Images and words teach us whom we should love and
whom we should hate, and all these words and images for
decades have taught us to hate despise and fear...
Jack Shahheen
Keywords
Importance of ML
Deconstruction
ML and education in Morocco
Textbooks Investigation
Students' Awareness
Teachers' recommendations
ML and curriculum
Analyze/Evaluate
Relate/Create
Vision
References
UNESCO’s 1982 International Symposium
on Media Education
Grunwald, Germany
Rather than condemn or endorse the undoubted power of the
media, we need to accept their significant impact and penetration
throughout the world as an established fact, and also appreciate
their importance as an element of culture in today’s world.
- Media education will be most effective when parents, teachers, media
personnel and decision-makers all acknowledge they have a
role to play in developing greater critical awareness
The competent authorities are to:
- train teachers
- Stimulate research and development activities
Media
A general term for television, radio and newspapers considered
as a whole and as ways of entertaining or spreading news or
information to a large number of people....
(LDLTAL)
inform /influence
Entertain
Educate
Develop attitudes
Enhance cultures
Sell products
(Berger, 2010)
literacy (n) literate (adj)
The ability to read and write in a language.
The inability to read or write is known as illiteracy..
(LDLTAL)
ML
A media literate person can think critically about what they see, hear and read in
books, newspapers, magazines, television, radio, movies, music, advertising, video
games, the Internet, and new emerging technology. For many proponents, it also
includes learning how to create messages using print, audio, video, and multimedia.
Patricia Aufderheide
National Leadership Conference on Media Literacy (NLCML)
as cited in Key Facts : Media Literacy 2003
Media literacy is one of the principal new tools that provide citizens with the skills
they need to make sense of the sometimes overwhelming flow of daily media and in
particular, new media and information disseminated through new communication
technologies. These forces are reshaping traditional values while transforming them
into contemporary new ways of understanding life, society, and culture.
Marc Scheuer
Director UN-Alliance of Civilizations www.unaoc.org
From the clock radio that wakes us up in the morning until we fall asleep
watching the late night talk show, we are exposed to hundreds –- even
thousands –- of images and ideas not only from television but now also from
newspaper headlines, magazine covers, movies, websites, video games and
billboards. Media no longer just shape our culture. . . they ARE our culture.
(Thorman 2003)
Media influence perceptions , beliefs and attitudes
Importance of visual communication and information
Overflow of information and the need for lifelong learning
ML strives to deconstruct the constructions
We should not think of media texts (newspaper articles, TV shows, comic
books to name just a few) as “natural” things. Media texts are built just as
surely as buildings and highways are built. The building materials involved
vary from one kind of text to another.
In a magazine, for example, there are words in different sizes and typefonts, photographs, colors, layout and page location.
TV and movies have hundreds of building blocks-- from camera angles and lighting to music and sound effects.
(Thoman, 2003)
(Delaunay,2011)
1960s media education (ME)
1983 the creation of CLEMI
(Centre de liaison de l’Enseignement et des Médias d’Information)
2007 ME integrated into the curriculum
(Larouz,2007)
People who are involved in education should understand that we
are, in the present time, living in an era of non-stop institutional
change and development. We need to adopt and adapt our
education to the needs of the job market and after all, to the
changes that happen from decade to another, from year to another
Textbooks investigation
Primary school
Arabic textbooks : 2, 4, 6
computer and cell phones
describing
importance
Negative aspect :
time
others
health
French textbooks : 4
Journalism day
National day
Secondary school
Arabic Textbook
7th year
TARBIYA TACHKILYA
Initiating students to image
Values , skills , elements , aspects , types
French textbooks
4th year
describing journal front page
writing
how to search information on the internet
- what ?
- how ?
