Course talk:EDCP333/2012Groups/criticalmedialiteracy

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.

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.

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

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

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.

Critical Media Literacy

Course: EDCP 333 Contemporary Issues in Social Studies Prof. E. Wayne Ross Authors: Ada, Raj, Colin, Phaidra, Jacee

Introduction: What is Critical Media Literacy?

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).

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) 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) 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

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.

Lessons: Objectives Methods Assessment The Great Depression and Global Perspectives Students should be able to identify a range of conditions that lead to the Great Depression such as : over-production, tariffs, stock market speculation and collapse. Students should be able to discuss and assess the causes of and responses to the Great Depression in terms of : fascism, communism, democracy, economic policies and distribution of wealth. Students will watch Zeitgeist Part 3 & evaluate the following Questions during the film, using the attached worksheet as a guideline for cinematic codes. -According to the film, what were the kinds of economic policies and distribution of wealth systems in the US which led to the Great Depression? - According to the film, what do the following terms look like? – over-production – stock market speculation and collapse – buying on margin – unregulated banking practices – tariffs How convincing is the evidence provided by the film makers? Is this an example of "revisionist history"? Is this an example of "economic history" ? What can this tell us about the culture the film was produce in (2007 USA) and what impressions does this give us about the history of the Great Depression? Think/pair/share Example The Rise of Nazi Germany 1. Be able to critically analyze how film is manipulated to portray a certain message 2. How Hitler was able to manipulate the people of Germany with the use of propaganda 3. Understand the effects of propaganda (verbal and visual) on the people of Germany and their support of the Nazi Party Introduction: Objective for the class Review of Hitler’s rise to power Questions: How did Hitler come to power in 1933? What were some of the important things Hitler did right when he came to power? Hook: Introduce the title of the film and get students to think about what the movie would be about. Lecture: Propaganda Activity: Watching clips from Triumph of the Will I will show a couple of different clips and after each one we will have a discussion about what the students see in the film in terms of content and methods of propaganda. I want the students to keep these questions in mind: Imagine you are a German citizen in 1934 and Hitler is coming to your town to speak to your people, how are you feeling? What are some of the things you are expecting him to talk about? \ Discussion: For each clip, I want the students to be able to summarize what they saw and tell me what they think. I want them not only to think about the techniques of the film but Hitler’s techniques in delivering his speeches. Closure: Assign homework assignment which will be collected next class. Students will be assessed on their journal responses based on the film and aspects of propaganda. Japanese Imperialism in the Asian Pacific Region 1.Decode a political cartoon or poster 2.Create their own, anti-Western political cartoons or posters from the Japanese perspective 3.Understand the process of designing a political cartoon or poster for propaganda purposes Hook: Free-Write & Discussion Model: How to Decode a Political Cartoon Review Japanese expansionism leading up to the Pacific War Activity: Each pair will analyze one of two anti-Japanese cartoons (attached). They will receive a set of prompts to help them decode the cartoon. Activity: For this activity,students will prepare their own political cartoon. They can choose any of the following events/issues on which to base their cartoon: 1) American acquisition of the Philippines in 1898 & threat of US presence in the Western Pacific 2) US opposition to League of Nations granting Japan trusteeship of Mariana, Caroline and Marshall island groups in the Pacific after WWI 3) Japanese population explosion, emigration to western nations, and American resistance to this (fear of cheap immigrant labour & loss of jobs) 4) Japan's perceived humiliation at the Washington Naval Conference 1921-22 5) US economic sanctions against Japan in the late 1930s 6) Internment of Japanese-Americans during WWII Review what was learned, with respect to critically analyzing media to determine bias and point of view, and recognizing that media can be used very effectively to dehumanize, antagonize, and create fear of a particular group of people, in this case the entire Japanese race, for propaganda purposes. A combination of formative and summative. During Activity 1, circulate to check that students understand how to decode a political cartoon. Note that they are answering the guiding questions in complete sentences and using examples from their cartoon to support their reasoning During Activity 2, circulate to check that students have an understanding of the process of designing a political cartoon and are applying the relevant concepts to their own drawing, which they will submit to the teacher. An exemplary cartoon will: Have clearly conveyed its focus (the issue/event) Trigger an emotional reaction Have a main/idea or message Be persuasive and interesting/amusing Portray persons, things, political events or situations in an exaggerated way Include at least one stereotype and one symbolic reference Be in color or pen/pencil During closure, note student participation in review to gauge students' attainment of the lesson. Joseph Stalin and the Cult of Personality 1. Students will be able to recognize the characteristics of Soviet propaganda against its own people 2. Analyze how Stalin was able to control the Soviet Union through the cult of personality 3. Explain the different aspects of the cult of personality in the Soviet Union 4. Analyze the consequences of the cult of personality on the Soviet people. example example Nazi Propaganda 1. Recognize the extent of Nazi Propaganda on the social, political, and economic life in Nazi Germany 2. Be able to recognize the effects of Nazi propaganda on internal and external relations 3. Take on the perspective of a propagandist and create their own piece of media The class will begin with a jigsaw exercise with various propaganda posters from the Nazi era. These will include posters advertising the 1936 Berlin Olympics, the autobahn built in the 1930's, the Nuremberg Laws, and others. Each group will receive a list of questions based on their source. They