Discovery

The impacts of film and television in our lives and that of our parents and children cannot be denied (Gauntlett & Hill, 1999). This form of media has been an integral part of mainstream popular culture since the mid twentieth century, when affordability and the advent of free to air television placed this entertainment within reach of most of the western world. For much of it’s existence however, this media has been designated as a one way entertainment vehicle, its audiences passively absorbing content created for them by studios and advertising companies, referred to by Katz (2009) as Collectivist viewing.  Now, the reality of Jenkins’ (2006) Convergence media is exploding onto our screens like the next Hollywood blockbuster. IPTV  and its sister, Web TV (TV content on web browsers and PCs), user created content, YouTube, smart phones, tablets and ipads, all have enabled interconnectivity and accessibility for users of these media, and is set to transform the way we view and participate in television and cinema like never before (Ross, 2008; Easdown, 2011).

With this in mind, I must question my own preparation for a future which is user led. My past employment has been working in Information Technology with some of the most innovative travel industry leaders. Despite years of participation in research and development, and exposure to some cutting edge ideas and implementations, I still have difficulty keeping up with the advances in media and technology as they become available. Some of this difficulty for me is due to time constraints; some of it is due to lack of access or funds to gain access to applications, bandwidth or hardware. How is this any different for many of my students? It is not, of course. 

One of the more recent realisations I have had is to sign up for Google Reader. This functionality enables easy classification and tracking of various blogs – both professional and personal-  and a one stop shop for daily scanning of updates in each category. I now utilise this to keep track of a variety of educational content, including:

·         Industry updates and feeds

·         Pedagogical blogs

·         Government updates

·         Teaching technology feeds

·         General media technology

I have incorporated Google Reader into examples for students in Business Communications classes, and will be used in 2012 to track progress on student blogs in one place for assessment of Tourism competencies.

Further on the use of blogging for assessment, an overhaul this year on assessment items for students within the Tourism program has resulted in redesign of more streamlined, technology rich, holistic assessments using blogger as the medium for delivery. Bolstered by the Participation and Convergence  concepts of Gauntlett (2008) and Jenkins (2006), I am the main instigator within my teaching team to develop the Team Blog as a vehicle for measuring teamwork, use of business technologies, written and visual communication , peer reflection and feedback.  The two hurdles our team must face in this instance is bandwidth /speed within the educational facility, and audit requirements which have proven to be somewhat antiquated in relation to e-learning to date (Callan & Clayton, 2010). 

I have also used film and television programs frequently in the classroom to date to reinforce workplace scenarios or develop understanding of location specific criteria. This works extremely well and feedback from student groups indicates the combination of theory and visual/auditory learning helps to reinforce learning objectives (BNIT, 2010). One of the more frustrating problems in the classroom however, is the inability to use YouTube videos successfully. These resources are free, user created (so can potentially provide realism ), and searchable for students, however bandwidth issues means that frequently the viewing is interrupted for long periods while buffering occurs in the download. I am investigating a conversion tool suggested by my blog colleague , www.keepvid.com to convert the files I want to use in class to a format that is not reliant on the internet to play. This is to be done in my own time, with my own resources, as my current employer does not permit access to this download – another issue to tackle in the future.

 The added bonus, I am discovering, is that once I have converted the YouTube video, I can use video editing applications (even the most basic Microsoft Moviemaker) to fine tune and edit the content to be and exact fit to my requirements.  Potentially this could lead to re-uploading my own user created mashup content to online learning platforms for e-learning opportunities – provided copy write does not inhibit the process too greatly.

The potential of Web2.0 tools which are freely available to integrate technology into my classroom and the learning experience is extensive. The insights to some of the possible uses of various applications which are unearthed through interaction with colleagues and co-students, are invaluable when attempting to navigate a starting point.

References

Brisbane North Institute of TAFE . (2010). Student Survey Results Semester 1, 2010. BNIT, DET.Brisbane: Queensland Government Department of Education and Training.

Callan, V. and Clayton, B. (2010). E-assessment and the AQTF: Bridging the divide between practitioners and auditors.  Australian Flexible Learning Framework, Adelaide.

Easdown, R. (2011). TV’s the new PC. Sydney Morning Herald, August 23, 2011.Retrieved October 12 from:  http://www.smh.com.au/entertainment/tv-and-radio/tvs-the-new-pc-20110819-1j0p8.html

Gauntlett,D. (2008). Participation culture, creativity and social change: Inaugural lecture, University of Westminster. Video file. Retrieved August 2011 from: http://www.youtube.com/watch?v=-I1ccF2UXVw

Gauntlett, D. and Hill, A. (1999). TV Living: Television, Culture and Everyday Life. London, Routledge.

Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.

