Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 5 : DIFFERENT TYPES OF MEDIA
After this lesson the learner will be able to . . . .
•classifies contents of different media types
•defines media convergence through current examples
•discusses to class on how a particular individual/ or society is portrayed in public using different type of media
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Sheet
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
People Media ( Media and Information Literacy for Grade 11)Reah_dulana
A lesson about Media and Information Literacy that talks about people as the main source of communication. It is comprises with Print media, Radio media, TV media, Web media, and Instructional media. This PowerPoint could help the students to understand the lesson briefly.
Disclaimer:
Background pictures and Information doesn't belong to the account holder. The photos are search from google while the information have been cited at a k-12 program book entitled:
MEDIA AND INFORMATION LITERACY (Module 11)
Exclusively published and distributed by
DIWA LEARNING SYSTEM INC
4/F SEDCCO 1 Bldg
120 Thailand corner Legaspi Streets
Legaspi Village, 1229 Makati city, Philippines
Author: Boots C. Liquigan
I hope this will help in your learning and activities but please cite the book. Thank you!
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 5 : DIFFERENT TYPES OF MEDIA
After this lesson the learner will be able to . . . .
•classifies contents of different media types
•defines media convergence through current examples
•discusses to class on how a particular individual/ or society is portrayed in public using different type of media
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Sheet
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
People Media ( Media and Information Literacy for Grade 11)Reah_dulana
A lesson about Media and Information Literacy that talks about people as the main source of communication. It is comprises with Print media, Radio media, TV media, Web media, and Instructional media. This PowerPoint could help the students to understand the lesson briefly.
Disclaimer:
Background pictures and Information doesn't belong to the account holder. The photos are search from google while the information have been cited at a k-12 program book entitled:
MEDIA AND INFORMATION LITERACY (Module 11)
Exclusively published and distributed by
DIWA LEARNING SYSTEM INC
4/F SEDCCO 1 Bldg
120 Thailand corner Legaspi Streets
Legaspi Village, 1229 Makati city, Philippines
Author: Boots C. Liquigan
I hope this will help in your learning and activities but please cite the book. Thank you!
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
The Importance of Media Literacy and Strategies for Teaching It at the Colleg...Renee Hobbs
Renee Hobbs explains the value of university-school partnerships that connect college and university students to local schools. University-school partnerships are helping us explore video documentation as a research and teaching tool. We are discovering that connecting university students to local community schools builds dispositions towards collaboration, civic engagement and advocacy. Finally, we are observing how educator motivations for teaching media and technology shape their instructional practices.
Employability of fresh graduates | Anirban Saha. Anirban Saha
I had to speak about the employability of a freshly prepared graduate, walking out of the college and into a company. The time given to me was 40 minutes.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Topic
MIL - Media and Information Languages (Genre, Codes and Conventions)
Learning Competencies
1. evaluate everyday media and information with regard to codes, conventions, and messages; in regards to audience, producers, and other stakeholders (MIL11/12MILA-IIIf15)
2. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf16)
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
MIL for Teachers Module 03: Representation in Media and InformationPEDAGOGY.IR
MIL for Teachers Module 03: Representation in Media and Information
2023 UNITED NATIONS ALLIANCE OF CIVILIZATIONS (UNAOC)
and
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
Source URL:
http://unesco.mil-for-teachers.unaoc.org/modules/module-2/
This ppt supports the following workshop:What is this subject and what makes it different to others? How do I teach a Year 12 or Year 13 course? Where can I go to for help with resources and moderation? Ever had a question about Media Studies you’ve been too afraid or nervous to ask? This is the workshop for you!
Mind the Gap between Perceptions & Reality - Nalaka Gunawardene keynote to He...Nalaka Gunawardene
Plenary talk by Nalaka Gunawardene at the HelpAge Asia Pacific Regional Conference 2014 on "Older People in Ageing Societies: Burden or Resource?" held in Chiang Mai, Thailand, 1 to 4 Sep 2014.
COURSE LECTURESREVISIT THIS PAGE OFTEN CONTENT IS SUBJECT TCruzIbarra161
COURSE LECTURES
REVISIT THIS PAGE OFTEN: CONTENT IS SUBJECT TO CHANGE WITH NOTICE.
THIS IS A MEDIA CLASS SO WE WILL BE COVERING MEDIA
CONTENT/CURRENT-EVENTS IN REAL TIME.
MODULE 1 DIGITAL MEDIA AND CONVERGENCE
TOPIC 1— INTRODUCTION TO THE COURSE MEDIA AND MASS COMMUNICATION
Communication, in its simplest form, can be defined as shared meaning.
