educ6751(8)

EDUC6751 Knowledge and ComEDUC6751 Knowledge and Communication Technologiesmunication Technologies

EDUC6751EDUC6751Knowledge and Communication TechnologiesKnowledge and Communication Technologies

Teaching Media Literacy

LECTURE SEVENLECTURE SEVEN

Robert J Parkes, PhDRobert J Parkes, PhD


The Media Saturated The Media Saturated SocietySociety

• Mark Poster’s (1995) ‘Second Media Mark Poster’s (1995) ‘Second Media Age’.Age’.

• Rosenstone’s (2001) ‘post-literate Rosenstone’s (2001) ‘post-literate age’. age’.

• Norman Denzin’s (1995) ‘cinematic Norman Denzin’s (1995) ‘cinematic society’.society’.


An ObservationAn Observation

• Media Studies is frequently absent as Media Studies is frequently absent as a curriculum space in schools and a curriculum space in schools and teacher education.teacher education.

• This neglect of Media Studies is This neglect of Media Studies is mirrored at the policy level. mirrored at the policy level.


Technological Proficiency Technological Proficiency vs vs

Media LiteracyMedia Literacy• Examination of the recently developed Examination of the recently developed

Professional Teaching Standards of the Professional Teaching Standards of the NSW Institute of Teachers repeats the NSW Institute of Teachers repeats the technological proficiency mantra at the technological proficiency mantra at the cost of any compulsory attention to cost of any compulsory attention to media production, representation, and media production, representation, and reception (in other words, media reception (in other words, media literacy). literacy).


What do the standards ask What do the standards ask for?for?


As a As a MandatoryMandatoryProgramProgram

RequiremenRequirement?t?


What is Media Literacy?What is Media Literacy?

1.1. All messages are constructed;All messages are constructed;2.2. Media messages are constructed using a Media messages are constructed using a

creative language with its own rules;creative language with its own rules;3.3. Different people experience the same Different people experience the same

media message differently;media message differently;4.4. Media have embedded values and points Media have embedded values and points

of view; of view; 5.5. Media are organised to gain profit and/or Media are organised to gain profit and/or

power. (Kellner & Share, 2005; 2007). power. (Kellner & Share, 2005; 2007).


A ProposalA Proposal

• The media literacy demands of The media literacy demands of subjects across the curriculum subjects across the curriculum demonstrate the need for all pre-demonstrate the need for all pre-service teachers to be inducted into service teachers to be inducted into some form of media literacy education.some form of media literacy education.

• This extends beyond ‘technological This extends beyond ‘technological competency’. competency’.


The SituationThe Situation

• Like most Australian states, New South Wales does not Like most Australian states, New South Wales does not have a discrete media studies curriculum space in schools. have a discrete media studies curriculum space in schools.

• Media production may be found explicitly embedded within Media production may be found explicitly embedded within a range of school subjects, including Technology and a range of school subjects, including Technology and Applied Studies, English, and Visual Arts; and media Applied Studies, English, and Visual Arts; and media criticism and analysis within only the later two. criticism and analysis within only the later two.

• Coupled with a public suspicion of the study of ‘popular Coupled with a public suspicion of the study of ‘popular texts and media’ exacerbated by a decade of conservative texts and media’ exacerbated by a decade of conservative federal government, media studies rarely seems to find a federal government, media studies rarely seems to find a place in initial teacher education programs. place in initial teacher education programs.


Media Studies as School Media Studies as School SubjectSubject

• Media Studies is an unusual subject in the Media Studies is an unusual subject in the Australian school curriculum, in that it often does Australian school curriculum, in that it often does not have its own ‘curriculum space’, but is not have its own ‘curriculum space’, but is addressed in some form within a range of school addressed in some form within a range of school subjects. subjects.

• The absence of Media Studies among the eight Key The absence of Media Studies among the eight Key Learning Areas first announced in the Hobart Learning Areas first announced in the Hobart Declaration of 1989, and its continued Declaration of 1989, and its continued marginalisation in curriculum policy in favour of marginalisation in curriculum policy in favour of ‘technological competency’, makes it seem unlikely ‘technological competency’, makes it seem unlikely that it will register as a named subject in any that it will register as a named subject in any National Curriculum of the near future. National Curriculum of the near future.


