MEDIA AND STORY DEVELOPMENT 2 MEDIA AND STORY DEVELOPMENT 1 MEDIA AND STORY DEVELOPMENT 1 Capstone Project Part#3 Florida International University Maria V Ortega IDS 3309 April 2, 2021 Research in media literacy has taught me a lot of things. It has taught me that the term "literacy" generally represents reading and writing skills. There is a variety in common with media literacy and reading literacy. Reading begins with letter recognition. Soon readers will recognize terms — and, above all, grasp what these words say. Authors and readers gain better reading abilities with further exposure. I have learned that media literacy recognizes and draws upon the constructive, innovative, and enjoyable aspects of mainstream culture. It syndicates strategic media thinking and media texts to help us manage a highly dynamic media world. This world involves conventional and new media and common cultural texts like theme parks, shopping centers, apparel, fads, and toys (Bulger, 2018). Teachers should not need to be professionals in the school's media, and it's just about answering questions. I became more media literate by understanding that literacy in the media cannot be constrained. An individual can never be culturally and informed enough to take all signals from the media. In the field of media literacy, there is still room for change. The maturity of the individual reading the messages depends on media literacy. Those with a less developed view of messages consider both commercials, TV shows, and films positively without assessing the content of each of the media's messages (Bulger, 2018). But those that are more able to process communications evaluate them differently. I also learned that I need to filter my sources to evade becoming a target of disinformation this can be achieved by getting to know the credibility and authenticity of the source. After studying this research topic, I understood that media literacy inspires young people to challenge, test, understand, and respect their visual community. It imparts customers and viewers to become fully involved in the media. The media education field is introduced into the school, bringing promptness and importance to conventional issues. It is a great bridge for the convergence of topics and interdisciplinary research. Media education embraces and fosters a current education that stresses student-centered education, acknowledging various intelligence bits and – rather than merely storage – the study and management of content (Bulger, 2018). The Media curriculum is focused on a sound pedagogical approach to learning in which children are situated. The arts – songs, comics, TV, video games, the Phone, and even advertisements – exist that any child loves. Media build a common atmosphere and are thus a catalyst for awareness. The project taught me to differentiate e ...

1. MEDIA AND STORY DEVELOPMENT
2
MEDIA AND STORY DEVELOPMENT 1
MEDIA AND STORY DEVELOPMENT 1
Capstone Project Part#3
Florida International University
Maria V Ortega
IDS 3309
April 2, 2021
Research in media literacy has taught me a lot of things. It has
taught me that the term "literacy" generally represents reading
and writing skills. There is a variety in common with media
literacy and reading literacy. Reading begins with letter
recognition. Soon readers will recognize terms — and, above
all, grasp what these words say. Authors and readers gain better
reading abilities with further exposure. I have learned that
media literacy recognizes and draws upon the constructive,
innovative, and enjoyable aspects of mainstream culture. It
syndicates strategic media thinking and media texts to help us
manage a highly dynamic media world. This world involves
conventional and new media and common cultural texts like
theme parks, shopping centers, apparel, fads, and toys (Bulger,
2018). Teachers should not need to be professionals in the
school's media, and it's just about answering questions.

2. I became more media literate by understa nding that
literacy in the media cannot be constrained. An individual can
never be culturally and informed enough to take all signals from
the media. In the field of media literacy, there is still room for
change. The maturity of the individual reading the messages
depends on media literacy. Those with a less developed view of
messages consider both commercials, TV shows, and films
positively without assessing the content of each of the media's
messages (Bulger, 2018). But those that are more able to
process communications evaluate them differently. I also
learned that I need to filter my sources to evade becoming a
target of disinformation this can be achieved by getting to know
the credibility and authenticity of the source.
After studying this research topic, I understood that media
literacy inspires young people to challenge, test, understand,
and respect their visual community. It imparts customers and
viewers to become fully involved in the media. The media
education field is introduced into the school, bringing
promptness and importance to conventional issues. It is a great
bridge for the convergence of topics and interdisciplinary
research. Media education embraces and fosters a current
education that stresses student-centered education,
acknowledging various intelligence bits and – rather than
merely storage – the study and management of content (Bulger,
2018). The Media curriculum is focused on a sound pedagogical
approach to learning in which children are situated. The arts –
songs, comics, TV, video games, the Phone, and even
advertisements – exist that any child loves. Media build a
common atmosphere and are thus a catalyst for awareness.
The project taught me to differentiate emotional from
rational responses as I responded and behaved instincti vely.
Often, I link to media, like music and articles, because I can
emotionally bond with them. But it is necessary, considering my
emotional connections, to bear in mind that material such as this
is not always valid. Some media material can reassure me by
keeping my emotional reactions in mind; this is important in

