Media And Story Development ✓ Solved
MEDIA AND STORY DEVELOPMENT 2 MEDIA AND STORY DEVELOPMENT 1 MEDIA AND STORY DEVELOPMENT 1 Capstone Project Part#3 Florida International University Maria V Ortega IDS 3309 April 2, 2021 Research in media literacy has taught me a lot of things. It has taught me that the term "literacy" generally represents reading and writing skills. There is a variety in common with media literacy and reading literacy. Reading begins with letter recognition. Soon readers will recognize terms — and, above all, grasp what these words say.
Authors and readers gain better reading abilities with further exposure. I have learned that media literacy recognizes and draws upon the constructive, innovative, and enjoyable aspects of mainstream culture. It syndicates strategic media thinking and media texts to help us manage a highly dynamic media world. This world involves conventional and new media and common cultural texts like theme parks, shopping centers, apparel, fads, and toys (Bulger, 2018). Teachers should not need to be professionals in the school's media, and it's just about answering questions.
I became more media literate by understanding that literacy in the media cannot be constrained. An individual can never be culturally and informed enough to take all signals from the media. In the field of media literacy, there is still room for change. The maturity of the individual reading the messages depends on media literacy. Those with a less developed view of messages consider both commercials, TV shows, and films positively without assessing the content of each of the media's messages (Bulger, 2018).
But those that are more able to process communications evaluate them differently. I also learned that I need to filter my sources to evade becoming a target of disinformation this can be achieved by getting to know the credibility and authenticity of the source. After studying this research topic, I understood that media literacy inspires young people to challenge, test, understand, and respect their visual community. It imparts customers and viewers to become fully involved in the media. The media education field is introduced into the school, bringing promptness and importance to conventional issues.
It is a great bridge for the convergence of topics and interdisciplinary research. Media education embraces and fosters a current education that stresses student-centered education, acknowledging various intelligence bits and – rather than merely storage – the study and management of content (Bulger, 2018). The Media curriculum is focused on a sound pedagogical approach to learning in which children are situated. The arts – songs, comics, TV, video games, the Phone, and even advertisements – exist that any child loves. Media build a common atmosphere and are thus a catalyst for awareness.
The project taught me to differentiate emotional from rational responses as I responded and behaved instinctively. Often, I link to media, like music and articles, because I can emotionally bond with them. But it is necessary, considering my emotional connections, to bear in mind that material such as this is not always valid. Some media material can reassure me by keeping my emotional reactions in mind; this is important in interpreting media messages. I have learned not to establish higher media content expectations.
This refers to viral images or posts that get the most "visual" or "top ten" on the Internet where people don't look for something concrete. There is now so much material on the Internet that people prefer to walk around mentally, not searching for underlying meanings or significance. If you're not searching for anything on the Internet, it's simple to add sense to the random material you are looking for. I learned about the "CML (Center for Media Literacy)," an educational agency that offers international and domestic leadership, civic education, career advancement, and educational services. To encourage and promote media education as a platform for entry, analysis, evaluation, development, and participation, CML works to help individuals, in particular young people, learn critical thought and media production skills required to live the community of the modern era media truly.
The "Media Education Foundation" markets and sells documentaries and other educational materials to inspire criticism of US mainstream media's cultural, political, and social effects. Another media literacy program is the "CCFC (Campaign for a Commercial-Free Childhood)," which works to ensure children's privileges to grow up — and parental independence to raise them — without becoming threatened by business interests. They support strategies to defend children from misleading advertisements and encourage commercial-free space and time for children. CML covers various topics, including Media Violence which is the topic I covered. People can reach CML using their email address [email protected] or website or directly contact them using .
One initiative that can increase media literacy among children is teaching them about media violence when they young, from grade 1 to 3. A classroom-based initiative can be utilized to mitigate negative, violent media influence. This can be done using 30 to 40-minute sessions where students can be asked to come up with justifications as to why violent media should not be imitated, and those justifications read aloud, written down, or video-taped to produce educational films. References Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy.
Journal of Media Literacy Education , 10 (1), 1-21. BA 634 Residency Assignments RRR#1: Due: July 12th, 2020 @ 11:00 pm INSTRUCTIONS: 1. What to Submit RRR#1 should follow the structure outlined in the CU Research Guide 1. A CU Research Guide Structured paper a. Title Page ï‚· Running head: uppercase research title (no more than 50 characters) ï‚· Research Title (The narrowed focus determined from the main topic selected) ï‚· Your name ï‚· Course information ï‚· Professor’s Information b.
