Synopsis

Running Head: Media Literacy 1

Media Literacy 3

Media Literacy

Student’s Name and Number

Institutional Affiliation

Course Name and Number

Instructor’s Name

Assignment Due Date

Media Literacy

In the process of researching the topic of media violence, I realized that media literacy is a concept that is extensive in our cultures. Although we aim to get concrete and critical information from the media, the information can be detrimental to our minds. Media literacy deals with how we get informed about various happenings in the world and how that information impacts us. Sometimes, the information put across in the media affects us negatively, leading to distress, like in the case highlighted in the first capstone, where children are exposed to tragic gunshot incidents. Media personnel aim to create awareness of what is happening worldwide, but they do not consider that people might interpret the information differently, leading to psychological implications (Christ & Potter., 1998). Adults are not the only ones who have access to media platforms because children also learn various things from the same media. The difference is in how this information is interpreted. To adults, it might seem normal, but to young children, exposure to terrific gunshot events can cause traumatic experiences. 

Media literacy requires you to have an open mind that you can encounter anything in the process of navigating various platforms. While accessing these platforms, it is necessary to consider the self, content, effects, the natural world, and industries. This helps in making decisions and developing meaningful information that can be applied in daily encounters. The self-concept enables us to determine what we want to access and how it will impact our well-being. The content can be factual or social (Rasi et al., 2019). Some people post messages to entertain the majority, but the information can be untrue. The effects of the message are dependent on the cognitive, emotional, and moral influences that this information will have. Media literacy also focuses on the objectives and motives of various industries. In addition, the content is influenced by the changing world where media literacy has shaped its way. Therefore, it is necessary to consider all these factors while dealing with information in media. 

As highlighted above, our culture is full of media messages, and this is something that we cannot live away from. As much as I have criticized the negative effects of media literacy, I have realized that there are positive impacts if we accept the reality. By agreeing that the world is changing and we cannot deny or exclude media as being not part of us, it is possible to take media literacy positively. There are many unrealistic opinions that media, especially television, have negative impacts on individuals. However, it is possible to select what is positive from the messages that we come across and leave what is negative. Media literacy enables us to have open minds and develop new communication skills that help in interpreting and analyzing information (Hobbs., 2022). It also helps us to adapt to the new technological changes in the world, thus avoiding living in denial. For example, in the capstone case, children can avoid accessing social media platforms that would affect their mental status and, instead, choose other learning programs. They can also learn the effects of war from this case. 

Initially, I thought that media outlets influenced me to view and react to content by providing many sites that could give me the information that I wanted. However, I have realized that the outlets have been constrained, and people have no choice but to access the same sites continuously. This makes the viewer addicted, and it is possible to predict who will view the content. In search of the answers to the capstone project, the content that I accessed was designed in a way that the reader will develop a feeling of the information. Although the persuasion might be in its highest gear, the driving force is how the developer constrains it (Rasi et al., 2019). Reaction to the messages is not mandatory as long as an individual develops an open mind that culture is floated with some media content.

Some of the international organizations that aim to work on media literacy include the National Association for Media Literacy, UNESCO Media and Information Literacy Alliance, the Centre for Media Education, Action Four Media Education, and the National Association for Media Literacy Education (Hobbs., 2022). The UNESCO Media and Information Literacy Alliance and the National Association of Media Education provide themes similar to the ones in this capstone, including media tools to consider while interpreting content and the need to consider emotional, moral, and cognitive impacts. These UNESCO organizations can be contacted through the Northwest Alliance for Media Literacy at the link  http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/global-alliance-for-partnerships-on-media-and-information-literacy/. Creating awareness of the importance of media literacy and how it affects us is an important initiative that would help children to develop positive attitudes and avoid creating tragic images in their minds that cause distress. 

References

Christ, W. G., & Potter, W. J. (1998). Media literacy, media education, and the academy.  Journal of communication,  48(1), 5-15.

Hobbs, R. (2022). Media literacy. In  The Routledge international handbook of children, adolescents, and media (pp. 475-482). Routledge.

Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media literacy education for all ages.  Journal of Media Literacy Education,  11(2), 1-19.

