Final Reflection

Top 10 Revelations

Knowledge
1. I know and understand the seven basic principles of media education.
2. I know and understand the eight shifts taking place in our 21st century media culture.
3. I know and understand the twenty-nine persuasive techniques employed by media.

Skills
4. I created my own blog and uploaded postings, pictures, links, and videos.
5. I created a Public Service Announcement using iMovie.
6. I created a media education unit to help my students analyze the way in which characters with disabilities are portrayed in film.

Attitudes
7. I gained an appreciation for the positive potential of technology and media.
8. I gained an appreciation for how important it is to “Disconnect to Reconnect.”
9. I gained an appreciation for skepticism, as opposed to cynicism.
10. I gained an appreciation for civic engagement and activism.


3 Remaining Questions

1. What would Postman say about obesity today? Who would he find responsible for child obesity in America?

2. In terms of trade-offs, do the pros outweigh the cons regarding web 2.0 and other features of our 21st century media culture? How do we measure what is gained and what is lost?

3. If a medium is “a form of communication…that transmits messages, tells stories, structures learning, and constructs a ‘reality’ about the world,” then is a person a medium? If I am a medium, then what are the messages and stories I am telling my students which structure their learning and construct their reality about the world?

Response to Hodgkinson and Facebook

Hodgkinson writes about how much he despises Facebook. Whether one agrees or disagrees with his argument, it is undeniable that his piece is carefully crafted and intended to persuade. In fact, this article can be used to illustrate nearly all of the persuasive techniques used by media in our 21st century media culture, as recognized by ACME.


1. Symbols: In this piece Hodgkinson uses images to convey ideas about the United States, such as a picture of the American flag and Coca Cola cans.

2. Big Lie: Hodgkinson wrote dishonest/incorrect information in this article about the creation of In-Q-Tell.

3. Flattery: Hodgkinson flatters his readers by implying that they are smart enough not to sign up for Facebook, or discontinue their use of it. He thinks they will decide they “don’t want to be part of this takeover bid for the world.”

4. Hyperbole: See the previous quote about taking over the world.

5. Bandwagon: Everyone is joining Facebook because “people are essentially sheep-like and will copy one another without much reflection.” (Hodgkinson tries to persuade the reader by counteracting Facebook’s use of bandwagon as a persuasive technique.)

6. Scapegoating: It seems as if the problem of Facebook can really be blamed on Theil, as well as Zuckerberg and Breyer.

7. Simple Solution: Instead of using Facebook, Hodgkinson suggests a simple solution. He writes, “I will revert to an old piece of technology. It’s free, it’s easy and it delivers a uniquely individual experience in sharing information: it’s called talking.”

8. Rhetorical Questions: “Why on God’s earth would I need a computer to connect with the people around me? What was wrong with the pub?”

9. Straw Man: “Theil and the other new masters of the cyberverse find this social experiment tremendously exciting.” BUT…

10. Fear/Defensive Nationalism: Facebook users are “suckers, all of whom have volunteered their ID card information and consumer preferences to an American business they know nothing about.” If that wasn’t scary enough, “the US defense department and the CIA love technology because it makes spying easier.”

11. Humor: “I like Facebook,” said another friend. “I got a shag out of it.”

12. Testimonial: See the previous quote or the following one. “A friend of mine recently told me that he had spent a Saturday night at home alone on Facebook, drinking at his desk. What a gloomy image.”

13. Plain Folks: Hodgkinson is persuasive because he seems like he’s “just one of the guys” who enjoys hanging out with friends and catching up at the pub.

14. Repetition: Hodgkinson repeats throughout the piece how much he despises and hates Facebook.

15. Nostalgia: Hodgkinson writes about the “old-fashioned real-world concepts” that Theil/Facebook’s philosophy neglects. These include – art, beauty, love, pleasure, and truth.

16. Diversion: An alternate view is not seriously considered in this article. Isn’t there any possible scenario in which Facebook might connect people?

17. Warm Fuzzies: “Show me a good loser and I’ll show you a loser.” – Thiel (Hodgkinson tries to persuade the reader by showing that Facebook creators are cold-hearted and competitive. There is nothing positive, let alone warm/fuzzy about them.)

18. Group Dynamics: Hodgkinson tries to persuade the reader by building a sense that “we” would all be better off without Facebook.

19. Either/Or: Facebook either connects or disconnects. Take a side.

20. Maybe: “You might reflect that you don’t want to be part of this heavily-funded program to create an arid global virtual republic, where your own self and your relationships with your friends are converted into commodities on sale to giant global brands.”