Blank page c. Abstract One paragraph describing the research to be conducted Keywords: max 5 d. Blank page e. Table of Contents ï‚· See page 10 of the CU Research Guide for an example f. Chapter 1 ï‚· Include 1 paragraph as the introduction ï‚· Problem statement ï‚· Include 1 paragraph describing the problem you plan to research ï‚· Relevance and significance (see page 4 of the CU Research Guide) ï‚· Include 1 paragraph describing the research goal ï‚· Research questions ï‚· Add no more than 2 research questions as they relate to your research focus g.
Chapter 2 ï‚· Leave blank for RRR #1 h. Chapter 3 ï‚· Leave blank for RRR #1 i. Chapter 4 ï‚· Leave blank for RRR #1 j. Chapter 5 ï‚· Leave blank for RRR #1 k. References ï‚· Include at least 5 peer-reviewed journal references ï‚· NO websites Note: As per APA: The format of the outline must include the following 1.
Page numbers a. Front Matter pages: Use Roman numerals – Place in the lower, centered, bottom section of page - See page 8 of the CU Research Guide b. Chapters to Reference pages: Use English numbers – Place in the upper right corner of page 2. Page headings a. Front Matter pages and References page: i. headings should be centered, bold, Times New Roman; 12 pts b.
Chapters – heading should be centered, NOT BOLD, Times New Roman; 14 pts 3. Sub headings: should be left aligned, bold, Times New Roman; 12 pts 4. On the Abstract page, the Keywords line should be indented by a tab 5. The beginning of each paragraph should be indented by a tab SEE EXAMPLES OF EACH SECTION BELOW Abstract Kajklasdjflkasdjflasdjfasldjkajdflkadsjfkl;asdjlfkjasdlfjasdlfjasdlfjsdjflsdjflasdkjfl ;sdjflsdjflsdjflsdjfljasdlf;jsdf;jasdl;kfjasdkl;fjasdlfjasdlfjasdl;jfasdl;fjlasdjflasd;jflasd;jfasd lfjlsd;ajflasd;fjlsd;ajfasdjfl;asdjfl;asdjfl;asdjfasdl;jflsd;ajfl;asdjfl;asdjf;asdljfasdl;jfl;asdjfls d;jfl;asdjfasdl;fjasdlfjasdl;fjasdl;fjlsdajflsd;ajfl;sdajflasdjfklasdjflasdjfasdljfasdlkfjasdlkjf dasl;fjsdaklfjsdalkfjasdlkfjlasdfjasdljflasdkjflsdkjfasdlfjsdlkfjasdkljfsdljflsdjflasdfjasl;dfjl asd Keywords: List no more than 5 keywords separated by comma related to your research topic Chapter 1 Introduction Kajfklasdjfkl;asjfkl;asdjklfjasdl;fjasdlkfjasdl;fjkl;asfjl;asdjflasdjflasdjfl;asdjfl;kas djklfjasdlk;fjasdlfjasdl;fjasdlfjlasd;fjasdl;fjasdljfasdl;jflasd;fjlasdjflasdjfl;asdjflasdjflasdjfl k;asdjflasdjfl;asdjflasdjflasdjflasdjflasdjflsdjflasd;jfl;asdjfasdl;jfasdljfasdljfasdljfasdljfasd ljfsdljsdfla;sjflkasdjflasdjflasdjfl;sdjfkl;asdj;fljasd;fjasdl;fjasdlfjasdl;fjasdl;fjsdlfjasdlfjaslf Problem statement Kajdflkjalkfdjasl;fjasld;fjasdl;fjasdl;fjl;asdjfl;asdjfl;sdjfkl;asdf Relevance and significance Klasjdkl;jalkfjasdkl;fjasdkl;fjasdl;fjlasdjflksdjfsdkl;ajflasd;jfl;asdkjfasdl;fjsd\ Research questions The research conducted will explore the following questions: 1.
What is the impactklajdkl;jaflsdkfjas? 2. How does;kljasdfljasdlfjasdlfjasdlfjsdlkfj\ Chapter 2 Literature Review ***List the other chapters and leave blank*** References Aithal, P. S. (2016). Nanotechnology Innovations & Business Opportunities: A Review.