3. interpreting media messages. I have learned not to establish
higher media content expectations. This refers to viral images
or posts that get the most "visual" or "top ten" on the Internet
where people don't look for something concrete. There is now
so much material on the Internet that people prefer to walk
around mentally, not searching for underlying meanings or
significance. If you're not searching for anything on the
Internet, it's simple to add sense to the random material you are
looking for.
I learned about the "CML (Center for Media Literacy)," an
educational agency that offers international and domestic
leadership, civic education, career advancement, and
educational services. To encourage and promote media
education as a platform for entry, analysis, evaluation,
development, and participation, CML works to help individuals,
in particular young people, learn critical thought and media
production skills required to live the community of the modern
era media truly. The "Media Education Foundation" markets and
sells documentaries and other educational materials to inspire
criticism of US mainstream media's cultural, political, and
social effects. Another media literacy program is the "CCFC
(Campaign for a Commercial-Free Childhood)," which works to
ensure children's privileges to grow up — and parental
independence to raise them — without becoming threatened by
business interests. They support strategies to defend children
from misleading advertisements and encourage commercial-free
space and time for children.
CML covers various topics, including Media Violence
which is the topic I covered. People can reach CML using their
email address [email protected] or website
http://www.medialit.org/ or directly contact them using 310-
804-3985. One initiative that can increase media literacy among
children is teaching them about media violence when they
young, from grade 1 to 3. A classroom-based initiative can be
utilized to mitigate negative, violent media influence. This can
be done using 30 to 40-minute sessions where students can be

4. asked to come up with justifications as to why violent media
should not be imitated, and those justifications read aloud,
written down, or video-taped to produce educational films.
References
Bulger, M., & Davison, P. (2018). The promises, challenges,
and futures of media literacy. Journal of Media Literacy
Education, 10(1), 1-21.
BA 634
Residency Assignments
RRR#1:
Due: July 12th, 2020 @ 11:00 pm
INSTRUCTIONS:
1. What to Submit
RRR#1 should follow the structure outlined in the CU Research
Guide
1. A CU Research Guide Structured paper
a. Title Page
characters)

5. rowed focus determined from the
main topic selected)
b. Blank page
c. Abstract
One paragraph describing the research to be conducted
Keywords: max 5
d. Blank page
e. Table of Contents
f. Chapter 1
research
the CU Research
Guide)

6. research
focus
g. Chapter 2
h. Chapter 3
for RRR #1
i. Chapter 4
j. Chapter 5
k. References
-reviewed journal references
Note: As per APA:
The format of the outline must include the following

7. 1. Page numbers
a. Front Matter pages: Use Roman numerals – Place in the
lower, centered, bottom
section of page - See page 8 of the CU Research Guide
b. Chapters to Reference pages: Use English numbers – Place in
the upper right
corner of page
2. Page headings
a. Front Matter pages and References page:
i. headings should be centered, bold, Times New Roman; 12 pts
b. Chapters – heading should be centered, NOT BOLD, Times
New Roman; 14 pts
3. Sub headings: should be left aligned, bold, Times New
Roman; 12 pts
4. On the Abstract page, the Keywords line should be indented
by a tab
5. The beginning of each paragraph should be indented by a tab

8. SEE EXAMPLES OF EACH SECTION BELOW
Abstract
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Keywords: List no more than 5 keywords separated by comma
related to your

9. research topic
Chapter 1
Introduction
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10. Problem statement
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Relevance and significance
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Chapter 2
Literature Review
***List the other chapters and leave blank***

11. References
Aithal, P. S. (2016). Nanotechnology Innovations & Business
Opportunities: A
Review. International Journal of Management, IT and
Engineering, 6(1), 182-204.
Aithal, P. S., & Aithal, S. (2016). Business Strategy for
Nanotechnology based Products and
Services. International Journal of Management Sciences and
Business Research, 5(4),

12. 139-149.
CS634 Final Research Report Instructions (800 points)
1
The Final Research Report is due 09/06/2020. Late assignments
will not be accepted. Posting
must occur in the appropriate area of Moodle. Hardcopy, email,
etc. will not be accepted. A
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exercise.
Research Report / Individual Project (800 points)
Write a scholarly research report on a topic related to Cyber
Security based on one of the
following topics:
Step 1: Select ONE Topic:

13. The Research Report, select one of the following research areas:
i) Biometrics
ii) Organizational Management during times of crisis.
iii) Failures of Knowledge Management Systems.
iv) Successes of Knowledge Management Systems.
v) Social networking in the 21th Century.
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vii) Search Engine Optimization
viii) Robotics
Step 2: Determine a Narrowed Research Focus
Review the “Completing the Final Research/Residency
Assignment” section in Moodle for additional
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Step 3: Review the CU Research Guide and APA documentation
Important Student Notes:
Follow the guidelines of the CU Research guide for structure of
the paper
Following the specifications of APA for format
CS634 Final Research Report Instructions (800 points)
2

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Please see class syllabus for additional details.
ubmissions include Microsoft
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from peer-reviewed sources).
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matting should be double-spaced, one-inch boarders, no
extra space for headings, no
extra white space, no more than two levels of heading, page

