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:)

Week Three: Activity One and Two

Activity #1
The first activity involves the deconstruction of an advertisement for the newly merged company Centurylink. In the ad, there are masses of slinkies climbing down steps in several different settings showing a linkage/connectivity of places, cultures, people, and occasions. Upon viewing the ad, I perceived this company as a successfull and flourishing. After reading the deconstruction, my thoughts about the company changed. The deconstruction discussed the perception in the commercial that connectivity is available anywhere-from rural to urban areas. Living in West Virginia, I know that this is not always true. Many people in this area only have access to dial-up services or no access at all. The deconstruction also points out that 660 jobs were lost in New Mexico as a result of the merger. In addition, the articles discussed that one of the aquisitioned companies overcharged their customers and has pretty much no competition. Of course, none of this was included in the articel as it would be bad for business. The article discusses the importance of paying attention to customer service (provided fast and reliable connectivity at fair prices) instead of being preoccupied with mergers and stocks. I agree with many things in this ad, but I also realize that companies must focus on their financial well-being. However, this could always begin with customer service.This deconstruction brought many things to my attention that I typically do not think about when viewing commercials and will change the way that I let advertisements influence my thoughts in the future.

Activity #2
The subject of the second deconstruction is an advertisement for Alltel. In the advertisement, a family that struggled to pay their cell-phone bill rented out a room to three men from another country in order to afford their bill. Of course, the repairment that shows up regarding the noise and, coincidentally, has an affordable plan with Alltel. I didn't really think that this add promoted racial sterotypes at first. After thinking about, I thought that if the family would have rented a room to a homeless American family or a even a group of "hillbillies," I would have thought that these were offensive stereotypes. I agree with the deconstruction that the advertisement does use stereotypes. I also agree that the ad utilizes classic techniques of persuasion by attempting to portray the "average" american family and allegedly affordable deals (which we learn the truth in the fine print).

Week Two Activity Three

Photo Analysis Picture #1



Photo Analysis Worksheet

Step 1. Observation
Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individualitems. Next, divide the photo into quadrants and study each section to see what new details become visible.


B. Use the chart below to list people, objects, and activities in the photograph.

Activities: worried look on face, looking downward to the right

People: President Obama alone

Objects: blurred background, wearing button-up plaid shirt, greying hair

Step 2. Inference

Based on what you have observed above, list three things you might infer from this photograph.

The president looks worried. He looks uncertain. He looks casual.

Step 3. Question
A. What questions does this photograph raise in your mind?

Why was the background blurred? Was the photo cropped? Why did he look worried? Who published the photograph?

B. Where could you find answers to them?

I could search online for images of President Obama during the Gulf Coast oil spill.

Designed and developed by theEducation Staff, National Archives and Records Administration,Washington, DC 20408


Photo Analysis Picture #2




Photo Analysis Worksheet

Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individualitems. Next, divide the photo into quadrants and study each section to see what new details become visible.


B. Use the chart below to list people, objects, and activities in the photograph.

Activities: the president is smiling, the president is walking in front of a group of men, the president is walking in front of a ship

People: President Obama, men in dress clothes, people on a ship

Objects: ship, American flag, dress clothes

Step 2. Inference
Based on what you have observed above, list three things you might infer from this photograph.

The president looks confident. The president is at the sight of the spill. President Obama is consulting with officials concerning the spill.

Step 3. Questions
A. What questions does this photograph raise in your mind?

Who is in the photograph?  What type of ship is behind him?  Who published the photograph?

B. Where could you find answers to them?

I could search online for images of President Obama during the Gulf Coast oil spill.


Designed and developed by theEducation Staff, National Archives and Records Administration,Washington, DC 20408


 

Double Entry Journal #2

Quote:

"Just as basic textual literacy uses vocabulary, metaphors, and genres, visual literacy employs colors, icons, and various media to communicate ideas and feelings to readers. Grounded in the senses and

surrounded by a context, both basic and visual literacy rely on active construction of meaning through a process of interpreting codes and signs." (Abilock, 2003)

This quote made me think about the visual cues that I am exposed to everyday. The sensory information discussed is something that I often take for granted and I'm safe to asssume that I'm not alone. After reading this quote and its related reading, I am going to may more attention to the information that is presented to me in the media. It amazes me how much a message can be skewed by changing colors, symbols, background images, and gestures. Being able to discern all of the symbols that are presented to us is important and grows more important as technology advances. Messages can reach the public in the blink of an eye and being able to critically think about how/why these messages are constructed are necessary skills that we as adults need to master, as well as to instill in future generations.


The article, Suggestions for Addressing the Increased Emphasis on Visual Imagery over Aural Messages by Jim Schnell provides an interesting discussion regarding media literacy and the emphasis on visual cues over aural cues in today's society and media. He states that visual messages fade into our reality little by little, day by day. I agree that these messages are so subtle that most of us do not recognize that they are affecting our opinions and emotions every day. 

1. Semiotics is the study of how the reading of signs and symbols together communicate complicated ideas in the form of code.

2. Teachers can capitalize on students preferred literacy behaviors by teaching quick ways to assess authority and credibility in the media. We can utilize more visual resources and teach our students to recognize how symbols are used in the media to convey messages.

3. It is important for students to learn to analyze the news media so that they can become critical and knowledgeable participants in our democracy.

4. A WV CSO that a photo analysis activity could address in eighth grade languae arts is :

RLA.O.8.1.9

summarize explicit and implied information from literary and informational texts to recognize the relationships among the facts, ideas, events and concepts (e.g., names, dates, events, organizational patterns, graphical representations as found in photographs, captions, maps, tables or timelines, textual features including table of contents, headings or side bars). References: Atlock, D. (2003). Seven power lens on 21st century literacy. Retrieved from http://www.noodletools.com/debbie/literacies/newsmedia/PowerLensSingle.pdf 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 

Week Two: Activity Two

The second activity for week two involved political campaigns and the tactics that are used to portray a candidate in a negative way in political ads. In the video, Robert Kubey discussesd the historical and current ways that negative advertising is used in political campaigns. He stated that the media often uses greed and fear to skew messages to benefit a certain party. He discussed smear tactics which  are used to portray an individual's character in a harmful/negative way. Kuby also discussed scare tactics which are used to instill fear in the public regarding a political figure, such as supporting terrorism or contributing to global warming.

In the article Making the Election About Race, I don't think that the ads were used to promote racism. I think that they were used more to promote classism. The ads that were discussed seemed to be targeted to middle to upper class citizens due to the images/discussion of working people and welfare. Fear and greed tactics were definately used in both ads, as the first advertisement seemed to convey the message that Obama is going to give handouts to those on welfare and the images shown were of people working with looks of despair on their faces. The second advertisement utilized greed tactics in convering the message the Romney doesn't pay his fair share of taxes and he will support more tax breaks for the rich.
The following ad in support for Obama also uses fear and greed tactics: