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Media Influence - D. Ackerman - Website TEACHERS

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Media Influence - D. Ackerman - Website TEACHERS

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Page 1: Media Influence - D. Ackerman - Website TEACHERS
Page 2: Media Influence - D. Ackerman - Website TEACHERS
Page 3: Media Influence - D. Ackerman - Website TEACHERS
Page 4: Media Influence - D. Ackerman - Website TEACHERS

Media Influence

Page 5: Media Influence - D. Ackerman - Website TEACHERS

How does the article “score” for

Language?

Omissions?

Advocacy?

Balance?

Accuracy?

Page 6: Media Influence - D. Ackerman - Website TEACHERS

Headline

ContentImage

Page 7: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts are the facts correct?

Are spokespersons credible?

Is the historical record referred to correctly?

Are photographs accurate or staged or manipulated?

Do photographs and captions accurately reflect the accompanying story?

Accuracy

Page 8: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, is crucial information or context missing?

Are aspects of the conflict missing in the news coverage?

Are actions reported without any context that might have led to that decision? If the context is provided, is it placed at the front of the report where more readers will notice it or at the end where it might be overlooked?

Are all the relevant facts presented?

Omissions

Page 9: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, is there balance in the reporting?

Does the story give equal time/equal treatment to both sides?

Are rebuttals to specific allegations included in the report?

When voices are included, are they mainstream or government officials or are they fringe elements?

Are there double standards?

Balance

Page 10: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, does the language chosen seem to be slanted?

Is the emotional valence of the language the same for each side?

Does the report use language specifically or generally? Are labels accurate?

Does the report use both Arab/Arabic as well as Israeli/Hebrew terms for sites in the news while the Jewish connection is omitted?

Language

Page 11: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, do reports seem to be promoting one side in the conflict?

Does the reporter push an opinion within a news story?

Are statements properly attributed to a source or do they reflect personal opinion?

Does a report quote “experts” as neutrals when they have strong opinions about the conflict?

Does the report promote a moral equivalence?

Do the images printed reflect more sympathetically on one side than the other?

Advocacy

Page 12: Media Influence - D. Ackerman - Website TEACHERS

Media Influence

Page 13: Media Influence - D. Ackerman - Website TEACHERS

How does the article “score” for

Language?

Omissions?

Advocacy?

Balance?

Accuracy?

Page 14: Media Influence - D. Ackerman - Website TEACHERS
Page 15: Media Influence - D. Ackerman - Website TEACHERS

Headline

ContentImage

Page 16: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts are the facts correct?

Are spokespersons credible?

Is the historical record referred to correctly?

Are photographs accurate or staged or manipulated?

Do photographs and captions accurately reflect the accompanying story?

Accuracy

Page 17: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, is crucial information or context missing?

Are aspects of the conflict missing in the news coverage?

Are actions reported without any context that might have led to that decision? If the context is provided, is it placed at the front of the report where more readers will notice it or at the end where it might be overlooked?

Are all the relevant facts presented?

Omissions

Page 18: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, is there balance in the reporting?

Does the story give equal time/equal treatment to both sides?

Are rebuttals to specific allegations included in the report?

When voices are included, are they mainstream or government officials or are they fringe elements?

Are there double standards?

Balance

Page 19: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, does the language chosen seem to be slanted?

Is the emotional valence of the language the same for each side?

Does the report use language specifically or generally? Are labels accurate?

Does the report use both Arab/Arabic as well as Israeli/Hebrew terms for sites in the news while the Jewish connection is omitted?

Language

Page 20: Media Influence - D. Ackerman - Website TEACHERS

When examining news accounts, do reports seem to be promoting one side in the conflict?

Does the reporter push an opinion within a news story?

Are statements properly attributed to a source or do they reflect personal opinion?

Does a report quote “experts” as neutrals when they have strong opinions about the conflict?

Does the report promote a moral equivalence?

Do the images printed reflect more sympathetically on one side than the other?

Advocacy