Course talk:EDCP333/2012Groups/criticalmedialiteracy

From UBC Wiki

Contents

Thread titleRepliesLast modified
Introduction: spacing003:34, 11 December 2012
Network: autoplay203:22, 11 December 2012
MAT table003:21, 11 December 2012
Dec 9020:56, 9 December 2012
Dec 9020:31, 9 December 2012
Draft101:29, 9 December 2012
Links 000:38, 16 October 2012
Adbusters023:50, 15 October 2012
Note to self023:02, 13 October 2012
Assignement Format.021:32, 10 October 2012
Thoughts on...106:05, 9 October 2012

Introduction: spacing

Breaks between paragraphs are ideal for the ease of online reading, these have been added to the Introduction. Large blocks of text are not as appealing and can appear more difficult to read on a screen than in a normal essay or printed text.

Darthphaidra (talk)03:34, 11 December 2012

Network: autoplay

The famous Network speech exemplifies what it means to be critically literate/illiterate of the media. It is a seminal work which encapsulates the importance of this topic.

Webpages, especially informational ones, are usually static. To put an autoplay on this video adds an additional layer that strengthen's the multi-modal learners interest in this topic. Anyone who has heard the speech can simply scroll to the video and press pause.

Autoplay is also a critique on the idea that the user is in complete control of their browsing online. There is a moment of panic when the words (if volume is enabled) are spoken when looking at this webpage. Some may find it jarring, but this is part of the experience of noticing elements in the communicative sphere. What is this sound? Where is it coming from? Why is it here? It is important to me to listen? To silence?

I noticed it was disabled:

19:14, 8 December 2012‎ AdaMelnik (Talk | contribs)‎ . . (-13)‎ . . (→‎Network 1976)

I disable it when I am editing the page, but enable it to play when someone is viewing the page as a final. My suggestion is to enable it.

Darthphaidra (talk)21:16, 9 December 2012

Evidently the autoplay was disabled for a second time. Without discussion here, it is difficult to understand the rationale for this.

Darthphaidra (talk)03:22, 11 December 2012
 

Evidently the autoplay was disabled for a second time. Without discussion here, it is difficult to understand the rationale for this.

Darthphaidra (talk)03:22, 11 December 2012
 

It seems there is a lot of email about the MAT table. I could only duplicate it so that it still appears in the proper area, but it also appears in the references. IMO, this is the best we can do for now, without some major troubleshooting, and it is really too late to be making these kinds of errors which cause major changes, which is why I recommended final edits to be done Sunday evening.

Darthphaidra (talk)03:21, 11 December 2012
Critical Media Literacy

Mediapic.jpg

Course: EDCP 333 Contemporary Issues in Social Studies

Prof. E. Wayne Ross

Authors: Ada, Raj, Colin, Phaidra, Jacee

Introduction: What is Critical Media Literacy?[wikitext]

Qmar.jpg

Critical media literacy is an integrated approach to media literacy that combines critical analysis of various types of media with media production. Its aim is to empower individuals to be active participants in society, the underlying idea being that literacy allows one to fully participate in, as well as shape and transform, one's society and culture, thus enhancing democratic participation. CML expands literacy beyond traditional print media to include different forms of media culture, information and communication technologies, and new media. And it goes beyond content analysis to investigate relationships between media and audiences, information and power. There are various approaches to media literacy, but the model that we are concerned with is the one posited by Kellner and Share (2007)[1].


According to this model, knowledge is socially constructed. CML involves exploring the languages, genres, codes, and conventions of a text so that students can understand how these function, as well as audiences' role in actively negotiating meanings. Furthermore, it involves uncovering & engaging issues of gender, race, class, sexuality, ideology, power, and pleasure, as well as examining the production and institutions that motivate and structure media industries as corporate profit-seeking businesses.


Kellner and Share's model places emphasis on action, as students not only critically analyze but also engage with the subject matter and act upon it to produce their own alternative media expressing their point of view. As a result, children/young people are seen as capable critics and revisers of culture, not as passive recipients or naive, agent-less individuals who need to be protected from popular culture and media.


The rationale behind CML is that we live in an age of unprecedented technological innovation and globalization. Media is more pervasive than ever before and the power in controlling information is not readily apparent. In this climate, young people are increasingly vulnerable to corporate maneuvering to the extent that democracy itself is at risk of being reduced to consumerism. CML prevents the complacent acceptance of commercial media in truth-telling, and provides a way to find alternative viewpoints within a historical and sociological context.


In terms of school, Kellner and Share (2007)[2] insist that media literacy programs include critically analyzing how mainstream media reproduce racism, sexism, homophobia, and other prejudices, as well as encouraging students to find their own voices through alternative/counter-hegemonic media. They also recommend that critical media literacy run across curricular areas. Stack and Kelley (2006)[3] have argued that educators who refuse to consider popular culture as a curricular resource miss opportunities to connect with young people's lives and enhance critical literacy.


