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