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Media Literacy and Semiotics provides helpful tools to help readers think critically about the meaning of the media images they are exposed to on a daily basis. In this comprehensive book, a basic model of semiotic logic is applied to a variety of media studies to promote critical thinking and media literacy. Elliot Gaines systematically analyzes the hidden meanings in mass-mediated products and texts, and shows how basic meaning structures underlie everything from The Daily Show to television documentaries to infotainment.
The digital age has made it easy for anyone, even those with limited technology proficiency, to create some form of media. With so many different types of media and the sheer volume of information coming from a wide array of sources, media literacy has become an essential skill that can be very difficult to learn and teach. The Handbook of Research on Media Literacy Research and Applications Across Disciplines aims to present cross-disciplinary examinations of media literacy, specifically investigating its challenges and solutions and its implications for P-20 education. An assemblage of innovative findings centered on national and international perspectives, with topics including critical thinking and decision-making processes, smart consumerism, recognizing point-of-view, media influence, responsible media creation, cyber threats, media literacy instruction, among others, this book is ideally designed for educators, researchers, activists, instructional designers, media specialists, and professionals.
Leading authority on media literacy education shows secondary teachers how to incorporate media literacy into the curriculum, teach 21st-century skills, and select meaningful texts.
Gramsci and Media Literacy: Critically Thinking about TV and the Movies offers a series of contemporary media analyses that use Antonio Gramsci’s theory of hegemony to explore how dominant ideologies in media delivery, historical storytelling, and gender in today’s mass media environment become the commonsense viewpoints that maintain power structures in civil society. Through a media literacy approach, case studies of ideological delivery through television and film illustrate why Gramscian media theory serves as a valuable tool for revealing the many ways hegemonic thought operates in the media sphere and in everyday life, and they offer hope for counterhegemonic understandings.
Gunther Kress, one of the founders of social semiotics and multimodality, has made lasting contributions to these fields through his work in semiotics and meaning-making; power and identity; agency, design, production; and pedagogy and learning; in varied sites of transformation. This book brings together leading scholars in a variety of disciplines, including social semiotics, pedagogy, linguistics, media and communication studies, new literacy studies, ethnography, academic literacy, literary criticism and, more recently, medical/clinical education, to examine and build upon his work. This disciplinary diversity is evidence of the ways in which Kress' work has influenced and been influenced by a wide range of academic work and intellectual endeavors and how it has been used to lay foundations for theory-building and concept development in a varied yet connected range of areas. The individual contributions to the book pick up the threads of the often collaborative work of the authors with Kress; they show how these approaches were subsequently developed and discuss what future trajectories the authors see for them.
Academic Paper from the year 2017 in the subject German Studies - Linguistics, grade: NA, , course: Semiotic Analysis, Film Appreciation, Media, language: English, abstract: The science of symbols, called semiotics or semiology, helps us understand our world that is full of signs and symbols. One of the areas where semiotics proves to be useful is in the field of the media. It enables us to see how media content is produced by the sender and consumed and interpreted by the audience. This paper takes a special look at the semiotic understanding of media and explains how semiotics is used in making media content, especially advertising and films. The content of an advertisement gives rise to many meanings and interpretations. Some writers use the term media ‘text’ instead of media ‘content’. A text can be understood in a variety of ways. Thus media content or text in principle is polysemic, having multiple potential meanings for its audience. Further, media content can be differentiated according to its degree of openness. Semiotic method as applied to media content sheds light on the hidden or underlying meanings. Considered in this way, the primary objective of media semiotics is to study how the mass media create or recycle signs for their own ends.
With the current ubiquity of technological tools and digital media, having the skillset necessary to use and understand digital media is essential. Integrating media literacy into modern day education can cultivate a stronger relationship between technology, educators, as well as students. The Handbook of Research on Media Literacy in the Digital Age presents key research in the field of digital media literacy with a specific emphasis on the need for pre-service and in-service educators to become familiar and comfortable with the current digital tools and applications that are an essential part of youth culture. Presenting pedagogical strategies as well as practical research and applications of digital media in various aspects of culture, society, and education, this publication is an ideal reference source for researchers, educators, graduate-level students, and media specialists.
M.A.K Halliday’s work has been hugely influential in linguistics and beyond since the 1960s. This is a collection of interviews with key figures in the generation of social semioticians who have taken Halliday’s concept of social semiotics and developed it further in various directions, making their own original contributions to theory and practice. This book highlights their main lines of thought and considers how they relate to both the original concept of social semiotics and to each other. Key themes include: Linguistic studies, multilinguality and evolution of language; Text, discourse and classroom studies; Digital texts, computer communication and science teaching; Multimodal text- and discourse analysis; Education and literacy; Media work and visual and audio modes; Critical Discourse Analysis. Featuring interviews with leading figures from linguistics, education and communication studies, a framing introduction and concluding chapter summing up commonalities and differences, connections and conflicts and key themes, this is essential reading for any scholar or student working in the area of social semiotics and systemic functional linguistics. Additional video resources are available on the Routledge website. Featuring: Christian M.I.M. Matthiessen, Theo Van Leeuwen, James R. Martin, Jay Lemke, Gunther Kress
The present volume presents a range of works by an impressive international roster of contributors who both explore issues arising from the study of multimodality and explore the scope of this emerging field within specific domains of multimodal phenomena. Contributors show that each individual work and works in general within multimodal studies represent a dialectic or complementarity between the exploration of issues of general significance to multimodal studies and the exploration of specific domains of multimodality.