Like it or not, if you use the Internet you have an online identity. Some people call this your “brand.” What’s a brand?
It’s been a busy few months for Facebook: a government investigation, another in a seemingly endless series of changes to the site’s privacy controls, a New Yorker profile of its famously publicity-shy founder and the upcoming release of The Social Network, a thoroughly unauthorized account of its early days. With all of the publicity and controversy around Facebook – not to mention its still-growing popularity – it’s almost impossible to remember what online life was like before it. In fact, it’s not much of an exaggeration to say that those who began using the Internet after the introduction of Facebook and its competitors do so in a way that is fundamentally different from older users.
After the controversy surrounding last year’s proposed copyright bill C-61, which eventually died on the order table when Parliament was prorogued, the Federal government has decided to hold consultations across Canada before introducing a new version of the bill. While only time will tell how responsive the government will be to the public’s submissions, the series of town halls and round tables is definitely a good start in making the process transparent and taking the views of a wide variety of Canadians into account. Below is an expanded version of MNet’s submission to the Round Table held in Gatineau, Quebec on July 29th 2009.
If asked to think about community television (or public-access television, as a similar institution is called in the US) most people would probably conjure up the movie Wayne’s World or its real-life analogue, The Tom Green Show: TV made by people who would, under normal circumstances, never appear on TV, shot in someone’s basement or living room. Or perhaps they’d think of earnest, low-budget shows that showcase community events that wouldn’t otherwise be televised, such as ethnic festivals or the Canadian Improv Games.
The issue of copyright is one that many of us probably know a little bit about. Copying is stealing – and stealing is bad - but it can still be a grey area in a social media world which is very PRO sharing.
To teach students to be media literate, they – and their teachers – need to be able to critically engage with media. That may seem obvious, but until last year teachers’ ability to use media texts in the classroom was extremely limited by the Copyright Act.
The hottest media story in the past week has been the instantly infamous New Yorker cover portraying Barack Obama and his wife Michelle as terrorists. Though the Obama campaign has been measured in its response, media outlets – and particularly bloggers – have been vocal in their disapproval. Some have suggested that the cover crosses the line from satire into hate speech, while others accuse TheNew Yorker of giving ‘aid and comfort to the enemy’ by visually depicting the smears and misconceptions that have been aimed at the candidate.
Joe McGinniss’ book The Selling of the President had a shocking title for 1968, suggesting as it did that in the television age the presidency had become nothing more than another product to be packaged and sold. A new MNet resource, Watching the Elections (a lesson for Grade 8 to 12 Social Studies classes), shines a light on how the different aspects of an election – from the debates to political ads to the candidates themselves – are actually media products.
Someone encountering the Internet for the first time might be forgiven for assuming it was created specifically for teenagers. Indeed, the Internet could reasonably be said to have been aging backwards since its birth – the domain first of scientists and the military, then of university students in the 1990s and now children and teenagers.
Teachers who include media literacy in their classrooms often face issues that don’t arise in other subjects. Nothing illustrates this better than the issue of diversity in media. It’s not unreasonable for teachers to see the topic as a can of worms and be concerned about offending students and their parents – not to mention worrying about what the students themselves might say. At the same time, it’s a topic that is simply too important to be ignored: what we see in media hugely influences how we see others, ourselves and the world. As a result, an ability to analyze media depictions of diversity is not only a key element of being media literate, it’s essential to understanding many of the social issues and concerns that we face as citizens. That’s why Media Awareness Network has developed That’s Not Me – a new online tutorial for professional development to help educators and community leaders approach this issue through key concepts of media literacy.