Ross, S.M. (2008). Beyond the Box: Television and the Internet. Oxford :Blackwell.

From Buffy to Bella – Celluloid Vampires, Feminism and Teen Sexual Identity

There is nothing new about humanity’s fascination with vampires. What has changed over the years, is the perception and portrayal of vampires within popular culture. The last twenty years has seen an explosion of vampire culture onto the youth market like never before, setting storylines within schools, and intertwining with the everyday lives of the teenage characters as the supernatural stories unfold. Some recent examples which feature either on television or cinema screens include , Buffy the Vampire Slayer, Twilight, and The Vampire Diaries.  The popularity of vampire media for teens, with particular reference to Buffy the Vampire Slayer, is discussed in the article, ‘ School is Hell: gendered fears in teenage horror’ . In the article, Jarvis (2001) contends that modern teen horror portrays , “a mixture of fears about failing to meet the social expectations of school, of ostracisation and loneliness, anxiety about sex and sexual violence and the realisation that responsible adults (teachers and parents) cannot protect young people from these challenges”. Television  and film representations of vampire culture are reflections of popular culture at large and do not just exist for entertainment value, but are purpose built to illustrate themes of sexuality, norms and understanding for the next generation (Nayar,2010).

School, as the setting for vampire tales resonates perfectly with teens: it is the venue for much of their social and cultural interaction, where acceptance, safety and emerging identity issues far outweigh any academic concerns (Krieder & Winchell, 2010). Teachers, too in most episodes, are irrelevant , inadequate, or at best, portrayed as ‘monsters’ or ‘aliens’ ,a reflection of teen uncertainty about authority figures (Jarvis, 2001).  The article also makes mention of feminist ideals reflected in the strong, self- sufficient female Buffy character, an ideal originally envisioned by Joss Whedon, the creator of the series,  "The very first mission statement of the show was the joy of female power: having it, using it, sharing it" (Whedon, in Gottlieb, 2002).  Buffy shows viewers that as a modern girl, she can look after herself, defeating the ‘monsters’ in the supernatural world, and in ordinary teenage life, and all in trendy outfits.

Fast forward to 2011, and the latest celluloid teen vampire offering , Twilight- Breaking Dawn 1, is set to burst onto our cinema screens in November 2011. The cinematic version of Stephanie Meyer’s incredibly popular twilight fiction about a very ordinary girl at school called Bella, who falls for a hundred year old teen vampire – Edward.  

The setting is the same – high school, and some similarities could also be made of surrounding characters. However there are a few distinct differences between heroines and their ‘monsters’ which bear consideration.  Dana Stevens has (almost famously) claimed,” Bella is the Anti-Buffy” ( 2008) , indicating the very anti-feminist and antiquated gender roles portrayed by the central characters in the Twilight films and fiction.  From the moment she meets Edward, Bella seems to show no interest in anything which does not involve him, and is frequently manipulated and controlled by not only Edward, but her other love interest – Jacob , who just happens to be a werewolf.  She is even willing to die to be like him and with him forever (Merskin, 2011).  The release of the Breaking Dawn movie next month will be an interesting development in the portrayal of Bella for audiences as her foray into impending motherhood puts her finally in a position of control, as she defies Edward’s wishes and directs her own fate.                                        

What does all this mean for teachers and parents when addressing our teens and tweens? Firstly, comparisons between Buffy and Bella are inevitable  (Nicol, 2011), and can be used to highlight changes in norms, individual choice and situational pressures for students. Secondly, for educators, using Buffy and Twilight to illustrate parallels in social studies , civil consciousness and moral understanding can be helpful  in establishing interest and an identification point for a teenage student population (Jarvis, 2001).  Understanding concepts within an environment similar to their  own world helps establish relevance for young people  when grappling with life’s lessons.  

Winchell (2010) describes using Buffy the Vampire Slayer in lessons to illustrate feminism, conflict, gender relations and sexuality. Using specific episodes designed to illustrate learning points, activities and discussion is structured around analysis and comparison with other texts.  As a comparison, the Twilight movies can be used to analyse different reactions to similar teen issues such as sexual desire and appropriate reactions. Jarvis (2001) indicates the strong relation that the teen horror genre has, with the fear of sexuality and feelings of forbidden love and pleasure.  Both Buffy and Bella experience this in their stories, both being defined by the acts of their bodies and both grappling with the consequences .  This can be used as an excellent teaching and discussion point surrounding gender relations  sexual maturity and women’s rights. Even domestic violence issues can be discusses using the case of Bella’s insistence in Breaking Dawn in engaging in violent sex with Edward once they are married, despite the battering she receives (Nicol, 2011).  

