Must Read Adolescent Media Text!

In response to the intense connections being made between "Feed" and this course (chats and Matty K's observations), I've included a synopsis of this adolescent literature. If you haven't read this, go get it! This text is used in many Media Studies courses and English courses throughout the state. To date, one of my fav adolescent books: that's saying a lot coming from someone with an English degree!



Synopsis of "Feed" as it relates to this course (Wikipedia):

"The story depicts a future in which the Internet has evolved into the "Feednet"; a computer network to which the brains of American citizens are directly connected by means of an implanted computer chip called a "Feed", which over 70% of Americans have set in their brain. Privacy has become a thing of the past; Corporations are free to monitor and manipulate citizens' thoughts, people's thoughts are interrupted by the mental equivalent of pop-up ads, sometimes to a debilitating degree, and the government can even subpoena one's memories. People can "M-Chat" each other (a form of evolved Instant Messaging) on closed channels, effectively creating a form of telepathy. In addition, the Feed chip is implanted at such an early age that it actually takes over the running of many brain functions as the child matures. As a result, certain sites on the Feednet allow users to go "In Mal"; deliberately cause their feed chips to malfunction, causing physical and mental sensations similar to some illegal drugs. The natural environment has also undergone extensive damage; atmospheric conditions no longer allow the natural formation of cloud and the sky is filled with artificial Clouds(tm) and the ocean has become so acidic that whales are sheathed in plastic coverings" (2009).

2008-2009 English Education Cohort

Look at all these excited and inspired future teachers!

Any Great Lesson Ideas/Activities?

In a cheap ploy to discover everything under the sun before I write my student teaching unit, I'm turning to my peers (you guys) for ideas/experiences with these texts. Please send suggestions my way!

Cisneros, Sandra. The House on Mango Street. Standard English 9 Class. Nominal Theme of Identity and Authorship. Additional Literature: Poetry selections (I'm wrapping poetry into this overall unit), nonfiction articles, bell hooks "table" article, song lyrics, audio tape, YouTube movie clips, blog entries. Required Assignment: Narrative writing, written/timed/spoken presentation (final project-slam poetry).


Twain, Mark. The Adventures of Huckleberry Finn. Standard English 12 Class. Nominal Theme of Censorship and Taboos. Additional literature: Fredrick Douglas, feminist lit, children's books, nonfiction historical accounts, American humorists, "northern exposure" MN censored authors, movie clips, blog entries. Required Assignment: Evaluative essay, literary analysis (final project-multigenre paper, hopefully!)

It's All a Matter of Perspective!

Week Two: Rationale for Media Texts

Summary description:
This district has a very canonized literature curriculum, with classic texts and little support for modern, multicultural literature. Technology access is limited by two small computer labs, with the use of media and alternative texts limited by resources. Beyond these content limitations, the district is also experiencing a high influx of English Language Learners, increasing the district's curriculum focus on remedial skills and adequate standardized test scores. Currently, only one film media studies course is taught in the secondary schools-the attitude is that media texts will exist in this class and the “real” literary work will happen in the standard English courses.

Rationale:
The responsibility of English classes throughout this nation is changing. Teachers are no longer merely responsible for reading and writing. A new branch of adolescents are entering our school system-technologically literate and media motivated. As educators, we have a unique opportunity to utilize effective media tools to foster adolescent development and academic achievement.

First, the very notion of a text has been changed by our current technology. Books don't cut it anymore. “Text” now includes music, pictures, keywords, movies, sitcoms, quotes, and web publications. This change in text has also produced a change in “literacy”. Student must be able to read and write, but must also compose emails, surf websites, dissect movies, “publish” writings on the web, analyze sitcom characters, and identify perspectives in song lyrics. Our curriculum must identify these new texts and give our students the tools to be literate in our modern society.

Utilizing a variety of media texts to generate modern literacies, students in this curriculum would meet state and district wide Language Arts standards. Two examples are included below:

1.Synthesize ideas and make thematic connections among literary texts, public discourse, media and other disciplines (MN).

Students must be able to draw connections across texts. Using media outlets in the classroom gives students a visual text in which to make inferences. In many cases, drawing connections between texts is clearer and more engaging with the use of media (Beach, 12). Combining a blog or movie with a novel is an excellent way to encourage cross textual analysis and identification of shared themes such as justice, death, or success. In cases like this, educators are able to meet a crucial English standard without surrendering literature, but instead supplementing with media.

2. Evaluate and organize relevant information from a variety of sources, verifying the accuracy and usefulness of gathered information (MN/District).

