Home MediaLit Moments
MediaLit Moments

Public Heatlh and Media Literacy

E-mail Print PDF

Brands play a key role in the representations of organizations, as well as their products and services. Although branding strategies go beyond the visual representations that logos offer, the logos themselves are worthy of observation and study, since they provide the symbolism that represents the organizations and their structures, as well as the products and services offered. Logos provide a “seal,” a trusted and quick way to identify the origins or the integrity of a company and its offerings.  Although logos are ubiquitous and often overlooked, what might be the consequences when logos are faked, or subtly changed? What happens to the value of the company brand, or to the trust that we may have for an organization?

AHA! There’s more to logos than the image itself.
Grade Level: 6-9
Materials: Article: Can you spot the real brand from the fake? We’ve slightly altered 16 well known labels to test your brain (The Sun, Aug. 30, 2017): https://www.thesun. co.uk/living/4350996/can-you-spot-the-real-brand-from-the-fake-weve-slightly-altered- 16-well-known-labels-to-test-your-brain/

Key Question #2/Consumer: What creative techniques are used to attract my attention?
Key Word: Format
Core Concept #2: Media messages are constructed using a creative language with its own rules.
Key Question #5/Producer: Have I communicated my purpose effectively?
Key Word: Purpose
Core Concept #5: Most media messages are organized for profit and/or power.

Activity: Explain to students that logos are visual symbols that represent – or re-present – organizations, and their products and services. Ask students to give examples of logos that they have seen, and why they think that having logos is important. Then, tell students that sometimes, logos are sometimes “faked,” so that people can become confused about what is a product actually manufactured by a company – or not. Then, tell them that they are going to take a quiz that has some “real” logos and some “fake” logos – and they can see how many logos they recognize. After taking the quiz and seeing how many answers they got correct, divide the students into pairs, and ask them to discuss with each other:

      1. What kinds of mistakes did you make in recognizing the logo?
      2. Was this quiz easy for you, or hard? Why?
      3.  What do you think might happen if a company’s logo is “faked” and shown on products or advertised with services? List at least two ideas of these consequences.
      4.  Do you think that companies care about their logos and how they are used? Why or why not?
      5.  What can consumers do to make sure that the products or services they are using are really being provided by the company whose logo appears?
      6.  If a logo is being misused, what can a consumer do? 
          (Report to the company; report to the store where the product is purchased; in the U.S., report to the Federal Trade Commission).

After students have a chance to discuss, ask each pair to report to the class what they learned in their discussion with their partner.



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, © 2002-2019, Center for Media Literacy

 

YouTubers "behind the scenes"

E-mail Print PDF

YouTubers are a popular presence in many of our lives, but is their constant posting a healthy and happy way to live – or is it more about being lonely with a crowd? Recently, the BBC did a report on YouTubers who have millions of followers, but few real friends:

When watching entertaining videos, it’s easy to forget – and we’re encouraged to forget – that the video is a construction, a product that’s put together to entertain us or inform us or to “sell us.” And when we post on our own social media platforms, it’s important to remember that we are only showing a part of ourselves or our day – which is no substitute for the “real” us.

AHA! YouTubers images may not be as real as they seem online.
Grade Level: 9-12
Materials: YouTube video: https://www.youtube.com/watch?v=QUrNbl1lNV4

Key Question #1/Consumer: Who created this message?
Core Concept #1: Media messages are constructed
Key Question #1/Producer: What am I authoring?
Key Word: Authorship

Activity: Show the YouTube video that gives a “behind the scenes” look at YouTubers. Divide the students into pairs, and ask them to discuss with each other:

  1. What effect did being a YouTuber have on the lives of these young people? Give some specific examples.
  2. There was mention of an algorithm that drives the number of views. Who makes the algorithm? Does this algorithm have feelings? Does the algorithm have purpose?
  3. When you post on social media, what do you typically share? Do you feel that people who see your shares really know you?

After students have a chance to discuss, ask each pair to report to the class what surprised them the most about their discussion with their partner.


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, © 2002-2019, Center for Media Literacy

Last Updated ( Wednesday, 30 January 2019 02:28 )
 

Commit2MediaLIt!

E-mail Print PDF

Each year for Media Literacy Week, CML collects short video clips from students, teachers, librarians and the community stating why they Commit2MediaLit. For this activity, review the Five Key Questions and Core Concepts for media producers. Producing media is an excellent way to gain valuable skills and learn the concepts of media literacy.

Show an example of a Commit2MediaLit video then create your own!

AHA!: Being media literate is about consuming and producing media.

Grade Level: 5-12

Materials: Video camera (iphone or other). Q/TIPS chart. Sample clips from students in CML’s Commit2MediaLit! Campaign and What is Media Literacy? video, if desired. 

Activity: Using iphones or a school video camera, make your own Commit2MediaLit video. Have students work together to film each other answering a specific question (choose one) and conclude each interview with an enthusiastic “Commit2MediaLit!” Each clip should be no longer than 30 seconds. Suggested questions: Why is media literacy important for young people? What age do you think media literacy should be taught in schools? What does it mean to Commit2MediaLit?

Compile the clips and post for students, teachers and parents to enjoy. This is a fun activity that teaches media literacy through media production.  Send us a copy or a link and we will post your class work to CML’s student-made media page.


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,© 2002-2018, Center for Media Literacy.

Last Updated ( Monday, 26 November 2018 10:58 )
 

Scary Tactics

E-mail Print PDF

If you watched all of the horror films released in October, you would not sleep a wink. Have you thought about the ways filmmakers use creative techniques to make their audiences tremble with fright? Have some Halloween fun with this activity.

Deconstruct a clip of a scary movie trailer to identify creative techniques.