21. Strength: Hodgkinson tries to persuade the reader by appearing as if he is strong and aggressive. He writes, “I don’t want to retreat from nature, I want to reconnect with it. Damn air-conditioning!”

22. Scientific Evidence: Hodgkinson uses startling statistics to persuade the reader. For example, Facebook has 59 million active users and 2 million new people join each week.

23. Card Stacking: I have a gut feeling that Hodgkinson is not providing his readers with the whole story.

24. Name Calling: Here are a few insulting phrases Hodgkinson uses: “The PayPal Mafia,” “Facebook addicts,” and “marketing bullshit of the highest order.”

25. The Race Card: Hodgkinson points out that Thiel is against multiculturalism. By doing so, he continues to persuade the reader that Facebook creators are horrible people.

26. Timing: Hodgkinson crafts his piece to focus on attacking the creators of Facebook rather than proving that Facebook disconnects people.

The only three persuasive techniques I wasn’t able to identify in this article were bribery, denial, and beautiful people. Using these 29 terms as tools to analyze this piece was an interesting and challenging activity for me. It is something I know my students will enjoy, especially if I can hype it up by approaching the task as a form of detective work!

Of all the readings I have done in this course, Postman’s “Amusing Ourselves to Death” has been the most persuasive. This may be because I am inclined to agree with his argument. However, the next time I read it, I will definitely look for his use of these 29 persuasive techniques.

Response to Postman and Twitter

Thompson and Johnson both write about the way in which technology and media (specifically Facebook and Twitter) have created a “new world” and “will change the way we live.” Indeed, the world is changing and these articles can be used to illustrate the eight trends or shifts that are taking place in our 21st century media culture, as recognized by ACME.
http://www.acmecoalition.org/files/ACME_shifts.pdf

1.Epistemological shift: From word to IMAGE
(symbol: TV/screens)
Although Facebook and Twitter involve reading to a certain extent, both revolve around a screen, which is the symbol that represents this shift.

2.Technological shift: From analog to DIGITAL
(symbol: personal computer)
Both Facebook and Twitter have further personalized the personal computer. Now personal information can be converted to a binary code of ones and zeros and then shared with the world via the internet.

3.Personal shift: From mass to PERSONAL/PARTICIPATORY – NEW media
(symbol: MySpace/Facebook)
Not only do Facebook and Twitter allow individuals to share personal information, but also this information can be changed regularly. It can be constantly updated by the user and responded to by the viewer. Thompson refers to this as “digital intimacy” and writes about how such constant online contact leads to an “ambient awareness” which gives you “a surprisingly sophisticated portrait of your friends’ and family members’ lives.” Johnson notes that it is this special awareness that gives Twitter “unsuspected depth.”

4.Aesthetic shift: From discrete to CONVERGENCE
(symbol: iTouch)
Different media technologies are coming together, which means that Facebook and Twitter can be accessed from a phone that also has the capabilities of a computer, radio, camera, and GPS.


5.Political shift: From regulation to DE(RE)REGULATION
(symbol: 1996 Telecommunications Act)
Almost anyone in the United States can get on the internet from anywhere to check Facebook or Twitter.

6.Economic shift: HYPER commercialism and CORPORATE consolidation.
(symbol: MTV and “Googlezon”)
Facebook currently includes advertisements and Johnson believes that advertising will soon become “Twitterfied” because “successful businesses will have millions of Twitter followers (and will pay good money to attract them.)” He writes that “a whole new language of tweet-based customer interaction will evolve to keep those followers engaged: early access to new products or deals, live customer service, customer involvement in brainstorming for new products.”

7.Discursive shift: From objective to SUBJECTIVE
(symbol: the “blogosphere”)
Rather than searching for information from objective sources, Twitter users are sharing links, tapping into the resources offered by their extended social network, and appreciating this subjective information. Johnson writes, “If you’re looking for advice on sibling rivalry, an article recommended by a friend of a friend might well be the best place to start.”

8.Cultural shift: From privacy to SURVEILLANCE
(symbol: MySpace to Homeland Security)
ACME clearly states that media user data, such as the information that is entered into Facebook and Twitter profile pages, is being “monitored, collected, and analyzed” by corporations and the government.



Although Postman does not write about Facebook or Twitter, he would agree with Thompson and Johnson that technology and media “change the way we live.” He writes that in the “Age of Show Business,” even politics and education have been turned into sources of amusement. Postman illustrates this with many examples. The following are three video clips of examples that Postman refers to in his work.

