Critical Media Literacy for Critical Media Literacy for Middle Grade StudentsMiddle Grade Students

Roberta Linder. Ed.D.Roberta Linder. Ed.D.Presented May 13, 2007Presented May 13, 2007Middle Matters InstituteMiddle Matters Institute

5252ndnd IRA Conference IRA ConferenceToronto, Ontario, CanadaToronto, Ontario, Canada

DefinitionsDefinitions

Critical media literacy—practice of “engaging Critical media literacy—practice of “engaging students in the analysis of textual images students in the analysis of textual images (both print and nonprint), the study of (both print and nonprint), the study of audiences, and the mapping of subject audiences, and the mapping of subject positions such that differences become positions such that differences become cause for celebration rather than distrust.”cause for celebration rather than distrust.”

““Help students experience the pleasures of Help students experience the pleasures of popular culture while simultaneously popular culture while simultaneously uncovering the codes and practices that uncovering the codes and practices that work to silence or disempower them as work to silence or disempower them as readers, viewers, and learners in general.”readers, viewers, and learners in general.”

Alvermann & Hagood (2000) Alvermann & Hagood (2000)

Definitions (2)Definitions (2) Media literacy: the outcome of a media

education curriculum—“the knowledge, skills, and competencies that are required in order to use and interpret media” (Buckingham, 2003, p. 36)

Students will be accessing, analyzing, evaluating, and communicating in a wide variety of forms (Aufderheide & Firestone, 1993) o a way of thinking that is always evolving. o important to raise the right questions

about what you watch, read, or listen to. (Thoman, n.d.)

Students critically examine media texts and develop an understanding of the social, historical, and economic influences related to media production and distribution

Analysis and production of media texts analogous to the processes of reading and writing

WHY INCLUDE MEDIA LITERACY IN THE CURRICULUM? “If participation in media-literacy curricula allows individuals to learn something new or something more about media messages, practices, processes, institutions, or influence, then that shows important cognitive development. These outcomes entail increased knowledge of key concepts or terms used in the study of media and increased awareness of central issues…then media literacy has been effective and that student is becoming a ‘critical thinker’ about the media.” (p. 358) Scharrer, E. (2002/2003). Making a case for media literacy in the curriculum: Outcomes and assessment. Journal of Adolescent & Adult Literacy, 46(4), 354-358.

Why include CML in reading?Why include CML in reading?

Enables teachers to include texts of popular Enables teachers to include texts of popular culture—acknowledge their value & pleasure to culture—acknowledge their value & pleasure to the students but also encourage a more critical the students but also encourage a more critical reading of the textsreading of the texts

Promotes beneficial connections to students & Promotes beneficial connections to students & the texts of their culture—develop personal the texts of their culture—develop personal connections & remain current regarding the connections & remain current regarding the literacies in teens’ livesliteracies in teens’ lives

Assists readers in developing skills to Assists readers in developing skills to comprehend multimodal textscomprehend multimodal texts

Promotes the use of key comprehension Promotes the use of key comprehension strategies used by strategic readersstrategies used by strategic readers

Deep Viewing Media AnalysisDeep Viewing Media Analysis(Pailliotet, 1999)(Pailliotet, 1999)

Level OneLevel One: : observe, identify, and describe observe, identify, and describe elements in the medium being analyzedelements in the medium being analyzed

Action/ sequenceAction/ sequence Semes / formsSemes / forms Actors / wordsActors / words Proximity / movementProximity / movement Culture / contextCulture / context Effects / processesEffects / processes

Level TwoLevel Two: respond, explore, and construct : respond, explore, and construct meaning using data gathered from level one meaning using data gathered from level one observations to support their explanationsobservations to support their explanations Summarize, question, compare, contrastSummarize, question, compare, contrast Explore meanings of key words, images, ideasExplore meanings of key words, images, ideas Form hypotheses, identify purposes & audiencesForm hypotheses, identify purposes & audiences Make connections to other texts or experiencesMake connections to other texts or experiences Note what is missingNote what is missing Identify contexts (social, cultural, historical)Identify contexts (social, cultural, historical) Note author’s strategies & possible motivationsNote author’s strategies & possible motivations Describe thoughts & feelingsDescribe thoughts & feelings

Level ThreeLevel Three: synthesize, extend, evaluate, : synthesize, extend, evaluate, and apply their knowledgeand apply their knowledge Make connections among own personal Make connections among own personal

observations & those of othersobservations & those of others Indicate personal likes & dislikes, supporting Indicate personal likes & dislikes, supporting

responses with recorded dateresponses with recorded date Identify ways group members agreed or Identify ways group members agreed or

disagreeddisagreed Pose questions & develop ways to change the Pose questions & develop ways to change the

text and/or actions and responsestext and/or actions and responses Describe findings, themes, questions, or Describe findings, themes, questions, or

issues that seem important or interestingissues that seem important or interesting

ACTIONS/SEQUENCE: What do you see happening in the picture? _______________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

