincare regimen to obtain her perfect skin and you can be like Katy too, if you use this product. She is almost posing in a seductive manner that would also catch most young adult's attention. Who is the magazines targeted market? This magazine advertisement is targeted toward teens and young adults, probably more to females than males. Proactiv used a celebrity pop star that most teens are familiar with who claims to use a product that most teens would consider using. This advertisement promotes the values that being hip and beautiful is all you need in life; they can lead to confidence and control, which are values that most teens embrace as important, by using a certain product.

Week Four: Activity #4

This was a fun activity that could be of great use in a classroom! I created a magazine cover using PowerPoint by following this tutorial.

Week Four: Activity #3

1. What are the differences between the two covers? What techniques are used to attract your attention? Pay attention to body language, clothing, camera angle, lighting, color, eye contact ect. How do the difference influence what you think and feel about the person.

The two covers are quite different in content. The image of Arnold on the fitness cover is macho and tough, the image on Esquire is charasmatic and capable. Bright colors and bold print were used to attract attention, as well as the images of Arnold. Attention-grabbing story subjects were presented as well. In the fitness magazine, Arnold is showing his bicep and wearing a t-shirt, gloves, and sunglasses (no eye contact). He has a no-nonsense look on his face. The background colors are fiery, like he just walked out of an explosion. On Esquire, Arnold is smiling and pointing his finger. He looks confident and is wearing a suit, tie, and ring. His eyes are looking toward the camera. The background color is sky blue. The differences definately influence how I think about the person. The first one is of a macho tough guy who doesn't put up with nonsense. If I didn't recognize the celebrity, probably would have thought that two different people were on the covers. I think that the second image is more of a person who is confident and appealing to the public.

 

2. What do you find appealing or not appealing about the cover of the magazine? I find the bright colors appealing on the first cover. I don't really find Arnold's pose or image appealing in the first magazine (but I personally don't value the machismo appearance of large muscles). The stories on the cover do not appeal to me as well. I find the second cover to be much more appealing. The background color is more serene and the image of Arnold in a suit, smiling is much more appealing to me. I find the content of the stories to be more appealing in Esquire, as there is more focus on current events and the arts.

 

3. What elements in the design make it appealing or not appealing?  I think that the colors and the bold print make the magazines appealing. Images of celebrities are appealing.  The placement of the story content around the actor is appealing.

There is a little bit too much going on in the first cover with all of colors and storylines.

 

4. What elements are included on the cover to sell this magazine? Consider title, imagery, sensationalized headlines, exclusive articles, secrets, gossip, free gifts, and celebrity news.

Celebrity image is included on the cover to sell the magazine. Muscle and Fitness appeals to young men who want to look fit and healthy. Esquire appears to be more elite and appeals to those who are educated and interested in popular culture. The headlines appeal to the audience. In the first magazine, the message is that this magazine can help you get lean and obtain 20 inch arms easily. The second magazine includes headlines that appeal to its audience such as articles about Arnold, music, literature, and images of attractive females.

 

5. Describe the type of content in one issue. The content in Esquire is much more comprehensive than that of Muscle and Fitness. It includes articles about popular culture, the arts, current events, and eye-candy for men (the salute to our British allies).

 

6. What products or services are advertised in the issue? Music, literature, Arnold S., images of females 

 

7. What lifestyle, values and messages are being promoted by the contents in the issue? The lifestyle of white, middle-upper class males are being promoted in this issure. Values such as being wealthy and knowledgebale are exemplified. Messages such as vote for Arnold, this is the music you should be listening to, this is what you should be reading, and this is the ideal woman are explicit on the cover of this magazine.

 

8.Describe the demographics for what you think may be the magazine’s intended target readership. Consider age, sex, interests and socioeconomic status. This magazine in targeted toward males, 30-50 years of age, middle-upper class, who are interested in current events, popular culture, and the arts (literature, music, science).

9. What features of the magazine indicate to you that this is the intended readership? The image of Arnold, the image of the female, and the subject of the articles contained within the magazine. 

10. What personalities or celebrities are used to promote this magazine? Arnold S., Phil Spector, Arthur Miller, female model

 

11. Are these personalities or celebrities promoting or challenging stereotypical messages? How? Arnold seems to be promoting the stereotypical message of being righ and famous through his facial/body expressions and how he is attired. The female with the accompanying text promote sterotypes about men objectifying women. Some of the article titles tend be challenging the sterotypical message that most men do not care about literature or the sciences.

Week Four: Activity #2

Magazine front cover: Muscle and Fitness

Media language: Bold image of Arnold S. (a regognizable celebrity) in a masuline pose, phrases "T3:Arnold Exclusive", "Get Lean in Less Time", and "20 Inch Arms in Three Big Moves" in large font to appeal to a target audience of males who want to look muscular, bright attention-grabbing colors

Institution: Front cover of a magazine

Genre: Men's fitness magazine

Representation: Represents males and views of masculinity in today's society.

