Health Media Literacy:Media Impacts and Influences on Youth

Course Handout

Lesson One: Introduction to Media Literacy

Introduction to Media Literacy

"Within North America, media literacy is seen to consist of a series of communication competencies, including the ability to ACCESS, ANALYZE, EVALUATE, and COMMUNICATE information in a variety of forms, including print and non-print messages.

Media 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." - National Association of Media Literacy Education

Notes:

“Health literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services necessary to make appropriate health decisions”- Parker and Ratzan (2000)

Notes:

Introduction to Media Literacy

Ground Rules

Course is rooted in discussion and dialogue to achieve critical thinking:

Don't be shy – discuss and ask questions!

Information and tools presented here may be directly applied to your work outside of the classroom

When using this material outside of this training, remember to keep an open dialogue – this aspect of media literacy is key to developing critical thinking skills about media

Everyone's perspective is different – media literacy is an endless pursuit of learning as all people interpret media messages differently

No answer is wrong!

Notes:

Theory

National Association of Media Literacy Education Core Principles:

1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.

2. Media Literacy Education expands the concept of literacy (i.e., reading and writing) to include all forms of media.

3. Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice.

4. Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society.

5. Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.

6. Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.

For expanded list, visit: http://namle.net/wp-content/uploads/2013/01/CorePrinciples.pdf

Critical Thinking Tools

Additional questions that we may ask as critical media users: Who created this message?

What creative techniques are used to attract my attention?

How might different people understand this message differently from me?

What lifestyles, values and points of view are represented, or omitted, from this message?

What is this message being sent?

Critical Thinking ToolsCritical Thinking Tools

Critical Thinking Tools

Basic persuasion techniques:AssociationBandwagonBeautiful peopleBribery CelebritiesExpertsExplicit claimsFearHumorIntensityMaybePlain folksRepetitionTestimonialsWarm & fuzzy

Intermediate persuasion techniques:The big lieCharismaEuphemismExtrapolationFlatteryGlittering generalitiesName-callingNewNostalgiaRhetorical questionsScientific evidenceSlippery slopeSymbols

More persuasion techniques and descriptions available at: http://medialiteracyproject.org/language-persuasion

Lesson Two: Violence in Media and It’s Influence on Children and Teens

Read the NYT's article: Does Violence in the Media Lead to the Real Thing?

Located at:

http://www.nytimes.com/2013/08/25/opinion/sunday/does-media-violence-lead-to-the-real-thing.html?_r=0

*Instructor should provide class with a printed copy of the article

Notes:

Violence and Media

Violence and Media

Notes:

Lesson Three: Media Messages About Sex and Sexuality

Notes:

Sex and Media

Notes:

Sex and Media

Lesson Four: Body-Conscious Media

Notes:

Body Image and Media

Notes:

Body Image and Media

Notes from Day One

Notes:

Day Two, Lesson One: Media Messages Influence Nutrition

Notes:

Diet & Obesity

Notes:

Diet & Obesity

Day Two, Lesson Two: Alcohol, Tobacco, Drugs, and Media

Notes:

Alcohol, Tobacco, Drugs, and Media

Notes:

Alcohol, Tobacco, Drugs, and Media

Day Two, Lesson Three:Media Workshop

ELM

Central route

Peripheral route

Notes:

Theory

Social Marketing:

“A program management process designed to influence human behavior through consumer-oriented decision making leading to increased societal benefit” (Smith, 2005)

1) Permanent, cyclical process

2) Consumer research

3) Audience segmentation

4) Exchange

5) Marketing mix

Social Marketing

Notes:

Social Marketing

Questions that a media campaign developer can ask?What is the message goal?

Who is the target market?

What medium will carry the message?

What is the motivational and personal relevance for the majority of people in the target audience?

Social Marketing Tools

Notes:

Social Media

Notes:

Social Media

Notes from Day Two

Notes:

Journal Page

Journal Page

Journal Page

Journal Page

Journal Page

Resources

Common Sense Media - http://www.commonsensemedia.org/

National Association for Media Literacy Education - http://namle.net/

Media Literacy Project - http://medialiteracyproject.org/

Center for Media Literacy - http://www.medialit.org/cml-medialit-kit

Teen Health and the Media - http://depts.washington.edu/thmedia/view.cgi?section=medialiteracy&page=resources

Center on Media and Child Health - http://www.cmch.tv/mentors_teachers/lp_index.asp

Berkeley Media Studies Group - http://www.bmsg.org/

KidsHealth in the Classroom - http://classroom.kidshealth.org/6to8/personal/growing/media_literacy_health.pdf