I happen to agree with Jamie McKenzie on this one....
The rest of the story (from the site FromNowOn) explains that we need to
also teach our students Media Literacy-- which is more than just locating
news items found in various newspapers, television or online sources. We
also need to understand "media bias" and how to determine who the author is
of a story---what is the basis for the story, what expertise does this
person have in reporting this type of news, how does the story compare to
other stories found outside of the US, and so on.
The website also explains how much of our news is sensationalized to draw an
audience or "vanilla coated" to meet the needs and desires of those who
might be interested (or offended). Jamie McKenzie also addresses our
responsibility of teaching students what media literacy is and how
"photoshopping" (creating news from items that may not be newsworthy)
detracts from what is really happening in the world. When the media has
such strong power over our students, we need to be concentrating on teaching
them what they find / read / hear and determine if it's real. Are we
teaching them how to question the materials they see online, on television,
or hear on the radio?
In the 1980's, I saw students take excerpts from World Book and report
information that may have been outdated (due to the age of the
encyclopedia)----but they didn't check any other source because "if it came
from World Book, it had to be true." Now, I see students (and adults) read
materials online, see news reports from television, or hear news stories on
the radio and report that they must be true...because they are from "the
media." We aren't teaching students how to question 'authority' because
"everyone" is now an authority if they can produce media. That's the
problem!
When news or information is manipulated (like photos), the "spin" can create
new information that may or may not be relevant. Do our students understand
what "news spin" really is? Can they determine bias? Do they recognize
"news fluff"? Do we? Do our administrators? Do our teachers?
How many of us subscribe to "free periodicals" that supposedly report the
"new educational theories" or "new software / equipment" while promoting /
advertising the same products throughout the periodical? Do we understand
the method of this promotional material is to create our desire to purchase
or investigate these new methods or equipment? Did we stop to investigate
who reported the information and their connection to the company or software
being promoted? --- Accelerated Reader is one product that offered research
studies done by individuals paid by the company, and yet few investigated
the connections between the researchers and the company until much later.
(There are many others---but do we take the time to investigate?)
Who owns / writes our textbooks? What is being re-written or re-described
to meet the needs or wants of those who "own" the information? Can we teach
our students how to question even our instructional media? Can we?
For more insights into what is being written for students, read "The
Language Police: How Pressure Groups Restrict What Students Learn" by Diane
Ravitch.
~Shonda
On 12/21/06, Hassett, Bob E. <Bob.Hassett@fcps.edu> wrote:
>
> Am I the only one to find this a little disappointing? It seems to be an
> example of just the sort of thing it purports to be criticizing:
> sensationalistic, narrow, and distorted.
>
> What does it mean that "the attention of the news camera swings"? There
> are many, many cameras, just as there are many stories to tell. Should
> we learn about nothing but the North Korean nuclear test (part of an
> ongoing story which has been covered in depth for many months), despite
> the eminent newsworthiness of a plane colliding with a building in New
> York? Is it too much for viewers to be asked to consider two topics in a
> single broadcast?
>
> (Full disclosure: My wife, who has a different last name than I do, is a
> reporter for a major daily newspaper.)
>
> How are we to define a "typical news day"? Is there such a thing? Is
> there some data behind this assertion that "sensational" stories
> dominate?
>
> We have a dizzying array of media available to us. More then ever we're
> called upon to be critical in our evaluations. If we're unhappy with the
> apparent slide toward entertainment at CBS (hypothetically speaking),
> we're more than free to turn to Fox or CNN. Or to turn it off and try
> the Huffington Post. Or the New York Post. Or IndyMedia. I think our
> children can find a wide range of perspectives on what's happening in
> the world. Probably more than they can handle.
>
> This is a serious accusation, to tar an entire profession as essentially
> unethical because it doesn't conform to one's own preconceptions.
> Perhaps the rest of the article provides more meat. I haven't been able
> to access the site. But if the top is any indiciation, I suspect we'll
> be disappointed.
>
> It's true that journalism has taken some high-profile hits in recent
> years, some very recently. Reporters and photographers have been caught
> retouching or making up news. That's serious business. But isn't this
> evidence of a profession which takes its ethics seriously and polices
> them unapologetically?
>
> /****************************************/
> /* Bob Hassett, Head Librarian */
> /* Luther Jackson Middle School */
> /* 3020 Gallows Rd. */
> /* Falls Church, VA, 22042 */
> /* rehassett@fcps.edu */
> /* (703) 204-8133 */
> /****************************************/
>
>
> -----Original Message-----
> From: School Library Media & Network Communications
> [mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Jamie McKenzie
> Sent: Thursday, December 21, 2006 10:57 AM
> To: LM_NET@LISTSERV.SYR.EDU
> Subject: FNO - December Issue - Media Literacy
>
> From Now On
> the educational technology journal
> Vol 16|No 2|December|2006
>
> One article this issue available at http://fno.org Excerpt below:
>
> Photoshopping Reality:
> Journalistic Ethics
> in an Age of Virtual Truth
>
> By Jamie McKenzie
>
> The phrase "journalistic ethics" may become an oxymoron as the media
> play for this society the role the circus played for Rome, entertaining
> rather than educating.
> Jumbo shrimp. Journalistic ethics. Airplane food.
> Oxymoronic.
>
> How do young people learn what is happening in their world when the
> attention of the news cameras swings after just two days of coverage
> from North Korea's nuclear test to the airplane crash of a Yankee
> player?
>
> The typical news day is dominated by stories that are sensational or
> entertaining rather than illuminating.
> Consequently, our view of the world and its events is routinely and
> daily narrowed, darkened and distorted.
>
> (Continued at http://fno.org/dec06/photoshopping.html)
>
>
> Jamie McKenzie
> Editor, From Now On - The Educational Technology Journal http://fno.org
> Editor, The Question Mark http://questioning.org mckenzie@fno.org
> 360-647-8759
> 917 12th Street
> Bellingham, WA 98225
>
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--
Shonda Brisco, MLIS
Library Media Specialist
Arlington ISD
Arlington, Texas
sbrisco@gmail.com
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