Double Entry Journal #6

Why did the authors do this study?

Expanded conceptualizations of literacy have proliferated throughout the 1990s and into the new millennium. Alphabetic literacy, is just one of the many competencies of representation needed for cultural success as individuals routinely switch between speaking, listening, writing, reading, viewing, and producing symbolic forms to share meanings

How did the authors do the study?

Seven teachers collaborated to construct curriculum which involved students analyzing classic and contemporary literature as well as television shows, print and television journalism, films, advertising, political speeches, and business and interpersonal communications. A wide variety of instructional methods were used including creating own advertising messages and using presentation software to create messages.   None of the teachers were experts, but some did do trainings.  All students at Concord High School participated in the study, a comparison sample was used from another community with similar instructional quality, school size, and student demographics.  Comprehension and message-analysis skills were measured in response to three nonfiction message formats: reading a print newsmagazine article, listening to a U.S. National Public Radio audio news commentary, and viewing a television news segment targeted at teenagers.

What data/results emerged from the study?

The students in the treatment group that received the yearlong program of media-literacy instruction in grade 11 had higher reading comprehension scores than the control group.  Students in the control group significantly outperformed students in the treatment group in listening comprehension.  No differences were found between groups in the ability to identify specific details from the broadcast in viewing comprehension.  However, for all three formats (Reading, listening, viewing), results indicate that media-literacy instruction improves students’ ability to understand and summarize information learned.

What do the authors conclude from the data analysis?

Results suggest that media literacy instruction improves students' ability to identify main ideas in written, audio, and visual media. Statistically significant differences were also found for writing quantity and quality. Specific text analysis skills also improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages, and the ability to identify omitted information from a news media broadcast in written, audio, or visual formats.

What is the significance of the study?

Significance mentioned in previous question on authors/data analysis.

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

I believe that there is enough evidence to include media literacy in the school curriculum.

Works Cited:

Hobbs, R., & Frost, R. (2011). Measuring the Acquisition of Media Literacy Skills. Reading Research Quarterly 38(3) 330-355.

Week 6, Activity 1

Media Literacy Lesson Plan



Creating Student Products:



21st Century Skills:
This lesson supports creativity and innovation.  This lesson gets students thinking creatively.  The lesson supports nearly every objective.

Double Entry Journal #5

Quote:
“For instance, if a person contacts me and states ‘Please vote for candidate X on election day,’ I am prompted into critically analyzing the request and asking myself varied questions. ‘Who is the candidate? What are his/her positions on major issues?’ However, when visual images are conveyed in our direction there usually is nothing alerting us that we are being influenced” (Schnell, 2008).

Reflection:
I chose this quote because it was at this point in reading the passage that I truly believed, “Life is more of a visual experience than it used to be!”  I form fewer opinions about the things I see on the internet and TV than the things I hear from other people or the radio.  The problem is I rarely “listen” to an ad.  I am always “seeing” it, as TV and internet are in my life more than radio and phone advertisements.

Just the other day I had a few young Mormon men knock on my door.  (note: In no way am I saying anyone’s religion is wrong or right, better or worse, etc.  Everyone is entitled to believe whatever they want.  This is just a really good example of how life is more of a visual experience.)  I have seen the Jesus Christ of Latter Day Saints(Mormon) commercials on TV and not once did I ever think, “I wonder what are the beliefs of this religion?”  I really formed no opinion of the commercials whatsoever.  However, when two men are standing at my door with some religious text having a back-and-forth conversation with me, I become more critical; I question things, etc.

This article made me realize the importance of analyzing what I see just as much as what I hear.  As this world becomes more visual, I need to become more critical in what I see.  It is equally important to prepare my students for a “more visual” world.

 
Additional Research:
Sometimes the visual world has its pros.  If someone called me to tell me about the dangers of texting and driving, I would agree, but the phone call would not have a huge impact on me.  If someone would show me this video, I would lock my phone in my glove compartment when  I drive:

Citation:

Schnell, J. (2008). Suggestions for addressing the increased emphasis on visual imagery over aural messages.Media Psychology Review, 1(1), Retrieved from http://mprcenter.org/mpr/index.php?option=com_content&view=article&id=36&Itemid=123

Week Five, Activity #1

My television commercial to deconstruct:

Deconstruction:
Actual voice-over:

If you made a list of countries from all over the world with the best math scores, the United States would be on that list – in 25^th place. 

Let’s raise academic standards across the nation. 

