Magazine Cover

I decided to go with an indecisive point of view for this magazine cover. I know we are supposed to pick our stance on CC and design based on that; however, I don't work in the public school system and have not had any personal experience with CC. I have only heard what others have said. So, having said that, my stance is on the fence. It could theoretically go either way. Ignoring all the negative comments I've heard, I am bring a neutral magazine cover. Ideally, it would allow someone to read both sides of the debate, and then form their own opinion on facts, and not just what they have heard.

With the text I present, I want to grab attention with my main idea. I want the reader to see the words 'common core' and instantly be drawn in. From the text on the side, I want to give the reader an idea as to what they can expect to find inside. With the picture of the woman, I am showing a "normal" person thinking about this idea. Since 'on the fence' is an idiom, the picture of the fence (which is representing the common core debate) is bringing the whole concept together by giving the reader a concrete view of the abstract idea in their head; which side of the 'fence' are they really on.

• The first media language technique that I used is humor. I believe that the way the title is written is a witty way to combine words with some common math  characteristics. Under the title is a set of parallel lines, another item commonly found in math. I suppose not all would find this funny, or even make the connection, but it's fun either way. 

• The second technique I used is individuality. With providing this unbiased image, I believe I give the reader a change to be their own person and make their own opinions based on facts. 

• The last technique I incorporated is emotional appeal. The common core usually sparks debate, so in this image, I try to offer a calm backdrop with no bold claims or accusations being made.

Critical Media Literacy: Core Concepts and Debates

The following quotes, taken from the following article regarding
critical media literacy, are listed and discussed below

Despite decades of struggle since the 1970s by individuals and groups, media education is still only reaching a small percentage of K /12 schools in the US.

I agree with this statement. This article is from 2005, the same year I graduated from high school. Being completely honest, I rarely used the internet for school work. The only computer related class I took in HS was keyboarding. There definitely didn't seem to be much, if any really, emphasis on media education. So I would say that my, and all the other students in my class, media literacy was limited to our desktops at home using MySpace and AOL instant messenger.

Although there are new media and literacies in the current constellation, books, reading, and print literacy continue to be of utmost significance.

Again, this article is dated, but this statement still holds true! I prefer to read ( for leisure and for school) from a book rather than to stare at a screen for hours on end. I've had a kindle for 3 years, and probably have only read 2 books on it. I still  have subscriptions to magazines as well. I think that books and other print literacy are here to stay, no matter how much more technology evolves.

The ability for students to see how diverse people can interpret the same message
differently is important for multicultural education, since understanding differences
means more than merely tolerating one and other.

This is probably my favorite line out of the whole article! This is so true and even I am still learning how to completely understand this quote. With all the ways people can interact with others from all over the world, it is important to understand that everyone thinks differently and just because you see something and it speaks very clearly to you on way, doesn't mean that someone else will get that same meaning. I like all of our blog postings because I love seeing all the different interpretations of the directions, assignments, and reading. They open my eyes to completely different views that I might have never thought of.

The following discusses my thoughts after watching this video regarding looks

At first, the video made me feel like the speaker was being rude by saying that beauty is a slender, pretty, white women. It made me instantly feel like I needed to defend everything/everyone who doesn't fit this description. As she went on, however, I see her point and can say that I even agree with her bigger, whole message. 

The video absolutely supports Postman's excerpt. He claims that people need to be able to see through all the BS and see what is real, what is useful. This talk is coming from a woman who "has it all". Beauty, money, fame, success... what does she have to be unhappy about we might ask? They way that she breaks down the stereotypes of what people can assume about her is a wonderful example of cutting the crap.

This video definitely makes me think more along the lines of what you see on the outside isn't always what is going on in the inside. As noted in the video, image is powerful, however, image is superficial as well. Image is constructed by professionals; they BUILD it to make us see what they want us to see. I feel it is definitely important to teach CRITICAL media literacy skills so that students have the ability to think for themselves and not just see what other people want them to see. Below are three quotes from the article that I believe support the fact that critical media literacy skills need to be taught.