will have to analyze how this piece of propaganda was used and the effects it could have had on the perception of the Nazi regime. Each group will present their findings to the rest of the class. This will be the last lesson on Nazi Germany from 1933-1939 and therefore we will be able to synthesize everything we have learned about Nazi propaganda and its effects. Students will already have the skills to analyze propaganda in various forms. Therefore, our last discussion will incorporate conversation about the content of Nazi propaganda as well as the skills that are needed to be critical of the media. Following the discussion, each student will have a chance to create their own piece of propaganda. Students will be given the supplies and the second half of the class to make their own propaganda poster. I will be checking for understanding throughout the jigsaw activity and class discussion. As a formal assessment, students will hand in their piece of propaganda they constructed in the class. Students can make their piece of propaganda based on something that would have been seen in Nazi Germany. The propaganda can focus on economic, political, social, racial or foreign issues. After students have constructed their piece of propaganda, they are required to write a small description of their piece. Students need to articulate why they included or excluded certain things, and what messages they wanted to portray in their propaganda. They also need to explain how they think a viewer would interpret their piece and what effects it could have. This poster would get a mark out of 20 for creativity, accuracy, written component, and incorporation of a social issue that was prevalent in Nazi Germany. introduction to the Holocaust Students should be able to discuss e significance of the holocaust in terms of: antisemitism, the Nazi rise to power, the Nazi camp system, the Final Solution, and the world's response the Holocaust. Teacher puts students into groups of 2-3. Each group is asked to log on to the website: The Holocaust Explained and explore all the sections to fill in a graphic organizer. Teacher then assigns each group a different section of the website and asks th students to prepare presentation that discusses the key points of ire section. Teacher asks students fill out a peer evaluation for each presentation. Summative assessment- students are assessed on their graphic organizes as well as whether or not they meet the criteria of the rubric for the presentations. Peer evaluations- students use a rubric to evaluate each others presentations. Racist Perspectives through Media during WWII 1. Students will understand what propaganda is in the context of WW2 and present day. 2. Students will better understand tolerance and some factors that work against it. 3. Students will understand how Nazis used anti-sematic media played as part of the systematic lead up to the holocaust. 4. Review widespread mistreatment and marginalization of North American Japanese during WW2. Watch YouTube video “Holocaust documentary” Teacher asks students to consider why and how the Holocaust could have happened. Teacher-led discussion. Present photos 1 & 2 for the students to evaluate. Teacher will explain where and when each photo is from and a little of the background of each. Photo 1 is a poster for a film called the “Der ewige Jude” or the eternal Jew. It was a Nazi produced propaganda film that portrays Jewish people as cruel evil and corrupt. Intent on world domination. Photo 2 Is from a series of WW2 propaganda posters commissioned by the Douglas aircraft company and paid for by the U.S. government. The posters would have been displayed in factories to encourage employees to stop wasteful practices such as breaking tools. The character the Tokio Kid is always shown with a bloody knife, and may be a representation of Hideki Tojo. Go through the photo document questions 1-7. Question for students. Pretend that you are a member of one of the groups portrayed in either photo 1 or 2. Write a short journal entry on how it makes you feel and what you think the creator of the photo is trying to say. Be sure to mention where you saw the poster and witch one you are writing about. Students will be assessed on participation in the group discussion and on their responses in their journals. The Second World War in Europe 1. Students can understand and discuss significant aspects of WW2 such as battles, technology, important people and geography. First, teacher divides students into groups of 3-4 and gives a list of the key events and battles. Students must work together, without the use of their text books to try and guess the order in which the events took place. Once a team finishes or 5 minutes are up, the activity is over. Teacher asks students to remain in their small groups and gives each group a different event, battle or person from the war. Each group member is given a specific task such as making or providing a map, notetaker, questioner, etc. The students are asked to work cooperatively to create a simple poster that outlines the important aspects of their topic such as where it took place, who was involved, why it is significant and to ask some critical thinking questions about their topic for the rest of the class to answer. Teacher asks students to present their posters to the class and ask the questions. Formative assessment- can students arrange the information in order? Assesses students background knowledge of WW2. Summative assessment: does the poster fill all the criteria of the marking rubric? The Atomic Bomb and Total War 1.For students to consider aspects of technology and its impacts during WW2. 2.Students should be able to discuss the bombing of Hiroshima and to consider why the bomb was dropped. 3.To have students consider the power of text and image when looking critically about media. Teacher asks students to consider how media impacts the way we understand significant aspects of the past and then shows a video about The Manhattan Project. Teacher gives students a newspaper headline and asks th students to write down all th information they learn from the text. Teacher discusses the importance of considering how text and images can work together to say something. Asks students to consider things such as bias, inference, and critical media literacy. Teacher gives students some images to go along with the headlines and asks students to consider how the meanings of the headlines change when an image is included. Next, teacher asks students to find an image in their text book and to add words to change the meaning of the image. Teacher gives students a series of images, images with text, text only primary sources and asks students to rate their value and to put them in chronological order on a timeline, Formative assessment: discussion of the reasons for using the atomic bomb Summative assessment: timeline in proper chronological order. The end of the Second World War and Shifts in World Powers Example Example Example

