In our media-saturated culture,
Media Literacy is a necessary skill to navigate the 21st century. Students can
gain these media literacy skills through the Global Johnny Appleseed Project in
a number of ways.
Students must learn
how to analyze, evaluate, critique and produce multiple media messages. They
must learn that they can have a voice and make a difference by using the tools
available to them today. These include not only web sites, blogs, virtual
classroom project, television production, radio production, filmmaking, but
web page that may inspire many teens is
15 Green Celebrities. These are celebrities that the
students know and admire. This page provides information on a myriad of
examples of projects for protecting the planet. They should inspire some ideas
for you and students in gaining media literacy, using the media to create and
sustain change, and to join or begin a service learning project.
visit our Service Learning page on this web site, and at
literacy empowers people to be both critical thinkers and creative producers of
an increasingly wide range of messages using image, language, and sound. It is
the skillful application of literacy skills to media and technology messages. As
communication technologies transform society, they impact our understanding of
ourselves, our communities, and our diverse cultures, making media literacy an
essential life skill for the 21st century.
National Association for Media Literacy Education.)
links below to additional information on Media Literacies!
Film Study and Filmmaking
of Media Literacy
Media Literacy teaches analysis,
access and production of media. Media consist of "mediums" such as books,
newspapers, billboards, magazines, comics, mail, packaging, jokes, radio,
television, movies, software and the Internet.
Joe McCannon, New Mexico
Media Literacy Project
The ability to Access, Analyze,
Evaluate, and Communicate information in a variety of format including print and
literacy it includes the ability to both read (comprehend) and write (create,
design, produce). Further, it moves from merely recognizing and comprehending
information to the higher order critical thinking skills implicit in
questioning, analyzing and evaluating that information.
"Media Literacy is concerned with
helping students develop an informed and critical understanding of the nature of
mass media, the techniques used by them, and the impact of these techniques.
More specifically, it is education that aims to increase students' understanding
and enjoyment of how the media work, how they produce meaning, how they are
organized, and how they construct reality. Media literacy also aims to provide
students with the ability to create media products."
Barry Duncan, et al., Media Literacy
Resource Guide, Ontario Ministry of Education, Toronto, ON., Canada, 1989.
"Media Literacy is an informed,
critical understanding of the mass media. It involves an examination of the
techniques, technologies and institutions that are involved in media production,
the ability to critically analyze media messages and a recognition of the role
that audiences play in making meaning from those messages."
Rick Shepherd, "Why Teach Media
Literacy," Teach Magazine, Quadrant Educational Media Services, Toronto, ON,
Canada, Oct/Nov 1993
"All media productions embody
"points of view" about the world. Whether these viewpoints are consciously
intended or not, they manifest themselves through a variety of choices by the
people who make them.
What story will be told (or reported)?
From whose perspective will it be
How will it be filmed (camera
placement, movement, framing)?
How will it be edited?
What sort of music will be used, if
Whose voice will we hear?
What will the intended message be?
Questions surrounding the media's point of view will lead us to ask:
Who has created the images?
Who is doing the speaking?
Whose viewpoint is not heard?
From whose perspective does the camera
frame the events?
Who owns the medium?
What is our role as spectators in
identifying with, or questioning what we see and hear?
That's what media literacy is all about. It is an education that aims to
increase an individual's understanding and enjoyment of how the media work, how
they produce meaning, how they are organized and how they construct reality.
Media literacy also aims to provide
students with the ability to create media products; it's hands-on training to
teach critical viewing skills."
National Film Board of Canada,
briefing notes for the Government Film Commissioner, 1993-1994.
"Media literacy seeks to empower
citizenship, to transform citizens' passive relationship to media into an
active, critical engagement capable of challenging the traditions and structures
of a privatized, commercial media culture, and thereby find new avenues of
citizen speech and discourse."
Wally Bowen, Citizens for Media
Literacy, Asheville, NC, U.S.A, 1996.
"Media Literacy is an overall term
that incorporates three stages of a continuum leading to the media empowerment
of citizens of all ages:
The first stage is simply becoming
aware of the importance of balancing or managing one's media "diet," that is,
making choices and managing the amount of time spent with television, videos,
electronic games, films and various print media forms.
The second stage is learning
specific skills of critical viewing – learning to analyze and question what is
in the frame, how it is constructed and what may have been left out. Skills of
critical viewing are best learned through inquiry-based classes or interactive
group activities as well as from creating and producing one's own media
The third stage goes behind the
frame to explore deeper issues of who produces the media we experience – and for
what purpose? In other words: Who profits? Who loses? And who decides? This
stage of social, political and economic analysis looks at how each of us (and
all of us together in society) take and make meaning from our media experiences
and how the mass media drive our global consumer economy. This inquiry can
sometimes set the stage for various media advocacy efforts to challenge or
redress public policies or corporate practices.
Although television and electronic
media may seem to present the most compelling reasons for promoting media
literacy education in contemporary society, the principles and practices of
media literacy education are applicable to all media from television to
T-shirts, from billboards to the Internet."
Elizabeth Thoman, Operational
Definition of Media Literacy, Center for Media Literacy, Los Angeles, CA, U.S.A,
"Critical pedagogy considers how
education can provide individuals with the tools to better themselves and
strengthen democracy, to create a more egalitarian and just society, and thus to
deploy education in a process of progressive social change. Media literacy
involves teaching the skills that will empower citizens and students to become
sensitive to the politics of representations of race, ethnicity, gender,
sexuality, class, and other cultural differences in order to foster critical
thinking and enhance democratization. Critical media literacy aims to make
viewers and readers more critical and discriminating readers and producers of
"Critical media pedagogy provides
students and citizens with the tools to analyze critically how texts are
constructed and in turn construct and position viewers and readers. It provides
tools so that individuals can dissect the instruments of cultural domination,
transform themselves from objects to subjects, from passive to active. Thus
critical media literacy is empowering, enabling students to become critical
producers of meanings and texts, able to resist manipulation and
domination." (from Douglas Kellner, "Multiple Literacies and Critical
Pedagogies" in Revolutionary Pedagogies - Cultural Politics, Instituting
Education, and the Discourse of Theory, Peter Pericles Trifonas, Editor,