Consortium for Media Literacy

  • Increase font size
  • Default font size
  • Decrease font size
Home MediaLit Moments
MediaLit Moments

Making News

E-mail Print PDF

An important part of understanding the constructedness of media is recognizing that choices are made and that those choices can influence people and society. The decision of what to include and what to leave out is made all the time as media creators struggle to balance competing needs. By enacting the role of news producers and organizing a brief newscast, students experience the process of making the critical choices about what gets aired (or posted) and what is never seen.

Have students feature three top stories in a two minute broadcast.

AHA!: There’s not enough time to tell the whole story!

Grade Level: 6-9

Key Question #1 for Producers: What am I authoring?
Core Concept #1: All media is constructed
Key Question #4 for Consumers: What values, lifestyles and points of view are embedded in or omitted from this message?
Key Question #4 for Producers: Have I clearly and consistently framed values, lifestyles and points of view in my content?
Core Concept #4: Media have embedded values and points of view.

Materials: paper and pencils. Access to a stopwatch or timer.

Activity: Place students into small groups so they can work without overhearing the other groups.  Ask each group to generate a list of important stories and current events. The list can include local, national or international news, sports, school events, etc.  Then ask the team to select the three stories they want to cover in their 2 minute broadcast.  Tell them to choose the stories they think their audience will be most interested in (the audience is their classmates).  As they draft their scripts, they will need to keep in mind the time limit and should practice to be sure they are on target.  Each team can designate a news anchor(s) to broadcast the stories to the class.  Designate a class timer to call out “time” when the two minute limit is reached.

One student from each team should explain why their team selected certain stories and certain details and left out others for this particular audience.

Class Reflection: Did multiple teams report the same story?  Were there similarities and differences in how they were reported? How do you feel about the choices you made about what to include and what to drop? What insights does this give you about the news you see and hear everyday?

This activity is adapted from CML’s Five Key Questions That Can Change the World.

The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2014, Center for Media Literacy, http://www.medialit.com

 

What Does Your Digital Footprint Tell About You?

E-mail Print PDF

With every mouse-click, you leave behind a digital trail of what you do, where you go, and who you know online.  Your digital trail creates a digital footprint of your online identity that increases in size every time you post, share, and search online. Your online identity can tell a lot about you.

Ask students to follow their digital trail then reflect on what they find

AHA!: My digital footprint is different from who I am in real life!

Grade Level: 9-12

Key Question #1 for Construction:  What am I authoring?

Core Concept #1:  All media messages are constructed

Materials: Paper and student access to the Internet

Activity: Ask students to write down their user names for email, Twitter, Skype, etc. Then ask them to list their favorite web sites and social media sites.  Who do they follow on Twitter?  Which web sites do they visit? If they have a blog, ask them to write down the name of the blog.

Next, have students copy and paste their profile pictures, selfies, “About” pages with interests and likes listed, shared or tagged photos, and videos into one document named “my digital footprint.”  Also include any recent tweets or instagram photos.

Ask students to reflect on what they see in their digital footprint.  Start by asking the following questions: How might others view you? Does your online identity match who you are in real life?  What does it say about how you view yourself? Is this how you want people to perceive you?

Remind students to take control of their online identities; they are the authors of their digital footprints.  Suggest that they delete posts and/or photos that might cast a negative light on who they are and how they want to be perceived.

This MediaLit Moment is based on an activity developed by Dr. Bobbie Eisenstock, California State University, Northridge.

The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2014, Center for Media Literacy, http://www.medialit.com

Last Updated ( Wednesday, 15 October 2014 08:56 )
 

What's Your Brand?

E-mail Print PDF

Most of us have a personal philosophy, or at least a set of values and beliefs which we use to explain our personality and character to ourselves and others.  When we interact with people who are relative strangers, we must convey a public image of ourselves as well.  The fidelity of public images preoccupies many of us when we encounter public personalities via the media. Is this politician making himself out to be somebody he's not just to get my vote?  In this MediaLit Moment, your upper elementary and middle level students will have the chance to learn about public image and personal branding by 'trying on' the role of someone who spends much of their time in the public eye.  They'll also have a lot of fun in the process.

Ask students to construct a public personality for themselves which includes their own real-life character traits

AHA!:  When I present myself to the media, I'm presenting a personal brand!