Wikis should include:

organized links to relevant teaching materials for the topic assigned, including multimedia resources such as sound, images, and video (to be embedded and/or linked to from the wiki);

Unit Plan: History 12: Turmoil and Tragedy- 1933 to 1945[wikitext]

Unit Plan: Turmoil and Tragedy, 1933-1945 History 12

Unit goals:

1. Teach students to consider how media can shape our understanding of the past.

2. To look at concepts of the Great Depression and the Second World War through a lens of critical media literacy.

3. Students should be able to compare primary and secondary sources and recognize bias, and reliability of the sources.

4. To help students establish and understand historical empathy through the study of WWII.


Lesson Plans: History 12: Turmoil and Tragedy- 1933 to 1945[wikitext]

Introduction to the Holocaust through Propaganda[wikitext]

In this lesson students will look at anti-Semitic propaganda use in Nazi Germany and compare it to anti-Japanese propaganda used in Canada and the USA. The purpose of this lesson is to show how racist dehumanizing propaganda was a tool commonly used by the bad guys and the good guys during WW2. The students will also look at some examples of what I believe is modern racist propaganda, and compare it to similar items from the past.

How and when can media create an atmosphere of hatred and what are the consequences

Nazi Germany 1933-1939[wikitext]

There are many opportunities in the Nazi Germany unit to cover critical media literacy and propaganda. For this lesson plan, the focus is on Leni Riefenstahl's Triumph of the Will and what students can learn about media and propaganda in the 1930's. The purpose of this lesson is to show students the various levels of messages a film can have. Triumph of the Will which documents the Nazi Party's Nuremberg rallies in 1934 is known as one of the best propaganda films of all time. In this lesson, students will learn about the types of messages that the filmmaker was trying to portray in the film and the techniques that she used to do so successfully. Furthermore, students will investigate Adolf Hitler's methods of propaganda in the rallies. There are many layers of techniques that the students must critically analyze the understand the effects of this piece of propaganda and be able to connect it to how media might be portrayed today. For the assessment at the end of the lesson, students will be required to write two letters that display their historical empathy and their understanding of the effects of the media. One letter will be from the perspective of a person attending one of the rallies and the other will be from the perspective of a German attending a viewing of the film in 1935 in a movie theatre in Nazi Germany.

Lesson Plan on Leni Riefenstahl's Triumph of the Will

The Great Depression in Global Perspectives[wikitext]

In this lesson, students will view a counter-narrative of the causes of Great Depression and Second World War as deliberately planned and executed by elite bankers for the sake of profit. By viewing a alternative and sensationalized version of this history, students may begin to understand the practice of identifying subtext in social studies, and in critical media analysis, in evaluating the arguments and evidence as presented in Zeitgeist: Part III: Don't Mind the Men Behind the Curtain. In addition, students may broaden their awareness of who produces media such as this film, why, and the impact when online public access turns viral.

A "Cinematic Codes" film viewing worksheet is included as a guideline for active consideration, which includes Peter Seixes' "Big Six" tenets of historical thinking. This worksheet may be adapted by teachers to included detailed questions from any film.

Jump to Lesson[4]

Japanese Imperialism in the Asia Pacific Region[wikitext]

Media:Japanese_Imperialism_Lesson_Plan.pdf

In this lesson, students will learn about Western perceptions and portrayals of the Japanese and their expansionist policies. They will analyze and decode anti-Japanese cartoons and posters to enhance their understanding of bias and point of view, and how media can be used to dehumanize, antagonize, and create fear of a particular group of people. Finally, they will apply their understanding of these concepts to produce their own alternative cartoons from the Japanese perspective

The Atomic Bomb and Hiroshima[wikitext]

This lesson is designed to ask students to think critically about why the atomic bomb was dropped. They will be asked to consider aspects such as total war, technology, and racism. Also, students will be asked to consider the role that media has played in the past in terms of understanding how people could justify the dropping of the bomb. In order to do this, this lesson will focus on guiding students on how to look critically at different sources of media such as comics, images of newspaper articles. More specifically, students will be asked to consider the role of text, images and the combination of text and image when trying to think critically about media.

Atomic Bomb Lesson Plan file

Multiple Ability Tasks[wikitext]

Media involves sensory perception. We see and hear media most frequently, but can also touch media as physical objects. Objects too may represent signs and signifiers as Ferdinand de Saussure's semiotic studies of communication, which continue to play a role in the study of language arts and media today.

It may be useful to begin to imagine MAT which can be useful venues for CML by the traditional Multiple Intelligence Theory framework as developed by Dr. Howard Gardner (1983).[5]

CML may be approached using Gardner's Theory using any of the below ideas:

[6]

Resources and Materials for the Classroom[wikitext]

We have gathered a small sample from a cursory search of the contemporary availability of critical media literacy material available.

Image du jour[wikitext]

Street art can be excellent hooks for opening conversations and practicing critical media literacy.

291795 309249049187874 2072481512 n.jpg




















Comparisons between popular icons and street art critiques can bridge history between the past and present, such as in this "I love NY" image comparison.

NY compare & contrast.jpg





















Sample Clips[wikitext]

Network 1976[wikitext]

Seminal meta-work on the crisis of critical media illiteracy.

House Hippo Commercial[wikitext]

This commercial is a simple way to introduce students to the idea that not everything they see is real and that they can learn to become critical of what is out there.

