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Thinking Critically About the Media

Chapter Outline

Outline/Summary of Objectives in Chapter Fourteen: Thinking Critically About the Media

Following are the main learning objectives from the chapter:

Students should understand basic concepts and develop the skills and dispositions necessary for careful evaluation of the media.

The Mass Media (pgs. 453-454)

You should be familiar with some basic concepts concerning the mass media including:

A. The "mass" in mass media refers primarily to the size of the audience and the technological means (e.g. radio, television, printing, computers, etc.) by which that audience is reached.

B. The mass media, as an institution, represents a widely varied and complex array of productive forces with an equally varied array of interests and goals, including, but not limited to, an intention to inform, entertain, and persuade large audiences.

(See 454-461)

The News Media (pgs. 454-461)

Students should learn to view the media, not as a transparent source of objective information, but as a filter or "sieve" which "mediates" (i.e. interprets and sometimes distorts) reality through a complex association of productive factors and interests.

Students should also be aware of the (often subtle and unperceived) influences the news media has on our beliefs and behaviors. In evaluating the media you should . . .

A. recognize the importance of context to the meaning of news;

B. understand the "meaning" and purpose of the news;

1. grasp the usefulness of the news in forming reasonable beliefs and deciding what to do;

2. grasp the role of news media in directing communication within a community;

3. recognize that the majority of information presented in the media is useless and insignificant.

C. understand the various ways in which stripping information from its context (e.g. through the use of "sound bites") affects the meaning of information.

(See 461-464)

Getting Us to Pay Attention: What Really Drives the Media (pgs. 461-464)

Students should understand that news media sources are predominantly commercial enterprises who's primary interests are to hold the attention of an audience for the purpose of presenting advertisements and generating ad revenue. In short, you should understand the basic relationship between ad revenue and the production of news.

(See 464-484)

Keeping our Interest: The News as Entertainment (pgs. 464-484)

Students should appreciate the qualitative impact on news coverage caused by the pressure on media sources to entertain the audience. To this end, you should become familiar with . . .

A. how the media entertain us, often by appealing to our less critical faculties. You should understand how . . .

1. selecting some events and excluding others, and then selecting what to report on those events, can manipulate (intentionally or otherwise) the meaning of reported information;

2. the selection of events is often based on the entertainment preferences of the public and not the genuine interests of the public;

3. important stories often go uncovered due to their complexity or critical content and how this effects social dialogue;

4. how various methods for emphasizing stories and parts of stories can distort the meaning of events, making events seem more or less important than they actually are;

5. attempts to maintain the appearance of objectivity can result in biased news coverage;

6. the perceived political and emotional bias of both journalists and the audience both does and does not affect fair reporting of the news;

7. the use of language (e.g. omitting information, using vague terminology, euphemisms, and emotionally charged words) can slant stories and influence audiences;

8. unsubstantiated opinions of journalists often pass as genuine news and can sometimes lead to grave errors in reporting;

9. technical effects (e.g. the use of music, strategic editing, camera angles) can be used to dramatize stories, making them more emotionally appealing.

(See 484-487)

Media Literacy (pgs. 484-487)

Students should recognize the importance of understanding the relationship between news, entertainment, and advertising. You should become familiar with the basic features of media literacy, including the asking of critical questions about the content of news media.

(See 487-499)

Advertising and the Media (pgs. 487-499)

Students should become familiar with the basic characteristics of advertising, its purposes and influences on the media, our beliefs and our values. To this end, you should understand . . .

A. the definition and functions of advertisements and how some ads do and do not conform to these functions;

1. that many ads do not inform;

2. that ads do not merely reflect the values of society, but contribute to their creation;

B. the various defenses of advertising;

C. the various criticisms of advertising;

D. the most common strategies used in advertisements;

1. the use of humor;

2. the use of catchy slogans and jingles;

3. appealing to our fears of rejection and hopes for acceptance and approval;

4. the use of emotive words;

5. the use of weasel words;

6. the use of fine-print disclaimers;

7. the use of puffery;

8. the use of the promise of sex;

9. the portrayal of enviable situations and enviable people;

10. the use of complements;

E. Basic characteristics of political ads.

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