Grade Level:  5-7

Key Question #4 for Producers:  Have I clearly and consistently framed values, lifestyles and points of view in my content?

Key Question #4: What values, lifestyles and points of view are represented in, or omitted from, this message?

Core Concept #4: Media have embedded values and points of view

Key Question #2 for Producers: Does my message reflect understanding in format, creativity and technology?

Key Question #2: What creative techniques are used to attract my attention?

Core Concept #2: Media messages are constructed using a creative language with its own rules.

Materials: Screen, LCD projector, computer with high-speed Internet connection

For production activity:  Paper, pencil, imagination 

Activity:  Ask students to name different kinds of public personalities--sports stars, politicians, rock musicians, talk show hosts, etc.  Who are some of their favorites in these categories? If you wish, screen a video excerpt of a particular public personality, and discuss the kinds of character traits he or she appears to embody.  Introduce students to KQ #4 and discuss how people promote their public/celebrity image on screen.

Next, ask students to imagine themselves as one of these kinds of personalities.  What would they be doing or saying in this role? (Students are likely to be familiar with the conventions of each role, but introduce them to CC #2 if needed).  How does this personality still genuinely represent their character?  How does it feel to promote themselves in this way? Ask students to write a 30 second script for themselves in this role.  Make sure that students have one or more partners for feedback.

Enjoy sharing and performing scripts in class.

Extended Activity: Students create a 'demo reel' of themselves as a number of different public personalities.


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2014, Center for Media Literacy, http://www.medialit.com

Last Updated ( Tuesday, 02 September 2014 10:13 )
 

Superheroes, New and Improved!

E-mail Print PDF

Summer is here, and Marvel superheroes are. . .getting a makeover?  In a single week, Marvel comics fans have been rocked by the news that Thor can no longer take up the hammer, and must yield it to a woman.  And Steve Rogers, a.k.a. Captain America, has shed the cape and bestowed the mantle of Captain America on Sam Wilson, the African-American superhero formerly known as the Falcon.  Usually, audiences view superheroes as standard-bearers for a generic "American Way" that they might not be able to articulate even if they were asked to do so.  Makeovers like these, however, stimulate the moral and sociological imagination of audiences by reminding them that superheroes can and do represent specific values, lifestyles and points of view.  In this MediaLit Moment, your late elementary and middle school students will get the chance to revise their favorite fantasy characters to embody--and even deliver--the message of their choice.

Ask students to "revise" a fantasy character they already like

AHA!: By changing this character, I can say things that are important to me!

Grade Level:  4-7

Key Question #4 for Producers:  Have I clearly and consistently framed values, lifestyles and points of view in my content?

Key Question #4: What values, lifestyles and points of view are represented in, or omitted from, this message?

Core Concept #4: Media have embedded values and points of view

Materials: Paper, pencil, imagination

Activity: Deliver the news to students about the recent changes to Marvel characters if they haven't heard it already, and ask for their reactions (If you wish, display or play relevant media to help engage them in the activity). If they read comic books often, have they seen similar changes before?

Familiarize students with KQ and CC #4.  One way of introducing students to the concept is to ask, what might these new versions of classic superheroes have to say about themselves, and why?  Since these changes have to do with race and gender, you may want to ask questions to heighten students' awareness of larger social issues.

Next, ask students to pick a fantasy character they like, and change that character to reflect their own outlook on the world. Producing a sketch should help students imagine and present the changes to their character.  Has that character changed radically (like Thor or Captain America)?  Have they simply picked up a new hobby?  Next, ask students to explain the significance of the changes they've made.  Is there something new this character has to say? What would the world be like if this character indeed had the power to change the world? As discussion continues, help students recognize that they're exchanging different points of view about what an ideal world should be like.


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2014, Center for Media Literacy, http://www.medialit.com

Last Updated ( Friday, 25 July 2014 07:55 )
 

Keep Your Comments Brief and Planet-Sized

E-mail Print PDF

Most science and media literacy activities are based on news stories, which are rich fields for questions about the agendas of scientific researchers, and the agendas of media producers.  But what about science as entertainment?  The recent re-boot of the classic science television series Cosmos uses many eye-catching media techniques to inform, to inspire wonder, and occasionally to persuade.  What would it be like to speak not just the language of science, but to speak the visual language of this series?  In this MediaLit Moment, your middle level students will learn how to conceptualize and use these techniques to inform, to persuade, and to provide audience opportunities for perspective taking.