Media Studies as School Media Studies as School SubjectSubject

• In England visual media were thought to be “the tools of In England visual media were thought to be “the tools of capitalist seduction” (Goldfarb, 2002, p. 6), and media capitalist seduction” (Goldfarb, 2002, p. 6), and media education was believed to be an essential and critical education was believed to be an essential and critical pedagogical intervention that could challenge the pedagogical intervention that could challenge the detrimental influence of the media upon the young. detrimental influence of the media upon the young.

• Quin (2003) argues that Media Studies arose within Quin (2003) argues that Media Studies arose within Australian curriculum “in response to a specific need, which Australian curriculum “in response to a specific need, which was to find new subjects that would cater to the wide range was to find new subjects that would cater to the wide range of ability levels of students” who were being retained by of ability levels of students” who were being retained by schools at ages when once many would have left school to schools at ages when once many would have left school to enter employment (p. 455). enter employment (p. 455).


Media Studies asMedia Studies asMedia ProductionMedia Production

• Quin (2003) argues that Media Studies as a Quin (2003) argues that Media Studies as a practical subject focusing on media production, practical subject focusing on media production, whose practitioners have often rejected media whose practitioners have often rejected media theory and media criticism, failed to gain the theory and media criticism, failed to gain the status that is attained by those subjects that are status that is attained by those subjects that are constructed around arcane and abstract technical constructed around arcane and abstract technical languages. languages.

• Media criticism and media production broke Media criticism and media production broke camps, and ended up in different curriculum camps, and ended up in different curriculum locations.locations.


Media Studies on the Media Studies on the International SceneInternational Scene

• Media Studies as inoculation against “the dangers Media Studies as inoculation against “the dangers of media manipulation and addiction” (Kellner & of media manipulation and addiction” (Kellner & Share, 2007, p. 60). Share, 2007, p. 60).

• Media Studies as “self-expression through Media Studies as “self-expression through creating art and media” (Kellner & Share, 2007, creating art and media” (Kellner & Share, 2007, p. 60). p. 60).

• Media Studies as an expanded notion of literacy Media Studies as an expanded notion of literacy to include engagement with popular texts, but to include engagement with popular texts, but which may or may not include media production. which may or may not include media production.


20 Important Reasons to20 Important Reasons toStudy the MediaStudy the Media

By Chris WorsnopBy Chris Worsnop

Like history, because the media interpret the past to us show us what has gone Like history, because the media interpret the past to us show us what has gone into making us the way we are.. into making us the way we are..

Like geography, because the media define for us our own place in the world. Like geography, because the media define for us our own place in the world. Like civics, because the media help us to understand the workings of our Like civics, because the media help us to understand the workings of our

immediate world, and our individual places in it. immediate world, and our individual places in it. Like literature, because the media are major sources of modern culture and Like literature, because the media are major sources of modern culture and

entertainment. entertainment. Like literature, because the media require us to learn and use critical thinking Like literature, because the media require us to learn and use critical thinking

skills. skills. Like business, because the media are major industries and are inextricably Like business, because the media are major industries and are inextricably

involved in commerce. involved in commerce. Like language, because the media help define how we communicate with each Like language, because the media help define how we communicate with each

other. other. Like science and technology, because the media help us to learn technology by Like science and technology, because the media help us to learn technology by

adopting the leading edge of modern technological innovation. adopting the leading edge of modern technological innovation. Like family studies, because the media determine much of our cultural diet and Like family studies, because the media determine much of our cultural diet and

weave part of the fabric of our lives. weave part of the fabric of our lives. Like environmental studies, because the media are as big a part of our everyday Like environmental studies, because the media are as big a part of our everyday

environment as are trees, mountains, rivers, cities and oceans.environment as are trees, mountains, rivers, cities and oceans.


20 Important Reasons to20 Important Reasons toStudy the MediaStudy the Media

By Chris WorsnopBy Chris Worsnop

Like philosophy, because the media interpret our world, its values and Like philosophy, because the media interpret our world, its values and ideas to us. ideas to us.