JFK



NIXON



VOYAGE OF THE MIMI




According to ACME, “media construct our culture and involve trade-offs (goods and bads).” Through their work, Postman, Thompson, and Johnson all touch on this theme that media construct reality. As an educator, it is my job to help students ask the right questions and deconstruct their reality in order to make informed decisions.
http://www.acmecoalition.org/files/ACME_questioningmedia.pdf

Media in a Time of War

Today in class we watched Amy Goodman's production "Independent Media in a Time of War." In this piece she explains the power that media have to determine how the world views us and how we view each other. Furthermore, she questions today's "general" news in the United States and believes that it conceals "the true face of war." Goodman led me to ask the following questions: Does media take on a more powerful role during times of war? How do images of violence and death change one's relationship with media?

I watched the video below over the 4th of July weekend when I was beginning to read Postman's work "Amusing Ourselves to Death." As I watched this video of Bob Hope's appearances while entertaining US troops at military bases around the world, I asked myself this question: Is it still amusing yourself to death if you're surrounded by war and death?

YouTube Videos to Complement Postman

Although Postman might be upset that I am adding images to his words, I think these videos are relevant and serve as good examples to explain Postman's work.

"Education is indistinguishable from entertainment" (p.94). School House Rock!




"On a United Airlines flight...a stewardess announces that its passengers will play a game" (p.95). If Postman objected to this form of entertainment, then what would he say about the safety videos from Air New Zealand in which flight attendents are naked?!






"Thus, the leader of the free world is chosen by the people in the Age of Television" (p.97).




"There's No Business But Show Business" (p.98).

Response to Postman and Google – “Is Google making us stupid – or smarter?”

Postman writes, “Ignorance is always correctable. But what shall we do if we take ignorance to be knowledge?” (p.108)

This is an interesting question for me to think about as an educator who is trained to know the difference between ignorance and knowledge. This is also a pertinent question to reflect on when considering whether Google is making us stupid – or smarter. In our 21st century media culture, is it really possible for us to tell the difference?

Although Carr opposes Google and Cascio defends it, both authors write persuasively about its impact and influence on our culture. While I can appreciate each author’s argument, I agree with Carr and I think Postman would, too. Although Postman writes mostly about television, he would support Carr’s statement that “media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought.” Furthermore, both Carr and Postman would agree that as one’s relationship with media changes, one’s abilities to read, write, and communicate are changed as a direct result.

The abilities to read and write are integral components of all academic areas. They are particularly relevant to me, as I am a graduate student seeking an M.Ed. with a concentration in reading. If I hope to be effective as a reading specialist, it will be important for me to understand not only how media is changing the way children read in elementary school, but also the way they will be expected to read as adults in the 21st century media culture.


Question – Can Google be considered a medium? If not, what is it?

According to ACME, medium is a form of communication – i.e. television, a video game, or magazine article – that transmits messages, tells stories, structures learning, and constructs a “reality” about the world.

Response to Wesch and Postman - What does it mean to be smart?

Wesch and Postman have me thinking about what it means to be smart. More specifically, what does it mean to be intelligent in our 21st century media culture, as the "Age of Typography" declines and the "Age of Television" ascends?

Perhaps Wesch would argue that during a technological revolution intelligence is the ability to not only rethink information, but also “harness, create, critique, organize, and understand” it. As information changes and our basic assumptions are challenged, Wesch believes it is necessary to “rethink ourselves.”

Postman’s response to the question of what it means to be smart might be even more theoretical, as he believes that “intelligence is primarily defined as one’s capacity to grasp the truth of things” (p.25) and that “‘truth’ is a kind of cultural prejudice” (p.22). We explored this idea today in class when we asked the following questions: How do I decide what to believe? When can I believe what I read, see, hear, or experience? How do I know what I know?

In thinking about what it means to be smart, I’d like to alter this last question slightly and ask: How do I know what I should know? How do I, as a teacher, decide what my students should be taught? And how do I go about accurately measuring and assessing it? I believe Postman would argue that intelligence can’t be measured, or that such a measurement is dependent upon the form of communication and the value it is given in a culture. He writes, “Intelligence does not have the quantity or magnitude, except as we believe that it does” (p.15). This is important to me as I think about my course-related project concerning people with disabilities. Is there a true definition of intelligence? How do media support and reinforce ideas of intelligence, ability, and disability? Are these social constructions or simply relative terms?

Response to M.T. Anderson's FEED

Three FEED Themes:
1. Deterioration of Human Thought and Communication
2. Dependence on Technology
3. Anti-Consumerism

Observations about our 21st century culture in the United States:

1. According to ACME, the Action Coalition of Media Education, there has been an “epistemological shift” that has taken place in our 21st century culture. We have shifted from words to images. This might account for some of the observations I have made of people, myself included, who seem to be unable to think clearly or communicate original and creative thoughts. Perhaps this is a result of spending more time looking at images on TV screens than reading.