Video[wikitext]

Manufacturing Consent

Love, Hate and Propaganda(CBC documentary) [7]

Exit Through the Gift Shop[8]

My kid could paint that

The Revolution will not be televised

The Take

Green

The Price of Sugar

Capitalism: A Love Story

The Corporation

Fight Club

Mongol: the Rise of Ghengis Khan

The Hours

Blood Diamond

The Usual Suspects

One Flew Over the Cuckoo's Nest

Easy Rider

Beauty & the Beast

Readings[wikitext]

“Critical media literacy, democracy and the reconstruction of education” (Kellner & Share)

“Educating in the era of Orwellian spin: Media literacy in the classroom” (Orlowski)

“Popular media, education, and resistance” (Stack & Kelly)

“Bob Dylan was right — it is a political world: The case for critical media literacy” (Orlowski)

Articles[wikitext]

Toward Critical Media Literacy: Core concepts, debates, organizations, and policy, Douglas Kellner* and Jeff Share(University of California, Los Angeles, US).

Critical Media Literacy: Educator's Resource (University of Minnesota)

Rethinking Popular Culture and Media by Elizabeth Marshall and Ozlem Sensoy

Media Literacy through Critical Thinking - Teacher Resources by Chris M. Worsnop

Marshal McLuhan: the Medium is the Message.pdf


CANADÆ Jeramy Dodds

Books[wikitext]

Program or Be Programmed: Ten Commands for the Digital Age. Douglas Rushkoff.

This 120 page book acts as a guide to navigating your way through the digtial world. Rushkoff also compares programed digital landscape to programed physical landscapes such as parks and shopping malls. Program or be programed.


Toxic Sludge is Good for You. Lies damn lies and the public relations industry.John Clyde Stauber, Sheldon Rampton

No Logo. Naomi Klein.

Making Sense of the Media: A Handbook of Popular Education Techniques. Eleonora C. Ferreira[9]

Media Effects and Society. Elizabeth M. Perse

The Media and Body Image: If Looks Could Kill By Maggie Wykes, Barrie Gunter[10]

The Beauty Myth: How Images of Beauty Are Used Against Women. Naomi Wolf[11]

Do Androids Dream of Electric Sheep? Philip K. Dick

We Yevgeny Zamyatin

Website Resources[wikitext]

Access to Media Education Society.[12]

Adbusters.[13]

Appalachian Media Institute.[14]

Canadian Centre for Policy Alternatives[15]

CBC Archives

On This Day: Canada and world news items linked by the day. For Teachers: Educational material for grades 6-12. Topic Index CBC Days to Remember: Links through the decades.

Columbia Journalism Review. Who owns what? [16]

Educational Video Center. [17]

Fakebook

Curriculum Connections with Media Literacy Week[18]

Media Smarts: Canada's Centre for Digital and Media Literacy

FreeChild Project, Youth Media Organizations. [19]

Global Action Project.[20]

Gulf Islands Film and Television School.[21]

Googlism.com[22]

"Googlism.com will find out what Google.com thinks of you, your friends or anything!"

Just Think: Igniting Young Minds to Media Education.[23]

The owners[24]


Media Lens

"Since 2001, we have been describing how mainstream newspapers and broadcasters operate as a propaganda system for the elite interests that dominate modern society....We check the media’s version of events against credible facts and opinion provided by journalists, academics and specialist researchers. We then publish both versions, together with our commentary, in free Media Alerts and invite readers to deliver their verdict both to us and to mainstream journalists through the email addresses provided in our ’Suggested Action’ at the end of each alert." [25]

Oldversion.com

"Because newer is not always better"[26]
"Find old or censored webpages"[27]


Reporters Without Borders: For Freedom of Information

The Stanford Prison Experiment [28]

Storifying History (Amy Burvall)[29]

Storifying History (Amy Burvall) looks closely at the use of media in the classroom, highlights key theories that discuss a desire by youth to re-create media, and discusses interpretive and personal aspects of history which reflect the self-identity of contemporary youth culture.

Subterranean Britainnica

The Advertising Slogan Generator[30]

American Literacy Corporation.[31] Youth Media Channel. [32]

UNESCO, Magic briefing.[33]

WikiLeaks[34]

Wikiversity:Media Literacy in K-12 Settings[35]

A Criticism of the Curriculum and Teaching Practices[wikitext]

External Links and Responses to professional articles critically examining curriculum & teaching practices

Our analyses/critiques of widely used curriculum plans, IRPs, textbooks,etc

IRP Critiques[wikitext]

Critique of the History 12 IRP for the British Columbia Curriculum with focus on critical media literacy

Critique of the Social Studies 8-10 IRP for the British Columbia Curriculum with focus on critical media literacy


Critique of the Social Studies 11 IRP for the British Columbia Curriculum with focus on critical media literacy

analyses or critiques of widely used curriculum plans, IRPs, textbooks, videos, etc. anything else that would be useful to a social studies teacher with regard to teaching or developing learning activities or curriculum materials on the topic.

British Columbia Commonly Used Textbooks: Critiques[wikitext]

Grade 10 Horizons: Canada Moves West This file contains a summary of the textbook as well as a critique and some suggestions for teaching the content more effectively. This critique has been taken from a critical media literacy approach and therefore focuses on improving how teachers can more effectively use the primary sources and photographs in the book to teach critical media literacy skills.