Using an old-fashioned communication model, where a SOURCE sends a
MESSAGE to a RECEIVER, we can define several different kinds of
communication.
SOURCE ----------> MESSAGE-------- > RECEIVER
SOURCE
>
MESSAGE RECEIVER
INTRAPERSONAL
COMMUNICATION
YOU
SPECIFIC
INTERNAL
DIALOGUE
YOU
INTERPERSONAL
COMMUNICATION
ONE OR A
FEW
PEOPLE
FACE-TO-
FACE, with or
without
technology
ONE OR A
FEW PEOPLE
MASS
COMMUNICATION
Usually a
GROUP/CORP
But can also
be an
individual
(influencer)
LCD
AS MANY AS
POSSIBLE
(MASSES)
MASS COMMUNICATION: A CRITICAL APPROACH
I love media studies! I feel this area of study can and will help you in myriad other
endeavors and academic pursuits as media intersects with every other discipline. Media
technology is an ubiquitous presence in our lives, it's everywhere all the time! To name
just a few media sources: radio, television, film, newspapers, magazines, smartphones,
computers, the Internet, computer and video games, gps, satellites, phones and other
smart devices, etc.
We must interrogate these systems on a deeper level to develop a critical lens.
Attaining a deeper understanding of how these industries and tools work will allow us to
engage, produce and consume more thoughtfully and intentionally. Now more than ever,
due to the pandemic, we see how these tools-and an understanding of these tools- is
necessary to keep in contact with friends and family, stay informed, work etc.
Study after study claim that Americans consume a lot of media. According to
STATISTA.com, (Daily media consumption in the U.S. 2020, by format, published by
Amy Watson, Jun 17, 2020) "In terms of average time spent each day, TV is the
second most used form of media in the United States, with adults spending 229
minutes (almost four hours) watching television on a daily basis according to a study
undertaken in April 2020. Digital formats took up the majority of U.S. adults' daily
media consumption time, while for newspapers and magazines the average time
spent was just nine and eight minutes respectively.
HTTPS://WWW.STATISTA.COM/STATISTICS/276683/MEDIA-USE-IN-
THE-US/
If it is true (and it is) that we spend more time- consuming media than doing
ANYTHING ELSE in our lives (eating, sleeping, working, getting exercise, making love,
spending time with our families, getting educated, exercising, etc.), then why is it we are
not better educated about our media interactions/consumption? Why aren't we taught
about media in school? We begin consuming media as babies, so by the time we start
kindergarten or first grade, we've already been listening and watching ...
Media and information literacy lesson 3 responsible use media and information for grade 12 students.. the learning objectives are to learn your responsibility as a media and information consumer and producer
MIL for Teachers Module 10: Audience
2023 UNITED NATIONS ALLIANCE OF CIVILIZATIONS (UNAOC)
and
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
Source URL:
http://unesco.mil-for-teachers.unaoc.org/modules/module-10/
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 9. Critical Literacy in the 21st century 1: Media literacy and Framing
1.
2. Today’s program Talk about the workings of the media in a nutshell (media, agenda-setting, framing & priming) How the media frames reality (framing) The what and why of media literacy Critical media literacy in practice: 5 fundamentals of media and the translating of this into the process of critical questioning when ‘experiencing’ media content
4. the media & AGENDA SETTING THEORY A theory on the media and the creation of what the public thinks is important Agenda-setting is the creation of public awareness and concern of salient issues by the news media. Two basis assumptions underlie most research on agenda-setting: the press and the media do not reflect reality; they filter and shape it media concentration on a few issues and subjects leads the public to perceive those issues as more important than other issues. One of the most critical aspects in the concept of an agenda-setting role of mass communication is the time frame for this phenomenon. Different media have different agenda-setting potential Bernard Cohen (1963) stated: “The press may not be successful much of the time in telling people what to think, but it is stunningly successful in telling its readers what to think about.”