Media do not present reality like transparent windows or simple reflections of the world because media messages are created, shaped, and positioned through a construction process. This construction
involves many decisions about what to include or exclude and how to represent reality.

..discussion of the representation of class, gender, and race in media such as television or film requires analysis of the codes and stereotypes through which subordinate groups like workers, women, and people of colour are represented, in contrast to representations of bosses and the rich, men, and white people.

Textual meanings do not reside in the texts themselves: a certain text can come to mean different things depending on the interdiscursive context in which viewers interpret it

What do you see?

I choose this picture because it is a popular illusion with two possible answers. Do you see a beautiful woman shy of the camera? Or do you see an old woman with a big nose? Once you see your initial interpretation, it isn't impossible to see the other one. I believe that media is similar to this. Everyone sees the same initial picture, but can and will interpret it differently. 

The standpoint that I most closely align with would have to the "media literacy" movement. A combination of all the readings that I have done so far in the digital media program, in addition to my personal life and teaching career, I can see that there is a great need from students to be taught how to utilize and understand critical media literacy skills. Technology is quickly making its way into classrooms and homes across the world. Students need to be up to date to assure they aren't left behind. They also need to be taught how to take in and feel/think about all the media they see/hear. 

Media Deconstruction

Media Deconstruction

Authors and Audience:
1. Who produced this document, and for what purpose?

This was produced by the magazine The Blaze in order to grab reader's attention and to tell them "why common core is a threat to our kids, our freedom and our future."

2. When was this produced, and what was it's historical context?

It was produced Math 2014. I believe the context of common core is negative. I've not heard anyone say anything good about it, so this image fits well with what a lot of people already think. 

3. Who is the target audience?

The target audience, I believe, are parents and educators.

Messages and Meanings:
4. What are the messages communicated?

The message that I see being communicated is that common core will make all our kids think alike and we will lose individuality.

5. What techniques are used to attract and hold attention?

First of all, images with kids always grab the readers' attention! The large, bright text and the very bold statement made on the front of this magazine are definitely also used to pull the reader in.

6. How might people interpret this message differently? 

I think there are two main ways this can be interpreted.
1) Common core will make our kids all the same in a school setting and they will lose all freedom and individuality.
2) Common core will help all our students learn what they need to know by allowing them to work together and come up with the same ideas.

7. Who might benefit from (and who might be harmed by) this message? 

I think that parents can both benefit and be harmed from this message. I think that if parents were to see this, some might slow down and take a few minutes to be actively involved in their child's education (if they aren't already). I think this can harm parents because if they just see this image and read the cover, they aren't filled in on the facts and maybe they just make assumptions that might not necessarily be true. They are prematurely misinformed and perhaps even mad about something they don't understand. 

Representation and Reality:
8. What information or perspective is left out of this message?

I think what is left our of this message is the actual guts of the story. There is just one very bold claim stated and that is it. No reasoning, no supporting facts, nothing.

9. Is this an accurate and credible representation?

Because I am absolutely unfamiliar with the common core and what it is all about, I have to say that if I were going on ONLY what I  have heard from other people, which is that this will just educated kids for the standardized tests that are required, then I would have to say that I agree with my initial interpretation of this image. Is it a credible representation? Maybe, maybe not. But it is definitely cleaver and has the potential to really grab attention!

10. How does this reflect the perspective or bias of its creator?

Obviously, the creator of this image and the author of this article thinks that the common core is a threat to the American society. The picture and the statement make that very clear. 

The text of this message is the image and the actual written words. Children in a classroom and the claim that the common core is a threat to our kids, our freedom, and our future. The subtext of this image is how the viewer interprets the image and the silent meanings of the words and pictures.

One persuasive technique that I think this image uses is emotional appeal. Education is always a touchy subject and has the power to make people feel anything from happy to irate. Another technique I see being used is glittering generalities. This image makes a direct claim that something is threatening several aspects of our American society. No matter what the "threat" would be, this makes people mad and gets them riled up, regardless of the subject.

