Education is the root to many a branch. The modern age as brought forth many new avenues our youth many travel down. These pathways may lead to an exciting future bearing much fruit while other paths may branch into a rotten, dead, and wasteful existence. I see our youth as a bud on a tree that is full of life and willing to bear the future in thier arms. However, these children have many trials and storms they must weather in their season. Without the support and guidance of their family, friends, teachers, and community the child's future becomes jeopardized. The teacher stands at the ready to hold onto, guide, nurture, support, and protect the student throughout his/her development. An under-nurtured spring easily falls underfoot, but with care and the proper guidance the sprig will become resilient and grow and produce good fruit. So is it with our youth; all children are not brought up in a nurturing manor, but that does not mean all is lost and that they are to be forgotten. It is my calling, as an educator, to aid our youth in their development and give them the confidence and resources needed to succeed and become a productive member of society. This is my role and my mission.
"A critical examination of gender, race, and ethnicity is oftentimes ignored in...traditional education." (Avila & Pandya, 2013) Even though the world may strive to place all people into the same mold, I will not disregard the differences of our youth. I will embrace the digital age and reinforce the use of critical digital literacy in the students' everyday life and instill the fact that social categories are still relevant in the digital world. (Avila & Pandya, 2013) Online, the user may feel anonymous, but we are not. The interactions between digital users can be very dynamic and educational. By engaging with others online and off, critical use of technology and composition provides opportunities and new ways to experience and interact with the world. (Avila & Pandya, 2013) Technology is invasive and can be overwhelming, but as a digital native I have full confidence that digital interactions and experiences can and should be coupled with face-to-face and physical experiences.
I see my students not as an empty slate, but as one filled with a plethora of ideas, ideologies, biases, truths, and possibilities. We, in America, are given more choices on how we wish to live our lives than any other group. Sadly, evil and sloth are among those choices, as such, educators must be both willing and able to contend with negative behavior and reinforce constructive behavior and thoughts. I work hard to establish and maintain a safe,courteous, fair, and controlled learning environment where the students' ability and actions are taken seriously, individual strengths are celebrated, and collaboration is used appropriately. Community is composed of every person no matter if he or she is constructive or not. Our youth have many choices ahead of them that not only affect their lives, but also the life of the community. We must aid in guiding and educating our future for the future's sake and the sake of our youth.
References:
Avila, J., & Pandya, J. (2013). Critical digital media as social praxis: Intersections and challenges. (p. 58, 79). New York, NY: Peter Lang Publishing, Inc.
Links to engaging critical media literacy activities:
Video demonstrating common types of digital literacy
Self-help site teaching digital literacy
Digital Literacy Self-test to identify strengths and weaknesses
Google's digital literacy and citizenship curriculum
Student discussions of digital literacy
12/1/13
Week #14 Reading and Discussion
"...Ours is an age in which the pictoral turn has supplanted the linguistic one, as images push words off the page and our lives become increasingly mediated by a popular visual culture." (Hull, 2003)
I chose the above quote, because I can see the truth of the quote stand out in my classroom, within my students. My students are very visual and are poor readers and are terrible at reading comprehension. They have a very difficult time actually reading to understand, they mostly read only to make the school day go by faster and to not be bothered by the teacher for not doing their classwork. Though, they do not read much, my students are certainly visually stimulated easily. The students draw a lot and are always asking to print out a picture they found while completing digital assignments. I could have my students read and discuss the photosynthetic process in plants and bacteria, but if I do not include and reference an image of the process my students would be lost.
I chose the above image, because this is the look I see on my students almost everyday. An image or series of images helps immensely when reading about new science class content.
#1: Digital storytelling promotes academic literacies by requiring the student to be able to communicate effectively through speech and text without loosing the audience due to not being verbally or text illiterate. The production of digital stories is fun, interactive, and is often used to draw in an audience and the students know that if they are not literate they may not capture the attention of the target audience.
#2: No, I do not think that digital storytelling with music, speech, and images is easier. I do think that the addition of such does promote the mood of the story, but the extra time and effort in creating a multimedia production is more resource intensive than pure text.
#3: Yes, digital storytelling does increase the "action" feeling of a story or communication. Digital stories are more influential and "drive home" the story's message than a text-only story.Yes, the impact on the academic lives of our students would be positive, because through the production of these digital stories the students will try to interest and influence their audience and that drive will help them want to become more literate so that their products are more influential to their audience.
References:
Hull, G. (2003). At last: Youth culture and digital media.Research in the Teaching of English, 38(2), 230.
A picture is worth a thousand words [Web Graphic]. Retrieved from https://www.dlsweb.rmit.edu.au/lsu./content/1_StudySkills/study_tuts/learning styles/visual.html
I chose the above quote, because I can see the truth of the quote stand out in my classroom, within my students. My students are very visual and are poor readers and are terrible at reading comprehension. They have a very difficult time actually reading to understand, they mostly read only to make the school day go by faster and to not be bothered by the teacher for not doing their classwork. Though, they do not read much, my students are certainly visually stimulated easily. The students draw a lot and are always asking to print out a picture they found while completing digital assignments. I could have my students read and discuss the photosynthetic process in plants and bacteria, but if I do not include and reference an image of the process my students would be lost.
I chose the above image, because this is the look I see on my students almost everyday. An image or series of images helps immensely when reading about new science class content.
#1: Digital storytelling promotes academic literacies by requiring the student to be able to communicate effectively through speech and text without loosing the audience due to not being verbally or text illiterate. The production of digital stories is fun, interactive, and is often used to draw in an audience and the students know that if they are not literate they may not capture the attention of the target audience.
#2: No, I do not think that digital storytelling with music, speech, and images is easier. I do think that the addition of such does promote the mood of the story, but the extra time and effort in creating a multimedia production is more resource intensive than pure text.
#3: Yes, digital storytelling does increase the "action" feeling of a story or communication. Digital stories are more influential and "drive home" the story's message than a text-only story.Yes, the impact on the academic lives of our students would be positive, because through the production of these digital stories the students will try to interest and influence their audience and that drive will help them want to become more literate so that their products are more influential to their audience.
References:
Hull, G. (2003). At last: Youth culture and digital media.Research in the Teaching of English, 38(2), 230.
A picture is worth a thousand words [Web Graphic]. Retrieved from https://www.dlsweb.rmit.edu.au/lsu./content/1_StudySkills/study_tuts/learning styles/visual.html
11/23/13
Week 13 Reading and Discussion
"Pre-service teachers may know how to create a blog, for example, but lack the ability to use this knowledge to create activities and environments that promote a deeper understanding of literacy content when they enter the profession as practicing teachers."
I chose the above text and image, because I think that both ring true. The quote brings a common problem forward into the light. We, as new teachers, are taught how to create many different digital products to prove our knowledge of a topic, but we are not often taught "how" to teach a students how to create the products. At least, that was my experience in my undergraduate years at Fairmont State University (FSU). There was only one course I need to graduate that actually taught me how to teach science, but I would have liked to have taken more. At times, I and my co-workers can create digital products, but we struggle in the teaching of others so that they can create the product themselves.
1. I think they chose to include the word "critical," because the authors state that "critical and reflective practices are largely absent" from today's digital teacher training. (Avila & Pandya, 2013) The authors also cite the need for new teachers to be digitally literate and also be able to develop critical digital learners.
2. The FSU undergraduate teacher education program prepared me well to be critical of digital media and of my own digital products, but did not teach me to be a well-rounded critical digital media teacher to my students. I had to work on this skill on my time and dime. The program was very tools-based.
3. Teachers need to be thinking about the ability levels of their students and the difficulty of the digital experience the teacher may introduce. The purpose, practicality, and future use of teachable digital knowledge and skills must be taken into account when choosing a digital experience for the students; the experience needs to be meaningful, practical, repeatable and interesting. A question the teacher must ask: Is is critical digital literacy experience unbiased, easy to manage, and meaningful to my students?
