What is media literacy? "The word literacy means a high degree of competence and that usually means a white person how to read and write. An educated person on the other hand, is easy to read, use and application of mental skills in a high wide range of topics. Computer literacy, the ability to use computers. Media literacy is the ability to use words, all forms of media. A media-literate person uses television, film, DVD , computers and video games for somePurposes, as well as an educated person printing a book or a magazine, a university text book or a newspaper for a fact that the law for different reasons.
With all the technology of visual display order is the first and most important element of media literacy. Ultimately, we want to become parents for the children and young people to take control of small screens and control them. The research examined and experts know that a child who watches TV without thinking too much or playing video games is much lessequipped to develop the capacity for wise use of media. One child literacy, on the other side would learn, even screen-time in a position to take in cans rather than make a habit of it 4-5 hours a day, ad nauseum. He or she wants to do another job, because thought, children are curious creatures and creative is a whole world out there-screen technologies now explore a small part of it.
As an educated person reads the printed words, a media educationPerson reads the images. With the analysis, evaluation, and higher thinking skills of interpretation provide a competent person as the subtle messages of the media and visual messages left open. Here we passed to our children, in a direction so that it becomes second nature to carefully consider all forms of media images.
If we boiled media literacy for our children, I think we would have five basic skills that can be acquired would be:
• deliberate, intentional, limited use of allTypes of display technology
• Ability to view critical messages and understand their intentions and the emotional and intellectual
• Ability to facts, ideas and opinions reflective media images communicate
• A global vision to fully appreciate the techniques of media production, such as techniques such as camera angles, lighting, editing, etc., the impact of news delivery
• Possibility of all forms of screen technology to exploit and, finally,as
Children are increasingly media literacy. The 45 families, media literacy activities are grouped as follows:
30 general activities that you can customize and use with children or adolescents.
15 activities for children, designed specifically for children aged 3-6
30 family policies in general media
1. TV and books.
Keep track of the dates is when a television version of a book set in the air and encourage your child to read the first book, or follow-upProgram suggests and read the book before it. Great discussions can be derived from a comparison of the original book and the TV version.
2. The use of TV to expand children's interests.
TV programs that serves the interests of their children, activities and hobbies. A child interested in crafts and crafts ideas can be seen to promote, through the display of a spectacle of wildlife programs to bring children to the zoo and remind them what they have learned from a television program about animals. How does the realLife experiences are different from the show have seen? Are there similarities?
3. Time Capsule.
Ask your child to imagine that he or she has the task of choosing five TV shows that are trapped in a time capsule to be opened for 100 years, not given. Discuss what kind of society these shows to reflect a child could open the time capsule 100 years.
4. Different points of view.
All members of the Clock family a program together. TVis then switched off and each person writes a few sentences of their opinions about the show. Discuss and compare all the views and stressed, the child, how different people like or dislike the same program. Because all opinions are valid? Who had the most convincing opinion of the show? Why?
5. Watching a television program is recorded.
Take the children to tape a television show with both local as part of a family in New York or Los Angeles. To sense the journey moreTheir children move the crowd, taking notes on the format of the show, please note the special effects and talk about what it was like the audience. The public is important for the show? How? (It may be easier to visit a TV station or local radio. You can visit both and talk about the differences between them.)
6. Bring an alternate title.
If you're watching a TV show or a movie with your child, ask him or her imagination and think of another title. ToThings started to fly, is an alternate title. All family members may be replaced with as many as possible. Vote for the best. What better than anyone else to convey the essence of the show or movie?
7. Compare what you get with what they expect to see.
show with your child, come with a description before looking at based on what it said in a television program. Predictions on how the characters act and how the story develops. When the program ended, a fewMinutes to talk about what you saw: Some of you have any difference between what the TV program was written and what was actually seen? Have any of you surprised by anything you've seen? It shows what you expected, right? Why or why not?
8. Which category fits?
With a TV guide, the child has a list of everyone you see or watch, then share 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?
9. Predict what will happen.
During commercial breaks, ask your child to predict what will happen in the program. You may discuss issues such as: Are you a writer, as you would at the end of this story was? What do you think of the main characters will be next? It 's easy or difficult to guess the most important event in this program? Why or why not?
10. The guessing game.
Turn up the volume, but only on the image. See if your child can imagine what happens. To expand this into a family game that everyone has a TV character, pick up and add their own version of the character attributes.
11. Write letters.
Encourage your child to write letters to TV stations to describe because it is / likes and dislikes of certain programs. That disclosure of factual information and specifications can be useful.
12. Being a cameraman.
Let your child experimentto learn with a video camera, how can it be a scene (handle-failure that leaves out, the selection includes what close-up shot-that emphasizes what mood he notes, long shot, what is important and what is not ).
13 theme song.