The learning potential for educators when using the celluloid vampire in classrooms does not end with feminist theory and gender relations, but can encompass other study areas such as non verbal communication, science (how are the supernatural forces plausibly explained?) and religious narratives. As a result, far from dismissing these teen horror films and programs as phases or fads, the potential of their use in classrooms should be harnessed by more teachers with a view to engaging and reaching their student body.

References

Gottlieb, A, (2002).  Buffy’s Angels,  Metroactive.com. Retrieved October 10 2011: http://www.metroactive.com/papers/metro/09.26.02/buffy1-0239.html

Jarvis, C. (2001). School is Hell: Gendered fears in teenage horror, Educational Studies, 27 (3). Retrieved October 9 2011: http://dx.doi.org/10.1080/03055690120076538

Kreider, J. A., Winchell, M.K. (2010). Introduction, Buffy in the Classroom : Essays on Teaching with the Vampire Slayer. McFarland.

Merskin, D. (2011). A boyfriend to Die For: Edward Cullen as Compensated Psychopath in Stephanie Meyer’s Twilight, Journal of Communication Inquiry, 35(2). Retrieved October 12 2011: http://jci.sagepub.com/cont4ent/35/2/157

Nayar, P.(2010) . How to domesticate a vampire: gender, blood relations and sexuality in Stephenie Meyer's Twilight.(Critical essay), Nebula,7(3). NobleWorld.  Retrieved October 10 2011 : http://www.highbeam.com/doc/1G1-238653765.html

Nicol, R. (2011). When you kiss me I want to die: Arrested Feminism in Buffy the Vampire Slayer and the Twilight Series. In Anatol, G. L. (ed), Bringing Light to Twilight : Perspectives on a Pop Culture Phenomenon. Palgrave Macmillan. E-book.

Stevens, D. (2008). Review of Twilight, Cute vegetarian vampires in the Pacific Northwest, Slate, November 20. http://www.slate.com/articles/arts/movies/2008/11/twilight.html.

Winchell, M. (2010). Whedon takes the Scary out of Feminism. In Kreider, J. A., Winchell, M.K. (eds.), Buffy in the Classroom : Essays on Teaching with the Vampire Slayer. McFarland.

The Journey

Youtube has been around for a number of years, but I have started using it fairly often in my lessons. In the past, the video played on the VCR has been a popular teaching tool. However, it often involved watching the whole video, sometimes for over an hour, and much of what was contained within the video may not have been relevant to the lesson. There is a vast array of Youtube clips that can be used in lessons, sometimes from the very movies we would watch in the past. As well, there are countless snippets and pseudo experts on a huge variety of topics.



The bandwidth at school is very small. Therefore, often when trying to watch a Youtube clip, the class has to wait while the computer buffers the content being downloaded. One way in which I have found to overcome this is to use www.keepvid.com, a free web 2.0 tool which allows the user to download Youtube clips and save them (on the computer, USB drive or server). Once this is done, the clip can be played without the need to wait whilst it buffers.

I have never been much of a “blogger”, but have just set up a Learning Place blog to extend my higher level reading group. After reading chapters of their novel, they not only answer questions, but share their feelings about the book, and comment on the other group members' thoughts.

One teacher in my school has brought her own iPad into the classroom. Her opinion was, that if the Department was not going to supply it, then she would use her own personal iPad. She is doing some amazing things with it, and I am gaining the confidence to try some of these things myself, when I’m able to borrow it from her. (As yet, I have not had the funds to purchase my own). Together, we have approached Admin regarding the purchase of iPads, or similar tablets, for use in the classrooms. We almost had them convinced to buy tablets, as well as e-readers, but our Deputy attended a recent Ed Qld seminar where they advised against the purchase of tablets in schools. We supposedly live in the “Smart State”, yet here they are advising against their purchase and have no policy on using tablets in classrooms, unlike Victoria. (In Your Hands iPads for Learning – Getting Started Classroom Ideas for Learning with the iPad).

There are a vast array of web 2.0 tools available for use and I have recently used one where children create a speaking avatar. The children went to http://www.voki.com/ and then emailed me their completed task. The avatar adds voice to the information the children have researched. Providing a new and exciting way of presenting the information encourages children of all levels.

I recently attended a Teacher-Librarian conference on the October PFD, and one of the sessions I attended really hit home about the changing role of the Teacher-Librarian, and how we need to embrace the use of technology. The session was about creating a professional presence and involved many of the aspects in this unit. My aim for the Library is have our own dedicated section of the school website and incorporate a Library blog, informing staff, parents and children of events that are happening in the Library, as well as new resources that have been purchased, and highlight resources that many may not be aware of that are already in the Library.

As well, I am creating a Library homepage for our school intranet, which will include a range of web 2.0 tools that can be used by the children. We have 6 computers in the Library (which includes 3 normally dedicated as inquiry terminals), but I have recently been setting up the laptops at lunchtimes that are housed and recharged in the Library.

