Wk 8 Media Literacy Skills HSC411B PDF

WK 8 Media Literacy Skills. Media Literacy - refers to the skills needed to manage, analyze, evaluate, and create media messages. Teachers should develop familiarity with youth media and culture. - Watch the movies students are watching. - Listen to their music. - Look at the websites they visi...

WK 8 Media Literacy Skills. Media Literacy - refers to the skills needed to manage, analyze, evaluate, and create media messages. Teachers should develop familiarity with youth media and culture. - Watch the movies students are watching. - Listen to their music. - Look at the websites they visit. Teachers must become media literate themselves before they can guide the development of media literacy in their students. MEDIA FACTS:  Every day children spend, on average, 7.5 hours using media. Black and Hispanic children spend far more time watching TV. They average 13 total hours of media exposure per day. Heavy media users report getting lower grades. Approximately 70% of all US children have a TV in their bedroom.  Approximately 70% of children have some sort of cell phone. Approximately 50% of children have a video game player in their bedroom. Adolescents spend, on average, 1.5 hours per day sending and receiving texts. Internet Use Concerns  Harmful content: Teens may be exposed to inappropriate content, such as pornography, violence, hate speech, or misinformation. This content can be upsetting, disgusting, or uncomfortable. Cyberbullying: Teens may experience cyberbullying, which can lead to mental health conditions like anxiety and depression. Online predators: Teens may be exposed to online predators who may try to exploit or extort them.  Oversharing personal information: Teens may share too much personal information online. Sleep disruption: Social media use can disrupt sleep, which can lead to emotional health issues and an increased risk of suicide. Human trafficking: Human traffickers may use social media to recruit victims. Problem internet use: Teens may have trouble regulating their online time, which can lead to problem internet use. Recommendations for Media Use: Co-view media (for Parents) The American Academy of Pediatrics recommends co-viewing media with their children as often as possible. This allows parents to discuss what they’re seeing or hearing and how it fits into the family's values. Be cautious about what you share Be selective about what you post and share online and with whom. Once something is published on the internet, it's nearly impossible to permanently erase. Think before you post Before posting, take a moment to consider the possible harmful repercussions. Limit screen time Limit screen time to encourage teens to get enough sleep and exercise. You can try eliminating televisions from their bedrooms and putting time restrictions on cell phone use and video games. Discourage entertainment media while doing homework Discourage teens from using screens for entertainment purposes while doing homework. Have comfortable conversations It's easier to talk to your teens about social media if you have comfortable conversations with them about other issues. Advertising Power: On average, in the US, we see approximately 3,000 advertisements per day. Most Advertising attempts try to convey 2 fundamental messages; - You should be dissatisfied with yourself. - Purchasing this product is the only way to resolve your dissatisfaction with yourself. The following are common attention-getting devices, and persuasion tactics, “hooks” that advertisers use to lure us in: Humor Warm Fuzzy ASsociation Sex You Deserve It Surprise Everyone Does/Has Urgency New and Improved Superiority Scientific Evidence Slogan Reputation Celebrity Endorsement.. Advertisement and Marketing: Ad Creep: a popular term used to explain the expansion of advertising into every aspect of our lives Digital (Vitrual) Advertising: creates ad creep by using technology to superimpose logos on products that appear in scenes. Product Placement: a practice in which advertisers pay to have their product included in movies, TV shows, and museum exhibits- and has become very pervasive. Advertisement and Marketing continued… Undercover Marketing: is another form of advertisement where people do not realize that a product is benign marketed to them. Buzz: peer-to-peer word of mouth. Viral Marketing: somebody tells two friends, who then tell four friends, and so on, until the infection takes hold. Targeting Children and Teens: To the corporate world, children are a BIG business. Several European countries forbid or severely curtail advertising to children; in the United States, on the other hand, selling to children is simply “business as usual.” Targeting Children and Teens continued… This targeting occurs because advertising is a $250 billion/year industry with 900 000 brands to sell, and children and adolescents are attractive consumers: teenagers spend $155 billion/year, children younger than 12 years spend another $25 billion, and both groups influence perhaps another $200 billion of their parents' spending per year. Increasingly, advertisers are seeking to find new and creative ways of targeting young consumers via the Internet, in schools, and even in bathroom stalls. Using Technology In The Classroom: Many forms of media can help teachers facilitate learning in the classroom. How effectively media are used determines whenever such activities are a gimmick, a time filler, or an effective means for helping students learn content and skills. Accessing Valid Information: - Information literacy; is the set of skills that allows us to find, evaluate, and use the information we need to filter out the information we don’t need. - On of the most important aspects of being a wise consumer is being able to determine if information is reliable- is it accurate and truthful? The key to determining the reliability information is to ask if the purpose of those providing the information is to inform rather than to sell. Evaluating Information on the Internet: - The quality of information on the Internet ranges from highly credible to very poor. No one regulates the information on the Internet, and anyone can claim anything. Analyzing Media and Technology Influences: - Questioning media lies at the heart of analyzing media messages. Teaching students to ask five fundamental questions provides them with the tools they need to analyze media influences: Who created this? Why was it made? What is being “sold,” and what has been omitted? Who does it targeted? How was it constructed? Practicing Media Management: - Both students and their parents need to be involved in establishing healthy practices for managing media use. Teachers can help parents by providing them with information and by helping their students understand the importance of viewing guidelines. - Other important practices for students with media use in the classroom include; Limit Use in The Classroom (have specific rules and guidelines about media) Practice Online Safety Tips (when using media in classroom) Encourage and Facilitate Positive Media Choices