by Maria Elena Chavez
Elizabeth Thoman Centrer For Media Literacy
Thesis:
Youth, when provided with the proper tools for analyzing the media, will be less apt to accept --at face value--the messages relayed to them by their favorite television programs and the advertisements that accompany them.
Objective:
My goal is to study how California teens in Los Angeles perceive and are affected by youth targeted television programming. By way of interviews I will study youth perceptions of the programs being geared toward them and their ability to apply critical thinking to the program's content. I will also find out if their television viewing habit is having an effects in their daily lives. This will also allow me to determine if the amount of time spent watching television is in excess of the time they allow themselves for family and educational enhancement. Their opinions on various social issues will be key in determining if they are influenced by the shows they watch .
The focus group will be revisited at a future date during which I plan to conduct a workshop on media literacy. I will determine if their ability to critically analyze the media is improved once they are equipped with actual techniques in media literacy
Introduction:
In the process of conducting my research I was introduced to media literacy. This is still a fairly new area of study in the United States. I felt it would be important to learn more about the media literacy movement and share my knowledge with other youths. In doing so I would also find out if it was in fact effective in providing youth the proper tools with which to analyze the media.
In order to better understand the many facets that go into creating what we now know as the media I compiled research that had already been conducted on its various components. This can be found in the section entitled Media Monopoly. Included is an analysis of the new entertainment trusts, media legislation, the power of advertisers and the sociological and physical effects of television. Also provided is an overview of how viewers are divided among ethnic lines in what they like and dislike in their program choices.
An in-depth view of media literacy is provided in the section entitled Understanding Media Literacy. In addition to a providing a few definitions of the term a historical overview has been included. The perspectives of leading scholars in the field can also be found in this section in order that the reader may better understand a topic that is not yet readily discussed in our society.
The last two segments Youth Perceptions and Applying Media Literacy provide insight to youth perceptions of television. The first of these consists of interviews that were conducted to obtain a sample of their critical viewing skills prior to receiving media literacy instruction. The second section provides the results obtained when youth apply the media literacy techniques to deconstruct various media text.
Methods of Analyses:
Surveys and one-on-one interviews are the methods that will be used as a means to gather the necessary data regarding youth perceptions. I also plan to work with media advocacy groups and organizations. Previous research by experts on the topic will be used to provide a foundation. The format will be based on a qualitative analysis. * see (Exhibit -A)
Media Advocacy :
I intend to identify organizations which serve as media watch-dog groups. I intend to include any literature that provides insight to the topic. A lot of work time can be spared in observing conclusions that they have already made based on previous research. I can then compare and contrast my research with theirs.
Media Industry:
Interviews will serve as the main means with which to obtain perspectives from those within the industry who are instrumental in shaping the content of media texts. Newsprint articles covering issues related to the study will also be included.
Focus Group:
Members of South Central Youth Empowered Through Action (SCYEA) will serve as the focus group for this project. This program is one of many under the direction of the Community Coalitions for Substance Abuse Prevention and Treatment. The organization was founded in 1990 to respond to the problems created by the crack crises in South Central Los Angeles. The coalition realized that in order to solve the problems brought on by the wide distribution and accessibility of illegal drugs and the promotion of alcohol and tobacco in their community, they would have to tackle the deeper social issues that entice this negative plague. They have since taken steps to build a healthier environment through the mobilization of the various sectors in their communities from social service organizations to individual youth volunteers.
Proposed Workshop:
The proposed date for the media instruction workshop is Thursday, May 8, 1997 from 5:00-6:00 p.m. The focus of the first workshop will be to introduce the students to the concept of media literacy. I will then attempt to obtain their reactions to various media texts such as a short clip of a television program and a commercial. I will also include a few examples of print advertisements that they can respond to.
As they examine the texts I will begin teaching them the skills used in media literacy. Once this process has been completed I will ask them to examine new texts and try to deconstruct them. I will record their reactions and see if they made gains in their analytical abilities. This will be key in analyzing whether or not they were able to apply the necessary skills. I will provide copies of handouts with much of the same information that will be covered in the workshop in case we are not able to cover all points.
"Our problem has no precedent... what's being monopolized today is no mere staple such as beef or oil but the very media where by the problem could be solved."
Marc C. Miller
"Media Monopoly"
TV's Corporate Giants:
In order to prove the thesis I will describe the reigning powers behind youth targeted television programming. This includes the corporations and their relationships with major advertisers. As important as knowing who wields the power behind the medium is understanding what power the viewer maintains as a consumer and citizen. This information will be imperative in providing youth viewers with the tools for empowerment required to critically analyze not only what they see on screen but the business aspect that keeps the medium alive.
While it is understood by many that the television industry has now reached the level of a modern monopoly, being controlled now more than ever by fewer corporate elite's, not everyone has a clear picture of exactly how this tangled web actually works. In an issue of The Nation magazine writer Marc C. Miller spells out exactly who owns what and how those multi-billion dollar deals affect the every day person. He also provides excellent suggestions on solutions to the hold on the media for those who wish to challenge the mighty media monster.
In a very detailed center-fold chart, which bears the heading The National Entertainment State, he shows General Electric at the top of a pyramid-like model. Underneath it falls NBC/Network News/Radio, CNBC. In italics he notes that GE manufactures "turbines for nuclear reactors and electric power plants." Under the Time Warner conglomerate falls numerous cable stations including HBO, Cinemax, E!, CNN, TBS, TNT and the newly created commercial station WBTV in addition to numerous magazines including Time and Life. Under Disney/Cap Cities falls ABC/Network News/Radio. Last but not least on his chart is Westinghouse which he notes conducts "waste disposal including hazardous and radioactive materials." A branch of their company known as GESCO also "operates four government-owned nuclear facilities. " CBS/Network News/Radio also comes under the guide of Westinghouse. In summation he notes "two of these four corporations are involved with defense contractors while the other two are mammoth manufacturers of fun 'n' games." * see ( Exhibit-B)
Miller provides an example of the tight hold the corporations have on their media outlets who feel the squeeze now more than ever when it is the market that determines the content among other things. It is when controls are so regulated that you find, "Disney's ABC News apologizing to Philip Morris- a major TV advertiser through Kraft Foods- for having told the truth, on a broadcast of Day One, about P.M.'s manipulation of nicotine levels in its cigarettes" (10).
"Our problem has no precedent," writes Miller who maintains that "what's being monopolized today is no mere staple such as beef or oil but the very media whereby the problem could be solved." He states that the first step is to remind the public, "that it owns the airwaves, and that the trust is therefor ripping everybody off" (12).
Given this brief but valuable outline it is clear that opponents of the 'Entertainment State' must be creative and organized in their approach. Miller suggests that the movement be fought at a grassroots level with the aid of the alternative press and organizations that advocate for media reform. The author suggests a tax on mass advertising that could be used to pay the tab for public broadcasting. Instead of focusing on censorship he feels that energy should be focused on dismantling the trust and seeking a constitutionally viable solutions (12).