Horizons Critique

A Criticism of the Curriculum and Teaching Practices[wikitext]

External Links and Responses to professional articles critically examining curriculum & teaching practices

Our analyses/critiques of widely used curriculum plans, IRPs, textbooks,etc

IRP Critiques[wikitext]

History 12 IRP Critique

Social Studies 8-10 IRP Critique

Social Studies 11 IRP Critique

analyses or critiques of widely used curriculum plans, IRPs, textbooks, videos, etc. anything else that would be useful to a social studies teacher with regard to teaching or developing learning activities or curriculum materials on the topic.

British Columbia Commonly Used Textbooks: Critiques[wikitext]

Grade 10 Horizons: Canada Moves West This file contains a summary of the textbook as well as a critique and some suggestions for teaching the content more effectively. This critique has been taken from a critical media literacy approach and therefore focuses on improving how teachers can more effectively use the primary sources and photographs in the book to teach critical media literacy skills.

Horizons Critique

References[wikitext]

  1. Kellner and Share, 2007
  2. Kellner and Share, 2007
  3. Stack and Kelley, 2006
  4. Darthphaidra
  5. http://www.multipleintelligencetheory.co.uk/
  6. http://www.multipleintelligencetheory.co.uk/
  7. Love, Hate and Propaganda (CBC documentary)
  8. Exit Through the Gift Shop
  9. Making Sense of the Media: A Handbook of Popular Education Techniques. Eleonora C. Ferreira
  10. [The Media and Body Image: If Looks Could Kill By Maggie Wykes, Barrie Gunter
  11. The Beauty Myth: How Images of Beauty Are Used Against Women. Naomi Wolf
  12. Access to Media Education Society. Available: http://www.accesstomedia.org/
  13. Adbusters.
  14. Appalachian Media Institute Available: http://www.appalshop.org/ami/
  15. http://www.policyalternatives.ca/
  16. Columbia Journalism Review. Who owns what? Available: http://www.cjr.org/resources
  17. Educational Video Center. Available: http://www.evc.org/evc_home.html
  18. Curriculum Connections with Media Literacy Week
  19. FreeChild Project, Youth Media Organizations. Available: http://www.freechild.org/YouthMediaOrgs.htm
  20. Global Action Project. Available: http://www.global-action.org/
  21. Gulf Islands Film and Television School. Available: http://www.giftsfilms.com/
  22. Googlism.com
  23. Just Think: Igniting Young Minds to Media Education. Available: http://www.justthink.org/
  24. The owners
  25. Media Lens
  26. http://www.oldversion.com/
  27. http://www.bilderberg.org/goodlink.htm
  28. The Stanford Prison Experiment
  29. Storifying History (Amy Burvall)
  30. The Advertising Slogan Generator
  31. American Literacy Corporation. Available: http://www.superreader.org/
  32. Youth Media Channel. Available: http://www.youthChannel.org/index.html
  33. UNESCO, Magic briefing. Available: http://www.unicef.org/magic/briefing/index.html
  34. WikiLeaks
  35. http://en.wikiversity.org/wiki/Media_Literacy_in_K-12_Settings
Darthphaidra (talk)20:31, 9 December 2012
Critical Media Literacy

Mediapic.jpg

Course: EDCP 333 Contemporary Issues in Social Studies

Prof. E. Wayne Ross

Authors: Ada, Raj, Colin, Phaidra, Jacee

Introduction: What is Critical Media Literacy?[wikitext]

Qmar.jpg

Critical media literacy is an integrated approach to media literacy that combines critical analysis of various types of media with media production. Its aim is to empower individuals to be active participants in society, the underlying idea being that literacy allows one to fully participate in, as well as shape and transform, one's society and culture, thus enhancing democratic participation. CML expands literacy beyond traditional print media to include different forms of media culture, information and communication technologies, and new media. And it goes beyond content analysis to investigate relationships between media and audiences, information and power. There are various approaches to media literacy, but the model that we are concerned with is the one posited by Kellner and Share (2007)[1].


According to this model, knowledge is socially constructed. CML involves exploring the languages, genres, codes, and conventions of a text so that students can understand how these function, as well as audiences' role in actively negotiating meanings. Furthermore, it involves uncovering & engaging issues of gender, race, class, sexuality, ideology, power, and pleasure, as well as examining the production and institutions that motivate and structure media industries as corporate profit-seeking businesses.


Kellner and Share's model places emphasis on action, as students not only critically analyze but also engage with the subject matter and act upon it to produce their own alternative media expressing their point of view. As a result, children/young people are seen as capable critics and revisers of culture, not as passive recipients or naive, agent-less individuals who need to be protected from popular culture and media.


The rationale behind CML is that we live in an age of unprecedented technological innovation and globalization. Media is more pervasive than ever before and the power in controlling information is not readily apparent. In this climate, young people are increasingly vulnerable to corporate maneuvering to the extent that democracy itself is at risk of being reduced to consumerism. CML prevents the complacent acceptance of commercial media in truth-telling, and provides a way to find alternative viewpoints within a historical and sociological context.