6. Framing &Priming A way to operationalize the potential of the agenda-setting influence of the media is to zoom in on: Framing &Priming Priming is psychological concept: a cognitive process in which media information (primes) increases temporarily the accessibility of knowledge units in the memory of an individual, which makes it more likely that these knowledge units are used in the reception, interpretation and judgment for the following external information
8. How does the media work? Experience is ‘mediated’ through discourse. Social reality is constructed. The most basic strategy for doing this is called Framing (relate this to the 4 strategies of how reality is transformed by discourse. Here, we focus on media as discourse) (in the broadest sense of the concept) Framing refers to the process whereby we organize reality –categorizing events in particular ways, paying attention to some aspects rather that others, deciding what an event means and or how it came about. How to interpret our everyday encounters with the world around us. Framing can be applied to: how a picture ‘frames’ a scene and a newspaper ‘frames’ the story
11. Framing and Frame analysis (Kitzinger) From a media and communication perspective: To frame is to select some aspects of a perceived reality and make them more salient in a communicating text in such a way as to promote a particular problem definition, causal interpretation, moral evaluation, and/or treatment recommendations (Entman, 1993)
12. Levels of media frame analysis Frame analysis can be used to examine the production of media coverage E.g. How journalist and their sources operate, and how this affect the way a story is told (the workings of a media system in relation to other systems) It can also be used to analyze content How an issue is represented in the newspaper, on tv or, indeed, on a website
13. Levels of media frame analysis (2) It also has implications for audiences: frame analysis Frame analysis either makes assumptions about or actually empirically explores, how frames influence people’s reaction As an audience a frame triggers a specific way of meaning construction (priming)
14. Aspects of a media (text) which might be examined to identify framing cues Images used Type of language used Labels and definitions employed Explanations offered Responsibility assigned Solutions proposed Narrative structure Contextualization and links Historical associations invoked Similes and metaphors Emotional appeals Who is invited to comment (voices, silences, perspectives) How different speakers are introduced How different characters, groups, social movements or entities are described
15. Framing of same sex marriage http://www.youtube.com/watch?v=dCFFxidhcy0&feature=player_embedded
16. Media(areour)culture!!! “From the clock radio that wakes us up in the morning until we fall asleep watching the late night show,we are exposed to hundreds –even thousands– of images and ideasnot from television but now also from newspaper headlines, magazine covers, movies, websites, video games and billboards.Media no longer just shape our culture…they ARE our culture” (source: Center for media literacy/medialit.org)
17.
18. Social construction of identities through the media: social representation “(…) the social construction of identity today is the knowing construction of identity. Your life is your project – there is no escape. The media provides some of the tools which can be used in this work.” (Gauntlett, 1998)
22. Oscar-winning short animated film “Logorama” http://www.youtube.com/watch?v=p10UE3O8s24&feature=related The Oscar-winning short animated film: Logorama. An entire universe made out of corporate logos, replete with car chases, shootouts, wild animals and natural disasters. The film’s producer, Nicolas Schmerkin, said after its Oscar win that: “the film is not about America. It’s about our modern Western world … It’s about the way we live and the way we react to these logos. The brain can register 14 logos in less than one second. Making the logos characters with sets and props is about what we’re living.”
23.
24. Are we alienated because everything is mediated? Via media, we ‘experience’. Experience is mediated. Listen to the following critique and appraisal of the (new) media: Alienation and Empathy deficit: “If you grow up in an electronic age you have some kind of empathy deficit” http://www.regeneration-themovie.com/trailer.html http://www.youtube.com/watch?v=58X7YPebJVo “Time Spent Online Is Important for Teen Development” What is your opinion on these different statements? Do you agree or disagree? What is your experience?
25.
26. It's the ability to bring critical thinking skills to bear on all media (from music videos and Web environments to product placement in films and virtual displays)
27. It's about asking pertinent questions about what's there, and noticing what's not there.
28.
29. Why is media literacy important? The influence of media in our central democratic process: We need 2 prominent skills to be engaged citizens of a democracy: critical thinking and self-expression The high rate of media consumption and the saturation of society by media (Videogames, TV, pop music, radio, newspapers, magazines, billboards, the internet, even T-shirts) Media literacy teaches the skills we need to navigate safely through this sea of images and messages for all our lives
30. Why is media literacy important? (2) 3. The media’s influence on shaping perceptions, beliefs and attitudes Media experiences exert a significant impact on the way we understand , interpret and act on our world By helping us understand those influences, media education can help us separate from our dependencies on them
31. Why is media literacy important? (3) 4. the increasing importance of visual communication and information learning how to “read” the multi layers of image-based communication is a necessity 5. The importance of information in society and the need for lifelong learning
32. Media literacy empowerment spiral: navigation skills (source: Center for media literacy/medialit.org) Based on the work of Paulo Freire Also known as action-learning: breaking complex concepts into learning steps:
33. Active This implies that you are not a passive media consumer, but also an active media producer; You have a voice
34. Profileof a media criticalliterate person(source: Center for media literacy/medialit.org) Uses media wisely and effectively Engages in critical thinking when evaluating media messages Evaluates the credibility of information from different sources Understands the power of visual images and knows how to “read” them Is aware of a diverse cultural universe and appreciates multiple perspectives (multi-voicedness) Expresses him/herself clearly and creatively using different forms of media Recognizes media’s influence on beliefs, attitudes, values, behaviors and the democratic process.
