Media Literacy & Environment - ENVS 195 Z06 - Course Syllabus

8/2/2019 Media Literacy & Environment - ENVS 195 Z06 - Course Syllabus

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MEDIA LITERACY EDUCATION AND OUR 21ST

C. MEDIA+F2F ENVIRONMENTS

ENVS 195: Fall 2012Instructor: Dr. Rob Williams

[email protected]: 802.279.3364

Office Hours in Bittersweet by Appointment

We have become a nation that places a lower priority on teaching its children how tothrive socially, intellectually, even spiritually, than it does on training them to consume.

- Juliet Schor, author, Born to Buy

COURSE SYLLABUS

Introduction & Rationale

To become successful students, responsible citizens, productive workers andcompetent, conscientious consumers, we need to develop a critical perspective on theincreasingly sophisticated and pervasive information and entertainment media thatdirectly affects the way we think, feel and behave.

Media literacy education refers to the critical thinking, viewing and producing skillsrequired of citizens living in the visual, multimedia culture of advertising, informationoverload and spin. Media literacy education recognizes that media are tools witheconomic, social and political power that influence our values, attitudes, beliefs andworldview. A healthy democracy and a healthy planet depend on an informed and

aware citizenry that understands the complex role of the mass media.

Through readings, discussions, screenings, group projects, research and other work,students will explore the many ways the media impacts our environmental sensibilities.This course will explore the fundamentals of media literacy education as they relate tothe environment and environmental issues, including advertising, public relations,consumerism, commercialism, media economics (ownership and control), mediacoverage of environmental and global issues, and media and environmental activism.

Learning Objectives:

1. Students will increase their awareness and understanding of media literacy education(knowledge, skills and concepts), and gain a basic knowledge of thesociopolitical, cultural and economic forces that drive media industries.

2. Students will examine the media portrayal of consumerism, commercialism, theenvironment and ecological issues.

3. Students will develop their skills in critically analyzing the relationship between thebrain and our media and F2F environments, as well as considering
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environmental news, documentary, fiction and other genres of print and imagebased media texts.

4. Students will produce video based environmental Public Service Announcements.

Overall Course Requirements:

* Punctuality and attendanceare expected at all class meetings. In case of anunavoidable late arrival or absence, please notify me in advance. Repeated tardiness orabsence will affect your learning, your classmates, and your grade (10 points per class;3 tardies = 1 absence; see more under Participation & Attendance.)

* Preparation and participationare a vital and necessary part of this class. Studentsmust be current with the readings and assignments in order to effectively engage inclass discussion and debate, and to participate in class activities.

* All assignmentsmust be submitted via blog on the date due; late work will result

in a lower grade (one full grade per week late). Carefully proofread, spell-check and edityour work. Assessment will be based on clarity of expression, evidence of reflection,development, support and justification of position or ideas, and appropriate writingmechanics (grammar, punctuation, spelling, language usage).

Required Reading:

Anderson, M.T., Feed.

Carr, Nicholas, The Shallows: What The Internet Is Doing To Our Brains.

Shirky, Clay. Cognitive Surplus: How Technology Makes Consumers Into Collaborators.

Turkle, Sherry, Alone Together: Why We Expect More From Technology and LessFrom Each Other

EXTRA CREDIT Films: Network, The Insider, Bamboozled, Truman Show,EdTV, Bowling for Columbine. Watch any or all of these and blog a 3 paragraph reviewfor extra credit (or just watch them for fun!)


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Course Schedule:

For Week #1/September 1Introduction to the Course

For Week #2/September 8Media Literacy Education: Your Brain On Media (Toolset #1)Read and blog FEED, parts 1&2.

For Week #3/September 15Our Media Culture: 8 Big Trends (Toolset #2)Read and blog FEED, parts 3&4.Project Due: Blog and present your MEDIA MEMOIR.

For Week #4/September 22Our Media Culture: 7 General Principles (Toolset #3)Read and blog THE SHALLOWS, Chapters 1&2.

For Week #5/September 29Our Media Culture: 29 Persuasive Techniques (Toolset #4)Read and blog THE SHALLOWS, Chapters 3&4.Project Due: Present Your Environmental/Media Project.

For Week #6/October 6

The Shallows? Tools of the MindRead and blog THE SHALLOWS, Chapters 5&6.

For Week #7/October 13The Shallows? The Jugglers BrainRead and blog THE SHALLOWS, Chapters 7&8.Project Due: Ad Analysis and Presentations.

For Week #8/October 20The Shallows?A Thing Like MeRead and blog THE SHALLOWS, Chapters 9&10.