International Journal of Management, IT and Engineering, 6(1), . Aithal, P. S., & Aithal, S. (2016). Business Strategy for Nanotechnology based Products and Services. International Journal of Management Sciences and Business Research, 5(4), .
CS634 Final Research Report Instructions (800 points) 1 The Final Research Report is due 09/06/2020. Late assignments will not be accepted. Posting must occur in the appropriate area of Moodle. Hardcopy, email, etc. will not be accepted. A total of 800 points will be awarded for a perfect score for this exercise.
Research Report / Individual Project (800 points) Write a scholarly research report on a topic related to Cyber Security based on one of the following topics: Step 1: Select ONE Topic: The Research Report, select one of the following research areas: i) Biometrics ii) Organizational Management during times of crisis. iii) Failures of Knowledge Management Systems. iv) Successes of Knowledge Management Systems. v) Social networking in the 21th Century. vi) Web sports vii) Search Engine Optimization viii) Robotics Step 2: Determine a Narrowed Research Focus Review the “Completing the Final Research/Residency Assignment†section in Moodle for additional guidance Step 3: Review the CU Research Guide and APA documentation Important Student Notes: Follow the guidelines of the CU Research guide for structure of the paper Following the specifications of APA for format CS634 Final Research Report Instructions (800 points) 2 REMINDERS: ï‚· Each student’s submission will be checked for plagiarism.
Note that Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non- English written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation. Additional Campbellsville University penalties may be applicable.
Please see class syllabus for additional details. ï‚· Acceptable file formats for submissions include Microsoft Word (doc, docx). No other formats are acceptable. ï‚· The research paper must be supported by evidence (citations from peer-reviewed sources). ï‚· A minimum of five (5) peer-reviewed journal citations are required. ï‚· Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter). ï‚· Extra white space use to enhance page count will negatively affect student grade. ï‚· Graduate student are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade.
The Professor, will not provide remedial help for writing problems. If the student is unable to write clearly and correctly, the student should be urged to contact the program office for sources of remedial help. ï‚· Final Submission - the final report is due no later than the due date assigned. A total of at least 15 full pages is required (no extra whitespace, does not include appendices). (800 points). Only Microsoft Word is acceptable. ï‚· The research paper must only include materials derived solely from peer reviewed journals or peer reviewed conference proceedings. Newspapers, websites (URLs), magazines, technical journals, hearsay, personal opinions, and white papers are NOT acceptable citations.
Please access the CU Library at for appropriate materials. ï‚· APA formatted citations are required for the final submission. IMPORTANT - please refer to the following url for help with APA: Please reach out to our librarians for additional citation management and APA help. ï‚· All images, tables, figures are to be included in the appendices and IS NOT included in the 15 page requirement. This means appendices are not included in the 15 page requirement. ï‚· Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted short sentence (less than 14 words) is permitted per page. ï‚· Footnotes are NOT permitted. Research Report / Individual Project (800 points) Step 1: Select ONE Topic: Important Student Notes: MEDIA AND STORY DEVELOPMENT 1 MEDIA AND STORY DEVELOPMENT 5 Media and Story Development Maria V.
Ortega Florida International University Introduction This paper focuses on the effect of media on developing stories. The use of media to advertise violence is also a part of this paper’s discourse. To understand the impact of social media on developing stories, the police brutality case where George Floyd was killed in the cold war is a good example. The effect of the advertising media, such as newspapers, regarding police brutality is also addressed. Say the New York Times, Los Angeles Times, Washington post, and The Conversation, among other recognized newspapers, also played a significant advertising role.
Police Brutality Last year, Police brutality was a primary concern in America and the world at most. The event that shook the whole world was the George Floyd case. The media effect was born by a person who recorded the video through a smartphone and posted it on social media. The social media influence is too strong that the video reached every part of the world concisely. George Floyd was arrested in Minneapolis (Godlee 2020).
The footage leaked to social media shows a policeman pinning Floyd’s neck on the floor as Floyd was screaming,†I can’t breathe,†in excruciating pain. Floyd was pronounced dead within 30 minutes of the encounter with the police. Social media made the video go viral, prompting the news stations, magazines, newspapers, articles, and every other means of news spreading to cover the topic under their segments. The social media effect made the newspaper such as the New York Times, report the newspaper’s case. The news spread so fast it attracted the attention of activists and humanitarian groups worldwide.
