M&L 2012 - Greening media education - by Antonio Lopez
Greening Media Education Antonio López @mediacology
“This is more than anenvironmental crisis: its anexistential threat, and it shouldbe treated like one, without fearof sounding alarmist, rather thancovered as just another specialinterest, something onlyenvironmentalists care about.”A Convenient Excuse,Wen Stephensonhttp://thephoenix.com/boston/news/146647-convenient-excuse/#ixzz2C7hgtXbx
All media are environmental education...Teaching how we should value the environment and coordinating behavior.
“Our climate crisis is an education crisis”http://www.rethinkingschools.org/ProdDetails.asp?ID=RTSVOL25N3http://www.rethinkingschools.org/ProdDetails.asp?ID=RTSVOL25N3
Media gadgets in the US (2010):• consumers spent $233 billion• 3/4 own computers• 1/2 own MP3 players• 85% use cell phones• four gadgets per person underage 40 (Maxwell and Miller, 2012)
Media’s Ecological Footprint: • Conflict minerals • Toxins used to make gadgets and their impact on the health of workers and their communities • E-waste generated from built-in obsolescence/overconsumptionCO2 emissions of fossil fuels needed to run our electronic networks and the “cloud” (which is now equal to the global aviation industry and will double in ten years) (Alakeson, 2003; Greenpeace International, 2010; Leonard, 2007; Lewis & Boyce, 2009; Tomlinson, 2010)
Media’s Ecological “Mindprint”:• Corporate media propagates ideology of unlimited growth, view ofnature as separate from humans, marginalizes alternative ecologicalperspectives, discourse surrounding climate change gamed by fossil fuelindustry.• In 2001 63% of people got their information about the environment fromtelevision. (Coyle, 2005)• In 2005 $971 in ad dollars were spent per capita in the UnitedStates/from 1900-2000 direct correlation between advertising dollars andincreased consumption. (Brulle, Robert J. and Young, Lindsay E., 2007)• Marketing and pop culture promote unsustainable cultural beliefs withpseudo-satisfier, dissatisfaction-manufacturing and convenience-constructing discourses. (Stibbe, 2009)
Critical Media LiteracyCritical literacy (about media/cultural citizenship, fusion of critical pedagogy, cultural studies) Digital Literacy Functionalist literacy (with media/ skills-based ed for knowledge work and 21st century skills, information literacy) (Gutiérrez-Martín & Tyner, 2012)
“The essence of metaphor is understanding andexperiencing one kind of thing in terms of another.” Lakoff and Johnson, 1980
Three primary metaphors that guide media literacy research:• Environment (medium literacy)• Conveyor belt/conduit (text/content literacy)• Grammar (language literacy, i.e. film edits,camera angles, sound cues, etc.) (Meyrowitz, 1998)
vs. Media ecosystems: “Blogging and the media ecosystem” John Naughton http://reutersinstitute.politics.ox.ac.uk/fileadmin/documents/discussion/blogging.pdf“Facebook ecosystem” “iPhone ecosystem”
“The media ecosystem is the ecologicallyembedded sum of all our technologically mediated interactions on planet Earth.” The Media Ecosystem, Antonio Lopez
Green cultural citizenship:Embodying sustainable behaviors andcultural practices that shape and promoteecological values. Ecomedia Literacy:An understanding of how everyday mediapractice impacts our ability to livesustainably within Earth’s ecologicalparameters for the present and future.
Ecomedia Literacy goals:• to develop an awareness of how media arephysiologically interconnection with living systems• to recognize media’s phenomenological influence on theperception of time, space, place and cognition• to understand media’s interdependence with the globaleconomy, and how the current model of globalization impactslivings systems and social justice • to be conscious of how media impacts our ability toengage in sustainable cultural practices and to encourage newuses of media that promote sustainability
Ecomedia Literacy four lenses: • Environment (Earth • Worldview system): the material conditions (phenomenology): media’s of media, including extraction, impact on our perception production, e-waste, energy and of time, space and place emissions• Culture (hermeneutics, • Political Economy (worldcultural studies): Text and system, critical theory):discourse analysis of media ideological structure of thetexts; mapping cultural global economics system, payingbehaviors and attitudes attention to the reasons why designers design what they do
Ecomedia Literacy Themes:• Challenge growth and consumerism• Critically engage technological sublime• Promote cultural commons, connectivity• Highlight alternative media• Explore topics like food systems, gadgetmarketing, anthropocentric vs. ecocentric ideologies• Explore discourses around nature, animals, climatechange, ecopsychology•Climate change discourses
Ecomedia Literacy skills:• Research gadget production (information literacy)• Deconstruct gadget marketing (media contentanalysis)• Mindfully engage a media ecotone by demonstratingattentiveness to what experiences mediaenvironments afford (media mindfulness)• Holistically inventory a media ecotone (systemsliteracy)
Ecomedia Literacy performance indicators:• Create narratives of connection with digital storytelling tools• Translate concepts between media and ecology disciplines usingecological metaphors to describe media phenomena• Perform crossovers with ways of knowing through participantobservation and social learning• Develop an ethical framework in order act upon these understandingsand to make wise choices(based on MC Bateson’s (2007) model for global responsibility)
ReferencesAlakeson, V. (2003). Making the net work: Sustainable development in a digital society. Middlesex, England: Xeris Pub.Bateson, G. (2000). Steps to an ecology of mind (University of Chicago Press ed.). Chicago: University of Chicago Press.Brulle, Robert J. and Young, Lindsay E. (2007). Advertising and individual consumption levels 1900 - 2000. Sociological Inquiry, 77(4522–542.Coyle, K. (2005). Environmental literacy in america. Washington, DC: National Environmental Education & Training Foundation.Greenpeace International. (2010). Make IT green - cloud computing and its contribution to climate changeGreenpeace. Retrieved frohttp://www.greenpeace.org/usa/press-center/reports4/make-it-green-cloud-computingGuattari, F. (2008). Three ecologies (continuum impacts) Continuum International Publishing Group.Gutiérrez-Martín, A., & Tyner, K. (2012). Educación para los medios, alfabetización mediática y competencia digital. RevistaComunicar, XIX(38), 31-39.Lakoff, G., & Johnson, M. (1980). Metaphors we live by Chicago : University of Chicago Press, [c1980].Leonard, A. (2007). Story of stuff, referenced and annotated script. http://www.storyofstuff.com/resources.html: Retrieved fromhttp://www.storyofstuff.com/resources.html
Lewis, J., & Boyce, T. (2009). Climate change and the media: The scale of the challenge. In J. Lewis, & T. Boyce (Eds.), Climate change and the Lmedia (global crises and the media) (pp. 3-16). New York: Peter Lang Publishing.Maxwell, R., & Miller, T. (2012). Greening the media. New York: Oxford University Press.Meyrowitz, J. (1998). Multiple media literacies. Journal of Communication, (Winter), 96-108.Stibbe, A. (2009). The handbook of sustainability literacy: Skills for a changing world. Totnes, UK: Green Books.Tomlinson, B. (2010). Greening through IT: Information technology for environmental sustainability. Cambridge, Mass.: MIT Press.