Mobile learning is just one more way we can encourage children to participate more in their learning and it help bridge the gap between home and school (Schuler). This gap seems to be getting larger and larger and it is often because teachers are sometimes afraid of technology, and afraid that the students know more than them.

Using computers has never really posed a problem for me. However, keeping up with the latest technological advances has proved daunting at times. When I first started out on this journey, I felt dismayed that alone, I couldn’t make a difference in the school, and I agree with Squire (2005) that education needs a whole school focus on ‘...changing the cultures of our schools to be organized around learning (2005, p.5) However, the change needs to start with me. Once I am successful in what I do, with the number of classes I teach, it can then be used as an example to get other teachers involved. Once Admin sees what is possible, and the results it can achieve, then maybe what I am doing can be used throughout the whole school.

Jenkins (2006) talks of participatory culture where people are using new media technologies. The word is derived from “participate” and we as educators must dive in and participate, and become familiar with these new technologies or risk having students see their time at school as somewhat irrelevant to their life “on the outside”.

After gaining new skills, it is essential that this knowledge is shared with other staff members through developing PD for teachers in digital literacy at the school level. We have a PD afternoon set aside every Thursday afternoon. We already have some tools available to us, but without a reason to use it, the technology sits there, useless. Teachers at our school are willing to learn, but “unless they are provided with more detailed information, they may remain unsure what it means for their students and for their teaching and indeed, in some cases, what it has to do with them.” Hague (2010 p53)

References

Department of Education and Early Childhood Development, 2010, “In Your Hnads iPads for Learning – Getting Started Classroom Ideas for Learning with the iPad.”

Hague,Cassie and Payton, Sarah (2010). "Digital literacy Across the Curriculum Handbook". Future Lab Org. UK

Jenkins, H. (2006). "Confronting the challenges of participatory culture: Media education for the 21st century". Retrieved from http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Schuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children’s Learning. New York: The Joan Ganz Cooney Centre.

Pre-Teens Get Their Fill of Food Ads on TV

The Kaiser Family Foundation released the largest study ever conducted of TV food advertising to children.

The study, Food for Thought: Television Food Advertising to Children in the United States, addresses the alarming rate of childhood obesity, as well as analysis of the content of television ads. Many startling statistics were presented, including:
• American children see an average of 21 food ads per day.
• The most prevalent ads are for candy and snacks, followed by fast food, cereal and soft drinks.
• Ads for fruit and vegetables, grains, dairy, water and juice are given the least airtime.


Dr Silva Arslanian, director of the Weight Management and Wellness Center at Children’s Hospital of Pittsburgh, makes a valid argument when she said, “Children are watching too much TV, a sedentary activity that expends little energy, ad the TV they’re watching is driving them to unhealthy food.”

It is essential to combat this problem while they are still young, as it can lead to a number of serious health problems later in life. “Children who are overweight or obese are likely to grow into obese adults who risk developing a number of chronic non-communicable ailments, such as diabetes and cardiovascular disease.” (Jolly 2011, p2). There are calls for governments to ban fast food ads, particularly during children viewing time. Regulations for advertising to children are a combination of:
• Co-regulation
• Self-regulation
• General statutory regulations. (Borella 2009, p2)

The Australian Communications and Media Authority (ACMA) decided not to restrict food advertising to children as they believed that there was not solid link between advertising and obesity. The Australian Greens Party re-introduced the “Protecting Children from Junk Food Advertising Bill (2008) and several state governments are attempting similar pieces of legislation. (Borella 2009, p11)

However, is it the television advertising that is the sole reason for childhood obesity, or a combination of inactivity, lifestyle and fast food advertising? Is it a concern that,"Two to six year olds can recognise familair brand names, packaging, logos and characters and associate them with products."? (Jolly 2011, p7)

The last word in the article comes from Dr Arslanian. She says, “Twenty to 30 years ago, the smoking situation was like this, with endless ads on TV about how cool it is to smoke. Now that’s changed completely. I believe that some day the same will be true with food, but not until the government takes a strong stand like it did with tobacco.” (Kalson 2007, p3)

"The Unintended Effects of Television Advertising: A Parent-Child Survey"

This blog examines the effects that television advertising is thought to have on children. Adults fear that children sit in front of “the box” and passively take in everything presented before them without processing the information. Some fear not only the content of programs, but also the advertisements, having a negative influence on children. Lumby and Fine state that “Children’s television is frequently highly educational, as well as relaxing and entertaining for them.” (2006, p85)

Buijzen and Valkenburg conducted a study of children of 340 parents/children in The Netherlands to validate whether studies in the 1970s are still valid with regards to the extent to which child-directed television advertising influences children’s gift requests.

