How does the media work and understanding discourse

2. How does the media work and understanding discourse • Experience is ‘mediated’ through discourse…..’Wait Sir, pause. What is a discourse?’ ‘Good question Sam. A discourse in simple Paris Hilton terms is how different texts use language to create themes, messages or morals through their texts. Experience then from the point of view of the reader of a text is mediated through discourse and a social reality is constructed. • In more abstract terms 'discourse' refers to a formalized way of thinking that can be manifested through language, a social boundary defining what can be said about a specific topic, or, as Judith Butler puts it, "the limits of acceptable speech"—or possible truth. • Discourses are seen to affect our views on all things; it is not possible to avoid discourse. For example, two notably distinct discourses can be used about various guerrilla movements describing them either as "freedom fighters" or "terrorists". In other words, the chosen discourse provides the vocabulary, expressions and perhaps also the style needed to communicate.

3. The role of the media in shaping public perceptions and opinions about significant political and social issues has long been the subject of both speculation and research. It is widely accepted that what we know about, think and believe about what happens in the world, outside of personal first-hand experience, is shaped, and some would say orchestrated, by how these events are reported in newspapers and communicated through the medium of radio and television.

4. Framing reality:

5. The pictured looked like this before I ‘cropped’ it

6. So if it’s all like just about totes manipulating the truth and that, then like, why should we even really give a whatevs?......Because

11. You need to be active!

12. CriticalMediaLiteracy • Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. • It's the ability to bring critical thinking skills to bear on all media (from music videos and Web environments to product placement in films and virtual displays) • It's about asking pertinent questions about what's there, and noticing what's not there. • And it's the instinct to question what lies behind media productions— the motives, the money, the values and the ownership— and to be aware of how these factors influence content.

13. Media education encourages a probing approach to the world of media: Who is this message intended for?Who wants to reach this audience, and why? From whose perspective is this story told? Whose voices are heard, and whose are absent?What strategies does this message use to get my attention and make me feel included? Frize, Johno, Sarah, Tolo. Do you have an iphone?

14. Why is media literacy important? • The influence of media in our central democratic process: • We need 2 prominent skills to be engaged citizens of a democracy: critical thinking and self-expression • The high rate of media consumption and the saturation of society by media • (Videogames, TV, pop music, radio, newspapers, magazines, billboards, the internet, even T-shirts) • Media literacy teaches the skills we need to navigate safely through this sea of images and messages for all our lives

15. Why is media literacy important? (2) 3. The media’s influence on shaping perceptions, beliefs and attitudes • Media experiences exert a significant impact on the way we understand , interpret and act on our world • By helping us understand those influences, media education can help us separate from our dependencies on them

16. Why is media literacy important? (3) 4. the increasing importance of visual communication and information learning how to “read” the multi layers of image-based communication is a necessity 5. The importance of information in society and the need for lifelong learning

17. Media literacy empowerment spiral: navigation skills (source: Center for media literacy/medialit.org) • Based on the work of Paulo Freire • Also known as action-learning: breaking complex concepts into learning steps:

18. Active • This implies that you are not a passive media consumer, but also an active media producer; • You have a voice

19. Profileof a media criticalliterate person(source: Center for media literacy/medialit.org) • Uses media wisely and effectively • Engages in critical thinking when evaluating media messages • Evaluates the credibility of information from different sources • Understands the power of visual images and knows how to “read” them • Is aware of a diverse cultural universe and appreciates multiple perspectives (multi-voicedness) • Expresses him/herself clearly and creatively using different forms of media • Recognizes media’s influence on beliefs, attitudes, values, behaviors and the democratic process.

20. Five core concepts in media literacy • All media messages are ‘constructed’ (authorship/constructedness) • Media messages are constructed using a creative language (discourses) with its own rules format and techniques of production which privilege some groups and marginalise others • Different people experience the same media messages differently (audience) • Media have embedded values and points of views (content/messages) • Most media messages are organised to gain profit, convince and/or power (purpose/motive)

21. Core concepts translated in key questions (your role: consumer of media) • Who created this message? (authorship/sender) • What creative techniques are used to attract my attention (format/creative strategies for reality construction. Who do these strategies serve to privilege and or marginalise? • How might different people understand this message differently? (audience/receiver) • What values, lifestyles and points of view are represented in, or omitted from this message? (gaps and silences) • Why is this message being sent? (purpose)

22. We are not only consumers of media, but also producers • http://www.youtube.com/watch?v=pEHcGAsnBZE • Participatory culture

23. Let’s practice! And analyze the following media productions by asking the 5 core questions • Who created this message? (authorship/sender) • What creative techniques are used to attract my attention (format/creative strategies for reality construction. Who do these strategies serve to privilege and or marginalise? • How might different people understand this message differently? (audience/receiver) • What values, lifestyles and points of view are represented in, or omitted from this message? (gaps and silences) • Why is this message being sent? (purpose)

25. The Flintstones • http://www.youtube.com/watch?v=2RScQTbWRA4

31. Let’s analyze the following campaign ads by WWF by answering the 5 key questions: • Who created this message? (authorship/sender) • What creative techniques are used to attract my attention (format/creative strategies for reality construction) • How might different people understand this message differently? (audience/receiver) • What values, lifestyles and points of view are represented in, or omitted from, this message? (content) • Why is this message being sent? (purpose)

36. Creative technique applied in these campaigns by World Wildlife Fund: Fear Appeal • “Fear appeals have been used extensively in advertising as marketers have found them to be effective. In using fear appeals by associating an act with a negative effect, it creates tension and gets the attention of the consumers, then provide them a solution; which in this case is to take action and be convinced to stand up for their cause. Such ads are persuasive as the messages have a capability to change attitudes over time; whether consciously or subconsciously. • While ads using fear appeal can be effective, inappropriate use could also cause consumers to avoid such advertisements when they feel intimidated, or even irritated. As a result, consumers refuse to give their attention and turn away from them. • This brings us to a next question: • Do you think that using fear-appeal messages are ethical?” (source: Penn Olson website)