Like psychology, because the media helps us (mis)understand ourselves Like psychology, because the media helps us (mis)understand ourselves and others. and others.

Like science, because the media explain to us how things work. Like science, because the media explain to us how things work. Like industrial arts, because the media are carefully planned, designed and Like industrial arts, because the media are carefully planned, designed and

constructed products. constructed products. Like the arts, because through the media we experience all the arts as no Like the arts, because through the media we experience all the arts as no

other age has ever done. other age has ever done. Like politics, because the media bring us political and ideological messages Like politics, because the media bring us political and ideological messages

all the time - yes - all the time. all the time - yes - all the time. Like rhetoric, because the media use special codes and conventions of Like rhetoric, because the media use special codes and conventions of

their own languages that we need to understand. their own languages that we need to understand. Like drama, because the media help us understand life by presenting it as Like drama, because the media help us understand life by presenting it as

larger-than-life, and compel us to think in terms of the audience. larger-than-life, and compel us to think in terms of the audience. Like Everest, because they are there. Like Everest, because they are there. BECAUSE THE MEDIA GO TO GREAT LENGTHS TO STUDY YOU! BECAUSE THE MEDIA GO TO GREAT LENGTHS TO STUDY YOU!


BasicBasicMedia Literacy ConceptsMedia Literacy Concepts

1. Media construct our culture.1. Media construct our culture. 2. Media messages affect our thoughts, attitudes 2. Media messages affect our thoughts, attitudes

and actions.and actions. 3. Media use “the language of persuasion.”3. Media use “the language of persuasion.” 4. Media construct fantasy worlds.4. Media construct fantasy worlds. 5. No one tells the whole story.5. No one tells the whole story. 6. Media messages contain “texts” and “subtexts.”6. Media messages contain “texts” and “subtexts.” 7. Media messages reflect the values and viewpoints 7. Media messages reflect the values and viewpoints

of media makers.of media makers. 8. Individuals construct their own meanings from 8. Individuals construct their own meanings from

media.media. 9. Media messages can be decoded.9. Media messages can be decoded. 10. Media literate youth and adults are active 10. Media literate youth and adults are active

consumers of media.consumers of media.


IntermediateIntermediateMedia Literacy ConceptsMedia Literacy Concepts

11. The human brain processes images 11. The human brain processes images differently than words.differently than words.

12. We process time-based media differently 12. We process time-based media differently than static media.than static media.

13. Media are most powerful when they 13. Media are most powerful when they operate on an emotional level.operate on an emotional level.

14. Media messages can be manipulated to 14. Media messages can be manipulated to enhance emotional impact.enhance emotional impact.

15. Media effects are subtle.15. Media effects are subtle. 16. Media effects are complex.16. Media effects are complex. 17. Media convey ideological and value 17. Media convey ideological and value

messages.messages. 18. We all create media.18. We all create media.


AdvancedAdvancedMedia Literacy ConceptsMedia Literacy Concepts

19. Our media system reflects the power 19. Our media system reflects the power dynamics in our society.dynamics in our society.

20. Most media are controlled by 20. Most media are controlled by commercial interests.commercial interests.

21. Media monopolies reduce opportunities 21. Media monopolies reduce opportunities to participate in decision making.to participate in decision making.

22. Changing the media system is a justice 22. Changing the media system is a justice issue.issue.

23. We can change our media system.23. We can change our media system. 24. Media literate youth and adults are 24. Media literate youth and adults are

media activists.media activists.


Media StudiesMedia StudiesAcross the CurriculumAcross the Curriculum

ENGLISH & LANGUAGES: Analysing and producing Television ENGLISH & LANGUAGES: Analysing and producing Television Commercials, Short Stories & Films, News Reports, and Reality TVCommercials, Short Stories & Films, News Reports, and Reality TV

HISTORY & SOCIAL SCIENCES: (DaVinci Code Phenomenon) Analysing HISTORY & SOCIAL SCIENCES: (DaVinci Code Phenomenon) Analysing and producing Documentaries, Historical Novels, and Television Newsand producing Documentaries, Historical Novels, and Television News