Then the protests began against police brutality. People printed clothes with the Floyd statement “I can’t breathe†in solidarity with the black American’s death. According to the New York Times 1st June 2020, it reports, “thousands of protestors gathered in all five boroughs of New York City over the weekend. Many of the demonstrators have been peaceful, but numerous clashes have been caught on video and shared on social media.’ The article ended with pictures of demonstrators using fire to prove their point and engage in fights with the police. The New York Times newspaper is sold worldwide and has a broad worldwide market.
It helped to spread the news globally. The protests began in other countries where the people showed solidarity to the American people to force reforms in the police section. Media Violence The media made other people who were not in the USA protest in solidarity with their brothers and sisters in the USA. The culmination of the peaceful protests resulted from violent acts due to social media influence, advertising violence. The peaceful protests ended up culminating in violent activities, which led to looting and damaging of property.
The circulation of the footage showing protestors looting was a violent motivation to other protestors who joined the act. It brought about chaos resulting in President Donald Trump instructing the police to deal with the robbers hiding among the protestors to take advantage of the situation and commit robbery (Han et al., 2020). There was also a burning of vehicles and tires to close the road and hinder highways and major roads to be accessible. Such violence acclamation through social media looting video was met with police action that eventually calmed the incident. Other media outlets that made the story spread in the USA and the World are Vox magazine, the NPR, the guardian addressing the rage and anguish of how protestors have stormed the streets amidst raising coronavirus toll.
Additionally, Buzzfeed news and Los Angels Times also raised concerns of the protestors and journalists who captured the first video circulated worldwide. The Washington Post and The conversation also spoke on the raising protest amidst protesting for “black lives matter.†The newspapers raised concerns about the peaceful demonstrations turning rogue and destroying the public properties. However, many parts of the world held peaceful demonstrations to ask the government to help curb racism. Another reason that made other people protest is to show the world that black lives matter and no one has the right to deny another person’s right to life, especially when one is not guilty. The protestors were also doing that for the government to take the initiative and arrest the police who were practicing the inhumane activity to George Floyd and other victims whose unfair incidents were not recorded.
The matching protest sought to see that the government has initiated programs that will help reform the USA’s police unit to avoid racism at work. Conclusion Media has both a positive impact and a negative impact on developing stories. For instance, social media made the worldwide fraternity address police brutality through widespread sharing. In the same regard, the media-fueled up the media violence by sharing clips of people looting, thus encouraging theft. This paper illustrates the same, giving examples.
References Godlee, F. (2020). Racism: the other pandemic. Han, L., Xiao, M., Jou, M., Hu, L., Sun, R., & Zhou, Z. (2020). The long-term effect of media violence exposure on aggression of youngsters. Computers in human behavior, 106, 106257.
Paper for above instructions
Media and Story Development: The Role of Media in Shaping NarrativesAbstract
The influence of media on story development, particularly in the context of social movements, has become increasingly apparent in the digital age. The emergence of social media has transformed how narratives are constructed and disseminated to the public. This paper explores the interactions between violence depicted in the media and public perceptions, particularly focusing on the case of George Floyd's death. By examining both the positive and negative aspects of media influence, this research aims to illuminate how media can both enlighten and incite societal reactions.
Keywords: Media, Narrative, George Floyd, Social Media, Violence
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Chapter 1
Introduction
The advent of digital and social media has significantly reshaped the landscape of storytelling and information dissemination. In this context, the role of media in developing narratives, particularly those related to social justice, cannot be understated. This paper explores how the recent police brutality cases, exemplified by George Floyd's tragic death, have catalyzed public discourse and mobilized global protests. The influence of both traditional and social media on shaping public perceptions and subsequent actions will be critically analyzed.
Problem Statement
Despite the numerous advantages associated with media, there remains a significant challenge regarding its potential to promote violent behaviors or misrepresent events. The case of George Floyd exemplifies this duality, as while social media enabled widespread awareness and mobilization against police brutality, it also led to sensationalized portrayals of protests culminating in violence. Thus, understanding the intricate relationship between media representations and real-world events is imperative.
