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Document Sample
"We are drowning in information but
starved for knowledge."
– John Naisbit
Media Literacy
• The ability to access, analyze, interpret, and
communicate media in a variety of forms.
• Is about inquiry: asking questions about the
news and entertainment media, their makers
and their messages.
• The ability to critically consume and create
media.
Media Literacy in Science?
• Science is not content with the verbal linguistic
expression, it also uses math, diagrams, graphs,
tables, maps, etc. Science needs these
resources to attempt to describe the natural
phenomena.
• Examples: statistics, scientific studies,
assumptions, surveys, inductive reasoning,
deductive reasoning, bond ratings, TV ratings,
economics, cause and effect, annual reports,
opinion polls...
“Scientific multimedia genres are as they are
not just because they are fit to the internal
functional needs of the scientific community,
but also because they play a role in linking
the community within the wider social,
economic, and political institutions which
make its continued existence possible.”
Lemke, 2000
Translation:
Science uses multimedia not only as a tool
for science but to communicate with society
what scientists and researchers do, since
science is dependent on society‟s money.
More on Media Literacy in Science
• Science is used to validate tests and principles
in advertising, and to draw conclusions to issues
raised by the media.
– Informational videos, pharmaceutical commercials
– Smoking and anti-smoking advertising
• How are scientists depicted in the media?
– The superhero scientist
– The mad scientist
– The expert in documentaries and advertising
– How does this shape our view on what science is?
Some Key Media Sources
• Television shows
• Commercials
• Music
• Radio advertising
• Informative videos
• Multimedia demonstration
• Internet
• CD ROM and DVD
• Newspaper and magazine
• Documentary videos
• Chat Rooms
• Video games
Genres represented
1. Frog guts – Procedure
2. BP video – Report
3. Mars rover web sites – Report
4. Science in the news – Report
5. The Day After Tomorrow – Recount
6. The Meatrix – Exposition
What is media literacy?
It can be divided into three groups:
1. “Access” issues – how to obtain the
needed information or “read” the
symbolic code.
2. “Analysis” issues – identifying the point
of view or subtext.
3. “Creating” messages – how to use and
produce media.
Applying the Four Resources Model
to Media
Code-breaking resources: Text-using resources:
How do I crack this Code? What do I do with this text?
• Understanding the language • What can I do with this media?
• Recognizing the intonations • How can I use it in the future?
• Recognizing and shaping the visual,
nonverbal, and auditory codes
Text-participating resources: Text-analyzing resources:
What does this mean to me? What does this text do to me?
• What is the social and cultural background • Who created this media?
and prior knowledge to construct the • What is their purpose?
meaning? • What kind of bias may they have?
• How are my interests related in this media? • How is this media positioning me?
• How do I interpret and use the literal and
inferential meanings in the media?
• How has this media been constructed to
make meaning?
Instructional Web Site
http://www.froguts.com
Procedure Genre
• Access literacy
– Use of icons, scrolling, and dragging
– How is color strategically used on the site?
– What are the various clues that indicate a hyperlink?
– What on the web site makes it look more real?
• Analysis literacy
– What is the purpose of this web site?
– How can I use this web site?
Intro to an informative video
“Access” literacy
- We not only need to be textually and visually
literate, but also literate in nuances such as:
Body language
Effect of color
Sound and tone
Effect of camera angle
Informative Video
Report Genre
“Analysis” literacy
• How does this video make you feel?
• How is science used in this video?
• What „genre‟ would you say this is?
• Who produced it? What is their social agenda?
• How does this video position you?
• What sticks out? How does this impact what you recall
from the video?
• What tools were used to position you?
http://www.bplng.com/video/lng.wmv
BP video key points
• Science is used as an authority to justify
the safety of LNG
• What is not said? Some examples….
– What are the effects of plants on
communities?
– What energy is needed to keep the LNG at
such cold levels?
– What is the history of LNG?
Juxtaposition
• We can compare what BP says about LNG with
other sources of media, such as:
– Web Sites
http://timrileylaw.com/LNG.htm
http://news.bbc.co.uk/1/hi/world/africa/3411651.stm
– Radio (NPR)
http://www.npr.org/features/feature.php?wfId=14640
51
Mars Rovers Web Site Comparison
Report Genre
• Access literacy
– NASA.com: easier to „decode‟; more „alive‟; more
organized; also in Spanish; less colors
– Space.com: cool graphics; attractive pictures; difficult
to find links; annoying advertising
• Analysis literacy
– NASA.com: different audiences; government links;
who is behind this?