15. numbers, front and back matter).
affect student grade.
the English language. Errors in
grammar, spelling, or syntax will affect student grade. The
Professor, will not provide
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write clearly and correctly, the
student should be urged to contact the program office for
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- the final report is due no later than the
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16. s are required for the final
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Please reach out to our librarians for additional citation
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T permitted. Only
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http://campbellsville.libguides.com/?b=g&d=a
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_style_introduction.htmlResearch Report / Individual Project
(800 points)Step 1: Select ONE Topic:Important Student Notes:
MEDIA AND STORY DEVELOPMENT
1
MEDIA AND STORY DEVELOPMENT
5

17. Media and Story Development
Maria V. Ortega
Florida International University
Introduction
This paper focuses on the effect of media on developing stories.
The use of media to advertise violence is also a part of this
paper’s discourse. To understand the impact of social media on
developing stories, the police brutality case where George Floyd
was killed in the cold war is a good example. The effect of the
advertising media, such as newspapers, regarding police
brutality is also addressed. Say the New York Times, Los
Angeles Times, Washington post, and The Conversation, among
other recognized newspapers, also played a significant
advertising role.
Police Brutality
Last year, Police brutality was a primary concern in America
and the world at most. The event that shook the whole world
was the George Floyd case. The media effect was born by a
person who recorded the video through a smartphone and posted
it on social media. The social media influence is too strong that
the video reached every part of the world concisely. George
Floyd was arrested in Minneapolis (Godlee 2020). The footage
leaked to social media shows a policeman pinning Floyd’s neck

18. on the floor as Floyd was screaming,” I can’t breathe,” in
excruciating pain. Floyd was pronounced dead within 30
minutes of the encounter with the police. Social media made the
video go viral, prompting the news stations, magazines,
newspapers, articles, and every other means of news spreading
to cover the topic under their segments.
The social media effect made the newspaper such as the New
York Times, report the newspaper’s case. The news spread so
fast it attracted the attention of activists and humanitarian
groups worldwide. Then the protests began against police
brutality. People printed clothes with the Floyd statement “I
can’t breathe” in solidarity with the black American’s death.
According to the New York Times 1st June 2020, it reports,
“thousands of protestors gathered in all five boroughs of New
York City over the weekend. Many of the demonstrators have
been peaceful, but numerous clashes have been caught on video
and shared on social media.’ The article ended with pictures of
demonstrators using fire to prove their point and engage in
fights with the police. The New York Times newspaper is sold
worldwide and has a broad worldwide market. It helped to
spread the news globally. The protests began in other countries
where the people showed solidarity to the American people to
force reforms in the police section.
Media Violence
The media made other people who were not in the USA protest
in solidarity with their brothers and sisters in the USA. The
culmination of the peaceful protests resulted from violent acts
due to social media influence, advertising violence. The
peaceful protests ended up culminating in violent activities,
which led to looting and damaging of property. The circulation
of the footage showing protestors looting was a violent
motivation to other protestors who joined the act. It brought
about chaos resulting in President Donald Trump instructing the
police to deal with the robbers hiding among the protestors to
take advantage of the situation and commit robbery (Han et al.,
2020). There was also a burning of vehicles and tires to close

19. the road and hinder highways and major roads to be accessible.
Such violence acclamation through social media looting video
was met with police action that eventually calmed the incident.
Other media outlets that made the story spread in the USA and
the World are Vox magazine, the NPR, the guardian addressing
the rage and anguish of how protestors have stormed the streets
amidst raising coronavirus toll. Additionally, Buzzfeed news
and Los Angels Times also raised concerns of the protestors and
journalists who captured the first video circulated worldwide.
The Washington Post and The conversation also spoke on the
raising protest amidst protesting for “black lives matter.” The
newspapers raised concerns about the peaceful demonstrations
turning rogue and destroying the public properties.
However, many parts of the world held peaceful demonstrations
to ask the government to help curb racism. Another reason that
made other people protest is to show the world that black lives
matter and no one has the right to deny another person’s right to
life, especially when one is not guilty. The protestors were also
doing that for the government to take the initiative and arrest
the police who were practicing the inhumane activity to George
Floyd and other victims whose unfair incidents were not
recorded. The matching protest sought to see that the
government has initiated programs that will help reform the
USA’s police unit to avoid racism at work.
Conclusion
Media has both a positive impact and a negative impact on
developing stories. For instance, social media made the
worldwide fraternity address police brutality through
widespread sharing. In the same regard, the media-fueled up the
media violence by sharing clips of people looting, thus
encouraging theft. This paper illustrates the same, giving
examples.

20. References
Godlee, F. (2020). Racism: the other pandemic.
Han, L., Xiao, M., Jou, M., Hu, L., Sun, R., & Zhou, Z. (2020).
The long-term effect of media violence exposure on aggression
of youngsters. Computers in human behavior, 106, 106257.