Oral Presentation Video

MEDIA AND STORY DEVELOPMENT 2

MEDIA AND STORY DEVELOPMENT 1

MEDIA AND STORY DEVELOPMENT 1

Capstone Project Part#3

Florida International University

Maria V Ortega

IDS 3309

April 2, 2021

Research in media literacy has taught me a lot of things. It has taught me that the term "literacy" generally represents reading and writing skills. There is a variety in common with media literacy and reading literacy. Reading begins with letter recognition. Soon readers will recognize terms — and, above all, grasp what these words say. Authors and readers gain better reading abilities with further exposure. I have learned that media literacy recognizes and draws upon the constructive, innovative, and enjoyable aspects of mainstream culture. It syndicates strategic media thinking and media texts to help us manage a highly dynamic media world. This world involves conventional and new media and common cultural texts like theme parks, shopping centers, apparel, fads, and toys (Bulger, 2018). Teachers should not need to be professionals in the school's media, and it's just about answering questions.

I became more media literate by understanding that literacy in the media cannot be constrained. An individual can never be culturally and informed enough to take all signals from the media. In the field of media literacy, there is still room for change. The maturity of the individual reading the messages depends on media literacy. Those with a less developed view of messages consider both commercials, TV shows, and films positively without assessing the content of each of the media's messages (Bulger, 2018). But those that are more able to process communications evaluate them differently. I also learned that I need to filter my sources to evade becoming a target of disinformation this can be achieved by getting to know the credibility and authenticity of the source.

After studying this research topic, I understood that media literacy inspires young people to challenge, test, understand, and respect their visual community. It imparts customers and viewers to become fully involved in the media. The media education field is introduced into the school, bringing promptness and importance to conventional issues. It is a great bridge for the convergence of topics and interdisciplinary research. Media education embraces and fosters a current education that stresses student-centered education, acknowledging various intelligence bits and – rather than merely storage – the study and management of content (Bulger, 2018). The Media curriculum is focused on a sound pedagogical approach to learning in which children are situated. The arts – songs, comics, TV, video games, the Phone, and even advertisements – exist that any child loves. Media build a common atmosphere and are thus a catalyst for awareness.

The project taught me to differentiate emotional from rational responses as I responded and behaved instinctively. Often, I link to media, like music and articles, because I can emotionally bond with them. But it is necessary, considering my emotional connections, to bear in mind that material such as this is not always valid. Some media material can reassure me by keeping my emotional reactions in mind; this is important in interpreting media messages. I have learned not to establish higher media content expectations. This refers to viral images or posts that get the most "visual" or "top ten" on the Internet where people don't look for something concrete. There is now so much material on the Internet that people prefer to walk around mentally, not searching for underlying meanings or significance. If you're not searching for anything on the Internet, it's simple to add sense to the random material you are looking for.

I learned about the "CML (Center for Media Literacy)," an educational agency that offers international and domestic leadership, civic education, career advancement, and educational services. To encourage and promote media education as a platform for entry, analysis, evaluation, development, and participation, CML works to help individuals, in particular young people, learn critical thought and media production skills required to live the community of the modern era media truly. The "Media Education Foundation" markets and sells documentaries and other educational materials to inspire criticism of US mainstream media's cultural, political, and social effects. Another media literacy program is the "CCFC (Campaign for a Commercial-Free Childhood)," which works to ensure children's privileges to grow up — and parental independence to raise them — without becoming threatened by business interests. They support strategies to defend children from misleading advertisements and encourage commercial-free space and time for children.

CML covers various topics, including Media Violence which is the topic I covered. People can reach CML using their email address [email protected] or website http://www.medialit.org/ or directly contact them using 310-804-3985. One initiative that can increase media literacy among children is teaching them about media violence when they young, from grade 1 to 3. A classroom-based initiative can be utilized to mitigate negative, violent media influence. This can be done using 30 to 40-minute sessions where students can be asked to come up with justifications as to why violent media should not be imitated, and those justifications read aloud, written down, or video-taped to produce educational films.

References

Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.