ASCD Annual Conference 2010

San Antonio
PACKAGE 4: MEDIA TRIANGLE

Ken Pettigrew
York Region District School Board
ken.pettigrew@yrdsb.edu.on.ca

R E A D I N G M E D I A
I N T E R M E D i A T E
What kind of media text is this?
In what ways does this text tell
a story?
Does this follow any type
of formula?
Are your values
represented?
Whose point of
view is shown?
Are there any
stereotypes?

Who produced this media text?

Who is the target audience?

How do you know?
What is it about this that
appeals to its target
audience?
Does this appeal to
you? Why or why not?
How might you
change this media
text to make it
more enjoyable?

How was this text made?

What has the producer done to grab the viewers attention?

How is this media text sold to the public? Who profits?
What rules or laws did the producer have to follow (e.g. copyright, running
time, trademarks)?
How could I create a similar media text?
How can I influence the production of this kind of media text?

R E A D I N G

M E D I A

In the Junior Classroom

What kind of media text is this?
In what ways does this text tell
a story?
What has the producer
done to grab the
viewers attention?
Are your values
represented?
Whose point of
view is shown?

Who is the target audience?

How do you know?
Why does it appeal to its
target audience?
Does this appeal to
you?
How might you
change this media
text to make it
more enjoyable?

Are there any

stereotypes?
What strategies have you used to help
you understand this media text?

Who produced this media text?

How was this text made?

What has the producer done to grab the viewers attention?

How is this media text sold to the public? Who profits?
What rules or laws did the producer have to follow (e.g. copyright, running
time, trademarks)?
How could I create a similar media text?

CREATING
In

the

MEDIA

Junior

What are you making?

Who is your target audience?

In what ways will your

text tell a story?

How will you make it

appeal to your target
audience?

Can you name three

things like your
product?

What will you say or

do to get people to
buy it?

How will your

product be
different?

What colours or shapes will you use?

What will the lettering look like?

What techniques will you use to grab the viewers attention?

What will it cost?

Where will you sell it?

Who will own the copyright to your product?

Is this part of a series of products? What other products might be part of
this series?

CREATING MEDIA
In

the

What are you making?

Can you name three
things like it?
How will your
product be different?

What colours will you use?

Primary
Who are you making this
for?

What will you do to

get people to want it?
What will you do
to get parents to
buy it?

What shapes will you use?

What will the letters look like? How much will it cost?
Where will you sell it?
Where will you make it?
Is this part of a group of products? What other products
might you make to go with your product?

R E A D I N G

M E D I A

In the Primary Classroom

What is this?
Can you name three
things like it?
What colours and
shapes do you see?

Why do you like it?

Would your parents
like it?
Would you buy
this?

Does it have any

stereotypes?

Who else
would want
it?

What values
do you see?
Or not
see?
What have you done to help you to
understand this media text?

Who makes this?

Where might you buy this?

Where is it made?

Who owns the copyright?

How much do you think it costs?

Have you seen a commercial for it on TV, in a book or
newspaper, website, or game?

THINK LITERACY: Cross-Curricular Approaches, Grades 7-12

Teacher Resource

Engaging in Reading/Viewing: Exploring the Key

Concepts of Media Literacy
LANGUAGE/ENGLISH: Grade 7-10
Texts use words, graphics, sounds and images, in print, oral, visual or electronic forms, to present
information and ideas.

Key Concepts of Media Literacy

1. All media are constructions
Media present carefully crafted constructions that reflect many decisions and result from many
determining factors. Much of our view of reality is based on media messages that have been preconstructed and have attitudes, interpretations and conclusions already built in. The media, to a great
extent, give us our sense of reality. When analyzing a media text consider the following questions:
What message is it proposing? How well does it represent reality? How is the message constructed?
2. The media contain beliefs and value messages
Producers of media texts have their own beliefs, values, opinions and biases. These can influence what
gets told and how it is told. Producers must choose what will and will not be included in media texts, so
there are no neutral or value-free media messages. As these messages are often viewed by great
numbers of viewers, they can have great social and political influence. When analyzing a media text
consider the following questions: What lifestyles, values, and points of view are represented in this
text? Who or what is omitted?
3. Each person interprets messages differently
People who watch the same TV show or visit the same Web site often do not have the same
experience or come away with the same impression. Each person can interpret a message differently
based on age, culture, life experiences, values and beliefs. When analyzing a media text consider:
What meaning do you get from the text? How might others understand it differently? Why?
4. The media have special interests (commercial, ideological, political)
Most media is created for profit. Advertising is generally the biggest source of revenue. Commercials
are the most obvious means of generating revenue, although advertising messages take many forms,
including product placement, (e.g., paying to have a product prominently displaying in programs or
movies), sponsorships, prizes, pop-up ads, and surveys on the Internet, celebrity endorsements or
naming a stadium or theatre. Some media are created for specific ideological or political purposes,
When analyzing a media text, consider: Who created this and why? Who benefits if the message is
accepted? Who may be disadvantaged?
5. Each medium has its own language, style, form, techniques, conventions, and aesthetics
Each medium creates meaning differently using certain vocabulary, techniques and styles. In a movie
or TV show, when the picture dissolves, it indicates a passage of time. Hot links and navigation buttons
indicate that you can find what is needed on a Web site. A novelist must use certain words to create the
setting and characters, while other media use images, text and sound. Over time, we understand what
each technique means. We become fluent in the "languages" of different media and can appreciate
their aesthetic qualities. When analyzing a media text, consider: What techniques are used and why?
How effective are the techniques in supporting the messages or themes of the text?