The Power of Advertisers:
Author Milton Chen, Ph.D. provides a great analysis of the disparity between funding for public broadcasting compared to that of commercial televisions in his book The Smart Parent's Guide to Kids TV. He explains the tactics used by advertisers in targeting child viewers and how the media bombardment is bad for their health. Chen shows us how the US is far behind other industrial countries when it comes to looking out for the interest of educational television for our children.
He notes that, "In Great Britain, every household pays an annual "broadcast license fee" to support the BBC. The yearly fee is $122, generating $2 billion for the BBC. In Japan and Sweden, households paid $294 and $185 respectively. At the same time, the US Congress appropriated only about $300 million to pay for public broadcasting-or about $3 per household...in a country with one-fifth the population of ours, the BBC spends about $80 million a year compared with $16 million spent by PBS" (77).
Chen notes that it is virtually impossible for the US to compete in the realm of quality children's television unless the level of funding is increased substantially. He also favors a solution of taxing advertisers for their usage of public airwaves just as oil companies are taxed for drilling oil on public land (84).
Meanwhile the US's children continue to be victims of advertisements that are hazardous for their health. He notes that, "96% of the food adds on children's television are for sugared cereals, candy, cookies and junk food" (61). Chen also cited a study conducted by UC Berkeley which surveyed about 468 fifth and sixth graders and made a correlation between those who frequently watch sports and those who could identify alcoholic beverages and their mascots (60).
In an attempt to obtain an industry perspective on the power of advertisers I interviewed Joseph Baker a free-lance journalist for commercial trade publications. Baker's honesty reinforces the points made by Miller and Chen.
Q: How influential are advertisers in determining the content of publications?
Advertisements have always played a significant role in publications. The very survival of magazines is dependent on its advertisers. Period. And advertisers know it. National commercial magazines owned by large corporate businesses only care about numbers, by that I mean sales figures, advertisement rates -- bottom line money. How much money is this making us [publication].
Let me give you an example, in commercial magazines which focuses on music, often times the editors will deliberately encourage a more positive view of an artist in its interview or articles. This in turn ensures them of consistent advertisement from the record label. This isn't how its supposed to work, but its reality. I've seen it happen. I've seen record companies pull major adds out of a publication due to unfavorable record reviews or articles. This is the power advertisers have and they exercise it to the fullest.
Family Hour
"I don't think it's too much to ask, to make one hour of television junk-free," said US Senator Joseph Lieberman, a Connecticut Democrat and leading critic of the entertainment industry. He was just one of several members of Congress who just days earlier "challenged broadcast networks to voluntarily restore the family hour and create a "safe haven for the family," according to journalist Marc Gunther (1). His story examined a recent "explosion of foul language and sex in what the networks once called the "family hour" between 8 and 9 p.m." (1). The findings were taken from a study released by the Media Research Center a conservative watchdog group.
Earlier that Thursday, President Clinton signed the Telecommunications Bill which required the TV industry to set up a ratings system and requires set manufacturers to equip the TV with a V-chip that would enable parents to block out violent shows. Although many applauded the signing of the bill as an important step in monitoring television viewing for children many later rejected the ratings system developed by the industry as to lax. Most children and media advocacy groups preferred a system that graded according to the content level of violence, sex, and other material that might be deemed inappropriate for children (1).
The family hour study was conducted over a span of four weeks of viewing in September and October, 1995. "During those weeks, NBC broadcast 29 obscenities, followed by fox with 17, CBS with 14 and ABC with 12... Fox broadcast 25 scenes of sex, or talk of sex, or even innuendoes, followed by NBC with 17, CBS with 16 and ABC with 15" (2). Mediascope, a Los angles-based research group along with four other universities said, "TV violence can teach aggressive attitudes and behaviors, can desensitize viewers to violence, and can increase the fear of becoming a victim" (2). The networks said while they needed more time to study the findings before responding, it appeared that the researchers estimates, citing "44 percent of broadcast networks" as being violent, sound misguided (2).
Why Advertisers Target Children
In order to better understand the lack of research and studies conducted on teen viewers I turn to a statement by Dr. Aletha C. Huston, Professor of Human Development and Psychology and Co-Director of the Center for Research and the Influence of TV on Children (CRITC). Dr. Houston was one of many who addressed the US House of Representatives Subcommittee on Telecommunications on October 25, 1985 in hopes of establishing the Children's Television Act.
Dr. Houston states that, "As children got older the amount of time devoted to viewing informative programs declined, and time devoted to non-informative programs increased" (20). A study of 16 channels in a medium sized Midwestern city revealed that, "network affiliate channels offered an average of 1.4 hours per week of informative children's programs during six periods sampled from 1981 to late 1983. Public television stations offered a total of 22 hours. per week" (21).
She attributes the lack of consistent educational programming through out the child's development to the competition for advertisement revenues which make it difficult for networks to depart from a formula that (a) has proven successful and (b) provides an emphasis on entertainment programming that appeals to a wide audience and increased viewers. She also notes a slight decline in the viewing by children as they reach adolescence (21).
Researcher Observations:
When viewing KABC-7's Friday line-up of youth shows I was amazed at all of the advertisements that seemed to be geared toward children. The line-up began at eight o'clock with Family Matters and following in increments of half hour intervals were Boy Meets World, Sabrina The Teenage Witch and Step By Step ending by ten o'clock. By nine o'clock there was a noticeable change in the tones of the shows which appeared to be geared more toward mature audiences.
However the commercials aired through out the two hour interval were pretty much the same with advertisements for, McDonalds, Toys R Us, Dr. Pepper, Oreo cookies, Aklain video games, (M&M's, Snickers, Starburts), a PSA by Partnership for a Drug Fee America, an easy to use home pregnancy test, and a pitch for the return of Whinnie the Poo to name a few. It became very clear that while the program's content took more liberties with content geared toward older viewers the advertisers were betting on the fact that the children who were watching at the start of the line up would still be present at the end and thus continued to make them the target audience. Although these shows seemed clearly geared toward a teenage/general audience it is clear that there are much larger numbers of children watching.
The Effects of TV on Family, Education & Socialization:
Researcher Kate Moody notes that, "Now more people watch movies and TV shows than read books; they get more of their news from television than they do from newspapers and magazines. By high school graduation, most students will have spent 18,000 hours with the "television curriculum" but only 12,000 hours with the school curriculum" (3). She states that, "In addition to its negative effect on family living patterns TV viewing may actually create active conflicts in the family" (124). She also concludes that children who, "spend a great deal of time passively watching television are not relating to each other" (123).
The greatest problem with television is that it, "replaces communication within the family" states Moody (123). Even though they may watch various programs while physically together their communication with one another is often absent. Isolation may be further increased in homes that have two or more TV sets enabling family members to watch their program of choice without being in the presence of each other (122).
Other stresses cited by Moody may result over who chooses what to watch and when. Persuasive commercials on the other hand may create financial stress on families who can not afford the items being tantalized to their children (124). The author states while parents who, "advocate materialism, rigid sex roles, racial stereotypes, casual sex, and violence' will have few problems seeing, "TV as a moral educator" (125). Those who don't agree with the values and messages coming through the may experience doubt and anxiety which could complicate the rearing process.