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

Introduction to the Holocaust through Propaganda

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

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

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

Japanese Imperialism in the Asia Pacific Region

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

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

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).

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

CML material	Intelligence type	lesson example	activity example
words	linguistic, visual	linguistic analysis, connotations, semiotics, primary or secondary document analysis	Define "Environment" using a Venn Diagram with your class.
numbers or logic	logical-mathematical	tax	Evaluate what is considered taxable & except under the GST in BC and ask student to evaluate some arguments for and against this tax. Ask if they think it is a fair tax for underage minors to pay on some items.
images	visual	I <3 NY	Ask students to brainstorm the purpose of anoymous public or street art. Alternatively, interrogate a historical photo or contemporary image.
music	audio, musical	Canadian nationalism: folk & news narratives	Play the Wreck of the Edumund Fitzgerald & ask students to brainstorm why Gordon Lightfoot wrote song about this event, and why it became a the #1 Canadian hit in 1976.
reflection	intra-personal	creative writing in social studies	Ask students an open lead-in question, such as to imagine they are living in the time period of study, what would they be doing, seeing, hearing, tasting, smelling, feeling? Students could also write a sensory description of a favourite place today.
physical or tactile activity	bodily-kinesthetic	historical dramatization	Reader's Theatre, dramatization, or tabla rosa are popular physical exercises for secondary students. Ask students to blow up a dingy, then ask students to "portage" the field.
social experience	interpersonal	cooperative groupwork	Assign students a primary document, research project, or smaller activity to complete. Roles may be assigned to each member to ensure interest and contribution.
environment	naturalist	Native Spiritualism	Visit Xá:ytem Longhouse Interpretive Centre in Mission, British Columbia to learn about a major archeological Sto:lo site in the Vancouver region.

