| p>What is "media literacy?" The word literacy | | | | What are the similarities? |
| connotes a high degree of competency and | | | | 24. Quick problem solving. |
| usually means that a person knows how to read | | | | Point out to your child how quick problems are |
| and write. A literate person, on the other hand, is | | | | solved on many TV shows. Discuss the |
| well read, using and applying high level thinking skills | | | | differences in dealing effectively with challenges in |
| across a broad range of topics. Computer literacy | | | | real life. You may want to include in your |
| means the capacity to use computers well. Media | | | | discussion what processes you go through to |
| literacy, then, is the ability to use all forms of | | | | identify, confront, and resolve problems. |
| media well. A media-literate person uses television, | | | | 25. Put words in their mouth. |
| movies, DVDs, computer and video games for | | | | As a family watch a favorite program with the |
| specific purposes, just as a print-literate person | | | | sound off. Try to figure out what each of the |
| reads a book or a magazine, a college text or a | | | | characters in the show is saying. Discuss why you |
| newspaper for specific, various reasons. | | | | believe that based on past knowledge of the |
| Using all visual screen technology intentionally is | | | | program and how the characters are behaving. |
| the first, and most important element in becoming | | | | Encourage your child to think about how he or |
| media literate. Ultimately as parents we want | | | | she would write the script for each of the |
| children and teens to be in control of small | | | | characters. What are the important things that |
| screens and not be controlled by them. Research | | | | they say? Why are these considered important? |
| has verified and experts know that a child who | | | | 26. Make your own family TV Guide. |
| mindlessly watches a lot of TV or plays video | | | | Gather your child/ren and ask them to make a |
| games endlessly is less equipped to develop the | | | | family TV Guide for the upcoming week. What |
| capacities for wise media use. A media literate | | | | programs would they include? What programs |
| child, on the other hand, would learn to | | | | would they make sure not to include? Ask them |
| self-monitor screen time-being able to take it in | | | | to give reasons for their choices. |
| doses-rather than make a habit of it four-five | | | | 27. Thinking ahead to predict what might happen. |
| hours a day ad nauseum. He or she would want | | | | This is a great activity for school-age children who |
| to do other activities because thinking, creative | | | | may need guidance in watching their favorite |
| children are curious beings and there's a whole | | | | programs while you can't be there with them. |
| world out there to explore-screen technologies | | | | Give your child a written list of 3-5 general |
| just being one small part of it. | | | | questions that they can read before they watch |
| While a print-literate person reads words; a media | | | | a TV show. Consider such questions as: "What do |
| literate person reads images. Using analysis, | | | | you think this program will be about? What do |
| evaluation, and higher level thinking skills, a | | | | you anticipate the main character's troubles will |
| media-literate person interprets the subtle | | | | be? How will he/she resolve them? Why are you |
| messages and overt claims visual messages | | | | watching this show and not doing something else?" |
| convey. This is where we want our children | | | | Instruct your child to think about the questions |
| headed-in a direction of making it second nature | | | | while viewing-no need to write anything down-just |
| to think well about all forms of media images. | | | | think. As your child watches, he/she won't be able |
| If we boiled down media literacy for our children, I | | | | to stop thinking about these questions-it's just |
| think we would find five basic skills that we would | | | | how the brain works. Intermittently, ask your child |
| like them to acquire: | | | | to discuss the TV program with you, along with |
| Conscious, intentional, limited use of all forms | | | | how this activity helps to think about the program! |
| of screen technology | | | | 28. Ask: "What will happen next?" |
| Ability to critique visual messages and | | | | This is a simple, yet effective activity. Mute the |
| understand their intent and intellectual and | | | | commercials while your family watches TV |
| emotional impact | | | | together and ask each child and adult what he |
| Ability to communicate facts, ideas, and | | | | she thinks will happen next. There are no right or |
| thoughtful opinions about media images | | | | wrong answers! This gives everyone a chance to |