Gardner and Sheppard (as quoted in Buijzen and Valkenburg, 2000) believe that, “commercials aimed at young children can have a profound impact on their beliefs, values, and moral norms.” (p2) They believe that children do not have the necessary critical literacy skills to differentiate between the clever marketing strategies by companies, designed to promote their products. However, according to Lumby et. al., “watching television teaches children important modern literacy skills.” (p73).


Research into the effects of advertising of children is centred on the “vulnerable child paradigm” (Buijzen and Valkenburg, p 484) which makes the assumption that children do not possess the skills to protect themselves against the messages, and looks as the unintended (usually negative) effects on advertising.


Criticisms of child-directed advertising include:
• Create materialistic attitudes
• Result in family conflicts
• Encourage bad eating habits
• Dissatisfied and unhappy children


Previous studies (mentioned in (Buijzen and Valkenburg, 2003) have shown that children exposed to television advertisements are more likely to ask for products as gifts they have seen on television. Advertising increases the number of requests, which in turn, then increases the likelihood of parent-child conflict. This can then lead to increased disappointment, when children are not getting all that they desire when requesting purchases from their parents. The study found that children do not have a direct “dissatisfaction” with life, but there is evidence of an indirect life dissatisfaction when their materialistic desires are not met.



Younger children have a higher frequency of parental conflict over their desires eventuating from television advertising. This is because younger children make more requests, which can lead to more refusals from parents.

It is also thought that older children have a higher level of critical literacy skills which results in them differentiating between products. As children get older, the number of requests decrease. This can be caused by a number of reasons. They are more likely to develop scepticism while watching commercials as their critical literacy skills increase. As well, older children are thought to use,” more sophisticated persuasion techniques, such as negotiation, flattery and white lies.” (p488). Therefore, older children avoid parental conflict by employing techniques which end in the child receiving what they want, more often.


The data from the study indicates that children from families that discuss consumer and advertising techniques have less frequent conflicts. Children of families that do not discuss these techniques often had more requests, which indirectly resulted to more parental conflict.

Also, a greater effect on older children’s consumer wishes is the influence of their peers. What becomes “in” or fashionable by older children may not be what is being advertised, but rather what their peers are purchasing.


However, watching television teaches, and improves, their critical literacy skills. Buckingham (in Lumby and Fine 2006) is quotes as saying, “From the age of six on, they develop quite sophisticated understandings about the relationship between television and the real world.” (p73)

This is not to say that children do not require guidance from adults (parents and teachers). Adults do have to be concerned about what it is that the children are viewing and being exposed to. However, some take it to the extreme and cause a “moral panic”. Cohen (in Lumby, Catharine and Fine 2006) says that “…an event in the real world can be blown out of all proportion when it is amplified by media coverage, which in turn alarms the public, who in turn demand that politicians act.” (p57) An example of this is the obesity "crisis" which will be explored in another section of this blog.

Advertising directed to children has undergone a continual process of change. Manufacturers of products for children have employed a range of research techniques that they employ whilst undergoing the production process. These techniques elicit from children what appeals to them about the products. “As a result, children have increasingly added their voices to newly developed toys.” (Buijzen and Valkenburg, 2000, p12)




A look at children’s cartoons timeslot on a Saturday morning will show ads for toys saturating the available advertisement breaks.

In Australia, there are certain guidelines and regulations regarding what can be advertised and when. The Australian Communications and Media Authority (ACMA) determines these standards. A small number of these regulations (with regards to advertising to children) include:
• A licensee must not broadcast the same advertisement more than twice during any 30 minutes of a “C” (children’s) period;
• A licensee must not broadcast an advertisement designed to put undue pressure on children to ask their parents or other people to purchase a product or service;
• An advertisement for a food product may not contain any misleading or incorrect information about the nutritional value of the product.
(Borella, 2009. P 6)

As mentioned previously, more will be discussed surrounding the issue of food advertising to children in another section of this blog.



This study was conducted to try compare results from studies of children and the effects on advertising in the 1970s to the effects of children in more recent times. Most of the results were in line with earlier studies. However, one variable that could affect the outcome is that it was conducted on children from The Netherlands. The media in The Netherlands was only recently commercialised before the study was conducted. The overall results suggested that the relationship between children being exposed to advertising and materialism was a direct relationship. The relationships between advertising and parent-child conflict, as well as advertising and unhappiness, were indirect. What was evident was that there is strong evidence that advertising, directed specifically at children, does have an impact, not only on the child themselves, but also on their family as well.