Resources and Materials for the Classroom

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

Image du jour

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

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.

Sample Clips

Network 1976

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

House Hippo Commercial

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

Manufacturing Consent

Love, Hate and Propaganda(CBC documentary)

Exit Through the Gift Shop

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

“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

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

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

Media Effects and Society. Elizabeth M. Perse

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

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

Do Androids Dream of Electric Sheep? Philip K. Dick

We Yevgeny Zamyatin

Website Resources

Access to Media Education Society.

Adbusters.

Appalachian Media Institute.

Canadian Centre for Policy Alternatives

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?

Educational Video Center.

Fakebook

Curriculum Connections with Media Literacy Week

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

FreeChild Project, Youth Media Organizations.

Global Action Project.

Gulf Islands Film and Television School.

Googlism.com

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

Just Think: Igniting Young Minds to Media Education.

The owners

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."

Oldversion.com

"Because newer is not always better"

"Find old or censored webpages"

Reporters Without Borders: For Freedom of Information

The Stanford Prison Experiment

Storifying History (Amy Burvall)

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

American Literacy Corporation. Youth Media Channel.

UNESCO, Magic briefing.

WikiLeaks

Wikiversity:Media Literacy in K-12 Settings

A Criticism of the Curriculum and Teaching Practices

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

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

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

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

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

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

Critical Media Literacy

Course: EDCP 333 Contemporary Issues in Social Studies Prof. E. Wayne Ross Authors: Ada, Raj, Colin, Phaidra, Jacee

Introduction: What is Critical Media Literacy?

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).

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) 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) 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

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.