In terms of school, Kellner and Share (2007)[2] insist that media literacy programs include critically analyzing how mainstream media reproduce racism, sexism, homophobia, and other prejudices, as well as encouraging students to find their own voices through alternative/counter-hegemonic media. They also recommend that critical media literacy run across curricular areas. Stack and Kelley (2006)[3] have argued that educators who refuse to consider popular culture as a curricular resource miss opportunities to connect with young people's lives and enhance critical literacy.


Wikis should include:

organized links to relevant teaching materials for the topic assigned, including multimedia resources such as sound, images, and video (to be embedded and/or linked to from the wiki);

Unit Plan: History 12: Turmoil and Tragedy- 1933 to 1945[wikitext]

Unit Plan: Turmoil and Tragedy, 1933-1945 History 12

Unit goals:

1. Teach students to consider how media can shape our understanding of the past.

2. To look at concepts of the Great Depression and the Second World War through a lens of critical media literacy.

3. Students should be able to compare primary and secondary sources and recognize bias, and reliability of the sources.

4. To help students establish and understand historical empathy through the study of WWII.


Lesson Plans: History 12: Turmoil and Tragedy- 1933 to 1945[wikitext]

Introduction to the Holocaust through Propaganda[wikitext]

In this lesson students will look at anti-Semitic propaganda use in Nazi Germany and compare it to anti-Japanese propaganda used in Canada and the USA. The purpose of this lesson is to show how racist dehumanizing propaganda was a tool commonly used by the bad guys and the good guys during WW2. The students will also look at some examples of what I believe is modern racist propaganda, and compare it to similar items from the past.

How and when can media create an atmosphere of hatred and what are the consequences

Nazi Germany 1933-1939[wikitext]

There are many opportunities in the Nazi Germany unit to cover critical media literacy and propaganda. For this lesson plan, the focus is on Leni Riefenstahl's Triumph of the Will and what students can learn about media and propaganda in the 1930's. The purpose of this lesson is to show students the various levels of messages a film can have. Triumph of the Will which documents the Nazi Party's Nuremberg rallies in 1934 is known as one of the best propaganda films of all time. In this lesson, students will learn about the types of messages that the filmmaker was trying to portray in the film and the techniques that she used to do so successfully. Furthermore, students will investigate Adolf Hitler's methods of propaganda in the rallies. There are many layers of techniques that the students must critically analyze the understand the effects of this piece of propaganda and be able to connect it to how media might be portrayed today. For the assessment at the end of the lesson, students will be required to write two letters that display their historical empathy and their understanding of the effects of the media. One letter will be from the perspective of a person attending one of the rallies and the other will be from the perspective of a German attending a viewing of the film in 1935 in a movie theatre in Nazi Germany.

Lesson Plan on Leni Riefenstahl's Triumph of the Will

The Great Depression in Global Perspectives[wikitext]

In this lesson, students will view a counter-narrative of the causes of Great Depression and Second World War as deliberately planned and executed by elite bankers for the sake of profit. By viewing a alternative and sensationalized version of this history, students may begin to understand the practice of identifying subtext in social studies, and in critical media analysis, in evaluating the arguments and evidence as presented in Zeitgeist: Part III: Don't Mind the Men Behind the Curtain. In addition, students may broaden their awareness of who produces media such as this film, why, and the impact when online public access turns viral.

A "Cinematic Codes" film viewing worksheet is included as a guideline for active consideration, which includes Peter Seixes' "Big Six" tenets of historical thinking. This worksheet may be adapted by teachers to included detailed questions from any film.

Jump to Lesson[4]

Japanese Imperialism in the Asia Pacific Region[wikitext]

Media:Japanese_Imperialism_Lesson_Plan.pdf

In this lesson, students will learn about Western perceptions and portrayals of the Japanese and their expansionist policies. They will analyze and decode anti-Japanese cartoons and posters to enhance their understanding of bias and point of view, and how media can be used to dehumanize, antagonize, and create fear of a particular group of people. Finally, they will apply their understanding of these concepts to produce their own alternative cartoons from the Japanese perspective

The Atomic Bomb and Hiroshima[wikitext]

This lesson is designed to ask students to think critically about why the atomic bomb was dropped. They will be asked to consider aspects such as total war, technology, and racism. Also, students will be asked to consider the role that media has played in the past in terms of understanding how people could justify the dropping of the bomb. In order to do this, this lesson will focus on guiding students on how to look critically at different sources of media such as comics, images of newspaper articles. More specifically, students will be asked to consider the role of text, images and the combination of text and image when trying to think critically about media.

Atomic Bomb Lesson Plan file

Multiple Ability Tasks[wikitext]

Media involves sensory perception. We see and hear media most frequently, but can also touch media as physical objects. Objects too may represent signs and signifiers as Ferdinand de Saussure's semiotic studies of communication, which continue to play a role in the study of language arts and media today.

It may be useful to begin to imagine MAT which can be useful venues for CML by the traditional Multiple Intelligence Theory framework as developed by Dr. Howard Gardner (1983).[5]

CML may be approached using Gardner's Theory using any of the below ideas:

[6]

Resources and Materials for the Classroom[wikitext]

We have gathered a small sample from a cursory search of the contemporary availability of critical media literacy material available.

Image du jour[wikitext]

Street art can be excellent hooks for opening conversations and practicing critical media literacy.

291795 309249049187874 2072481512 n.jpg




















Comparisons between popular icons and street art critiques can bridge history between the past and present, such as in this "I love NY" image comparison.

