Double Entry Journal #6

 “Summers states, “Teachers who recognize the goal of teaching thinking rather than just imparting knowledge help students make connections beyond the content of the coursework” (2005, pp. 2).” 

The overall goal of every teacher should be to give students knowledge that will stay with them and impact them for the rest of their lives.  A common problem with many teachers is the way they help their students prepare for the WestTest.  Some teachers will incorporate the WestTest preparation in their curriculum all year and some teachers will devote the three to four weeks prior to the test.  I believe WestTest preparation is essential, but I believe that teachers are missing an important element that will help students prepare for all subjects on the WestTest—incorporating critical thinking skills.  Incorporating critical thinking skills can easily be achieved by incorporating media literacy into the curriculum.  The students will be able to relate and connect with the content, which in turn will have a lasting impact on them. 

I found a recent article in the Charleston Gazette titled, “Kanawha students to start the 2012 school year Aug. 17.”  This article mentioned the creation of the WestTest 2, which would emphasize critical thinking skills and high-order skills.  State officials created this test to help narrow the achievement gap between white and black students during the first WESTEST.

Learn critical thinking through media literacy education. (2010, October 25). Retrieved from http://medialiteracycolloquium.wordpress.com/2010/10/25/learn-critical-thinking-through-media-literacy-education/

White, D. (2011, September 06). Kanawha students to start the 2012 school year aug. 17 . The Charleston Gazette. Retrieved from http://wvgazette.com/News/201109061233?page=2

Media Literacy as an Aid to WestTest Preparation

I chose the activity “What is Causing Global Warming,” which can be used in Environmental Science-- an elective course for high school students.  This activity addresses the following 5 CSOs:

SC.O.ENV.2.3
analyze and evaluate the use and availability of renewable and nonrenewable energy resources:

• coal
• solar
• biomass
• biofuels
• hydropower
• natural gas
• geothermal
• nuclear.

SC.O.ENV.2.4
evaluate environmental and economic advantages and disadvantages of using nonrenewable and renewable energy.

SC.O.ENV.2.6
explain how technology has influenced the sustainability of natural resources over time:

• forestry practices
• fossil fuels
• farming.

SC.O.ENV.2.16
identify causes for the thinning of the ozone layer and evaluate the effectiveness of the Montreal Protocol for reducing ozone depletion.

SC.O.ENV.2.17
debate climate changes as it relates to greenhouse gases, human changes in atmospheric concentrations of greenhouse gases, and relevant laws and treaties.

Question:  Can integrating media literacy into your classroom activities help prepare your students for taking the WestTest?

After reading the article “Learn Critical Thinking through Media Literacy,” I believe that integrating media literacy into the classroom will help students prepare for the WestTest.  Media literacy gives students the skills and knowledge needed to access, analyze, evaluate and communicate media messages.  These same skills are needed in all areas of the WestTest.  Students will be able to analyze the question, give the question some thought, and then give the best answer possible.  The students will be preparing for the WestTest without even realizing that they are preparing for the WestTest. 

D.E.J. #5

“It is important to evaluate the messages, both actual and implied, that teenage girls take from the magazines they read.” This quote stood out to me because it reiterates the concept we have been learning all along--the importance to be able to critically analyze all forms of text and media. Men and women have an ideal image of what is considered attractive and will sometimes be influenced by outside sources to achieve this image. Teens are at an age where they begin to experience peer pressure and the importance to “fit in.” Many teens may develop eating disorders or other mental issues trying to conform to this ideal body image. So magazines showcase models that exemplify this ideal body image to attract people to buy their magazines. I believe that magazine companies can portray normal size models and write articles about how to be healthy and that every shape and size is attractive.

The article Teen Magazines Send Girls all the Wrong Messages discusses how magazines influence girls to get certain clothes or get a certain haircut to look “hott.” This article also mentions that girls will do anything to look beautiful, without considering the impacts it may have on their health.
　
　　
　　
　Gibbons, S. (2003, October 29). Teen magazines send girls all the wrong messages. Retrieved from http://www.womensenews.org/story/uncovering-gender/031029/teen-magazines-send-girls-all-the-wrong-messages

Men's magazine and the construction of masculinity

Sauer, H., & Robles-Pina, R. (2003). Magazines: what adolescent girls are reading and the way they shape their body image. Retrieved from http://www.advancingwomen.com/awl/winter2003/SAUERR~1.html. (2010). Retrieved from http://www.media-awareness.ca/english/issues/stereotyping/men_and_masculinity/masculinity_magazines.cfm

Magazine Cover

Double Entry Journal #4

“But the fundamental questions remain: Where can students learn these new literacies? How can an over-crowded curriculum accommodate them? What do these new literacies mean to classroom teachers in the 21st century?”  The main question from this quote that really stood out to me was, “How can an over-crowded curriculum accommodate them.”  After completing my student teaching, I realized that teachers have so much they have to cover in a short amount of time.  They are so worried about covering all of the CSOs, other activities and new concepts are sometimes left in the dust.  I hope someday that teachers will be able to understand the importance of incorporating media literacy into their instruction without worrying that they won’t be able to cover the other required curriculum. 