Your child know that instruments and sound effects will help show the theme of his favorite songs. They sing or play music in the show and explain what makes the music. E 'state of mind? How? E 'to saya story? How does he / she feel?
14. Action sequence: a game.
To help the child understand the logical sequence, to ask them to watch a TV program while you write the main events, noting each event on a separate sheet. After the program, shuffle the cards and ask your child to put them in the same order in which they appeared during the program. Discuss any gaps in logical order.
15. A time diagram.
Your child will keep a time chart for a weekall its activities, including watching TV, watching movies and video games. Compare the time for these activities and other activities such as play, homework, organized sports, homework, hobbies, spent visiting friends and listening to music. What activities to get the most of the time? The least? You or your child should maintain the balance has changed? Why or why not?
16. Winning and losing.
Tell your child a sports program and a list of all words that are used to seedescribe winning and losing. Encourage a long list. You can do this in a friendly competition, if you will, with two or more children to pick up the words of various sports programs, and then reads aloud.
17. TV and radio.
While watching television coverage of a sports game, mute the TV and have the child listen to the radio coverage. What makes your child think about the radio coverage? Information about the TV coverage? What are the strengths of each? L 'Weaknesses?
18. Quiz Show comparison.
Compare the variety of game shows and quiz with your child. You'll see, shows that the knowledge test, shows that based on pure luck, and shows that specifically at children. What are your favorite child? Why?
19. TV.
Assist the child in the production of a list of all TV programs, hospitals, police stations, schools and businesses, as well as all television programs that include elements that imaginativelike projections of science fiction or cartoons.
20. Television vocabulary.
Ask your children to listen for new words in TV and report back to the family of definitions.
21. Survey critical examination.
Ask your child to watch one of his favorite programs with you. Then either fill out this questionnaire. Then compare your answers. They are different? Why? E 'right or wrong answers, or much of what was recorded for each openInterpretation?
Critical View Survey
Program provided that:
Characters (4:57 list, and short):
Setting (time and place):
Problems / conflicts:
Plot (list fifty-seven four events in order of appearance):
Story Theme:
Solution:
Logic (If history has a meaning, this must have happened in real life?)
Review of the show (one to ten, ten is the highest):
22. Body language.
Observe the body language in advertisingand / or television shows and movies. Our position as head gestures and eye movements. How does the body language affect how you feel about the verbal or visual message intended? Children could cut out the attitudes and expressions of print ads (newspapers and magazines) and see if they are attitudes and statements on TV or in movies. How important is body language convey visual messages to convince?
23. Variations on a story.
Look at how a particular story is runUnlike the various channels. Use the show shot to compare. What are the differences? What are the similarities?
24. Quick resolution of problems.
Tell your child as quickly solved the problems in many TV shows. Discuss the differences in facing the challenges effectively in real life. Maybe you want your discussion to go through what processes to identify, confront and solve problems.
25. The words in my mouth.
As a family see a favoriteProgram with the sound off. Try to find out what each of the characters of the show, of course. Discuss why you think that based on past knowledge of the program and how the characters behave. Encourage your children to think about how he or she would have written the script for each of the characters. What are the main things they say? Why is it important?
26. Create your family TV Guide.
Ren Collect your child and ask them to make a family for the TV Guideupcoming week. What programs would they include? What programs would they make sure not to include? Ask them to give reasons for their choices.
27. Thinking ahead to predict what might happen.
This is a great activity for school-age children who may need guidance in watching their favorite programs while you can't be there with them. Give your child a written list of 3-5 general questions that they can read before they watch a TV show. Consider such questions as: "What do you think This program is? What do you expect the main character of the noise is? How is he / she answer? Why did you see this show to do and not something else? "Instruct your child to think about questions such as yes-no need to write something, just think. If your child looks, he / she can not stop thinking about these questions, it's just how the brain works. Sometimes ask your child to discuss the TV show with you, along with activities like thishelps to think of the program!
28. Ask: "What will happen next?"
This is a simple but effective activities. 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 the opportunity to provide creative interaction and then to his "hypothesis" when the show to try again. Children can learn to improve as predictable and banal are many programs and soonwriters with their creative ideas!
29. Record your child's favorite 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. Talk about how to change the characters and their actions only after hearing the show. Your child listens more concentrated? Why or why not? What are some essential differences betweensee and hear?
30. Encourage your child or teen to be a media creator.
Ultimately what we want for our children to express creative ways that you find. You can encourage a child to use a digital camera and a collage of photos of a family outing, for example. Older children and adolescents are websites, blogs, podcasts, too. Screen technologies are powerful tools when used intentionally for specific purposes, our children's media literacy processLearn more about their own creativity and unique abilities.
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15 The average activities for children aged 3-6
Screen violence
1. Talking about the real consequences.
If the on-screen violence had happened in real life, as would the victims feel? In real life, what happened to the author of violence. Compare what is on screen for the consequences of what happens when someone hurts another person in the real world.
