Teacher-led student analysis and critical response to popular, media-based texts related to students’ course of study.
Through any of a variety of methods (written report, poster, video or audio production, etc.) students clearly demonstrate the knowledge required to effectively analyze and understand the role audience plays in the development and understanding of specific pieces of popular media. This micro-credential forms one part of the message–audience–production (or Media Triangle) framework for teaching media literacy. Analyzing Production and Analyzing Message are additional micro-credentials in this set. Analysis can be conducted individually, in small groups, or in whole-group instruction.
- Who and what is “the media”?
- Which medium appeals to you the most? Which medium do you most dislike? Why?
- Has any information you received from the media ever angered you? Made you feel really good?
- Do you think the media influence you in your attitudes toward school, work, family, clothing, what to eat and drink? If so, how?
- What cultural messages do you get from the media (e.g., regarding clothing, food, behavior, language, personal interactions)?
- Do you feel represented in the media (e.g., through references to race, religion, background, gender, age, talents, abilities, weaknesses)?
- Are certain issues or groups of people represented more often than others in the media? Why do you think this is?
This approach is informed by the Media Triangle (http://themedialiterateteacher.weebly.com/media-triangle.html), a student-friendly approach to understanding the key concepts of media literacy. Students analyze media texts using prompts organized around the three arms of the triangle. Each arm can be simplified into the following questions:
- Message: What meaning is being conveyed?
- Audience: To whom is the meaning being conveyed?
- Production: How and why is the meaning being conveyed?
Embedded in the arms of the media triangle are the five key concepts of media literacy. The concepts overlap, supporting the ideas that understanding media messages requires consideration of multiple perspectives and that ideas come together to create meaning.
“Media literacy empowers people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages.” - National Association of Media Literacy Education
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Submit two examples of student work (writing, images, video, audio, etc.) that demonstrate the students’ ability to effectively analyze the role audience plays in the production and understanding of media. Your student work submission will be assessed based on the following rubric. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.
For each of the student artifacts listed above, submit a student reflection on his or her experience. Use the following questions as guidance (200 word limit):
Provide a reflection on what you learned, using the following questions as guidance (200-word limit):
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