4. Yes, most of my students do have these "rights," excluding those whose computer privileges are removed. In response to the first "right," my students are introduced to new and emerging digital resources I am either trained on or hear about from other teachers which have had success in using the digital tools. My students started using Prezi as an interesting way to share their ideas and interests in an artistic format on a presentation introducing themselves to me.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis . (pp. 128, 130). New York, NY: Peter Lang Publishing.
[Web Graphic]. Retrieved from http://373virtualpta.files.wordpress.com/2008/07/11_computer_101_class1.png
I chose the above text and image, because I think that both ring true. The quote brings a common problem forward into the light. We, as new teachers, are taught how to create many different digital products to prove our knowledge of a topic, but we are not often taught "how" to teach a students how to create the products. At least, that was my experience in my undergraduate years at Fairmont State University (FSU). There was only one course I need to graduate that actually taught me how to teach science, but I would have liked to have taken more. At times, I and my co-workers can create digital products, but we struggle in the teaching of others so that they can create the product themselves.
1. I think they chose to include the word "critical," because the authors state that "critical and reflective practices are largely absent" from today's digital teacher training. (Avila & Pandya, 2013) The authors also cite the need for new teachers to be digitally literate and also be able to develop critical digital learners.
2. The FSU undergraduate teacher education program prepared me well to be critical of digital media and of my own digital products, but did not teach me to be a well-rounded critical digital media teacher to my students. I had to work on this skill on my time and dime. The program was very tools-based.
3. Teachers need to be thinking about the ability levels of their students and the difficulty of the digital experience the teacher may introduce. The purpose, practicality, and future use of teachable digital knowledge and skills must be taken into account when choosing a digital experience for the students; the experience needs to be meaningful, practical, repeatable and interesting. A question the teacher must ask: Is is critical digital literacy experience unbiased, easy to manage, and meaningful to my students?
4. Yes, most of my students do have these "rights," excluding those whose computer privileges are removed. In response to the first "right," my students are introduced to new and emerging digital resources I am either trained on or hear about from other teachers which have had success in using the digital tools. My students started using Prezi as an interesting way to share their ideas and interests in an artistic format on a presentation introducing themselves to me.
References:
[Web Graphic]. Retrieved from http://373virtualpta.files.wordpress.com/2008/07/11_computer_101_class1.png
11/10/13
Reading and Discussion #12
"Technology [ushers] in new learning challenges for the first "always-connected generation.""
The above quote his home, because I see it in my sister and wife, both of which are on the edge of the generation the quote discusses. They both seem to always be on their cell phones, iPads, or PCs. It's understandable, entertainment and social media are pervasive and are ever-present. The lure of always being connected is strong and in the modern age there is an abundance of free time easily wasted away with new technologies.
I chose the above image, because it shows a person constantly drawn to the workings and doings of the world. Eyes always locked onto what is happening, never looking away. Technology is pervasive and ensnaring.
#1. The Ask Anansi game supported critical literacy by requiring the students to answer riddles and problems by "reading" into the Anansi responses; requiring the students to read between the lines, use graphics to help understand the responses, and use their environment to play the game.
#2. The game required students to write a counter-narrative, create a "good story" or Anansi, and write daily field notes.
#3. The game included e-mails, texting, and phone calls to communicate with Anansi. The students were required to communicate effectively digitally to be able to complete the game off-line in the physical world. The game connects the on-line and off-line worlds together.
#4. The quote means that we must read to understand the world more, then experience the world as we see/experience it. Only then, can we possibly understand the world enough to write about it and share the world we see to others who are experiencing the world in their own ways.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis . (pp. 110). New York, NY: Peter Lang Publishing.
[Web Graphic]. Retrieved from http://www.maloneyproperties.com/property-management/information-technology/
The above quote his home, because I see it in my sister and wife, both of which are on the edge of the generation the quote discusses. They both seem to always be on their cell phones, iPads, or PCs. It's understandable, entertainment and social media are pervasive and are ever-present. The lure of always being connected is strong and in the modern age there is an abundance of free time easily wasted away with new technologies.
I chose the above image, because it shows a person constantly drawn to the workings and doings of the world. Eyes always locked onto what is happening, never looking away. Technology is pervasive and ensnaring.
#1. The Ask Anansi game supported critical literacy by requiring the students to answer riddles and problems by "reading" into the Anansi responses; requiring the students to read between the lines, use graphics to help understand the responses, and use their environment to play the game.
#2. The game required students to write a counter-narrative, create a "good story" or Anansi, and write daily field notes.
#3. The game included e-mails, texting, and phone calls to communicate with Anansi. The students were required to communicate effectively digitally to be able to complete the game off-line in the physical world. The game connects the on-line and off-line worlds together.
#4. The quote means that we must read to understand the world more, then experience the world as we see/experience it. Only then, can we possibly understand the world enough to write about it and share the world we see to others who are experiencing the world in their own ways.
References:
Addressing the seven Elements of Digital Storytelling
Point of View My point of view is that of a 3rd person observer.
Dramatic Question A car crash cured cancer.
Emotional Content A drunk man runs a red light, hits an innocent couple, and runs. But, his actions led to the discovery and subsequent curing of another man's cancer.
Voice Anger, with tinges of thankfulness.
Soundtrack Low dark tones.
My Storyboard Link
Dramatic Question A car crash cured cancer.
Emotional Content A drunk man runs a red light, hits an innocent couple, and runs. But, his actions led to the discovery and subsequent curing of another man's cancer.
Voice Anger, with tinges of thankfulness.
Soundtrack Low dark tones.
My Storyboard Link
11/2/13
Reading and Discussion #11
"The blogs were...part of the real-world blogosphere; each students' reflections and arguments were visible, transparent , and open to scrutiny, comments, and criticisms from anyone." (Avila & Pandya, 2013)
1. An essentialist view focuses only on the abilities of the technology, not in the way that it is used. An ideological view focuses on the use and abilities of technology in the greater social schema and how all categories of social functions are affected or molded by the use of technology. I adhere to the essentialist view of technology. I don't see technology directly molding our society, but rather, I see society molding and controlling technology and media.
2. The teacher used blogging to allow her students to post their pictures to the world and receive feedback from the viewers while being cognizant of the messages they were promoting with the images they posted. The teacher uses a tactic of social pressure within her class; the students know that their best work will be broadcast on the teacher's blog, so they all compete with each other not to the the worst blogger. Requiring the students to stay organized means that the students must be able to put forth their knowledge, products, and opinions in a fashion that is appealing and interesting; this keeps the students on their toes as social and entertainment tastes of their audience changes, the students must adapt their product to remain at the center of the attention of their audience.
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis . (pp. 95). New York, NY: Peter Lang Publishing.
Privacy student intro video - the digital footprint [Web]. (2012). Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=DinW62zlWcc
I chose the above quote, because I think that if we are to teach critical media literacy, at some point our students must learn that what is digital is rarely private and protected. Our digital products and footprints are everywhere can can still be accessed even if we remove our products from where we first posted them. Privacy is not possible in our digital world, especially in social media, such as blogs. This exposes out students to a bit of reality in a somewhat controlled environment where we can guide their responses to criticism.
The above video discusses the concern students must give to their digital footprints. If our students are to be creating digital media they need to know about digital footprints and repercussions.
The above video discusses the concern students must give to their digital footprints. If our students are to be creating digital media they need to know about digital footprints and repercussions.
1. An essentialist view focuses only on the abilities of the technology, not in the way that it is used. An ideological view focuses on the use and abilities of technology in the greater social schema and how all categories of social functions are affected or molded by the use of technology. I adhere to the essentialist view of technology. I don't see technology directly molding our society, but rather, I see society molding and controlling technology and media.
