COMM2200 Lecture 1 notes
COMM2200 Lecture 1 notes COMM2200
Popular in Media Communication
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This 2 page Class Notes was uploaded by Hyejin Kwon on Sunday September 11, 2016. The Class Notes belongs to COMM2200 at Cornell University taught by L. Humphreys in Fall 2016. Since its upload, it has received 3 views. For similar materials see Media Communication in Communication at Cornell University.
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Date Created: 09/11/16
COMM2200 Lecture 1 Framing race and higher education? - Different headings on article about Cornell plantation name - Race relations has been important to how we think as a society - Framing- how you can take the same story and present it in diff. ways, part of a critical understanding Media Literacy - Defined as “the ability to understand, analyze, evaluate and create media messages in a wide variety of forms” - Not something you can do or can’t do- but it’s relative. You can be better at it. Why do we need media literacy? - In contemporary environment, it is considered as being saturated with information - Information Saturation - Our job is to filter things out - But finding credible information is not easy - Who constructs meaning of media messages? - “Sender” AND “receiver” - Both the sender and receiver contrast meaning to what that message is - To be media literate, you actively have to think about your consumption of media 1. Media construct our individual realities - How do you know what’s going on in Syria although you’ve never been there? 2. Media are influenced by industrial processes - Businesses need the money - They face industrial pressures for stakeholders (people who invested in them and people who need to hear the news e.g.) 3. Media are influenced by political pressures - E.g. more likely to be interviewed by president if you cover his policies well - Political pressures= part of media system 4. Media are influenced by format - E.g. Movies between 90 to 130 minutes b/c people may need to leave so you capture their attention within that period of time - Format will influence what you can say 5. Audiences are active recipients of media 6. Media tell us about who we are Media Literacy Myths - Media are harmful - Media Literacy will destroy my fun with media - Media Literacy require memorizing lots of facts - It is a special skill - It requires a lot of effort 3 Components of Cognitive model of media literacy 1. Personal Locus - Goals: what you look for w/ media- entertainment, info, social connection, distraction, etc. - Goals then shape your info processing task what gets filtered out/in to what it is that you process= driven my goals - Coupled with drives: energy needed t achieve goals - The more you engage your personal locus, the more you can control the media influence on you - Why are you on snapchat? Why do you get the news from buzzfeed? 2. Knowledge Structures - Sets of organizing information in your memory - Media industries: value practices of organizations - Media audiences: composition, attraction, maintenance of media - Media content: formulas - Media effects: range of ways that media can influence + shape audience thinking, emotions, attitudes, beliefs, physical reactions (heart race, cry, etc.), may influence behavior (stop smoking, start smoking, etc.) - Real world: what it is you understand of the real world - Each of your life experiences will influence these categories differently 3. Skills - Who authored this media content and why? Consider authorship. Who paid for this ad? - Evaluate the audience who is targeted? How might diff. audiences interpret this differently? Won’t see tampon commercials on ESPN. Are you part of that audience? - Determine the institutional purpose why is this message being sent? Who’s at stake? - Analyze the content Why is the character woman/white? - Creative techniques how are they getting your attention (camera angles, use of celebrities, etc.) Media Literacy is part of you constructing message meaning within your personal locus