"Several studies have shown that young persons classified as insecure in their peer-group relationships-children who had difficulty making friends or interacting with a group-were found to be heavy television viewers," writes Moody (125). She points to the fact that TV viewing replaces children's play time which is when they learn early communication and interactive skills with their peers. Also affected is their ability to let their imagination skills grow and develop (125).
Moody also states that, "In addition to limiting social contacts, television viewing may even effect the general outlook that colors children's social relationships" (126). She describes that the cynicism that children develop for television at about age twelve when they realize they've been used by commercials is carried over to their suspicion of relationships with other people who may deceive them like the advertisers (126).
She states that a child's image of self is based largely on their internalization of what they see on TV. This could have very negative and long-term repercussions on girls, minorities, and immigrants who are usually portrayed negatively on television or absent altogether. The lack of ones cultural representation on TV may lead them to feel that, "they are insignificant in the over all picture of life. The portrayal of these [minority] groups represents the degree of respect that groups are given by society. Since most of the money, prestige and status are assigned to white males, all others conclude that their group rightfully occupies an inferior status " (127).
Observations:
TV programming in general is still catered toward its Caucasian audiences. However through out the years African-American's have managed to squeeze through the industry doors and establish a number of programs. Even with these small but significant gains descent remains among those who feel that they have been pigeonholed into serving as America's favorite comedic "entertainers" and among those who feel that even within the comedic style they have been able to portray a wider range of African-American characters than ever seen before. Meanwhile Latino's, America's fastest growing minority, Native Americans, Asians, and other groups are still struggling to get their foot in the door and have yet to establish long-standing programs reflective of their communities or in which they are the central character (s) in diverse ensembles.
Though they are not the central figures African-American's and Latino's do figure prominently in the ensemble dramas such as "Chicago Hope," "ER," "NYPD Blue," "Law & Order," "Dangerous Minds," and "Life On The Street," according to the LA Weekly "Roots Plus 20" January 26, 1997. While this sort of representation may satisfy some, others feel that people of color need to demand increased representation. More challenging than the fight for exposure in front of the screen is access to exclusive positions within the industry where key decisions are made in regards to programming, producing, directing, casting, and writing.
TV Ratings & Ethnicity
"For the last six years, the network prime time preferences of black viewers have been different from total American households," writes journalist Bernice Kanner (1). She suggests nothing has changed after reviewing an annual report on black television viewing from the New York-based ad agency BBDO. Doug Alligood, senior vice president of special markets at BBDO and director of the report stated, "At certain times in our lives, age is more of a factor than race" (1).
Kanner suggests that this 'time' must be during the teen years stating that, "for this group, 11 out of 20 programs, or 55 percent, appeared on both top 20 lists - more than three times the crossover among all viewers" (2). She notes that In The House rated #2 among black teens and teens over all (1). The Simpsons which rated #1 with all teens was tenth with black teens (1). While Fresh Prince of Bel Air ranked as the sixth show in both categories (1).
However when moving into rating comparison's between the 18-to-49 age group one can see major differences among the shows of choice by black, white and Latino audiences (1). For example, "The No. 1 show among blacks, "New York Undercover," was ranked 122nd among whites and 76th among the total population" (1). Between 1990 and 1994 there were no shows which crossed over in the category for top 10 shows among blacks and total households with the exception of "Monday Night Football," a program which has held that position for the second time for five years (1).
Alligood also noted that the viewing habits of Hispanics seem closer to those of blacks than to those of the over all population. His report states, "Only four of the top 20 shows in Latino households were among the top 20 of households in the United States."
Observation:
After conducting my initial research I realized that there are many other factors involved when studying the effects of media on teenage viewers aside from their conscious perception of what they see on the screen. It is apparent that a large part of the role that television plays in a young persons upbringing often goes unnoticed. There are significant side effects that occur on an unconscious level.
While there was an abundant supply of research available on the effects of television on children viewers there is not to much available on teenagers. In addition it is apparent that more research is needed in regards to the perception of youth viewers after they have received basic instruction on how to analyze and critique television.
"To a large extent the sum total of a persons non-visual information becomes one of the most important screens within the media consumer."
Chris M. Worsnop
"Understanding Media Literacy"
Observation:
Thus far I have covered the affects of television on youth through the use of various studies that have been conducted on the issue. I have also touched on the various entities that play a major role in the creation of the end product presented to various viewing audiences. A few of their principle motivations have also been presented. An integral part of this research project however is to determine whether or not youth perceptions toward television content are altered when they are equipped with the tools for media literacy.
The following segment of research will focus on the evolution and definition of media literacy. I will also present a case study in which media literacy was proven an effective tool in shaping the way youth perceive television. This latest information will be used to conduct a workshop in media literacy with the focus group made up of students from the Community Coalition for Substance Abuse Prevention & Treatment. An outline of the proposed workshops has been included.
I contacted the Center For Media Literacy (CML) an organization who is devoted to providing people with the tools necessary to have access, understand and evaluate the powerful images, words and sounds that make up our contemporary mass medial culture. I attended a crash course in media literacy on Wednesday, February 20, 1996 led by the organization's Director Elizabeth Thoman. This proved extremely beneficial in helping me with leads to continued research and preparing me for the follow up workshop with the youths who will participate in the project. Their media literacy library was also an important resource. It is very encouraging to learn that there are a lot of people already committed to helping the current and following generations make their way through the information age.
CMLT as Resource:
One of the best resources in the movement for media literacy in the United States is the Center For Media Literacy and Training (CMLT), an organization which has evolved from over 20 years of study and work in the field of media literacy education under the direction of Founder and Executive Director, Elizabeth Thoman. What began as a magazine entitled Media & Values soon grew into an organization that began to focus on national leadership, community outreach, and teacher training in the emerging movement in media literacy. CMLT has now established itself as the largest publisher and distributor of teaching resources of media education in North America.
The center's stated mission is "to help children and adults prepare for living and learning in a global media culture by translating media literacy research and theory into practical information, training and educational tools for teachers and youth leaders, parents and caregivers of children."
History of Television Awareness:
The following overview of the evolution of the movement in media literacy is derived from two articles written by Elizabeth Thoman, one for the Winter, 1991 issue of Media Development, a journal of the World Association for Christian Communication, London and the other for the Curriculum/Technology Quarterly, Spring 1993.
In the 1950s television content went practically untouched when it came to criticism for to critique it would have been to challenge the "economic underpinnings of consumer society" (29). To do so would have been un-American, denoting communist sympathies. Despite this obstacle, The National Telemedia Council was established in 1953 as the American Council for Better Broadcasts in Madison, Wisconsin . Their initial purpose was to explore the possibilities of television as a learning tool which could promote education. In the U.S. they currently lead the way for media literacy in education with their Project Look-Listen-Think-Respond which introduces media literacy into elementary school classrooms (2).
During the 1970s there was a stir amongst parents concerned that television might teach bad behavior to their children (29). It was at this time that the Television Awareness Training project (TAT), a ten week course study in media education, was established to study the effects of television's impact on family relationships (29). A non-profit organization called the Media Action Research Center (MARC) was also born out of a partnership of religious communications offices to further support the new movement (2). According to Thoman, the U.S. Office of Education also launched a pilot program known as critical viewing skills which was eliminated with the election of Reagan in the 80s who answered a move to return to the basics and a simultaneous push for computer competency.