Relevance and Significance
This research explores the powerful role of media narratives in shaping societal reactions, focusing on their ability to instigate pivotal changes regarding public perceptions of systemic issues like police brutality. The findings can provide educators, policymakers, and media creators with insights into how to foster responsible media consumption and create content that prioritizes truth over sensationalism.
Research Questions
1. How does media representation influence public perceptions of police brutality?
2. In what ways can social media be harnessed to promote positive narratives and support social justice movements?
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Chapter 2: Literature Review
The literature around media influence is expansive and multifaceted, encompassing various dimensions of theory and empirical research. Bulger and Davison (2018) argue that media literacy enables individuals to critically assess and engage with media content, enhancing their understanding of the socio-political environment. Lower media literacy, conversely, can result in misinterpretations and an acceptance of media messages without critical evaluation (Bulger & Davison, 2018).
In examining the specific issue of media violence, research by Han et al. (2020) highlights a pervasive concern regarding the depiction of violence in media and its effects on youth behavior. As social media continues to serve as a platform for sharing violent imagery, the potential for desensitization and normalization of aggressive behaviors increases (Han et al., 2020).
A comprehensive review by Godlee (2020) addresses the intersection of race, media narratives, and public health, advocating for a critical evaluation of the ways that media can perpetuate systemic racism or empower marginalized communities. Furthermore, the report emphasizes the need for accountability in media representations and the stories being told.
Another critical perspective comes from the Campaign for a Commercial-Free Childhood (CCFC), which advocates against marketing strategies targeting vulnerable populations, particularly children. Their research underscores the significant impact of consumerism in shaping narratives and the necessity of protecting young audiences from manipulative tactics (CCFC, n.d.).
In exploring the role of traditional media, the New York Times and Washington Post have been instrumental in facilitating dialogues surrounding police brutality. These platforms have provided a space for activist voices while also facing criticism for handling sensitive narratives that can perpetuate stereotypes (New York Times, 2020; Washington Post, 2020).
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Chapter 3: Research Methodology
For the current research, a qualitative approach will be employed, utilizing thematic analysis to dissect various media narratives surrounding George Floyd's death and its resultant protests. Data will be derived from social media platforms, articles from leading newspapers, and scholarly articles discussing the implications of media narratives on public perceptions of police brutality.
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Chapter 4: Expected Findings
It is anticipated that the findings will illustrate a complex relationship between media representations and public perceptions. Specifically, the research will likely reveal that while social media can play a progressive role in advocating for social justice, the sensationalist portrayal of violent incidents can lead to increased polarization or misinterpretations of the movements associated with such events.
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Chapter 5: Conclusion
The media's dual role in shaping narratives demonstrates the necessity for heightened media literacy and ethical media practices. As demonstrated by the coverage of George Floyd's case, responsible storytelling can incite awareness and social movements, while irresponsible media narratives can exacerbate societal divisions. This research aims to contribute to a deeper understanding of media’s influence while advocating for a more conscientious approach to media production and consumption.
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References
1. Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.
2. Godlee, F. (2020). Racism: the other pandemic. BMJ, 370, m2524. doi:10.1136/bmj.m2524
3. Han, L., Xiao, M., Jou, M., Hu, L., Sun, R., & Zhou, Z. (2020). The long-term effect of media violence exposure on aggression in youngsters. Computers in Human Behavior, 106, 106257. doi:10.1016/j.chb.2019.106257
4. Center for Media Literacy (CML). (n.d.). About CML. CML.org. Retrieved from [CML Website](https://www.cml.org).
5. Los Angeles Times. (2020). Protests sweep the country. Los Angeles Times. Retrieved from [LATimes.com](https://www.latimes.com).
6. New York Times. (2020). Thousands protest across the country. The New York Times. Retrieved from [NYTimes.com](https://www.nytimes.com).
7. NPR. (2020). As protests continue, many fear police violence. National Public Radio. Retrieved from [NPR.org](https://www.npr.org).
8. The Conversation. (2020). Media coverage of the protests. The Conversation. Retrieved from [TheConversation.com](https://theconversation.com).
9. Vox. (2020). Analyzing the protests and police response. Vox.com. Retrieved from [Vox.com](https://www.vox.com).
10. Washington Post (2020). The fervor over racial justice. The Washington Post. Retrieved from [WashingtonPost.com](https://www.washingtonpost.com).
This structured outline highlights the essential elements and narratives surrounding media and story development, specifically regarding social justice movements and the notable case of George Floyd.