Week #6 Journal

Why did the authors do this study?

They wanted to study the impact of media-literacy curriculum on students' attitudes, behavior, knowledge, and academic performance.  As little to no research had been done on this.

 

How did the authors do the study?

They restructured the entire English Curriculum at a high school to better prepare students.  This was a group effort involving seven teachers, several of whom had been teaching for many years.  This change in curriculum was significant.  There was a strong collaboration between the teachers which involved carefully planning, and frequent communication.

 

It was noted that there needed to be preparation of the students prior to the skill and the multi-year study allowed students to grow and evolve002E

 

What data/results emerged from the study?

The participating teachers in the 11^th grade course reached three hypothesis as follows:

H1. Media-literacy instruction does not increase students' comprehension skills, as operationalized by the ability to identify the main idea of messages and to recall specific details from three formats of nonfiction-print, audio, and video.

H2. Media-literacy instruction does not increase students' writing skills, as operationalized by assessments of writing quality and quantity, spelling, and usage errors.

H3. Media-literacy instruction does not increase message-analysis skills involving reading; listening; and viewing media messages in print, audio, and video forms. Analysis skills are operationalized as the following: the ability to identify a message's purpose and target audience, identification of techniques used to construct the message, identification of values and point of view, identification of information omitted from a message, and comparison-contrast between messages using similar formats.

 

What do the authors conclude from the data analysis?

That the instruction of media literacy had little to no impact upon the learning ability of the test students.

 

What is the significance of the study?

There are some that may say that the education and teach of media literacy is insignificant and of little consequence to the educational curve of todays youth.  Since study results seem to show that media literacy did little to impact the acquisition of knowledge of the test subjects it may not be worth the expense to modify curriculum. 

 

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

I still believe that media literacy is crucial for future skills development.  This study is now more than 7 years old, and as in all things time and education changes.  Skills of students have evolved from this earlier time.  Just as the correct way to teach the three “Rs” has evolved so too will the role of media literacy.

Week #6 Lesson

In a separate class I have been learning about WebTools 2.0 and this seemed like an excellent time to try my hand at Glogster.  The lesson was authored by Kathy Wickline of Tolono, Illinois.  I opted to create my Glog based upon a Homer Hickam book I just finished reading.

The Partnership for 21st Century Skills Framework looks at Learning & Innovation Skills.  Creativity is a crucial part of the project associated with this assignment.  One that I found challenging.  It also supports life skills through initiative and self-direction, which I translate to making a decision and finishing the project.  Also flexibility and adapatability are key in this as well as many technology projects.  The one thing that is certain with technology is things do not go according to plan and sometimes one has to be flexibile and adaptable to complete a project.

Lesson Plan

STUDENT OBJECTIVES

Students will:

• identify elements of fiction.
• analyze a fiction book.
• communicate literary terms in visual and written form by producing a glog.
• celebrate reading by sharing their glogs with their classmates.

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Session One: Introducing the Project

1. Show the sample glog of the story that students have previously read together.
2. Go through the rubric and grade the sample glog as a class. Discuss how the two quotes reflect the essence of the story. Discuss how the hyperlinks expand topics that are in the book, for example, links to author’s homepage or topics covered in the book.
3. Give each student the printout Book Report Glog.
4. Assign students to complete the printout before the next session.

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Sessions Two through Four: Creating the Glog

1. Check the students have completed the Book Report Glog.
2. Model each step of creating a glog using the printout Glog It!.
3. Provide each student with his/her username and password. When the student signs in for the first time, the student will be asked to type in his/her name. Instruct the students to do so because then you will be able to see on your teacher dashboard the students by name and username.
4. Allow students time to work on their glogs. While students work, work with students individually on some or all of the following.
   • Check on their accuracy of use of literary terms and help students revise where needed.
   • Question students about which quotes they have selected from their books and why these quotes reflect the essence of the book.
   • Ask students what hyperlinks they have selected and why their links are good, credible websites.
   • Also, ask students how the sounds, images, and videos they have chosen relate to their books so that the students make the glogs truly reflect their books.
5. Encourage students to work on their glogs from any computer (home or public library, for example) since this is an Internet-based program.

