Educ 6810 - Week 6 Reading & Discussion

1.What instructional moves (i.e. group formation, topic selection, scaffolding the process, assessment) did the teacher use that you might replicate in your own teaching practices that involve critical media literacy?

Honestly, I would like to use them all in my own classroom.  I enjoyed the way that the groups were formed.  The 'leaders' to me were a great idea as well.  I like that they were able to work together to create a product; however, they still needed to approval of the teacher himself.  I feel that this was a great way to conduct this type of project, as well as let them have their own source of freedom.


2. What do you think about the student created PSA? Did it seem creative? Do you think it could serve as a legitimate assessment of writing ability? Do you think the topic would be appropriate for school? What if the students chose a pro-choice stance? 

I enjoyed the PSA topic and I also feel that it was very creative.  The writing assessment could be legitimate; however, it is a risky topic, as well as a PSA as opposed to a writing prompt.  I feel that it is very appropriate for school; however, the grade levels would need to be thought out.  I feel that because of this project, this just makes perfect amount of room for someone to make a counter argument dealing with pro-choice; therefore, letting the pro-choice make a stand.


3. Do you share the researcher's concerns that the student created PSA reproduced dominant or mainstream media representations of girls and social class? Why or Why not? 

Once again, I am in the same boat as yes I agree and no i do not agree.  I agree because the topic was common in society therefore the students were able to really focus on one thing.  It shows that they need to stand out and wonder about teen pregnancy considering it is very close to their hearts.  However, this was only a low-income girl.  THis is not to say about working class or higher class may have the same result.


4. What concerns do you have about engaging students in critical media literacy? 

Students need guided throughout this process.  Rules are the most important part of growing up.  Students need to follow rules.  Also, I feel that parents need to play an important role in this as well.  They need to be aware of the issues that their students' are referring to.  Also, students need to know that they need to be critical of these issues.


5. What topics might you use for a PSA that would that would help you meet your curriculum goals and content standards?

In the sixth grade - one of the RLA next gen standards deals with informational text.  Therefore, I plan to use this and use everything that I have learned in these courses and share them with my students.  Also, in social studies I can do this with any current event that may be going on.  However, I am nervous about my math classes.  I am unaware of how I can do this with them.


6. How would you implement the construction of a PSA in your own classroom to include aspects of critical media literacy?

I would use the stories provided in the Literature Text book, current events that deal with anything in the media in today's society and I would have to research and think about how I would do this with my math classes.

Source:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: Peter Lang Publishing.

Educ 6810 - Week 6 Activity #1

Association: This ad is using association by using Jessica Simpson as the main focus of the ad.  Therefore, people see her and want to look like her, have her facial quality, and want to buy the product.

Beautiful People: This ad uses a 'beautiful' person to try to sell the product.  Therefore, other girls or guys are going to want to use this product to become beautiful as well.

Celebrities: Obviously this is a celebrity that everyone knows; therefore, they are going to want to use the same product as her.

Charisma: This is used by showing Jessica Simpson's confidence as she holds a bottle of Proactive.

After researching this product, I have found that not as many people are as satisfied as they make it seem.  I have never used the product, fortunately I have never had a problem with acne; however, I know many of my friends who have.  According to my research, I found that there are many LESS expensive products that will show the exact same results.

Also, I found that not EVERYONE can use this product.  There are many side effects that can happen while using this product.  Some of the products in the Proactive line can cause sever dry skin; therefore, removing the oil from pimples, but drying out the skin.  They also may find that while the product is removing the unwanted blackheads and white heads, it will also cause a lot of skin irritations.  Some of the ingredients within this product have also been found to show allergic reactions.  Therefore, this product may even worsen the face of the user.  One last thing that I read about in this review was that while this product may work, it will also cause major redness to the skin; therefore, leaving the face looking irritated.

In my counter-ad I used a girl that had acne - that was a plain folk person, as opposed to someone everyone knew.  Also, I added the side effects that no one sees when they order the product such as skin irritation, allergic reaction, flaky skin, and redness of skin.

