Canadian Association of Media Education Organizations

Canadian Association
of Media Education
Organizations
Canadian Association of
Media Education
Organizations
© 2006 Media Awareness Network

Media Education: Make It Happen!
1. Young people and media
2. What is media literacy?
3. Media education approaches
4. Media education in action:

a) Course connections
b) Ready, set, go

The ABC’s of Brands

Young People and Media
Media are powerful forces

in the lives of youth.
Media messages help

shape their perceptions.

• 75% watch TV daily

• 48% have their own TV
• 60% play video games

each day
• 42% watch several
videos each week

• 94% access the Net from home
• 37% have their own connected

computer
• 41% have MP3 players
• 22% have webcams

Camera cell phones

message boards
interactivity E-zines
Chat rooms
In
Kids
thelearn
digital
newmedia
technologies
environment,
effortlessly,
kids havemulti-tasking
access to
information
through a complex
and entertainment
mix of sound,
from
graphics,
around text
the world.
and images.
They have become managers, creators and distributors of

information.
Multi-player
BLOGS MP3s
videogames
Webcams
Instant messaging email

Text messaging The Web Personal Web sites

As kids interact with media they

absorb knowledge about the
world, themselves and others.
Young people need to develop knowledge,

values, critical thinking, communication and
information management skills.

What is Media Literacy?
Media literacy is:
• the ability to access, analyze,

evaluate and produce media
• the process of becoming active,

rather than passive, consumers
of media

Recognize bias
and stereotyping.
Differentiate between media

violence and real world
violence.

Read “between the lines” of

junk food advertising
Differentiate between entertainment

and marketing

Question the connections

between entertainment
and self-image

Understand how news

is constructed

Produce media texts for

civic engagement

Media Education Approaches
Media Education
“ The process of teaching and learning about
media. While media literacy is the outcome
– the knowledge and skills learners acquire.”
(David Buckingham)
Source: Media Education: Literacy, Learning

and Contemporary Culture

Media education includes:
1. Learning hands-on production techniques
2. Recognizing how elements of a specific medium

convey meaning
3. Thinking critically about media issues and media

influences
Source: Ontario Media Literacy Resource Guide

Media Education in Canada
Canada is a world leader in media education,
• In 1988, Ontario became the first educational

jurisdiction in the world to mandate media literacy
as part of the English curriculum.
• By 1999, media education was a mandated part of

ELA curriculum across Canada.

Who can teach media literacy? You can!
1 The topic of media is

energizing and engaging
for students.

2 Because media is a shared experience,

teachers and students can find
common ground.


3 Media literacy isn’t about having the right answers;
it’s about asking the right questions.
• Who is the audience for a media production and why?
• From whose perspective is a story being told?
• How do the elements affect what we see, hear or read?
• How might different audiences interpret the same

production?
• Whose interests are being served?

4 Media literacy outcomes (expectations)

are in the core curriculums of every
province and territory, from K-12.

5 Media education is
multidisciplinary
and can be integrated
across several subject
areas.

Key concepts of media literacy

provide a theoretical base for all
media literacy programs and give
teachers a common language and
framework for discussion.
Source: Association for Media Literacy

Media are constructions
Media products are created with a purpose and

from a perspective using forms and techniques.
Media literacy deconstructs media products,

exploring factors and decisions on how they
were made.

Audiences negotiate meaning
We all bring our own experience

to media we encounter.
Media literacy helps us understand

how individual factors affect
interpretation.

Media have commercial implications
Media industries belong to a powerful

network of corporations that exert influence
on content and distribution.

Values and ideological messages

underpin all media
Media convey messages about values,

power and authority.

Each medium has a unique

aesthetic form
Each type of media has its own grammar and

elements that shape reality in a unique way.

Media Studies Triangle
Text Audience
• denotation • culture
• connotation • gender
• codes • textual competence
• values • psychology
MEANINGS
• genre • social function
• commodity
• intertextuality
Production
• codes & practises • control • ownership

• finance • distribution • legality
• technology
Source: Media Studies K-12 DRAFT © Toronto District School Board

Media Studies
Triangle
Text
Audience Production

Media Studies
Triangle Text
• What kind of text is it?
• In what ways does this media text tell a story?
• What type or category of story is it?