After a decade of training hundreds of teachers and leaders in media education TAT began to fade out which, according to Thoman, was the result of, "three factors; expense, elitism, and lack of an effective organizational structure for growth and development" (29). Dedicated participants of the project did however manage to spread word of their work in media education to many other countries. MARC purchased Media & Values in 1989 in an effort to foster continued communication on media education which eventually evolved into the CMLT (29).
The third national organization leading the movement in the U.S. is Strategies for Media Literacy (SML) which was created in 1988 out of San Francisco. Their main focus has been on teacher training and networking through newsletters and consultations. SML's Executive Director Kathleen Tyner and Donna Lloyd-Kolkin co-authored a media literacy curriculum for elementary school children called Media & You.
According to Thoman, "the field of media literacy owes its beginnings to educators in Australia who in the early 1970's began to help students "deconstruct" American cultural values that were being imported along with U.S. television movies, music and advertising." However she points out that since then Ontario, Canada has made the most important strides in media education. The Association for Media Literacy, formed by handful of teachers in the 80s, was successful in bringing the "Ministry of Education to mandate media literacy education in grades 7 - 12." By the time students graduate they will have had 30% of their Language Arts units devoted to courses in critical mass media or production.
Thoman states, "Media's pivotal role in our global culture is why media censorship will never work. What's needed, instead, is a major re-thinking of media's role in all of our lives - a rethinking that recognizes the paradigm shift from a print culture to an image culture that has been evolving for the past 150 years since the invention of photography..." (1). She notes that new methods will need to be developed in order to promote a new kind of learning that is centered around empowerment for choice rather than protection from dangerous or unwanted influence (30). "What is important in media literacy is not to know all the answers, but to ask the right questions about what you watch, read or listen to" (30).
Observations:
Although it is encouraging to see the gains made by other industrial countries it is disheartening to acknowledge the fact that the U.S. is so far behind. Media literacy educators have a long way to go before this becomes an integral part of our educational system. As with anything new I believe that in order for media literacy to become an every day word, let alone practice, parents will have to get involved and lobby their governmental representatives. I'm sure that the media trusts will do all they can to squash a movement that will enlighten consumers to their scams. With the introduction of the internet, a highly unregulated medium, I believe now is now more important than ever to get the word out.
Defining Media Literacy:
The CMLT defines media literacy as a term that incorporates three key stages in a process which includes;
a) balancing a media diet:
One needs to begin the process by making choices and managing the amount of time they spend with various media outlets.
b) critical viewing:
One should analyze and question what is in the frame of the text, how it is constructed and what may have been left out.
c) social, political and economic analysis:
One should explore what takes place behind the scenes looking at who produces the media they experience and for what purpose? Examine how media drives the global consumer economy and what ramifications this has on individuals as part of a larger society?
Techniques & Tools for Deciphering Media:
In his book Screening Images, author Chris M. Worsnop provides a helpful guide to what he refers to as "screens which are the component parts of media education" (24). He clarifies his meaning of screen as a metaphor for the filter through which a media message must pass before it is complete and final product. He states that, "What comes through one side of the screen is a bit different from what went in at the other side" (19).
Equally important is the screen that exists within the perceiver. This comes into play during the part of the process called reconstruction. Worsnop states that, "to a large extent the sum total of a persons non-visual information becomes one of the most important screens within the media consumer" (20).
1) Media are Industries:
It is important for people to realize that every media message they receive is the product of an industry. Perceptive media consumers need to be aware of the industries agenda. 2) Media Texts are Constructed Products:
This phase looks at issues of genre, convention and technique as well as the producers deliberate choices of assigning codes to meanings for distinct purposes. When possible it is important for the consumer to deconstruct these images or merely acknowledge their existence.
3) The Audience is Part of the Text:
Media makers take are careful to create their given text with a specific audience in mind. The text varies depending on audience assumption. 4) Media Texts Contain Values:
Media text reflect the values of the people who make them. These values are sometimes up-front and obvious while other times they are subtle or hidden and need to be carefully brought to the surface.
5) Audiences React to Different Texts in Different Ways:
Although a similar response to a text may be achieved no two individual reactions will be exactly alike. It is important for the consumer to ask themselves in what way to they agree, disagree or negotiate meaning with the text.
6) Audiences Respond To Texts By Fitting Them Into Their Own Systems of Perception
Audiences use this screen to make matches between their own non-visual information and the text. This is the key screen for personal response.
7) Audiences Use Skills In Interpreting Media Texts:
One reason why media consumer responses differ from each other is based on how well they are able to apply the skills used to deconstruct and reconstruct media texts. While some audiences are skilled at reflecting upon their response others are not.
While Worsnop encourages teachers not to get hung up on fancy terminology that might turn off their students it is important for students to understand the actual processes and how they as students can utilize them in the future (x). He notes that this is best achieved through reflection and thus this should be an integral part of the learning process (28). He further states that, "allowing students to be responsible for part of the assessment of their own and each others' work is another way of encouraging metacognition since the act of justifying an opinion or judgment forces a person to bring the skills, knowledge and processes of knowing to the front of their consciousness" (30).
Worsnop provides sound advice for teachers while his seven steps elaborate on some of the steps described by the CML. I plan to put this to action during my workshop although I will not present the seven steps as the students may begin to feel overwhelmed with information. Although I felt is was important to share his point of view on metacognition, the time constraint for my workshop will allow very little time to apply it.
The process which I will try to familiarize the youth with is one created by the CMLT called The Empowerment Circle: Educating For Change. It provides a tangible framework in which students can challenge, confront and change the way mass media touches their lives and society in general. Due to the time contraint of one hour I doubt that we will be able to go through the entire cycle. However, once they understand it they can do the rest on their own. It consists of four steps which I will outline below: * see (Exhibit-D)
1) Awareness :
Participants should explore a theme or principle, discovering points of tension where media connects with cultural and personal values.
2) Analysis :
In this step students should search for the political, economic, social and cultural factors that influence the problem and through which we have to work to come to some solutions.
3) Reflection:
Students should interface their personal value system with the media experience they've identified and the realities they've analyzed.
4) Action:
Students should not merely pointing out what they don't like in the media. They should instead deciding on an action that is specific and do-able. Long-term change is best accomplished by practical intermediate steps.
"On some TV shows like [Beverly Hills] 90210. I mean one night they go out one night and "Would you like to come in for a cup of coffee?" and that's it. SEX!" Angela , 17 years
"Youth Perceptions"
Focus Group Interviews:
On Thursday, March 13, 1997 I conducted a brief presentation on my project and asked for volunteers out of the group of ten. Five of them volunteered and I interviewed three. The purpose of these interviews was to determine whether or not they view their favorite shows with a critical eye and if so to what extent. I would also look for any other impact that television may be having on their lives. I would later use this information to compile my research and develop the final workshop to be conducted at a later date. Most interviews ranged between 15 to 25 minutes in length and were conducted in an office room with just myself and the youth present. Only those portions of the interview that most relate to the topic have been included. The names of the interviewees have been replaced by their nick-names or changed to grant the youth anonymity.