2. The teacher used blogging to allow her students to post their pictures to the world and receive feedback from the viewers while being cognizant of the messages they were promoting with the images they posted. The teacher uses a tactic of social pressure within her class; the students know that their best work will be broadcast on the teacher's blog, so they all compete with each other not to the the worst blogger. Requiring the students to stay organized means that the students must be able to put forth their knowledge, products, and opinions in a fashion that is appealing and interesting; this keeps the students on their toes as social and entertainment tastes of their audience changes, the students must adapt their product to remain at the center of the attention of their audience.
References:
Brainstorming my Digital Story
1. I was at a state animal show in which my grandfather and I entered a few of our chickens. The show housed cows, horses, pigs, etc., along with all types of fowl. One of his chickens won second place and one of mine won first! That's not the best part, though, because while I was roaming the grounds looking at all the different types of geese and ducks, my grandfather slipped away and either traded for or bought me five silky pullets and one cock silky. They were very beautiful birds with a healthy shine. The eggs they would come to produce were blue-green and small, but rich. I raised these separate from the other chickens and took great pride in farming them. I learned to raise many different types of chickens at my grandfather's side and will teach these skills to my children, since he has passed. He taught me care, resilience, and discipline.
2. I stepped out into the road above my grandparents' house on an early Easter morning when I was four years old. A neighbor of my grandparents was driving by and struck me as I stepped in front of his car. His bumper knocked my down and this front passenger side tire rolled over me. I don't remember much, but I do know that my father ran up to me, scooped me up and ran me into my grandparents' house. I remember there were shouts and my family trying to decide to either lay me on the floor or the couch, because my spine may have been damaged. The ambulance came and took me to the hospital and I stayed there for three days. I remember doctors coming in and trying to get me to move my left arm and leg. I said I couldn't, but my mother recalls that I was scared of it hurting and that I could move, but wouldn't. After it was all said and done, I was released and no worse for wear. I do remember, though, that as my father was collecting my toys they brought for me he accidentally took a piece of a toy train track from the hospital's train set. We laugh about it now. I've learned to be wary of crossing the road.
3. I was with a group of friends my freshman year of college at a Denny's for a late night dinner. My current girlfriend and I were crossing I-79 on Route 50 West at 1:00 a.m. and going through a green light intersection. Another vehicle, a black SUV-type, ran a red light off the ramp of I-79 South to Route 50 East. I saw him coming and tried to get out of the way, but he plowed into my front quarter panel on the passenger side. I didn't know it at the time, but my car did a 360+ and took out a couple signs before it came to rest about 40 yards from the impact site, over a raised median, and in the opposing lane. I cam to and checked on my passenger, she was very frightened and we got our seat belts off, but her door was stuck. I climbed out, trying to get her door open, then got her out through my driver-side door. We were shaken, but otherwise not very hurt. The man who ran the red light called 911, but then fled the scene leaving his phone and wallet in his vehicle. I later found out he wasn't supposed to be driving and he was drinking/drugged up. My passenger and I were taken to the local hospital to get an upper body x-ray to be sure we weren't hurt and a shadow was found at the lower portion of the film. Later, we discovered that the shadow was a tumor in my thyroid. I had thyroidoma. Surgery followed a couple weeks later. Sometimes, blessings come in the most unlikely disguises.
4. I, my immediate family, and my cousin were just finishing up watching a movie and saying our goodbyes when my mother received a call from my aunt down the road. My mother made a face and placed a hand on her chest, saying, "My father just passed." We were dumbfounded and shocked. My cousin and I ran out to my cousin's car and raced to my grandparents' house, pulling into their lawn. We rushed in to find my grandmother, aunt, and uncle there with my grandfather laying on the kitchen floor. They were eating dinner and he had a fatal heart attack. A recent event occurred a few months prior when I received a call from my grandmother saying my grandfather was choking. I threw shoes on and raced to their house to find him slumped over at the dinner table. He wasn't breathing and had a dull look in his eyes. I picked him up and performed the Heimlich maneuver until my uncle arrived and did the same. We couldn't get the food dislodged, but the coming ambulance got him to the hospital in time to remove the food. He spent time in the hospital recovering, but there was no recovering from his heart attack. This was the grandfather to taught me about life and death on his farm. I will never forget him.
5. My important event was my marriage to my wife of almost four months. She has changed my life drastically in a positive direction. I have grown up much in these last few months, taking on more responsibilities and relinquishing others. I see us as one unit with two heads, always planning the future, living the present, and learning from the past. It is a great responsibility, being a Christian husband, but one I will carry happily.
2. I stepped out into the road above my grandparents' house on an early Easter morning when I was four years old. A neighbor of my grandparents was driving by and struck me as I stepped in front of his car. His bumper knocked my down and this front passenger side tire rolled over me. I don't remember much, but I do know that my father ran up to me, scooped me up and ran me into my grandparents' house. I remember there were shouts and my family trying to decide to either lay me on the floor or the couch, because my spine may have been damaged. The ambulance came and took me to the hospital and I stayed there for three days. I remember doctors coming in and trying to get me to move my left arm and leg. I said I couldn't, but my mother recalls that I was scared of it hurting and that I could move, but wouldn't. After it was all said and done, I was released and no worse for wear. I do remember, though, that as my father was collecting my toys they brought for me he accidentally took a piece of a toy train track from the hospital's train set. We laugh about it now. I've learned to be wary of crossing the road.
3. I was with a group of friends my freshman year of college at a Denny's for a late night dinner. My current girlfriend and I were crossing I-79 on Route 50 West at 1:00 a.m. and going through a green light intersection. Another vehicle, a black SUV-type, ran a red light off the ramp of I-79 South to Route 50 East. I saw him coming and tried to get out of the way, but he plowed into my front quarter panel on the passenger side. I didn't know it at the time, but my car did a 360+ and took out a couple signs before it came to rest about 40 yards from the impact site, over a raised median, and in the opposing lane. I cam to and checked on my passenger, she was very frightened and we got our seat belts off, but her door was stuck. I climbed out, trying to get her door open, then got her out through my driver-side door. We were shaken, but otherwise not very hurt. The man who ran the red light called 911, but then fled the scene leaving his phone and wallet in his vehicle. I later found out he wasn't supposed to be driving and he was drinking/drugged up. My passenger and I were taken to the local hospital to get an upper body x-ray to be sure we weren't hurt and a shadow was found at the lower portion of the film. Later, we discovered that the shadow was a tumor in my thyroid. I had thyroidoma. Surgery followed a couple weeks later. Sometimes, blessings come in the most unlikely disguises.
4. I, my immediate family, and my cousin were just finishing up watching a movie and saying our goodbyes when my mother received a call from my aunt down the road. My mother made a face and placed a hand on her chest, saying, "My father just passed." We were dumbfounded and shocked. My cousin and I ran out to my cousin's car and raced to my grandparents' house, pulling into their lawn. We rushed in to find my grandmother, aunt, and uncle there with my grandfather laying on the kitchen floor. They were eating dinner and he had a fatal heart attack. A recent event occurred a few months prior when I received a call from my grandmother saying my grandfather was choking. I threw shoes on and raced to their house to find him slumped over at the dinner table. He wasn't breathing and had a dull look in his eyes. I picked him up and performed the Heimlich maneuver until my uncle arrived and did the same. We couldn't get the food dislodged, but the coming ambulance got him to the hospital in time to remove the food. He spent time in the hospital recovering, but there was no recovering from his heart attack. This was the grandfather to taught me about life and death on his farm. I will never forget him.
5. My important event was my marriage to my wife of almost four months. She has changed my life drastically in a positive direction. I have grown up much in these last few months, taking on more responsibilities and relinquishing others. I see us as one unit with two heads, always planning the future, living the present, and learning from the past. It is a great responsibility, being a Christian husband, but one I will carry happily.