| A thorough understanding of media | | | | engage in creative interplay and then to test his |
| production techniques to fully appreciate how such | | | | her "hypothesis" when the show resumes. Children |
| techniques as camera angles, lighting, cuts, etc. | | | | may learn just how predictable and mundane a lot |
| impact the messages being delivered | | | | of programs are and soon improve on the |
| Ability to use all forms of screen technology | | | | scriptwriters, adding their own creative ideas! |
| purposefully, and eventually wisely | | | | 29. Record your child's favorite show. |
| Children can enjoy becoming media literate. The | | | | Then play it back during a long car trip or around |
| 45 family media literacy activities are grouped as | | | | a cozy fireplace on a dark winter evening. The |
| follows: | | | | purpose of this activity would be for your child to |
| 30 General activities that you can adapt and use | | | | hear the program, without seeing the visuals. Talk |
| with children or teens. | | | | about how the characters and their actions |
| 15 Activities for children, specifically designed for | | | | change as a result of only hearing the show. Does |
| children, ages 3-6 | | | | your child have to listen more intently? Why or |
| 30 General Family Media Literacy Activities | | | | why not? What are some crucial distinctions |
| 1. TV and books. | | | | between watching and listening? |
| Keep track of the dates when a TV version of a | | | | 30. Encourage your child or teen to be a media |
| book is scheduled to air and encourage your kids | | | | creator. |
| to read the book first, or follow up the program | | | | Ultimately what we want is for our children to find |
| by suggesting they read the book afterwards. | | | | ways to creatively express who they are. You |
| Great discussions can result from comparing the | | | | can encourage a child to use a digital camera and |
| original book and the TV version. | | | | make a photo collage of a family trip, for instance. |
| 2. Use TV to expand children's interests. | | | | Older children and teens can create websites, |
| Link TV programs with your children's interests, | | | | blogs, even podcasts. Screen technologies are |
| activities, and hobbies. A child interested in crafts | | | | powerful tools and when used intentionally, with |
| can watch craft programs for encouragement | | | | specific purposes, our children become |
| and ideas; after viewing a wildlife show, take the | | | | media-literate in the process of learning more |
| kids to a zoo and have them recall what they | | | | about their own creativity and unique skills. |
| learned about animals from the TV program. How | | | | _________________ |
| does the real life experience differ from the show | | | | 15 Media Activities for Children, ages 3-6 |
| they watched? Are there any similarities? | | | | Screen Violence |
| 3. Time capsule. | | | | 1. Talk about real-life consequences. |
| Ask your child to imagine that he or she has been | | | | If the screen violence were happening in real life, |
| given the job of choosing five television programs | | | | how would the victim feel? In real life what would |
| that will be included in a time capsule, not to be | | | | happen to the perpetrator of the violence. |
| opened for one hundred years. Discuss what type | | | | Compare what's on the screen to the |
| of society these shows might reflect to a child | | | | consequences of what happens when someone |
| opening the time capsule one hundred years from | | | | hurts another person in the real world. |
| now. | | | | 2. Violence is not the way to solve problems. |
| 4. Different viewpoints. | | | | Emphasize that hurting another person in any way |
| All family members watch one program together. | | | | or destroying property is wrong and won't solve |
| The TV is then turned off and each person | | | | a person's problems. Point out to your child that |
| writes a few sentences about their opinions about | | | | many of the violent cartoon characters never |
| the show. Discuss and compare everyone's | | | | seem to solve their problems from episode to |
| opinions, pointing out to your child how different | | | | episode, and that to use violence is to act without |
| people will like or dislike the same program. Why | | | | thinking of the consequences. Tell your child it's |
| are all opinions valid? Who had the most | | | | powerful and smart to find peaceful, creative |
| persuasive opinion about the show? Why? | | | | ways to solve problems with other human beings. |
| 5. Watch a TV show being taped. | | | | Choose a problem your child encountered recently |
| Take kids to a television program taping either | | | | such as another child taking a toy away and talk |
| locally or as part of a family trip to New York or | | | | about the reasonable way the problem was |