Audience: Probably 20-40 year old males that are interested in body-image and being fit, people who want easy results (20 inch arms in three big moves, get lean in less time, seven exercises that are robbing your of results), probably lowe-middle class

Ideologies and Values: This magazine represents values of looking fit and masculine. It makes the target audience think that they can easily obtain this ideal of masculinity.

Narrative: The cover of a magazine is representive of the values of male physical appearance in our culture.

The cover of the magazine makes me think that this is a "tough guy." Based upon this image, is difficult to think of him as the governor of California. The main purpose of this magazine is to sell magazines to men in a certain age range that want to look a certain way. I think that the values of personal appearance are exmemplified. The magazine is definitely missing the value "hard work pays off" because it makes the reader think that they can acheive certain standards through simple and easy means.



Magazine front cover: Esquire

Media language: Arnold S. posing charismatically in a suit and tie, variety of story subjects in bold print (Phil Spectre speaks, Arnold the next governor of California, American music, New fiction by Author Miller, Dubios achievement of science), image of an attractive female lifting her shirt

Institution: Front cover of magazine

Genre: Men's magazine

Representation: Represents males who are educated and interested in popular culture and the arts

Audience: Middle-upper class males, educated, age range 30-50

Ideologies and values: This magazine probably values knowledge about popular culture, art, and current events. It values being informed, educated, and interested in women.

Narrative: The cover of a magazine is representative in men's interest, particularly related to culture and the arts

The person on the cover of the magazine looks charismatic and, of course, I recognize the celebrity. He is pointing forward, in a political pose a la Uncle Sam, which makes the audience feel that he is engaging with them. The main purpose of this magazine is to sell magazines to men who are interested in the content and want to be informed/entertained. Values of being rich and famous are represented in this magazine, as well as being educated and interested in the arts. Female values are omitted, you can definately tell that this magazine is geared toward men-even without the title.

Double Entry Journal #4

Quote:
"Thomsen, Weber, and Brown (2001) found that as many as two-thirds of high school girls are either on a diet or plan to start one and that women and girls engage in unhealthy dieting practices in an effort to imitate the ideal images prevalent in magazines. Results show 88% of the girls surveyed are sometimes or always on a diet, which is consistent with the research. Unhealthy eating practices were reported by girls in this sample; notably, half the respondents take diet pills with varying degrees of frequency." Sauer and Robles-Pina, 2003

I chose this quote because the information presented was disturbing to me. It was difficult for me growing up with the images on television and in Seventeen magazine and now with the advent of new technologies, I can't imagine how difficult it is for children and adolescents, as they are constantly inundated with unreal images of how they "should" look. It is shocking that half of the teenage respondents in the study reported using diet pills. This article is a good example of why we need to teach media literacy in our schools. If our students are taught at an early age that the media image of the perfect body is not realistic, then maybe our teens will be able to make more informed decisions regarding their health practices and self-esteem.

Link:



The preceeding link is an excellent example of the messages that are presented in today's media, particularly those geared toward women. It provides some great examples of photoshopping and the deceit that is contained in many of the images that we see each day.

References:
Sauer, H., & Robles-Piña, R. (2003). Magazines: What adolescent girls are reading and the way they shape body image. Retrieved from http://www.advancingwomen.com/awl/winter2003/SAUERR~1.html

Youtube. (2008, November 27). Retrieved from http://www.youtube.com/watch?v=wUb5PZHcovA

Double Entry Journal #3

Quote:
 "Media literacy may be defined as the ability to access, experience, evaluate, and produce media products. Media are seen to represent actual events, but those representations are subjective and incomplete. Journalists and news producers select which stories to publish, what aspects to emphasize, and what language to use. Media literacy is necessary for media consumers to sift through the variety of presentations, including films, newspapers, Web sites, and video screens to arrive at meaning." Semali, 2001

I chose this quote because this course has opened my eyes about the messages that media portrays. I, along with most of the American population, have access and experience with media through television, Web sites, and newspapers. Being able to evaluate and produce media products are vital skills that can prevent us from being passive members of society. Prior to this course, I never thought about the news media having the "choice" of what to cover and how to present it. Now, I pay attention to what is being presented to me and it is amazing the information that is often left out or "tweaked" for shock value or to portray an opinion.

The article News Coverage Skews Picture of Youth Crime discusses how the messages that media portray are often disproportionate and the incredible power of these messages. According to the article, coverage of violent crime has increased while the crime rate has decreased. Also, the article points out the disproportionate amount of violent crime perpetrated by youths and African Amercians that is reported in the news media. I think that this article is helpful in providing examples of why we need media literacy in our classrooms.

