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This is an introductory lecture on media literacy for my Media Literacy course.

This is an introductory lecture on media literacy for my Media Literacy course.

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  • Youth media expresses identity as embodied social speech acts.
  • and created with varying degrees of agency.
  • in layers of meaning and identities

CI4830 introduction CI4830 introduction Presentation Transcript

  • Introduction to Media Literacy Dr. Damiana Gibbons CI4830: Media Literacy January 17, 2013
  • What does media literacy mean?
  • “Media Literacy is typically defined as the ability to access, analyze,Media evaluate, and produceLiteracy communication in a variety of forms.” Schiebe & Rogow, 2008
  • The process of effective media analysis is based on the following concepts: 1. All media messages are “constructed.” 2. Each medium has different characteristics, strengths, and a unique “language” of construction. 3. Media messages contain embedded values and points of view. 4. All media messages contain embedded values and points of view. 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages. 6. Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Schiebe & Rogow, 2008
  • Identities Cultural InteractionsMediaLiteracy Burn & Durran, 2007
  • Critical ThinkingMedia CriticalLiteracy Critical Awareness Burn & Durran, 2007
  • MediaLiteracy Meaning Making Creative Production Burn & Durran, 2007
  • Identities Cultural Interactions Critical ThinkingMedia CriticalLiteracy Critical Awareness Meaning Making Creative Production Burn & Durran, 2007
  • What does 21st Century Media Literacy look like?
  • Bahktin, 1919/1993, 1986; Soep, 2006
  • Burn & Parker, 2003; Rogers & Schofield, 2005; Stein, 2007
  • Pahl, in press; Nelson, Hull, & Roche-Smith, 2008; Leander & McKim, 2003
  • But how do we do media literacy analysis?
  • Print Texts They shoot the white girl first. With the rest they can take their time. No need to hurry out here.They are seventeen miles from a town which has ninety miles between it and any other. Hiding placeswill be plentiful in the convent, but there is time and the day has just begun. They are nine, over twice the number of the women they are obliged to stampede or kill and theyhave the paraphernalia for either requirement: rope, a palm leaf cross, handcuffs, Mace and sunglasses,along with clean, handsome guns. They have never been this deep in the Convent. Some of them have parked Chevrolets near its porchto pick up a string of peppers or have gone into the kitchen for a gallon of barbecue sauce; but only afew have seen the halls, the chapel, the schoolroom, the bedrooms. Now they all will.... Opening lines from Toni Morrison’s Paradise
  • Print TextsWhat are the parts?How are they arranged?How do they work or not work together?What is the social context of this story, and who is involved?What does all this tell us about what the story means?
  • Still Images
  • teenage Mexican American guyparticipates in a summer media arts workshopheld in his cityproduces digital photographyexhibits his work at a public showing in an art gallery
  • Arrangement Kress & van Leeuwen, 2003
  • Direct gaze Kress & van Leeuwen, 2003
  • ModalityKress & van Leeuwen, 2003
  • WrittenText as Image
  • Still ImagesWhat are the parts?How are they arranged?How do they work or not work together?What is the social context of this image, and who is involved?What does all this tell us about what the images mean?
  • Video is more complicated than still images.
  • Video Nature’s Dance
  • young Native American girlparticipated in a summer media arts workshopheld on her reservationproduced three versions of a documentary over two years(and two workshops)posted her videos on YouTube and Facebook
  • Video Time Image Burn’s Speech kineikonic Shot level Transition mode Music Dialogue Written language
  • VideoFunctional load = the mode(s) that carries the most meaning
  • Multimodal Microanalysis
  • Multimodal Microanalysis
  • Multimodal Microanalysis
  • Video What do you see? (image) How do you see it? (shot level) What are they saying? (dialogue) How are they saying it? (speech) How does it move from frame to frame? (transition) Is there music? What is it? (music) Is there written text ? (written language)
  • VideoWhat are the parts?How are they arranged?How do they work or not work together?What is the social context of this video, and who is involved?What does all this tell us about what the video means?
  • So, how do you tie it all together?
  • What identities are being portrayed and why? Cultural Who is the audience? Who is the producer? What are the main ideas of these pieces and how areMedia Critical they made?Literacy How does it matter how these texts are constructed? How does it matter who constructs them and and who “reads” them? How do you make make meaning of these Creative pieces? What could you produce in response to these pieces and why?