Reading and Discussion #2

Digital storytelling "creates an opportunity to reflect on life and find deep connections with the subject matter of a course or with an out of class experience, such as a trip abroad" (Educause Learning Initiative).  Filmmaking in this way provides our youth with a chance to explore and raise awareness of social issues, counter stereotypes, question social constructs, express their culture, and become an active contributor to digital media.

In todays society it is imperative that we enable students to become instigators and even facilitators of their own learning.  Skills that they learn through filmmaking and digital storytelling increase their writing skills, and the technology-rich format gives all students equal voice.

References

7 Things You Should Know About Digital Storytelling. (2007). Educause Learning Initiative.

Reel Works In Schools - Reel Works Teen Filmmaking. (n.d.). Retrieved August 30, 2014.

Digital Storytelling and Reel Works

This is the link to my file from Google Drive.  Click here.



The Reel Works video I chose as my favorite was:

Hush by Vlada Pimenova

1.What do you like about the digital story?

• I like how creatively produced this video was!  It wasn't just interviews, as some of the other videos I watched.  It told her story through something more like a video-montage-diary.

2.What did you learn from the digital story?

• From this particular digital story, I learned about a young girls struggle with feminine identity, perfectionism, depression, maybe OCD.  While I'm not 100% sure what her mental issue was, I think that may have been the point.  Even though the problems may be different, they deal with a lot of the same symptoms.  

3.What surprised you about the digital story?

• I was really surprised by the creativity of the youth on Reel Works.  I am also surprised how she was able to communicate the reality of her situation and tell another side of the story of the mental disorder problems to make them more relatable for the rest of the world.  It was brave of her to go out and put herself out there as a poster child for the issue, and inspiring that she was able to reach such a huge outside audience.

4.How did the digital story provide an example of how digital storytelling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?

•  The digital story raises awareness and tells a more personal version of the one-sided story of mental illness. More people can experience her story and she is able to challenge/counter the opposing one-sided corporate-sponsored story. I chose this as my favorite because her reality came across so powerfully that it gives the issue back to the people's perspective and allows them more room now to express themselves in their own voice.

5. Do (or how do) these digital stories provide evidence of that these young people are engaged in analysis of their own culture?

• All of the stories I watched, it is clear how the opportunity for young people to express themselves to a global audience is enhancing their voice, making them rethink what they have been told they have to be, feel, think, do.  It gives people the opportunity to escape stereotypical exploitations that have been communicated in the media, and a change to honor and connect with their own cultures and subcultures.

6. Do (or how do) these digital stories support a healthy respect for multiculturalism and diversity?

• Students now have a way to honor and connect with their own cultures and subcultures.  They get to tell their own stories, and instead of having only the stories of those with power/money, the world has the opportunity to become more educated about each culture.  Being able to describe to other people how and why your culture works and differs from others leads to a more complete story, a more respectable story in most cases, and a more relatable/human story than what we see portrayed in the media.  I really would like to call out certain religious texts on this post as one example of a power-controlled source portraying other cultures in a negative way to boost their own power.  When these global digital stories were available and accessible for all people, I would like to believe we will have a gradual decline in hate-crime and war and an increase in human relations.

Reading and Discussion 1

Towards Critical Media Literacy Reflection:
          Toward Critical Media Literacy Reflection

Niel Postman Excerpt Reflection:

1. Personally, I feel that Niel Postman was correct in stating that we are overwhelmed with hidden agendas on a daily basis (even more so now than in 1969).
2. Having felt as strongly as he did in 1969, I think Niel Postman would feel even more strongly about the necessity to teach our students how to search for hidden messages and critically decode persuasive media.  

Cameron Russel Video Reflection

1. This video made me think about the humanness of models, and those of whom have model-type bodies.  Too often I judge them as being one-dimensional, but hearing Cameron Russel speak out about real issues and show a bigger picture of herself makes me feel like I should think twice before putting everyone into the same box.
   Secondly, this video made me think about the representation of beauty and how much of an importance we place on it in our culture.
2. The video supports Niel Postman's statements because she is showing us the story behind what is presented by the media.  The BS that the media presents to the public in order to promote certain corporate interests was exposed by her reality tale.  Stories like this help to expose hidden agendas and promote human connections.

