What is media literacy? "The word connotes a high level of literacy and skills usually means that a white person how to read and write. An educated person on the other hand, is easy to read, use and application of thinking skills on a high wide range of topics. Computer literacy: the ability of computers to good use. Media literacy is therefore the ability to make good use of all forms of media. A literate person uses media-television, movies, DVDs, computer and video games for specificPurposes, as a literate person printing a book or a magazine, textbook, university or a newspaper for some, read for different reasons.
With all the technology-Visual screen specially the first and most important element is always in the media. Ultimately, we as parents have children and young people want control of small screens and control them. Research has verified and experts know that a child watching TV or playing video games without thinking much is infinitely lessequipped to develop the ability to use Wise Media. Extensive child literacy, on the other side would learn self-control time can be taken in doses more than 4-5 hours a day habit to fill. He or she wants to do other activities such as thinking, creative children are curious creatures, and there's a whole world out there exploring new technologies such as screen only a small part.
While a print-literate person reads the words, a media educationPerson of readings and images. With analysis, evaluation and greater capacity for thought, a media-literate person interprets visual messages convey subtle messages and open claims. This is where we want our children to head in a direction so that it is second nature to think twice about all forms of media images.
When we cooked for our children, media literacy, I think we would have five basic skills that we want to buy, see:
• deliberate, intentional, limited use of allMethods of Display Technology
• Ability to understand critical and visual messages and their intent, the emotional and intellectual
• Ability to communicate facts, ideas and opinions about media images contemplative
• Thorough knowledge of media production techniques fully appreciate how techniques such as camera angles, lighting, editing, etc. given the impact of news
• the ability, all forms of screen technology destination, and finallyway
Children can always average. The 45 family literacy activities are grouped as follows:
30 General activity that you can customize and with children or adolescents.
15 activities for children, especially for children ages 3-6
30 general measures for the average family
Before TV and books.
Keep track of dates of a TV version of a book is scheduled to air and encourage your children, the first book, or read the follow-upProgram with the proposal that read the book later. can lead to great discussions from the comparison of the original book and the TV version.
According using TV to expand children's interests.
TV programs jointly with your children's interests, activities and hobbies. A child interested in crafts can watch programs in production support and ideas, seeing a spectacle of wildlife for children to take to a zoo and remind them what they know the animals taken from the television program. How does the realLife experiences are different from the show have seen? Are there similarities?
Third Time Capsule.
Ask your child to imagine that he or she has work in the election five television programs that are included in a time capsule not given to open for 100 years. Discuss what kind of society that these shows a child opening the time capsule may reflect a hundred years from now.
Fourth different points of view.
All members of the family clock with a program. TVis then switched off, and every person who writes a few sentences about their opinions about the show. Discuss and compare all the reviews, watching your child, how different people like or dislike the same program. Because all opinions are valid? Who had the most convincing opinion about the show? Why?
Fifth you seen a TV program being recorded.
Take a child taping television both locally and as part of a family trip to New York or Los Angeles. A sense of journey,Your children paint the set, taking notes on the format of the show, you notice the special effects and talk about what it was like in the audience. The public is important for the show? How? (It may be easier to visit a local TV or radio station. You can find both and talk about the differences between them.)
Sixth make-up of an alternative.
If you're watching a TV program or movie with your child, ask him or think of fantasy and the conduct of another title. AThings rolling suggest an alternative title for himself. All family members can be with the greatest possible number of alternates. Vote for the best. What it does convey better than any other, the essence of the show or movie?
Seventh Compare what you see with what you expect.
With your child, come with a description of a show before watching them based on what you read in a television program. Predict how the characters act and how will the action. At the end of the program, take a coupleMinutes to talk about what you have seen any of you written any difference between what WAS in the TV and what is actually visible? Have either of you will be surprised what you saw? This show is expected? Why or why not?
Which category fits the eighth?
With a TV Guide, your child will be a list of all the shows he or she looks, then shares in the following categories: Comedy, News, cartoons, sitcoms, dramas, soap operas, police showsSporting events, educational programs and documentaries. What is your favorite category and show? Why?
Ninth committed in advance what will happen.
During commercial breaks, ask your child to predict what will happen in the program. You can discuss issues such as: if the writer wants the end of this story? What do you think of the main characters will do next? It 'easy or difficult is the rate most important event in this program? Why or why not?
The 10th game guess.
Turn up the volume, but only on the image. See if your child can guess what happens. To extend this game into a family, everyone must have a TV character and add the words of his version of the character.
11 Write letters.
Encourage your child to write letters to TV stations, describing why he / she can, and not as some programs. Emphasize that are factual and concrete information.
12 ° Being a cameraman.
Let your child experimentto learn with a camcorder, how can a scene (manipulate omission, that leaves out; selection, which includes close-ups, she stresses, Long Shot, it sets the mood, the long shot, what matters and what not).
13 acronyms.
Help your child identify the instruments and sound effects spectacles, used for the title song of her favorite. Do you sing or play the music of the show and explain what makes the music. E 'state of mind? How? E 'to saya story? How is he / she make sense?