AHA! Suspensful music and creative photography make this movie seem really scary!

Grade Level: 5-8

Key Question #1: Who created this message?

Core Concept #1: Media messages are constructed.
Key Word: Author
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 Word: Format
Key Question #5: Why is this message being sent?
Core Concept: #5: Most messages are organized to gain profit and/or power.
Key Word: Purpose

Materials: Movie trailer from an appropriately rated scary movie. This link is for the new Goosebumps Haunted Halloween movie https://www.youtube.com/watch?v=6EbOgr4aTvM rated PG. For younger audiences try Coraline rated G or visit Common Sense Media list of scary movies for children.

Activity: Show the trailer three times, in this order: Sound only (no video), Video only (no sound), and full video with sound. Do not comment between showings. At the end, ask students which version was scariest, why? Using Key Question #2, discuss the effects of sound, music, lighting, and camera angles. Reinforce that all media messages are constructed by someone (Key Question #1) for a specific purpose (Key Question #5).

The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit KitTM and Questions/TIPS (Q/TIPS)TM framework. Used with permission, © 2002-2018, Center for Media Literacy.


Last Updated ( Wednesday, 24 October 2018 08:38 )
 

The Question of Polling

E-mail Print PDF

Polling, especially around election time, has always been big business but this type of information gathering is also widely used to get a sense of where the public stands regarding an issue, idea, or product. But who’s doing the asking? How is the question phrased? And, how is the data presented to the public? These are all factors to consider when reading a poll and this is where questions about author, audience, and purpose can help you interpret the data.

A recent study by Common Sense Media found that teens, when asked, preferred Snapchat and Instagram to Facebook. The authors were intentionally studying teens, but what if you wanted to know about the whole population– would the responses to the same question be different?

Ask students to poll friends and family members about their favorite social media sites.

AHA! Who you ask makes a difference!

Grade Level: 6-8

Materials: Discuss the findings of the report on teen social media use, as well as any other examples of polling you want to address (see Pew Research for more examples). FYI: Polls typically stick to one question with a multiple choice answer. Surveys ask multiple questions with broader range. Review the Key Questions/Core Concepts for Media Literacy.

Key Question #1: Who created this message?
Core Concept #1: Media messages are constructed.
Key Word: Author
Key Question #3: How might different people understand this message differently?
Core Concept #3: Different people experience the same message differently.
Key Word: Audience
Key Question #5: Why is this message being sent?
Core Concept: #5: Most messages are organized to gain profit and/or power.
Key Word: Purpose

Activity: Ask your students to poll 15 of their friends and family members --including varying ages and generations-- about their preferred social media sites. Ask students to write down the question they will use to poll their audience, and stress to them the importance of asking exactly the same question to each participant. There should be no attempt by the pollster to influence the responses. Have students tally the results and create a basic bar graph to share with the class. Does the data match their personal views or are they surprised? If they break down the data by age or gender, does the outcome change? Would the outcome change if there were more choices or if the question was phrased differently?

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,© 2002-2018, Center for Media Literacy.

Last Updated ( Sunday, 23 September 2018 13:25 )
 
  • «
  •  Start 
  •  Prev 
  •  1 
  •  2 
  •  3 
  •  4 
  •  5 
  •  6 
  •  7 
  •  8 
  •  9 
  •  10 
  •  Next 
  •  End 
  • »


Page 1 of 21
Previous Issues:

 21st century skills
 a day in the life of a media literacy educator
 a year in review 2014
 a year in review december 2012
 advertising consumer debt and media literacy
 anytime anywhere learning
 big data
 body image and media literacy
 bots terrorism and media literacy
 building a strong foundation
 call to action
 cell phones as learning tools
 change management in schools
 children and media literacy part 2
 children and media literacy
 citizen journalism
 citizenship in the digital age part 2
 citizenship in the digital age
 cml media literacy trilogy
 comics and media literacy
 community media
 confirmation bias and media literacy
 copyright and media literacy
 criteria for media literacy instruction
 crowdfunding and media literacy
 data representation and media literacy
 digital britain
 documentary film and media literacy
 education and creative economy
 education creative economy australia
 empowerment theory practice activism
 esl and media literacy
 fair use for media literacy
 faith and media literacy
 frameworks for inquiry
 gender representation media
 global citizenship media literacy
 global education
 globalization
 heuristics nudge theory and the internet of things
 history of media literacy
 institutionalizing media literacy through legislation
 leadership elizabeth thoman
 len masterman and the big ideas of media literacy
 libraries museums and informal learning
 maps and media literacy
 media and body image
 media and information literacy
 media and information literacy part 2
 media deconstruction as essential learning skill
 media literacy computational thinking
 media literacy risk assessment
 media literacy and 21st century skills
 media literacy and arts education
 media literacy and common core
 media literacy and human rights
 media literacy and masculinity
 media literacy and media businesses in the post-soviet baltics  a strategic defense priority
 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 the environment
 media literacy and video games
 media literacy early childhood education
 media literacy for grown ups
 media literacy in the community
 media literacy pioneers
 media literacy policy and legislation
 media morals and empowerment
 media representation lgbtq
 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
 public health and media literacy - march
 reality tv and media literacy
 redefining school communities
 research media literacy
 responding to racism and stereotypes in media
 self representation and media literacy
 sexism in media
 social networking
 sports and media literacy
 systems thinking and media literacy
 teaching healthy skepticism
 television and media literacy
 the mediated city and the public
 the role of journalism in society
 trust through technology
 us department of education
 voices of media literacy
 what media literacy is and is not
 whats in a name
 where are we now institutionalizing media literacy
 whom do we trust the people
 youth participation in media literacy

CONNECTIONS