Transcript PowerPoint Presentation - http://www.umn.edu/~rbeach

CI5472: Goals and Media
Literacy
How to justify media instruction in
a “back to basic” era
Describe your media use
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List some different media you use
For each one, describe the literacies
involved in using that media effectively
or critically
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Websites: search strategies
Chat rooms: use of emoticons
Games: social interaction
Value of Media Literacy
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Adolescents living in a media-rich/mediated
culture
Literacy constituted by hybrid texts
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Texts combine digital/print/visual
Construction of identities around/through
media uses
Need to integrate media as instructional tool
in all subject matter areas
Approach: Media Controllers
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Time devoted to media use detracts from
reading or social life.
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The portrayal of violence, sexuality, or antisocial behaviors has a negative cause/effect
relationships on behaviors/attitudes
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Need to limit/control amount of viewing
Need to limit/control viewing content
Media use is mindless/intellectually vapid
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Need for exposure to “high art”
Eden Prairie School Board
Member statement
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To me, showing movies is a pretty low skill
level. I would rather that teachers use the
skills they have to get students involved in
reading and discussing topics. . . . If we're
showing a lot of videos in the classroom, then
I view it as a problem. We do get parents
calling us, saying: 'Why are they showing
"Schindler's List?" Why are we showing "Pippi
Longstocking?"
Behavioral Perspective
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Assumes a cause/effect relationship between
viewing or media use and certain attitudes or
behaviors
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Viewing of violence will lead to violent behavior.
Problem: “protecting” adolescents from
“harmful effects” of the media
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Does not recognize extensive uses of the media to
for pleasure and as a tool for defining their
identities.
Critical thinking advocates
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Value of fostering critical thinking skills,
particularly in the English classroom,
through critical analysis, interpretation,
and production of media.
given adolescents’ high level of
knowledge and interest in media and
film, that media texts can serve as a
platform for engaging in critical analysis.
Critical pedagogy theorists
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Commitment to addressing social issues that
lead to improvements in society.
Challenging larger institutional or corporate
interests
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Pro-Western values promoted by Disney
Limited political perspectives on news
Control of music industry by Clear Channel, etc.
Adopting Critical Stances
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How am I being positioned to respond by the
text or context? Do I accept or reject how I
am being positioned to respond?
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, television or magazine ads for casino gambling
invite viewers and readers to accept the belief that
gambling is as an enjoyable activity.
“modes of address” to position readers or
viewers to adopt certain desired responses
consistent with certain stances
How media audiences are
constructed and positioned
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Study how audiences are invited to adopt certain
stances and positions
Reflect on how they are being positioned and
constructed as audiences, leading often to active
resistance of such positioning
Conducting media ethnographies of audience uses
and participation in different media.
Stances in Response to Media
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1). Dominant-hegemonic reading: accept or
identify with the dominant value stance
without challenging that stance
2). Negotiated reading: Students may
negotiate or struggle with the dominant
stance, applying some of their own value
stances.
3). Oppositional reading: Students resist,
challenge, disagree with, or reject the
dominant value stance.
Critical Discourse Analysis
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Discourses are basic ways of knowing
and thinking
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The discourses of law, medicine, religion,
business, or education define the social
and power relationships within a certain
culture or community
discourses function as “identity toolkits”
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the discourse of the law serves to define
one’s identity as a lawyer.
Discourses in the Media
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Advertising: portray desired practices
constituted gender, class, and race
Editorials/news reports: discourses of
business
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Schooling analyzed in terms of “accountability”
Film/TV programs: discourses of romance,
religion, sports, “law and order”
Critical Response to
Consumerism
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that through using certain products, you will
gain happiness and popularity with peers.
that acquiring and owning material goods is a
primary goal of life.
that consumption or buying is a necessary
good for a capitalist economy.
that if something wears out or breaks down,
one should buy something new.
Goals: Pleasure from media
uses
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Uses of media to engage in social
events/relationships
Defining one’s identity
Being entertained
Appreciating quality of production
Creating own productions
Media Tools as Mediating
Relationships/Communication
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tools mediate the relationships between
speakers, writers, and readers and their
purposes, objects, or outcomes in social
contexts.
Clarifying uses of media and
reasons for those uses.

Adolescents (4 1/2 - 5 hours daily on
average) on the computer, playing
computer/video games, watching
TV/videos/DVD’s, listening to music,
reading magazines, etc
% of 6-17 year-olds use of
media
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99% TV
86% Music
81% video
64% computer games
57% read non-school book
36% non-game computer
28% comics
19% Web
Different Types of Media
Users
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Traditionalists:
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Low media users
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2/3’s under 12/few media in bedroom
Screen entertainment fans
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12-14: TV, books, magazines
TV/video/computer games/males 12-14
Specialists
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Book lovers
PC fans (tend to be in media-rich homes)
Music lovers 15-17 females
Media Use: Type of Day/Uses
Outside vs. Inside Home
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“Really good day”
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41% go to movie
39% see friends
35% play sports
23% homework on computer
“Really boring day”
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41% watch TV
28% read a book
22% play tapes or watch video
The Bedroom Culture
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Increasing independent uses of media
vs. shared, common uses with family
Less participation in community activity
Increased participation in virtual
communities/chat rooms/Buddy-chat
Segregated/niche audiences built on
adolescent consumer power/demand
Understand different media
forms
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Compare/contrast experience between
forms
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Film, book, TV, theater, radio, computer,
music
Recognize differences in nature of
experience
Formulate reasons for differences in
quality of experience
Foster appreciation of film,
television, or media as art
forms.