NY compare & contrast.jpg





















Sample Clips[wikitext]

Network 1976[wikitext]

Seminal meta-work on the crisis of critical media illiteracy.

House Hippo Commercial[wikitext]

This commercial is a simple way to introduce students to the idea that not everything they see is real and that they can learn to become critical of what is out there.

Video[wikitext]

Manufacturing Consent

Love, Hate and Propaganda(CBC documentary) [7]

Exit Through the Gift Shop[8]

My kid could paint that

The Revolution will not be televised

The Take

Green

The Price of Sugar

Capitalism: A Love Story

The Corporation

Fight Club

Mongol: the Rise of Ghengis Khan

The Hours

Blood Diamond

The Usual Suspects

One Flew Over the Cuckoo's Nest

Easy Rider

Beauty & the Beast

Readings[wikitext]

“Critical media literacy, democracy and the reconstruction of education” (Kellner & Share)

“Educating in the era of Orwellian spin: Media literacy in the classroom” (Orlowski)

“Popular media, education, and resistance” (Stack & Kelly)

“Bob Dylan was right — it is a political world: The case for critical media literacy” (Orlowski)

Articles[wikitext]

Toward Critical Media Literacy: Core concepts, debates, organizations, and policy, Douglas Kellner* and Jeff Share(University of California, Los Angeles, US).

Critical Media Literacy: Educator's Resource (University of Minnesota)

Rethinking Popular Culture and Media by Elizabeth Marshall and Ozlem Sensoy

Media Literacy through Critical Thinking - Teacher Resources by Chris M. Worsnop

Marshal McLuhan: the Medium is the Message.pdf


CANADÆ Jeramy Dodds

Books[wikitext]

Program or Be Programmed: Ten Commands for the Digital Age. Douglas Rushkoff.

This 120 page book acts as a guide to navigating your way through the digtial world. Rushkoff also compares programed digital landscape to programed physical landscapes such as parks and shopping malls. Program or be programed.


Toxic Sludge is Good for You. Lies damn lies and the public relations industry.John Clyde Stauber, Sheldon Rampton

No Logo. Naomi Klein.

Making Sense of the Media: A Handbook of Popular Education Techniques. Eleonora C. Ferreira[9]

Media Effects and Society. Elizabeth M. Perse

The Media and Body Image: If Looks Could Kill By Maggie Wykes, Barrie Gunter[10]

The Beauty Myth: How Images of Beauty Are Used Against Women. Naomi Wolf[11]

Do Androids Dream of Electric Sheep? Philip K. Dick

We Yevgeny Zamyatin

Website Resources[wikitext]

Access to Media Education Society.[12]

Adbusters.[13]

Appalachian Media Institute.[14]

Canadian Centre for Policy Alternatives[15]

CBC Archives

On This Day: Canada and world news items linked by the day. For Teachers: Educational material for grades 6-12. Topic Index CBC Days to Remember: Links through the decades.

Columbia Journalism Review. Who owns what? [16]

Educational Video Center. [17]

Fakebook

Curriculum Connections with Media Literacy Week[18]

Media Smarts: Canada's Centre for Digital and Media Literacy

FreeChild Project, Youth Media Organizations. [19]

Global Action Project.[20]

Gulf Islands Film and Television School.[21]

Googlism.com[22]

"Googlism.com will find out what Google.com thinks of you, your friends or anything!"

Just Think: Igniting Young Minds to Media Education.[23]

The owners[24]


Media Lens

"Since 2001, we have been describing how mainstream newspapers and broadcasters operate as a propaganda system for the elite interests that dominate modern society....We check the media’s version of events against credible facts and opinion provided by journalists, academics and specialist researchers. We then publish both versions, together with our commentary, in free Media Alerts and invite readers to deliver their verdict both to us and to mainstream journalists through the email addresses provided in our ’Suggested Action’ at the end of each alert." [25]

Oldversion.com

"Because newer is not always better"[26]
"Find old or censored webpages"[27]


Reporters Without Borders: For Freedom of Information

The Stanford Prison Experiment [28]

Storifying History (Amy Burvall)[29]

Storifying History (Amy Burvall) looks closely at the use of media in the classroom, highlights key theories that discuss a desire by youth to re-create media, and discusses interpretive and personal aspects of history which reflect the self-identity of contemporary youth culture.

Subterranean Britainnica

The Advertising Slogan Generator[30]

American Literacy Corporation.[31] Youth Media Channel. [32]

UNESCO, Magic briefing.[33]

WikiLeaks[34]

Wikiversity:Media Literacy in K-12 Settings[35]

A Criticism of the Curriculum and Teaching Practices[wikitext]

External Links and Responses to professional articles critically examining curriculum & teaching practices

Our analyses/critiques of widely used curriculum plans, IRPs, textbooks,etc

IRP Critiques[wikitext]

Critique of the History 12 IRP for the British Columbia Curriculum with focus on critical media literacy

Critique of the Social Studies 8-10 IRP for the British Columbia Curriculum with focus on critical media literacy


Critique of the Social Studies 11 IRP for the British Columbia Curriculum with focus on critical media literacy

analyses or critiques of widely used curriculum plans, IRPs, textbooks, videos, etc. anything else that would be useful to a social studies teacher with regard to teaching or developing learning activities or curriculum materials on the topic.