14th action sequences: a comedy.
To help the child understand the logical sequence, to ask them to watch a TV program while you write their main events, noting each event on a separate sheet. At the conclusion of the program, shuffling the cards and ask your child to include them in the same order in which they appeared together during the program. Discuss any gaps in a logical order.
15th One-time chart.
Your child will keep a time chart for a weekall their activities, including watching TV, watching movies and video games. Compare the time spent on these activities and other activities such as play, homework, organized sports, housework, visiting friends and listening to music. What activities have more time? The least? Have you or your child that the balance needs to be changed? Why or why not?
16th win and lose.
Tell your child a sports program, and list all the words that are used to seeingDescribe winning and losing. Encourage a long list. You can do this in a friendly competition, where they meet with two children or more words from different sports and then reads aloud how.
17th TV and radio.
While watching television coverage of a sporting event, turn the TV sound and hear your child to have the same coverage. What makes your child thinks the radio coverage? Information about TV coverage? What are the strengths of each? TheWeaknesses?
18th quiz compare.
Compare the variety of games and a quiz game with your child. You'll see, shows that the knowledge test, which shows that based on pure luck, and shows specifically for children. What are your favorite child? Why?
19th TV listings.
Assist your child a list of all TV programs, hospitals, police stations, schools and businesses, and all television programs, the elements of fantasy,as projections of science fiction or cartoons.
20th Television vocabulary.
Ask your children to listen for new words on television and to report their definitions of the family.
21st critical examination survey.
Ask your child to see one of his favorite programs with you. Then either fill out the questionnaire below. Then compare your answers. Are they different? Why? And 'right or wrong answers, or much of what was recorded for each openInterpretation?
Critical View Survey
Program noted:
Characters (List four fifty-seven and short):
Setting (place and time):
Problems / conflicts:
Plot (List fifty-seven four events in order of appearance):
History:
Solution:
Logic Hat (the story is? If this had happened in real life?)
Review of the show (1:00 to 10:00, ten being the best):
22nd Body language.
Watch the body language in advertisingand / or television shows and movies. Our head posture, gestures, eye movements. How does the body language affect how you feel about the message brought visual or verbal? Children could cut postures and expressions from the print ads (newspapers and magazines) and see if they can find these attitudes and modes of expression on television or in movies. The importance of body language to convey messages visually compelling?
Variations on the 23rd story.
See how a particular story is rundifferent on different channels. Use the programs recorded on video to compare. What are the differences? What are the similarities?
24th Quick troubleshooting.
Instruct the child how quickly problems on many TV shows are purchased. Discuss the differences in addressing the challenges effectively in real life. Maybe you want in your discussion, identify what you spend to address the processes of understanding, and solve problems.
25th Put the words in your mouth.
The family managed to see a favorite placeProgram with the sound off. Find out what each of the characters of the show, obviously. Discuss why you think that based on past knowledge of the program and how the characters behave. Encourage your child as he or she would have thought to write the script for each character. What are the important things they say? Because they are considered important?
Create your family 26th TV Guide.
Collect ren child and ask them to make a family for TV GuideNext week. What programs should contain? What programs should ensure that not included? Ask them to justify their decisions.
27th Thinking ahead to predict what might happen.
This can be a great activity for children of school age, they need guidance in their favorite programs while you are not there with them. Give your child a written list of 3-5 general questions that can read them before you see a TV show. Consider questions like: "What do you thinkThe program will be finished? What do you expect the main character are the problems? How will he / she answer? Why are you watching this show and do something different? "Instruct your child to reflect on issues such as her-without writing something, just think. As the child watches, he / she is unable to stop thinking about these questions is how the brain works. Sometimes, there ask your child to discuss their plans for TV use patterns of this activityhelps to think of the program!
28th Questions: "What happens next?"
This activity is simple but effective. Mute the commercials while the family watches TV together and ask each child and adult what he / she thinks will happen next. There are no right or wrong answers! This gives everyone a chance to pursue creative interaction and then to verify and document their "hypothesis" when the show resumes. Children can learn how banal and predictable and a lot of programs will improve soonThe writers for their creative ideas!
Record your child's 29th favorite TV show.
They then play again during a long car trip or a fireplace in a dark winter evening. The purpose of this measure would be for your child to listen to the program without seeing the images. Talking about how to change the characters and their actions following the hearing, only the show. The child listens more concentrated? Why or why not? What are some essential differences betweensee and hear?
30th Encourage your child or teenager become a Media Creator.
Ultimately what we want for our children to express creativity through which they find themselves. You can use a child to a digital camera and to promote a collage of photos of a family outing, for example. Older children and young people to websites, blogs, podcasts, too. Screen-use technologies are powerful tools and if deliberately with specific purposes, our media-literate children in the processLearn more about creativity and unique abilities.
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Average of 15 activities for children ages 3-6
Screen violence
Speaking before the consequences in real life.
If violence happens on screen in real life, would feel like the victim? In real life, what would happen to the perpetrators. Compare what is on screen for the consequences of what happens when someone violates another person in the real world.
