As impressionable as young people
are it is very important to teach them how to be critical consumers of media.
Let's teach them how to be "crap detectives". This could not only be
a new and exciting way to get students involved in their own learning, but will
help change the quote, “While some major inroads have been made, such as
getting elements of media literacy included in most of the 50 state’s
educational standards and the launching of two national media education
organizations, most teachers and students in the USA are not aware of issues
involved in media literacy education.” (Kellner and Share, Page 369) This
quote bothered me. I checked the date of the article - September 2005. I
wonder, is this still true today? I would hope not.
"Indeed, in the current
information/communication technology environment traditional print literacy
takes on increasing importance in the computer-mediated cyberworld as
people need to critically scrutinize and scroll tremendous amounts of
information, putting new emphasis on developing reading and writing abilities.
For instance, Internet discussion groups, chat rooms, e-mail, blogs, wikis, and
various Internet forums require writing skills in which a new emphasis on the
importance of clarity and precision is emerging.2" (Kellner and Share,
Page 370) I have to say I haven't really thought about a new emphasis on
developing writing abilities as much as I have on the development of
reading ability in this instance. I feel the writing ability of most students
has gone dramatically downhill since texting was introduced. It is always
refreshing to read something that is well written. So as we join the Media
Literacy movement, perhaps we can improve on the critical thinking skills of
students as they express themselves in writing as well.
I am becoming aware of something I
take for granted, deciphering media. I haven't really considered how many
people in the US really can't make a division between what is real and what is
not although I know there are some. As long as I can remember, I have
always been able to do this. I have taught my children this same thing since
they were young. In the classroom I feel I have been able to convey to students
the importance of deciphering media, but I'm not with them all day. I can only
hope they will think about the discussion and make good decisions for
themselves. So when I say I didn't even know who Cameron Russell was you
understand why. Even though I probably have seen her in the media, I'm not
sure I would recognize her again. She seemed incredibly nervous and I
felt sorry for her. I hope since her TED talk delivery she has been able to
find some sense of security in who she is.
Showing images of herself taken on
the same day or about the same time as the image of the "media her" next
to each other supports Neil Postman's concerns about
"crap-detection". It is essential that young girls or males
distinguish between what is media and what is real. It is clear from the talk
that Cameon Russell wants others to know who she really is. This was
a great example of the quote "Media do not present reality
like transparent windows or simple reflections of the world because media
messages are created, shaped, and positioned through a construction
process." (Kellner and Share, Page 374)
I don't watch a lot of
TV, but when I do I try to watch the commercials specifically for how they are
put together and if they get the appropriate message across. One could start
with this seemingly simple visual and have students use the idea of "separating
what they see or hear from what they think or feel." (Kellner and Share, Page 374)
A bottle of Listerine,
boxing . . . hmmmm. What is this saying? Your breath stinks? Someone who
uses Listerine will beat you up? Users of Listerine can box? Everybody boxes? Students may and probably will come up with many more questions about this simple advertisement.
Works Cited
Kellner,
Douglas, and Jeff Share. “Toward critical media literacy: Core concepts,
debates, organizations, and policy.” Discourse: studies in the cultural
politics of education 26.3 (2005): 369-386.
Postman,
Neil. “Bullshit and the art of crap-detection.” Annual convention of the national council of Teacher of English,
Washington, DC. Vol 17. September 1969
TED Talks. “Cameron Russell: Looks
aren’t everything. Believe me, I’m a model.” YouTube. YouTube.16 January 2013. Web. 24 August 2015
The Blaze Deconstruction
The Blaze is a company that bills themselves as "a news and information website, TV network, digital
radio network and small business marketplace – but above all else we are a
community of people, bound together by a shared set of values: Truth. Respect.
Ingenuity and Family." They link themselves with right-winged,
conservative Glenn Beck who freely gives his perspective.
The article referred to on the front
cover, "Collective: Common Core's Threat to Our Kids, Our Freedom, and Our
Future" was written by the executive editor and one of the creators or The
Blaze, Chris Fields. It was probably written to undermine the Common Core's
intended purpose of independent thinking and rigorous standards.
The targeted audience would be adults with the
same views as conservative, right winged politicians and adults with children
in the public education system.
Personally, the only thing that holds my attention is the chalkboard
and students in the classroom setting with the cloud thinking bubble and the word
"collective". What are they collectively doing? One student is
looking out the window (thinking perhaps) or at the teacher. One is looking
something up in the book. Others are writing. The letters of the article title
are clear and draw attention. Some things to ponder: Where is the teacher?
Where is the technology? If it is collective why are they sitting in rows? What
are the students doing? How old is this picture that the classroom has a
chalkboard? What subject is this? Do all classrooms look like this? Are all of
these students thinking the same thing or just thinking at the same time? Perhaps
this is an illustration of each student putting their individual work into
one big collective bubble.
The words threat, kids, freedom and future point me in the direction of
the persuasive technique of loaded language. Who wants to have their kids,
freedom and future threatened? How are these kids a threat to our freedom and
future? How is the chalkboard a threat to our kids? Is thinking the threat?
Perhaps there will be some research done to make sure this classroom has
technology available to the teacher and students.
I probably wouldn’t read
this article unless I was required to. I would just go through the questions
and thoughts I mentioned above and move on.