| Los Angeles. To make the trip more meaningful, | | | | resolved or could have been resolved-without |
| have your children draw the set, take notes on | | | | hurting. |
| the format of the show, note the special effects, | | | | 3. Anger is natural. |
| and talk about what it was like being in the | | | | Talk about the fact that we all get angry, that it's |
| audience. Is the audience important to the show? | | | | normal. It's what we do with our anger-how we |
| How? (It may be easier to visit a local TV or | | | | cope with it and express it-that's important. When |
| radio station. You could visit both and talk about | | | | screen characters hurt people out of anger, it's |
| the differences between them.) | | | | because they have not learned how to deal with |
| 6. Make up an alternate title. | | | | their anger. Your child could make a list of screen |
| When you're watching a TV program or movie | | | | characters who know how to deal with their |
| with your child, ask him or her to exercise | | | | anger in positive ways. |
| imagination and think of another title. To get | | | | 4. Count the number of violent acts. |
| things rolling, suggest an alternate title yourself. All | | | | While watching a favorite cartoon with your child, |
| family members can come up with as many | | | | count the number of actual violent actions. Point |
| alternates as possible. Vote on the best. What | | | | out that these are harmful to others and you |
| makes it better than all the rest to convey the | | | | would never allow him/her to do such things to |
| essence of the show or film? | | | | others. Total the number of violent actions at the |
| 7. Compare what you see with what you expect. | | | | end of the program and ask your child if he/she |
| With your child, come up with a description of a | | | | thought there were that many. Decide not to |
| show before watching it, based on what you've | | | | watch cartoons or any shows with such violent |
| read in a TV schedule. Predict how the characters | | | | actions. |
| will act and how the plot will unfold. When the | | | | 5. Talk about real and pretend. |
| program ends, take a few minutes to talk about | | | | If your child is exposed to a violent movie or |
| what you saw: Did either of you notice any | | | | video game, it is especially important to talk with |
| differences between what was written in the TV | | | | him/her about the fact that the images were |
| schedule and what was actually shown? Were | | | | pretend-like when your child plays pretend and |
| either of you surprised by anything you saw? Is | | | | that no one was actually hurt. Make it a common |
| the show what you expected it would be? Why | | | | practice to talk about the differences between |
| or why not? | | | | real and pretend with any TV programs, movies, |
| 8. Which category does it fit? | | | | your child watches. Understanding this concept |
| Using a television guide, your child will list all the | | | | basic to becoming media-literate! |
| shows she or he watches, then divide them into | | | | Screen Advertising |
| the following categories: comedy, news, cartoons, | | | | 6. Blind taste test. |
| sitcoms, dramas, soap operas, police shows, | | | | Show your child how she can test the claims of |
| sporting events, educational programs, and | | | | commercials. Have her do a blind taste test. It can |
| documentaries. Which is her or his favorite | | | | be done with a wide range of foods such as |
| category and show? Why? | | | | three or four kinds of soda pop, spaghetti sauce, |
| 9. Predict what will happen. | | | | cereal-your child's favorites. Are the products as |
| During commercial breaks, ask your child to | | | | great as the commercials claimed? Can she tell |
| predict what will happen next in the program. You | | | | the difference between a generic brand and a |
| can discuss such questions as: If you were the | | | | famous one? Can she identify products by name? |
| scriptwriter, how would you end this story? What | | | | Do the commercials make products seem |
| do you think the main characters will do next? Is | | | | different than they really are? Why or why not? |
| it easy or difficult to guess the main event in this | | | | This is a fun activity to do with several children. |
| program? Why or why not? | | | | Have a taste test party! |
| 10. The guessing game. | | | | 7. Draw pictures of a feeling. |
| Turn off the volume but leave the picture on. See | | | | Suggest that your child draw a picture depicting |
| if your child can guess what is happening. To | | | | how he feels after watching two different types |
| extend this into a family game, have everyone | | | | of TV commercials. What are the differences |
| pick a TV character and add his/her version of | | | | between the pictures? Discuss your child's feelings |
| that character's words. | | | | about the different commercial messages. Picture |