Let’s get back to the head of the class. 

Let’s Solve this 

1. What is the product or service being sold? Exxon Mobil services (oil & gas corporation)

2. What is the general mood or feeling of the commercial? This commercial has an uplifting mood and feeling.  Despite low math scores, we can improve and Exxon Mobil back's us up.

3. How does the soundtrack play a role in your interpretation of the commercial? The music is cheery which definitely affects our perception of the mood.  If it weren't for the music, this commercial would be more depressing in the beginning. There is a voice-over.  The voice-over coincides with the mood.  If the voice was female, my interpretation would not change.  The gender of the voice-over is unknown.

4. How do the actors playing the characters affect your interpretation of the commercial? There are no actors in this commercial.  Just a voice over.

5. How does the commercial try to get your attention? It uses flashy graphics. It draws our attention with a startling statistic.  It never mentions the corporation's name.  The words: "Join Exxon Mobil in supporting the National Math and Science Initiative" and the website, "exxonmobil.com/letssolvethis" appear at the very end of the commercial.

6. Who is this commercial aimed towards? The commercial is aimed for someone like me.  An american who values education and who would support corporations that are making attempts to better education.  The commercial could be for various ages and genders.

WV CSO:
I teach math, but I would have my 8th graders analyze this commercial which could cover some 8th grade Language Arts CSOs: 

RLA.O.8.3.4 - listen in order to analyze and critique information received in spoken texts (e.g., of a guest speaker, informational video, televised interview or radio news program).

I would raise these questions with my students:

• Why is Exxon Mobil interested in science and math?  Is it just to attract more customers by showing support? or is Exxon Mobil limited in their employee selection(not enough employees with the engineering/math/science background that is needed?  Is the purpose of this commercial all of the above?

My goal in analyzing this commercial in class would be to show students that a corporation worth 56.9 billion dollars is interested in the fact that math scores in America are not up to par;  I would want my students to analyze what the Exxon Mobil's purpose in "Let's Solve This" is; is it just to gain customer's or something else?  I want my students to see that math isn't just doing the hard, boring, pointless boring problems out of a textbook.

Magazine Cover

Week 4, Activity # 2 & 3

Deconstruction 1:

1. What do you think about this person based on the cover of the magazine? 

This person is extremely strong.  He is also a little self-absorbed because he is flexing.  

How does he look?  

He looks like he is tough and does not let anybody get in is way.  

How does he make your feel?

He belittles me.  I feel as though I could not approach him.

2. What is the main purpose of this magazine?

The purpose of this magazine is to make sales in advertisement.  Both the ads and the articles are geared towards the "body building" genre. 

3. Describe who you believe is the magazine's intended readership.

As the"Jersey Shore" fans would say, "Guidos."  This magazine is intended for young men who care tremendously about their body and muscle tone. 

4. What lifestyles, values, points of view are represented or omitted?

A lifestyle that revolves around working out and building serious muscle mass.  

Deconstruction 2:

1. What do you think about this person based on the cover of the magazine? How does he look?  How does he make your feel? 

I think this person looks rich, happy, and a bit mischievous.  I feel as though I could approach him.

2. What is the main purpose of this magazine?

To sell ads(as always), but this magazine promoting: helping men "be at their best."

3. Describe who you believe is the magazine's intended readership.

White, 20s-30s, middle-class professionals who appreciate music, reading, etc..

4. What lifestyles, values, points of view are represented or omitted? 

A lifestyle filled with business, music, sex, and slight humor. 

1. What are the differences between the two covers?

The audiences are different:body builder vs. business man.  Therefore, muscle Arnold is on the first and governor Arnold is on the second.

What techniques are used to attract your attention? 

Bright colors, different fonts, punctuation, enticing photos

Pay attention to body language, clothing, camera angle, lighting, color, eye contact ect. How do the difference influence what you think and feel about the person. 

The Muscle & Fitness magazine is took the picture below eye level so the man appears to be "greater" and "bigger."  This makes him less approachable.  The Esquire photograph is taken head on and  the man is pointing at the reader; this makes him more approachable.

2. What do you find appealing or not appealing about the cover of the magazine? 

Nothing is appealing to me in either magazine.  In fact, the cocky flexing in the first magazine and the half naked woman in the second are repulsing.

3. What elements in the design make it appealing or not appealing? 

I like the colors of the fonts and background.  

4. What elements are included on the cover to sell this magazine? Consider title, imagery, sensationalized headlines, exclusive articles, secrets, gossip, free gifts, and celebrity news.

