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34 Understanding Media

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Understanding Media Opening Page

Start-Up Activity

Display the term media saturation and ask for a volunteer to try to define it. (Definition: “The [excessive] amount of media individuals in a society consume and produce.”) Then share this finding from a Kaiser Family Foundation survey:

  • Children between the ages of 8 and 18 spend 7 ½ hours per day using media.
  • With multitasking, the average jumps to nearly 11 hours.

Ask students how these figures compare to their own media use. Then point out that they are awake for an average of 15 ½ hours per day, so use of media plays a significant role in their daily lives. This chapter will help them understand all of this media.

Think About It

“The biases the media have are much bigger than conservative or liberal. They’re about getting ratings, about making money, about doing stories that are easy to cover.”

 —Al Franken

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Understanding Media

Review the three purposes of media explained on page 246. Be sure that students understand the term documentary. (Definition: A film or television program presenting factual subject matter about a social, historical, or political topic.) Ask for volunteers to identify documentaries that they have watched. 

After you review the final purpose of media (to persuade), share these favorite selling techniques used in commercials: (Ask students if they can share specific examples of each.)

  • Slice of Life: A commercial that shows real people having fun drinking a certain type of soft drink or wearing the same type of clothing.
  • Famous Faces: A commercial that shows a celebrity using a certain type of product.
  • Just the Facts: A commercial that uses facts and figures to sell a product. “Nine out of ten teenagers use . . .”
  • Problem-Solution:  A commercial showing someone with a problem that can be solved with a product.

Remind students that the primary purpose of commercials is to sell a product or idea. Therefore, students should be extra careful about "buying in" to commercial messages, even if they are entertaining. 

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Types of Media

Read and review page 247, which discusses the different types of media. Be sure that your students understand all of the terms on the page, including:

  • Traditional: Something that has been in place for a long time
  • Audio: Related to sound
  • Interactive: In terms of technology, a program that responds to user activity
  • Digital: Characterized by widespread use of computers
  • Accessible: Easy to use, commonly used

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Evaluating Media Messages

Carefully review the five questions to ask when evaluating sources of information. During your review, ask students why it is important to ask these questions. Model for students the evaluating process for a Web site, a magazine article, a newspaper story, and so on. Also consider having your library’s media specialist share her or his expertise in this area.

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Detecting Bias

Carefully review the discussion of bias on this page. Then share examples of media bias with students. (You can find many examples online.) As an activity, have students complete the related minilesson. 

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Creating Media

Your students may or may not have created media in the ways listed on page 250. Show examples as needed to help students understand each form. And encourage them to use some of these forms for class reports and projects. You may also want to start a classroom blog or wiki.

Follow this link to learn about more ways your students can create media. 

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