Please respond to other students discussion post: Student 1: (Please Respond) “S

Please respond to other students discussion post:
Student 1: (Please Respond)
“Since the average US adult spends upwards of 10 hours a day consuming media, media literacy is a skill that is essential to champion for society to be able to consume, understand and think critically about the media they interact with daily. Media literacy is defined as the “Ability to access, analyze, evaluate, create and act using all forms of communication” (Crash Course, 2018). As a history major, media literacy seems very natural to me because a lot of the themes related to media literacy are related to being a historian. For example, you always want to consider the source. A story or a message looks different through every persepctive so being mindful of who created the message, who sponsored the message and the intention behind the message is very powerful in being able to accurately analyze the truth and effectiveness of a message or source. For every war, there are books and personal accounts from each side that paints the same battles in completely different lights. The same thing happens in media- I am seeing it on TV all the time as voting nears- the same prop gets dramatically different spins depending on who is sponsoring the message and what their end goal is. This is essentially, how a create encodes a message and how the consumer decodes the information (Crash Course, 2018).
Another theme is human fallacies and the impact they have on how and what we create and decipher. For example, humans can often create false realties when recalling a story if they don’t remember correctly, or assume they know the intention if the message is not clear( Crash Course, 2018). For example, with confirmation bias, a consumer is looking and dissecting a piece of content looking only for things that strengthen their beliefs or attitudes. They are essentially looking for more ammo to confirm the validity of their choices and beliefs.
Media should be treated as a very powerful tool, that in the right or wrong hands, could have positive or negative consequences. This is the lens in which guidelines should be created to improve media literacy. One great guideline would be to always consider the source and the sponsor behind the message. By doing this, it helps one to determine their intention and who their target audience is. Another great guideline would be for people to create content to further understand how its made and all of the pieces that go into framing a message, as Dr. Brain did with his son (Washington Post Live, 2018). One other great guideline would be to reflect on your past experiences and current biases to understand how it could affect your interpretation. For example, I am an avid Harry Potter fan, so if there was a negative media story that could tarnish my enjoyment of the films, I would be very likely to ignore the story, or just not accept it as truth. But I could also use that bias to compel to read the story and look at it subjectively, to determine its validity, instead of coming to my own conclusion that supports my thoughts. “
References: Crash Course (2018). Introduction to Media Literacy: Crash Course Media Literacy #1 [Video file]. Retrieved from https://www.youtube.com/watch?v=AD7N-1Mj-DU (10:37)
Crash Course (2018). Media & the Mind: Crash Course Media Literacy #4 [Video file]. Retrieved from https://www.youtube.com/watch?v=TAdkzxB4WFo&list=PL8dPuuaLjXtM6jSpzb5gMNsx9kdmqBfmY&index=5 (9:13)
Washington Post Live (2018). Dr. Brian Primack: ‘Empowerment and education’ crucial for media literacy in youth [Video file]. Retrieved from https://www.youtube.com/watch?v=4QBUFMH1_YA (3:41)
Student 2: (Please Respond)
“The media plays an important role in informing the public about specific issues and, more importantly, in convincing the public that a specific intervention is likely to work or not. For obesity, the role of the media and technology in promoting obesity, unhealthy eating, and lack of physical exercise when the individual uses media technologies for extended periods. Too much screen time promotes obesity because of a sedentary lifestyle and encourages unhealthy eating and lack of exercise. On the other hand, the media and technology can inform parents, teachers, and staff about obesity and unhealthy eating by providing educational information that can sensitize them on the steps they need to take to take corrective action (Washington Post Live, 2018). To achieve positive outcomes, certain types of messages can be crafted and transmitted via media and technology to help prevent obesity, unhealthy eating, and lack of physical exercise in a public elementary school setting include the following. An applicable message is developing media literacy, where users need to be aware of the content they are accessing (Crash Course, 2018). Another strategy is to frame messages that encourage physical exercise and healthy eating through available media channels.”
References
Washington Post Live (2018). Dr. Brian Primack: ‘Empowerment and education’ crucial for media literacy in youth [Video file]. YouTube. https://www.youtube.com/watch?v=4QBUFMH1_YA
Original question: DO NOT ANSWER: In reviewing the background materials, identify and explain the common themes related to media literacy and marketing that can shape the opinions and behaviors of individuals. What guidelines can be developed in order to improve media literacy? DO NOT ANSWER:
Required Readings:
Aminulloh, A., & Dewi, S. I. (2019). A MODEL OF MEDIA LITERACY EDUCATION TO PREVENT THE NEGATIVE EFFECT FROM TELEVISION PROGRAMMES FOR TEENAGERS. International Journal of Communication Research, 9(1), 44-52. Retrieved from Proquest Central from the Touro Library
Crash Course (2018). Introduction to Media Literacy: Crash Course Media Literacy #1 [Video file]. Retrieved from https://www.youtube.com/watch?v=AD7N-1Mj-DU (10:37)
Crash Course (2018). Media & the Mind: Crash Course Media Literacy #4 [Video file]. Retrieved from https://www.youtube.com/watch?v=TAdkzxB4WFo&list=PL8dPuuaLjXtM6jSpzb5gMNsx9kdmqBfmY&index=5 (9:13)
Hobbs, R., Seyferth-Zapf, C., & Grafe, S. (2018). Using Virtual Exchange to Advance Media Literacy Competencies through Analysis of Contemporary Propaganda. Journal of Media Literacy Education, 10(2), 152-168. Retrieved from https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1359&context=jmle
PBS (2019). The Vaccine War [Video file] https://www.pbs.org/video/frontline-the-vaccine-war/ (54:01)
Washington Post Live (2018). Dr. Brian Primack: ‘Empowerment and education’ crucial for media literacy in youth [Video file]. Retrieved from https://www.youtube.com/watch?v=4QBUFMH1_YA (3:41)
Byron Sharp – The Science of Marketing (December 2010). [Video file] Retrieved from https://www.youtube.com/watch?v=d3Or0FkiIa0 (15:10)
Media Literacy Children Marketing (December 2016). [Video file] Retrieved from https://www.youtube.com/watch?v=z5GxMD8zSkI (5:38)
ŠUPŠÁKOVÁ B. (2016). Media education of children and youth as a path to media literacy. Communication Today, 7(1), 32-51. Retrieved from https://www.communicationtoday.sk/download/12016/SUPSAKOVA-%25E2%2580%2593-CT-1-2016.pdf
TEDx Talks (2013). Creating critical thinkers through media literacy: Andrea Quijada at TEDxABQED [Video file]. Retrieved from https://www.youtube.com/watch?v=aHAApvHZ6XE (7:02)