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acquire knowledge of these aspects of
production through understanding their
purpose—what they are being used to
portray or communicate.
acquire a critical vocabulary for
analyzing media texts in order to make
judgments about those texts
Understand the historical
development of different media
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How media evolved in terms of technical
changes
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Digital media “remediating” old media: TV/print
How changes in media reflect different cultural
and historical values
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Television in the 1950s served as a primary force in
creating new consumer markets
Films reflect different values of different decades
Understand economic,
institutional, and political
forces
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Economic, institutional, and political
forces are defining the nature and
variety of commercial media
Contemporary media conglomeration of
fewer corporations
Lack of variety in perspectives
Control of ideas
Web use
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About two-thirds of American adults use the Internet
55 percent have access to a high-speed Internet connection at either
home or work.
53 million people have contributed material online, (2003, Pew
Internet & American Life Project).
More than 15 million have their own website.
2 million children aged 6-17 have their own website,
Twenty-nine percent of kids in grades K-3 have their own e-mail
address
Lower access: 25% over age 65; 18% of African Americans
Media texts “re-mediated” by
digital media
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TV news/newspaper “remediated” (Bolter) by news web
sites
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Film:
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MSNBC, CNN, New York Times
Digital construction of sets/actors: The Polar Express
Improved camera access: Collateral
Student learning/production of texts
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Hypermedia productions
Access to digital texts
Making digital literacies
explicit
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When students use X digital tools:
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Web site
Hypermedia production
Chat/email/IM
Video games
…what do students need to do to be successful in
using these tools?
C-Span series: The Digital Future
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http://www.c-span.org/congress/libraryofcongress.asp
Questions: Student tool use
outside of school
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What are students learning in using these digital tools
outside of school?
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That could transfer to school learning.
That are excluded from school.
How does access outside of school influence digital
tool use?
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Do teachers use the “digital divide” as a rationale for not
building on/assigning tool activities
Web “reading” processes
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Reading for relevance (Kress, 2003)
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Vs. left-right linear processing: print texts
Determining purpose for accessing
Selecting relevant icons/buttons
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Use of a site index/map
Navigating options
Reading web sites: Charting
pathways (Kress, 2003)
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Principles of relevance
Determine site’s organization
Select from a range of possible reading
paths
Observe and follow a given order
Construct meaning from principles of
relevance
Modularity
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Different parts combined together in
different ways without losing their
independence.
Different parts can be readily added,
deleted, or revised without having to totally
redo the original text
Production of digital texts differs from the
production of traditional texts
Automation
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Production of part/texts completed
through automated systems
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Editing systems for digital photos
Computer graphics/3-D movie production
Websites adjust to different users
Variability
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The same texts can be varied to create new texts
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different combination of links or pathways
continually updated, creating new, more recent versions
of texts.
The size or scale of a text can be varied using
zoom/close-up features on Mapquest maps or images.
different versions of the same media content can be
varied
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Tomb Raider are made into films.
Transcoding
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Translating texts into another format.
“Cut and paste”
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Store, save, and open up files on the computer screen, as well as
click on images and files.
Combine together texts from three different ways of
organizing text
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the printed word
the cinematic presentation of moving images
the computer interface
Culture-jamming
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Culture-jamming of commercialized media
productions through parody and satire (Lankshear
& Knobel, 2003).
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Adbusters
E-zines
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adverse effects of consumerism on the society and
environment.
Attention-transacting
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Getting people to pay attention to your
Knowing which bits of important are
important or relevant
create “attention structures” that assist them
is eliciting and providing relevant, timely
information,
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Amazon.com http://www.amazon.com
Web search literacies
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Defining/ refining search terms
Clarifying purposes for search consistent
with an assignment
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Versus simply cut/paste material for no
purpose
Being lost in virtual text space
Chat rooms/fan sites
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Internet chat rooms
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Roles/identities/language (Turkle)
Fan club activities (soap opera/Star
Trek)
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Online clubs: sharing of expertise
Rules for appropriate postings
Observing/recording
interactions
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Voices adopted in online chat/responses
 Shifts in roles/identities: reflects narrative roles
 Social roles: “reteller,” “provocateur”
Game-playing talk (think-alouds)
 Strategies/techniques
Social bonding strategies
 Need for shared community
IM’ing
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live onscreen chat window showing participating members.