| 11. Letter writing. | | | | the buyer. Younger children can watch a |
| Encourage your child to write letters to TV | | | | commercial and then draw a picture of the type |
| stations, describing why s/he likes and dislikes | | | | of person they think will buy the product. After |
| certain programs. Emphasize that giving factual | | | | discussing the child's picture, explain how various |
| and specific information will be helpful. | | | | audience appeals are used in commercials to |
| 12. Be a camera operator. | | | | attract specific audiences. |
| Have your child experiment with a video camera | | | | 8. Cartoon ads. |
| to learn how it can manipulate a scene | | | | While watching cartoons, your child can look for |
| (omission-what it leaves out; selection-what it | | | | specific cartoon characters that appear in popular |
| includes; close-up-what it emphasizes; long | | | | commercials. Explain the differences between the |
| shot-what mood it establishes; length of | | | | commercial and the cartoon: In the commercial, |
| shot-what's important and what's not). | | | | the character sells a product; in the cartoon, the |
| 13. Theme songs. | | | | character entertains us. The next time she |
| Help your child identify the instruments and sound | | | | watches TV, have her report to you if she sees |
| effects used in the theme songs of his favorite | | | | any cartoon characters selling products. |
| shows. Have her sing or play the music in the | | | | 9. The toy connection. |
| show and explain what the music is doing. Does it | | | | When visiting a toy store, you and your child can |
| set a mood? How? Does it tell a story? How does | | | | look for toys that have beenadvertised on TV or |
| it make him/her feel? | | | | promoted by TV personalities. Point out to him |
| 14. Sequence the plot: a game. | | | | how the toys advertised on TV initially seem |
| To help your child understand logical sequencing, | | | | more attractive than those he hasn't seen |
| ask her to watch a TV show while you write | | | | advertised. |
| down its main events, jotting each event on a | | | | 10. Invent a character. |
| separate card. At the completion of the program, | | | | Your child can pick a product, such as a favorite |
| shuffle the cards and ask your child to put them | | | | cereal, and create an imaginary character that can |
| in the same order in which they appeared during | | | | be used to sell the product. He/she could draw a |
| the program. Discuss any lapses in logical | | | | picture or role-play the character. Or, using |
| sequence. | | | | puppets, stage an imaginative commercial for a |
| 15. A time chart. | | | | made-up product. Afterwards discuss with your |
| Your child will keep a time chart for one week of | | | | child what she or he did to tell people about the |
| all of her activities, including TV watching, movie | | | | product. Watch a few commercials and point out |
| watching, and playing video games. Compare the | | | | basic selling techniques such as making the |
| time spent on these activities and on other | | | | product looking larger than life, repeating a jingle, |
| activities, such as playing, homework, organized | | | | and showing happy children using the product. |
| sports, chores, hobbies, visiting friends, and | | | | Screen News |
| listening to music. Which activities get the most | | | | TV news contains elements that may not be |
| time? The least? Do you or your child think the | | | | appropriate for young children. As much as |
| balance should be altered? Why or why not? | | | | possible, watch news when your child is in bed or |
| 16. Winning and losing. | | | | not in the room. Protect your little one from |
| Tell your child to watch a sports program and list | | | | graphic images and topics that she/he is not |
| all the words that are used to describe winning | | | | ready to handle cognitively or emotionally. |
| and losing. Encourage a long list. You can make | | | | Screen Stereotypes |
| this into a friendly competition, if you like, with | | | | 11. Not better, just different. |
| two or more children collecting words from | | | | Children are never too young to start learning the |
| several sports programs and then reading them | | | | message that differences do not make anyone |
| aloud. | | | | better than anyone else. Point out how each |
| 17. TV and radio. | | | | family member has his or her own individual |
| While watching TV coverage of a sports game, | | | | preferences, habits, ideas, and behaviors. |
| turn off the TV sound and have your child | | | | Differences make us all unique and interesting. |
| simultaneously listen to radio coverage. What does | | | | When your child sees a racist or sexist |
| your child think about the radio coverage? About | | | | stereotype on the screen, explain that the writers |