10/26/13
Reading and Discussion #10
1. Social media has allowed the reader/viewer of content to become active and participate in a discussion or product, i.e., responding to a writing, discussing the material, adding to the material resource, etc. Now, unlike before, the common person and add to (and sometime remove) material from a work, which allows the reader to play an active role in the development and modification of digital media.
2. "Cosmopolitan Practice" is the practice of youth as they integrate, navigate, and produce ideas, text, images, video, etc. online by forging ways to cross language, cultural, and geographic boundaries that most were not able to do before the digital age of information and most youth being able to "plug in" to the world. The youth can work together to provide each other with the information they need or want on a variety of topics to produce a great body of information that superceeds their formally exclusive differences. For schools, this broadens the learning environment and can help enhance multicultural learning, but the bulk of the information found in schools can now be found elsewhere via the Web.
3. It supported critical media literacy by causing youth to communicate with each other through the media that affects them. The youth put forth their ideas, sought out their peers' opinions, and then were able to modify their ideas using the peer-to-peer interactions as a mold.
4. Technologies should be used to collaborate and expand knowledge so as to be able to create new technologies, new products, and develop new experiences between the students beyond what was achievable in the traditional, pre-digital age classroom.
5. The stories I watched were made for a massive audience, and it shows. The authors knew that others would be watching their product, so they sought to interest the views and draw them into their stories. Not only that, but we know that the audience can immediately add their two cents on the topics within the video and how the video/story was displayed. Through this seemingly instant method of communication all those who view the original product can develop their opinions and views by observing everyone else's comments and reactions. We no longer live in a time where the student develops a product and that is the end of the story.
6. "When they tell me their passion, I could tell them my passion and we spark up a conversation from there." (Avila & Pandya, 2013) This quote exemplifies the major interactions between any two people who find themselves involved in the same digital space. Not only can we just show our opinions, products, and ideas to the world, the world can show us theirs. And it doesn't end there, collaboration and discussion takes place and new ideas and connections are developed which lead to more communication and connection with other individuals. This process develops a web of peer-to-the world communication across the world. A web that I hope never becomes unraveled.
I added the above image, because it provides us with a view of the most popular digital spaces we can share content, filter content, become social, and apply ourselves to the world.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (pp. 63-80). New York, NY: Peter Lang Publishing.
2. "Cosmopolitan Practice" is the practice of youth as they integrate, navigate, and produce ideas, text, images, video, etc. online by forging ways to cross language, cultural, and geographic boundaries that most were not able to do before the digital age of information and most youth being able to "plug in" to the world. The youth can work together to provide each other with the information they need or want on a variety of topics to produce a great body of information that superceeds their formally exclusive differences. For schools, this broadens the learning environment and can help enhance multicultural learning, but the bulk of the information found in schools can now be found elsewhere via the Web.
3. It supported critical media literacy by causing youth to communicate with each other through the media that affects them. The youth put forth their ideas, sought out their peers' opinions, and then were able to modify their ideas using the peer-to-peer interactions as a mold.
4. Technologies should be used to collaborate and expand knowledge so as to be able to create new technologies, new products, and develop new experiences between the students beyond what was achievable in the traditional, pre-digital age classroom.
5. The stories I watched were made for a massive audience, and it shows. The authors knew that others would be watching their product, so they sought to interest the views and draw them into their stories. Not only that, but we know that the audience can immediately add their two cents on the topics within the video and how the video/story was displayed. Through this seemingly instant method of communication all those who view the original product can develop their opinions and views by observing everyone else's comments and reactions. We no longer live in a time where the student develops a product and that is the end of the story.
6. "When they tell me their passion, I could tell them my passion and we spark up a conversation from there." (Avila & Pandya, 2013) This quote exemplifies the major interactions between any two people who find themselves involved in the same digital space. Not only can we just show our opinions, products, and ideas to the world, the world can show us theirs. And it doesn't end there, collaboration and discussion takes place and new ideas and connections are developed which lead to more communication and connection with other individuals. This process develops a web of peer-to-the world communication across the world. A web that I hope never becomes unraveled.
I added the above image, because it provides us with a view of the most popular digital spaces we can share content, filter content, become social, and apply ourselves to the world.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (pp. 63-80). New York, NY: Peter Lang Publishing.
Week 10 Activity #2
I watched the following Digital Stories: Knowing, Tuesdays with Morrie, and Failed Rap.
I chose to focus on this video:
Point of View: The point of view is in first person. I hear the voice of a man speaking about himself.
Dramatic Question: The dramatic question is "I know what you're think, and your right. I'm not mad."
Emotional Content: The main character tried to live his dream as a rapper, but ultimately did not succeed in the conventional sense. Instead, he uses his rapping ability to outreach to young students to keep them on the right track and provide a good role model for them to follow. He may never had helped kids if he did reach his first rapping goal. I relate to the main character, because I too work with students who will most likely fail to reach their dreams.
I chose to focus on this video:
Point of View: The point of view is in first person. I hear the voice of a man speaking about himself.
Dramatic Question: The dramatic question is "I know what you're think, and your right. I'm not mad."
Emotional Content: The main character tried to live his dream as a rapper, but ultimately did not succeed in the conventional sense. Instead, he uses his rapping ability to outreach to young students to keep them on the right track and provide a good role model for them to follow. He may never had helped kids if he did reach his first rapping goal. I relate to the main character, because I too work with students who will most likely fail to reach their dreams.
Week 10 Activity #1
I was unable to view the content videos. Each time I tried to load them, an error appeared that read: "No plug-in available to display this content."
10/18/13
Reading and Discussion #9
"Corey showed me and read to me what he had written on his info link...having heard Corey use the word prejudice, I asked him if he knew what the word meant and he blew my mind by saying that prejudice was prejudging someone based on the way they looked. (By this point I wondered if I was talking to the next Martin Luther King Jr.)" (Avila & Pandya, 2013)
It's amazing how easy it is to understand the prejudices in this world, but for a young boy to understand prejudice and how it works, well, that is a sobering thought. How easy is us to judge and prejudize others from only a single glance? Teaching our children what prejudices are at a young will help destigmatize discussing prejudice online, face-to-face, and throughout everyday life. Hopefully, learning about prejudices at an early age will help stave off real prejudiced behavior later in life.
The following video discusses the direct and immediate effects of active prejudice on children in an older social study made famous in the educational community.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (p. 54). New York, NY: Peter Lang Publishing.
Jane elliott - brown eyes vs. blue eyes [Web]. (2011). Retrieved from http://www.youtube.com/watch?v=Hqp6GnYqIjQ
It's amazing how easy it is to understand the prejudices in this world, but for a young boy to understand prejudice and how it works, well, that is a sobering thought. How easy is us to judge and prejudize others from only a single glance? Teaching our children what prejudices are at a young will help destigmatize discussing prejudice online, face-to-face, and throughout everyday life. Hopefully, learning about prejudices at an early age will help stave off real prejudiced behavior later in life.
The following video discusses the direct and immediate effects of active prejudice on children in an older social study made famous in the educational community.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (p. 54). New York, NY: Peter Lang Publishing.
Jane elliott - brown eyes vs. blue eyes [Web]. (2011). Retrieved from http://www.youtube.com/watch?v=Hqp6GnYqIjQ
Digital Storytelling and Reel Works
I watch the following video:
1. I liked the digital story, because it gave a reason behind why people sag their pants, there were interviews with many views, and a very straightforward investigation.
2. I learned that there are very many views of the sagging pants phenomenon and that the reasons people share this fashion are varied and their standards of dress are different.
3. I expected the digital story to be uninteresting and full of bias, but it was very entertaining and shared a balanced view. I did not expect the surveying section of the video; I thought is was going to be a dry documentary-type video.
