Critical Media Literacy: Core Concepts and Debates

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) 

“Boxer” (1991) (Director: John Lasseter, Producer: Ralph Guggenheim) from www.pixartalk.com 

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.