Youth Interview #1: Name - Steve
Age - 16 years
Ethnicity- African-American, Male
School & Grade - University HS, 11th grade
Self - description - He sees himself as having a dark skinned and bald head. He likes to wear fancy clothing and enjoys dating.
Hobbies - He is very athletic and plays football, basketball and baseball. He also enjoys selling things.
Goals - When is older would like to be in real estate own his own property some day. He would like to be a salesman.
Grades - He averages B's and is college bound.
Steve says that since he's been in high school he only spends an average of five hours a week watching television. He spends about an hour and thirty minutes a day doing homework totaling 10 hours and 30 minutes a week.
"Once you get into High School you start participating in all these sports and after school programs. When I get home I have to do my homework then go to bed. I have a little family time like an hour a day when the whole family gets together and talks about stuff."
Even with his busy schedule he is able to make a little time for leisure reading outside of his assigned reading at school. He also works an average of four to six hours a week at the Community Coalition.
Q: Which shows Do you watch?
"I watch Fresh Prince that's funny. I watch the Simpsons every day. I like the Simpsons even though I know every one. I've seen every episode. I like Baywatch yea, I usually stay up kind of late to watch Baywatch. Married With Children I watch that when I come home from school. Moesha I kind of watch it like off an on because usually I'll be doing my homework because it comes on around eight o'clock."
Q: Which is your favorite show?
"Fresh Prince followed by Married With Children. I like Fresh Prince because Will Smith is on there and he has a lot of jokes and Carlton. And plus they have Ashley she plays the teenager role. She's a teenager and she's a girl. She looks good."
Q: Do the shows ever teach you examples about life?
"Yeah, one episode they did about drugs. Will Smith had taken some speed, you know those drugs that keep you [up] so you can stay awake because he was going through mid-terms and stuff so he had to take those so he could stay awake to do all his tests and stuff. And then he put tablets inside Carlton's locker and then Carlton took those because he thought it was aspirin and he overdosed and then he like fainted. Then he went to the hospital and they had to pump his stomach and he almost died from it. So they said don't use drugs to do your homework and stuff. Straight up don't do drugs."
Q: Are there any other important issues that you can recall them dealing with?
"Sexual activity among teens. When Ashley asked her parents about having sex cause she had a little boyfriend. They said don't do it cause its not good because you're a teen, wait till your really ready or you're married. You know sometimes its aright but I don't know. Teens are going to do what they want to do eventually because once they go to school that's their free time. Because parents can't watch over kids twenty-four-seven so they're going to want to experiment on things especially when they have like movies coming out like...you know like movies they have coming out that are like rated R when they say you have to be eighteen or over to get in the movie? That makes the teenager curious like, what's in the movie that we can't see? Then its either shooting or sex."
In this last example Steve brings out the conflicts that exist when youth are exposed to various messages through the media. While his television show advocates abstinence until marriage the rated R movie entices youth to explore their curiosity.
Q: Is there anything you could have changed or added to these shows what would they have been?
"I probably would've had somebody whose been through the process of drugs, at the end I'd have them speak about it. I'd give like a good two minutes of them telling their life story or whatever. Like when they have true stories at the end they have the family that has been through the problems, like that'd be good."
While Steve did not have an immediate solution for the show on teen-sex he did express how he thought their solution was unrealistic.
Q: Do you think you have an influential voice or any power within the Television Industry as a youth viewer?
No
When I asked Steve if he was familiar with the TV ratings system I was referring to the symbols that appear before various shows to assist parents in determining whether or not the content is suitable for their children. However he told me about the ratings that are taken every six months in which his family participates. He wasn't sure which agency was actually responsible for calling his house but stated it was pretty regular.
I thought it was interesting that he didn't equate his vote in the ratings system as a medium for him to express his views and have a voice in the television industry.
When answering the question regarding alcohol he first hesitated to share his point of view and then stated the following:
"I figure I may try it...I guess every adult has to like taste some type of alcohol. They have to. I mean wine is an alcohol right? Your going to want to drink alcohol, I mean like wine on your wedding day or something like that. That's passionate. It fills the moment. You can't just have no ordinary alcohol like bear or something that's like a nasty alcohol. Wine is way better than any other kind of alcohol because it fills the moment with everything. Its like its a special kind of like drink or what ever. You only could drink it during special occasions, its not like an every day drinking thing. Drink wine, drink wine, drink wine. Its something you just don't do every day."
When interviewing Steve I noticed a correlation between the his interest in sports and his acceptance of the use of wine. While Steve was adamantly opposed to tobacco he was not opposed to alcohol. After referring to wine as the type of beverage he expects to drink he expressed a slight need to justify his position. He stated that it is the kind of thing you have around for "that special moment" in life. His words sounded like they came right off of a commercial. Assuming that he also watches sports on television he would be an example of the point made by the UC Berkeley study which showed a correlation between those who watch sports and can identify alcoholic beverages.
Personal Opinions On Youth Issues:
15) Success is measured by one's: a) Education
16) When I am of age I: a) Expect to drink alcohol
17) When I am of age I: c) Will not smoke cigarettes
18) Sexual activity among teens: a) is acceptable
19) Sexually active teens: a) should use condoms
Youth Interview #2
Name - Bobby
Age - 16 years
Ethnicity- African-American, Male
School - Trade-Tech, college bound.
Self - description) He considers himself open minded.
Hobbies) He likes to kick box, lift weights, and spend time at the Community Coalition.
Goals) Would like to attend college and achieve a teaching credential.
Grades) He averages about B's & C's.
Bobby spends about four hours a night watching television a total of 28 hours a week. He spends about 10 hours a week doing his homework and will spend eight hours a week at the most working. His reading is usually reserved for work and school.
Q: About how many hours do you spend having quality time with your family?
" I don't really spend any time really. We don't spend any time together we just come and go because we all have different schedules. Maybe on a Sunday, if we're lucky."
Bobby stated that he watches at least five of the 21 shows on the provided list with his favorite being Dangerous Minds.
Q: Do you relate to the characters on this show?
"Yes, lets see. ..My only problem with that show is that there's this one lady and she's like a saint. She's there and she tries to solve like everybody's problem. And for me that's like...basically that's BS. She has never lived the hard life, you know dealing with gangs and stuff like that, but how could she just come in and make this big difference...But then again this is TV. On the show they call her Ms. J."
Q: What change would you make to the show to make it suit your taste more?
"I would have it be more realistic where there's just like a bunch of teachers there helping the students. And in real life there's not always the happy ending so I mean sometimes you know people die, people get hurt, they go to jail. I would put that stuff on the show because that's real."
Q: Do you feel your ethnicity's represented on that show?
Yes, yeah I do but its not just that but because of my lifestyle I can see that its there. I like to party and I have to deal with gangs and stuff like that and in my home situations. I can see that being portrayed on the show sometimes.
Q: Do you feel that you have an influential voice or power when it comes to the TV industry?
As of now, no. Because of like myself I want to be an actor a TV star and stuff like that. And maybe in the future I'll have more say about that sort of thing but right now no. Well basically, I mean because I sit there and I watch the shows. And basically because I watch them that helps keep the shows on the air. Its just that."
