Journal (30% of Unit Grade) In the first entry, answer the following questions: What are the electronic media you use most frequently (computer, internet, television, videogames, radio, etc.)? Why do you use each medium (relaxation, boredom, schoolwork, for fun, to find information, entertainment, etc.)? With whom do you usually use each medium you’ve listed (parents, friends, siblings, alone)? At what times do you usually use each medium (after school, in the morning, after school, during school, before bed)? For how long do you use each medium (one hour, thirty minutes, ten minutes, etc.)? Are there rules for media use at home? Can you watch whenever and whatever you’d like? Can you connect to the internet without restriction? Who has the control of the television remote? What media do you have in your bedroom? Is using media alone different from using it with others? How? What feelings do you experience after consuming each medium (eg., guilty, tired, sad, happy, angry, bored)? Why? Do your feelings differ depending on the medium? Keep a journal. Document instances when you are being misled, sold, or participating in a media. Collect at least five examples a week, for a total of 15 entries. Examples can range from illegitimate sources, to advertisements, to half truths, to a peer’s actual lie, to a lie of your own. For each entry tell the o Medium (conversation, TV, radio, books, billboard, webpage etc.) o Content (what you are looking at, watching, listening to) o Duration (in passing, 10 minutes, etc.) o Circumstances surrounding the interaction (such as “saw a billboard driving”, “while watching TV with my brother”, or “while talking with my girlfriend”) Respond to the interaction o Is what the sender is sending the same as what the receiver is receiving? o If not, how does it differ? o Is the sender aware of this difference? o What techniques does the sender use to twist meaning? o How do you feel about it? Have journals ready for conferencing at the end of each week of the unit. Adapted from: Cooper, Pamela and Sherwyn Morreale ed. Creating Competent Communicators. Activites for Teaching Speaking, Listening, and Media Literacy in Grades 7-12. Scottsdale: Holcomb Hathaway, 2003: 75-78.