4. There were many young people who voiced their opinions in the interviews, because they have opinions and the interviewers allowed them to represent themselves in a fashion that was easy on those being interviewed. This video helped me understand a bit about the sagging pants trend (which I still see as disgusting). These digital stories are an easy and modern way to tell stories, share opinions, and spread knowledge throughout the world. Self-esteem can be built by designing, creating, and displaying modern projects (like digital video storytelling) for the world to see. Students can feel as though they are talking to the world, and the world is listening.
1. I liked the digital story, because it gave a reason behind why people sag their pants, there were interviews with many views, and a very straightforward investigation.
2. I learned that there are very many views of the sagging pants phenomenon and that the reasons people share this fashion are varied and their standards of dress are different.
3. I expected the digital story to be uninteresting and full of bias, but it was very entertaining and shared a balanced view. I did not expect the surveying section of the video; I thought is was going to be a dry documentary-type video.
4. There were many young people who voiced their opinions in the interviews, because they have opinions and the interviewers allowed them to represent themselves in a fashion that was easy on those being interviewed. This video helped me understand a bit about the sagging pants trend (which I still see as disgusting). These digital stories are an easy and modern way to tell stories, share opinions, and spread knowledge throughout the world. Self-esteem can be built by designing, creating, and displaying modern projects (like digital video storytelling) for the world to see. Students can feel as though they are talking to the world, and the world is listening.
10/13/13
PSA
Take a look at my PSA:
I used statistics to get the viewers to notice my PSA and keep them interested with a couple of bright pictures to start out with. Then the images become darker and hopefully pull in the viewer to understand that media does have an effect on our youth. I used the Info Bomb method to get my point across to the viewers. The viewers will see nice, bring, happy images that turn to images of a darker nature involving death, so I suppose the shock value is present.
I used statistics to get the viewers to notice my PSA and keep them interested with a couple of bright pictures to start out with. Then the images become darker and hopefully pull in the viewer to understand that media does have an effect on our youth. I used the Info Bomb method to get my point across to the viewers. The viewers will see nice, bring, happy images that turn to images of a darker nature involving death, so I suppose the shock value is present.
10/6/13
Reading and Discussion #7
Discussion #1:
I will use the information found on page 219 of the textbook which touches on the increased use of media by children ages 8-18. It amazes me how much children use and are exposed to the media. On page 220, I will use the suggestion that critical media literacy should be of the literacy curriculum to be taught to all students. On page 222, the text states that, "Many teachers are still unclear about the import of integration and instruction (of media literacy)." I will be sure to include a direction to teachers to include media literacy in their curriculum in my PSA.
Discussion #2:
I read Critical Pedagogy and Teaching Mathematics for Social Justice, and I learned that being critical in our pedagogy is not a standard practice and involve the local culture and background knowledge of our students and the school environment to be effective. Teachers need to understand that the knowledge we teach and experiences we give to our students are not contained within the school grounds, but extend with the students into their neighborhoods and homes. As such, teachers need to understand that discussion and discourse between the teacher and students needs to occur so that the instructor can identify how the students relate to the media around them and their specific community. Further, I learned that education and teaching skills can and should never be mastered, so that we as educators can change with the times and our students to that we can forever grow in skill to meet the needs of our students in the ever changing culture and social structure we find ourselves in. I like critical pedagogy, in that it is an ever changing study of the culture and experience of our students and the practice of meeting the students on their level by using the knowledge of their social framework. Even though critical pedagogy is useful, I am afraid that some educators will dive too deep and become too critical and overstep their bounds into the students' cultures and experiences and loose their status among their pupils. I can see too much time and energy being spent on critical pedagogy and not enough on direct education and learning experiences.
I will use the information found on page 219 of the textbook which touches on the increased use of media by children ages 8-18. It amazes me how much children use and are exposed to the media. On page 220, I will use the suggestion that critical media literacy should be of the literacy curriculum to be taught to all students. On page 222, the text states that, "Many teachers are still unclear about the import of integration and instruction (of media literacy)." I will be sure to include a direction to teachers to include media literacy in their curriculum in my PSA.
Discussion #2:
I read Critical Pedagogy and Teaching Mathematics for Social Justice, and I learned that being critical in our pedagogy is not a standard practice and involve the local culture and background knowledge of our students and the school environment to be effective. Teachers need to understand that the knowledge we teach and experiences we give to our students are not contained within the school grounds, but extend with the students into their neighborhoods and homes. As such, teachers need to understand that discussion and discourse between the teacher and students needs to occur so that the instructor can identify how the students relate to the media around them and their specific community. Further, I learned that education and teaching skills can and should never be mastered, so that we as educators can change with the times and our students to that we can forever grow in skill to meet the needs of our students in the ever changing culture and social structure we find ourselves in. I like critical pedagogy, in that it is an ever changing study of the culture and experience of our students and the practice of meeting the students on their level by using the knowledge of their social framework. Even though critical pedagogy is useful, I am afraid that some educators will dive too deep and become too critical and overstep their bounds into the students' cultures and experiences and loose their status among their pupils. I can see too much time and energy being spent on critical pedagogy and not enough on direct education and learning experiences.
9/30/13
Reading and Discussion #6
1. I like the idea of students witting and making podcasts, which can be used in a future class to teach content. After the experience of creating a podcast, I could guide my students into the experience of a video PSA. I can see my students creating a storyboard and applying that to the development of a video PSA.
2. I liked the PSA, it was creative. I like the use of video and then bare text to give the PSA an air of seriousness, not humor, which middle school students probably prefer. This would be a legitimate example of writing ability in persuasive writing, mood setting, and emotional projection. Sex ed is important, especially in this generation of middle school students, because many of them are the product of sexual protection negligence and a lack of parental guidance/supervision. If the students chose a pro-choice stance I would allow them to make the PSA, but then not allow them to disseminate it.
3. Yes, I think the students at this age are more likely to copy or produce a PSA more like the mainstream media PSAs than not. As the students become more mature and study the impact of media more, then they may be able to create a more original PSA without as much direct influence from the Mainstream media.
4. I am afraid that my students (at risk, lower income, "problem" children) will not take the most serious topics seriously, because I hear them talk about drugs, alcohol, sex, fighting, and generally illegal actions that they perform and aspire to. Also, some students may start to read into the media more than is practical and start questioning the value of education and become negatively critical of what we see as positive behavior.
5. I would use the topics of recycling, pregnancy, STDs, hard drug use, and respectful discourse. The valuing of education and effects of higher education would be among the top topics I would use.
6. I would start my having my students read through magazines and have them select ads to deconstruct. Then, I would have them construct their own advertisements and counter-advertisements. Further, the students would view commercials and deconstruct them, along with a couple PSAs. Finally, I woule have the students choose a topic, create a storyboard and script, then film their PSA utilizing the persuasive elements they learned through earlier lessons.
Magazine Counter Ad
I chose this ad to counter:
The above add uses the following persuasion techniques:
Fantasy Worlds: It may subconsciously cause men to buy this product in the hopes a woman, like the one in the ad, will come around. There is a sexual nature produced in this ad.
Subtext: Sexy women love this sandwich.
Beautiful People: Sexy women love this sandwich, you like sexy women right? Buy this sandwich!
I made a counter ad, because I found that Burger King corporation barely pays over minimum wage to it's employees and has a history of sexual advertisements. Many people even dress up as "The King" and pose with sexy women and go out and "party" as a king in this outfit. The mascot of Burger King is easily recognized and found in video games, but the costume face wouldn't have sold as many faces as the lady above.
My counter ad:
The above add uses the following persuasion techniques:
Fantasy Worlds: It may subconsciously cause men to buy this product in the hopes a woman, like the one in the ad, will come around. There is a sexual nature produced in this ad.
Subtext: Sexy women love this sandwich.
Beautiful People: Sexy women love this sandwich, you like sexy women right? Buy this sandwich!
