Critical Media Literacy in K-12 Lessons

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This is a presentation that I did for the Northeast Media Literacy Conference in 2012.

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Critical Media Literacy in K-12 Lessons

  1. 1. USING CRITICAL MEDIA LITERACY IN ANY K-12 LESSON KURT LOVE, PH.D. CENTRAL CONNECTICUT STATE UNIVERSITYNORTHEAST MEDIA LITERACY CONFERENCE, UNIVERSITY OF CONNECTICUT, 2012
  2. 2. CRITICAL MEDIA LITERACY“There is expanding recognition that media representations help construct ourimages and understanding of the world and that education must meet the dualchallenges of teaching media literacy in a multicultural society and sensitisingstudents and the public to the inequities and injustices of a society based ongender, race, and class inequalities and discrimination.” (Kellner & Share, 2005,p. 370)
  3. 3. CRITICAL MEDIA LITERACYCritical media literacy includes use of standpoint theory, use of voice,deconstruction (Kellner & Share, 2005)“Critical media literacy involves cultivating skills in analysing media codes andconventions, abilities to criticize stereotypes, dominant values, and ideologies,and competencies to interpret the multiple meanings and messages generatedby media texts. Media literacy helps people to use media intelligently, todiscriminate and evaluate media content, to critically dissect media forms, toinvestigate media effects and uses, and to construct alternative media.” (Kellner& Share, 2005, p. 372)
  4. 4. CRITICAL MEDIA LITERACYIN OTHER WORDS... Critical media literacy helps us to uncover stereotypes and discrimination of race, class, gender, sexuality, ability, age, religion, and... Critical media literacy helps us to understand more deeply how our practices are grounded in culture, values, privilege, and... Critical media literacy acts as a “portal” into understanding our own communities’ practices of marginalization, oppression, omission, and domination
  5. 5. “Rickshaw” Banksy
  6. 6. “Rickshaw” Banksy Modern DayGlobalization Racism Classism Slavery“Othering” ModernityFirst World & Colonization“Third World” Tourism & Business Exploitation Mindsets Relationships with Global Consumerism
  7. 7. Art as a “Portal” At the very least, participatory involvement with the many forms of art can enable us to see more in our experience, to hear more on normallyunheard frequencies, to become conscious of what daily routines have obscured, what habit and convention have suppressed. (Greene, 1995, p. 123)
  8. 8. 3 Types of Curricula• Mainstream Curriculum - Curriculum that is explicit• Hidden Curriculum - Messages that are present but hidden (i.e. forms of oppression and privilege)• Null Curriculum - Messages that are silenced, omitted, or marginalized.
  9. 9. What is Transformative Learning?Learning is a processof changing one’srelationships withher/his community,which consist ofinterconnections withnature and society.
  10. 10. ZOE WEIL & “SOLUTIONARIES” THE CAN BE A MORE SUSTAINABLE AND JUST PLACE IF SCHOOLS WERE TO BE TWEAKED SLIGHTLY USE ISSUES OF SUSTAINABILITY, ECOJUSTICE, AND SOCIAL JUSTICE AS THE CONTEXT FOR LEARNING THE PRIMARY GOAL OF THIS KIND OF EDUCATION IS TO MAKE STUDENTS “SOLUTIONARIES” WHO ARE ABLE TO LOOK AT THEIR LIVES, THEIR PRACTICES, AND HOW THEY CAN UNDERSTAND AND BE ABLE TO MAKE CHOICES THAT BETTER IMPACT COMMUNITY (SOCIALLY, CULTURALLY, AND ECOLOGICALLY)
  11. 11. ThinkingConvergent Thinking -All paths lead to a single destination. This is rooted in abelief that there is only one “Truth.”Traditional Liberal/Progressive scaf Truth Thought fold New Truth d Thought scaffolThought Thought
  12. 12. ThinkingDivergent Thinking -Explore many paths in authentic settings with questionsthat have no predetermined answer. Transformative New NewThought Thought Relationship Critical Communities Info Questioning New NewThought Thought Relationship
  13. 13. Transformative Unit Plans Unit starts with connections to a contemporary, “real world” issues. Use art, articles, videos, life experiences, etc. (Lessons 1-2) Those contemporary issues are threaded throughout the rest of the unit in as many lessons as makes sense. Skills and concepts (Lessons 2-6) Community Involvement #1 - Communicating with community members (Lessons 3-8) Community Involvement #2 - Action in the community with the newly acquired knowledge (Lessons 8-10)