Running Head: Capstone 1

Media Violence 5

Mass Shooting in Uvalde, Texas. U.S. 2022

Since the rampage in Uvalde, Texas, on May 24, 2022, there have been over a hundred mass shootings in the United States. Every day, at least four shootings occurred, and the media broadcasted the gunshots. The horrific news overwhelmed and terrified youngsters as they watched the tragedies unfold day after day. Also, the media did not make it difficult to broadcast the news, no matter how awful it appeared. This frequently exposed children to frightening news and information about gun incidentss and deaths. Irrespective of how the news looked tragic, the media did not hesitate to broadcast scary news as a matter of urgency and the need to keep the public informed (Anderson & Bushman, 2018). The disturbing news content catalyzed a lot fear among most children as they could hardly avoid being on terms with reality. The media, therefore shaped the news as all-inclusive, and everyone, disregarding of their age, was worth engaging in it. However the information portrayed created tension among many people.

Parents and caregivers were very unhappy about the events broadcasted and did not know how they were to approach their children to explain to them the unspeakable. Parents were happy that the minds of their children were occupied with tragic imagery. They are in a big dilemma that no matter how hard they try to shield their children against the news, they will have to come across them at one time or the other. This also created tension among many authority seeking answers on who should protect children against tragic events and stories. Most of them noted that gun violence has become common and when exposed to these coverages, children become worried about their safety. Most people were unhappy about how the events were being portrayed because they thought that it was not suitable for the well-being of most children (Han et al, 2020). In addition, they were against not considering who was watching, age, and time because they thought the news could have been aired late at night when most children could not access it.

As a result, people started to create movements against coverage of such tragic news and media violence on young children. They also created movements to demand that the child's age matters concerning media coverage. Children get scared when they watch stories and events that are disturbing. Philosophers developed a movement to protect children because they possess perceptual dependence, where they respond to stimuli regarding how they look, sound, or feel (Han et al, 2020). They also emphasized that children are more likely to be frightened by events that look scary but, in the real sense, are harmful than those that are truly attractive but harmful. Psychologists also developed movements to help children to cope with the situation. They urged parents to offer reassuring messages to their children that the shootings are just rare. They also emphasized cognitive and noncognitive strategies to help children of different ages. These movements were influenced by the need to ensure that children are protected from the media violence being portrayed day in and day out.

In other parts of the world, like Asia and Africa, people thought that we were living in times when gun violence had become too common. They, therefore think that no matter how much we would love to live in a violence-free media era, we have to come to the reality that it is hard to avoid some things in the contemporary world. Traditionally, tragic incidents were not being reported unless done in the late hours, but nowadays, things have changed (Anderson, & Bushman, 2018). However, some feel that the coverage is against children's rights because it instills fear of strange happenings. They thought that children should be protected against anything that can cause anxiety in them because some of the events can cause disorder. The story created a heated debate due to differences in ideas. As much as some thought that the news was violent, others thought it was a way of life that people should come to light with.

The events were seen in graphic on other social media platforms like YouTube, TikTok, and Twitter. The media platforms contained comprehensive details combining videos and pictures. The gunshots were scary and just like what was portrayed on television the platforms were also violent to children. Although most people think young children have no contact with these information systems, researchers discovered that children discover most information from these platforms (Anderson & Bushman 2018). YouTube enhanced scary information by providing videos of the gunshots with many death events. The information seemed very frightening when viewed in all other seen media.. As much as one could have thought that some of the details could have been keppt away from public access, the informed outlets made it even clearer how the situation was.