EDUC 6810 Introductory Post

Hello all! My name is Amanda Smith and I live in Mannington, WV. I am currently an adjunct in the Math department here at Fairmont State. This is my fourth semester teaching, and to date, I’ve taught College Algebra, College Algebra Support, Tech Math Lab, and Fundamental Concepts of Mathematics. This semester I am teaching MATH 1007 & MATH 1107, Fundamental Concepts of Math lecture and support.

I graduated from FSU in May 2009 with a BS in Mathematics/minor in Office Administration. Since then, my career path has been all over the place! I worked at a car auction, I was the transfer specialist in Enrollment Services here at FSU, I was a substitute teacher in Marion County for a year, and had a very brief stint at a bank. In July of 2014 I was asked to become an adjunct for FSU and I have finally found my calling! I enjoy teaching math, working with adults, the environment of higher education, and the freedom and ability to make each class my own.

I’m pursing a Master’s in Education with a concentration in Digital Media, New Literacies and Learning. This is my second semester in the grad program, so I expect to finish my degree in the spring of 2017. I have only taken two classes so far (summer 2015: EDUC 6301 & EDUC 6809). With my degree, I plan to become a full-time Mathematics professor (perhaps at FSU).

When I'm not too busy with teaching and taking classes, I enjoy almost anything outside. I have a new found love of kayaking, and spent several weekends this summer in the water somewhere in WV. Hiking, biking, swimming, and camping also take up a majority of my free time in the summer. I have one cat and one dog, who are both rescues and best of friends.

I would like to walk away from this class with the ability to bring new ideas and methods involving technology into my classroom. Teaching Math is sometimes very black and white on a chalk board, so I would like to discover new and exciting way to present the material that makes learning fun and efficient!

Media Ecology and Learning Case Final

Media Ecology and Learning Case Final

Media Ecology and Learning Case Rough Draft

Media Ecology and Learning Case

Changing Literacie; Changing Pedagogies

Chapter 7:

From this perspective, it may be that the new generation of teachers is well placed to develop innovative uses of new technology in the classroom.-Cathy Burnett (Carrington & Robinson, 2009, p. 115)

This is talking about how immersion in digital environments may lead to new ways of thinking and using texts in the new generation of teachers. I definitely agree with this idea that someone who has grown up with digital technology is more apt to bring it to their classroom. (On the other hand, however, I do believe that an older teacher can also bring new technologies into their classroom. They may have to work a bit hard or spend a little more time learning the new ways, though.)


Chapter 8:

Literacy teachers and teacher-educators must develop their own flexible and expanding digital literacies to support classroom integration of such literacies.- Rosie Kerin (Carrington & Robinson, 2009, p. 145)

I could not agree more with this! I believe that teachers and teacher-educators must absolutely have their own skills that change, adapt, and evolve over time. Having a solid set of fluid skills are necessary in this rapidly changing world of technology. If a teacher is 'old-school' and refuses to learn new technologies to present in their classroom, they are doing the student a mighty injustice.


Chapter 9:

Are such practices a distraction to literacy education, or are they a part of literacy itself? - Kevin Leander (Carrington & Robinson, 2009, p. 147)

This line is referring to popular visual texts, including video gaming, web surfing, and uploading short films, among young people. This is the million dollar question. This is what we are trying to decide and trying to learn new ways to teach these new practices. There are situations in which these  visual texts can be a distraction to education. Looking at the bigger picture, however, I think that they are part of literacy, but to what extent, appears to remain unknown.




How can I use digital technologies that reflect digital practices used in the world outside of school? That is a good question! I'm not 100% sure. With teaching college Math, there isn't a lot of wiggle room when it actually comes to trying new things during class. I would have to incorporate a new technology into the lesson so that the students work on it out of class. Realistically, a blog or a wiki sounds doable and I would love to try to make one, or both of these, a part of my fall semester. (if anyone reading this has ANY suggestions, please feel free to share!!) I don't feel prepared at all to do this yet; however, if I could come up with a plan soon, I would give myself several weeks to familiarize myself with either a blog or wiki and feel confident that when the fall semester started, I would be ready to go!






References:

Carrington, V., & Robinson, M. (Eds.). (2009). Digital Literacies: Social Learning and Classroom Practices. London, United Kingom: SAGE Publications.