High school (literature)
Arabic textbooks
for the students of literature ,
no reference to the concept
French textbooks :
( no french textbooks )
High school
English textbooks
1st year '' Visa''
Unit : Science and technology
- How to write an e-mail
- writing : Negative , positive effects of the internet
2nd year "Ticket 2 English"
Unit : Mass Media
- listen to radio news
- write an e-mail
- learn stereo-types of other cultures through media
- Who own the media
- Defining mass media
- influence of mass media
3rd year "Ticket 2 English"
Unit : Advance in Science and Technology
- cellular phone (CP)
- writing : importance of the CP
What media does to young people
What they can do with the media
(Larouz,2007)
- General / specific
- Abstract / concert
- MM is important
- Deconstruct MM : better understanding
- Morocco a case study
(Celot, 2009)
Both Authorities and media conglomerates should
implement common strategy to encourage creation of
high quality media services and content , promoting
socialization particularly among the vulnerable
Now is the time to make media literacy education a national priority
Educational leadership, through its councils, should provide the basis for planning
at the institutional level. If we are able to handle short-term development, it will
help us for long-term objectives. Leadership hould target short-term objectives in
solving language teaching and learning problems as well as long-term objectives
in contributing to curriculum development. It should address not only practical
problems that should have practical outcomes but also approaches or
philosophical issues of the institution
- Limited / scarce: develop abilities / skills
- Regress : education ......... advance : ICT / MM
- Fruitful : teacher / student
- Initiation : out of classsroom activities courses
- Seminars : scheduled on the subject
Lessons / courses Availability
Integrating ML
- Appreciated : positive impact on students
- Teacher : monitor / shoose instructive issues
- Integrated : student is the core of the process . ( secondary school)
- Critical thinking : Students could develop knowledge / understand general policies
' We need students who know what they need and question how things and events take place.'
Teacher
Lessons/course Availability
THANK YOU
References
Aufenheid,P.(1993) National Leadership Conference on Media Literacy, Conference Report Washington, DC: Aspen Institute,
Berger , A. (2007) Media and society , Rowman &Littlefield .Maryland.Tras.
Berlo, D. (1975) The Context for Communication, In Hannemann and McEwen, Communication & Behavior . Addison-Wesley Publishing Co.
Celot,P (2009) Study Assessement for Media Literacy , Final Report for . celot @eavi.eu
Chiguer,A. (1995) Image Fixe et Publicite , Recherche Pedaguogique Speciale Media Revue de L'AMEF
Domine,V (2012) Looking at two Sides of the Same Coin , Journal of Media Literacy
Geneviève, J-D. (2011) De l’éducation aux médias aux médiacultures : faire évoluer théories et pratiques
Larouz,M. (2007) The Requisites of Educational/Academic Leadershipfor Change and Development , Leadership and Values . Proccedings of
(MATE) 2007
Thorman,E. (2004) Media Literacy: A National Priority for a Changing World Center for Media Literacy: www.medialit.org
Beladi .net
Almassae.net
www.beyondmedia.org
Teachers'
Recommendations
Media Litracy
and
Education
in
Morocco
Template
Moulay Ismail University
Faculty of Arts &
Humanities
Meknes
Evaluations
Impact on students:
handle ICT tools
lost in search of information
Indirect means of instruction :
(TV/internet)
Double edge sword:
Construct : initiate students to science/language
Distruct : school violence
keywords
Master program
Applied Linguistics
where should we start from?
ML and education in Morocco
Most of what we have called formal education has been intended to imprint on the human mind all of the information that we might need for a lifetime. Education is geared toward information storage.....
Today
....that is neither possible nor necessary. Rather, humankind needs to be taught how to process information that is stored through technology. Education needs to be geared toward the handling of data rather than the accumulation of data.”
Berlo as cited in Thorman, (2003)
Literacy
Thank you
Why ML is important
OVERVIEW
Importance of visual communication and information
Testing students' awareness
ML integration in curriculum
www.beyondmedia.org
Time: (1h)
ML and violence : Analyze and evaluate
- Basic ML concepts
- Critically think :
students will be able to recognize :
1. All media messages are constructed.
2. Media messages are constructed using a creative language
with its own rules.
3. Different people experience the same message differently.
4. Media have embedded values and points of view.
5. Most media messages are organized to gain profite and/or
power.
- understand media's role in shaping
the definition of violence
The objectives:
lesson's goal:
Supporting materials:
- TV. set
- Pc
- Internet connection
- Video / news that depict violence
- physical or verbal harm/abuse
- stereotype of an other person etc...
