I was recently asked by Jane Tallim to write a guest blog and seriously wondered what suggestions I could offer that would appeal to high school English and Media Studies teachers. We all know that teaching media is like trying to hit a moving target, and education lags behind revolutionary changes in new media forms. However, over the past decade of teaching both Media Studies and high school English, I have spent much time considering the intersection of new media forms with traditional English forms and have tried to build a bridge of understanding across time for my students regardless of the target. By focusing on the skills of deconstruction and construction, I believe the form of the text, or the new medium, becomes less relevant to comprehension.
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.
Just a short while ago, concern with online predators was so dominant that anyone trying to draw attention to the problem of cyberbullying felt like a voice in the wilderness. In the last few years, though, new research has not only provided a more realistic picture of the risks of online sexual solicitation; but has also raised awareness on the severity of cyberbullying. Unfortunately, all of the media attention that is now focused on cyberbullying runs the risk of making public perceptions on this issue as narrow and inaccurate as they were towards online predation.
When Marlene Kane’s sixteen-year-old son Andrew asked her to drive him to the nearby town of Midland last December, she was surprised to hear that he wanted to meet with someone he had met while playing the online game World of Warcraft – and even more surprised to learn that the person he was meeting was a 42-year-old mother of four from Texas. Experts on sexual solicitation of youth online were less shocked however. In fact, for them the only surprising thing was Lauri Price’s sex. Everything else about the scenario – how they made contact, Price’s openness about her age, Andrew’s willingness to meet her, and the lack of deception about her intentions – all fit the evolving picture of how youth are sexually exploited online.
On November 5, 2009, MNet Media Education Specialist Matthew Johnson participated in the Association of Canadian Studies’ conference Knowing Ourselves: The Challenge of Teaching History of Canadian Official Minority Language Communities, speaking on the topic Media, Diversity and Our History. What follows is an expanded version of his remarks.
Larry Gonick is a pioneer of non-fiction cartooning; starting with Blood From A Stone: A Cartoon Guide to Tax Reform in 1971, he has made a career out of explaining complicated topics in comic format. In 1978 he published the first issue of The Cartoon History of the Universe as a comic book, starting with the Big Bang and ending with the evolution of humanity. Issues of that series were collected first in 1982 and again in 1990; later two sequels appeared, The Cartoon History of the Universe II and III, and in 2007 the series continued as The Cartoon History of the Modern World. With the second volume of that series, published this fall, Gonick brings his history up to late 2008. Throughout the series Gonick has consistently made history entertaining and approachable as well as accurate (each volume ends with an annotated bibliography) and has shed light on the history of often-neglected parts of the world such as China, India and pre-Columbian America. Among his other works are The Cartoon History of the United States and the Cartoon Guide series, which provide grounding in topics ranging from physics to communication theory to sex; his works have been among the most influential in bringing comics into the classroom.
On Saturday, September 26, 2009, the US network Nickelodeon did something unusual: it switched itself off. This was in observance of the “Worldwide Day of Play,” an event Nickelodeon inaugurated in 2004. The network – along with its sister channels Noggin, the N, and Nicktoons, and their associated Web sites – went dark for three hours to encourage its young viewers to “ride a bike, do a dance, kick a ball, skate a board, jump a rope, swing a swing, climb a wall, run a race, do ANYTHING that gets you up and playing!”
It’s been widely said that attention is the currency of the 21st Century. In an age where media occupy an increasingly central role in our lives, the need to have that media focused on you becomes intense. For no-one is this more true than for children and teens, who now expect to be connected twenty-four hours a day and for whom the Internet and cell phones are essential parts of their social lives. An interesting Facebook page, amusing Tweets, outrageous YouTube videos, even shocking photos sent by cell phone – most of us are aware of the ways that young people seek their peers’ attention. In today’s media environment, is it still possible to teach young people the value of privacy? What, indeed, does the idea of privacy even mean to today’s children and teens?
Today is Safer Internet Day, an annual international event sponsored by Insafe to promote a safer Internet for children. Recent research on Internet life has shown that the greatest threat to kids online comes from kids themselves, both in the form of risky behaviour and online harassment, or cyber bullying. Cyber bullying can take forms such as harassing e-mails or text messages, social exclusion and spreading private photos and videos, among others, and presents a particular challenge for parents and teachers because it often happens outside the home or classroom. Because the Internet has become an essential part of kids’ social lives, cyber bullying can also have more devastating effects as youth feel they have no escape.