For Week #9/October 27Cognitive Surplus: Gin + TelevisionRead and blog COGNITIVE SURPLUS Chapters 1-2.Project Work: Begin PSA videos.

For Wk #10/November 3Cognitive Surplus: Means, Motive, Opportunity


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Read and blog COGNITIVE SURPLUS, Chapters 2-4.

For Wk #11/November 10Cognitive Surplus: From Consumers to CollaboratorsRead and blog COGNITIVE SURPLUS, Chapters 5-7.

For Wk #12/November 17Alone Together: True CompanionsRead and blog ALONE TOGETHER, Introduction-Chapter 8.Project Work: Present PSA videos.

For Wk #13/December 1Alone Together: Growing Up TetheredRead and blog ALONE TOGETHER, Chapters 9-Epilogue.Project Work: PSA videos & reflection.

FINAL EXAMINATION: To Be Announced

Assessment/Grading

Class attendance and participation: 33% (See below)

Weekly reading/blogging: 33% (See below, PLUS I will be adding regulararticles and short films at our course blog focusing on the world of Web 2.0.)

All Project(s): 33% (See below)

Description of Assignments:

1. Media Memoir: Blog a 5 paragraph reflection (a paragraph has a minimum of 5sentences) on your childhood experience with media. How did your family use mediawhen you were growing up? Focus on one or two mediums, i.e. television, radio, books,music, computer, newspapers, etc. This is a reflective piece, written in the first person,and is intimate, descriptive, and detailed.

2. Environmental Project: This is a 3-dimensional interpretive creation using suchmediums as wire, clay, found objects, wood, metal, mixed media, etc. These can berepresentational or abstract and should illustrate a telling incident, series of

experiences, or emotion(s) connected to your personal views on media and theenvironment. (Have fun. No artistic talent needed, just a creative soul!)

4. Ad Analysis: Choose a popular advertisement from an internet ad that usesenvironmental imagery to sell its product or service. Deconstruct the image andmessage using the key media literacy questions learned in class to examine the ways inwhich images construct meaning. Include the URL of the ad.


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5. PSA Project & Reflection: Create and record a Public Service Announcement onthe topic of your choice, related to the course. In small groups, you will be scripting,storyboarding and filming the PSA, intended to educate your audience on yourselected environmental/media theme. PSAs will be assessed for educational content,clear intent, engagement of audience, and effective use of props, visuals, sound,

movement and text. You will submit your PSA and a summary of your experience in ablog reflection on the process and your learning. PSAs will be aired on the UVMstation, local cable channels and shared with environmental groups.

6. Self Evaluation/Expressive Summary: Blog a 5 paragraph summary of your learningand growth during the course ORcreate an expressive art piece that effectivelysummarizes your learning. What was significant for you? How have you changed sinceexperiencing something read/viewed/discussed/experienced in this class? Didsomething move you to action? How do you relate the course content to your own lifeand future work? How does this affect your vision of the earth or society? What is yourrole in promoting the ideas and concepts of media literacy?

7. Participation and Attendance: This is 33% of your grade so I take it very seriously!Classes are worth 10 points each with regard to attendance. You are expected toattend every class and be actively engaged in the class discussions and exercises. Insmall and large groups you will have numerous opportunities to engage in reflectivedialogue, debate and activities. An engaged participant comes to class prepared withreadings completed, arrives on time, listens actively, responds reflectively andinquisitively, challenges and expands perspectives, takes risks and supports others.Unexcused absences will affect your grade; absences are not excused unlesspersonally cleared with the instructor, by phone or emailbefore 2:00 p.m. on the daybefore class. Two absences and your grade will be lowered. Three tardies equal one

absence. Excessive absences will result in a failing grade.

Notes:

- The Writing Center is available for help in editing and proofreading your written workand is strongly recommended if you consider yourself a weak writer. The Center islocated at the Learning Co-op in the Living & Learning building, and offers both day andevening hours. Call 656-4075 for appointments.

- Assignments may be tailored to individual needs and circumstances. Please feel freeto suggest alternatives to the stated assignments, especially if you believe that your

learning would be enhanced or furthered through a topic more pertinent to yoursituation and interests.

- This syllabus is a working document and may be altered during the course dependingon student feedback and needs, or instructor decisions.

- Cell Phones/Crackberries/iPods: Don't be a slave to your technology! Consider ourcourse themes, and use your tethering devices wisely.


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Never doubt that a small group of thoughtful, committed citizens can change the world;

Indeed, its the only thing that ever does. - Margaret Mead

Documents

Media Literacy & Environment - ENVS 195 Z06 - Course Syllabus