Media Studies
Triangle Text
• Does it follow a formula?
• What are the conventions used?

Media Studies
Triangle Text
• What are the characters like?

Are there any stereotypes?
• What values are being promoted?
• How is this done?

Media Studies
Triangle Text
• Whose point of view do the values represent?
• Are my values represented?
• Why or why not?

Media Studies
Triangle Audience
• Who is the target audience for this media text?
• How can I tell?
• How and why does this media text appeal to its

target audience?
• How does this media text appeal to me?

Media Studies
Triangle Audience
• What things do I like and dislike about it?
• In what different ways do people use or consume

this media text?
• How would I change the media text to make it

more enjoyable?

Media Studies
Triangle Production
• Who produced this media text, and for

what purpose?
• How can I influence the production of

this kind of media?

Media Studies
Triangle Production
• How is this text distributed or sold to the public?

Who profits?
• How was the text made?

Media Studies
Triangle Production
• What production techniques are used?
• What rules and laws affect the media text?
• How could I create a similar media text?

The media studies triangle can be applied

to a wide variety of media texts, from a
simple running shoe advertisement to
more complex texts, such as a televised
political debate or a shopping mall.
Text
Audience Production

Media Education in Action

Media Education in Action: Course Connections
Discussions and projects related to media lend

themselves to many key learning objectives and
outcomes:
• watching
• listening
• reflecting
• writing
• organizing ideas
• expressing opinions
• engaging socially and politically
• developing critical thinking skills.

Start young
Many of the topics that media education

addresses are central to healthy
development and can be addressed
starting in the primary grades.

English Language Arts
Media Studies and Language Arts have much in

common, such as the study of aesthetics, the
examination of genres and the use of language
and symbols.

Social Studies
Topics can include media

representation, the role of
media in promoting cultural
identity and issues related to
the use of the Internet for
research.

Health and Personal Development
Media-related topics can include junk

food advertising, alcohol and tobacco
use, sexuality and body image, media
violence, diversity and gender
representation.

Family Studies
Students can compare television’s

construction of family to families
in the real world.

Technology
ICT topics can include search and assessment

skills, electronic privacy, plagiarism and the
cultural, economic and social impacts of
technology.

Global Studies and Civics
A
In Civics
Globalclass
Studies,
canstudents
examine can
the connections
explore the between
media
representation
and politics
of developing
including the
countries
following:
in
news media and
• discussions how“spin”;
about sensational stories can
fuel the perspective that people in developing
•nations
media styles of politicians;
are helpless victims. and
• media ownership and political
reporting.

The Arts
Visual Arts: Media text as an art form, journalistic

communication, and digital manipulation
and special effects.
Music: Value messages,

representation and celebrity
culture in popular music,
and how the business
side influences which
artist is hot.

Multicultural and anti-racism programs
Students can learn how stereotypes function in

popular culture, the conditions that give rise to
them and how these portrayals can influence
our perceptions.

Alternative learning
Media education can

also provide a new
doorway to learning for
students who don’t
normally excel in school.

Media Education in Action: Ready, set, go
Keep it positive
Avoid moralizing

A great way to get to know the media your students are

interacting with is to start the school year with a quick
class survey.
My Favourites – Jessie
Mike W.
Magazine: unknown
bop, j-14
Book: Sweet 16
Calvin & Hobbes
Movie: Thirteen
Speed
TV Show: 7th Heaven,
Cops The OC
& Simpsons
Toy: My little
Laser teddy bear
pointer
Game: The Sims
Grand 2 Auto
Theft
Music Artist/Group: Kelly
GreenClarkson
Day
Song: Smells Like
Holiday Teen Spirit
& American Idiot
Brand: Converse, etnies
unknown
Food: Pizza and sugar
Interests: Music
Transportation
Hobbies: Devin 
Aspirations: Airline owner
Aspirations: Lawyer
Familiarize yourself with youth media
On television • music channels

• entertainment programs
• sports
• cartoons
In the community • music and video stores

• vintage and fashion stores
• comic book stores
• malls
Online • instant messaging technology

• social networking sites
• file-sharing sites and programs
• kids’ favourite Web sites

Take advantage of “teachable moments” in

the news. When an event grabs the
attention of the news media, bring it, and
all the excitement and debate surrounding
it, into the classroom to analyze and
deconstruct.