Reference

Anderson, C. A., & Bushman, B. J. (2018). Media violence and the general aggression model.  Journal of Social Issues,  74(2),

Han, L., Xiao, M., Jou, M., Hu, L., Sun, R., & Zhou, Z. (2020). The long-term effect of media violence exposure on aggression of youngsters.  Computers in human behavior,  106,

1

Capstone Project Part 2

Author

Affiliation

Course

Instructor

Due Date

An unsettling spike in mass shootings in the US that has surpassed one hundred events began with the horrific rampage that occurred in Uvalde, Texas, on May 24, 2022. With media attention focusing on the spike and airing an average of four gun-related incidents each day, it had a significant worldwide impact. Young people were exposed to the horrific truth of these stories due to the persistent spread of upsetting news that reached a large audience. Fear and anxiety were heightened, particularly in children who were unable to escape this upsetting story, as a result of the media's predominant portrayal of these events (Anderson & Bushman, 2018). This spate of mass shootings elicited a range of responses around the world, underscoring the ubiquitous impact of media coverage in forming attitudes, inciting movements, and initiating discussions over the appropriate representation of violent incidents in the media.

The international community experienced a range of responses to the media coverage of the mass killings that the United States was facing. Societies throughout Asia and Africa had to deal with the normalization of gun violence as it became more common. A few argued that the coverage infringed on children's rights by spreading fear and worry in young people, while others noted that living in an era where such violence is commonplace was inevitable (Anderson & Bushman, 2018). Since reporting techniques have changed in the modern world, the discussion has also centered on the conventional standards that restrict reporting terrible incidents to the late hours of the day. This difference in viewpoints brought attention to the intricate relationship that exists between how society values media representations and the changing global conversation surrounding the difficult problem of gun violence.

Global movements developed in response to upsetting media coverage of the recent spate of mass shootings, connecting people who were worried about the representation of violent news, especially when it came to young children (Anderson & Bushman, 2018). Sickened by the way the media portrays horrific occurrences, parents and other caregivers are finding it difficult to explain them to their kids. Campaigns that emphasized children's susceptibility to terrifying stimuli and called for media coverage appropriate for their age gained traction. Scholars emphasized the idea of kids' reliance on their perceptions and called for media consumption habits that are appropriate to safeguard kids' health. Concomitantly, psychologists jumped on board, endorsing coping mechanisms and comforting messages for kids as they realized the damaging effects of regular exposure to violent films (Anderson & Bushman, 2018). Global dedication to creating a safer media landscape for the mental health of the younger generation was mirrored in the collective response.

A spirited international discussion emerged, showcasing differing viewpoints regarding the media's function in portraying violent incidents. There are many who say that press coverage of violent incidents is a regrettable aspect of modern life and that people need to face it (Han et al., 2020). Others fervently defended removing upsetting material from kids, pointing out that it can cause chaos. These divergent points of view highlighted differences in society and culture on the role of the media and its significant influence on mental health in the general public. The discussion showcased the ongoing battle to strike a balance between the demand for information and the duty to shield vulnerable people from the psychological effects of constant exposure to violent media content. It also revealed a complicated interaction of cultural values and attitudes (Han et al., 2020).

The effects of media coverage extended beyond traditional channels and onto social media sites such as YouTube, TikTok, and Twitter, which became repositories of graphic information in the form of photographs and videos. The way shootings and shooting deaths were portrayed on these platforms was just as violent as it was on TV, which increased the amount of disturbing material that was shared throughout the world (Han et al., 2020). In contrast to presumptions regarding restricted exposure, researchers found that kids used these channels to obtain such information, amplifying the global impact of media coverage. Media influence has extended to digital platforms, highlighting the changing nature of information distribution and underscoring the necessity of a thorough understanding and control of content across a wide range of online platforms.

In conclusion, the US mass shootings sparked a complex international scene in which attitudes, behaviors, and movements were influenced by media coverage. Diverse reactions from continent to continent indicated cultural disparities in coping with the pervasiveness of gun violence. The rise of international movements underscored the need for responsible media practices, promoting coverage appropriate for the target audience's age and protecting children and other vulnerable groups from the psychological effects of repeated exposure to upsetting news. The interconnectedness of media influence and the need for a sophisticated understanding of its effects on many societies are reflected in this global discourse.