Q: How do they know that your watching their show?
Ratings.
While Bobby was familiar with the use of ratings he did not make a direct link to the commercials. Just as ratings are an indicator of who watches the shows so are the sales of various products whose commercials have aired while the viewer watched a program.
With this knowledge he may have realized that he has a tremendous amount of leverage as a consumer where he currently feels powerless unless he can find an inside connection such as being an actor.
He stated that his parents don't pay to much attention to the new ratings system which provides codes for parents that indicate the content of the program. It usually goes unnoticed unless a rated-R movie is about to be shown in which case they will change the channel.
Personal Opinions On Youth Issues:
15) Success is measured by ones: a) Education 16) When I am of age I: a) Expect to drink alcohol 17) When I am of age I: c) Will not smoke cigarettes 18) Sexual activity among teens: d) Should be monitored 19) Sexually active teens: a) should use condoms
Youth Interview #3
Name - Angela
Age - 17 years
Ethnicity- African-American, Female
School - University HS, College Bound.
Self - description) She describes herself as being community oriented, loving politics and cultural stuff. She is also intrigued by other peoples cultures and lifestyles.
Hobbies) She has a lot of talent in the area of dancing and singing. She loves to speak. Angela is also athletic and participates in track.
Goals) She plans to attend graduate school and get married. Her career goals include working with a community organization, volunteer services or city government.
Grades) She averages B's & C's.
She watches a total of eight to ten hours a week. She does an average of eight hours of home work every week. Her leisure reading outside of school totals about three hours a week. She works about four hours a week at the Community Coalition.
Q: How much time do you spend as quality time with family?
"Well, that would be none. We go our separate ways you know for thanksgiving we have dinner. We'll all come to the table and then my mom will pray and bless the food. And instead of sitting down like a family, I'll go to my room and she'll go to her room and then we'll come back and pick at it or whatever. So we really, I spend quality time with other families. Its sad but its true."
Angela stated that she was familiar with the whole line up of television programs on the list. Her favorites are Home Improvement, Married With Children and Rosanne. Of the three Married With Children is her favorite.
Q: What do you like about the show?
"Well, like whenever we have our own culture TV shows they always portray us in the worst way. Like Moesha. When I watched that I swore up and down that I would never watch it again cause they make it seem so stupid. You never really see her do her homework. She's really into fashion and the latest [fads] and her boyfriend speaks the ebonics language. I don't speak that way. Yes there are times when I'm relating something to someone who might not understand me, the way I speak now, so I could say, "You know what I'm sayin'," to make them understand but I do not walk around talking like that. That's how he talks on the show and I just think he's phony and I don't like it. I've been to the actual taping and after being there it just made me loathe the show even more.
I would say Married With Children would be my favorite because they don't show they typical white family their so real you know what I mean. Its like humorous to me because this is like the first show where they don't...there son's not like Tom and "he's going to be the next executive director of my corporation." It's like real you can relate sometimes even though they're not your own ethnicity you can relate to some of the things that go on. Although I feel bad for Kelly because she's blond and they make blond jokes which is really bad for girls that are blond. But its just funny its just basic reality. They're not afraid to explore topics of sex. There are times where they exploit women...they crack jokes and I love humor so some of the stuff I find funny. Just Al's character he's not the average white male. He's a shoe salesman and he doesn't make a lot of money and he's always being approached by fat women. I don't know its just an ironic portrayal of white people and I guess that's why I like it."
If found a few interesting connections in her piece. The first important point that caught my ear in Angela's statement is her dislike of stereotypes in Black television programs like Moesha.. She did not see herself in this picture that she should ideally be able to relate to.
However I would say that in looking for alternatives to the African-American sitcom from which she felt isolated she chose the white equivalent. I would tend to think Rosanne has the most realistic portrayal of your typical white lower-middle-class family where Married With Children is more slapstick comedy.
Although I am sure Angela is attracted to the humor she may also find comfort in knowing that whites can also be made fun of in outrageous sit coms. Where Married With Children stands out among the rest many Black critics complain that this slapstick style is the norm for most Black sit coms.
Q: Do you think you have any power or influence (a voice) in the TV industry?
"Working at the coalition and everything I know I have a voice but there are times when I do feel intimidated and I feel like I'm inferior to these big corporations. Who am I to go and question them about what they show their audience. "
In order to clarify her frustration Angela shared her experience of being bussed to West Los Angeles for school as a solution to overcrowding at her school and part of the desegregation program to diversify schools there.
"When I was over there instead of seeing churches, liquor stores, and the things you see walking up and down the streets over here [South Central LA] you would see nice stores and apartment buildings. It was a whole knew world for me and I was mad. I wrote a letter to the President [Clinton] and I wrote why is it that South Central only has ABC and Boys Market? And why does West LA have Alphabeta and Lucky's. I mean is Boys not good enough to be out there or the reverse is lucky not good enough to be down here? Yet they say "at a store near you."
So I would go so far as to write a letter... I would probably address it to UPN Channel 13 you know there corporation. I would think about it before I write it. I would make a big deal. If it was something that was a really pressing issue or something that I was sick and tired of seeing then I would keep going at it. Cause I'm not a type of person to see something wrong and shut up about it. I can't do that."
Once again Angela's frustration stems from a feeling of belonging to a community, made up of predominantly African -American's and Latino's, that is being denied some of the luxuries provided to the more affluent community on the west side. The fact that she recites a line from the Lucky's commercial shows that she is conscious of the stores marketing and resents the fact that it doesn't apply to her.
However she is much more confident than her male peers in her abilities and power as a consumer. This is illustrated in her conviction that she would indeed find the means necessary to file a complaint if a dire situation presented itself.
Angela commented on how television often sends the wrong message to youth when it comes to the issue of sexual activity among teens.
"On some TV shows like [Beverly Hills] 90210. I mean one night they go out one night and, "Would you like to come in for a cup of coffee?" and that's it. SEX! I guess that's what leads me to believe its inevitable. I mean like right now if you don't have some kind of hold on it or try to educate youth more about sex not just the diseases and everything else. When they talk about sex education its not something they should be pressured in. They should tell them about the other aspects of having a boyfriend and girlfriend."
Personal Opinions On Youth Issues:
15) Success is measured by ones: a) Education 16) When I am of age I: c) Will not drink alcohol 17) When I am of age I: c) Will not smoke cigarettes 18) Sexual activity among teens: c) Is Inevitable 19) Sexually active teens: a) Should use condoms
Group Analysis:
It is apparent that the Community Coalition's educational campaign against tobacco has had a profound impact on all of the youth interviewed as all answered in very strong "No's" to the possibility of smoking cigarettes. I'm assuming that they have also been exposed to safe-sex education as all of the youths answered that sexually active teens should use condoms and all added the word ALWAYS. * see (Exhibit-C)
However their responses in regards to alcohol were not so confident with the exception of Angela who answered a strong, No. It appeared that her male peers felt that drinking was a natural process of being an adult. Steve's answer sounded like it could have been straight from a commercial.