Media outlets afford students a vast community of learners. The benefits of these social relationships is heightened with the use of media (Beach, 16). Students are able to seek out and evaluate a vastly greater number of sources, increasing the variety and usefulness of their gathered information. Allowing students to conduct Webquests would provide numerous sources for analysis. Evaluating many female sitcom characters could also produce assumptions about female roles in our society. Finding, recognizing, and evaluating a large number of perspectives is a key English resource. Once again, media can be used to make these English standards more accessible and achievable for a large number of students.

It's crucial to note the importance of media in education is intertwined in our current education standards. The following are the media standards for the state of Minnesota:

1. Evaluate the accuracy and credibility of information found on Internet sites.
2. Evaluate the logic of reasoning in both print and non-print selections.
3. Evaluate the source’s point of view, intended audience and authority.
4. Determine whether evidence in a selection is appropriate, adequate, accurate.
5. Evaluate the content/effect of persuasive techniques used in print broadcast and media.
6. Make informed evaluations about television, radio, film, newspapers and magazines with regard to quality of production, accuracy of information, bias,purpose, message and audience.
7. Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.
8. Formulate critical, evaluative questions relevant to a print or non-print selection.
9. Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias, relevance of facts.
10. Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Each of these media standards can also be directly linked to the essential English skills of credible sources, observed themes, perspective taking, persuasion, informed decisions, critical analysis, and evaluative questioning. Ultimately, the use of media in this curriculum will supplement the current English standards. The intent is not to replace the set of basic skills inherent in English education, but rather to create modern access points for a student population diversified in their academic abilities, aspirations, and achievements.
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New Media/Technology Standards are on their way! Visit the article below to see what changes are being made to reflect the new literacies and modern texts!
http://www.eschoolnews.com/news/top-news/index.cfm?print&print&I=55483

Week One: Media Studies and Promoting Responsible Consumerism

Today is certainly a fast paced world, with consumerism driving our everyday actions. Why should our classrooms be any different? Beach argues that adolescents are technological professionals- consuming, utilizing, creating, and dispersing media at an outstanding rate. The videos from the “Media that Matters Festival” affirm this perspective. However, a vast amount of our media is controlled by only seven major media companies. Holding nearly seventy five percent of the media “real estate”, these companies have tremendous power over what consumers view, seek, and believe. The power of these seven companies, coupled with the immense role media plays in our lives, affords educators a responsibility unique to our current society.

As educators, we are responsible for the standards, material, and success of our students. Starting in 2012, students will be required to meet a technology standard. This standard includes websites, blogs, wikis, and media languages. Beyond this upcoming standard, our media driven society has created another major responsibility for teachers. Our society has taught these adolescent how to be consumers: as teachers, do we need to educate these same students on how to become RESPONSIBLE consumers?

Some of the current media tools are pretty apparent; ads, web pop-ups, and sponsorships are bombarding to most viewers. However, many media tricks are less apparent. A new example of this is the current “branding” found in many popular sitcoms. For example, “Damages” (FX) is created, funded, and sponsored by Cadillac. An average of eight vehicle shots exist in each episode, creating immense publicity and increased income for this company. On “The Real World”, a Coke can was “accidentally” shot in a scene, enticing Coke to sponsor the reality crew's week long visit to Australia. Each of these examples illustrate the advancement of media and consumerism. Students, whether media professionals or not, need help navigating our increasingly complicated world of consumerism.

Adolescents need to be aware of all media languages, tools, and strategies before they can make responsible and adequate decisions. While Beach is quick is announce our students' love of all consumerism and technology, educators need to carefully craft this devotion into engaging, motivating, and useful lessons aimed at consumer responsibility.

An example of creating responsible consumerism is found in the link below. I created this lesson plan to analyze energy drink marketing tools. Adolescents would learn media language, analyze advertisements, and evaluate persuasive tools. Using these same strategies, students were responsible for creating a “slow down” energy drink media outlet. This final project would encourage their peers to monitor intake of this drug, and carefully analyze the real benefits of their consumerism. This type of activity allows adolescents to view common media, analyze their impact, evaluate the presented truths, and generate responsible consumer behaviors. As educators, we have this responsibility to our little consumers.

Link to "Rise and Sell- The Energy Drink Business and what They're Really Offering" Lesson:
http://teachers.net/lessons/posts/4258.html

Purpose of this Blog

Welcome! This blog is intended to be a discussion area for my readings, opinions, and discoveries during my media course this spring. I look forward to learning new ways of utilizing media in the classroom, and to forgetting the old ways of filling time with media during the school day!