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| Module 1 | | Goals and Curriculum Frameworks for Media Literacy Instruction |
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This course is designed to help you teach media literacy in your classroom. It is designed to help you achieve the following objectives, objectives that will be addressed in the different modules in this course: |
understand different theoretical justifications of film, television, media study. Because media studies is often marginalized in school curriculum, you will need to be able to justify teaching media studies in the classroom, the focus of this first module.
use of a "media lab"/web-based approach to film, television, media study. One approach to learning to critically analyze the media is to transform the classroom into a "media lab" in which, as in a chemistry lab, "dissect" and critically analyze media texts-ads, film clips, TV program clips, websites, magazines, newspapers, etc. By bringing in and working with these texts into the classroom, they learn to employ various practices involved in critically analyzing texts.
understand and critique the uses and impact of digital media literacies, particularly the Internet. One of the most important new media tools is the Internet. Students need to be able to stand back and critically examine their own participation on the Internet, as well as how various digital literacies are changing society, for example, how on-line chat is shaping social relationships. Through having students participate in their own on-line exchanges as part of your course, you can then use that participation to have them reflect on the identities, social relationships, stances, and attitudes they adopt through their participation.
understand the purpose for the use of different film/video techniques and techniques for teaching these techniques to students; critically analyze the aesthetic aspects of film/television/video production. In order to critically analyze media representations, students need to have some understanding of effective uses of production techniques to examine, for example, the uses of fast-cutting in television ads, as a means of assigning certain meanings to a product. Students can best learn film/video techniques through their own productions employing new digital production techniques.
understand and apply different critical approaches to studying media: aesthetic, semiotic, genre, mythic, poststructuralist, psychological, discourse analysis, cultural studies, Marxist, feminist, and postcolonial. Students, particularly those at the high school level, need to learn different approaches to critically analyzing media texts. These different critical approaches provide students with insights into how media texts reflect and influence social and cultural practices. For example, applying a postcolonial perspective helps students understand the Western bias inherent in media representations of Africa, the Mideast, and Asia.
demonstrate the ability to conduct critical analyses of media representation, invited stances, value assignments, and genre characteristics. Media represents social and cultural practices in ways that reflect ideological and cultural orientations. Representations of gender, class, and race in the media often reflect traditional white, male ideological constructions of gender, class, and race. Western media representations of African, Mideastern, and Asian societies portray these societies as backward, uncivilized, and unsophisticated relative to European or American value systems. Unpacking the ideological assumptions and biases behind these representations provides students with a more complex understanding of their world.
understand various genre conventions constituting film and television genres constituting prototypical roles, settings, storylines, conflicts, themes, and value assumptions. Understanding the genre conventions helps students learn to critique the effectiveness in employing genre features, as well as the ideological perspectives underlying genres, for example, the ways in which crime/detective genres reflect an "eye-for-an-eye" conservative perspective on crime.
understand and study ways in which audiences construct the meaning of media texts through specific social practices within specific cultural contexts, for example, the ways in which participants in on-line chat rooms construct their identities and status through their language use and knowledge of the norms operating in the chat room.
understand the ways in which popular music and musicians achieve emotional and cultural appeal and popularity, particularly in terms of audiences' own music tastes, knowledge of specific music genres and the history of those genres, and autobiographical experiences with music.
understand and critique print and television news presentation and analysis of news, particularly in terms of their objectivity, depth of coverage, and contextualizing of news events in terms of background historical, economic, and political perspectives.
understand and critique documentaries in terms of their objectivity, accuracy, multiple perspectives, use of interviews, and editing; recognizes differences between traditional and cinema verite documentary conventions and philosophy.
understand the economic and consumer forces shaping commercial media and the impact of the increasing consolidation of media ownership by corporate conglomerates on the content and distribution of media texts.
develop instructional activities and curriculum that involve students in responding to and critically analyzing media texts; develop methods for helping students define similarities and differences between the experiences of different types of media, as well as intertextual connections between media. Develop curriculum based on strategies related to understanding and producing media.
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