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media

easy
by

Mli Med

on 4 December 2013

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Transcript of media

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
Moulay Ismail University
Faculty of Arts &
Humanities
Meknes
OVERVIEW
Why

ML

is

important

Master program
Applied Linguistics
Template



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
Media
Literacy
keywords
Media

influence
perceptions

,
beliefs

and

attitudes

Importance

of visual communication and

information

Overflow

of

information

and

the

need

for

lifelong

learning
Importance of visual communication and information

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
Deconstructing media messages
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)
Teachers'
Recommendations


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 ?
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
t
oward the

handling

of data rather than the

accumulation

of data.”





Berlo as cited in Thorman, (2003)
1960s

media education

(ME)

1983

the creation of

CLEMI
(
C
entre de
l
iaison de l’
E
nseignement et des
M
édias d’
I
nformation
)

2007
ME integrated into the curriculum
THANK YOU
Thank you
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
Almassae 12 October,2012

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

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

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
- What are the most influential media components ?
- What media components do you use most ?
Initiation
Evaluations
Integrating ML
Lessons/course
Availability
Now is the time to make media literacy education a national priority


inform /influence


Entertain
Educate
Develop attitudes
Enhance cultures
Sell products

(
Berger, 2010
)
effectifs
Pourcentage
31
44,3
39
70
55,7
100,0
Testing students' awareness
Students' awareness
Valide no response
Understand media messages
Critically understand MM
Devlope culture via MM
Other
Total
Effectifs
Pourcentage
3
7
17
39
4
70
4,3
10,0
24,3
55.7
5.7
100.0


Yes
No
Total
Effectifs
Pourcentage
59
11
70
84.3
15.7
100.0


Available
Scarce
Inexistent
Total
Effectifs
Pourcentage
6
47
17
70
8.6
67.1
24.3
100.0


Yes
No
Total
Effectifs
Pourcentage
19
51
70
27.1
72.9
100.0

Male
Female
Totale

Target audience

Age
Ethnicity
Class
Profession
Interests, etc.
internet
TV
Video games
CD
Radio
Ads
Newspapers
Totale
Effectifs
Pourcentage
42
9
3
5
1
6
4
70
60.0
12.9
4.3
7.1
1.4
8.6
5.7
100.0
where should we start from?
Effectifs
Pourcentage
internet
TV
Cellular phone
Ads
Newspapers
Radio
Totale
42
16
6
2
3
1
70
60,0
22,9
8,6
2,9
4,3
1,4
100,0
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
- 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
- Limited
/ scarce: develop abilities / skills

- Regress
: education .........
advance
: ICT / MM

- Fruitful
: teacher / student

- Initiation
: out of classsroom activities courses

- Seminars
: scheduled on the subject

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)
ML
Textbooks investigation
VISION
References
ML integration in curriculum
ML and violence : Relate & Create
Lessons / courses

Availability
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
(
Larouz,2007
)
(
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




- See / Hear

- Written / spoken




Hidden
/
unstated
meaning

- ML is to :
- Are you aware of the negative impacts of media components?
- Are there enough lessons / courses about ML / MM ?
- Have you been initiated to ML ?
(
Delaunay,2011
)
(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

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
literacy

(n)
literate

(adj)


The
ability
to read and write in a language.

The
inability
to read or write is known as illiteracy..


(LDLTAL)


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)
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
Time:
(1h)

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
www.beyondmedia.org
Time (3h)
- 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

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
Media education Authorities


Research


General public
- General / specific

- Abstract / concert

- MM is important

- Deconstruct MM : better understanding

- Morocco a case study
ML

integration

in

curriculum
What media does to young people

What they can do with the media


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?
lesson's goal:
The objectives:
Ain Atlas by Kevin Richardson
The White Lion
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)
v
v
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

Five

Key

Questions
Text
Subtext
Media Litracy
and
Education
in
Morocco



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
Full transcript