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Media Literacy= Being
able to read and
understand
communicated messages
both obvious and not so
obvious
All media messages – TV
shows, newspapers, movies,
advertisements, etc. – are
made or constructed by people.
One of the most important
media literacy skills is
deconstruction – closely
examining and “taking apart”
media messages to understand
how they work.
Mad Men: The Carousel (video)
There is no one
“correct” way to
deconstruct a media
message – each of
us interprets media
differently, based on
our own knowledge,
beliefs, experiences,
and values.
Just be prepared
to explain your
interpretation.
Deconstructing a media message can help us
understand who created the message, and who is
intended to receive it. It can reveal how the media
maker put together the message using words,
images, sounds, design, and other elements. It can
expose the point of view of media makers, their
values, and their biases. It can also uncover hidden
meanings – intended or unintended.
Key concepts
for
deconstructing
media
Key Concepts of Deconstruction
• Source
• Audience
• Text
• Subtext
• Persuasion Techniques
• Point of View
SOURCE
All media messages are created. The creator could be an individual writer,
photographer or blogger. In the case of a Hollywood movie, the
scriptwriter, director, producer, and movie studio all play a role in
creating the message. Ads are usually put together by ad agencies, but the
“creator” is really the client – the company or organization that’s paying
for the ad. The key point is: Whose message is this? Who has control over
the content?
Audience
Media messages are
intended to reach
audiences. Some – like
primetime TV shows are designed to reach
millions of people.
Others – like a letter or
email – may be intended
only for one person.
Most media messages
are designed to reach
specific groups of people
– defined by age, gender,
class, interests, and
other factors – called the
“target audience.”
http://www.youtube.com/watch?v=Hx6mxDIKnYs
Text
We often use the word “text” to mean “written words.” But in media
literacy, “text” has a very different meaning. The text of any piece
of media is what you actually see and/or hear. It can include
written or spoken words, pictures, graphics, moving images,
sounds, and the arrangement or sequence of all of these elements.
Sometimes the text is called the “story” or “manifest text.” For most
of us, the text of a piece of media is always the same.
http://www.youtube.com/watch?v=5-q4kZDIfk0
Subtext
http://www.youtube.com/watch?v=TmQRfQtS7Xc
The “subtext” is an individual interpretation of a media
message. It is sometimes called the “latent text.” The
subtext is not actually heard or seen; it is the meaning we
create from the text in our own minds. While media
makers often create texts that suggest certain subtexts,
each person creates their own subtext (interpretation)
based on their previous experiences, knowledge,
opinions, attitudes, and values. Thus, two people
interpreting the same text can produce two very different
subtexts.
Point of View
No one tells the whole story. Everyone tells
part of the story from their point of view.
Deconstructing a media message can expose
the values and biases of the media maker,
and uncover powerful ideological and value
messages.
http://www.bobsblitz.com/2012/03/what-if-three-littlepigs-killed-wolf.html
Persuasion
Techniques
Media messages use a
number of techniques
to try to persuade us
to believe or do
something. If we can
spot the techniques
being used, we’re less
likely to be persuaded,
and more likely to
think for ourselves.
Basic persuasion techniques
•Association
•Repetition
•Bandwagon
•Testimonials
•Beautiful people
•The big lie
•Bribery
•Flattery
•Celebrities
•Glittering generalities
•Experts
•Name-calling
•Explicit claims
•Rhetorical questions
•Fear
•Scientific “evidence”
•Humor
•Symbols
•Intensity
•New/Nostalgia
•Maybe
•Warm & Fuzzy
•Plain folks
Let’s break it down by looking at a
sample deconstruction…
Deconstruct this magazine ad using these questions:
1. Whose message is this? Who created or paid for it? Why?
2. Who is the “target audience”? What is their age, ethnicity, class,
profession, interests, etc.? What words, images or sounds
suggest this?
3. What is the “text” of the message? (What we actually see and/or
hear: written or spoken words, photos, drawings, logos, design,
music, sounds, etc.)
4. What is the “subtext” of the message? (What do you think is the
hidden or unstated meaning?)
5. What kind of lifestyle is presented? Is it glamorized? How?
6. What values are expressed?
7. What tools of persuasion are used?
8. What positive messages are presented? What negative
messages are presented?
9. What groups of people does this message empower? What
groups does it disempower? How does this serve the media
maker's interests?
Whose message
is this? Who
created or paid
for it? Why?
This message belongs to an
ad campaign for Tommy
Hilfiger clothes. The
advertisement was created
and paid for by the company
to promote its fall 2011 line.
