Media in Everyday Life

Media in Everyday Life

Subject

Unit

Digital Media Literacy (Lesson 1)

Level

Duration

60 minutes

Media in Everyday Life

Student Pre-Work

[Assign task one week prior] 1. Media diet log – Students should note down their use of different types of media for one week and total up time spend with each medium. Their log should include time spent with each media type, such as Television, Newspapers, Magazines, Books, Movies, Internet,  (break down types of sites used, i.e. research, entertainment, social media),Video Games, Mobile Devices.

2. Read: Is Google Making Us Stupid?

 

Opener:

Solo Activity

Students open their media logs and enter the data they have collected this week about their media habits into an online form.

View form on Google Drive
How to use this form:

Teachers, please use File –> Make a Copy to copy this file to your own Google Drive. You can then modify the file as you choose, to suit your learning outcomes. Provide students with the link to your form to fill it out.

Class Activities

Visualising Student Responses

Class Activity

[Need a way for students see their own responses as well as the class responses aggregated. Teacher generates charts from response spreadsheet.]

Discussion

  • What can we observe from the charts?
  • How are our media habits the same, different?
  • How do you think your parents, grandparents media habits might compare?
  • How might these charts look in 2025?
  • Are we too reliant on mobile devices? What would happen if your device was taken away for a day, week, month?

Media Consumption & Distribution

Discussion

Which types of media do we consume alone vs. socially? How does this impact the way in which we digest information?

  • We use new media when we’re busy, trying to solve a problem (look up a phone number or address on a mobile device, get information quickly). Often consumed when solo
  • Entertainment (movies, music) often consumed socially and discussed with friends.
  • TV can be group or solo, but even when solo we may be using social media to discuss it simultaneously.
  • Reading is typically a solo activity but may have social aspects i.e. book clubs, online discussion.

What types of media do you share/retweet online? What kinds of responses are you hoping to evoke?

  • Unlikely to share sad or angry news stories because we don’t want to share those bad feelings. Content that evokes shock/awe and funny content are most commonly shared.
  • More likely to share images, videos, infographics than text-based content.

Is the Internet Changing the Way We Think?

Discussion

What would have happened if, instead of sneaking out of bed at night to hunt through the library for information, Hermione Granger of the Harry Potter series had an iPad with internet access?

When the first Harry Potter book appeared in 1997, it was just a year before the launch of Google. Hermione has to hunt through the restricted section to find out how what a basilisk is, or how to make a love potion, while the kids who have since come of age nudge their parents, asking “Why doesn’t she just Google it?”

The internet has made many positive changes in society: Open access to information, easier skill sharing/access to skilled help and funding, sharing economy, collaboration & community, but…

Does access to mass media empower us and make us smarter, or does it have the opposite effect (if we are spoon-fed information, do we forget to analyze and discover for ourselves?

Do you sense that your use of media and technology is changing the way you think?

  • We are less able to retain information, but we remember where to find the information

Infographic: This is Your Brain on the Internet – Asset in development.

The Filter Bubble

Video

Watch: Beware Online Filter Bubbles

Group Activity

Try it! Look up a subject of your choice on Google (Suggestions: a sports team, an author, a country, a political party) and have the person next to you try the same search terms. See if your search results are the same or different. If they are different, why do you think this is? If you are being served any ads, what are they? Are they similar or different?

Students will need to be logged in to their own Google Account or using their own devices for this task, as school computers are likely to show generic results.

Closing Response

Free Writing

  • What is your reaction to the filter bubble?
  • Do you think this is a benefit to you, or a detriment?
  • Will you change your search behaviour now that you are aware of it?
  • What can you do to reduce its influence on your worldview?

Homework

This is used as preparation for the Lesson Plan: Privacy & Ethics Online. If not using this lesson in the following class, disregard.

Take note of 5 advertisements you are served while browsing the internet this week. What products, services, websites or other items are they trying to bring to your attention? How often do you see the same ads? Bring your list with you to next class.

Subject

Communication, Media Studies

Unit

Digital Media Literacy (Lesson 1)

Level

Key Stage 5, Undergraduate

Duration

60 minutes

Curriculum Points:

A-Level Media Studies

  • develop enquiry, critical thinking and decision-making skills through consideration of issues that
    are important, real and relevant to them and to the world in which they live
  • develop their appreciation and critical understanding of the media and its role in their
    daily lives

Materials & Preparation

Teachers, please copy the Google Form to your own account and provide students with access

Teacher's computer connected to projection screen (for watching video)
Students will need Google accounts and access to a computer

Assets

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