The Baby’S Guide To Media Study
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Media studies involves both appreciating and technically examining media texts. It requires looking at and responding to media, as well as finding evidence to support interpretations. While media saturation since childhood has unconsciously taught people the "language" of media, media studies provides a critical vocabulary to discuss media consumption and production. Analyzing media texts involves decoding their constructed meanings and breaking down signs, images, and actions to understand positive or negative connotations beyond literal denotations.
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1.
2.
3.
4.
5.
Who created this message?
What creative techniques are used to
attract my attention?
How might different people understand
this message differently than me?
What values, lifestyles and points of
view are represented in, or omitted
from, this message?
Why is this message being sent?
1.
2.
3.
4.
5.
Five Core Concepts
All media messages are ‘constructed.’
Media messages are constructed using
a creative language with its own rules.
Different people experience the same
media message differently.
Media have embedded values and
points of view.
Most media messages are organized
to gain profi t and/or power.
Five Key Questions of Media Literacy
© 2005 / Center for Media Literacy
Who created this message?
Key Question #1
Core Concept #1
All messages are ‘constructed.’
#
Keyword:
Authorship
•
•
•
•
•
•
Guiding Questions:
What kind of “text” is it?
What are the various
elements (building
blocks) that make up the
whole?
How similar or different
is it to others of the same
genre?
Which technologies are
used in its creation?
What choices were made
that might have been
made differently?
How many people did
it take to create this
message? What are their
various jobs?
© 2005 Center for Media Literacy / www.medialit.org
To explore the idea of ‘authorship’ in media literacy is to look deeper than
just knowing whose name is on the cover of a book or all the jobs in the
credits of a movie. Key Question #1 opens up two fundamental insights
about all media – “constructedness” and choice.
The fi rst is the simple but profound understanding that media texts are not
“natural” although they look “real.” Media texts are built just as buildings
and highways are put together: a plan is made, the building blocks are
gathered and ordinary people get paid to do various jobs.
Whether we are watching the nightly news, passing a billboard on the street
or reading a political campaign fl yer, the media message we experience was
written by someone (or probably many people), images were captured and
edited, and a creative team with many talents put it all together.
The second insight is that in this creative process, choices are made. If some
words are spoken; others are edited out; if one picture is selected, dozens
may have been rejected; if an ending to a story is written one way; other
endings may not have been explored. However as the audience, we don’t get
to see or hear the words, pictures or endings that were rejected. We only see,
hear or read what was accepted! Nor does anybody ever explain why certain
choices were made.
The result is that whatever is “constructed” by just a few people then
becomes “normal” for the rest of us. Like the air we breathe, media get taken
for granted and their messages can go unquestioned. Media are not “real”
but they affect people in real ways because we take and make meaning for
ourselves out of .
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© 2003 Center for Media Literacy / www.medialit.org Literacy for the 21st Century / Orientation & Overview y 21
2. Media Literacy: A Definition
The definition most often cited in the US is a succinct sentence hammered out by participants at the 1992
Aspen Media Literacy Leadership Institute:
… the ability to access, analyze, evaluate and create media in a variety of forms.
Definitions, however, evolve over time and a more robust definition is now needed to situate media literacy in
the context of its importance for the education of students in a 21st century media culture. CML’s MediaLit
Kit™ uses this expanded definition:
Media Literacy is a 21st century approach to education.
It provides a framework to access, analyze, evaluate and create messages in a
variety of forms – from print to video to the Internet.
Media literacy builds an understanding of the role of media in society as well as
essential skills of inquiry and self-expression necessary for citizens of a democracy.
What is important to understand is that media literacy is not about “protecting” kids from unwanted messages.
Although some groups urge families to just turn the TV off, the fact is, media are so ingrained in our cultural
milieu that even if you turn off the set, you still cannot escape today’s media culture. Media no longer just
influence our culture. They are our culture.
