Media Literacy (4)
Chapter 14: Socialization in the Changing Information Environment (Veronica Kalmus)
Because of increasing digital media in information society, instrumentalization and commodification of knowledge become dominant. The Net generation is technically savvier than their parents and teachers and get information easier than ever through the net, however, it is shown that they cannot easily evaluate the information and the majority still think that schooling should be important. This situation suggests "two-way socialization", cooperative learning process between students and teachers. Warshauer(1999, p37) stated that the beliefs of individual teachers are influential to the way of how students use computers. It could mean the importance of teacher's role for computer education, but the word of "beliefs" seems too abstract.
Chapter 15: The Hyper-Reality That Never Happened (Marcus Breen)
Development theories have in common that technology is essentially linked with national development and nation states. In this light, Velden comments on the U.S. capitalism that business defines technology, which determines social and economic life. On the other hand, McNair argues that because of fast information flow, the control of state and government becomes lessened and creates "cultural chaos". Breen rebuts to this argument in that because still a small number of people have access to the Internet, the existence of various views cannot be a generalized characteristic of the Internet, and thus this view only reflects a binary perspective of human behaviors. Furthermore, he asserts that the Internet generates ubiquity of desire though the representation of materialism. This author seems to have too narrowed a point of view of the Internet.
Chapter 16: Media Mindfulness (Gina Serafin)
Media mindfulness is an ongoing process of actively engaged media consumption, which requires motivation and ability to do so, is a necessary tool for media literacy.
Chapter 17: Alternative Media (Zack Furness)
Alternative media creation, DIY (Do-it-yourself), is a form of empowering audience by letting them express their own ideas and creating a shared sense of community and responsibility.
Chapter 19: Puttling Reality Together (Joao Pasakeva)
Scrutinizing Channel One, a program that furnishes American public schools with a satellite system and VCRs in exchange with a contract that requires students to watch their news and commercials in classromms, Pasakeva affirms that the mainstream media not only constructs classified audience for marketin purpose but also convert the audience to a commodity object to sell to other media producers, such as advertisers. To me, Channel One appears as commercial invasion to the public education system by regulating knowledge base.
Chapter 20: The Semantics of Connections and Alianation in Hyper-Reality (Anthony Rosselli)
Technology-mediated knowledge acquisition imposes a new set of variables. In spite of collaboration opportunities, online education is often distracted by more "seductive" tools available to students and they tend to be numbed by overwhelming information. Especially with the growing "mediatization of information"(Peter McLauren), commodified knowledge results in an increased knowledge gap among groups of different socio-economic status. In order to attain equal opportunity to access knowledge and power, education on media literacyis essential. This chapter is rather short, but very much related to my research area.
Because of increasing digital media in information society, instrumentalization and commodification of knowledge become dominant. The Net generation is technically savvier than their parents and teachers and get information easier than ever through the net, however, it is shown that they cannot easily evaluate the information and the majority still think that schooling should be important. This situation suggests "two-way socialization", cooperative learning process between students and teachers. Warshauer(1999, p37) stated that the beliefs of individual teachers are influential to the way of how students use computers. It could mean the importance of teacher's role for computer education, but the word of "beliefs" seems too abstract.
Chapter 15: The Hyper-Reality That Never Happened (Marcus Breen)
Development theories have in common that technology is essentially linked with national development and nation states. In this light, Velden comments on the U.S. capitalism that business defines technology, which determines social and economic life. On the other hand, McNair argues that because of fast information flow, the control of state and government becomes lessened and creates "cultural chaos". Breen rebuts to this argument in that because still a small number of people have access to the Internet, the existence of various views cannot be a generalized characteristic of the Internet, and thus this view only reflects a binary perspective of human behaviors. Furthermore, he asserts that the Internet generates ubiquity of desire though the representation of materialism. This author seems to have too narrowed a point of view of the Internet.
Chapter 16: Media Mindfulness (Gina Serafin)
Media mindfulness is an ongoing process of actively engaged media consumption, which requires motivation and ability to do so, is a necessary tool for media literacy.
Chapter 17: Alternative Media (Zack Furness)
Alternative media creation, DIY (Do-it-yourself), is a form of empowering audience by letting them express their own ideas and creating a shared sense of community and responsibility.
Chapter 19: Puttling Reality Together (Joao Pasakeva)
Scrutinizing Channel One, a program that furnishes American public schools with a satellite system and VCRs in exchange with a contract that requires students to watch their news and commercials in classromms, Pasakeva affirms that the mainstream media not only constructs classified audience for marketin purpose but also convert the audience to a commodity object to sell to other media producers, such as advertisers. To me, Channel One appears as commercial invasion to the public education system by regulating knowledge base.
Chapter 20: The Semantics of Connections and Alianation in Hyper-Reality (Anthony Rosselli)
Technology-mediated knowledge acquisition imposes a new set of variables. In spite of collaboration opportunities, online education is often distracted by more "seductive" tools available to students and they tend to be numbed by overwhelming information. Especially with the growing "mediatization of information"(Peter McLauren), commodified knowledge results in an increased knowledge gap among groups of different socio-economic status. In order to attain equal opportunity to access knowledge and power, education on media literacyis essential. This chapter is rather short, but very much related to my research area.
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