Using a research-based framework to analyze types of media messages, students become more aware of techniques used by media producers to inform, persuade, or entertain; they apply this awareness to crafting a short media message designed to inform viewers and persuade them to take some positive action (see the Persuasive Presentations micro-credential). They then evaluate audience responses to the message.
After establishing discussion guidelines, educator guides students through a critical discussion of media messages, followed by reflection by the students and teacher. This framework can be implemented individually, in small groups, or during whole-group instruction.
Using strategies like the following eight-part approach to evaluating media messages, students discover the methods media producers use to get intentional responses from audiences:
Students then design and create a short video or presentation to inform an audience and persuade them to take some positive action using some of the techniques they observed, then play or present it for an audience. Each audience member writes about how the message impacted him or her and what parts of the message had the most impact.
After watching an example of a short video commercial or public service message, students discuss what kinds of responses they think the producers of the video wanted from viewers, what media techniques the producers used to get these effects, what were some of the hidden messages being communicated, and how effective these techniques were.
Students discuss the results of the audience feedback and the lessons learned about how media impacts their everyday lives.
Research on media literacy, understanding the design of everyday media and their impacts on students indicates that critical media analysis is important to deepening understanding of the impacts of individual media choices and students' ability to design effective media messages.
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)
Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward competency in analyzing media impacts, including such items as evidence of discussions of producers’ intended media impacts, examples of student analyses of specific media messages, samples of the videos the students created, discussions of lessons learned from the media analysis activities, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the analyzing media impact activities. Use the following questions as a guide:
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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