The words "GET LEAN" and "20 INCH ARMS" in the Muscle & Fitness magazine would easily sell copies to the "body building" genre.  The words(and change in fonts) in "Arnold: The Next Governor of California. Really" on Esquire cover would definitely fit in the "celebrity news" category and sell copies.

5. Describe the type of content in one issue. 

The content in The Muscle & Fitness magazine is all about "quick fixes" to get the 20 inch arms and lean body that many men want.  It contains a celebrity workout (Arnold's workout).

6. What products or services are advertised in the issue? 

In Esquire, the products include music ("what's good, what blows, and what to buy) and fiction (New fiction by Arthur Miller The Dubious Achievements of Science).

7. What lifestyle, values and messages are being promoted by the contents in the issue? 

answered above under each magazine.

8.Describe the demographics for what you think may be the magazine’s intended target readership. Consider age, sex, interests and socioeconomic status.

answered above under each magazine

9. What features of the magazine indicate to you that this is the intended readership? 

The age of the person on the cover, the articles on the cover, and the products promoted.

10. What personalities or celebrities are used to promote this magazine? 

In Muscle & Fitness, "Tough."  In Esquire, "Successful."

11. Are these personalities or celebrities promoting or challenging stereotypical messages? How?

The Muscle & Fitness magazine definitely promotes the man stereotype of being "tough" and "insensitive."  This is portrayed by the man's physique, facial expressions, body language, and camera angle.  

Double Entry Journal # 4

Quote:

“Girls need to learn that their identity is tied to more than their physical beauty and shape” (Sauer & Robles-Piña, 2003).

Reflection:

I enjoyed the video about the man’s body image of being “tough” (Katz, 1999).  However I am reflecting more on the girl’s media image.  It was not too long ago, that I was in high school, reading Seventeen, and eating like a rabbit.  I remember so vividly thinking I was “fat” and reading worthless articles about quick diets.  I remember cutting out pictures of celebrities and putting them on my mirror as motivation to stay on my “diet.” 

I was not the only one who had such strange media obsessions.  All of my friends did, too.  I graduated from a tiny school with 24 people so “cliques” were almost non-existent.  The pressure to be tiny and beautiful did not come from my small community.  It came from the media.

The girls on the covers of magazines had flawless (airbrushed) skin, tiny waists, large breasts, perfect hair, and perfect makeup.  There was nothing more tragic as an adolescent than to not fit in a size 2 and have a pimple.    

                                                                                                                

I eventually learned that my identity went beyond that picture I taped on my mirror from Seventeen.  Girls need to learn that their identity goes beyond physical beauty.  I teach 8^th grade at a middle school with nearly 1000 students.  You can imagine the superficial attitudes that I see.  The 13 and 14 year olds I teach looked like they just walked off the Cosmo cover.  As an educator, I want to try and instill the value that true identity is more than skin deep.   

Additional Resource:

I do not know what Vogue defines ass “too thin,” but here’s slight reassurance for the future. 

References:

(n.d.). Getting real. [Print Photo]. Retrieved from http://www.youtube.com/watch?v=vhvTybMxRBA

Katz, J. (1999). Youtube. [0]. Retrieved from http://www.youtube.com/watch?v=3exzMPT4nGI

Sauer, H., & Robles-Piña, R. (2003). Magazines: What adolescent girls are reading and the way they shape body image. Retrieved from 

Double Entry Journal #3

Quote:

“…teachers must now ask themselves questions such as these:

...

·        How can I teach language arts (or science or social studies or math) to students who are constantly exposed to multimedia, virtual reality, and electronic communities?...”

Reflection:

As mentioned in last week’s reflection, I am aware that most of my students use facebook, twitter, and other social media website.  For that reason, I decided to blog the daily assignments.  Blogging is a good way to keep students and parents informed, but this quote has me thinking, “What is the best way to teach math content to these children exposed to so much media?”

I am lucky enough to have a smart board in my classroom.  I often like to show short, quirky math videos.  I sometimes will pause the video when it gets to the “nitty gritty math stuff” and circle things.  My students will laugh or comment on how nerdy it is, but they always remember the funny videos.  It is important to reflect on the multimedia background of the students.

Additional Questions:

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 recently emerged like 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.