  14. 14. Unit PlanLessons 1-2: Lessons 2-6: Raise Lessons 2-6: Lessons 2-6: Engage critical Lessons 3-8: Lessons 8-10: questions Work with Critically questions with Community 1 Community 2 about real skills and question skills skills in the world concepts and concepts community New NewThought Thought Relationship Critical Communities Info Questioning New NewThought Thought Relationship
  15. 15. “THICK DESCRIPTION”Superficial Mainstream These two Message might set up a Null binary Message These two Relationships generally show a complexity not Tensions binary “packaged” Deep info
  16. 16. Basic Lesson PlanInitiation - CML to introduce/exploreBody - CML to go deeper with thecurriculumClosure - CML as interpretation andimplicationsAssessment - CML as data
  17. 17. Response ToIntervention CML as targetedintervention
  18. 18. “Initiation” orFraming the DiscourseRaise questions:Rev their engines with interesting,relevant, real-world connectionsSet up the frame of thinking andanalysis that will then be used for therest of the lesson.
  19. 19. “Initiation” orFraming the Discourse
  20. 20. A “RETURN TO FEMININITY” Cause Im just a girlTake this pink ribbon off my eyes Id rather not beIm exposed Cause they wont let me driveAnd its no big surprise Late at night Im just a girl,Dont you think I Im just a girl, whats my destiny? know Guess Im some kind of freakExactly where I stand Ive succumbed to What Cause they all sit and stareThis world is forcing me me numb Is making With their eyesTo hold your hand just a girl, my apologies ImCause Im just a girl, little ol me is so burdensome What Ive become Im just a girl, a girl,Dont let me out of your sight lucky me Im just Take a good look at meIm just a girl, all Twiddle-dum theres no comparison pretty and petite Just your typical prototypeSo dont let me have any rights Oh...Ive had it up to! Oh...Ive had it up to here!Oh...Ive had it upOh...Ive had it up to!! to here! Oh...am I making myself clear?The moment that Oh...Ive had it up to here! I step outside Im just a girlSo many reasons Im just a girl in the world...For me to run and hide Thats all that youll let me be!I cant do the little things I hold so dear Im just a girl, living in captivityCause its all those little things Your rule of thumbThat I fear Makes me worry some “Just a Girl”
  21. 21. A “RETURN TO FEMININITY”The demand that women “return to femininity” is a demand that the culturalgears shift into reverse, that we back up to a fabled time when everyone wasricher, younger, more powerful. The “feminine” woman is forever static andchildlike. She is like the ballerina in an old-fashioned music box, her unchangingfeatures tiny and girlish, her voice tinkly, her body stuck on a pin, rotating in aspiral that will never grow.From Backlash by Susan Faludi (p. 70, 1991)
  22. 22. “Women of the futurewill make the Moon a cleaner place to live.”
  23. 23. “Want him to be more of a man? Try being more of a woman.”
  24. 24. “Initiation” orFraming the DiscourseGreat place to analyze ART & MUSICGreat place to analyze YouTube videosGreat place to analyze AdvertisementsGreat place to analyze DocumentaryFilm ExcerptsGreat place to analyze Quotes
  25. 25. “Closure” orGoing Beyond Exit Slips An important opportunity to check in with the students to see where their thinking is. This is information that will help you plan, adjust, and modify for the next class meeting. Researchers focus on implications rather than on rote memorization. Ask “What does this mean for us as a people?“ rather than “What does this mean?”
  26. 26. “Closure”Implications
  27. 27. “Closure”Implications
  28. 28. “Closure” orGoing Beyond Exit Slips Great place to analyze ART & MUSIC Great place to analyze YouTube videos Great place to analyze Advertisements Great place to analyze Documentary Film Excerpts Great place to analyze Quotes
  29. 29. ReferencesFaludi, S. (1992). Backlash: The undeclared war against Americanwomen. New York, NY: Anchor.Greene, M. (1995). Releasing the imagination. San Francisco: Jossey-BassKellner, D., & Share, J. (2005). Toward critical media literacy: Coreconcepts, debates, organizations, and policy. Discourse: Studies in culturalpolitics of education, 26(3), 369-386.

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