MATHS: Reading statistics criticallyMATHS: Reading statistics critically MUSIC: Examining the persuasive and mood-altering effects of MUSIC: Examining the persuasive and mood-altering effects of

soundtracks (films, TV adverts, TV shows, etc.)soundtracks (films, TV adverts, TV shows, etc.) SCIENCE: Analysing and producing documentaries and research reportsSCIENCE: Analysing and producing documentaries and research reports TECHNOLOGY: Analysing and producing websites, desktop published TECHNOLOGY: Analysing and producing websites, desktop published

feature articles, short films, etc.feature articles, short films, etc. VISUAL ARTS: Analysing and producing advertisements, posters, etc.VISUAL ARTS: Analysing and producing advertisements, posters, etc. HEALTH & PHYSICAL EDUCATION: Analysing and producing health HEALTH & PHYSICAL EDUCATION: Analysing and producing health

promotion posters and adverts, and television info-mercials.promotion posters and adverts, and television info-mercials.


What Can Aristotle Tell Us?What Can Aristotle Tell Us?

Rhetorical AnalysisRhetorical Analysis

Ethos – Appeal to AuthorityEthos – Appeal to Authority Logos – Appeal to Facts and FiguresLogos – Appeal to Facts and Figures Pathos – Appeal to EmotionsPathos – Appeal to Emotions


Persuasive TechniquesPersuasive Techniques

AssociationAssociation BandwagonBandwagon Beautiful PeopleBeautiful People BribesBribes CelebritiesCelebrities ExpertsExperts Explicit ClaimsExplicit Claims FearFear

HumorHumor IntensityIntensity Weasel WordsWeasel Words TestimonialsTestimonials RepetitionRepetition Scientific EvidenceScientific Evidence SymbolsSymbols Straw ManStraw Man


Culture JammingCulture Jamming

Becoming a Media ActivistBecoming a Media Activist Creating Your Own Counter AdvertsCreating Your Own Counter Adverts


The ProblemThe Problem• Attention to the requirements for accreditation as a teacher in Attention to the requirements for accreditation as a teacher in

NSW neglects any mention of media literacy or production, in NSW neglects any mention of media literacy or production, in favour of a more narrowly defined ‘technological competency’ favour of a more narrowly defined ‘technological competency’ prescription. This seriously devalues the pedagogical potential prescription. This seriously devalues the pedagogical potential of critical and aesthetic engagement with new media of critical and aesthetic engagement with new media technologies, and underestimates what is required for a teacher technologies, and underestimates what is required for a teacher to incorporate such technologies in their everyday practice. to incorporate such technologies in their everyday practice.

• The construction of technology as a set of competencies The construction of technology as a set of competencies divorces it from the historical, social, and cultural contexts in divorces it from the historical, social, and cultural contexts in which it is deployed, and within which it operates as a tool for which it is deployed, and within which it operates as a tool for meaning-making. meaning-making.

• It is only by approaching technology through a media studies It is only by approaching technology through a media studies lens that we can even begin to move it from a limited ‘technical’ lens that we can even begin to move it from a limited ‘technical’ capacity to a ‘critical’ pedagogical tool.capacity to a ‘critical’ pedagogical tool.


The Promise of theThe Promise of theDigital RevolutionDigital Revolution

Goldfarb (2002).notes: When digital technology Goldfarb (2002).notes: When digital technology emerged at the center of the national culture and emerged at the center of the national culture and economy in the 1990s, it was almost economy in the 1990s, it was almost unquestioned that digital media would be central unquestioned that digital media would be central to pedagogy, and that pedagogy would be the to pedagogy, and that pedagogy would be the key to the potential of a new democratic media key to the potential of a new democratic media form that would go beyond education proper. (p. form that would go beyond education proper. (p. 7)7)


The Promise of theThe Promise of theDigital RevolutionDigital Revolution

The promise of new media The promise of new media technologies is lost when they are technologies is lost when they are reduced to a set of technological reduced to a set of technological competencies. competencies.


What’s On Next?

Coming Up: Teaching Information Literacy

Grafstein, A. (2002). A discipline-based approach to information literacy. The Journal of Academic Librarianship, 28(4), 197-204.

educ6751(8)

Education

media education

media criticism

media help

media age

media theory

observation media studies

neglect of media studies

absence of media studies