2. Who is the “target audience”? What is their
age, ethnicity, class, profession, interests,
etc.? What words, images or sounds suggest
this?
This advertisement targets people of several
races and ages. This is because we see
fifteen people of various races ranging in age
from about 8 to the mid- to- late 50’s. The ad
also targets anyone who enjoys football
tailgating (coolers, chairs, blankets). The
people are more dressed up than average
tailgaters and they have brought their basset
hounds. These details suggest an appeal to
the upper class or those who desire to seem
upper class. There is also an appeal to those
who value family. The ad targets people who
want to have fun with family.
Let’s break it down by looking at a
sample deconstruction…
3. What is the “text” of the message? (What we
actually see and/or hear: written or spoken words,
photos, drawings, logos, design, music, sounds, etc.)
We see “The Hilfigers.” A “family” of fifteen,
featuring various ages and races. They are
well dressed in clothes that show coordinating
colors. We know they are tailgating from the
cars (Mercedes), blankets, cooler, and outdoor
setting. The ad also says, “tail*gate*ius
ulti*ma/tus.” Two of the women are holding
basset hounds. One family member, Chloe
Hilfiger, is featured at the upper right corner. It
says, “Meet them.” Some family members are
smiling and gesturing, some have more typical
model poses. The “father” holds a newspaper.
The young boy wears “indian” feathers and his
hand over his mouth as if he is “playing indian.”
Let’s break it down by looking at a
sample deconstruction…
4. What is the “subtext” of the message? (What do you think
is the hidden or unstated meaning?)
The ad uses, “tail*gate*ius ulti*ma/tus,”
which, in a strange version of Latin,
suggests that this family is the ultimate
tailgate family. The use of fake Latin
seems to denote that these are educated
people. It is also meant to be humorous.
The basset hounds, dogs originally bred
by French aristocrats to hunt rabbits,
suggest wealth and privilege.
The ad suggests that
people of all ages,
genders, and races
should wear Tommy
Hilfiger clothes, and
that if one does, he will
seem wealthy,
educated, and
interesting.
One family member,
Chloe Hilfiger, is
featured at the upper
right corner. It says,
“Meet them” as if the
family consists of
movie characters.
5. What kind of lifestyle is
presented? Is it
glamorized? How?
A wealthy, happy,
and carefree life full
of leisure time with a
diverse and
educated family is
presented in this
advertisement. It is
glamorized by the
expensive cars,
clothes, and laid
back (if not slightly
snobby) attitude of
the models.
6. What values are expressed?
Some values that are key in this
advertisement are family, the
appreciation of sports, carefree
living, and the value of diversity,
education, and wealth.
7. What “tools of persuasion” are used?
-Beautiful people: There are paid models in this ad
and they are all attractive.
-Association: Hilfiger is related to fun, leisure, and
popularity.
-Plain folks: The ad features models that are not
famous celebrities.
-Bandwagon: In order to be cool and popular you
need to wear Hilfiger because everyone in this large,
cool family does.
-Symbols: Basset hounds/Mercedes denote wealth,
newspaper= education, coolers= leisure
-Timing: This ad was found in national fashion
magazines during Fall 2011 fashion campaigns and
the football season.
-Warm and Fuzzy: The use of kids and dogs appeals
to people’s appreciation of the cute
-Nostalgia/New: There is a mix of 70’s style and a
new, more diverse, American family
8. What positive messages are
presented? What negative
messages are presented?
The positive messages presented in
this ad are family, education, people
coming together, and being
outdoors. A negative message
presented in this ad is the
stereotypical representation of a
child playing playing at “indian”
which resulted in the offending
some Native Americans citizens.
9. What groups of people does
this message empower? What
groups does it disempower? How
does this serve the media
maker's interests?
This ad empowers people in inter-racial
relationships and those with strong family
bonds. This ad disempowers Native
Americans by simplifying the Native
American experience to cartoonish
proportions. It also disempowers those who
do not have large, close families, and those
who cannot afford Tommy Hilfiger’s
expensive clothes.
10. What part of the story is not being
told? How and where could you get
more information about the untold
stories?
This is Tommy Hilfiger’s actual family.
Members are not large in number, nor or
diverse in race. They do, however, span in
age, as Tommy’s second wife sits to his left,
and his three children on his lap and to the
right.
So, let’s
deconstruct…….
Super Bowl Ads…
• Halftime in America
http://www.youtube.com/watch?v=_PE5V4U
zobc
• Dog Strikes Back
http://www.youtube.com/watch?v=09EYFJ4Clo
Compare these ads. How are they similar? How are they different?
PBS Media Literacy Site