– Space.com: like watching TV; use of „red planet‟
phrase; is this a „scientific‟ resource?
Sources:
http://marsprogram.jpl.nasa.gov
http://www.space.com/marsrover
Mars Rovers Web Site Comparison
Report Genre
NASA.com Space.com
Navigation from 1 click from home page Click on “SpaceFlight” on top bar, scroll
main domain down and click on “Top Stories – Mars
Rover.”
Target audiences Kids, Students, Educators, Press Young adults or older
Background and White background, black text and blue Red and orange background, white and
text colors hypertext yellow text (not clearly hyperlinked)
Graphics Interactive boxes turn blue when Hyperlinked pictures only
hyperlinked; hyperlinked pictures
Use of red For attention As background
Vectors Some arrows indicating links; human Directed to top and center of page
face
Advertising 3 grouped, 1 at bottom 3 scattered
Pop-up ads 0 2 or 3
Sponsors US government Imaginova.com
Science in the News?
Report Genre
• Access literacy
– Similar literacy demands; similar markets
• Analysis literacy
– Word „science‟ found on:
• NYTimes.com = 2; WashingtonPost.com = 0
– Word „sports‟ found on:
• NYTimes.com = 2; WashingtonPost.com = 4
Sources:
http://www.NYTimes.com
http://www.WashingtonPost.com
“The Day After Tomorrow”
http://thedayaftertomorrow.com
Recount Genre
• Access literacy
– Due to being a main stream movie,
information is accessible to the mass public.
• Analysis literacy
– What social purpose does this movie have?
– What are they saying will happen due to
global warming?
– Does the movie present the facts in a
believable way? How is science portrayed?
How valid are the claims in the
movie?
• http://thedayaftertomorrow.com
– Movie Site with information about the past, present, and
predictions of the future with global warming
• http://www.greencine.com/board?action=viewTopic&foru
mID=7&topicID=1442
– Chat-room discussion for people to discuss the claims in the
movie as well as global warming as a whole
• http://www.undoit.org/index.cfm
– Site about global warming that addresses what we can do to
help prevent global warming
• http://www.dayaftertomorrowfacts.org
– Site that breaks apart each claim in the movie and looks at
whether it is scientifically valid or not
The Meatrix Cartoon
Exposition genre
• Cartoons shape our views as they can create the “world”
we experience
• Different social agendas can use science in different
ways to convey their message
• Humor can be mixed with science to hold the viewers
attention while conveying a message
What to look for….
• Techniques used to reinforce the agenda of the video
• The use of color, position, and imagery to reinforce the
agenda
http://www.themeatrix.com
THE MEATRIX
• What images stood out?
• How is science used to convey the message?
• How did this video make you feel?
• Who is the audience?
• What social purpose does this serve?
• What previous knowledge is this video utilizing?
• What tools were used to position you?
• What tools did the video use to reinforce its
point?
• How does this video shape our understanding of
science?
Five Key Questions
for Media Literacy
1) Who created this message?
2) What techniques are used to attract my
attention?
3) How might different people understand this
message differently from me?
4) What lifestyles, values, and points of view are
represented in or omitted from this message?
5) Why was this message sent?
Five Core Concepts
in Media Literacy
1) All media messages are constructed
2) Media messages are constructed using a
creative language with its own rules
3) Different people experience the same
message differently
4) Media have embedded values and points of
view
5) Media messages are constructed to gain profit
and/or power
Scaffolding Techniques
Ideas for media literacy
• Demonstrate different types of media, showing
the affect of juxtaposition
• Teach the students how to access and analyze
media, using key questions for discussion
• Have activities for students to practice on their
own literacy skills such as:
– identifying genre, purpose, apply the four resources
model, asking key questions
• Require them to research and put together their
own presentation
• Have students present their work through media
(e.g., PowerPoint, web page, video, etc.)
Essential questions
• What literary devices are used to create
meaning within science?
• How do we teach students to master these
devices so that they become agents of
social change?
Essential Vision
We seek to create “access to the
evolving language of work power and
community” and to help students
“design their social futures and
achieve success through fulfilling
employment.”
-The New London Group
And remember…
• These skills and practices of critical
literacy are transdisciplinary and can be
applied to any subject, in any discipline,
across any age group.