Violence is not the secondWay to solve problems.
Point out that injure another person or destroy property in any way is wrong and will not solve the problems of a person. Instruct your child that many of the violent cartoon characters do not seem to solve their problems from episode to episode, and that violence should be applied to act without thinking about consequences. Tell your child is powerful and wise, peaceful, creative ways to solve problems with other people. Select one of your child's problemsencountered, such as recently in another child a toy away and talk about the right way, the problem has been solved or could be solved without offending.
Third Anger is natural.
Mention the fact that we are all upset that is normal. And 'what we do with our anger, how we ended up with it and express it, this is important. As a character on the screen of wounded anger because they have learned to use their anger. Your child may be a list of screenThe people who know how to deal with their anger in a positive way.
Fourth Count the number of violent crimes.
Even if you have a favorite cartoon with your child, the actual number of violent actions. The point that these are harmful to others and you would never allow him to do things for others like her. Total number of violent acts at the end of the program and ask your child if he / she thought there were many. Decide not to watch cartoons and shows like violentActions.
Talk about the fifth real and pretend.
If your child is exposed to violent movies or video games, is particularly important to talk with him / her to do to the fact that the images were just as if the child is to play and pretend that no one was really bad. Making a habit of discussing the differences between real and pretend to talk to all the TV shows, movies, watching your child. Understanding this basic concept by Media-literate!
ScreenAdvertising
Sixth blind tasting.
Show your children how they can test the claims of advertising. You do not have a blind tasting. Can be performed with a variety of foods such as three or four types of lemonade, spaghetti sauce, your child's favorite cereal. Products are large as claimed by the advertising? Could the difference between a generic and a famous? You can identify products by name? What are advertising products seem different than they really are?Why or why not? This is a fun activity to do with many children. Have a party taste!
Draw a seventh sense.
Suggest that your child is a photo of him after only two different types of television commercials he is attracted. What are the differences between the images? Discuss your child's feelings about different advertising messages. Picture of the buyer. Younger children can watch an advertisement and then draw a picture of the type of person who thinks to buyProduct. After a discussion to explain the child's picture, as the various public appeals for use in advertising to attract specific groups.
8th Cartoon ads.
While watching the cartoons, you can search the child for some cartoon characters that appear on popular items. Explain the differences between commercial and cartoon: in commercial markets, the nature of a product in the balloon, retaining the character. The next time you watch TV, have her report to you ifsees cartoon characters selling products.
The ninth toy connection.
During a visit to a toy store, you and your child for toys, watches were
be advertised or promoted on TV TV personalities. to point to as the first toy advertised on television seem more attractive than those who had not seen advertised.
10th Invent a character.
Your child can get a product as a favorite cereal, and create a fictional character set that can sell the product.He could draw a picture or a character role. Or, with puppets, an imaginative stage of commercial products ready. Then discuss with your child what he or she has to tell people about this product. Watch a few commercials and show greater than the basic techniques, such as the sale of production of product research, repeated a jingle, and the happy children using the product.
Screen News
contains news items that are not suitable for young children.Whenever possible, watch the news, if the child is in bed or in your room. Protect your children to use graphics and content that he / she is not prepared cognitively or emotionally.
Stereotypes screen
11 Not better, just different.
Children are never too young to begin learning the news that the differences are not any better than anyone else. Highlight how each family member their individual preferences, habits, ideas and practices has.Differences make us unique and interesting. If your child has a racist or sexist stereotypes seen on the screen, the authors of the script made a mistake in the representation of the characters in this light.
Change the image 12 °.
Play a game with your child when he meets a stereotype of the screen, wondering if other people could play this role. For example, if the secretary is a young woman to declare that men are secretaries, too, and that many older women are muchsecretary.
13 Girls, boys, and toys.
While walking through a toy store, toys for your child different show each time asking if the toy for a boy or a girl. Ask if every child could also play with toys. Encourage your child's toy that is fun for boys and girls to play were found. So if your baby toy commercials on television watching if only boys or girls playing with toys.
14th Play: Who Ismissing?
Often, what children see on the screen, not on behalf of all nationalities and the variety he or she meets in the kindergarten, kindergarten and playground. When watching movies or popular cartoons to discuss with the child missing, as a senior, a disabled person or a person of a particular race or nationality. You can also discuss what types of people take the child often meets people on screen young, glamorous, happy white generalmost of the visual images of men outnumber women 3-1!
15th Model discussion about stereotypes of the screen.
If your family is a popular TV show or watch a DVD library, you can help the child identify the stereotyped roles, behaviors and attitudes of family discussions with your spouse and / or older children. Watch the program or a film that adults and older children to take notes, monitoring, whether it is a stereotype of age, sex, race or place.After I turn on the TV / VCR and discuss all observations. With notes of each family member, to compile a master list of stereotypical representations and statements that have been identified. This discussion can be even more interesting if the program (or DVD playback in the corresponding scene / s) is recorded, so you can see how family members to discuss stereotypes found. Your children will enjoy this family literacy conversation and absorb the important informationwhile the other their ideas.
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