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use IM while doing homework (McCampbell, 2001). For instance, a
group of students can work together to synthesize information for a
report. students "talk" to each other via IM about what they have
found, evaluate the importance of the information, share
interpretations about what it means, and ultimately, decide what to put
in a final synthesis. contributes to cooperative learning communities
outside of school.
hopping or toggling from window to window, allows readers to
rapidly read multiple texts in different genres and to intersperse
online conversation about what they are reading.
Blogs
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Receiving responses from readers outside the classroom
versus just peers
Alternative, non-mainstream media perspective on news
and information.
Stories are often investigated more depth than their
counterparts in the mainstream media.
Need to read critically to understand what is reliable
information versus what is provocative.
Blog use
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A new blog is created every 5.3 seconds
On Nov. 1, there were almost 4.3 million blogs, a
million more than three months before.
Half of them are regularly updated by their
creators, producing more than 400,000 fresh
postings every day.
Joshua Marshall's Talking Points Memo, gets more
than 500,000 monthly visitors.
(Sifry, 2004, The Nation).
Digital storytelling/essays
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Using digital tools to create hypermedia
texts
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HyperstudioTM
StoryspaceTM
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http://www.eastgate.com/
PowerPointTM/BreezeTM
Hypertext links: understand
cultural/literary connections
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Nancy Patterson’s: Use of Storyspace:
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hypertext narratives with links to information about slavery.
http://faculty.gvsu.edu/patterna/ace.html
http://www.npatterson.net/mid.html
Hypertext fiction: links based on cultural/literacy
background
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Eastgeate Storyspace rading room:
http://www.eastgate.com/ReadingRoom.html
TM
iMovie as
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presentation tool
Allows learner control.
Fosters social collaboration/construction of ideas
Makes thinking audible.
Engages learners in literacy practices.
Enhances critical viewing skills of videos/film.
Sample applications of iMovie:
http://ali.apple.com/ali_sites/ali/new_high.php
iChat AV and iSight:
videoconferencing
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Civil War iSight event: Civil War re-enactment
group encamped at South Gate Middle
School, Los Angeles
Using iChat AV and iSights, wireless
connections and projectors, students as far
away as Martha’s Vineyard connect with Civil
War experts.
http://ali.apple.com/ali_sites/ali/exhibits/
1001367/
Digital audio recording
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Use of compressed digital audio files, DSS
files
Oral feedback to students’ writing
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Recording interviews
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E-mail students files/record of feedback
Analysis of data by stopping
Creating sound files/”radio” productions
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Files shared with others
DUSTY—“Digital Underground
Storytelling for Youth,” Oakland
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multimedia digital stories
author’s voice, photographs, video, and music
 http://www.uclinks.org/voices/vce_home.html
“ The story has a remarkable opening in which several photographs
are juxtaposed, including a sphinx and pyramids, Malcolm X,
Tupac Shakur, Marcus Garvey, and Biggie Smalls, all icons that
Randy chose to associate with himself and to transcend” (Hull,
2003)
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Multi-genre/hypertext
presentation of results
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Boese (1998): dissertation
study of Xena fan club
1,100 Web sites related
to the show, data on fan
conferences, and analysis
of fan responses
Includes reader
comments/reactions
http://www.nutball.com/disse
rtation/index.htm
Digital media representations
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Critical analysis of how web sites
represent:
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Entertainment: casinos, sports, TV/film
Genre worlds: romance, mystery, comedy,
soap opera, detective, reality-TV, etc.
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News broadcasts/political issues
Groups according to race, class, gender
Consumer product/consumer needs
Merging: games/schooling
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Computer games
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Interactive role play
 Sims
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Narrative worlds
 Roles, norms,
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Gee (2003): learning
principles
 Socialization
 Levels of expertise
 Agency /Community
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Simulations/fiction
 Interactive drama
Game design as metaphor
for learning
communities of practice
 Online chat/simulations
 Tappedin.org
Game design: Narrative
architecture (Jenkins, 2004)
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Environmental storytelling
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Enacting stories
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Spatial stories: Tolkien/Verne/Baum
Theme parks: evoke world of “pirates”
Use of micronarratives: touchdown pass
Embedded narratives: detective genre
Emergent narratives: Sims
Gee (2003): learning
principles related to games
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Amplification of Input Principle
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Achievement Principle
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Intrinsic rewards from the beginning, customized to each learner’s
level, effort, and growing mastery and signaling the learner’s
ongoing achievements.
Practice principle
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For a little input, learners get a lot of output.
Learners get lots and lots of practice in a context where the
practice is not boring.
Research on game playing on learning
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http://www.lsda.org.uk/files/PDF/1529.pdf
Teaching digital literacies
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Rethink literacy curriculum
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Notions of “texts”/text design
Learning tool use in activity
Engage students in hypermedia
production
Exploit student out-of-school expertise
Mesh literary “worlds” with digital
simulations