A concrete example is a youtube video; it changes teachers’ understanding because we are now questioning the accredibility of others, but not re-inventing the wheel.  If I want to show my students quick video on Order of Operations, but don’t have a DVD or the time to create one, I can use youtube, teachertube, or several sites to find something.  The only thing is I would need to research the credibility.


2.In your own words explain what this quote means:
    "In the current historical juncture of democratic decline in the United States, ideals and images have become detached from their anchorage in stable and agreed-upon meaning and associations and are now beginning to assume a reality of their own. The self-referential world of the media is one that splinters, obliterates, peripheralizes, partitions and segments social space, time, knowledge, and subjectivity in order to unify, encompass, entrap, totalize and homogenize them through the meta-form of entertainment. What needs to be addressed is the way in which capitalism is able to secure this cultural and ideological totalization and homogenization through its ability to insinuate itself into social practices and private perceptions through various forms of media knowledges. (p. 196)"

Media is always changing.  The same media could have positive reflections one day, but negative reflections the next.

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

Children that believe everything they see;  children that have poor analytical skills.

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

Literacy is constantly changing and expanding.

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

Students live in an “intermedial” world today.  Technology and media are part of everyday life.  I 100 percent agree with the author’s view.

Other Resource:

I embedded this video in a Smartboard lesson last week.  I paused it in some places like 1:19 and had full engagement in a hard math problem.  

Works Cited:

Mister C. (2010). Pemdas - order of operations rap. [0]. Retrieved from http://www.youtube.com/watch?v=OWyxWg2-LTY

Semali, L. (2001, November). Defining new literacies in curricular practice. Reading Online, 5(4). Retrieved from: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=semali1/index.html

Activity #3, Week 3: Healthy Choice Cafe Steamers

My Deconstruction:

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

This message if paid for by Healthy Choice; the purpose of this message is to get people to buy Healthy Choice Café Steamers.

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

The target audience is white, middle class people trying to save money, but have “good” food.  The age would range from late 20s- 60s+.  This especially targets the population who is trying to stay younger and fight aging.

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.)

A young, middle class, trendy, white woman and her mother walk into a nice middle class kitchen where a middle class husband is eating.  The young middle class woman is mortified that her mother is trying to dress and act younger (“desperately trying to cling to youth”).  The young man(husband to young woman) is eating a meal looks perfect and delicious.  The young man explains that it is crisp and delicious.  The young woman suggests to her mother that she should buy these low cost meals since she spends all of her money on Botox (an element of humor).

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

The subtext is that healthy choice steamer meals are dinners that affordable, easy, good to eat, and good for you.  Other hidden subtexts include: spending money on Botox and trying to be younger are acceptable behaviors.

5. What kind of lifestyle is presented? How?

The lifestyle of the family is normal with a few irregularities that are accepted like a mother/mother-in-law who texts, dresses younger, and spends her money on youthful remedies.

6. What values are expressed?

Association – Healthy Choice is associated with affordability, humor,  and middle-class suburbia

Plain folks- As viewers we identify with this normal young couple with a slightly eccentric mother/in-law.

Humor- sarcasm is expressed as the young woman expresses her annoyance in an almost monotone voice.

7. What tools of persuasion are used?

The meals are low cost,  You can still spend money on unnecessary items, and afford to eat well.

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

Positive: A Healthy Choice Steamer is an honest, almost too honest, to goodness meal.

Negative: Mothers/in-laws trying to be young and hip are annoying.

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

It empowers young couples with eccentric mothers/in-laws.

It slightly disempowers older parents trying to be hip, but also slightly empowers them by saying, “it’s okay.”

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

How much do these Healthy Choice Steamers cost?  What else makes Healthy Choice Steamers an “honest to goodness” meal?

I could get this information by visiting the Healthy Choice Steamers’ website and by looking up reviews on the product.

Interpretation differences:

I did not feel that the ad should have mothers “reeling.”  I simply thought it good humor and that older mothers would understand.  I do not think that bad history from 10 years ago needs to be represented in the commercial.  I did not feel the ad was directed towards just older women.  I thought it was directed to a variety of audiences ranging from young couples to older women.

Activity # 1 and # 2, Week 3, Century Link/AllTel

Century Link
My first impression of the Century Link commercial was: This is a "cute, relate-able, middle class, caring" commercial. The music in the background is very catchy.  It's pretty memorable.  The "moving forward" message is a bit inspiring.  I somewhat agree with the text deconstruction; it does present that Century Link gain a substantial amount of access lines, via the merger with Qwest.  This large gain is reflected in the commercial.  The only part that I disagree with in the deconstruction is the mention of rural areas having few lines to choose from giving Century Link little competition.  It is not Century Link's fault that few companies exist in its rural areas.  So they bought out Qwest; that is just one company. I do not think that this should be seen so negatively.