References

Borella, Sonia. (2009) "Advertising to children: regulation, current issues and future directions", 11 March 2009, accessed at http://www.holdingredlich.com.au/assets/docs/advertising-to-children.pdf

Buijzen, Moniek and Valkenburg, Patti. (2003). "The Unintended Effects of Television Advertising: A Parent-Child Survey", Communication Research 2003 30:483-503

Buijzen, Moniek and Valkenburg, Patti. (2000). "The Impact of Television on Children's Christmas Wishes", Journal of Broadcasting & Electronic Media; Summer2000, Vol. 44 Issue 3

Lumby, Catharine and Fine, Duncan. (2006). Ch 2 : TV Villans : Media Panics in Lumby, Catharine and Fine, Duncan, Why TV is good for kids : raising 21st century children, Sydney, NSW: MacMillan, pp.55-96.

I Want My IPTV

IPTV stands for Internet Protocol Television and involves television (and other) content delivered to traditional television screens via internet protocols (Young, 2010). It is an excellent example of convergence media, combining the traditional entertainment value of television, with the speed, interactivity and global search ability of the internet. If the Internet is the love-child of the telephone and the computer, then IPTV is their grandchild.

 

The Sydney Morning Herald recently featured an article,  

TV’s the new PC (Easdown, 2011), discussing IPTV functionality and the coming impact to Australian viewing behaviours it may have. Synchronisation and accessibility between online tools and traditional one way media entertainment seem to be the key enhancements provided by this technology.  Katz (2009) describes this as a move from Collectivist viewing, bringing everyone together in front of the TV, to a more Individualist stage where each party engages in specific content in their own time.

 For children and young people, this will represent an extremely significant change in their traditional media consumption. To date, studies have indicated the number of hours  for 0-6 and 8-18 year age brackets watching television and/or DVDs has outstripped time spent on computers or the internet , with the majority of this provided as traditional live television content (Rideout,Vandewater,&Wartella, 2003; Rideout,Foehr & Roberts, 2010). Clearly, TV is important to this demographic.  Interestingly however, is that roughly a quarter  of 8-18year olds watching the television, are also engaging in multiple media simultaneously : voting on fansites , looking up details on a laptop, texting, instant messaging about the show they are currently watching. This process of interaction with television outside of the show itself, is referred to as Teleparticipation by  Ross (2008)  and is a real time example of Jenkins’ Convergence Culture.  IPTV will enable this synchronisation real time, within a single outlet: the television screen. .  As Paul Reid(in Easdown, 2011), from Panasonic indicates: “ The television is no longer a one-way entertainment medium, but is entering a new era of becoming a truly interactive lifestyle experience’.   

The accessibility of online content, speed and interaction provided by IPTV combined with favourite traditional television content presents a new challenge for parents and teachers when monitoring the experience of minors in this area. For educators too, the impact of IPTV will be profound. Two way communication, engagement  and interactivity is paramount for increased understanding and achievement . IPTV will provide this like no other forum or media has before, in a visually rich, motivating and , eventually affordable environment. (Thompson & Chen, 2009).  Australian schools,  already have difficulty responding to the pace of advances in technology. The release of IPTV will widen the gap between the learning experience in schools, and home based entertainment and personal use unless funding arrangements and curriculum advances are addressed urgently.

References
Easdown, R. (2011). TV’s the new PC. Sydney Morning Herald, August 23, 2011.Retrieved October 12 from:  http://www.smh.com.au/entertainment/tv-and-radio/tvs-the-new-pc-20110819-1j0p8.html

Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.

Katz, E. (2009). The End of Television? Introduction, The Annals of the American Academy of Political and Social Science, 625(1).

Riodeout, V.J., Vandewater, E. A.  and Wartella, E. A. (2003). Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers. Henry J. Kaiser Family Foundation, Menlo Park, California.

Rideout, V.J., Foehr, U. G., and Roberts, D. F. (2010). Generation M₂: Media in the Lives of 8 to 18 year olds. Henry J. Kaiser Family Foundation, Menlo Park, California.

Ross, S.M. (2008). Beyond the Box: Television and the Internet. Oxford :Blackwell.

Thompson, G. & Chen, Y.-F. R. (2009). IPTV: Reinventing Television in the Internet Age.  IEEE Internet Computing, 13(3).

Young, S. (2010). There’s An App for That: Television and the Internet, Communication, Politics and Culture. 43(2)

Dove Evolution Ad Campaign

An ad, created by the Dove Soap company, which was part of its “Campaign for Real Beauty”, was shown on TV before being uploaded to Youtube. The ad, which uses time-lapse photography, shows a young woman having her hair and make-up done and then photographed. The photographs of the young woman are then manipulated using Photoshop until the result shows an image for a billboard that is hardly recognisable as the same young woman who was photographed.

