critical thinking (& viewing) about media

Critical thinking Critical thinking (& viewing) about media(& viewing) about media

Frank Baker Frank Baker media educatormedia [email protected]@aol.com

Media Literacy ClearinghouseMedia Literacy Clearinghousewww.frankwbaker.comwww.frankwbaker.com

January 26, 2007January 26, 2007

Multitasking “digital natives”

Predicted Media Use: 2007Predicted Media Use: 2007(hours per person)(hours per person)

20072007 20002000Watching TV 1,555 1,467Watching TV 1,555 1,467Listening radio 974 942Listening radio 974 942Using Internet 195 104Using Internet 195 104Reading newspapers 175 201Reading newspapers 175 201Reading magazines 122 135Reading magazines 122 135Reading books 106 105Reading books 106 105Playing videogames 86 64Playing videogames 86 64

"Media Usage and Consumer Spending: 2000 to 2009." "Media Usage and Consumer Spending: 2000 to 2009." US Census Bureau US Census Bureau

Critical thinking (& viewing)Critical thinking (& viewing)about mediaabout media

Recommendation:Recommendation:Becoming smarter about new Becoming smarter about new sources of information.sources of information.

““In an age of overflowing In an age of overflowing information and information and proliferating media, kids proliferating media, kids need to rapidly process need to rapidly process what's coming at them what's coming at them and distinguish between and distinguish between what‘s reliable and what what‘s reliable and what isn't.”isn't.”

Dec. 10, 2006

December 10, 2006


"In school, we spend "In school, we spend 13 years on reading 13 years on reading and writing. That's and writing. That's great, but how great, but how many years do we many years do we spend on media spend on media literacy? It's literacy? It's virtually zero. It virtually zero. It seems like a missed seems like a missed opportunity."opportunity."

Dr. David Thornburg,Dr. David Thornburg, Senior fellow of the Senior fellow of the

Congressional Institute for Congressional Institute for the Futurethe Future


“ “Movies, advertisements, Movies, advertisements, and all other visual and all other visual media are tools teachers media are tools teachers need to use and media need to use and media we must master if we we must master if we are to maintain our are to maintain our credibility in the coming credibility in the coming years.”years.”

Jim Burke, fromJim Burke, fromThe English Teacher’s CompanionThe English Teacher’s Companion


““It would be a breach of our duties asIt would be a breach of our duties asteachers for us to ignore the rhetoricalteachers for us to ignore the rhetoricalpower of visual forms of media inpower of visual forms of media incombination with text and sound..thecombination with text and sound..thecritical media literacy we need to teachcritical media literacy we need to teachmust include evaluation of these mediamust include evaluation of these media,,lest our students fail to see, understand, andlest our students fail to see, understand, andlearn to harness the persuasive power oflearn to harness the persuasive power ofvisual media.”visual media.”

NTCE Resolution on Visual LiteracyNTCE Resolution on Visual Literacy


Principles of Adolescent Literacy ReformPrinciples of Adolescent Literacy Reform

“Research shows, for example, that a media-literacy curriculum can lead students to read with higher comprehension scores, write longer paragraphs, and identify more features of purpose and audience in reading selections.” (Hobbs & Frost, 2003)


“ “Media education seeks to Media education seeks to develop awareness of the ways develop awareness of the ways in which meaning is made in in which meaning is made in media texts, and developing media texts, and developing skills of textual analysis.”skills of textual analysis.”

(Source: Media Education: An Introduction Alvardo & Barrett, 1992)(Source: Media Education: An Introduction Alvardo & Barrett, 1992)

Six Key Areas ofSix Key Areas ofMedia literacy educationMedia literacy education

1. Who made this text and why? (Agency) 1. Who made this text and why? (Agency)

2. What sort of text is this? (Category) 2. What sort of text is this? (Category)

3. How was this text produced? (Technology)3. How was this text produced? (Technology)

4. How do I make sense of this text? 4. How do I make sense of this text? (Language) (Language)

5. Who is the intended audience of this text? 5. Who is the intended audience of this text? (Audience) (Audience)

6. What does this text say about its subject? 6. What does this text say about its subject? (Representation) (Representation)


Revised ELA StandardsRevised ELA Standards Guiding Principle 8 Guiding Principle 8

An effective English language An effective English language arts curriculum provides for arts curriculum provides for

literacy in literacy in all forms of media.all forms of media.


