– lighting, composition, camera angle, editing, use of props, body language, symbols, etc.

Simply looking for political agendas, stereotypes or misrepresentations is NOT • media literacy; there should also be an exploration of the systems making them appear “normal.”

citizenship

but rather to learn to raise the right questions about what you are watching, reading, listening or contributing to.

the ability to access, analyze, evaluate and create media in a variety of forms.

Express Your View!Production / Construction / Creating“Writing

© 2008

Reagan administration deregulated children’s TV in the ’80s,

(XII) ONE MEMBER WHO IS A PROFESSIONAL PRINT JOURNALIST ANDIS A MEMBER OF A PROFESSIONAL ASSOCIATION OF JOURNALISTS; AND(XIII) ONE MEMBER WHO IS A PROFESSIONAL BROADCASTJOURNALIST AND IS A MEMBER OF A PROFESSIONAL ASSOCIATION OFBROADCASTERS

THAT IS NOT A RURAL SCHOOL DISTRICT OR A SMALL SCHOOLDISTRIC

NOT A RURAL SCHOOL DISTRICT OR A SMALL RURAL SCHOOL DISTRICT,

CCESS, ANALYZE, EVALUATE, CREATE, AND ACTTHROUGH THE VARIOUS FORMS OF MEDIA

To move forward with critical media literacy we need to lobby for better funding for education, especially where it is needed most in the inner cities.

While media education is now expected to be taught since it is listed in almost all the state standards, unfortunately little has been done to train teachers, provide resources or create curriculum

Senator William Proxmire’s Golden Fleece Award for wasting taxpayer money to develop curriculum for teaching college students “how to watch television.”Footnote 6 Since that embarrassment, public funding and support for media literacy in the US has been rare.

Consistent with critical pedagogy, the students move from being objects of other people’s research and media representations to becoming subjects empowered to tell their own stories and collectively challenge dominant oppressive myths.

Radical democracy depends on individuals caring about each other, involved in social issues, and working together to build a more egalitarian less oppressive society.

One can teach how media culture provides significant statements or insights about the social world, empowering visions of gender, race, and class, or complex aesthetic structures and practices, thereby putting a positive spin on how it can provide significant contributions to education. Yet we ought to indicate also how media culture can advance sexism, racism, ethnocentrism, homophobia, and other forms of prejudice, as well as misinformation, problematic ideologies, and questionable values, accordingly promoting a dialectical approach to media.

polymorphous

polysemic

multivalent

Since media culture is often part and parcel of students’ identity and a most powerful cultural experience, teachers must be sensitive in criticizing artifacts and perceptions that students hold dear,

democratic pedagogy, which involves teachers sharing power with students as they join together in the process of unveiling myths, challenging hegemony, and searching for methods of producing their own alternative media.

teachers ought to be guiding students in an inquiry process

immersed

Technologies that could help produce the end of participatory democracy, by transforming politics into media spectacles and the battle of images, and by turning spectators into passive consumers, could also be used to help invigorate democratic debate and participation.

texts are not ideologically natural or neutral.

This framing of literacy as a family of practices in which multiple practices are crucial and none alone are enough, fits well into our multiperspectival approach to critical media literacy.

people who are most often marginalized or misrepresented in the mainstream media receive the opportunity to use these tools to tell their stories and express their concerns. For members of the dominant group, critical media literacy offers an opportunity to engage with the social realities that the majority of the world is experiencing.

critique of mainstream approaches to literacy and a political project for democratic social change.

audience as active in the process of making meaning,

only improve the social reproductive function of education.

intertextuality

semiotics

“The notion that theory, facts, and inquiry can be objectively determined and used falls prey to a set of values that are both conservative and mystifying in their political orientation”

white supremacy, capitalist patriarchy, classism, homophobia, and other oppressive myths.

“media literacy is seen to consist of a series of communication competencies, including the ability to ACCESS, ANALYZE, EVALUATE, and COMMUNICATE.

democratic reconstruction of education and society

When this approach moves beyond technical production skills or relativist art appreciation and is steeped in cultural studies and critical pedagogy that address issues of gender, race, class, sexuality, and power, it holds dramatic potential for transformative critical media literacy.

Many of these programs tend to unproblematically teach students the technical skills to merely reproduce hegemonic representations with little awareness of ideological implications or any type of social critique.

Spaces must be opened up and opportunities created so that people in marginalized positions have the opportunity to collectively struggle against oppression, to voice their concerns, and create their own representations.

Critical analysis that explores and exposes the structures of oppression is essential because merely coming to voice is something any racist or sexist group of people can also claim.

over-simplifies the complexity of our relationship with media and takes away the potential for empowerment that critical pedagogy and alternative media production offer

“the media are deemed most powerful by those working and living in situations of relative privilege; in the poorest center the media are seen as only one factor—less significant than the part played by poverty, by parental absence, and by violence” (pp. 59–60).

For most students in the United States, critical media literacy is not an option because it is not available; it is not even on the radar.

Collaborates with apercentage teachers