SEMES/FORMS: What objects are observed? What are their characteristics? Object: ______________________ Characteristics:________________ _____________________________ Object:_______________________ Characteristics:________________ _____________________________ Object: _______________________ Characteristics:_________________ _____________________________

ACTORS/WORDS: What people are in the ad? How would you describe them? #1: ____________________________ Description:______________________ ________________________________ #2:_____________________________ Description:______________________ ________________________________ #3:_____________________________ Description:______________________ ________________________________

PROXIMITY/MOVEMENT: What type(s) of movement are taking place? _______ ________________________________ ________________________________ ________________________________ How do size and closeness relate to the people and objects? Size:___________________________ ________________________________ ________________________________ Closeness:_______________________ ________________________________ ________________________________

CULTURE/CONTEXT: To whom might this be targeted? __________________ ________________________________ ________________________________ What type of people and setting are shown? People:___________________ ________________________________ Setting:__________________________ ________________________________ What special symbols or words do you notice? _________________________ _______________________________ _______________________________ What do they mean to you?_________ _______________________________ ________________________________ What might they mean to others?_____ ________________________________ ________________________________

EFFECTS/PROCESSES: What technologies, artistic devices, and production processes were used to construct the text?_________________ ________________________________ ________________________________ ________________________________ What is seen? ____________________ ________________________________ ________________________________ What is missing?__________________ ________________________________ ________________________________

Strategies for studentsStrategies for students

Message of the textMessage of the text The makers of The makers of

______ (product) ______ (product) want ______ want ______ (audience) to (audience) to think/feel think/feel __________________ __________________ so they will buy the so they will buy the product.product.

Target audience--Target audience--GRAMGRAM GenderGender RaceRace AgeAge Money Money

Response to the Response to the plugg advertisementplugg advertisement

What do you think is the setting for the ad?What do you think is the setting for the ad? Why do you think this setting was chosen?Why do you think this setting was chosen? Why do you think the male is closer and larger?Why do you think the male is closer and larger? What does the bone tell us about the male?What does the bone tell us about the male? What is the message of the ad?What is the message of the ad? Does the female look friendly or sexual? What Does the female look friendly or sexual? What

things in the ad helped you reach this conclusion?things in the ad helped you reach this conclusion? Why do you think the advertiser chose not to use Why do you think the advertiser chose not to use

any words with this ad?any words with this ad? What do you think about the way the advertisers What do you think about the way the advertisers

pictured the female? Explain.pictured the female? Explain. What do you think about the way the advertisers What do you think about the way the advertisers

pictured the male? Explain.pictured the male? Explain.

Questions for Questions for Critically Reading MediaCritically Reading Media

Who is in the text / picture / situation? Who Who is in the text / picture / situation? Who is missing?is missing?

Whose voices are represented? Whose Whose voices are represented? Whose voices are marginalized or discounted?voices are marginalized or discounted?

What are the intentions of the author? What What are the intentions of the author? What does the author want the reader to think?does the author want the reader to think?

What would an alternative text / picture / What would an alternative text / picture / situation say?situation say?

How can the reader use this information to How can the reader use this information to promote equity?promote equity?

McLaughlin & DeVoogd, 2004McLaughlin & DeVoogd, 2004

Questions for Questions for Critically Reading MediaCritically Reading Media

What are you thinking about or feeling while you are What are you thinking about or feeling while you are reading? How are these thoughts and feelings reading? How are these thoughts and feelings influenced by your background, your experiences, influenced by your background, your experiences, and other texts you have read?and other texts you have read?

What is the text asking you to think or feel? Do you What is the text asking you to think or feel? Do you agree with the point of view offered by the text? Why agree with the point of view offered by the text? Why or why not?or why not?

What events or points of view might have been left What events or points of view might have been left out of the text? out of the text?

What view of men / women does this particular text What view of men / women does this particular text promote? How is this different from the views promote? How is this different from the views constructed in other texts? Why?constructed in other texts? Why?

Do you agree / disagree with the images presented? Do you agree / disagree with the images presented? Why or why not?Why or why not?

Kempe (2001)Kempe (2001)

ActivitiesActivities Exploration of magazines and their advertisementsExploration of magazines and their advertisements Advertisement scrapbookAdvertisement scrapbook VideosVideos

Why We Buy What We Buy Why We Buy What We Buy Sexual Stereotypes in the MediaSexual Stereotypes in the Media Merchants of CoolMerchants of Cool

Plan & construct advertisements (target audience, Plan & construct advertisements (target audience, advertising technique, visual images & text for the advertising technique, visual images & text for the ad)ad)

Advertisement webAdvertisement web Create a poster of male or female stereotypes found Create a poster of male or female stereotypes found

in magazines OR examples in which the males or in magazines OR examples in which the males or females go against stereotypefemales go against stereotype

Create a poster of advertisements containing people Create a poster of advertisements containing people who are not often featured in adswho are not often featured in ads

Create a display or bulletin board Create a display or bulletin board about advertisingabout advertising

Create a “truthful” advertisementCreate a “truthful” advertisement

World War II PostersWorld War II Posters