Retrieved from: http://www.toptenz.net/top-10-persuasive-tv-ads.php#_/term_

Retrieved from: http://www.facingacne.com/proactiv-solution/

Retrieved from http://medialiteracyproject.org/sites/default/files/resources/Intro_to_Media_Literacy.pdf

Educ 6810 - Media Messages and Critical Pedagogy #2

http://www.youtube.com/watch?v=kYofm5d5Xdw

This message is from Cheerios.  Cheerios paid for it and probably created it as well.  

The target audience of this commercial looks to be any family - low, middle, or upper class.  Anyone who eats cereal, Cheerios to be exact.  The age, ethnicity, class, profession, interests can be anyone at all.  The main focus of this commercial in particular would be people with heart problems. 

The words of the little girl makes it known that her father may have heart conditions. We see a biracial little girl.  To some people this may cause an uproar; however, this is reality of today's society.  The mother is white, while the father is black.  We see this little girl asking her mother questions about the health  targets of Cheerios.  We then hear the mother letting her know that Cheerios are indeed great for the heart.  At the end of the commercial we see the that the little girl placed Cheerios on her father's heart. 

I feel that the unstated meaning is that this little girl has heard other commercials and her father talk about how Cheerios are good for the heart.  The little girl is obviously worried about her father's heart; therefore, believing that if she puts the cereal next to his heart, he will get better.  When we know that we must eat the Cheerios for this to happen.  The lifestyle seems to be middle class; however, it is also a biracial family.  In my mind, this is one hundred percent okay and not an issue.  However, in today's society this is still a problem in many peoples minds.  It is an issue for some; therefore, some of the audience of this commercial would feel that they are incorrect for using this.
Also, the underlying or untold story here is dealing with the healthiness of cheerios.  This makes us want to do our own research and to find out if Cheerios are really healthy for you, especially to the heart.  After researching, we can see that yes, Cheerios are good for your health; therefore, realizing that more people should eat them.  The main reason for using the biracial family is to let people know that Cheerios is for any audience.  Cheerios are good for anyone no matter the race, gender, or any other reasons.

The values in this commercial are family, love, happiness, and healthiness.  It is greatly shown in every part of this ad.  I feel that association and plain folk are two great tools of persuasion that are used in this commercial.  The positive messages that are presented are that family is important.  Also, that Cheerios are great for your health, especially the heart.  Another positive message is that children need to be aware of all things around them.  The negative messages are not as important to me, as well as many others.  However, the only negative message I can see that may be is the fact that it is a biracial family.  This is not negative nor an issue to many; however, may be an issue to others.  

This message empowers family oriented people, people with heart problems, and people that eat healthy breakfasts.  It disempowers those who may not enjoy cereal.  The part of the story that looks to be untold is what is actually wrong with the father.  Also, does he have heart problems, or is she just being cautious.   

The taken for granted realities are the biracial families.  It is embarrassing that people only see this commercial as offending and not for the love of family, love, and health.  I feel that this is a great ad; however, there are many people that would disagree.  I am saying this because I have seen this commercial on social networks where people have commented complaints, horrible opinions, and threats that it needs taken off the television screens.

Educ - 6810 - Media Messages and Critical Pedagogy #1

Do you agree with the deconstruction? Why? Why not? Be specific.

• I agree with both of the deconstructions.  However, the Century Link one was very detailed - I am not sure that everyone viewing the commercial will have access to that information.  The AllTel deconstruction was a bit extreme.
• The Century Link commercial was very interesting to me. I loved the slinkys being used as well as many different races and families being used.  However, like I previously stated - I am not sure that the audience will be aware of all the information that the deconstruction posed.
• The Alltel deconstruction was a little extreme to me.  However, I agree at some point to the points that the woman made.  Yes, there was a white middle class family in a middle class house.  However, I was not aware of the race of the men until I listened to the deconstruction.  I agree that she is correct; however, I am not sure that it was that intense. 