| the TV coverage? What are the strengths of | | | | of the script made an error in portraying the |
| each? The weaknesses? | | | | character in that light. |
| 18. Quiz show comparison. | | | | 12. Change the picture. |
| Compare and contrast the wide variety of game | | | | Play a game with your child: When she encounters |
| and quiz shows with your child. You'll see shows | | | | a screen stereotype, ask her whether other |
| that test knowledge, shows that are based on | | | | types of people could play that role. For instance, |
| pure luck, and shows that are aimed specifically at | | | | if the secretary is a young woman, explain that |
| children. Which are your child's favorites? Why? | | | | men are secretaries, too, and that many older |
| 19. TV lists. | | | | women are very competent secretaries. |
| Assist your child in making lists of all television | | | | 13. Girls, boys, and toys. |
| programs that involve hospitals, police stations, | | | | As you walk through a toy store, point out |
| schools, and farms, and all television programs | | | | various toys to your child, asking each time |
| that contain imaginative elements, such as science | | | | whether the toy is made for a boy or a girl. Ask |
| fiction shows or cartoons. | | | | if any child could just as well play with the toy. |
| 20. Television vocabulary. | | | | Encourage your child to find toys that would be |
| Challenge your child to listen for new words on | | | | fun for girls and boys to play with. Then, when |
| TV and report back to the family on their | | | | your child sees toy commercials on TV, point out |
| definitions. | | | | whether only little boys or little girls are playing |
| 21. Critical viewing survey. | | | | with the toys. |
| Ask your child to watch one of his favorite | | | | 14. Play: Who is missing? |
| programs with you. Afterwards, you will both fill | | | | Often what children see on the screen does not |
| out the following survey. Then compare your | | | | represent all nationalities and the diversity he or |
| answers. Are they different? Why? Are there | | | | she encounters in preschool, kindergarten, or on |
| right or wrong answers, or is much of what was | | | | the playground. While watching favorite cartoons |
| recorded open to individual interpretation? | | | | or movies with your child, discuss who is |
| Critical Viewing Survey | | | | missing-such as an older person; a disabled person, |
| Program watched: | | | | or a person of a certain race or nationality. You |
| Characters (List three to five and describe briefly): | | | | can also discuss what types of people your child |
| Setting (Time and place): | | | | encounters more often on the screen-young, |
| Problems/Conflicts: | | | | glamorous, happy white people usually take up the |
| Plot (List three to five events in order of | | | | majority of the visual images with men |
| occurrence): | | | | outnumbering women 3 to 1! |
| Story theme: | | | | 15. Model discussion of screen stereotypes. |
| Solution: | | | | When your family watches a favorite TV |
| Logic (Did the story make sense? Would this | | | | program or a popular DVD, you can help your |
| have happened in real life?): | | | | youngster identify stereotypical roles, behaviors, |
| Rating of the show (from one to ten, with ten | | | | and attitudes by holding family conversations to |
| being the highest): | | | | involve your spouse and/or older children. While |
| 22. Body language. | | | | watching the program or movie, the adults and |
| Observe body language in commercials and/or TV | | | | the older children take notes, tracking whenever |
| shows and films. Notice head position, hand | | | | they spot a stereotype of age, gender, or race. |
| gestures, and eye movement. How does body | | | | After watching, turn off the TV/VCR and discuss |
| language affect how you feel about the intended | | | | everyone's observations. Using each family |
| visual or verbal message? Children could cut out | | | | member's notes, compile a master list of the |
| postures and expressions from print | | | | stereotypical statements and portrayals that |
| advertisements (magazines and newspapers) and | | | | were noted. This discussion can be made more |
| see if they can find those postures and | | | | interesting if you taped the program (or replay |
| expressions on TV or in movies. How important is | | | | the DVD in appropriate scene/s), so you can |
| body language to convey persuasive visual | | | | refer back to it as family members discuss the |
| messages? | | | | stereotypes they spotted. Your little one will listen |
| 23. Variations on a story. | | | | to this family media literacy conversation and |
| Look at how a particular story is handled | | | | absorb important information while the others |
| differently by different channels. Use videotaped | | | | share their ideas. |
| shows to compare. What are the differences? | | | | |