35. Five core concepts in media literacy All media messages are ‘constructed’ (authorship/constructedness) Media messages are constructed using a creative language with its own rules (format and techniques of production) Different people experience the same media messages differently (audience) Media have embedded values and points of views (content/message) Most media messages are organized to gain profit, convince and/or power (purpose/motive)
36. Core concepts translated in key questions (your role: consumer of media) Who created this message? (authorship/sender) What creative techniques are used to attract my attention (format/creative strategies for reality construction) How might different people understand this message differently? (audience/receiver) What values, lifestyles and points of view are represented in, or omitted from, this message? (content) Why is this message being sent? (purpose)
38. 5 key questions for us to ask in your role as producers of media What am I authoring? Does my message reflect understanding in format, creativity and technology? Is my message engaging and compelling for my target audience? Have I clearly and consistently framed values, lifestyles and points of view in my content? Have I communicated my purpose effectively?
39. We are not only consumers of media, but also producers http://www.youtube.com/watch?v=pEHcGAsnBZE Participatory culture
40. Participatory culture (Jenkins) A participatory culture is a culture : With relatively low barriers to artistic expression and civic engagement With strong support for creating and sharing one’s creations with others With some type of informal mentorship whereby what is known by the one with the most experienced is passed along to novices Where members believe that their contributions matter Where members feel some degree of social connection with one another at the least they care what other people think about what they have created. Not every member must contribute, but all must believe they are FREE to contribute, when ready and that what they contribute will be appropriately valued.
41. You reaching for others You: both consumer as producer! On the net: there are billions of individuals, all of them producing At first you sight: fragmentation. But if we take a better look at reality: fragmented pieces are integrating the emerging of building communities. We are being social on the net (human nature), we are looking for others and forming communities The language of 21st century literacy encourages interaction with an audience The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning Participatory culture shifts the focus of literacy from one of individual expression to community involvement
42. Forms of participatory culture include: Affiliations: memberships, formal and informal, in online communities centered around various forms of media e.g. Facebook, MySpace, game clans, message boards etc. Expressions: producing new creative forms e.g. digital sampling, ‘modding’, skimming, writing, mash-ups Collaborative problem-solving: working together in teams, formal and informal, to complete tasks and develop new knowledge e.g. Wikipedia, alternative reality gaming, spoiling Circulations: shaping the flow of media e.g. podcasting, blogging
43. Let’s practice! And analyze the following media productions by asking the 5 core questions
44. Let’s analyze the following media productions Who created this message? (authorship/sender) What creative techniques are used to attract my attention (format/creative strategies for reality construction) How might different people understand this message differently? (audience/receiver) What values, lifestyles and points of view are represented in, or omitted from, this message? (content) Why is this message being sent? (purpose)
55. Let’s analyze the following campaign ads by WWF by answering the 5 key questions: Who created this message? (authorship/sender) What creative techniques are used to attract my attention (format/creative strategies for reality construction) How might different people understand this message differently? (audience/receiver) What values, lifestyles and points of view are represented in, or omitted from, this message? (content) Why is this message being sent? (purpose)
56.
57.
58.
59.
60. Creative technique applied in this campaign by WWF: Fear Appeal “Fear appeals have been used extensively in advertising as marketers have found them to be effective. In using fear appeals by associating an act with a negative effect, it creates tension and gets the attention of the consumers, then provide them a solution; which in this case is to take action and be convinced to stand up for their cause. Such ads are persuasive as the messages have a capability to change attitudes over time; whether consciously or subconsciously. While ads using fear appeal can be effective, inappropriate use could also cause consumers to avoid such advertisements when they feel intimidated, or even irritated. As a result, consumers refuse to give their attention and turn away from them. This brings us to a next question: Do you think that using fear-appeal messages are ethical?” (source: Penn Olson website)
61. Look at the following music clip that also deals with a similar theme http://www.youtube.com/watch?v=fVNM43RPKbQ&feature=player_embedded#! The band Efterklang, the song is called doppelganger Answer the 5 questions
62. Analyze “The production of meaning” http://video.google.com/videoplay?docid=-8450349589599500087# Look at the following YouTube video on the ‘production of meaning’ and answer the following questions: Who created this message? (authorship/sender) What creative techniques are used to attract my attention (format/creative strategies for reality construction) How might different people understand this message differently? (audience/receiver) What values, lifestyles and points of view are represented in, or omitted from, this message? (content) Why is this message being sent? (purpose) Extra question: the documentary deals with 2 clashing ideologies. Which 2 ideologies are these and how do they differ from each other?