1. New literacies encompass a variety of concepts related to multimedia. This involves literacies that have emerged in an era of cultural and intellectual shift in the way information is produced, presented and received. Much of this includes visual and electronic communications. New literacies should change teachers' understanding of what it means to be literate in the digital age because children must not only be able to read printed text, they must be able to utilize computer programs, analyze the messages that are received from others through television, the internet, and other forms of media, and be able to produce their own media to represent their opinions. One example is that students must be able to use computers and other digital devices in order to access information to be successful academically and in the future workforce.

2. My perception of this quote is that the media is so far-reaching that is affecting the beliefs of our citizens. If people keep getting the same messages over and over again, the majority will begin to believe the message, especially if it is conveyed by familiar or powerful people. The media attempts to "normalize" many ideas, which is the reason why capitalists own these corporations-to convey their messages and persuade our public to think the way that they want us to.

3. The lack of critical media in education leads to a citizenry that is passive. Especially in this age of technological growth, there are more media messages that are in the grasp of our youth and they definitely need to learn to discern the messages that are presented to them.

4. It would be extremely difficult to claim an absolute definition of literacy due to the constant changes in the way that we communicate.The definitions and mediums of literacy are constantly shifting. Semali, 2001, states that definitions need to be based on praxis to be meaningful. He feels that the definition of literacy should be definced by the artist, author, or producer that uses it.

5. Semali advocates for a critical approach to visual literacy because he feels that visual literacy refers to multiple abilities to read, view, understand, evaluate, and interpret visual texts. I agree that we do need to take a critical approach to visual literacy. First and foremost, visual texts are everywhere. We need to teach our students how to think critically about the information that is presented to them in multiple formats.

References:
Semali, L. (2001). Defining new literacies in curricular practice. Reading Online, 5(4). Retrieved from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=semali1/index.html

The Progess Report. (n.d.). News coverage skews picture of youth crime. Retrieved from
http://www.progress.org/media04.htm

Week Three: Activity Three

This activity involves a deconstruction of an advertisement for Healthy Choice Steamers. I watched the advertisement and then completed this questionairre:
1. Whose message is this? Who created or paid for it? Why?
This messages is Healthy Choice's and their company paid for the ad. It was probably created by an advertising firm. They created the advertisement in order to promote their company, specifically, Healthy Choice Steamers.
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
It appears that the target audience is probably in the age range of 30-60, caucasian, upper class, interested in appearances and a youthful lifestyle. The actors in the commercial are in the previously stated demographic. The mother can afford Botox, the actors are well-dressed with an expensive looking kitchen. I'm not sure which profession the characters have, but I am sure that the message that the company is trying to convey is that they are professionals that are educated and well-paid.
3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
I see the Healthy Choice logo and the ending phrase is "honest to goodness." The characters discuss perceptions of appearances and it seems that the two younger characters are slightly "embarrassed or intrigued" by the mother's actions.
4. What is the “subtext” of the message? (What do you think is
 the hidden or unstated meaning?)
I think that the hidden message is that this food product is healthy and that the advertisers are trying to convey a wholesome and honest image. They are wanting consumers to buy their products.
5. What kind of lifestyle is presented? How?
I think that a middle-upper class lifestyle is presented due to the characters in the commercial.
6. What values are expressed?
The value of appearance is expressed, as well as the value of honesty.
7. What tools of persuasion are used? See "The language of persuasion"
Association is used, as the young couple could be any upper middle to middle class couple who appear successful. Humor is used, as the daughter pokes fun at her mother and the husband is "deeply mortified." Explicit claims are used because the ad states that  the vegetables are crisp and the price is low. Plain folks is used as I didn't recognize any celebreties in the commercial.
8. What positive messages are presented? What negative messages are presented?
I think that the positive message is that Healthy Choice Steamers are affordable and healthy (due to the crisp vegetables). I think that the negative message is somewhat ageism due to the familie's recation to the mother.
9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?
I think that this message empowers those looking to lead a healthy lifestyle, particularly those that are the age of the couple. I think that the advertisement disempowers "older" people. I think that these types of meals are targeted toward working people who need a quick, but nutritious lunch, singles, or those who don't have children. I don't see a family with children eating Healthy Choice meals for dinner on a regular basis.
10. What part of the story is not being told? How and where could you get more information about the untold stories?
I'm sure that these meals have some sort of "dark side" perhaps a high sodium content! I could probably research Healthy Choice meals, read the labels, or read reviews from others who have tried these meals or know information that is not blatent in Healthy Choice's advertising.

After reading the author's interpretation of the ad, I feel that we agreed on several points. I did not know that this advertisement was released around Mother's Day and would have never guessed it the way that the couple poked fun at the mother. I didn't realize the frequent wording of healthy choice and desperation. I didn't really see where the advertisement promoted healthy lifestyles, except for the discussion about the vegetables:)