I made a counter ad, because I found that Burger King corporation barely pays over minimum wage to it's employees and has a history of sexual advertisements. Many people even dress up as "The King" and pose with sexy women and go out and "party" as a king in this outfit. The mascot of Burger King is easily recognized and found in video games, but the costume face wouldn't have sold as many faces as the lady above.
My counter ad:
9/24/13
Discussion #5
"Interrogating" texts means to review the text and look through is closely to find the true meaning behind the mere words. Interrogation is an extraction of meaning, sometime hidden, to better understand the message of the author. We should not just question everything, that would slow the reading and the learning process dramatically. But, at any time we find ourselves questioning an ulterior motive while reviewing text or other media, we should slow down and deeply penetrate the text for insights we may have missed.
To bank is to take from ourselves and place a valuable piece of information or consciousness and place it into another in the hopes that the receptacle will use this bit in a way that grows knowledge and understanding. Banking in education is when teachers place bits of information into the student that they store up and use, but the student does not develop their own knowledge from what they have stored. This procedure is flawed, in that the students do not learn how to use their knowledge to develop new knowledge, ideas, or learn to apply their knowledge in a different situation than the one in which it was deposited. We need to open dialog between our students so that the students are actively engaging with each other and their environment. By doing this, the student may arrive at their own conclusions without someone else (i.e., teacher) holding their hand on the way. This development of opinion and new knowledge by the student, for the student, and of the student frees the student to become actively engaged in their own learning and understanding of the world; not one instituted by another.
Paulo Freire was an educator and philosopher who developed critical pedagogy to release the oppressed of the world of their oppression through teaching the knowledge and understanding of their effects on the world. Critical pedagogy is the active reflecting of the educator on how he/she teachers, on what and how the student learns, and the effectiveness of the educational method. This is to say, that teachers must be critical of every learning experience they are part of to better meet the needs of the student, especially the oppressed student who may not know that they can affect the world.
Sources used to complete this assignment and develop my understanding of critical pedagogy:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis: Intersections and challenges . (Vol. 54). New York, NY: Peter Lang.
Seeing through paulo's glasses: Political clarity, courage and humility [Web]. Retrieved from http://www.freireproject.org/freire-project-tv/
To bank is to take from ourselves and place a valuable piece of information or consciousness and place it into another in the hopes that the receptacle will use this bit in a way that grows knowledge and understanding. Banking in education is when teachers place bits of information into the student that they store up and use, but the student does not develop their own knowledge from what they have stored. This procedure is flawed, in that the students do not learn how to use their knowledge to develop new knowledge, ideas, or learn to apply their knowledge in a different situation than the one in which it was deposited. We need to open dialog between our students so that the students are actively engaging with each other and their environment. By doing this, the student may arrive at their own conclusions without someone else (i.e., teacher) holding their hand on the way. This development of opinion and new knowledge by the student, for the student, and of the student frees the student to become actively engaged in their own learning and understanding of the world; not one instituted by another.
Paulo Freire was an educator and philosopher who developed critical pedagogy to release the oppressed of the world of their oppression through teaching the knowledge and understanding of their effects on the world. Critical pedagogy is the active reflecting of the educator on how he/she teachers, on what and how the student learns, and the effectiveness of the educational method. This is to say, that teachers must be critical of every learning experience they are part of to better meet the needs of the student, especially the oppressed student who may not know that they can affect the world.
Sources used to complete this assignment and develop my understanding of critical pedagogy:
9/20/13
Media Messages and Critical Pedagogy #2
In this video advertisement, the message is from and paid for by a brand Nolan's Cheddar to sell their strong flavored cheese with humor and a memorable ad. The target audience is anyone who likes cheese with flavor and finds animations funny. Few children like strong cheese, so I think the target audience is ages 25+, European/Americans that enjoy different or flavorful foods. The text of the message is an animated mouse sniffing around and climbing on a mouse trap with sad music in the background, the screen goes black as we hear the trap spring sprung, another scene opens with mourning music as the mouse seems about to die, then workout music kicks in as the mouse bench presses the trap bar. The subtext is that the cheese advertised is so strong that it even makes a mouse strong enough to overcome the trap and even use it to workout with; this must be some strong cheese! An uncautious and adventurous life is shown. Humor, mood setting music and environments/background, and the "cute" factor of the mouse are used to sell the cheese.
A positive message is that working out is good. Adventurous people and flavor loving culinary enthusiasts would be drawn to this advertisement and empowered. The company is banking on these people to become interested in and buy their product. A part of the story not being told is how did the mouse eat the cheese before the trap was sprung to allow it to be strong enough to bench press the trap bar? The fate of the mouse is taken for granted, because if the mouse was really interested in the cheese on the trap, it is likely that it would have died trying to eat it. The cheese is related to physical power.
A positive message is that working out is good. Adventurous people and flavor loving culinary enthusiasts would be drawn to this advertisement and empowered. The company is banking on these people to become interested in and buy their product. A part of the story not being told is how did the mouse eat the cheese before the trap was sprung to allow it to be strong enough to bench press the trap bar? The fate of the mouse is taken for granted, because if the mouse was really interested in the cheese on the trap, it is likely that it would have died trying to eat it. The cheese is related to physical power.
Media Messages and Critical Pedagogy #1
I agree with both deconstructions, because of the strong language and coercion detailed in the first deconstruction and the great amount of detail given in the second cell phone plan commercial deconstruction. It baffles me that if so much information and discussion can result from one commercial, how much effort, research, and revision needed to occur to prepare the advertisement itself? It is amazing!
The Century Link ad is a big cover-up to show the service provider that it maintains its "values" and that customers are satisfied with the corporation and there are no problems (it's a family company, right?, slinkys cannot be evil, right?). This ad helps to cover-up the damage done to the economy and consumers' provider choices. Stereotypes are definitely present and projected in the Alltel ad, because the "American" family shows distaste for the other men and their chicken when there is no cause to do so (the men and chicken are not violent, unclean, or breaking laws).
I saw nothing wrong with the Alltel ad, until I watched the deconstruction. It is so easy to look down our noses at people from other cultures we do not understand or don't relate with. It was only until watching the deconstruction that I realized I was entertained by something so raciest and discriminatory.
By deconstructing these types of media, we can empower our students by letting them understand that there most likely is nothing wrong with their culture and not to hide from their identity and not to assimilate into the media's version of "America." Having minority students in a classroom with the majority populous and completing deconstructions together while holding discussions can open the eyes of our so easily swayed youth into understanding that these media can hurt, that they often bash/disenfranchise a minority, and that just by unwittingly watching and doing nothing is just as bad as actively damaging another culture and people.
Through active discussion while deconstructing the ads, our students can talk directly to each other about how the ads make them feel, how their views are either changed or reinforced by the media, and how "going with the crowd" is not a positive choice to make, especially if "the crowd" is the media itself. These active discussions can help define the cause of racial slurs, inequality, and segregation that can open the eyes of both the minority and majority group.
Traditional education systems focus on the jamming of ideological and culturally void (usually) information. Many times I find myself asking, "Where did this come from?" or "Does this really happen?" when reviewing before I teach either a new topic or the history of a topic well known to me. Our educational system seems void of flavor and bland facts or figures. The separation of facts and knowledge from those who discovered the information. The history of how we developed our knowledge is lost, along with the memory of the people and cultures who discovered it for us. Traditional education methods do not teach students how to think for themselves.
The Century Link ad is a big cover-up to show the service provider that it maintains its "values" and that customers are satisfied with the corporation and there are no problems (it's a family company, right?, slinkys cannot be evil, right?). This ad helps to cover-up the damage done to the economy and consumers' provider choices. Stereotypes are definitely present and projected in the Alltel ad, because the "American" family shows distaste for the other men and their chicken when there is no cause to do so (the men and chicken are not violent, unclean, or breaking laws).