Importance of Teaching CRITICAL Media Literacy

The video from Carmen Russel provides us with a good example of why it is important to teach critical media literacy in- and out-of school.  Her description of the one-sided story that the media portrays in order to promote corporate interests is an example of the situation mentioned in the following quote from the article Toward Critical Media Literacy:  "This situation calls for critical approaches that make us aware of how media construct meanings, influence and educate audiences, and impose their messages and values" (372).  The corporate interest of selling certain products with the message supported by beautiful, happy people also in subtext sells the idea that the people are beautiful and happy because of their looks and their ability to own the advertised products.  Helping people to be able to decode both the text and subtext of the message is a skill that, along with "analyzing media codes and conventions, abilities to criticize stereotypes, dominant values, and ideologies, and competencies to interpret the multiple meanings and messages generated by media texts" (372) leads towards Critical Media Literacy.  "Critical media literacy not only teaches students to learn from media, to resist media manipulation, and to use media materials in constructive ways, but is also concerned with developing skills that will help create good citizens and that will make individuals more motivated and competent participants in social life" (372).  Her example of these constructions along with her deconstructions fully supports the article's main ideas and necessity of critical media literacy.

References
Kellner, D., & Share, J. (2005). Discourse: Studies in the cultural politics of education. Toward Critical Media Literacy: Core Concepts, Debates, Organizations, and Policy, 26(3), 369-386.

Postman, N. (2007, July 22). Neil Postman – Bullshit and the Art of Crap-Detection. Retrieved August 23, 2014, from http://criticalsnips.wordpress.com/2007/07/22/neil-postman-bullshit-and-the-art-of-crap-detection/

Russell, C. (2013, January 16). Cameron Russell: Looks aren't everything. Believe me, I'm a model. Retrieved August 23, 2014, from http://youtu.be/KM4Xe6Dlp0Y

About Me

The name of my file was Devine Font, this is the link


I'm from West Virginia.  My first home was in Beverly, WV when I was 5.  I lived in Randolph County most of my life, and once I grew tired of the commute to Fairmont for classes I moved there.  Now I'm hoping to move closer to work in Taylor County where I just got my first teaching job at Grafton High School.

In this class I expect I will learn a lot of ways to make my classroom connect to the real-world for my students.  I hope that I will be able to pass on a lot of the knowledge I will gain here to the high school students to help them be more aware of their connection to the world and how media effects us on a daily basis.

Here is my Animoto teaching video:



Copy of Teaching with Technology

• Why is teaching media literacy important?
• It helps people to become aware of the meanings behind different types of communications which can be biased.  Finding the true message behind what is shown can help people realize manipulative marketing techniques and help them to avoid them in their future.
• What do you want to learn about teaching media literacy?
• I feel like this course aligns well with several of my current classes that I'm teaching, and am anxious to learn how to present these principles to my own students.
• What concerns do you have about teaching media literacy
• My biggest concern would be the fact that this raises a lot of controversial issues.  In my opinion, I feel that it is important that we discuss these issues with students. However, not everyone feels the same way.  I guess it's not so much of a concern for myself because I already raise a lot of issues in my class, but it could be taken the wrong way by some people is all I'm saying.
• When are assignments do in this course?
• "ll assignments will be posted by Sunday midnight and MOST will be due the following Sunday by Midnight. Occasionally due dates will vary if the assignment requires feedback from peers or myself for completion."
• What are the rules for late assignments?
• "You must contact me within 24 hours of missing a due date for an assignment. I will provide you with an opportunity to receive partial credit for a late assignment as long as you communicate with me in a timely manner. If you DO NOT contact me within 24 hours you NOT receive points for that assignment."

• What is the best way to contact me?
• Gmail
• Should you work ahead?
• "**Check with me before working ahead. I tend to change readings and detail of assignments based on the needs of student in the class."