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Session Five: Celebrating and Sharing

1. Celebrate the joy of reading by having each student share his/her glog with the class. From the teacher’s dashboard in Glogster, each student’s glog can be easily accessed so that each student does not have to log-in before each presentation.
2. As students present their glogs, students can use the rubric to assess their peers and/or the teacher can use this time to assess the glog using the rubric.

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EXTENSIONS

• Establish a class wiki and post links to the glogs to the wiki. Publish your classroom wiki to the community, so the audience for your student is larger.
• Add other literary terms to the glog, such as plot, antagonist, foreshadowing, etc.

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STUDENT ASSESSMENT/REFLECTIONS

• Before students work on their glogs, review each student’s completed Book Report Glog checklist.
• During each session, observe and note the students’ time on task as this is one of the categories on the rubric. Using the Book Report Glog Rubric, evaluate each student’s completed glog. Offer feed back to the students on their glogs.
• Have students present their glogs to the class. Question students about their choices of quotes, pictures, videos, and sounds to show the essence of their books. Use the rubric to assess students' final projects.

My Project

Week #5 Double Journal

Quote:  "As we proceed through stages of the Information Age there has been an increased emphasis on visual messages at the expense of aural messages."

Response:  "In a totally non-academic way, I have only one comment..... duhhhh."  That said, I would explain that as various forms of literacy have evolved in the past decade (such as media, computer, etc.) the most basic form of literacy (reading) has declined. According to UNESCO (http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx) there are approximately 18,000,000 illiterate adults (age 15+) in North America.  In todays world, with technology and advances in education, this number is far too high.

It is not logical to presume that these 18,000,000 and others who are not proficient readers are gaining their information about life skills, environmental issues, politics, and more strictly from what they can interpret from aural messages.  They are undoubtedly digesting infromation from the visual as well.  Just as the written word can have mutliple meanings the visual is far more confusing as we have learned in this class.

This assignment brings to mind the recent crisis in Egypt and the global ramifications.  I went to YouTube, where the whole issue started and searched for "anti islam video" and this is one of several videos that appeared. 

1. How does visual imagery negatively influence the truth in political campaigns and foreign relations?
As we have already studied there is a direct link between what people see and what people think.  The mind processes images far faster than it does the aural.  The saying, "a photo is worth a thousand words" comes to mind.

2. Can you think of a recent foreign relations incident that may have been related to visual imagery?    

The largest, most far reaching current event is the anti-Islam movie that was produced in the US by an organization.  This independent video resulted in riots and death in Egypt.  My video shows a different perspective on the news and how it was presented in the US.  If one were to watch this video clip, without sound the interpretation would be very different than listening to it.  I started to watch the video and then I finished the balance by listening. 

 

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

I could propose a couple of different interpretations, but by leaving the quote in the context of the time I would put forth that Mr. Franklin was referring to "your opinion only makes a difference if you have a way to give it."  In 18th century America, illiteracy was the norm, and only the very wealthy and privledged had the ability to share their views.  They were the only ones who had access to the machinery to put words to paper.

 

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

Yes, and further just as the traditional press of Franklin's time had a variety of uses, so too does digital media.  Some choose to use these technology presses well and some do not.  Others totally ignore the resource and others view it as someone elses issue and they view it with apathy.

 

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

The ability to do more is not always a good thing, but to deny one the ability to utilize technology is a violation of the principles of freedom.  That said, I believe that there is good and bad coming from the independent media / independent technology uses.  Much of the perception is based upon what the "independent" viewer chooses to view and support.  I would offer a comparison of the website www.godvine.com vs. www.godhatesfags.com both are faith based but they share two very different messages.  Which one is positive?  It all depends upon the personal views and conviction of the reader/viewer.

 

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

I believe that it is a negative in many ways.  We are losing basic literacy skills, society is losing touch with the printed word, and our ability to focus and excel in any one area is being compromised because so many in society want to see, do, experience it all. 