Lessons: Objectives Methods Assessment The Great Depression and Global Perspectives Students should be able to identify a range of conditions that lead to the Great Depression such as : over-production, tariffs, stock market speculation and collapse. Students should be able to discuss and assess the causes of and responses to the Great Depression in terms of : fascism, communism, democracy, economic policies and distribution of wealth. Students will watch Zeitgeist Part 3 & evaluate the following Questions during the film, using the attached worksheet as a guideline for cinematic codes. -According to the film, what were the kinds of economic policies and distribution of wealth systems in the US which led to the Great Depression? - According to the film, what do the following terms look like? – over-production – stock market speculation and collapse – buying on margin – unregulated banking practices – tariffs How convincing is the evidence provided by the film makers? Is this an example of "revisionist history"? Is this an example of "economic history" ? What can this tell us about the culture the film was produce in (2007 USA) and what impressions does this give us about the history of the Great Depression? Think/pair/share Example The Rise of Nazi Germany 1. Be able to critically analyze how film is manipulated to portray a certain message 2. How Hitler was able to manipulate the people of Germany with the use of propaganda 3. Understand the effects of propaganda (verbal and visual) on the people of Germany and their support of the Nazi Party Introduction: Objective for the class Review of Hitler’s rise to power Questions: How did Hitler come to power in 1933? What were some of the important things Hitler did right when he came to power? Hook: Introduce the title of the film and get students to think about what the movie would be about. Lecture: Propaganda Activity: Watching clips from Triumph of the Will I will show a couple of different clips and after each one we will have a discussion about what the students see in the film in terms of content and methods of propaganda. I want the students to keep these questions in mind: Imagine you are a German citizen in 1934 and Hitler is coming to your town to speak to your people, how are you feeling? What are some of the things you are expecting him to talk about? \ Discussion: For each clip, I want the students to be able to summarize what they saw and tell me what they think. I want them not only to think about the techniques of the film but Hitler’s techniques in delivering his speeches. Closure: Assign homework assignment which will be collected next class. Students will be assessed on their journal responses based on the film and aspects of propaganda. Japanese Imperialism in the Asian Pacific Region 1.Decode a political cartoon or poster 2.Create their own, anti-Western political cartoons or posters from the Japanese perspective 3.Understand the process of designing a political cartoon or poster for propaganda purposes Hook: Free-Write & Discussion Model: How to Decode a Political Cartoon Review Japanese expansionism leading up to the Pacific War Activity: Each pair will analyze one of two anti-Japanese cartoons (attached). They will receive a set of prompts to help them decode the cartoon. Activity: For this activity,students will prepare their own political cartoon. They can choose any of the following events/issues on which to base their cartoon: 1) American acquisition of the Philippines in 1898 & threat of US presence in the Western Pacific 2) US opposition to League of Nations granting Japan trusteeship of Mariana, Caroline and Marshall island groups in the Pacific after WWI 3) Japanese population explosion, emigration to western nations, and American resistance to this (fear of cheap immigrant labour & loss of jobs) 4) Japan's perceived humiliation at the Washington Naval Conference 1921-22 5) US economic sanctions against Japan in the late 1930s 6) Internment of Japanese-Americans during WWII Review what was learned, with respect to critically analyzing media to determine bias and point of view, and recognizing that media can be used very effectively to dehumanize, antagonize, and create fear of a particular group of people, in this case the entire Japanese race, for propaganda purposes. A combination of formative and summative. During Activity 1, circulate to check that students understand how to decode a political cartoon. Note that they are answering the guiding questions in complete sentences and using examples from their cartoon to support their reasoning During Activity 2, circulate to check that students have an understanding of the process of designing a political cartoon and are applying the relevant concepts to their own drawing, which they will submit to the teacher. An exemplary cartoon will: Have clearly conveyed its focus (the issue/event) Trigger an emotional reaction Have a main/idea or message Be persuasive and interesting/amusing Portray persons, things, political events or situations in an exaggerated way Include at least one stereotype and one symbolic reference Be in color or pen/pencil During closure, note student participation in review to gauge students' attainment of the lesson. Joseph Stalin and the Cult of Personality 1. Students will be able to recognize the characteristics of Soviet propaganda against its own people 2. Analyze how Stalin was able to control the Soviet Union through the cult of personality 3. Explain the different aspects of the cult of personality in the Soviet Union 4. Analyze the consequences of the cult of personality on the Soviet people. example example Nazi Propaganda 1. Recognize the extent of Nazi Propaganda on the social, political, and economic life in Nazi Germany 2. Be able to recognize the effects of Nazi propaganda on internal and external relations 3. Take on the perspective of a propagandist and create their own piece of media The class will begin with a jigsaw exercise with various propaganda posters from the Nazi era. These will include posters advertising the 1936 Berlin Olympics, the autobahn built in the 1930's, the Nuremberg Laws, and others. Each group will receive a list of questions based on their source. They will have to analyze how this piece of propaganda was used and the effects it could have had on the perception of the Nazi regime. Each group will present their findings to the rest of the class. This will be the last lesson on Nazi Germany from 1933-1939 and therefore we will be able to synthesize everything we have learned about Nazi propaganda and its effects. Students will already have