Commercialization in education
The hallways and classrooms of our schools can

also provide teachable moment opportunities.
• Logo-free day
• Commercialism
walk-through

Use annual events and celebrations

to highlight specific media issues
• Earth Day: Examine how environmental issues are
promoted or are absent in mainstream media
• Buy Nothing Day: Raise awareness of the impact of mass

consumerism on global culture and the
environment
• TV-Turnoff Week: A jumping-off point for students to log and

examine their own TV viewing habits
• Special Occasions: The start of the school year, Christmas and

graduation can provide opportunities to
address consumption and consumerism

Creating content gives students

insights into the decisions and the
process of media production.

Educate students about the

mechanisms in place
through which they can
make formal complaints or
speak out in support of
good-quality media.

Students can challenge negative youth

stereotypes in the media by promoting more
positive and balanced portrayals.

Parents are important partners
• Learn more about media
• Familiarize yourself with your child’s media
• Talk to teachers and parent

councils
• Invite media professionals
• Organize a parent workshop

How teachers can get involved and

learn more
Join your provincial media education association.
To learn more about media education, visit the

following Web sites:
• Media Awareness Network,
www.media-awareness.ca
• Association for Media Literacy,
www.aml.ca
• Concerned Children's Advertisers,
www.cca-kids.ca

This workshop has been produced by
For more information, contact:

Media Awareness Network
www.media-awareness.ca
1-800-896-3342
info@media-awareness.ca

Canadian Association of Media Education Organizations

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Canadian Association of Media Education Organizations

Uploaded by

Copyright:

Available Formats

Canadian Association

© 2006 Media Awareness Network

1. Young people and media

2. What is media literacy?

3. Media education approaches

4. Media education in action:

© 2006 Media Awareness Network

© 2006 Media Awareness Network

Media are powerful forces

Media messages help

© 2006 Media Awareness Network

• 75% watch TV daily

• 60% play video games

© 2006 Media Awareness Network

• 94% access the Net from home

• 37% have their own connected

• 41% have MP3 players

• 22% have webcams

© 2006 Media Awareness Network

Camera cell phones

They have become managers, creators and distributors of

Instant messaging email

© 2006 Media Awareness Network

As kids interact with media they

Young people need to develop knowledge,

© 2006 Media Awareness Network

• the ability to access, analyze,

• the process of becoming active,

© 2006 Media Awareness Network

Differentiate between media

© 2006 Media Awareness Network

Read “between the lines” of

Differentiate between entertainment

© 2006 Media Awareness Network

Question the connections

© 2006 Media Awareness Network

Understand how news

© 2006 Media Awareness Network

Produce media texts for

© 2006 Media Awareness Network

Source: Media Education: Literacy, Learning

© 2006 Media Awareness Network

Media education includes:

1. Learning hands-on production techniques

2. Recognizing how elements of a specific medium

3. Thinking critically about media issues and media

Source: Ontario Media Literacy Resource Guide

© 2006 Media Awareness Network

Media Education in Canada

Canada is a world leader in media education,

• In 1988, Ontario became the first educational

• By 1999, media education was a mandated part of

© 2006 Media Awareness Network

Who can teach media literacy? You can!

1 The topic of media is

© 2006 Media Awareness Network

Who can teach media literacy? You can!

2 Because media is a shared experience,

© 2006 Media Awareness Network

Who can teach media literacy? You can!

• Who is the audience for a media production and why?

• From whose perspective is a story being told?

• How do the elements affect what we see, hear or read?