2. Violence is not theway to solve problems.
It underlines the fact that another person injured in any way and to destroy property is wrong and will not solve the problems of a person. Tell your child that many of the violent cartoon characters do not seem to solve their problems from episode to episode, and that the force is applied to act without thought for the consequences. Tell your children is powerful and wise, peaceful, creative ways to solve problems with other people. Select a problem with your childhit, as was recently re a child under a toy away and talk about the sensible way to fix bugs or should have, without offending.
3. Anger is natural.
Mention the fact that we are all angry that is normal. That 's what we do with our anger, how we deal with it and express it, this is important. wounded people on the screen as a sign of anger, it is because they have not learned to deal with their anger. Your child may be a list of screenThe people who know how to deal with their anger in a positive way.
4. The number of violent crimes.
Even if you have a favorite cartoon with your child, the actual number of violent acts. Point out that these are harmful to others and you would never allow him / her to impose these things. Overall, the number of violent acts, at the end of the program and ask your child if he / she thought there were so many. If you decide not to watch cartoons and shows with such violenceActions.
5. Talk about the real and pretend.
If the child is exposed to violent movies or video games, pretending it is particularly important to talk with him / her to do about the fact that the photos were like when the child is playing and no one was actually hurt. Make it standard practice, the differences between real and pretend to talk to all the TV shows, movies, watches your child. Understanding this basic concept of media literacy!
ScreenAdvertisement
6. blind tasting.
Show your child how they can test the claims of advertising. They present a blind tasting. Can be performed with a variety of foods such as three or four types of soft drinks, spaghetti sauce, your child's favorite cereal. The products are great as claimed by the advertising? Can you tell the difference between a generic and famous? They may identify products by name? He made the advertising of products really look different than they are?Why or why not? This is a fun activity to do with many children. Take a taste test group!
7. Draw a feeling.
Suggest that your child is a picture of him after just two different types of television feels. 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 ad and paint a picture of the kind of person they think is the purchaseProduct. After explaining the discussion of a child, how the various public appeals in advertisements used to attract specific groups.
8. Cartoon ads.
While cartoons, some for the child to see cartoon characters that appear in popular points. Explain the differences between commercial and cartoon: In commercial sales, the character of a product, in the comics, the character has on us. The next time you watch TV, have her report to you ifdoes not see cartoon characters that sell products.
9. The toy-related.
During a visit to a toy store, you and your child for toys, flights were
TV Advertising TV characters or promote. Point out to him as the first toy advertised on television seem more attractive than those who had not seen advertised.
10. Invent a character.
The child can choose a product as a favorite cereal, and to create a fictional character who used to sell the product.He / she might draw a picture or a character role. Or, using puppets, an imaginative stage for a commercial product. Then discuss with your child what he or she wanted to tell people about this product. Watch a few commercials and remember larger than life, the basic techniques such as the sale of the production look of the product, repeated a jingle, and as the happy children using the product.
Screen News
contains news items that are not suitable for small children.As you can see the messages when the child is in bed or in your room. Protect your small gift of graphics and themes that he / she is not prepared cognitively or emotionally.
Screen stereotypes
11. Not better, just different.
Children are never too young to learn the news that the differences are not that no one better than anyone else. Focus on how each family member has their own individual preferences, habits, beliefs and behaviors.Differences make us unique and interesting. If your child is a racist or sexist stereotypes on the screen looks to declare that the authors of the script made a mistake in the representation of the characters in this light.
12. Change the image.
Play a game with your child when you meet 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.
As you walk into a toy store, toys for your child, ask each time if the toy is for a boy or a girl. Ask if every child could also play with the toy. Encourage your child to find toy that is fun for girls and boys would be used to play. Then, if your child's toy commercials on television, show that only boys or girls to play with the toy.
14. Play: Who Ismissing?
Often what children see on the screen do not represent all nationalities, and the variety that is faced at the kindergarten, kindergarten and playground. While watching cartoons or movies talk to your child is absent, as an elderly person, a disabled person or a person of a particular race or nationality. You can also discuss what types of people take the child meets often on the screen, young, glamorous, happy people typically whitemost of the visual images of women outnumber men 3 to 1!
15. Model discussion screen stereotypes.
If your family has a favorite TV show or a favorite DVD, you can help your child looks stereotypical roles, behaviors and attitudes from family to participate in negotiations for a spouse and / or older children recognize. Look at the program or film, adults and older children to take notes, tracking if they have a stereotype of their age, sex or race on the spot.When I turn on the TV / VCR and discuss any comments. With each family member known to create a master list of statements and stereotypical representations that have been identified. This discussion can still be interesting if you register the program (or play the corresponding scene in the DVD / s), you can see how members of the family discuss the stereotypes they have discovered. Your children will listen to this interview family media literacy to learn important informationwhile other ideas.
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