the skills to analyze propaganda in various forms. Therefore, our last discussion will incorporate conversation about the content of Nazi propaganda as well as the skills that are needed to be critical of the media. Following the discussion, each student will have a chance to create their own piece of propaganda. Students will be given the supplies and the second half of the class to make their own propaganda poster. I will be checking for understanding throughout the jigsaw activity and class discussion. As a formal assessment, students will hand in their piece of propaganda they constructed in the class. Students can make their piece of propaganda based on something that would have been seen in Nazi Germany. The propaganda can focus on economic, political, social, racial or foreign issues. After students have constructed their piece of propaganda, they are required to write a small description of their piece. Students need to articulate why they included or excluded certain things, and what messages they wanted to portray in their propaganda. They also need to explain how they think a viewer would interpret their piece and what effects it could have. This poster would get a mark out of 20 for creativity, accuracy, written component, and incorporation of a social issue that was prevalent in Nazi Germany. introduction to the Holocaust Students should be able to discuss e significance of the holocaust in terms of: antisemitism, the Nazi rise to power, the Nazi camp system, the Final Solution, and the world's response the Holocaust. Teacher puts students into groups of 2-3. Each group is asked to log on to the website: The Holocaust Explained and explore all the sections to fill in a graphic organizer. Teacher then assigns each group a different section of the website and asks th students to prepare presentation that discusses the key points of ire section. Teacher asks students fill out a peer evaluation for each presentation. Summative assessment- students are assessed on their graphic organizes as well as whether or not they meet the criteria of the rubric for the presentations. Peer evaluations- students use a rubric to evaluate each others presentations. Racist Perspectives through Media during WWII 1. Students will understand what propaganda is in the context of WW2 and present day. 2. Students will better understand tolerance and some factors that work against it. 3. Students will understand how Nazis used anti-sematic media played as part of the systematic lead up to the holocaust. 4. Review widespread mistreatment and marginalization of North American Japanese during WW2. Watch YouTube video “Holocaust documentary” Teacher asks students to consider why and how the Holocaust could have happened. Teacher-led discussion. Present photos 1 & 2 for the students to evaluate. Teacher will explain where and when each photo is from and a little of the background of each. Photo 1 is a poster for a film called the “Der ewige Jude” or the eternal Jew. It was a Nazi produced propaganda film that portrays Jewish people as cruel evil and corrupt. Intent on world domination. Photo 2 Is from a series of WW2 propaganda posters commissioned by the Douglas aircraft company and paid for by the U.S. government. The posters would have been displayed in factories to encourage employees to stop wasteful practices such as breaking tools. The character the Tokio Kid is always shown with a bloody knife, and may be a representation of Hideki Tojo. Go through the photo document questions 1-7. Question for students. Pretend that you are a member of one of the groups portrayed in either photo 1 or 2. Write a short journal entry on how it makes you feel and what you think the creator of the photo is trying to say. Be sure to mention where you saw the poster and witch one you are writing about. Students will be assessed on participation in the group discussion and on their responses in their journals. The Second World War in Europe 1. Students can understand and discuss significant aspects of WW2 such as battles, technology, important people and geography. First, teacher divides students into groups of 3-4 and gives a list of the key events and battles. Students must work together, without the use of their text books to try and guess the order in which the events took place. Once a team finishes or 5 minutes are up, the activity is over. Teacher asks students to remain in their small groups and gives each group a different event, battle or person from the war. Each group member is given a specific task such as making or providing a map, notetaker, questioner, etc. The students are asked to work cooperatively to create a simple poster that outlines the important aspects of their topic such as where it took place, who was involved, why it is significant and to ask some critical thinking questions about their topic for the rest of the class to answer. Teacher asks students to present their posters to the class and ask the questions. Formative assessment- can students arrange the information in order? Assesses students background knowledge of WW2. Summative assessment: does the poster fill all the criteria of the marking rubric? The Atomic Bomb and Total War 1.For students to consider aspects of technology and its impacts during WW2. 2.Students should be able to discuss the bombing of Hiroshima and to consider why the bomb was dropped. 3.To have students consider the power of text and image when looking critically about media. Teacher asks students to consider how media impacts the way we understand significant aspects of the past and then shows a video about The Manhattan Project. Teacher gives students a newspaper headline and asks th students to write down all th information they learn from the text. Teacher discusses the importance of considering how text and images can work together to say something. Asks students to consider things such as bias, inference, and critical media literacy. Teacher gives students some images to go along with the headlines and asks students to consider how the meanings of the headlines change when an image is included. Next, teacher asks students to find an image in their text book and to add words to change the meaning of the image. Teacher gives students a series of images, images with text, text only primary sources and asks students to rate their value and to put them in chronological order on a timeline, Formative assessment: discussion of the reasons for using the atomic bomb Summative assessment: timeline in proper chronological order. The end of the Second World War and Shifts in World Powers Example Example Example