While the youths I interviewed watched eight to ten hours of TV a week they all had very little time available for leisure reading and in all cases the amount of time they spent viewing television surpassed that spent on reading for pleasure. Two of the three could not estimate a figure for quality family time stating that it is usually reserved for special occasions and holidays. Steve was the only one who spent significantly more time doing homework than watching TV. The other two spent more time in front of the television. Yet the thought that they might cut down on their hours of viewing TV to make up their shortcomings was not expressed aloud.
While the young men felt powerless when it came to influencing changes or having a voice in the television industry Angela felt very secure with her ability to challenge the industry if necessary.
"Since the introduction of the Joe Camel campaign in 1988, the sale of Camel to the under 18 market is estimated to have increased from $6 million to $476 million annually.
Center For Media Literacy
"Applying Media Literacy"
Media Literacy Proven To Work:
In response to concern over the community in regards to educational standards the Western Australian school system launched the 'Monitoring Standards in Education' program. The analysis was part of a state wide system analysis of standards. The following conclusions are taken from the Australian Council for Educational Research project report published in 1993.
The school syllabi were used as the formal guides in the study as many of them indicate exactly what the student is expected to learn. Many syllabi imply that "the purpose of educating students in analytical skills is to establish a framework for critical thinking about the media and the cultural processes in which the media are both participants and contributors" (182).
A team of senior media and English teachers developed a continuum of statements based on their syllabuses which described the level of analytical skills developed by students between kindergarten through their senior year of schooling (183). The continuum identified "a content strand with the organizers of language and narrative, and a context strand with the organizers of production/circulation, audiences and values" (183). The levels one through ten did not correspond to grade levels but to each individual students capabilities. This was used as a guide in creating the tests and later as an indicator for gauging student's work (183).
The study's conclusions found the following results "the large majority of students demonstrated a high level of ability in the fundamental skills of media analysis. They showed the ability to identify the major visual and aural codes employed by the media; to recognize the conventions of the media; to recognize familiar stereotypes and identify the connotations of selected images" (196).
Media Literacy Workshop:
The follow up media literacy workshop with the Community Coalition focus group was held on Thursday, March 13, 1997 at their sight in South Central Los Angeles. The purpose of this workshop was to share the knowledge I had gained since engaging in this research. The main point of the hour long workshop was to determine the effectiveness of media literacy in the way youth perspective various media messages.
Only a few youths in the group of about 25 were familiar with the term media literacy. I began with a brief description of my project and media literacy. The youth were then asked to give their initial reactions to two print adds that I held up in the front of the room. The point was to involve them in the process first and have them make their own connections as I described the media literacy techniques along the way. A handout which provided more detailed information was provided for future reference. * see (Exhibit-D)
Print Adds:
The first was a Chevron advertisement that spoke of the company's commitment to providing safe havens for nature. A full page add employs soft pastels and earth tone colors. The "endangered Hawaiian Stilts" are peacefully gathered around a pond over which a rainbow can be seen. (see Exhibit-E ) The second was a full page black and white add for a Reebok Sport Club. A cheery Dr. Ruth Westheimer poses in the center with her arm around the waist of a young topless African-American man who flexes his muscles, "her personal trainer ." (see Exhibit-F)
Our initial discussion of these adds only went to the extend of deciphering the individual pieces of language. This did not include an over all analysis not the meaning of the entire text nor the target audience. They were very good at pointing out the metaphors and finding meaning in the individual images used in the adds. While referring to the Chevron add one student mentioned toxic-waste an item that came to her mind. This was an important example of one of key techniques of reading a text. She was able to see what was being left out of the texts language, an important issue that is related yet not actually presented in the add.
They were able to point out the many contrasts in the Reebok add. The use of black and white was seen in the printing of the add and the differing ethnicity's of the African-American man and Dr.Ruth. They also pointed out the obvious age difference. Some expressed that they were uncomfortable with the sexual innuendo derived from Dr.Ruth's association as an expert on the discussion of sex.
TV Commercial:
The workshops focus was then shifted to deciphering television texts. By this time I had introduced most of basic techniques used in media literacy. I withheld from going into specifics about television because I wanted to see if they would make their own connection to the use of sound by way of music and spoken word, print, and camera angles.
The commercial advertisement depicted the shadows of a couple walking through a park. They eventually sit down and the husband places a gold diamond band on her ring finger. The colors are black and white with the ring being the only item in full color. Narration and music are heard through out the add which says something to the effect of, "Tell her you'd do it all over again."
Their initial reactions to the commercial were reflective of their emotional reactions. They expressed the commercials effect as coming across corny, fake, like a soap opera, and reminding them of marriage and bank robbers. They looked at the entire commercial as a whole. They did not immediately take apart the many different messages and metaphors used as they had with the print adds. However their mention of the bank robbers was a natural step to introducing the idea of a target audience. They said the add was geared toward, "wealthy, and upper white class people." Through further discussion they did point out key camera close-ups which focused on the ring, the woman's astonished eyes and a kiss. They were not conscious of how the music was used to highlight the more dramatic moments. Even without using the music they were able to decipher the over all meaning of the commercial based on the visual images and print. They felt that the commercial showed that, "the only good thing between the couple is that ring." The advertisers were trying to convince the audience that this ring would, "put a little color into your life, spice up the marriage, spice up their sex life."
Advertisers:
When we began discussing the various components that make up television their answers were, "people, viewers, advertisers, TV shows" and the Super Bowl. I found it a little peculiar that they mentioned the Super Bowl here. However this is one of the main television events responsible for drawing in the most viewers every year.
What was even more revealing was the conversation that followed. The youth automatically directly after mentioning the Super Bowl one youth replied, "they just have the funniest Budweiser commercials during the Super Bowl." Most of them started laughing in agreement and discussing their favorite beer commercials. I then stated the correlation between sports viewers and their ability to identify alcoholic beverages which surprised a few.
News Clip:
I thought it was important to include a news clip so that we could discuss the issue of objective media. When I initially posed the question to the group as to whether or not they believed that there was such a thing as non-biased news all but one said no. My intention then was to get them to express the various tactics used in this text to provide an unbalanced point of view.
The text I chose was a news clip from ABC-Channel 7's which aired on their evening news segment the night before the workshop. The clip was taken from their on going series called, "ABC It's Your Choice" in which they present a controversial issue followed by a choice of solutions which the audience can vote for by calling in. It just so happened that the issue at hand was Pete Wilson's latest proposal to make juvenile delinquents as young as 14 eligible for the death penalty. The poll and results read,
"We should":
51% a) be allowed to execute murderers no matter what their age
34% b) give minors harsher penalties but not death
15% c) rehabilitate them, after all their only kids
After reading the results a five minute documentary clip on the topic was shown. It began with murder of Viola McClain also known as Mother McClain, an older woman in Watts who was very well liked in the community. An eleven year old boy in the community was charged with her death. They interviewed McClain's son, showed Governor Pete Wilson at a press conference, Assembly Speaker Cruz Bustamante's approval, a statement by an LA County Sheriff, an African-American reverend and author Mike Mayals. Also included was a statement by a young African-American woman who felt that teenagers should be prosecuted the same as adults. A clip from the film "Dead Man Walking" was added to dramatize the news clip.