Reference

Anderson, C. A., & Bushman, B. J. (2018). Media violence and the general aggression model. Journal of Social Issues,  74(2),

Han, L., Xiao, M., Jou, M., Hu, L., Sun, R., & Zhou, Z. (2020). The long-term effect of media violence exposure on aggression of youngsters. Computers in human behavior, p. 106,

Running Head: Media Literacy 1

Media Literacy 3

Media Literacy

Student’s Name and Number

Institutional Affiliation

Course Name and Number

Instructor’s Name

Assignment Due Date

Media Literacy

In the process of researching the topic of media violence, I realized that media literacy is a concept that is extensive in our cultures. Although we aim to get concrete and critical information from the media, the information can be detrimental to our minds. Media literacy deals with how we get informed about various happenings in the world and how that information impacts us. Sometimes, the information put across in the media affects us negatively, leading to distress, like in the case highlighted in the first capstone, where children are exposed to tragic gunshot incidents. Media personnel aim to create awareness of what is happening worldwide, but they do not consider that people might interpret the information differently, leading to psychological implications (Christ & Potter., 1998). Adults are not the only ones who have access to media platforms because children also learn various things from the same media. The difference is in how this information is interpreted. To adults, it might seem normal, but to young children, exposure to terrific gunshot events can cause traumatic experiences. 

Media literacy requires you to have an open mind that you can encounter anything in the process of navigating various platforms. While accessing these platforms, it is necessary to consider the self, content, effects, the natural world, and industries. This helps in making decisions and developing meaningful information that can be applied in daily encounters. The self-concept enables us to determine what we want to access and how it will impact our well-being. The content can be factual or social (Rasi et al., 2019). Some people post messages to entertain the majority, but the information can be untrue. The effects of the message are dependent on the cognitive, emotional, and moral influences that this information will have. Media literacy also focuses on the objectives and motives of various industries. In addition, the content is influenced by the changing world where media literacy has shaped its way. Therefore, it is necessary to consider all these factors while dealing with information in media. 

As highlighted above, our culture is full of media messages, and this is something that we cannot live away from. As much as I have criticized the negative effects of media literacy, I have realized that there are positive impacts if we accept the reality. By agreeing that the world is changing and we cannot deny or exclude media as being not part of us, it is possible to take media literacy positively. There are many unrealistic opinions that media, especially television, have negative impacts on individuals. However, it is possible to select what is positive from the messages that we come across and leave what is negative. Media literacy enables us to have open minds and develop new communication skills that help in interpreting and analyzing information (Hobbs., 2022). It also helps us to adapt to the new technological changes in the world, thus avoiding living in denial. For example, in the capstone case, children can avoid accessing social media platforms that would affect their mental status and, instead, choose other learning programs. They can also learn the effects of war from this case. 

Initially, I thought that media outlets influenced me to view and react to content by providing many sites that could give me the information that I wanted. However, I have realized that the outlets have been constrained, and people have no choice but to access the same sites continuously. This makes the viewer addicted, and it is possible to predict who will view the content. In search of the answers to the capstone project, the content that I accessed was designed in a way that the reader will develop a feeling of the information. Although the persuasion might be in its highest gear, the driving force is how the developer constrains it (Rasi et al., 2019). Reaction to the messages is not mandatory as long as an individual develops an open mind that culture is floated with some media content.

Some of the international organizations that aim to work on media literacy include the National Association for Media Literacy, UNESCO Media and Information Literacy Alliance, the Centre for Media Education, Action Four Media Education, and the National Association for Media Literacy Education (Hobbs., 2022). The UNESCO Media and Information Literacy Alliance and the National Association of Media Education provide themes similar to the ones in this capstone, including media tools to consider while interpreting content and the need to consider emotional, moral, and cognitive impacts. These UNESCO organizations can be contacted through the Northwest Alliance for Media Literacy at the link  http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/global-alliance-for-partnerships-on-media-and-information-literacy/. Creating awareness of the importance of media literacy and how it affects us is an important initiative that would help children to develop positive attitudes and avoid creating tragic images in their minds that cause distress. 

References

Christ, W. G., & Potter, W. J. (1998). Media literacy, media education, and the academy.  Journal of communication,  48(1), 5-15.

Hobbs, R. (2022). Media literacy. In  The Routledge international handbook of children, adolescents, and media (pp. 475-482). Routledge.

Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media literacy education for all ages.  Journal of Media Literacy Education,  11(2), 1-19.