Do you agree with the claims made in the deconstructions? Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? Does the Alltel ad really promote racism or stereotypes of immigrants? Why or Why not?

• I am not sure that I do agree with EVERYTHING; however, I agree at some extent.
• The Century Link ad was a great ad that showed us everything we needed to see for what they were discussing.  However, I do not believe that it is a company for making profits over customer satisfaction.  I feel that they are very aware of the customer satisfaction and that it is what they ultimately want out of it.
• The AllTel ad does not particularly promote racism or stereotypes; however, they do bring up a few questions that may focus on that.  However, they do need to make sure that they discuss all of the costs within this company.

How do these deconstructions disrupt taken-for-granted realities?

• I feel that the reality of these ads are middle class families, happiness, and connectedness.  However, the deconstructions kind of take that away from us.  It appears that the deconstructions are literally deconstructing the way we actually feel with these commercials as oppose to what we should be getting out of them.

What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?

• I feel that they are disrupting the ideologies that life actually can be happy and things may not cost that much.  However, doing this - they cannot have small print or other realizations behind the scenes that people do not see.

How are these deconstructions examples of individuals investigating manifestations of power relations?

• These deconstructions are just proof that society is becoming more and more literate and aware of how to deconstruct their ads.  It is now all about people who can see what the ads are really saying not about what it looks as if they are saying.

How might conducting these kinds of deconstruction empower students whom have been historically and continue to be disenfranchised by "traditional schooling? 

• I feel that by students deconstructing these ads - they are steering away from traditional schooling in ways like actually picking apart an ad or a video as oppose to reading books that may have nothing to do with their everyday lives.  This empowers them to feel more in control of their literate life.

How might deconstructing these kinds of media messages help students recognize connections between their individual problems and experiences and the social contexts in which they are embedded?

• They will start realizing that ads may not be the exact reality.  They may connect with their problems and realize that other people go through the exact same problems, experiences and day to day life.

How might conducting these kinds of deconstructions disrupt traditional banking systems of education?

• Instead of the students learning things that they may never use again, they are deconstructing real things and real ads that everyday people see.  They are realizing that they can actually take a part in these activities in their every day lives.

Educ 6810 - Week Four Reading & Discussion

"You may not think advertising influences you. But marketers do. And in addition to millions of dollars, they have something else most people don't have: Access to data that proves their point" (Hollis, 2011).

I chose this quote because I know many people that are skeptical, as well as myself.  I realize that commercials and ads can be silly and un-motivating; however, I also agree with this ad.  Advertisers have the data to prove that people really do take their ads seriously, as well as, react to them.  Some of the reactions lead to customers advertising without them knowing it.

I feel that this is not an ad that influences you to buy something or try something out.  I feel that this is an influencing commercial that can tug at your heart strings.  It makes the audience realize that yes, everything you do, children see it and then they do the same thing.  It influences the audience to make sure that they are doing the right things.

Source:

Hollis, N. (2011). Why Good Advertising Works (Even When You Think It Doesn't). Retrieved from http://www.theatlantic.com/business/archive/2011/08/why-good-advertising-works-even-when-you-think-it-doesnt/244252/

Best TV Commercial Ever. Retrieved from http://www.youtube.com/watch?v=ZHCuA0KnITY






What reasons for teaching media literacy resonate with you? Why?

• I feel that teaching media literacy is important.  The reason that resonates with me is that this is what these kids are used to.  They are always watching TV, on the computer, or on the internet; therefore, they are seeing media everywhere they turn.  If we teach media literacy, I feel that we will be helping them with problems that they may come into contact with while they are doing what they do in their everyday lives.

Why is media production important for teaching media literacy? What are the challenges?

• There are so many opportunities for students to use media production: school radio, school news, music, broadcasting sports events, video taping events, making of digital media, and so on.  Teaching the production goes hand in hand with teaching media literacy.
• The challenges are to get the students to focus and make sure that they are doing things correctly and that they know the risks of using different things and copy right laws.

How did the deconstruction and creation of a magazine cover address the 4 key concepts of media literacy programs? Give specific examples.