I found a great interactive website titled WorldWideWorkshop that allows students to use new-media tools and environments for creative writing and story telling.  This website is engaging and would be a great resource for a teacher to use to help incorporate media literacy into her instruction.  Students will be able to create their own definitions for media literacy.  These skills should be incorporated and instilled at an early age because they are a necessity to have to be successful after graduating high school and growing up in a world dominated by technology. 

Semali, L. (2001, November). Defining new literacies in curricular practice. Retrieved from http://www.readingonline.org/newliteracies/semali1/index.html

Social media technology and learning. (n.d.). Retrieved from http://www.worldwideworkshop.org/programs/past-programs/new-media-a-literacy

Magazine Cover Deconstruction

Muscle and Fitness Cover

When I look at this cover, I assume that this man is strong and serious.  I made this assumption based on his big muscles and straight look on his face.  He makes me feel a little bit intimidated.  The main purpose of this magazine is to give people workout plans and advertise supplements to make you believe you can look like the person on the cover.  I believe the intended readership for this magazine is young, athletic men and women who want to improve their image.  This cover represents the idea that looking this way is more attractive.  This cover omits the fact that it takes a long time plus having a strict diet and exercise routine to look this way.

Esquire Cover

Because of his smile and body language, I believe that this person is successful and happy.  He makes me feel motivated and hopeful. The main purpose of this magazine is to describe the contributions of men. I believe the intended readership of this magazine is mostly middle-aged, but may attract some older and younger aged men.  I believe this cover suggests that a happy, successful life can be easily achieved. 

                                               

Comparison

The same man is pictured on both covers, but is pictured very differently in each one.  The picture on the Muscle and Fitness cover is dark, intimidating, and un-inviting.  I get this feeling from the way his eyes are hidden, the dark colors used on the cover, and the way his body is positioned.  These techniques are directed toward an audience that would possibly want to give others the same impression.  Many body builders and athletes (this magazine’s intended audience) want to give an impression that they have a rough exterior. This image endorses some of the products advertised in this magazine, such as supplements and workout routines.

 I personally find the picture on the Esquire magazine more appealing.  He is nicely dressed, smiling, and is pointing which implies he is being more directive to the audience.   This magazine describes the contributions and accomplishments of men.  So in order for readers (mostly middle-aged men) to relate to the stories in this magazine, the cover needed to present a certain image.  This magazine accomplishes this by using pleasant colors and an attractive, happy model. 

Both magazines have a sex appeal.  The Muscle and Fitness model has on a tight shirt to show of his muscles and the Esquire magazine has a picture of a woman exposing her midriff.  Sex appeal is a popular marketing strategy; it will make people want to buy or do anything!  There are other attention grabbers on the covers of these magazines.  The Muscle and Fitness magazine has an article about how to get lean fast.  That is exactly what the readers want.  They want results in a short amount of time.  The Esquire magazine uses celebrities to grab the attention of their readers.  People are more interested in the life of a celebrity and therefore will buy the magazine.    

Persuasion in Commercials

This commercial was created by Yoplait to sell their Yoplait Light product.  The targeted group is white, middle-aged, middle working class women.  This can be implied by the clothing worn by the two women.  Their lifestyle is depicted by the lunch room at their work place. 

This commercial is centered on the inner-dialogue of a woman standing in front of an open refrigerator staring at a cheesecake trying to justify that it is OK to have a piece.  She considers running in place while she eats it or to counteract it with celery sticks.  Then another woman approaches the open refrigerator says “mmm” and grabs a cheesecake flavor yogurt.  The other woman says “Wow, you’ve lost weight.” 

I believe there are two unstated meanings in this commercial.  The first message is that the one woman is applying that the cheesecake yogurt tastes just as good as the actual cheesecake.  The second message is that if you eat the yogurt it will help you lose weight.  Both of these could be positive, empowering messages.  You can lose weight by eating something that tastes good.  However, the negative, dis-empowering message is the guilt she faces when trying to justify the decision to eat the actual cheesecake.  This company knows that the values of many middle-aged working women are concerned with losing weight.  They know that sometimes women struggle because diet foods do not always taste good and by the temptations they face when their co-workers bring in food to work.  So the company uses an association persuasion technique to target a specific group to get the most profit. 

The part of the commercial that is not being told is how the woman who grabs the yogurt out of the refrigerator loses weight.  The commercial implies that you just have to eat this product to lose weight, but the fine print at the bottom say, “As part of a healthy diet and lifestyle.”  We could get more information if this woman let the company track her diet and lifestyle to see how she lost weight.  Then the research could be represented by actual figures.