There was a unanimous feeling expressed by the youth who felt that the segment was biased to white audiences. They felt that there were not enough interviews conducted with people in the community. They noted the use of statements by, "higher authorities" to persuade the argument in one direction. They did not like the options that were posed in the survey either. A young man suggested adding the question, "Do you think its wrong to murder a child no matter what they've done?" He also noted their use of the Dead Man Walking Clip which portrayed a white man being executed stating, "The people who get the death penalty at least in California are Black and Brown."
They were already aware that television programs dependence on advertisers, also known as sponsors, to buy air-time. However what they did not immediately grasp was exactly how much power the advertisers have in determining the content of the station's programming let alone the specific programs they sponsor. They saw them as two separate entities that support each other with the advertiser having the most weight yet they did not see how this power actually feeds straight into the show. However, with time I think they would have made the connection especially since they understood the idea of target audiences.
Project Conclusion:
Based on the research conducted thus far and the youths abilities to carry out the beginning steps in applying the techniques of media literacy I would have to conclude that the thesis has been proven. With a little direction they were able to express their interpretations of the various language used in a text to relay a specific message. With a little more time I am confident that they would be able to grasp some of the more complex ideas.
The United States needs to follow the example of other industrial countries who have implemented media literacy curriculum in their schools so that youth all over the country will be able to decipher the bombardment of media messages. This is especially crucial as the information age continues to expand at expedient rates. Youth need to learn, from an early age, the difference between myth and reality. In addition to the governments role in providing funding for this endeavor it t is equally important for educators and parents to become involved in the media literacy movement. It will ultimately be up to them to place pressure on government and become active participants in legislation that will bring the issue to the forefront.
There is a great deal of education that must be carried out on the part of consumers as well. Patrons of all mediums especially television need to be educated about the power they yield as consumers of various products. Once this has been accomplished they can use their leverage to affect change from their living rooms. I truly believe that if parents understood how the entertainment monopolies are taking advantage of the airwaves at the expense of their children's health they would be motivated to fight back.
I support the solutions proposed by writers Miller and Chen which challenge consumers to reclaim the airwaves. In doing so the public would be able to demand more time allotted to quality educational programming. I also believe that the media literacy movement will need to be addressed on a grassroots level with the union of alternative journalists, educators, parents and media literacy advocates. However it is important for everyone to remember that they need to first start with themselves by launching a media diet of their own.
Bibliography
Books
Chen, Milton. The Smart Parent's Guide to Kids' TV. San Francisco, CA: KQED Books & Tapes, 1994
Committee on Energy and Commerce. Children's Television Programming. House of Representatives. Washington: US Government Printing Office, 1986
Moody, Kate. Growing Up on Television. New York, NY: Quadrangle The New York Times Book Co., Inc, 1980.
Workshop, Chris M. Screening Images; ideas For Media Education. Mississauga, Ontario: Wright Communications, 1994.
Newspapers and Magazines
Braxton, Greg. "Roots 20 years later." L.A. Times-Calendar 26 Jan. 1997: 8-79.
Miller, Marc C. "The National Entertainment State." The Nation 3 June 1996: 9-28
Gunther, Marc. "TV's Family Hour Now Filled with Sex and Foul Language." Knight-Ridder/Tribune News Service 8 Feb. 1996: 1-2
Kanner, Bernice. "Race Plays Pivotal Role in TV Ratings." Knight-Ridder/Tribune News Service 17 June 1996: 1-2
McMahon, Barric and Quin, Robyn. "Monitoring Standards In Media Studies: Problems and Strategies." Australian Journal of Education Vol. 37. no. 2, 1993: 182-197
Thoman, Elizabeth. "Media Literacy for the '90s - U.S. Style." Media Development, World Association for Christian Communication Winter 1991: 28-30
Thoman, Elizabeth. "Media Literacy: Educating for Today and Tomorrow." Cirriculum/Technology Quarterly Spring 1993: 1-4
Television
"ABC It's Your Choice" Evening News. Laura Diaz and Harold Greene. KABC-7. May 7, 1997.
Advertisements
Chevron Ad. Newsweek 17 Maron 1997: 30-31
Reebok Ad. New York 17 February 1997: inside cover
De Beers Ad. KABC-7. May 7, 1997.
Interviews:
Angela, Bobby & Steve Community Coalition - South Central Youth Empowered Through Action In Person Interview March 13, 1997
Joseph Baker Freelance Journalist Phone Interview April 24, 1997
Workshop
25 Youth Community Coalition - South Central Youth Empowered Through Action Community Coalition Space, South Central LA. May 8, 1997
* Interview Questions for Youth Viewers :
Youth Group:
School Name:
Date: Age:
Grade:
Ethnicity:
Male [ ] , Female [ ]
1) Describe yourself.
2)What are your hobbies?
3)Where do you see yourself in five years?
4) How many hours a week do you spend:
- watching TV?
- having quality time with your family?
- doing homework?
- reading for pleasure?
- working?
5) What is your GPA? Or what kind of grades do you usually make? (A's,B's,C's etc.)
6) Do you watch any of the TV show(s) listed? If yes which one(s)? If no why not?
7) Which shows do you watch?
8) Which is your favorite? Why?
9) Are you influenced by the show? How?
10) Does this show teach you lessons about life? If yes, what are some examples?
11) How do you think the show deals with the issues of:
(Drug use, alcohol consumption, cigarette smoking, and sexual activity among teens?)
12) Do you relate to the character(s)? If yes how? If no, why not?
13) Is your ethnicity represented in the show(s) you watch? If yes, which one(s)?
Is it a positive or negative representation? Explain.
14) If your ethnicity is not represented? How does that make you feel ?
15) Do you think you have an influential voice or any power in regards to the TV Industry as a youth viewer?
16) If you could make changes/additions to the line up of youth TV shows offered by the major networks would you? What would they be?
17) Are you aware of the newly implemented ratings system?
18) Do you think ratings make a difference on curbing shows declared inappropriate for minors?
Please circle the letter of the answer that you agree with the most.
19) I believe success is measured by one's:
a) Education
b) Fame
c) Material Wealth
20) When I am of age I:
a) Expect to drink alcohol.
b) May try alcohol.
c) Will not drink alcohol.
21) When I am of age I:
a) Expect to smoke cigarettes
b) May try smoking cigarettes.
c) Will not smoke cigarettes.
22) Sexual activity among teens.
a) is acceptable.
b) is wrong.
c) is inevitable.
c) should be monitored.
23) Sexually active teens :
a) should use condoms
b) should not worry about using condoms
c) should use condoms sometimes
Following determined by- Maria Elena Chavez
Youth Targeted TV Programs -
Beverly Hills 90210
Boy Meets World
Dangerous Minds
Fresh Prince
Melrose Place
Moesha
Sabrina The Teenage Witch
Saved By The Bell
Simpsons
Sista-Sista
Wonder Years
General Audience Programs.
Baywatch
Cosby's
Family Matters
Home Improvement
In The House
King Of The Hill
Married With Children
Parent 'Hood
Rosanne
Step By Step
TV RATINGS:
TVY All Children
TVY7 Directed To Older Children
TVG General Audience
TVPG Parental Guidance
TV14 Parents Strongly Cautioned
TVMA Mature Audiences Only