It has highlighted that not only are the images in magazines and on billboards of many of the top models distorted, but so is our perception of beauty. Women (and men) of all ages believe that what they see in magazines is “real” and are constantly (and often fruitlessly) attempting to become that image that is presented to them as “beautiful”. The concept has started to turn the beauty and fashion world on its head. Magazines are now being pressured to indicate when photos presented in their issues have been Photoshopped. Fashion parades and advertising catalogues are now using “real sized” models.


It was written and co-directed by Tim Piper, The idea came to him after watching his girlfriend taking so much time with make-up.

Terry Poulton, managing editor at Media In Canada, the daily online newsletter of Strategy magazine, was quoted as saying, "It's saying, this is all phony. You can never look this good, neither did she when she started out. It's really interesting to see how that's taking the world by storm. And now it's been getting affirmation at the highest professional ranks of advertising in the world, because that's what this festival is. " (Raju Mudhar, 2007)

The ad achieved success at Cannes in 2007, winning the Grand Prix for viral marketing, also known as a Cyber Lion. It has taken many different forms on Youtube, and has had millions of hits.

It can be used by teachers as a resource when discussing body image, advertising etc, with young people, both male and female, so that both can see that what is in magazines and on billoards is a distorted sense of "reality".

Mudhar, Raju. “Dove's `Evolution' ad wins at Cannes”, The Star.Com, Jun 22 2007, http://www.thestar.com/entertainment/article/228160.

Lessons in Media Literacy

In a previous post I discussed the importance of including media literacy studies as part of the school curriculum. For educators, however, this can be a daunting task. How can you start to include media literacy as part of your overall curriculum? Instead of reinventing the wheel, there are many online resources that can help educators with this task. One of these is the ‘readwritethink’ website, which was developed to provide educators with free high quality materials that aid instruction in reading and language arts studies.

Whilst not exclusively containing media literacy resources, a quick search of this website reveals a large number of lesson plans directly related to media literacy study in the classroom. These lessons cover a range of media types, including film and television. Each lesson plan includes comprehensive plans and resources for support, including links to relevant literature for educators to read. Links to standards are also provided, however, as this is not an Australian website, the links do not directly correlate with Australian curriculum standards. Nonetheless, it would be possible to find links to the Australian Curriculum requirements using these as a basis.

The best thing about a website such as this is that it gives educators a starting point for teaching media literacy. There is no requirement to follow the lesson plans religiously. They can be easily adapted to suit your own situation. As an example, I was looking at a lesson plan titled ‘Critical Media Literacy: Commercial Advertising’ and as I read through it I was considering what elements I could change to make the activity more engaging for the students. The culminating activity could easily be changed from a written assignment to a digital production, where students create a video that documents the effects of advertising on their culture. This would tie in nicely with the element of media literacy that encourages students to be producers of media (Grace, 2005).

Overall, this website is a great place for educators who want to introduce the concept of media literacy into their classroom but do not know where to start.

References

Grace, D.J. (2005). Media literacy: what, why and how? Educational Perspectives, 38(2), 5-8.

Keeping up with Reality T.V.

The popularity of reality television amongst teen and pre-teen girls is ever increasing. Shows such as Jersey Shore, Next Top Model, and Big Brother keep bursting onto the small screen, and it seems few girls are immune to their power, much to the despair of parents and teachers. Even Barack Obama’s daughters are not immune to the sensation, as the author of the article ‘Should the Obama kids be allowed to watch the Kardashians?’ points out. Whilst this article is very much a gossip piece, which is highlighted by the apparent lack of authorship, it does contain some interesting points, especially if one looks beyond the unnecessary political undertones.

This article discusses the contrasting viewpoints of Barack Obama and his wife Michelle regarding the television viewing choices of their daughters. The President, it seems, is not a fan of the reality show ‘Keeping up with the Kardashians’, and would prefer that his daughters did not watch. On the other hand, his wife Michelle prefers to take a more proactive approach to the subject of reality television. She watches the show with her daughters and uses it as an opportunity to discuss the messages that the show is portraying. Inadvertently or not, it seems that Michelle Obama has taken some cues from the premise of media literacy in her approach to the situation. Through questioning and discussion, she is encouraging her children to be critical viewers and analyse the shows they are watching.     

History has shown us that children, especially teenagers, revel in disobeying their parents. We all know that if you tell a child they cannot do something they are likely to find ways to do it anyway. Instead of banning children from watching reality television shows, parents and/or educators can use the opportunity to encourage and teach children to be critical viewers of these programs. This proactive approach to reality television is likely to benefit children and parents alike as it encourages active involvement in becoming a more media literate society.

Image

Keeping up with the Kardashians. Retrieved from http://ia.media-imdb.com/images/M/MV5BMTMwOTIxNjA4NF5BMl5BanBnXkFtZTcwNjc1MTk5Mw@@._V1._SY317_CR6,0,214,317_.jpg

Why Media Literacy?