2. According to ACME, there has also been an “aesthetic shift,” as technologies have converged. For example, the iTouch is not simply a cell phone, but can be used to check email, search the internet, and listen to music. While most of my friends had cell phones in high school and college, I never did and I didn’t feel like I needed one. However, now that I have a cell phone I can see how I’ve developed a sort of dependence. I imagine that as technologies converge, people become even more dependent upon them. I have certainly observed myself and my peers becoming dependent on technology.

3. According to ACME, another shift that has taken place is an “economic shift,” which involves “HYPER commercialism and CORPORATE consolidation.” Commercialism is ever-present in our 21st century culture. It is nearly impossible to avoid commercials and advertising. Moreover, it can be difficult to take the time to stop and reflect on the way in which media influences our thoughts and behaviors. I’ve observed friends buy items they don’t really need. I’ve listened to friends explain that they want to buy something, but they’re not sure what yet. I’ve observed friends go shopping to make themselves feel better and then laugh it off as “retail therapy.” Just last week I saw a commercial for the new Frosty at Wendy’s and decided to get one later that day while doing errands! As humans, we need to consume to exist. However, the focus of our existence shouldn’t be on consumption.

Response to "The Persuaders"

The five most important things I learned about THE PERSUASION INDUSTRY:

1.Consumers are like roaches. Therefore, advertising has to advance so that consumers won’t become immune to the message of the ad.

2.Consumers are attracted to products not only because of what they do, but also what they mean. Certain brands carry more meaning, as they are invitations to lifestyles and identities.

3.Consumers are exposed to subliminal advertising. Ads and products have now become integrated into television shows.

4.Consumers are targeted using images and words that have been selected with purpose and premeditation. Advertising is not random, but deliberate. It has been boiled down to the “science of selling.”

5.Consumers are people who simply want to belong and make meaning out of their lives. Consumers are people who want to figure out the world with the company of others.

If you enjoyed watching THE PERSUADERS, check out another Frontline program called THE MERCHANTS OF COOL at:
http://www.pbs.org/wgbh/pages/frontline/shows/cool/view/

Response to "The Making of a Media-Literate Mind"

5 observations I found useful:

Media are powerful.
“Veteran media critic George Gerbner explains that whoever is telling the stories within a culture has enormous power to shape how people think, act, and buy.” p.64

Media are emotional.
“Commercials, political advertisements, and other powerful media experiences operate primarily at an emotional level and are often designed to evoke certain sets of feelings, then transfer those feelings to a desired idea, product, candidate, or behavior.” p.64

Media are persuasive.
“Through constant repetition advertisements work to ‘normalize’ harmful ideas, products, and behaviors.” p.65

Media are intentional.
“Advertisers, the public relations industry, and other powerful media makers spend tremendous amounts of time, energy, and money carefully creating media to influence the ways we think, behave, and buy.” p.65

Media are value laden.
“All media transmit value messages.” p.66

1 question about teaching and media:
Who is primarily responsible for ensuring that children are media literate – parents or teachers?

Introduction - Who I am? Why am I here?

1. Who I am:
My name: Susan Hendrickson
Profession: Fourth Grade Teacher
Town of residence: Stowe, VT
Why am I taking this course?
I am taking this course as a literacy elective toward completing my M.Ed. with a concentration in reading.

2. My media likes/dislikes:
Two specific things I like about our 21st century media culture:
a) Media as a personal tool
b) Media as a professional tool

Two specific things I dislike about our 21st century media culture:
a) Media as a distraction
b) Media as an addiction

3. One For Fun: One fun or interesting media experience I've been having lately is using Netflix to receive movies at home and watch movies instantly online.

Course-Related Scholarly Project

This project will be an analysis of the way in which people with disabilities are portrayed in our 21st century media culture (specifically film as a pop culture text), the societal implications, and the role of special educators in response to this dehumanizing portrayal. I chose this topic because I am particularly interested in advocating for individuals with disabilities, as I am a teacher who is dual certified in elementary and special education. This project is important because it will examine the way that film, as a powerful cultural tool, has played a major role in reinforcing prejudice, stereotypes, and discrimination concerning people with disabilities. What I hope to get out of this project is to learn what I can do as an educator (inside and outside of my classroom) to use media literacy education, knowledge, skills, and civic engagement in order to build a society that is more inclusive. My project will take the form of a research paper.