Group discussion :
- What is media?
- what are the major media conglomerates
- what is media literacy
Activity
- Show participants video
- Discuss key terms : (20 m)
Compare :
- Violence experienced / depicted in media
(different / same)
- Form of violence disclosed in media
- Who perpetuate violence in media
- To become media makers by creating
a short video around their
prospectives on violence
Objectives
- understant transformative power over
media for themselves
- Create their own short video on violence
Material needed:
Camera
tv projector
pc
internet access
Time (3h)
ML and violence : Relate & Create
Pourcentage
effectifs
31
44,3
Male
Female
39
55,7
100,0
70
Totale
- What are the most influential media components ?
Pourcentage
Effectifs
60.0
42
internet
TV
12.9
9
4.3
3
Video games
5
CD
7.1
1
1.4
Radio
8.6
6
Ads
4
5.7
Newspapers
100.0
70
Totale
VISION
- Are you aware of the negative impacts of media components?
Pourcentage
Effectifs
84.3
Yes
59
No
11
15.7
70
100.0
Total
- Have you been initiated to ML ?
Initiation
Pourcentage
Effectifs
27.1
19
Yes
51
No
72.9
- ML is to :
Effectifs
Pourcentage
Valide no response
4,3
3
7
Understand media messages
Total
10,0
70
17
Critically understand MM
100.0
24,3
Devlope culture via MM
55.7
39
Other
4
5.7
70
100.0
Total
- Are there enough lessons / courses about ML / MM ?
Pourcentage
Effectifs
Available
6
8.6
Scarce
67.1
47
17
Inexistent
24.3
Total
70
100.0
- What media components do you use most ?
Effectifs
Pourcentage
60,0
internet
42
22,9
16
TV
6
Cellular phone
8,6
Ads
2,9
2
Newspapers
4,3
3
1
Radio
1,4
100,0
Totale
70
photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
Students' awareness
Media education Authorities
Research
General public
Media education Authorities :
- Introduce media literacy in curriculum :
develop media literacy competence.
- Dedicate resources to the training of teachers
Research :
- Develop more systematic research into ML
- Implementation of technologies must be
accompanied by research into ML
General public
- ML must target the children, and their families
- Trigger their awareness on the safe and appropriate
use of media and ICT.
- ML should be tailored specific to each group to
better serve its intrest
- Authorities / Media: implement common strategies
Create high quality media services and content
Aurora: Looking at Two Sides of the Same Coin
As humans we are swift to define, dissect and make sense of these tragic and violent events. Like
the 1999 Columbine High School Massacre , the Aurora shootings have generated intense debate
over gun control laws and the influence of movie violence among young people. Once again we
are compelled to publicly and privately rethink our relationship to media and technology and how
that relationship shapes how we think, act and socially interact.
(Domine 2012)
Deconstructing media messages
Five Key Questions
Subtext
Hidden / unstated meaning
Target audience
Age
Ethnicity
Class
Profession
Interests, etc.
1. Who created this message?
2. What techniques are used to attract my
attention?
3. How might different people understand
this message differently from me?.
4. What lifestyles, values and points of view are
represented in, or omitted from, this message?
5. Why was this message sent?
- See / Hear
- Written / spoken
Text
v
Suicide of a child because of the Turkish serial "Matensanich”
May 6, 2012 a child of nine years, passionate by the Turkish serial Kholoude "Matensanich”
(Forget me not), hanged himself with a rope in the family home in the Oueled Taleb country
side , in the province of Youssoufia . Abdeslam, influenced by a scene in which a character of
the aforesaid serial broadcast by 2M has committed suicide, would have tried to imitate the
actor by giving the death, according to “la Gendarmerie Royal” of Youssoufia.
The boy loved the understandable Turkish serial since it is broadcast in Moroccan Arabic .
He never missed an episode.
Moroccan civil society denounced the strategy of distraction and mindlessness of the mass
led by 2M , at a time when developed countries are seeking to educate their youth through
the mass media.
Beladi .net
Almassae 12 October,2012
Ain Atlas by Kevin Richardson
The White Lion