AllTel
At first glance at the commercial, I would not think of it containing a single racial stereotype.  However, after Jessica Collins break the commercial down, I began to think how I might view the commercial if I was a "normal" middle-class member with the same ethnicity of room-renters.  I could see how one might be offended at media advertisements that I have never found offensive. I imagine what my first impression might be if I switched the ethnicity of the middle-class family trying to save money and the eccentric room renters.

Yep, I definitely will never mindlessly watch commercials.  My husband is going to be annoyed :). 

Double Entry Journal #2

Quote:

We know that 75 percent of American adolescents are online (U.S. Census, 2002) and 85 percent of all Internet users expect to find key news information online (Horrigan and Rainie, 2002). Yet “the adolescents of the nineties are more isolated and more unsupervised than other generations” (Hersch, 1998). The tools of visual, media, and information literacy must be taught in school because they will (or won’t) be used at home.


Reflection:
I teach 8th grade students.  I asked my students who all had internet at home (I am using blogger in my class to keep students and parents up to date on assignments).  Of my 90 students, I had three that did not have access to internet at home.  I was explaining how the most recent post would be on top and in almost every class, I had mutliple students compare it to facebook or twitter. I then asked who all had a facebook or twitter accounty; all hands went up and I had students say, "I'm so addicted to facebook and twitter" and laugh.

I know that few of my students are supervised as they surf through the internet.  It is increasingly important to educate our youth on information, visual, and media literacy.  I know that several of my parents would never think to have that conversation with their children and many are less familiar with the internet than their 13 and 14 year old children.

Other Resource:
How Teens Use the Internet
I found this article on how teens use the internet interesting and informative.  One of the most interesting things was that teens highly engaged by ads.

Additional Questions:

1.What is semiotics? 

Semiotics is the study of how the reading of signs and symbols together communicate complicated ideas in the form of codes.

2. How can teachers capitalize on students preferred literacy behaviors?

I use a blog, because my students would rather go to a blog to see what they missed in class than ask me in person in front of their peers.

3. According to this article why is it important for students to learn to analyze the news media?

They will see themselves as a power in a power in our democratic society.

4. Copy and Paste a West Virginia CSO that a photo analysis activity might address.

RLA.O.8.3.3

critique oral/visual information presented, relate personal experiences and apply the information to global situations.

Sources:
Abilock, D. (2003, November/December). A seven-power lens on 21st century literacy. DOI: www.infotoday.com/mmschools

Nielsen. (2009, June). Nielsen study. Retrieved from http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf

Activity # 3: Photo Analysis

form used to analyze

Observation:
A. Obama has a very unsure and troubled face
B. Obama, no objects, uknown activities
Inference:
Obama is an unsure decision maker.
Questions:
A Why is he troubled?
B. Explore the where, why and who.  Where was this published?; why was this published?; who published this?

Observation:
A. Obama is confident and works well amongst a team.
B.  President Obama and 6 or more other men, walking on what appears to be a naval ship.
Inference:
Obama is confident in his decisions.
Questions:
A. What was he doing with these men?
B. Explore the where, why and who.  Where was this published?; why was this published?; who published this

Article: Making the Election about the Race

Do these ads promote racism?:
I believe they do.  Why even talk about minority, ethnicity, and percentages.  People are people; all races have a struggling group.

How are the tactics of fear and greed being used in these ads?
"Obama guts welfare reform?"   People are afraid of their hard earned cash going to someone who is lazy and lives off the government.  To see an ad stating that there is no longer "reform" in welfare because of Obama is a scary statement.  People want welfare to be very reformed and not taken advantage of.

Obama Campaign using same tactics:

Acitvity # 2 Week 2; Video Tactics

Tactics used in political campaigns include: Smear the candidate before public knows who he/she is and
“Hear and Now” scare tactics: ie. Terrorism.  It is important to use more than one source before forming opinions.  Be skeptical.  Ask: "What AREN'T they telling me?"  Whole wars start by the way people ineffectively stereotype other people.  Arab/Muslim people are being negatively depicted in Disney movies and video games.  We need to teach children to be more savvy and intelligent with our media-developed opinions.  Every child has the right to get media education, especially in advertisement.