 

7. What can save us from the tyranny of a visual culture?

I do like the view of the visual culture as tyrannical.  There is no one answer that is suitable and appropriate for all.  For society or the government to dictate how to counter the inundation with visual messages is wrong and would not work.  Dealing with the onslaught has to be a personal choice.  We, as independent, free thinking, individuals have to make the choice to "unplug" and barring that we have to evaluate carefully not only what we read and hear, but also what we see.  It is a challenge that many will not be up to and the problems and conflict caused by misinterpretation, misinformation will continue to have major ramifications in local, regional, national, and global formats. 

Public Perception - In the News

What we see and how we interpret it is causing a stir in the lesser news this morning.  This note on the Daily Shot is an interesting look at how the public perceives what the media presents.

http://shine.yahoo.com/dailyshot/controversial-magazine-photos-144600821.html

Week #5

http://www.bbc.co.uk/news/uk-scotland-highlands-islands-13879236

A few weeks ago I received a status update on Facebook.  “Folklore Motherload,” this looks interesting!  I received a similar posting from several friends.  All linked to either this article or a similar one about the same topic.  Traditionally folklore is an oral subject, not a written one.  It was not until well into the 20^th Century that scholars put folklore to paper on a regular basis and began the study and promotion of the cultural context of the oral tradition. 

The presentation of a previously “unknown” or “obscure” folklore collection is like the superbowl in the academic world.  There are new stories, new old stories, legends, tales, and information to review, analyze, and dissect.  There are new opportunities for motifing and indexing and careful review and comparison to regional folklore.  Scholars have the opportunity to connect their work to a root culture and storytellers gain new material.  Folklorists and students of folklore love the opportunity to hear, see, learn a new tale. 

This article was published online by the British Broadcasting Corporation (BBC) on 22 June 2011.  The article has no author and fails to provide a link, citation, or footnote, to a print publication which would provide more indepth information.  It serves an important function as a teaser to what is to come.

Without knowledge of who the writer of this brief piece was, one can only assume that it is fed to the consumer in the brief, simply stated format of an online article to entice the reader to explore the topic further.  It is also equally possible that the article was used as a filler in print and it made the transition to multi-media with no apparent need for substance. 

The article does provide a “Related Links” section and the first two links are easily connected to the story, the third, “Studies query monkey legend roots” causes a reader to be sceptical.  However, my viewing the linked story one sees that it is indeed a folktale involving monkeys and Scotland.  Showing that you really do have to take the time to explore suggested readings.  Although this reader would admit that the graphics accompanying the story help to make it an intriguing story. 

I see no stereotypes or controversy in this article, but I would venture to comment that for the audience that would most understand, value, and appreciate the content, that is the academic community and folklorists, there is very little meat or stand alone value to the story.  Some might feel that the BBC did indeed view this as a “filler” piece and perhaps did not take this wonderful revelation as seriously as they, the reader, would.

The article does provide a link to the Carmichael Watson Project, which allows the scholar or serious folklorist to indulge their need for knowledge.

As a storyteller and amateur folklorist this story provides a connection to a culture that is of interest to me.  I am of Scottish descent and find that part of my heritage fascinating.  Using this article I was introduced to a resource that is beneficial to me both professional and personally.  This article provides a powerful resource to support the 21^st century skill and learning in workforce.  By sharing this BBC article and the associated links adult learners can not only learn how to evaluate websites, but they can also experience the opportunities that are opened to them with one simple click of a mouse.  Simply taking the link to the Carmichael Watson Project exposes them to a world that they might otherwise never have known existed. 

Magazine Cover

I apparently did not retain what I learned last semester about google / internet explorer / chrome!   Here I go again!  Chrome is the way to go!

My Cover

I decided to have a little fun and create a specialty People.  This is a very genre specific People, does anyone get it?  Ohhh and I did visit the Fartists!


Well I keep getting an error when I go to upload, back to the drawing board.

Week #4 Activities - ARNOLD!!!!