• Core #1 - All Media Are Constructed: We constructed our magazine covers and deconstructed the other magazine covers.
• Core #2 - Creative Language with its own rules: We used the language of the Media constructions to not only deconstruct one cover but to also construct ours.
• Core #3 - Audience Decoding: In the deconstruction, we pointed out which audience it was referring to.  Then we commented on a peers deconstruction to see their differences.  While constructing, we are all going to have different covers that portrays multiple audiences.
• Core #4 - Embedded Values and Points of View: We dissected the magazine cover to bring up all of the underlying meaning.

Explore the Common Core Standards and find three standards that media literacy would help you address in your content area or interest. 

• CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
• CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
• CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Source:

Hobbs, R. (2011). Teaching Media Literacy: Yo! Are You Hip With This? Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

Educ 6810 - Week Four Activity One

Magazine Cover

The language techniques that I used were

• Grammatical Techniques (Main Heading: Brand New Graduate to speak at National Conference) 

• Rhyme (Sub Heading: Girls: A Dog’s Best Friend, ‘Til The Very End) 

• Alliteration (Sub Heading: Nifty Nails) 

The persuasion techniques I used were

• Association: The assignment was about portraying me and what it means to be a woman. I basically used the “Nifty Nails” picture and headline because it is a great way to blow off steam. I agree that it costs money and it is a pain to keep up with fake nails; however, as a working woman, I enjoyed being pampered every once in a while.

• Plain Folk: Going along with the assignment, I was trying to ‘challenge the mainstream’ by showing that ‘plain folk’ like myself have great opportunities, as well as celebrities. I was chosen to speak at a National Teaching Conference right after my college graduation. 

• Warm & Fuzzy: I decided to show the animal lover in me. I feel that this picture shows my HUGE dog; however, the headline says how girls can be dog’s best friends as well. This I felt would reach out to pet owners.

Educ 6810 - Reading & Discussion #3

The main arguments in this  article are:

• Closing the 'gap' between the way schools teach our students and the outside world teaches our students.  For example, schools are basically all print.  The outside of our schools have so much more in store.  The students have multimedia, visual communication, electronics, and virtual realities.  
• The fact that we now have new literacies.  Not only is there a new literacy definition, but there are multiple literacies that our students are facing.  For example, computer literacy, information literacy, media literacy, television literacy, and visual literacy are all new literacies that we are facing.
• Teaching the students about all these literacies is another key point to this article.  Basically, we, as educators, need to realize that we need specific trainings, time, and patience to teach this and to understand how to relate our core subjects to this way of learning for our students.

I absolutely agree with this article.  I am a brand new teacher and I have three subjects that I teach.  I teach math, which is my absolute favorite, social studies, which I know I will be struggling with, and English, which I am nervous/excited for especially with these technology courses.  I feel very strongly about being there for the students, and there is no way that any one can be there or help these students unless they know how to speak or how to connect with them.  There are so many new things that these students know and do that we need to be up on top of these things to relate to them.  Therefore, I feel that we do need to encourage our fellow teachers to go to trainings and educate our youth with these literacies and try, try, try to close that gap as little or as much as we can.

I feel that the media has a lot to do with the self-esteem in women and violence in men.  The main, if not the only, place that girls/women see tiny, beautiful, tall, muscular women is through media.  Whether it be movies, television, magazines, internet, or news articles, they are seeing this through media.  However, there is more of the violence going on in the 'real world', I feel, than the 'perfect woman'.  However, I see that there is so much violence in movies, television, internet, video games (especially), and even songs - that our boys and men are seeing that this is obviously a trend.

The videos are exactly how I feel, as well as many other people feel, about the media.  I know that we need to teach our students about the media and explain to them how exactly they need to analyze or evaluate it.  However, it is almost as if media tries to trick them.  They trick them into thinking that it is okay to be as thin as a rail or as mean and hurtful as the bad guys they see on TV.  Us as educators need to touch upon all of this so that they know that this is false information and that they need to look between the lines, so to speak.  It is important for us as educators and their elders to let them know that even though WE may even be bribed with the media, we need to come to a point and realize, this is not what we really need.  We need to analyze and evaluate it and think to ourselves - is this really what society want? Or is this was media WANTS us to want/think.