I saw nothing wrong with the Alltel ad, until I watched the deconstruction. It is so easy to look down our noses at people from other cultures we do not understand or don't relate with. It was only until watching the deconstruction that I realized I was entertained by something so raciest and discriminatory.
By deconstructing these types of media, we can empower our students by letting them understand that there most likely is nothing wrong with their culture and not to hide from their identity and not to assimilate into the media's version of "America." Having minority students in a classroom with the majority populous and completing deconstructions together while holding discussions can open the eyes of our so easily swayed youth into understanding that these media can hurt, that they often bash/disenfranchise a minority, and that just by unwittingly watching and doing nothing is just as bad as actively damaging another culture and people.
Through active discussion while deconstructing the ads, our students can talk directly to each other about how the ads make them feel, how their views are either changed or reinforced by the media, and how "going with the crowd" is not a positive choice to make, especially if "the crowd" is the media itself. These active discussions can help define the cause of racial slurs, inequality, and segregation that can open the eyes of both the minority and majority group.
Traditional education systems focus on the jamming of ideological and culturally void (usually) information. Many times I find myself asking, "Where did this come from?" or "Does this really happen?" when reviewing before I teach either a new topic or the history of a topic well known to me. Our educational system seems void of flavor and bland facts or figures. The separation of facts and knowledge from those who discovered the information. The history of how we developed our knowledge is lost, along with the memory of the people and cultures who discovered it for us. Traditional education methods do not teach students how to think for themselves.
9/15/13
Discussion #4
- CCSS.Math.Content.HSS-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
- CCSS.Math.Content.HSS-IC.B.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each
- CCSS.Math.Content.HSS-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
- All three of the above standards were taken from the following reference:
- Common core high school statistics. (2012). Retrieved from http://www.corestandards.org/Math/Content/HSS/IC
My Magazine Cover
In my magazine cover I used the "exclamations" technique to emphasize the cover-line at the top of the cover page. I used a teaser in the bottom right corner of the cover to suggest the magazine will teach the reader how to do something they never knew how to do in an interesting fashion. A minor sentence is used above the flashy explosion shape used to draw attention to the main character's life style. I used short and catchy liners so that readers will know exactly what is in the magazine and that the articles revolve around me, but that all of the articles are varied. This variety will interest a wider audience. "Action" photos were used to show that the articles will be of an active nature and not drone on about a topic that may not interest the reader long enough for them to read a longer article. The cover photos show me in three different lights: the home man, the married man, and the nature man. Hopefully, these different images will attract more readers than just those only interested in home life, inventions, weddings, or nature.
9/8/13
Discussion #3
In the video, "Tough Guise," the main argument is that most young men think a "real" man is a tough, strong, and independent man and that there is a strong influence of media to couple "being a man and violence." ("Tough guise: Violence," 2006) I understand that men are more violent than women, but it is in our nature to be violent at times. I disagree with the highly weighted opinion of the speaker in the video. For example, the first statistic given is of a percentage of violent people (men vs. women). This is fine, but does not back up his argument that men are violent because of media influences. He needs to provide data on the percentage of overly violent men versus non-overly violent men. We, as men, are violent at times, it is in our nature. Men have been territorial and violent for thousands of years, well before the advent of advertisements.
In the video, "Killing Us Softly," the main argument is that media advertisement is greatly remodeling what it means to be an American woman; so much that, "advertisement is the foundation of the mass media...(selling the concepts of love), who (women) are, and who (women) should be." ("Killing us softly," 2010) I agree with this idea, and have seen it played out throughout the years as styles change and so do the women around me. Many of my female students will change their styles, looks, and behavior to win the attention of the boys in the school. It seems that they think they must change their selves to gain attention and be accepted, which is partially true. Media promotes this idea of constant change and that women need to be as perfect as possibly to be accepted.
I think that the media is partially responsible for some violence in men and low self-esteem in women, but I also feel it is in the nature of men and women to be both violent and swayed by others, respectfully. Mass-media has definitely influenced our culture and our perceptions of our gender roles. New forms of media are so pervasive in our lives that we need "to define and develop a new learning style that fosters within students the abilities needed to be information literate." (Semali, 2001) We need to teach our students that all of the advertisements are not educational and are not the truth, because I see many of my student blindly following the media without a thought given to what is influencing them. I can now see that "a lack of critical pedagogy in schools creates passive citizens." (Semali, 2001) I see my students just letting the media guide their lives and suck them into a state of passiveness and persuasion. My students are not the only ones allowing this to happen to them, most educators are, also.
References:
Tough guise: Violence, media & the crisis in masculinity [Web]. (2006). Retrieved from http://www.youtube.com/watch?v=3exzMPT4nGI
Killing us softly - women are used like pieces of meat [Web]. (2010). Retrieved from http://www.youtube.com/watch?v=KVmcmePRqSk Semali, L. (2001, November).
Defining new literacies in curricular practice. Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html
In the video, "Killing Us Softly," the main argument is that media advertisement is greatly remodeling what it means to be an American woman; so much that, "advertisement is the foundation of the mass media...(selling the concepts of love), who (women) are, and who (women) should be." ("Killing us softly," 2010) I agree with this idea, and have seen it played out throughout the years as styles change and so do the women around me. Many of my female students will change their styles, looks, and behavior to win the attention of the boys in the school. It seems that they think they must change their selves to gain attention and be accepted, which is partially true. Media promotes this idea of constant change and that women need to be as perfect as possibly to be accepted.
I think that the media is partially responsible for some violence in men and low self-esteem in women, but I also feel it is in the nature of men and women to be both violent and swayed by others, respectfully. Mass-media has definitely influenced our culture and our perceptions of our gender roles. New forms of media are so pervasive in our lives that we need "to define and develop a new learning style that fosters within students the abilities needed to be information literate." (Semali, 2001) We need to teach our students that all of the advertisements are not educational and are not the truth, because I see many of my student blindly following the media without a thought given to what is influencing them. I can now see that "a lack of critical pedagogy in schools creates passive citizens." (Semali, 2001) I see my students just letting the media guide their lives and suck them into a state of passiveness and persuasion. My students are not the only ones allowing this to happen to them, most educators are, also.
References:
Tough guise: Violence, media & the crisis in masculinity [Web]. (2006). Retrieved from http://www.youtube.com/watch?v=3exzMPT4nGI
Killing us softly - women are used like pieces of meat [Web]. (2010). Retrieved from http://www.youtube.com/watch?v=KVmcmePRqSk Semali, L. (2001, November).
Defining new literacies in curricular practice. Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html
My Magazine Deconstruction
I chose to deconstruct the following image of a 2003 Muscle & Fitness magazine cover:
Media language: There are red/orange colors denoting power. Arnold Schwarzenegger is wearing dark clothes and sunglasses that show he is “cool” and has a mysterious/dark side. Schwarzenegger is flexing with a scowl like he is a “tough guy” and reading this magazine can help you be like him. The headings “Seven Exercises” and “IN 3 BIG MOVES” advertise that it is easy to lose flab, gain muscle, and become huge (maybe even get a movie deal and become a governor of a state. This magazine advertises that you can learn the secrets to become a “man” like Schwarzenegger if only you would buy this magazine and read it, so that the “experts” can teach you.
Institution: Front cover of Muscle & Fitness magazine.
Genre: Men’s fitness, health, and body building.
Representation: Represents a strong and powerful public figure, celebrity, body builder, and governmental figure all-in-one, associated with a very strong male body. Advertises the illusion that all men can become as big as Arnold and can achieve what he has if only they could change their workout routine and get ripped like him. The hard work needed (diet, time, continual weightlifting) to get large muscles is not represented.
Audience: Men ages 18-40, who either want to get big muscles, are body builders, or gym rats. Men focusing on their physic and know that having bigger muscles does equal more physical power and possibly can mean life success.