The two faces of Arnold.  Arnold recently divorced his Kennedy wife, he is out of politics after serving as California Governor for several years.  A search for images of Arnold through Google shows a variety of images.  Talk about body image, from sculptured & fabulous to looking like a normal, physically fit individual.  He has run the gamut.

 

As a middle aged female I would stop and look at this cover on the newsstand.  Bright, bold colors with what strikes me as flames which implies heat & Fire makes the cover jump.  Of course, I’m drawn to Arnold.  A muscle bound super hero of my youth, ahhh yesssss Arnolddd….  Sighhhhhh….

This is a fitness magazine geared towards body builders who want to chisel and tone their bodies.  This magazine is typically read by males, although there are some female body builders.  Utilizing Arnold as their “cover girl,” supports their primary article in this issue, “20 inch arms.”  Arnold was known for his massive shoulders and arms.

This magazine provides tips and tricks to develop your physique and it alludes to action packed insides and encouragement as to the amount of content by referring to the page number on the cover.

The cover conveys power, strength, endurance, brutish reality.  If help is needed, don’t call in the calvary, call Arnold!

I remember seeing this cover and thinking really?  Arnold?  Wow, you’ve changed.  The softer colors and graphics as well as the inset cover image cause the magazine to appeal to a softer man or even a female audience.  The content is geared toward the intellectual mindset as opposed to the physical and brutish of the previous piece.

I believe the strategic placement of Arnold’s hand and his wedding ring are creating a connection to individuals with family values and a connection to others.  This magazine cover showcases a man who was known for his physique and strength for more than 20 years and in this image he looks normal, just like the next guy.  The use of a dark suit with a power tie is intentional.  His personal strength and potential power (be it physical or political) are alluded to in the large hand.

This magazine is geared towards provide confidence in the educated readership, which is predominantly male that this historically physically powerfull male as the same values (marriage, family) as they do, that he is a serious politician (power suit & tie) and that he will be there for the reader (the “Uncle Sam” pose.   His smile and facial expression show him to be a non-aggressive, happy individual which instills confidence.

 

Activity #3

There is an incredible contrast between the two covers which represent two very different points of view.

I believe I covered the majority of these items in the deconstructs, but to summarize.  In showing Arnold in two separate settings there is a very clear comparison on how altering the tone of the color through the use of graphics, color, and content affects the perception of the exact same person.

I am also struck by the use of Arnold on the cover of Muscle & Fitness in 2003, which is the same time that a much milder, and sedate Arnold is on Esquire.  This is an intentional marketing ploy and may have been orchestrated by Arnold’s PR team to broaden his readership and following.  Typically, those who read one of these magazines would not read the other.

It is the simple things that show a difference as well, the script of the second title shows a certain feminity, while the bold., block style of the first reinforces power and strength.  Bold state of content vs. a sublt use of text with the addition of a feminine graphic.

It would be interesting to make minor modification to each piece to see if it would be possible to balance out the message and exude the exact same message, mjust by alter the colors and the fonts.

 

Journal Week #4

It's hard to believe that we are 1/4 of the way through the semester.  This reading opened my eyes in some new ways.  I've often thought that I did not have a body image issue, I'm fat and I know it, accept it or ignore it - my choice.  If others cannot accept me because of it, than that is THEIR issue.  However in the last couple of months I have had it pointed out that while I say tha I accept myself, perhaps I don't really.  If I did truly accept myself than I would not be so resistant to compliments .  At my age it's hard to change boydy image and I'm a fairly confident secure person, so why do we make it so hard on the younger generation?

Quote:

“Our culture's visual world is inundated with images on the web, television, ads, videos, and magazines that define desirability as "slim and muscular bodies with white features"

Response:

This is such a true statement and it irritates me to no end.  Why does everyone want to “be” what the world thinks is perfect.   And yet, that very statement, “what the world thinks is beautiful” is not one that can be universal.  Not all parts of the world perceive beauty the same way.  It would be better to say that in the US, beauty is perceived as…..  Or as the original quote from the article states “our culture’s”. 