Media literacy, therefore, is about helping students become competent, critical and literate in all media forms
so that they control the interpretation of what they see or hear rather than letting the interpretation control them.
To become media literate is not to memorize facts or statistics about the media, but rather to learn to raise the
right questions about what you are watching, reading or listening to. Len Masterman, the acclaimed author of
Teaching the Media, calls it “critic ...
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1.
2.
3.
4.
5.
Who created this message?
What creative techniques are used to
attract my attention?
How might different people understand
this message differently than me?
What values, lifestyles and points of
view are represented in, or omitted
from, this message?
Why is this message being sent?
1.
2.
3.
4.
5.
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All media messages are ‘constructed.’
Media messages are constructed using
a creative language with its own rules.
Different people experience the same
media message differently.
Media have embedded values and
points of view.
Most media messages are organized
to gain profi t and/or power.
Five Key Questions of Media Literacy
© 2005 / Center for Media Literacy
Who created this message?
Key Question #1
Core Concept #1
All messages are ‘constructed.’
#
Keyword:
Authorship
•
•
•
•
•
•
Guiding Questions:
What kind of “text” is it?
What are the various
elements (building
blocks) that make up the
whole?
How similar or different
is it to others of the same
genre?
Which technologies are
used in its creation?
What choices were made
that might have been
made differently?
How many people did
it take to create this
message? What are their
various jobs?
© 2005 Center for Media Literacy / www.medialit.org
To explore the idea of ‘authorship’ in media literacy is to look deeper than
just knowing whose name is on the cover of a book or all the jobs in the
credits of a movie. Key Question #1 opens up two fundamental insights
about all media – “constructedness” and choice.
The fi rst is the simple but profound understanding that media texts are not
“natural” although they look “real.” Media texts are built just as buildings
and highways are put together: a plan is made, the building blocks are
gathered and ordinary people get paid to do various jobs.
Whether we are watching the nightly news, passing a billboard on the street
or reading a political campaign fl yer, the media message we experience was
written by someone (or probably many people), images were captured and
edited, and a creative team with many talents put it all together.
The second insight is that in this creative process, choices are made. If some
words are spoken; others are edited out; if one picture is selected, dozens
may have been rejected; if an ending to a story is written one way; other
endings may not have been explored. However as the audience, we don’t get
to see or hear the words, pictures or endings that were rejected. We only see,
hear or read what was accepted! Nor does anybody ever explain why certain
choices were made.
The result is that whatever is “constructed” by just a few people then
becomes “normal” for the rest of us. Like the air we breathe, media get taken
for granted and their messages can go unquestioned. Media are not “real”
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2. Media Literacy: A Definition
The definition most often cited in the US is a succinct sentence hammered out by participants at the 1992
Aspen Media Literacy Leadership Institute:
… the ability to access, analyze, evaluate and create media in a variety of forms.
Definitions, however, evolve over time and a more robust definition is now needed to situate media literacy in
the context of its importance for the education of students in a 21st century media culture. CML’s MediaLit
Kit™ uses this expanded definition:
Media Literacy is a 21st century approach to education.
It provides a framework to access, analyze, evaluate and create messages in a
variety of forms – from print to video to the Internet.
Media literacy builds an understanding of the role of media in society as well as
essential skills of inquiry and self-expression necessary for citizens of a democracy.
What is important to understand is that media literacy is not about “protecting” kids from unwanted messages.
Although some groups urge families to just turn the TV off, the fact is, media are so ingrained in our cultural
milieu that even if you turn off the set, you still cannot escape today’s media culture. Media no longer just
influence our culture. They are our culture.
Media literacy, therefore, is about helping students become competent, critical and literate in all media forms
so that they control the interpretation of what they see or hear rather than letting the interpretation control them.
To become media literate is not to memorize facts or statistics about the media, but rather to learn to raise the
right questions about what you are watching, reading or listening to. Len Masterman, the acclaimed author of
Teaching the Media, calls it “critic ...
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Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
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