Media & Information Literacy For Teachers

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  • Home
  • Introduction
  • Modules
    • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
      • Unit 1: Understanding Media and Information Literacy – An Orientation
      • Unit 2: MIL and Civic Participation
      • Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
      • Unit 4: MIL, Teaching and Learning
    • Module 2: Understanding the News, Media, and Information Ethics
      • Unit 1: Journalism and Society
      • Unit 2: Freedom, Ethics and Accountability
      • Unit 3: What Makes News – Exploring the Criteria
      • Unit 4: The News Development Process – Going Beyond the 5Ws and 1H
    • Module 3: Representation in Media and Information
      • Unit 1: News Reporting and the Power of the Image
      • Unit 2: Industry Codes on Diversity and Representation
      • Unit 3: Television, Films, Book Publishing
      • Unit 4: Representation and Music Videos
      • Unit 5: Digital Editing and Computer Retouching
    • Module 4: Languages in Media and Information
      • Unit 1: Reading Media and Information Texts
      • Unit 2: The Medium and the Message – Print and Broadcast News
      • Unit 3: Film Genres and Storytelling
      • Unit 4: Camera Shots and Angles – Conveying Meaning
    • Module 5: Advertising
      • Unit 1: Advertising, Revenue and Regulations
      • Unit 2: Public Service Announcements
      • Unit 3: Advertising – the Creative Process
      • Unit 4: Advertising and the Political Arena
      • Unit 5: Transnational Advertising and ‘Superbrands’
    • Module 6: New and Traditional Media
      • Unit 1: From Traditional Media to New Media Technologies
      • Unit 2: Uses of New Media Technologies in Society – Mass and Digital Communications
      • Unit 3: Use of Interactive Multimedia Tools, Including Digital Games in Classrooms
    • Module 7: Internet Opportunities and Challenges
      • Unit 1: Young People in the Virtual World
      • Unit 2: Challenges and Risks in the Virtual World
    • Module 8: Information Literacy and Library Skills
      • Unit 1: Concepts and Applications of Information Literacy
      • Unit 2: Learning Environments and Information Literacy
      • Unit 3: Digital Information Literacy
    • Module 9: Communication, MIL and Learning – a Capstone Module
      • Unit 1: Communication, Teaching and Learning
      • Unit 2: Learning Theories and MIL
      • Unit 3: Managing Change to Foster an Enabling Environment for MIL in Schools
    • Module 10: Audience
    • Module 11: Media, Technology and the Global Village
      • Unit 1: Media Ownership in Today’s Global Village
      • Unit 2: Socio-Cultural and Political Dimensions of Globalized Media
      • Unit 3: Commoditization of Information
      • Unit 4: The Rise of Alternative Media
    • Module 12: Freedom of Expression Toolkit
  • Resources
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Home / Modules / Module 3: Representation in Media and Information

Module 3: Representation in Media and Information

How we are seen determines in part how we are treated: how we treat others is based on how we see them; such seeing comes from representation.
— Richard Dyer, The Matter of Images

Background and Rationale

Representation in the media can take many forms. We live in an image-filled culture, and on a daily basis we are surrounded by media representations on websites, on television, in feature films, in news reporting and in books.

Reporters, authors, videographers, advertisers, publishers and filmmakers use images, audio and written words to convey information about an event, story or issue. They usually face limitations of time, space, resources and other editorial constraints to prepare and present stories to the public. Therefore, depending on the story being told or the message being conveyed, it is often necessary to ‘re-present’ issues or events by referring to characteristics such as race, gender, sexuality, age or class. Inevitably, those working in the media must select the content to be presented to the public. This selection is often not void of subjectivity and sometimes leads to stereotypical or oversimplified representations, which can be used to label individuals and justify narrow beliefs or attitudes. This may or may not be the intention of the author or journalist/reporter. Sometimes it is the interpretation of the recipient (viewer, reader or listener). Where media and other information providers become an instrument of partisanship, conflict or discrimination, it is logical that the media should be accountable for their actions like any other social actor. However, as a platform for public debate, it is crucial that the media be allowed to present discussion and information without control of any party or government.

We also need to understand that media and other information providers work in a social context and that they are social actors within that social context. Media are influenced by society and in turn influence society. We need to look deeper into the specific national context within which particular media operate.

In an effort to be media and information literate, we need to examine media images or representations and analyze not only the image or media text itself, but also the context which surrounds the image and which we sometimes do not see. It is important to recognize that while the media have a lot of power to direct and challenge society, they also reflect society by providing the kinds of stories and representations we demand and accept.

Many media industries in various regions have developed voluntary diversity codes, meant to ensure that media industries demonstrate a commitment to content and initiatives that are inclusive and diverse. Many media industries also follow a code of ethics that prohibits the use of abusive or discriminatory material based on race, ethnicity, age, gender, physical ability or marital status.

Key questions in this module include: who benefits from the acceptance of inappropriate media representations and who loses? How do these images influence the way we see ourselves and others? How do they influence our knowledge and understanding of the world beyond our immediate experience?

RESOURCES FOR THIS MODULE

RESOURCES FOR THIS MODULE

The first six sources quoted below are illustrative only and principally drawn from North America. They may not be appropriate outside of this region so trainers should develop or research their own resources based principally in their own region.

  • Reconstructions, a site launched by members of the MIT Comparative Media Studies community in the days following the events of 11 September 2001
  • Imob, wide range of links to music: recordings, films, technology, production courses
  • BIRTH, the historical archives of European television
  • Cynopsis, free daily news aimed at the television industry – a number of editions are available
  • Box Office Guru, American and international box office figures, both current and past, are listed here
  • The Internet Movie Data Base, the most comprehensive site for researching films and television. There is a wealth of information on individual titles, reviews, chat, actors, directors, genres
  • United Nations Fourth World Conference on Women, Beijing Declaration and Platform for Action (1995)
  • International Federation of Journalists. (2009). Getting the balance right: Gender Equality in Journalism: Brussels, Belgium
  • World Association of Christian Communication. (2010). Who Makes the News? Global Media Monitoring Project: Toronto, Canada
  • International Women’s Media Foundation. (2011). Global Report on Status of Women in the News Media: Washington, DC, USA
  • Unit 1: News Reporting and the Power of the Image
  • Unit 2: Industry Codes on Diversity and Representation
  • Unit 3: Television, Films, Book Publishing
  • Unit 4: Representation and Music Videos
  • Unit 5: Digital Editing and Computer Retouching

Modules

  • Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning
  • Module 2: Understanding the News, Media, and Information Ethics
  • Module 3: Representation in Media and Information
  • Module 4: Languages in Media and Information
  • Module 5: Advertising
  • Module 6: New and Traditional Media
  • Module 7: Internet Opportunities and Challenges
  • Module 8: Information Literacy and Library Skills
  • Module 10: Audience
  • Module 11: Media, Technology and the Global Village
  • Module 12: Freedom of Expression Toolkit

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