So this ramble, in the previous quote actually exemplifies how we, as Americans and people tend to generalize and lump things together.  I don’t think I truly realied the impact of mainstream media on our body image until I started to look for an alternate resource and while I found a number of you tube videos that were apparently created as part of coursework I was more significantly struck by the blog I found where real girls are putting their thoughts, ideas, and self-image out there and I think WOW, this really is a problem.  One writer says: 

I just think, that each week (this is what I’m now doing) we should have a day where we don’t wear makeup or straighten our hair etc. A day where we let our natural beauty is on the display, to help us realise that we can beautiful the way we are without ‘enhancements’ such as makeup.

I want to say “Honey, you can your natural self every day.  JUST DO IT!”  How can we empower these young women and make them realize that they only have to please themselves!

 

Resource:

A great website/blog with video snippets called “Ask Amy.”  http://www.tumblr.com/tagged/body+image

Citations:

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

wheresthecookies, K. (n.d.). "Hi, i'm kelly.." [Web log comment]. Retrieved from http://www.tumblr.com/tagged/body image

Journal - Wk #3

Quote:

“In recent years, labels for many new literacies -- including computer literacy, cultural literacy, diagrammatic literacy, document literacy, economic literacy, environmental literacy, film literacy, information literacy, mathematical literacy, media literacy, music literacy, political literacy, scientific literacy, technical literacy, television literacy, video literacy, and visual literacy -- have emerged (Patersson, 1996). These literacies involve specific competencies that seem to be in demand in schools and industry.”

Response:

This first sentence of the essay brought to mind the Standards for the 21^St Century Learner presented by the American Association of School Librarians.  This entire document is focused on how, and why, youth need to be taught information literacy.  It clearly established objectives, and guidelines for instruction.  These standards are a driving force in primary education with entire courses being taught in post-secondary on these standards and the ways that Library Media Specialists (School Librarians) might incorporate them in their learning environment (classroom). 

It is obvious, after reviewing and studying the standards for an entire semester that information literacy is only the surface of the broader scope of literacy that students are now required to have.  It is no longer enough to study the 3 R’s.  The days of Reading, Ritin’, and Rithmatic are long gone.

RESOURCE:

There are a variety of resources that address the Standards for 21^st Century Learner including print, internet, and a variety of multi-media avenues.  It is possible to locate a number of videos on You Tube that address different components of the standard.  It is fairly safe to say, in the 21^st Century that if it appears on You Tube it must be true.  (Although I could not find a Facebook page for the Standards)

http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards

1.      What is meant by the term "new literacies" and give me a concrete example of how it should change teachers' understanding of what it means to literate in the digital age.

New literacies are literacies that have emerged in the “post-typgraphic” era.  It is also important to understand that literacy is the ability, to read, understand, and interpret information competently.  It is no longer enough to be able to read and write to be productive in society, it is now important to be able to decipher a variety of other medias, languages, and social situations.

2.      In your own words explain what this quote means:

In a wordy and superflourious way, this quote says that we are no longer a society of independent, free thinkers.  We are being told what to think, how to think, and our very thought processes are being controlled.  We must break out of this world of believing everything we see and hear and regain our independent minds and voices.

3.      What does the lack of critical media literacy in schools create?

The lack of critical media literacy in school creates a population that has not learned the skills necessary to think independently and evaluate all that the many types of media presented.

4.      Why is it preposterous to claim an absolute definition of " literacy"?

Literacy, by its very definition is the ability to interpret and disseminate new information and since we do not know what new frontiers there are in communication it is impossible to make an absolute definition.

5.      Why does this author advocate for a more critical approach to visual literacy? Do you agree? Why or why not?

This author believes, as I do, that the broadness of visual literacy is a challenge in both education and life skills.  We can prepare students to face the world in the broadest sense, but we cannot prepare them for what the future may hold in new literacies.  Therefore we must give them the skills necessary to analyze new literacies and technologies and they encounter them.

Citations

Healthy Choice

1.    Whose message is this? Who created or paid for it? Why?

This message is presented by Healthy Choice to promote their line of steam dinners.