Sources:

Semali, L. (2001). New LiteraciesL Defining New LIteracies in Curricular Practice. Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html

Tough Guise: Violence, Media & the Crisis in Masculinity Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=3exzMPT4nGI

Killing Us Softly - Woman are used like pieces of meat Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=KVmcmePRqSk

Educ 6810 - Magazine Cover Deconstruction

Media language: This magazine cover has a lot of dark, but bright, bold colors of red and orange. It has white letters that stand out with the darker colors. Also, there are some black letters that also stand out. The actor on the front, Arnold, is very well known - especially for his physique; therefore, allowing the audience to become captured by his appearance. "20 inch arms" is right BESIDE his large arms; therefore, the audience is going to notice his arms, the text, and then become interested.

Institution: Front cover of Muscle & Fitness

Genre: Fitness, Body building, and exercise

Representation: This magazine cover represents a very fit, very large, Arnold. Therefore, this is geared to either someone who is as big, getting that big, or wants to become that big. This is a magazine for many young guys in this society.

Audience: The target audience 'screams' young men. However, this audience can actually vary. This targets mainly to men - really of all ages. Boys start the working out and getting into shape process at the young age of 13 or 14 years old. Also, men try to stay fit and muscular well into their 40s and 50s - some lucky ones even older. However, there are many girls that enjoy working out. some girls may just like to stay fit, get tighter, smaller, or just a little muscular; therefore, they may not be interested in this magazine - or at least the entirety of it. However, there are girls who enjoy being as big or bigger than some men. Therefore, this would reach out to them as well. Any ethnic race, class, or even profession could pick up this magazine because they are interested in fitness. The main reason I feel that this is mainly for men is because of the words "20 inch arms in three big moves" right beside Arnold's arm. Not every girl wants those 20 inch arms; however, there are some that would so I cannot leave them out.

Ideologies & Values: The values in this magazine cover are really that it is nice to be physically fit. It is showing ways that can be helpful to achieve this. Therefore, the positive aspects of this cover are being fit is a healthy lifestyle choice, burning fat is a must, exercise is a positive alternative. However, there are some negatives. They are not everyone can be that big, some people are healthy and fit but do not feel like it because Arnold is on the front cover taking up a fourth of the page due to him muscles. Therefore, I feel that it empowers fitness gurus and people who enjoy working out to get 'bigger'. It disempowers people who are either not fit, not in it to get bigger but simply lose weight, and people who may not think highly of Arnold. The media maker's interest is served due to having an icon like Arnold on the front of the magazine. He is a great model for those who WISH to be big and muscular and physically fit

Narrative: The part of the story that is not being told is how long did it actually take Arnold to get that big? Does it REALLY only take a few exercises and a few good meals to become as physically fit and big as Arnold? The information can be found within the magazine, in other fitness magazines, and through trial and error of these exercises.

What is the “text” of the message?

- The phrases: Recharge your routine Seven Exercises robbing YOU of results, Get Lean in less time stay out of the gym to burn more fat, 20 inch arms in 3 big moves, and an exclusive page all about Arnold, his new movie, and how he stays hit
- The other main 'text' we get out of this is Arnold showing off his large arms. He is also wearing sunglasses and a tight shirt to show his large chest
- It looks as if fire is behind him - or just dark reds and oranges

What is the “subtext” of the message?
- Arnold works out, lifts, and is a movie star
- Arnold wears sunglasses and tight clothes when he works out
- He is using a fitness magazine to promote the new movie Terminator Three
- There are many workouts that get you as muscular as Arnold
- You need to change how you work out

What “tools of persuasion” are used?
Association, Bandwagon, Beautiful People, Celebrities, Intensity, Charisma, Rhetorical Questions (or statements in this case), Simple solution, Card Stacking,