Ask students to create a storyboard or produce a visual that uses perspective or scale to reinforce the purpose of their media message

AHA!: With a show like Cosmos, it's the use of scale and perspective that really grabs my attention!

Grade Level: 6-9

Key Question #2: What creative techniques are used to attract my attention?

Core Concept #2: Media messages are constructed using a creative language with its own rules.

Key Question #2 for Producers: Does my message reflect understanding in format, creativity and technology?

Key Question #5: Why is this message being sent?

Core Concept #5: Most media messages are organized to gain profit and/or power

Key Question #5 for Producers: Have I communicated my purpose effectively? 

Materials: Computer with high speed internet access, LCD projector and screen. OR DVD player and television.

Activity: Engage students in a conversation about the new Cosmos series.  Have they seen it?  Did they like it?  If they did, what did they like about it? What really grabbed their attention?  Depending on your schedule (and depending on whether you teach science or some other subject), screen the entire Cosmos episode 12, "The Worlds Set Free," about global warming.  Single episodes are available to stream on Amazon and other platforms for about $2.  A DVD of the entire series would require an investment of about $50.   Alternatively, screen clips.  In any case, find sequences which illustrate the problems of or solutions to global warming; for example, the cliffs of Dover rising to illustrate the world's increasing carbon output, or a massive wind farm in the ocean illustrating wind power as an alternative energy source.

Screen these sequences at least a couple of times.  Ask students, what kinds of visual techniques were used?  How are they different from the kinds of visuals presented in other TV series? You may want to discuss KQ#2 with students.  You may need to introduce the concepts of scale and perspective.  Also ask, for what purpose were these techniques used?  Direct students' attention to KQ#5. 

Next, ask students to write a comment about global warming.  They can comment on problems, or solutions.  They may also write a comment intended to help audiences comprehend the planetary scale of the issue.  Students can use their comments as the basis for creating a storyboard - a visual sequence which reinforces their ideas.  Direct the attention of students to KQ#2 for Producers and KQ#5 for Producers. If media production tools are available in your school, so much the better.  If students are allowed to bring their own device to school, this may provide an avenue for production as well.  Make production feedback available in whatever format is desired--individual, online, group, whole-class, etc.

Extended Activity: You may wish to screen the sequence of deGrasse Tyson's commentary on the change of perspective brought by images of Earth sent back from Apollo lunar missions.


The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework.  Used with permission, ©2002-2014, Center for Media Literacy, http://www.medialit.com

Last Updated ( Thursday, 26 June 2014 09:04 )
 
  • «
  •  Start 
  •  Prev 
  •  1 
  •  2 
  •  3 
  •  4 
  •  5 
  •  6 
  •  7 
  •  8 
  •  9 
  •  10 
  •  Next 
  •  End 
  • »


Page 1 of 13
Previous Issues:

 21st century skills
 a year in review december 2012
 advertising consumer debt and media literacy
 big data
 call to action
 cell phones as learning tools
 change management in schools
 citizen journalism
 cml media literacy trilogy
 comics and media literacy
 criteria for media literacy instruction
 digital britain
 fair use for media literacy
 faith and media literacy
 frameworks for inquiry
 global citizenship media literacy
 global education
 globalization
 history of media literacy
 len masterman and the big ideas of media literacy
 libraries museums and informal learning
 maps and media literacy
 media and body image
 media deconstruction as essential learning skill
 media literacy risk assessment
 media literacy and 21st century skills
 media literacy and arts education
 media literacy and common core
 media literacy and masculinity
 media literacy and media construction
 media literacy and nutrition
 media literacy and personal data management
 media literacy and pharmaceutical advertising
 media literacy and science
 media literacy and student empowerment
 media literacy and video games
 media literacy in the community
 media literacy policy and legislation
 media morals and empowerment
 media violence and media relationships
 media violence
 monsters and media literacy
 new curriculum and media literacy
 online privacy and media literacy
 online safety
 parents and media literacy
 participation in what
 professional development for media literacy
 propaganda and media literacy
 reality tv and media literacy
 research media literacy
 responding to racism and stereotypes in media
 sexism in media
 social networking
 systems thinking and media literacy
 teaching healthy skepticism
 television and media literacy
 the mediated city and the public
 us department of education
 voices of media literacy
 what media literacy is and is not
 whats in a name

CONNECTIONS