Media literacy. What is it? 

In the past, the use of the word literacy referred to printed materials such as books and newspapers. In a broad sense, literacy referred to the ability to read, write and think critically about information in printed material. Whilst this basic premise of literacy has not changed, the materials certainly have. Today’s students have more than just printed materials at their fingertips. Media forms such as film, television, computers, the internet, and computer games now have a “prominent and pervasive place in our culture” (Grace, 2005). Students are exposed to these media on a daily basis and with new technology emerging onto the scene every day, this exposure is not likely to decrease. Therefore, it is only fitting that these forms of media are included in the school curriculum (Lacina, 2005). However, this inclusion prompts the need for students to not only understand how to use such media, but to develop the skills necessary to critically engage with these technologies. This is the very essence of media literacy; students develop the “ability to access, analyse, evaluate, and produce information” (Grace, 2005, p. 5) from a variety of different media which includes computers, film, and television. 

It seems that much of what has been written about media literacy seems to place a large emphasis on media literacy in relation to computers and the internet. Whilst this is of course an important aspect of media literacy, it is not the only aspect to consider. Yes, students spend a large amount of time on the internet, and with the increasing popularity of social networking, their exposure to the internet is likely to increase. However, educators should not underestimate the importance of film and television and students’ exposure to these media forms. By the time a student graduates high school, they “will have spent more time watching television than attending school” (Grace, 2005, p.5). An alarming statistic perhaps, but one that clearly emphasis the prominence of the so-called ‘old media’ of television. Whilst some educators embrace the inclusion of these popular media forms into the classroom, others continue to exhibit reluctance (Vetrie, 2004). With students far more likely to be engaged in learning if they can feel it has relevance to them (Weigel & Gardner, 2009), the incorporation of popular media forms such as film and television would certainly have a positive impact on student learning and the development of deeper understandings. It is only through active inclusion of media literacy studies that students will be able to gain the skills necessary to become critical consumers of such popular media (Hinchey, 2003).

A Right and Wrong Way for Media Literacy Integration

TV Babysitter

Unfortunately, I am not currently working in the educational field, however, with that likely to change in the near future, I will certainly aim to integrate media literacy into my teaching practice. When I have previously been in an educational setting, be it for practical experience or relief work, I have witnessed educators use film and television in the classroom. Unfortunately, on most occasions the inclusion of film and/or television was not integrated into the classroom in an advantageous way. Most often I have witnessed teachers using films as a reward or as a ‘babysitter’ so planning can place. This is considered the worst application of films in the classroom (Vetrie, 2004) and is reminiscent of my own experiences as a student, where films were often tagged on to the end of a unit of work and where not explicitly used for any educational purpose. This use of media in the classroom does little for the development of media literacy. Students are being bombarded with messages from different media sources and teachers need to think of new, innovative ways to help students interpret these messages (Lacina, 2005).

Recently, I was completing some professional experience in a school library and witnessed the teacher-librarian integrate media literacy into a health lesson about anti-smoking. In this lesson, the students were required to view a selection of anti-smoking advertisements from different countries. After viewing these advertisements, the teacher led the students through a worksheet where they were required to critically consider the obvious and subliminal messages in the advertisements. At the completion of the unit, students were given the opportunity to storyboard their own advertisements. This was perhaps one of the best examples of integrating media literacy into the curriculum that I have witnessed. However, allowing students to actually create their advertisements would have further enhanced the learning experience for these students and helped with their developing understanding of media literacy.

There is much literature regarding the importance of incorporating a media literacy program into the curriculum. Studies about media literacy should not be separated from other learning, but should instead be incorporated into the curriculum, as in the example in the previous paragraph. In this way, students will be able to learn media literacy skills in a relevant context. By teaching media literacy to students in a relevant context, educators can ensure students gain the knowledge and skills needed to be successful participants in a complex ‘media-rich’ world.  

References

Grace, D.J. (2005). Media literacy: what, why and how? Educational Perspectives, 38(2), 5-8.

Hinchey, P.H. (2003). Teaching Media Literacy: Not If, But Why and How. The Clearing House,    76(6), 268-270.

Lacina, J. (2005). Media literacy and learning. Childhood Education, 82(2), 118-120.

Vetrie, M. (2004). Using film to increase literacy skills. English Journal, 93(3), 39-45.

Weigel, M., and Gardner, H. (2009). The best of both literacies. Educational Leadership,  66(6), 38-41. 


Images

Wordle. Created by Nicole Kyte using http://www.wordle.net/

TV Babysitter. Retrieved from http://itthing.com/wp-content/uploads/TV-Babysitter.jpg