Lee Rother, PhD email@example.com WHAT IS MEDIA EDUCATION? WHAT MEDIA EDUCATION IS NOT • Not only teaching through and with media • Media bashing • Protectionist • Video production only • Study of television only • Audio-visual only MEDIA EDUCATION ADDRESSES • How we understand and consume information. • How we construct our identity in both social and school/workplace worlds. • The abilities citizens/workers must have in the 21st century knowledge and global economy. MEDIA & DIGITAL LITERACY The skills to responsibly use appropriate technology to access, synthesize, evaluate, communicate and create information to solve problems and improve learning in all subject areas. A CONSTRUCTIVIST APPROACH • • • • • • • • • • • Teaching ABOUT media How meaning is created Cross-discipline Active exploration Knowledge based Builds on prior knowledge Inquiry and research process Collaboration/teamwork Hands on/active Real world issues/authentic audience Sets of skills, knowledge, & abilities BENEFITS • • • • • • Bridges the ‘quantum leap’ Acts as an ‘equalizer’ Media are common experience Comfortable and familiar Active learning Encourages expression through print & non-print texts and languages • Motivates through issues relevant to students • Keeps me young MEDIA EDUCATION KEY CONCEPTS • Media construct reality • Audiences negotiate meaning • All media texts contain value and ideological messages • All media texts have commercial implications MEDIA CONSTRUCT REALITY HOW DO WE RECOGNISE and UNDERSTAND TEXTS? How do you know what it means? What sort of text is it? Who produced it and why? What techniques were used? Who might see it & in what context? What is the message? FRAMING DENOTATION CONOTATION VISUAL CUES AUDITORY CUES Slide/camera activity WAIT FOR ME! ME STUPID MZUNGI Don’t judge too quickly QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. AUDIENCES NEGOTIATE MEANING At whom is the text aimed and how do we know this? Audience decode cultural and media codes Multiple readings Dominant & oppositional readings Based on age, gender, social economic status, etc, what response might they make of the text? Barbie, ALL MEDIA TEXTS HAVE IDEOLOGICAL AND VALUES MESSAGES What is the message? Whose interests are being served in the message? NO TEXT IS NEUTRAL How does this apply to school texts? QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. NAME THE MAGAZINE THE ERA QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. QuickTime™ and QuickTime™ and a a (Uncompressed) decompressor TIFF TIFF (Uncompressed) decompressor neededto to see see this picture. are are needed this picture. watches OPPOSITIONAL ADS AD BUSTERS ALL MEDIA TEXTS ARE SUBJECT TO COMMERCIAL CONTROL • Why was the product produced? • Who benefits economically from the product ? • Who owns the product ? • What legal implications are there ? Cards Comics ANALYZING A TEXT PUTTING IT ALL TOGETHER • What kind of text is it? • How do we know this? • What kinds of conventions are followed? • What kind of techniques are used to attract my attention? MEDIA LITERACY FRAMEWORK (Eddie Dick, Scotland) PRODUCTION Media messages have commercial implications Media have value & ideological implications READING/ANALYZING PRODUCTION WRITING/PRODUCING distribution ownership technology codes & practices legality control finance I fully realise that I have not succeeded in answering all of your questions. Indeed, I feel that I have not answered any of them completely. The answers I have found only serve to raise a whole new set of questions; which only lead to new issues, some of which we weren’t even aware were issues. To sum it all up…in some ways we are as confused as ever, but on a higher level and about more important things.