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Media Literacy and You a b r i e f g u i d e for p a r e n t s

Media Literacy and You a b r i e f g u i d e for p a r e n t s. Powerpoint by Kate Bagby, 2005. Facts about kids and TV from the Center for Media Education. The average American child watches 2-3 hours daily. Preschool kids average 3-4 hours daily.

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Media Literacy and You a b r i e f g u i d e for p a r e n t s

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  1. Media Literacy andYou a b r i e f g u i d e for p a r e n t s Powerpoint by Kate Bagby, 2005

  2. Facts about kids and TV from the Center for Media Education. The average American child watches 2-3 hours daily. Preschool kids average 3-4 hours daily. Television programs that include “prosocial interactions” and nonsterotypic portrayals can lead to cooperation, reduction in prejudice, reduction in traditional sex-role attitudes and good citizenship.

  3. Facts about kids and TV from the Center for Media Education. Parents are present only 25% of the time that preschoolers watch TV. Until age 9 or 10 children lack essential skills or information necessary to understand adult programs. Prime Time TV – 5 violent acts per hour. Saturday morning TV – 20-25 violent acts per hour.

  4. Facts about kids and TV from the Center for Media Education. Children who watch a lot of aggressive programs tend to use aggression to resolve conflict. Most children under 6 do not understand that advertisers are trying to sell them a product. 5 to 1 5 hours of programs = 1 hour of commercial advertisements. The more TV children watch the more they are likely to believe commercial claims.

  5. What are Critical Viewing Skills and Media Literacy? The written, spoken and word defined the critical areas of literacy in the past. Today, technology provides us with additional resources in the form of electronic images and messages that we “read” or “interpret” and “evaluate.” This new The Information Age requires that we be critical viewers of programs and commercials. We must learn to recognize and defuse the effects of commercials and media violence. When we intentionally do this by questioning what we see and hear, we are on the road to media literacy.

  6. The Four Literacy Skills Required for the Information Age Print: Reading, writing Language: Speaking and listening Computer: Using software, Using technology to create and send messages Media:Critical viewing Image and video production

  7. Four Points to Remember as you watch TV #1 - People create television programs and their messages to achieve specific results. #2 - Different people and age groups interpret programs and messages differently. #3 - TV violence takes many forms. #4 - TV programs have an underlying economic purpose.

  8. #1 - People create television programs and their Messages to achieve specific results. Hmm, what about the number of calories per serving? All TV programs and their messages are deliberately put together piece-by-piece to get the desired final effect. Putting together a program is like building a house – there are numerous choices to make a every step. Each decision determines what is included, what is left out and what the overall house will look like. When complete, the house will send clear “messages” about the kinds of people who built it.

  9. #1 - People create television programs and their messages to achieve specific results. • Activities: • Discuss TV’s Point Of View • Keep telling children that TV is pretend. • Pay attention to camera angles, music • and special effects in a TV show. • Ask how did they make this program. • Have children make their own TV show. Commercials and other programs are created to appeal to a large audience by showing a wide range of fantasies and emotion, from fear and sadness to adventure and amusement. Help children understand that commercials and TV programs usually pretend--not real. Beware of technical elements, such as music, lighting, camera angles and stunts, that can persuade viewers to feel a certain way. Explain that even if a program seems real, the events have been edited and altered to be more appealing to YOU.

  10. #2 – Different people and age groups interpret programs and messages differently. Hey, this isn’t cool, what do you think?” It’s common to assume that all people watching a certain show will interpret or “read” its messages similarly or get the same message from the show. In reality, people interpret the show within the framework of the own identity, experiences and age. Parents need to be mindful of this and make sure they direct the meaning of the programs for their children by talking openly with them.

  11. #2 – Different people and age groups interpret programs and messages differently. Hey, this it totally unreal. It’s TOTALLY fake..” • Activities: • Talk back to your TV, etc. in • non-threatening ways. • Discuss how conflicts on TV are frequently resolved. • Ask your children who is being stereotyped in a program. • Relate TV to real life situations. • Use the TV as a tool for promoting leaning and inspiring creativity and education.

  12. If this doesn’t improve, were changing the channel. That guy is out of control. Gee, I didn’t know you thought so much about these programs. #3 - TV violence takes many forms. How do you think the other character feels?? Violence may be portrayed as realistic, funny or even thrilling. Discuss realism, humor, harm, danger and pain with children as you watch cartoons, and other programs. Although slapstick humor can seem funny to some, othersmight find it violent. Sensitize your children to TV violence by discussing the feelings of the victim. Ask your children if violence is ever funny, as in cartoons, and point out that real life doesn’t work that way.

  13. . What would you do? . Ummm, mom and dad, you really care!! #3 - TV violence takes many forms. Certainly, not what they did. • Activities: • Re-sensitize your children • to TV violence by asking how • the victim might feel? • Ask your children if violence is ever funny, such as in cartoons. • Help children interpret what they see. • Pay attention to what your preschooler sees you or another adult watching.

  14. #4 - TV programs have an underlying economic purpose. If I eat Cheerios, will I be fearless and strong? You need to get Media Literate. Most television is supported by paid advertising. Explain to children that advertisers want TV viewers to buy products. Ask children why they think certain commercial air during specific programs. Discuss how commercials often make products appear more exciting than they are in reality.

  15. #4 - TV programs have an underlying economic purpose. • Activities: • Ask young children why they think certain commercials are aired on certain programs. For example, toys ads during cartoons. • Try to predict the kinds of commercials that will appear • in a selected show. • 3. When your children see their favorite sports hero telling them to try this food, or shoe, or other product, ask them if they think the star gets paid to say those things. TV commercials are designed to get you to spend money their way. Now that you mention it, what your saying makes sense.

  16. Spread the Word and get MEDIA LITERATE!

  17. MORE INFORMATION ON MEDIA LITERACY Directory of Media Literact Related Sites and Studies http://www.pbs.org/teachersource/media_lit/related_study.shtmMedia Literacy Clearing House -- http://www.med.sc.edu:1081/The Center for Media Literacy --http://www.medialit.orgMedia Literacy Online Project -- http://interact.uoregon.edu/MediaLit/HomePageNew Mexico Media Literacy Project --http://www.nmmlp.org/http://www.nmmlp.org/ Alliance for a Media Literate America (AMLA)  http://www.AMLAinfo.org Links to Media Literacy Organizations http://ciconline.org/Enrichment/MediaLinks/default.htm REFERENCES X-ENTERTAINMENT http://x-entertainment.com/downloads/ Taking Charge of Your TV http://www.lesley.edu/faculty/mgilman/webpageslesley/video/resources/PE_ML_TC_ParentGuide.pdf

  18. REFERENCES X-ENTERTAINMENT http://x-entertainment.com/downloads/ Taking Charge of Your TV http://www.lesley.edu/faculty/mgilman/webpageslesley/video/resources/PE_ML_TC_ParentGuide.pdf Links to Media Literacy Organizations http://ciconline.org/Enrichment/MediaLinks/default.htm

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