The document discusses mass media and the importance of critically evaluating the information we receive from different media sources. It notes that Americans now spend around 9 hours per day using mass media like television, phones, and the internet. However, we often accept this information without critical thought. The document emphasizes the importance of media literacy skills to thoughtfully analyze messages and consider factors like biases, reasoning, and potential effects. It also examines how mass media has evolved over time with new forms like the internet and social media, and issues around ownership and the shifting focus of news coverage. Throughout, it stresses applying critical thinking to ensure accuracy, balance, and understanding of the many media sources that now shape our lives.

1. MASS MEDIA
The aim of this tutorial is to help you learn to
identify and evaluate mass media strategies
and methods.

2. Here, Strathmore College students and an advisor
prepare stories for their War News Radio show.
Unlike most college media, the mass media survive
through advertising.
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3. Mass media in the United States
We live in an “information age,” which sees us assaulted
by an overwhelming amount of data and information every
day.
The average American spends about nine hours a day
using some form of mass media—newspapers,
television, cell phones, or surfing the Internet.
Many of us accept this information uncritically, choosing to
interpret this information as truth. This is a dangerous
assumption, and as good critical thinkers we must learn
critical thinking skills that allow us to critically evaluate
what we see, hear, and read.
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4. About 200,000 different magazines
are published worldwide.
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5. Mass media’s rise
 Mass media began with radio and magazines early in
the twentieth century. Since then, visual media such as
television, film, and the Internet have joined these older
forms to profoundly shape our lives. Today, there are
innumerable media choices, including cable television,
satellite radio, and online media options.
 While these media options have expanded, media
ownership and control has contracted. Less than ten
corporations now control most of the American
media industry.
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6. Rupert Murdoch
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7. Hot or Not?
Does the fact that only a select
number of corporations control the
media affect the quality and
objectivity of the media?
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8. The news media
Long the number one source for news information,
television news broadcasts and newspapers are steadily
losing ground to new media sources, such as the Internet.
Also, they have shifted their programming away from
reporting government and foreign affairs to entertainment,
lifestyle, and celebrity-scandal news. As a result,
Americans are no more informed than they were two
decades ago, and in many cases, they are less
informed. Americans have also become more skeptical
about the reliability of news coverage.
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9. Where do we get our news?
http://www.perinternet.org/Reports/2010/Online-News/Summary-of-Findings.aspx?r=1
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10. Percentage of adults who follow
the news all or most of the time
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11. Edward R. Murrow
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12. Problems with news media
 In addition to the problems of coverage content, news
media are prone to other problematic practices. These
include lack of credibility, sensationalism, political or
ideological bias, gender bias, lack of in-depth analysis,
“pay-to-sway,” misinformation, and confirmation bias.
 As critical thinkers, we cannot assume that the news
media is presenting unbiased and balanced coverage of
an event. We need to keep in mind that the news being
reported is to a large extent determined by the need to
attract and keep advertisers and audience interest.
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13. Science reporting
 Most of us tend to accept the truth behind “scientific”
news and information. However, as with other forms of
mass media, we need to remain skeptical and evaluate
so-called “scientific” news just like other forms of media
information.
 News reporters are rarely scientifically-trained and
sometimes make mistakes in scientific reporting.
Scientific findings may also be sensationalized or
misrepresented, such as when they present hypotheses
as factual findings, or interpret news in light of cultural
norms or racial and gender bias.
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14. Science reporters may unintentionally
perpetuate racial and sexual stereotypes.
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15. Evaluating scientific reports in the
media
 When evaluating scientific reports in the media, the
following questions are appropriate:
 Who is making the claim?
 What are the credentials and funding of the source?
 What is the background of the reporter?
 Where were the findings first published?
 How are other authorities in the field responding to the claim?
 Is the report biased?
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16. Glenn Beck made several reports on global
warming that were accepted as fact although Beck
has no scientific degree or background and didn’t
reference any specific scientific findings.
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17. The Internet
The Internet’s impact on our daily lives cannot be
overestimated. According to the American Freshman
Survey, most college freshmen spend more time
surfing the Internet than studying. Because of this
growing, pervasive power and influence, it is crucial that
we learn to think critically about what we see, hear and
post on the Internet. This is particularly true when
considering one of the most popular Internet-based
tools used by college students, social networking
sites.
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18. Hot or Not?
What do you think is a healthy or
reasonable amount of time to
spend on the Internet each day?
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19. Social networking
Social networking sites such as Facebook and Twitter are
growing phenomenally, profoundly reshaping social
dynamics, particularly among young people. While these
sites are useful communication tools, as critical thinkers
we must learn to think about the consequences of what we
post, and to whom. What attitudes and feelings are we
communicating, both through our written and graphic
postings?
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20. Social networking posts: points to
consider
 Before you post to a social networking site, ask yourself
the following questions:
 What is the goal or intent of this post?
 Who is the intended recipient? Include both intentional and
unintentional recipients in this consideration.
 What information is being conveyed?
 What attitudes/feelings are being conveyed in both written and
graphical content?
 Does the message being posted enhance or move me closer to
my life goals?
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21. Media literacy
 Media Literacy is the ability to understand and critically
analyze the influence of the mass media on our lives, as
well as the ability to use different media forms to access
information. Media literacy is important in a
democracy, where we are expected to participate in
discussions of issues and make informed political
decisions.
 To foster media literacy skills, employ the three-tiered
model of thinking—experience, interpretation, analysis.
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22. Evaluating media messages
 When analyzing media messages, consider the
following questions:
 What type of media do you use, and how often?
 Who created the message?
 What is its purpose?
 What techniques are used to attract and hold your attention?
 What values and points of view are represented in the message?
 What was your reaction to the message?
 Why did the message make you feel this way?
 Is your interpretation reasonable and well-informed?
 How might others interpret the message differently?
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23. Evaluating media messages (continued)
 When analyzing media messages, consider the
following questions: (continued)
 Is the message biased?
 Is the message backed by good reasoning and facts?
 What are the possible effects of the message on individuals and
society?
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24. Some television shows, such as The Daily
Show, combine news and entertainment.
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25. Conclusions
Beginning with radio and magazines, and now including
the Internet, mass media have greatly increased our
access to information. However, all these forms of mass
media must be critically evaluated to ensure accuracy,
balance, and depth of analysis. Sound critical thinking
skills, in particular the development of media literacy, are
essential in this process.
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26. Internet plagiarism among college students
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27. Hot or Not?
Does the Internet encourage
student plagiarism?
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