By Michael Hoechsmann

Media Literacies: A severe Introduction strains the heritage of media literacy and grapples with the clean demanding situations posed through the convergent media of the twenty first century.  The publication offers a much-needed advisor to what it capacity to be literate in today’s media-saturated environment.

  • Updates conventional versions of media literacy through studying how electronic media is used in today’s convergent culture
  • Explores the background and emergence of media schooling, the digitally mediated lives of today’s adolescence, electronic literacy, and important citizenship
  • Complete with sidebar remark written via top media researchers and educators spotlighting new study within the box and an annotated bibliography of key texts and resources

Content:
Chapter 1 what's Media Literacy? (pages 1–16):
Chapter 2 kid's Media Lives (pages 17–34):
Chapter three Media as Public Pedagogy (pages 35–62):
Chapter four Media Literacy a hundred and one (pages 63–99):
Chapter five Media construction and adolescence service provider (pages 100–136):
Chapter 6 Literacies: New and electronic (pages 137–150):
Chapter 7 Media Literacy 2.0: modern Media Practices and improved Literacies (pages 151–190):
Chapter eight serious Citizenship and Media Literacy Futures (pages 191–202):

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Extra resources for Media Literacies: A Critical Introduction

Sample text

Childhood, family, love, friendship, selfesteem, a sense of freedom) as a way of ensuring that various products are bought, regardless of their real value. Brands in fact speak to us about our basic emotions, desires, and social needs and then translate these on to products as though these material objects can be the conveyors of the more basic emotional needs and desires we all share (Danesi, 2006). Many are suspicious of this, but perhaps the more significant issue is that, as media deregulation has advanced, we have seen the emergence of a new set of branding strategies that have in many ways changed the experience of childhood.

There are now in fact between 3000 and 4000 studies on the influences of violent content in film and television on children and youth in the US alone (von Feilitzen, 2009). Given this wealth of research, it is significant that the results continue to be ambiguous and complex. Moral activists have suggested otherwise and point to direct connections between violent media representations and youth aggression (Drotner, 1999; Oswell, 2008). Such charges were leveled during the prominent US Senate Commerce Committee hearing on the regulation of video games following the 1999 Columbine school shootings in Littleton, Colorado (Jenkins, 2006b).

In response, we acknowledge that it is difficult not to see the consumer media as having a determining presence in kids’ lives. After viewing several thousand cereal ads, for example, one might be tempted to buy a particular crunchy brand. The tying together of images of the good life with clothing advertisements is a powerful endorsement of the garment industry. And, if you want to make certain running shoes look cool, mobilizing 40 Media as Public Pedagogy African-American culture and the personae of basketball stars Kobe Bryant or LeBron James can be persuasive.

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