2.    Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?

Based upon the upscale kitchen, which is absent of any signs of children, with man eating alone it appears to be a mid to high level, 2 income family without children.  Mother and daughter are not particularly close and mother is envious of her daughter and her attitude.  The couple appears to be well educated as their word choice is precise and complex.

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.)

If you are “young and hip” you will be well educated, eat these wonderful dinners, and not bother with children.

4.    What is the “subtext” of the message? (What do you think is the hidden or unstated  meaning?)

One does not need to spend time in the kitchen to eat well. You can be young and hip and enjoy life, Healthy Choice is all you will need.

5.    What kind of lifestyle is presented? How?

This is truly an upper middle class family with few financial concerns.  The couple does not appear to eat together and can afford to eat convenience foods, but they are health concious as they are both well groomed and fit.

6.    What values are expressed?

            Money is important as is health.  Convenience is key.

7.    What tools of persuasion are used? See "The language of persuasion"

There are at least two very clear forms of persuasion being used in this ad.  The first is ASSOCIATION, the illusion of wealth and comfort and the second is HUMOUR, the whole concept is funny and cheeky.  Making fun of an older woman who wants to be hip is worthy of a chuckle and would probably appeal to the demographic targeted.

8.    What positive messages are presented? What negative messages are presented?

Old age is bad and people should act their age and that the younger generation has the right to keep their elders in an older mindset.  It also shows that eating healthy is important, for if you are eating healthy than you too can be youthful and successful.

9.    What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?

This piece empowers the thirty somethings and brings the “elderly” to a lower leve by poking fun at the mother.   As this piece is targeted towards upper middleclass, childless families, who are undoubtedly struggling with parents who are interfering in their lives, (“I want grandchildren”), it empowers the younger generation to degrade and humiliate their parents.

10.  What part of the story is not being told? How and where could you get more information about the untold stories?

There is little to no nutritional information given which would be available either via the company website or on the food product themselves.  It also does clearly state where one can locate the items (freezer section or shelf) and this would make a difference in the quality of the food.

I believe my deconstruct was fairly close, I could have paid more attention to a few details such as the landscape of the kitchen, but I did get the big picture overall.  I was, as is suggested in the deconstruct, a little upset with this interpretation of mothers/daughters.  Daughters should respect their mothers, not belittle them and older women are empowered in the 21^st Century, not minions of their overindulged thirty something children.

Qwest & Alltel

Like most "feel good" advertising I had absolutely no idea what the commercial was promoting.  I do know that the cute song and pleasant images showed globalization and positive feelingings.  It was optimistic and upbeat and the creative use of slinkies was fun, carefree and reminiscent of childhood memories so overall it did leave me optimisitc.

I do not watch television and so therefore an unimpacted by other ads for this company and I generally do not listen to much that would have given me exposure to this company.  I am, unfortunately, often out of the loop on current events.  I can therefore claim blissful ignorance.

The deconstruction provided insight into another trojan horse being sold to consumers.  With each merger and acquisition in telecommunications it seems like pocket books get bigger and services get smaller.  The recent changes in Frontier directly impacted tens of thousands in WV and resulted in poorer service and inferior quality.  The companies believe that they need to tell us that they are better for us, because if left to our own devices we would determine otherwise. 

Various cell phone advertising often leaves me cold. I learned long ago that what sounds too good to be true, often is and if it is not, then I'm not getting the full picture.  It is also well known that marketing is target towards particular demographics including where ads are shown, and at what time of day.  This particular ad would not show up during reruns of Mama's Family or other predominantly ethnic shows.  It also portrays a particular "tv family" demographic that is a particular demographic.  It is all in the target marketing.

The deconstruction is basically fair and unreserved.  However, I do believe that there is bias in the deconstruct in an attempt to show the bad in the commercial.  Ms. Collins gives credence to immigrant stereotypes and that is almost as disturbing as the inclusion of the stereotypes.  It would be equally as fair to say that middle income families do not have their priorities straight and are willing to sacrifice anything to have their cell phones.  They are putting technology and convenience first.