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

Introduction to the Holocaust through Propaganda

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

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

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

Japanese Imperialism in the Asia Pacific Region

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

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

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).

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

CML material	Intelligence type	lesson example	activity example
words	linguistic, visual	linguistic analysis, connotations, semiotics, primary or secondary document analysis	Define "Environment" using a Venn Diagram with your class.
numbers or logic	logical-mathematical	tax	Evaluate what is considered taxable & except under the GST in BC and ask student to evaluate some arguments for and against this tax. Ask if they think it is a fair tax for underage minors to pay on some items.
images	visual	I <3 NY	Ask students to brainstorm the purpose of anoymous public or street art. Alternatively, interrogate a historical photo or contemporary image.
music	audio, musical	Canadian nationalism: folk & news narratives	Play the Wreck of the Edumund Fitzgerald & ask students to brainstorm why Gordon Lightfoot wrote song about this event, and why it became a the #1 Canadian hit in 1976.
reflection	intra-personal	creative writing in social studies	Ask students an open lead-in question, such as to imagine they are living in the time period of study, what would they be doing, seeing, hearing, tasting, smelling, feeling? Students could also write a sensory description of a favourite place today.
physical or tactile activity	bodily-kinesthetic	historical dramatization	Reader's Theatre, dramatization, or tabla rosa are popular physical exercises for secondary students. Ask students to blow up a dingy, then ask students to "portage" the field.
social experience	interpersonal	cooperative groupwork	Assign students a primary document, research project, or smaller activity to complete. Roles may be assigned to each member to ensure interest and contribution.
environment	naturalist	Native Spiritualism	Visit Xá:ytem Longhouse Interpretive Centre in Mission, British Columbia to learn about a major archeological Sto:lo site in the Vancouver region.

Resources and Materials for the Classroom

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

Image du jour

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

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.

Sample Clips

Network 1976

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

House Hippo Commercial

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

Manufacturing Consent

Love, Hate and Propaganda(CBC documentary)

Exit Through the Gift Shop

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

“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

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

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

Media Effects and Society. Elizabeth M. Perse

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

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

Do Androids Dream of Electric Sheep? Philip K. Dick

We Yevgeny Zamyatin

Website Resources

Access to Media Education Society.

Adbusters.

Appalachian Media Institute.

Canadian Centre for Policy Alternatives

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?

Educational Video Center.

Fakebook

Curriculum Connections with Media Literacy Week

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

FreeChild Project, Youth Media Organizations.

Global Action Project.

Gulf Islands Film and Television School.

Googlism.com

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

Just Think: Igniting Young Minds to Media Education.

The owners

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."

Oldversion.com

"Because newer is not always better"

"Find old or censored webpages"

Reporters Without Borders: For Freedom of Information

The Stanford Prison Experiment

Storifying History (Amy Burvall)

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

American Literacy Corporation. Youth Media Channel.

UNESCO, Magic briefing.

WikiLeaks

Wikiversity:Media Literacy in K-12 Settings

A Criticism of the Curriculum and Teaching Practices

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

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

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

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

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

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

Trainspotting: "Choose Life"

Morpheus: Introduction

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."

Entering The Matrix: Critical Media Literacy

By Ada, Colin, Jacee, Phaidra, Raj

Morpheus: Introduction

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."

The Red Pill: Theory

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

File:History12IRPCritique.pdf

Workshop #8 Critical Media Literacy

Readings:

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

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

How to make a tin foil hat

Links

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

Manufacturing Consent- Noam Chomsky and the Media

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

Ross recommends: Adbuster's teacher's guide

w/ lessons

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

Connect to Marshall McLuhan

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.

Anything?

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)