Current ELA: Communication: Viewing Grades 6-8Current ELA: Communication: Viewing Grades 6-8

analyze print & nonprint sources for analyze print & nonprint sources for accuracy, bias, accuracy, bias, intent or purposeintent or purpose

evaluate the ways that the evaluate the ways that the use of languageuse of language, the , the medium, and the presentation contribute to the medium, and the presentation contribute to the meaning/impactmeaning/impact

evaluate how different nonprint sources evaluate how different nonprint sources influence influence and informand inform


evaluate the use of evaluate the use of details, character, setting, details, character, setting, sequence, cause and effect, imagery and sequence, cause and effect, imagery and soundsound in nonprint sources in nonprint sources

ELA Communication: Viewing Grades 9-12ELA Communication: Viewing Grades 9-12

Demonstrate the ability to Demonstrate the ability to make connectionsmake connections between nonprint sources and his/her between nonprint sources and his/her prior prior knowledgeknowledge, other sources and the world., other sources and the world.

Compare/contrast: Compare/contrast: different viewpoints/treatment of a given different viewpoints/treatment of a given situation or eventsituation or event

Media literacy ideas for ELAMedia literacy ideas for ELA

Non-print texts (TV, film, music)Non-print texts (TV, film, music) Understanding bias & stereotypesUnderstanding bias & stereotypes Analyzing techniques of persuasion Analyzing techniques of persuasion

(for example– in advertising)(for example– in advertising) The language of TV/film The language of TV/film

(camera work, lighting, music)(camera work, lighting, music) Visual literacy (photography)Visual literacy (photography) Blogging; graphic novelsBlogging; graphic novels

Media literacy-critical inquiryMedia literacy-critical inquiry

WhoWho created produced the message? created produced the message? What was the producer’s What was the producer’s purposepurpose?? For For whose eyeballswhose eyeballs is this intended? is this intended? What What techniquestechniques are used both to: are used both to:a) attract attention b) increase believabilitya) attract attention b) increase believability Who or what might be Who or what might be omittedomitted and why? and why? Where can I go to Where can I go to verifyverify the message? the message?

Editorial cartoonsEditorial cartoons

Print advertisementsPrint advertisements

Who created it?Who created it? For what purpose?For what purpose? For which audience?For which audience? Using what techniques?Using what techniques? What lifestyle is promoted?What lifestyle is promoted? Where (what publication) Where (what publication)

might you find this; why?might you find this; why? How does it make you feel?How does it make you feel? How might I change the How might I change the

message?message?

Print advertisementsPrint advertisements

Moving images: TV & FilmMoving images: TV & Film

The languages of TV & film include:The languages of TV & film include:

CAMERACAMERA LIGHTSLIGHTS SOUNDSOUND EDITINGEDITING SET DESIGNSET DESIGN

Moving images: TVMoving images: TV

TV Commercial: TV Commercial: Cell PhonesCell Phones (audio and video) (audio and video)

Everyone listens (with their eyes Everyone listens (with their eyes closed)closed)

At the conclusion, open your eyes andAt the conclusion, open your eyes and

write down everything you HEARDwrite down everything you HEARDScript

Moving images: TVMoving images: TV

VISA commercialVISA commercial

Critical analysis & deconstructionCritical analysis & deconstruction Setting; Time of daySetting; Time of day Role of musicRole of music Facial expressions as customer Facial expressions as customer

meets cashiermeets cashier Implied message intended by VISAImplied message intended by VISA

Moving images: filmMoving images: film

Docu-drama Novel AdaptationDocu-drama Novel AdaptationOpening techniques Opening techniques OpeningOpening (symbolism) (symbolism)

Student media productionStudent media production

AnimactionAnimaction: Anti tobacco PSA messages: Anti tobacco PSA messages

One camera video production: One camera video production: VermontVermont

WorkshopsWorkshops

Invite Frank Baker to be a part of your nextInvite Frank Baker to be a part of your next

professional development opportunity.professional development opportunity.

[email protected]@aol.com

(803) 254-8987(803) 254-8987

Media Literacy ClearinghouseMedia Literacy Clearinghouse

www.frankwbaker.comwww.frankwbaker.com

critical thinking (& viewing) about media

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