4.5.4 Media Literacy in the classroom

I choose to reflect on the learning and classroom experiences of integrating media literacy with the Language Arts as an off shoot of my Assure Lesson assignment.

Media Literacy provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet.

Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy.”

It is the ability to:

 Bring critical thinking skills to bear on all media.

 Ask questions about what is present and absent.

 Question what lies behind the media production (motives,  money, values and ownership).

 Be aware of how these factors influence content.

Most Ugandan Students are both consumers and producers of media. However,they  need to develop the skills necessary to access, analyze and create media texts, and evaluate what they view, read and hear. They need to be aware that most mass media is produced for general consumption and rarely reflects the culture of smaller groups and issues on a local level. It is therefore necessary for students to see themselves and hear their own voices in order to validate their culture and place in the world. This is only possible through media literacy.

As a teacher, I need to inculcate the notion of media awareness in my students. This will provide them with the opportunity to examine the reliability, accuracy, and motives of media sources. The students will gain the interest to recognize that  the types of media that they  are involved with (television, videos, electronic games, films and various print media forms) is an important part of media awareness, along with learning to analyse and question what has been included, how it has been constructed, and what information may have been omitted. Thus, Media awareness will force them to exploring deeper issues and questions such as:

“Who produces the media we experience – and for what purpose?”

“Who profits? Who loses? And who decides?”

Media literacy involves being aware of the messages in all types of media. It involves students asking questions such as:

Do I need this information? What is the message? Why is it   being sent?

Who is sending the message? How is the message being sent?

Who is the intended audience? Who or what is left out?

 Who benefits from this message?

 Can I respond to this message? Does my opinion matter?

It is important to note that how teachers choose to integrate media literacy into the English language arts program will be determined by what the students are listening to, and what they are reading, viewing and writing. The following are only examples:

Students might be involved in comparing (the print version of a story to the film version; add images to the product being sold), examine (the use of images in music videos and newspapers,sexism in advertising), write (a letter to an author or store manager); produce (a poster on an issue) and/or create (a video, announcements for school).

The fundamental idea is that media literacy is an opportunity to encourage students to discover a voice through the production of their own media.

Media Literacy must be backed up with critical Literacy: the ability to question, challenge,and evaluate the meaning and purposes of texts in order to learn how they are used to construct particular historical, social, cultural, political and economic realities.

Critical Literacy involves the ability to read deeper into the content and to recognize and evaluate the stereotyping, cultural bias, author’s intent, hidden agendas, and silent voices that influence texts. The student must be aware that Texts are constructed by authors who have different purposes for writing.

Critical literacy requires students to take a critical stance regarding the way they use language and representations in their own lives and in society at large in an effort to promote and effect positive change by addressing issues of social justice and equity. It is a way of thinking that involves questioning assumptions and examining power relations embedded in language and communication. Students need to recognize their personal power and learn how to use language and other text features to communicate a perspective or influence others.

Critical literacy learning experiences should offer students opportunities to:

 Question, analyze and challenge the text.

 Recognize ways that texts are not socially just.

 Identify the point of view in a text and consider what views are missing.

View texts which represent the views of marginalized groups.

Examine the processes and contexts of text production and text interpretation.

Students can deconstruct the texts that permeate their lives by asking themselves questions, such as the following:

 Who constructed this text? (age/gender/race/nationality)

 For whom is the text constructed? To whom is it addressed?

 Where did the text appear? For what purpose can it be used?

Who is marginalized in this text?

What does the text tell us that we already know or don’t know?

 What is the topic? What are the key messages?

 How is the topic presented? How else might it have been   presented?

 What view of the world does the composer assume that the reader/viewer holds?

 What has been included and what has been omitted?

 Whose voices and positions are being/not being expressed?

 What is the author/text trying to do to the reader/listener/ viewer? How does he/she do it?

What other ways are there to convey this message? Should the message be contested or resisted?

In the classroom, I need to create an environment that is language-rich, respectful of  students’ interests and provide  them with opportunities to engage with a variety of materials and situations. I also need to stimulate the students’ natural inclination to learn, explore and build on their existing knowledge in order to scaffold learning..

The learning   environment that I have to create needs to be structured in such a way that all students can gain access to information and to the community. This will make the students develop confidence and the competence of using language for real purposes. 

Through the integration of media literacy with the English language arts, students will be encouraged to question their assumptions and attitudes, and to find their own voice.

The following link discusses the media literacy fundamentals including tips on how a teacher can integrate this literacy in his/her lesson.

 http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/media-literacy-fundamentals

The image below is a summary of   what opportunities a teacher can give learners in order to develop their media literacy, media education and critical thinking skills.