British Columbia Commonly Used Textbooks: Critiques[wikitext]

Grade 10 Horizons: Canada Moves West This file contains a summary of the textbook as well as a critique and some suggestions for teaching the content more effectively. This critique has been taken from a critical media literacy approach and therefore focuses on improving how teachers can more effectively use the primary sources and photographs in the book to teach critical media literacy skills.

Horizons Critique

A Criticism of the Curriculum and Teaching Practices[wikitext]

External Links and Responses to professional articles critically examining curriculum & teaching practices

Our analyses/critiques of widely used curriculum plans, IRPs, textbooks,etc

IRP Critiques[wikitext]

History 12 IRP Critique

Social Studies 8-10 IRP Critique

Social Studies 11 IRP Critique

analyses or critiques of widely used curriculum plans, IRPs, textbooks, videos, etc. anything else that would be useful to a social studies teacher with regard to teaching or developing learning activities or curriculum materials on the topic.

British Columbia Commonly Used Textbooks: Critiques[wikitext]

Grade 10 Horizons: Canada Moves West This file contains a summary of the textbook as well as a critique and some suggestions for teaching the content more effectively. This critique has been taken from a critical media literacy approach and therefore focuses on improving how teachers can more effectively use the primary sources and photographs in the book to teach critical media literacy skills.

Horizons Critique

References[wikitext]

  1. Kellner and Share, 2007
  2. Kellner and Share, 2007
  3. Stack and Kelley, 2006
  4. Darthphaidra
  5. http://www.multipleintelligencetheory.co.uk/
  6. http://www.multipleintelligencetheory.co.uk/
  7. Love, Hate and Propaganda (CBC documentary)
  8. Exit Through the Gift Shop
  9. Making Sense of the Media: A Handbook of Popular Education Techniques. Eleonora C. Ferreira
  10. [The Media and Body Image: If Looks Could Kill By Maggie Wykes, Barrie Gunter
  11. The Beauty Myth: How Images of Beauty Are Used Against Women. Naomi Wolf
  12. Access to Media Education Society. Available: http://www.accesstomedia.org/
  13. Adbusters.
  14. Appalachian Media Institute Available: http://www.appalshop.org/ami/
  15. http://www.policyalternatives.ca/
  16. Columbia Journalism Review. Who owns what? Available: http://www.cjr.org/resources
  17. Educational Video Center. Available: http://www.evc.org/evc_home.html
  18. Curriculum Connections with Media Literacy Week
  19. FreeChild Project, Youth Media Organizations. Available: http://www.freechild.org/YouthMediaOrgs.htm
  20. Global Action Project. Available: http://www.global-action.org/
  21. Gulf Islands Film and Television School. Available: http://www.giftsfilms.com/
  22. Googlism.com
  23. Just Think: Igniting Young Minds to Media Education. Available: http://www.justthink.org/
  24. The owners
  25. Media Lens
  26. http://www.oldversion.com/
  27. http://www.bilderberg.org/goodlink.htm
  28. The Stanford Prison Experiment
  29. Storifying History (Amy Burvall)
  30. The Advertising Slogan Generator
  31. American Literacy Corporation. Available: http://www.superreader.org/
  32. Youth Media Channel. Available: http://www.youthChannel.org/index.html
  33. UNESCO, Magic briefing. Available: http://www.unicef.org/magic/briefing/index.html
  34. WikiLeaks
  35. http://en.wikiversity.org/wiki/Media_Literacy_in_K-12_Settings
Darthphaidra (talk)20:31, 9 December 2012
Edited by author.
Last edit: 01:29, 9 December 2012

Trainspotting: "Choose Life"

Morpheus: Introduction[wikitext]

Critical Media Literacy is not unlike the title concept of the 1999 film, "the Matrix". Beginning to study the subject formally is a bit like meeting Morpheus for the first time. Do you know what I'm talking about? Welcome, Neo.

Can you see a parallel from the concept of "the Matrix" and what you already may know about Critical Media Literacy? Our readings remind us that "individuals are often not aware that they are being educated and positioned by media culture, as its pedagogy is frequently invisible and is absorbed unconsciously." [1]

  1. Kellner, D., & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S.R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang Publishing, p 4.
Darthphaidra (talk)00:01, 16 October 2012

Entering The Matrix: Critical Media Literacy[wikitext]

By Ada, Colin, Jacee, Phaidra, Raj

Morpheus: Introduction[wikitext]

Critical Media Literacy is not unlike the title concept of the 1999 film, "the Matrix". Beginning to study the subject formally is a bit like meeting Morpheus for the first time. Do you know what I'm talking about? Welcome, Neo.

Can you see a parallel from the concept of "the Matrix" and what you already may know about Critical Media Literacy? Our readings remind us that "individuals are often not aware that they are being educated and positioned by media culture, as its pedagogy is frequently invisible and is absorbed unconsciously." [1]

The Red Pill: Theory[wikitext]

You have taken the Red Pill, but are not the One yet, Neo. It may help to understand your future role as a Critical Media Literacy educator as similar to Morpheus, who freezes a picture of "the system" for a student to examine and interrogate.

