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Etat Trompeau in Tunisia

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Professor Renee Hobbs introduces methods of teaching propaganda to educators in Tunis who are visiting the special exhibition, State of Deception

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Etat Trompeau in Tunisia

  1. 1. Renee Hobbs Professor of Communication Studies Director, Media Education Lab Harrington School of Communication and Media University of Rhode Island USA TWITTER: @reneehobbs Mind Over Media: Analyzing Contemporary Propaganda BRUSSELS 10-11 March 16
  2. 2. State of Deception Exhibit at the National Library of Tunisia
  3. 3. Why Teach about the Past, Present and Future of Propaganda?
  4. 4. Goals Demonstrate three lessons about historical and contemporary propaganda that can be used with children, teens and adults 1. Recognize key features of propaganda 2. Analyze and discuss benefits and harms of contemporary propaganda 3. Appreciate how to use digital tools to guide student learning about global propaganda
  5. 5. Activity #1: Working with a partner, try to define these words: • Propaganda • Persuasion • Human Rights • Genocide
  6. 6. What is Propaganda? • Propaganda appears in a variety of forms • Propaganda is strategic and intentional • Propaganda aims to influence attitudes, opinions and behaviors • Propaganda can be beneficial or harmful • Propaganda may use truth, half-truths or lies • To be successful, propaganda taps into our deepest values, fears, hopes and dreams • Propaganda uses any means to accomplish its goal
  7. 7. Key Features of Propaganda ACTIVATE STRONG EMOTIONS ATTACK OPPONENTS SIMPLIFY INFORMATION & IDEAS RESPOND TO AUDIENCE NEEDS
  8. 8. ACTIVITY #2: Work with a partner to review these examples of Nazi propaganda and identify which key features are used.
  9. 9. Where is Propaganda Found? Journalism & Public Relations Advertising Government Education Entertainment Advocacy
  10. 10. www.mindovermedia.tv
  11. 11. www.mindovermedia.eu
  12. 12. Rate Examples
  13. 13. Explain Your Reasoning
  14. 14. CrowdsourcedContent
  15. 15. Custom Classroom Galleries http://propaganda.mediaeducationlab.com/browse/terrorism
  16. 16. 1. Defining Propaganda. Students examine different definitions of propaganda and explore how to find propaganda in news, advertising, public relations, entertainment, advocacy and education. 2. Propaganda Techniques. Students identify four different techniques of propaganda found in advocacy and entertainment by analyzing the “KONY 2012” and “The Interview” films. 3. Propaganda in Context. Students learn about Voice of America’s global video news releases and use role-playing and research activities to explore the importance of context in critically analyzing contemporary propaganda. 4. Understanding Viral Media. Students learn about viral media and marketing and consider how audiences participate in the marketing process by deciding what to share through social media. 5. Sponsored Content as Propaganda. Students learn about sponsored content to consider conditions under which it may be fair or unfair. 6. The Ethics of Propaganda. Students analyze case studies of controversial advertising and Hollywood entertainment, considering the potential short and long-term consequences from the point of view of creators, audiences, and society.
  17. 17. ACTIVITY #3. Working with a partner, explore the Mind Over Media website and view, rate and discuss 3 examples of contemporary propaganda. After rating, use the comment tool to offer a comment on one example. The website is: www.mindovermedia.eu
  18. 18. Propaganda can be Beneficial Activists create propaganda to raise awareness, evoke strong emotions, and inspire people to action.
  19. 19. Propaganda can be Harmful By activating strong emotion, activists can simplify complex issues in ways that encourage people to act without critical thinking.
  20. 20. Digital Media Literacy Smartphone
  21. 21. Analyze Propaganda
  22. 22. Techniques of Propaganda ACTIVATE STRONG EMOTIONS ATTACK OPPONENTS SIMPLIFY INFORMATION & IDEAS RESPOND TO AUDIENCE NEEDS
  23. 23. In Considering Whether Propaganda is Beneficial or Harmful, Consider: Message: What is the nature of the information and ideas being expressed? Point of View: Whose perspectives do we value in assessing benefits, risks or harms? Techniques: What symbols and rhetorical strategies are used to attract attention and activate emotional response? What makes them effective? Means of Communication & Format: How did the message reach people and what form does it take? Environment: Where, when and how may people have encountered the message? Audience Receptivity: How may people think and feel about the message and how free they are to accept or reject it? CONTEXT
  24. 24. WHAT WE HAVE LEARNED ABOUT PROPAGANDA  Propaganda can be beneficial or harmful  Propaganda doesn’t always work: its effectiveness depends on a number of factors including the context, means of communication, and techniques used  Encountering different interpretations of contemporary propaganda cultivates multi-perspectival thinking and promotes respect for diverse opinions and civic dialogue as part of the democratic process
  25. 25. Strong Feelings Taking Action
  26. 26. Strong Feelings Taking Action THINKING & REASONING
  27. 27.  Why is it important to teach about propaganda in Tunisia?  Can you introduce the lessons we demonstrated today to your students? Why or why not?  Studying the topic of propaganda ignites intellectual curiosity. What questions do you have or what would you like to learn more about? FOR REFLECTION
  28. 28. Literacy is the sharing of meaning through symbols
  29. 29. Media Literacy as a Civic Competency Media education is an essential step in the long march towards a truly participatory democracy, and the democratization of our institutions. Widespread media literacy is essential if all citizens are to wield power, make rational decisions, become effective change agents, and have an effective involvement with the media. -Len Masterman, 1985
  30. 30. Questioning All Forms of Authority Media literacy, because it emphasizes a critique of textual authority, invites students to identify the cultural codes that structure an author’s work, understand how these codes function as part of a social system, and disrupt the text through alternative interpretations. In learning to critically read media messages, citizens are developing the abilities to gather accurate, relevant information about their society and to question authority (both textual and, by implication, institutional). - Renee Hobbs, 1998
  31. 31. Agents of Social Change When people have digital and media literacy competencies, they recognize personal, corporate and political agendas and are empowered to speak out on behalf of the missing voices and omitted perspectives in our communities. By identifying and attempting to solve problems, people use their powerful voices and their rights under law to improve the world around them. -Renee Hobbs, 2010
  32. 32. www.MediaEducationLab.com
  33. 33. We are all stakeholders in digital and media literacy
  34. 34. CONTACT INFORMATION: Renee Hobbs Professor of Communication Studies Director, Media Education Lab Harrington School of Communication & Media University of Rhode Island USA Email: hobbs@uri.edu Twitter: @reneehobbs LEARN MORE Web: www.mediaeducationlab.com REFERENCES Hobbs, R. & McGee, S. (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2), 56 - 67. Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 - 638.

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