Page 345 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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critical media literacy: a new tool and pedagogy for tackling esl
(Kellner & Share, 2005; Erjavec, 2010). This question assumes the audience
is active and there is a difference between the producers’ coding of the me-
dia text and the recipient’s decoding of the same media text (Hall, 1980).
Each of the recipients has his/her own characteristics (age, gender, educa-
tion, cultural upbringing etc.) which affect the interpretation of a media text
and subsequently create the recipient’s unique understandings (Thoman &
Jolls, 2004). It is precisely this that conclusion has contributed greatly to the
notion that media literacy can empower audiences to be active in the pro-
cess of creating meaning (Kellner & Share, 2005; Erjavec, 2010).
Example: At this point, it is necessary to encourage all students (espe-
cially those at risk of ESL) to express their own understanding of the mov-
ie message and point out their different views and find reasons why they
are different. Students should be encouraged to identify with other groups
and think about how members or students at risk of ESL/different minori-
ties/successful students/teachers understand the movie. They should com-
pare and discuss their different views and therefore understand how these
are emerging /being developed.
Key question 4: What lifestyles, values and points of view
are represented in – or omitted from – this message?
The fourth question builds on the assumption that the media have embed-
ded values and points of view in their messages (Kellner & Share, 2005).
Values become embedded in the message with the creator’s decisions on a
character’s age, gender, race mixed with the lifestyles and behaviours por-
trayed. If the message is news, then values and points of view are embedded
by the length of the message, which story goes first etc. The values includ-
ed are unavoidably a reflection of the creator’s values, attitudes and points
of view (Thoman & Jolls, 2004). Critical media literacy’s aim is therefore
to detect these embedded values and to doubt the prevailing ideology, bias
and connotations of the explicit and implicit representations in the media.
This kind of media analysis can also help to develop critical thinking and
further questioning of the representation of race, class, gender, ethnicity
etc. in media and other types of communication (Erjavec, 2010). Moreover,
the awareness of embedded values in media or other messages increases
the tolerance for differences in thinking and understanding the same mes-
sage and helps in decision-making on whether to accept or reject the over-
all message (Thoman & Jolls, 2004).
345
(Kellner & Share, 2005; Erjavec, 2010). This question assumes the audience
is active and there is a difference between the producers’ coding of the me-
dia text and the recipient’s decoding of the same media text (Hall, 1980).
Each of the recipients has his/her own characteristics (age, gender, educa-
tion, cultural upbringing etc.) which affect the interpretation of a media text
and subsequently create the recipient’s unique understandings (Thoman &
Jolls, 2004). It is precisely this that conclusion has contributed greatly to the
notion that media literacy can empower audiences to be active in the pro-
cess of creating meaning (Kellner & Share, 2005; Erjavec, 2010).
Example: At this point, it is necessary to encourage all students (espe-
cially those at risk of ESL) to express their own understanding of the mov-
ie message and point out their different views and find reasons why they
are different. Students should be encouraged to identify with other groups
and think about how members or students at risk of ESL/different minori-
ties/successful students/teachers understand the movie. They should com-
pare and discuss their different views and therefore understand how these
are emerging /being developed.
Key question 4: What lifestyles, values and points of view
are represented in – or omitted from – this message?
The fourth question builds on the assumption that the media have embed-
ded values and points of view in their messages (Kellner & Share, 2005).
Values become embedded in the message with the creator’s decisions on a
character’s age, gender, race mixed with the lifestyles and behaviours por-
trayed. If the message is news, then values and points of view are embedded
by the length of the message, which story goes first etc. The values includ-
ed are unavoidably a reflection of the creator’s values, attitudes and points
of view (Thoman & Jolls, 2004). Critical media literacy’s aim is therefore
to detect these embedded values and to doubt the prevailing ideology, bias
and connotations of the explicit and implicit representations in the media.
This kind of media analysis can also help to develop critical thinking and
further questioning of the representation of race, class, gender, ethnicity
etc. in media and other types of communication (Erjavec, 2010). Moreover,
the awareness of embedded values in media or other messages increases
the tolerance for differences in thinking and understanding the same mes-
sage and helps in decision-making on whether to accept or reject the over-
all message (Thoman & Jolls, 2004).
345