Love, Hate and Propaganda (CBC documentary)

IRP Critiques[wikitext]

File:History12IRPCritique.pdf


Workshop #8 Critical Media Literacy[wikitext]

Readings:[wikitext]

Kelner, D., & Share, J. (2007). Critical media literacy, democracy and the reconstruction of education. In D. Macedo & S. R. Steinbergy (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang. Available at http://gseis.ucla.edu/sudikoff/archive/pdfs/philosophy/Summary_Kellner_CritLitDemocracy.pdf

Orlowski, P. (2006). Educating in the era of Orwellian spin: Media literacy in the classroom. Canadian Journal of Education, 29(1), 176-198. Available at http://www.csse-scee.ca/CJE/Articles/FullText/CJE29-1/CJE29-1-orlowski.pdf

Orlowski, P. (2007). Bob Dylan was right — it is a political world: The case for critical media literacy. Our Schools Ourselves, 17(1), 33-49. Available at http://www.sfu.ca/cmns/courses/2008/428/Readings/CMNS%20428%20(2008),%20Required%20Readings/Orlowski%20(2007).pdf S

Stack, M., & Kelly, D. M. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29(1), 5-26. Available at http://www.csse-scee.ca/CJE/Articles/FullText/CJE29-1/CJE29-1-stackkelly.pdf

Summary[wikitext]

The article discusses how central the media is to all of our lives, especially young people who spend hours watching television, listening to the radio and spending time on the internet. Stack and Kelly argue that "children are inundated with advertising through TV shows that are full-length commercials and through marketing at schools (page 7). The authors also discuss how computer and video game sales are extremely high in the United States and how many young people are exposed to that medium. What Stack and Kelly want to show is that media can be interpreted in different way and therefore is not monolithic. The fact that media can be interpreted in many ways is a main reason that Stack and Kelly believe that students must have critical media literacy. This critical media literacy in terms of the informal popular is so important in order for people to understand when and how we form citizens (page 9). The authors claim that "young people need opportunities to inquire into, and debate, who controls the media system and whether a predominately corporate commercial media system is compatible with democracy" (all part of what critical media literacy should be) (page 9-10). The authors claim that resistance to popular media happen every day and tend to go unnoticed in the media. Youth produce their own media in and outside of school, and some of those discourses tend to be resistant. There are so many forms in which resistance to the media occur. The authors explore the issue of studying media education in schools and the importance of that topic within the curriculum. Ontario, according to the authors, was the first province to make Media education compulsory. "Cultural judo" (Kline, Stewart and Murphy" = media education can encourage youth to tune out of media and engage in more physically active forms of play, as well as providing the skills to critique media (page 14). Stack and Kelly suggest moving past newspaper articles (which they say are accepted at face value) and looking at other forms of media which might form critiques about society or ideas about the world. They give the example of "The Simpsons" as a show that encourages everything from foul language and disrespect to nihilism. Stack and Kelly claim that "Pop culture exists today as a "kind of bizarre alternative curriculum" and educators who refuse to consider it as a resources in their official or established curriculum miss opportunities to connect with young people's lives and enhance critical literacy" (page 16). "In addition to challenging the mainstream, therefore, we need to look at alternative media outlets, which can provide counter-narratives and (with a substantial enough audience base) can put pressure on mainstream corporate media to diversify their content" (page 19). By Ada Melnik

How to make a tin foil hat[wikitext]

How to make a tin foil hat


Links[wikitext]

http://mediasmarts.ca/digital-media-literacy-fundamentals/media-literacy-fundamentals

  1. Kellner, D., & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S.R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang Publishing, p 4.
Darthphaidra (talk)00:02, 16 October 2012
 

Manufacturing Consent- Noam Chomsky and the Media

http://www.youtube.com/watch?v=3AnB8MuQ6DU

AdaMelnik (talk)00:38, 16 October 2012

Ross recommends: Adbuster's teacher's guide

w/ lessons

Darthphaidra (talk)23:50, 15 October 2012

Note to self

Early meta critique on media, "Network" http://www.youtube.com/watch?v=q_qgVn-Op7Q&feature=fvwrel

Connect to Marshall McLuhan

Darthphaidra (talk)23:02, 13 October 2012

Assignement Format.

Rachel from the First Nations group approached me today and expressed their groups misgivings that I had used their layout, which followed the exact assignment outcomes. I thought the titles were really basic and pretty much what Ross wrote himself, and that these are open for modification and followed the assignment outcomes well. Although it's nice to have consistency in this case I have taken the format down which we will have to re-build in another way which follows the assignment outcomes.

Darthphaidra (talk)21:32, 10 October 2012

Thoughts on...

Anything?

Darthphaidra (talk)06:00, 9 October 2012

I see the articles as part of our "Workshop" on the topic of Critical Media Literacy to the class, which includes a presentation (with feedback) of the Wiki.

-Summaries for the group to read can be posted under the article title for the group to read

-some key quotes and reading references may want to be highlighted to include in the main body text for future edits

-The Wiki itself can include the articles as references and links, but is primarily suppose to relate to the topic and applications to the classroom (and for the Unit Plan, WW2)

Darthphaidra (talk)06:05, 9 October 2012