Mind Over Media: Presentation at Hosei University Japan
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Professor Renee Hobbs reviews research on media literacy and talks about analyzing contemporary propaganda as a means to promote intellectual curiosity and intercultural understanding
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Mind Over Media: Presentation at Hosei University Japan
- 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. Media systems are expanding
- 4. Media literacy is an expanded conceptualization of literacy Listening + Speaking Reading + Writing Analyzing Media + Creating Media
- 5. Literacy is the sharing of meaning through symbols
- 6. Key Concepts of Media Literacy
- 7. What happens when people learn to critically analyze and create media? ResearchEvidence
- 8. Increases learner motivation & engagement ResearchEvidence
- 11. Inspires confidence to ask questions & share ideas ResearchEvidence
- 12. Improves content knowledge across the curriculum ResearchEvidence
- 13. How Do How Attitudes towards News Media, Media Literacy and Video Production Contribute to Adolescent Civic Engagement? Promotes intercultural communication ResearchEvidence
- 14. Promotes reflective thinking about communication ethics ResearchEvidence
- 15. Connects classroom and community ResearchEvidence
- 16. AUTHORSHIP Creative skills Collaboration skills Technical skills MEDIA ANALYSIS SKILLS Comprehension Identify Purpose Recognize Point of View ATTITUDES Giving & Receiving Feedback Intellectual Curiosity CIVIC ENGAGEMENT Sign an online petition Express an opinion to news media Blog about an issue Write an opinion letter QUALITY OF MEDIA CHOICES Increases civic engagement ResearchEvidence
- 17. Prepares learners for an unknowable future
- 18. 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
- 19. 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
- 20. 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
- 22. High levels of apathy and disengagement are accompanied by increased political polarization
- 24. Propaganda Has an Image Problem
- 26. Where is Propaganda Found? Journalism & Public Relations Advertising Government Education Entertainment Advocacy
- 27. 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
- 30. Rate Examples
- 43. 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.
- 46. PointofView
- 49. Propaganda can be Beneficial Activists create propaganda to raise awareness, evoke strong emotions, and inspire people to action.
- 50. Propaganda can be Harmful By activating strong emotion, activists can simplify complex issues in ways that encourage people to act without critical thinking.
- 51. Techniques of Propaganda ACTIVATE STRONG EMOTIONS ATTACK OPPONENTS SIMPLIFY INFORMATION & IDEAS RESPOND TO AUDIENCE NEEDS
- 52. P
- 53. Techniques of Propaganda ACTIVATE STRONG EMOTIONS ATTACK OPPONENTS SIMPLIFY INFORMATION & IDEAS RESPOND TO AUDIENCE NEEDS
- 56. 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
- 57. Digital Media Literacy Smartphone
- 60. REFLECTION Why is it important for everyone to learn about contemporary propaganda? What new forms of propaganda have emerged in your lifetime? How did you learn about propaganda when you were in school? What factors have contributed to the decline of teaching and learning about propaganda?
- 64. HYPOTHESIS 1: Analyzing contemporary propaganda cultivates intellectual curiosity
- 65. HYPOTHESIS 2: Cross cultural dialogue about contemporary propaganda deepens students understanding of how context shapes meaning
- 67. Strong Feelings Taking Action THINKING & REASONING
- 68. High levels of apathy and disengagement are accompanied by increased political polarization
- 69. High levels of engagement, critical thinking and empathy inspire collaborative and creative efforts to reduce inequalities
- 70. We are all stakeholders in digital and media literacy
- 71. Get Involved Become a Member It’s free! www.namle.net Save the Date October 31st – November 4th www.medialiteracy.us Share Knowledge www.jmle.org
- 72. Summer Institute in Digital Literacy July 24 – 29, 2016 Providence RI www.MediaEducationLab.com
- 74. 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.
Editor's Notes
- These 6-year olds watched a YouTube video, then made their own video to ask questions to the author. After seeing the children’s video, the author responded, sending them back a YouTube video. The children gained confidence in asking questions and actively used the questioning process to learn.
- An initiative of the PBS News Hour, PBS Student Reporting Labs is a digital and media literacy program that reaches thousands of high school students across the United States. Students learn about their communities, the environment, law and politics, the economy – and work collaboratively to create a video news segment,
- These 6-year olds watched a YouTube video, then made their own video to ask questions to the author. After seeing the children’s video, the author responded, sending them back a YouTube video. The children gained confidence in asking questions and actively used the questioning process to learn.
- An initiative of the PBS News Hour, PBS Student Reporting Labs is a digital and media literacy program that reaches thousands of high school students across the United States. Students learn about their communities, the environment, law and politics, the economy – and work collaboratively to create a video news segment,
- Our research investigated learners who participated in the program: 544 students with 40% minority teens
- Children in Grade 3 turned the teacher’s lesson upside down when they started asking questions during their teacher’s carefully planning fairy-tale lesson. They transformed the activity into learning about homelessness in their community – why it occurs and what can be done about it.
- Learning to make media increased creative, collaboration and technical skills, improved their ability to identify the author’s purpose while watching a video, and contributed to advancing civic engagement – being interested in using the power of communication to make a difference in the world.
- Digital and media literacy helps children and teens learn to use the power of communication – as both creators and consumers. Media literacy is like driver’s training for participating in the s1st century.