Ideologies and Values: Muscles are power and this magazine is here to help you achieve that power. Success can be built like a bicep, if you focus on your goals and never stop trying to achieve your goals. It is manly to have large muscles, even if you need the help of a magazine article to get you to the size you want to be.
Narrative: All guys want more muscle and Arnold can let you know how to achieve that goal. Any man can achieve a great and strong physic.
Institution: Front cover of Muscle & Fitness magazine.
Genre: Men’s fitness, health, and body building.
Representation: Represents a strong and powerful public figure, celebrity, body builder, and governmental figure all-in-one, associated with a very strong male body. Advertises the illusion that all men can become as big as Arnold and can achieve what he has if only they could change their workout routine and get ripped like him. The hard work needed (diet, time, continual weightlifting) to get large muscles is not represented.
Audience: Men ages 18-40, who either want to get big muscles, are body builders, or gym rats. Men focusing on their physic and know that having bigger muscles does equal more physical power and possibly can mean life success.
Ideologies and Values: Muscles are power and this magazine is here to help you achieve that power. Success can be built like a bicep, if you focus on your goals and never stop trying to achieve your goals. It is manly to have large muscles, even if you need the help of a magazine article to get you to the size you want to be.
Narrative: All guys want more muscle and Arnold can let you know how to achieve that goal. Any man can achieve a great and strong physic.
8/31/13
Discussion #2
I feel that the ability for all people to create their own media is good thing, because then more people will understand the influences of media on their perceptions, beliefs, and actions. This ability would be a positive influence on our democratic society, even though the U.S.A. is a republic and society treats it as a democracy, which is a negative attribute of Americans. The ability of the people to create their own media does not mean that they will. If all people of our society were to create media an broadcast it, then there would be a visual overload and congestion in media formats. "The explosive growth of internet mediums have further underscored the increased relevance of the visual messages in comparison to audible messages (that is the internet, in its present form, is primarily a visual domain). It is an advanced illustration of how “the eyes have it.” (Schnell, 2008)
Schnell states, "We experience continued growth of the new communication technologies via the growth of the internet (which is a visual platform for meaning conveyance often at the expense of our aural sense)." (Schnell, 2008) A visual culture is a good thing, but I can see that a visual-only culture can lead to a dissociation of verbal-aural interpretation skills to discern meaning and ideas from the spoken language. We should be teaching all students how to create, manage, and interpret all forms of media.
I am a critical consumer of visual images. I am often attracted to new ideas or products by the visual media, but I will then look for critical commentary or reviews of products or systems before I purchase said product or enact said principles in my life. I have learned to be very critical of the media and their influence, because most people are out to get your money in one way or another. I will not be swayed to relinquish my earnings and time on a wasteful product or an unrealistic philosophy.
I will start to teach more media literacy in my classroom, especially after the morning news section of the day. Educators do not teach enough media literacy and our students are at a disadvantage as a result. "We need to learn to consistently see ourselves as consumers of images we are exposed to via mass mediated channels." (Schnell, 2008) The schools are a great place to teach media literacy and should be required in all courses of study, because I often find my students are easily swayed by advertisements and celebrities.
Schnell, J. (2008). Suggestions for Addressing the Increased Emphasis on Visual Imagery over Aural Messages. Media Psychology Review. Vol. 1(1)
Schnell states, "We experience continued growth of the new communication technologies via the growth of the internet (which is a visual platform for meaning conveyance often at the expense of our aural sense)." (Schnell, 2008) A visual culture is a good thing, but I can see that a visual-only culture can lead to a dissociation of verbal-aural interpretation skills to discern meaning and ideas from the spoken language. We should be teaching all students how to create, manage, and interpret all forms of media.
I am a critical consumer of visual images. I am often attracted to new ideas or products by the visual media, but I will then look for critical commentary or reviews of products or systems before I purchase said product or enact said principles in my life. I have learned to be very critical of the media and their influence, because most people are out to get your money in one way or another. I will not be swayed to relinquish my earnings and time on a wasteful product or an unrealistic philosophy.
I will start to teach more media literacy in my classroom, especially after the morning news section of the day. Educators do not teach enough media literacy and our students are at a disadvantage as a result. "We need to learn to consistently see ourselves as consumers of images we are exposed to via mass mediated channels." (Schnell, 2008) The schools are a great place to teach media literacy and should be required in all courses of study, because I often find my students are easily swayed by advertisements and celebrities.
Schnell, J. (2008). Suggestions for Addressing the Increased Emphasis on Visual Imagery over Aural Messages. Media Psychology Review. Vol. 1(1)
8/30/13
Photo Analysis
Photo 2 of President Obama seems most confident to me. I see the current president in a down-to-earth, “let’s sit and talk straight” persona. He looks like he is reaching out to the public to explain the crisis situation with a calm demeanor. His shirt sleeves are rolled up and his top button is undone, a symbol of the working American. An admiral is looking to President Obama in such a way as to support him. Images that represent crisis and management are in the background. Both men look like they are working hard and need the cups of coffee to keep them going in a unified effort to stop the leak. I know that President Obama seemed “on the ball” with national briefings during the crisis time and was often seen speak to or visiting the Gulf Coast locals in a way of showing concern, wanting to witness the damage, and reassuring the concerned Americans that the problem would be fixed. Obama seems to be looking up, communicating that he is looking forward and sees a light at the end of the tunnel; that the crisis will end soon. The president sits close to the admiral and this demonstrates that he is working close with those on the front addressing the issue. Both men looked aged (experienced). I think this photo is spontaneous, because it looks like he is answering a question.
This photo raises the following questions:
What is he doing to solve the problem?
Who is the officer to his right and what role does he play?
Is the situation under control?
In photo 1, Obama seems concerned and confused. This photo makes him seem unaware of the crisis and not sure of himself. He looks older here, in a posed picture.
Photo 1: New York Daily News June 14, 2010
Caption: Obama cautiously concerned about oil spill
Photo 2: Christian Science Monitor June 14, 2010
Caption: Obama takes action at a press meeting concerning the recent Deepwater Horizon crisis
Photo analysis activity. The link to the right will take you to a worksheet that guides a student's analysis of an image and helps the student form inferences and questions about an image.
Photo 1: New York Daily News June 14, 2010
Caption: Obama cautiously concerned about oil spill
Photo 2: Christian Science Monitor June 14, 2010
Caption: Obama takes action at a press meeting concerning the recent Deepwater Horizon crisis
Photo analysis activity. The link to the right will take you to a worksheet that guides a student's analysis of an image and helps the student form inferences and questions about an image.
8/20/13
Introduction
I am from Clarksburg, WV. I am a teacher at Harrison County Alternative Center where I teach science at Transitional High School; which is a special program where students from the other five high schools in the county send students who do not meet the criteria to stay within a normal high school. My students usually have a drug abuse past and have general behavior problems. This program provides them with an education while removing them from the general student population. My work place also receives students who are about to enter a placement facility or those who have exited a facility and are about to enter the normal student population; hence, "Transitional." I expect to increase my knowledge of online resources that I can use in my science classroom. I would like to develop a science curriculum that utilizes a website or blog I would author for all of my students' internet based assignments.
Try our slideshow creator at Animoto.
Teaching media literacy is important, because our students are surrounded by all sorts of media with all sorts of messages. We would not know what the students think or how their opinions develop and change if we do not take the time to open a dialog with them. The media's only purpose is to instill a mindset in the audience to do one thing over another or believe one way and disbelieve another. This rift caused by the media has a massive impact on our youth and their actions. I must teach media literacy to help our students interpret the individual goals of media and make them aware of the consequences of blindly following said media. My students are "at risk" students which are easily swayed into one direction by their friends, their addictions, and the popular media; as such, I need to help my students learn how to govern themselves and I can do this by teaching media literacy. I am concerned that I will not be able to connect to the students as strongly as the media does. I feel as though I am not as entertaining and convincing as the media.
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