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Media Literacy= Being able to read and understand communicated messages both obvious and not so obvious

All media messages – TV shows, newspapers, movies, advertisements, etc. – are made or constructed by people. One of the most important media literacy skills is deconstruction – closely examining and “taking apart” media messages to understand how they work.

Mad Men: The Carousel (video)

There is no one “correct” way to

deconstruct a media message –

each of us interprets media differently, based

on our own knowledge, beliefs, experiences, and

values.

Just be prepared to explain your

interpretation.

Deconstructing a media message can help us understand who created the message, and who is intended to receive it. It can reveal how the media maker put together the message using words, images, sounds, design, and other elements. It can expose the point of view of media makers, their values, and their biases. It can also uncover hidden meanings – intended or unintended.

Key concepts for

deconstructing media

• Source• Audience• Text• Subtext• Persuasion Techniques• Point of View

Key Concepts of Deconstruction

All media messages are created. The creator could be an individual writer, photographer or blogger. In the case of a Hollywood movie, the scriptwriter, director, producer, and movie studio all play a role

in creating the message. Ads are usually put together by ad agencies, but the “creator” is really the client – the company or organization that’s paying for the ad. The key point is: Whose

message is this? Who has control over the content?

SOURCE

Audience

Media messages are intended to reach audiences. Some – like primetime TV shows - are designed to reach millions of people. Others – like a letter or email – may be intended only for one person. Most media messages are designed to reach specific groups of people – defined by age, gender, class, interests, and other factors – called the “target audience.”http://www.youtube.com/watch?v=Hx6mxDIKnYs

Text

We often use the word “text” to mean “written words.” But in media literacy, “text” has a very different meaning. The text of any piece of media is what you actually see and/or hear. It can include written or spoken words, pictures, graphics, moving images, sounds, and the arrangement or sequence of all of these elements. Sometimes the text is called the “story” or “manifest text.” For most of us, the text of a piece of media is always the same.

http://www.youtube.com/watch?v=5-q4kZDIfk0

The “subtext” is an individual interpretation of a media message. It is sometimes called the “latent text.” The subtext is not actually heard or seen; it is the meaning we create from the text in our own minds. While media makers often create texts that suggest certain subtexts, each person creates their own subtext (interpretation) based on their previous experiences, knowledge, opinions, attitudes, and values. Thus, two people interpreting the same text can produce two very different subtexts.

Subtext

http://www.youtube.com/watch?v=TmQRfQtS7Xc

No one tells the whole story. Everyone tells part of the story from their point of view. Deconstructing a media message can expose the values and biases of the media maker, and uncover powerful ideological and value messages.

Point of View

http://www.bobsblitz.com/2012/03/what-if-three-little-pigs-killed-wolf.html

Media messages use a number of techniques to try to persuade us to believe or do something. If we can spot the techniques being used, we’re less likely to be persuaded, and more likely to think for ourselves.

Persuasion

Techniques

Basic persuasion techniques

•Association

•Bandwagon

•Beautiful people

•Bribery

•Celebrities

•Experts

•Explicit claims

•Fear

•Humor

•Intensity

•Maybe

•Plain folks

•Repetition

•Testimonials

•The big lie

•Flattery

•Glittering generalities

•Name-calling

•Rhetorical questions

•Scientific “evidence”

•Symbols

•New/Nostalgia

•Warm & Fuzzy

Let’s break it down by looking at a sample deconstruction…

Deconstruct this magazine ad using these questions:1. Whose message is this? Who created or paid for it? Why?2. Who is the “target audience”? What is their age, ethnicity, class,

profession, interests, etc.? What words, images or sounds suggest this?

3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)

4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)

5. What kind of lifestyle is presented? Is it glamorized? How?6. What values are expressed?7. What tools of persuasion are used?   8. What positive messages are presented? What negative

messages are presented?9. What groups of people does this message empower? What

groups does it disempower? How does this serve the media maker's interests?

Whose message is this? Who created or paid for it? Why?

This message belongs to an ad campaign for Tommy Hilfiger clothes. The advertisement was created and paid for by the company to promote its fall 2011 line.

2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?

This advertisement targets people of several races and ages. This is because we see fifteen people of various races ranging in age from about 8 to the mid- to- late 50’s. The ad also targets anyone who enjoys football tailgating (coolers, chairs, blankets). The people are more dressed up than average tailgaters and they have brought their basset hounds. These details suggest an appeal to the upper class or those who desire to seem upper class. There is also an appeal to those who value family. The ad targets people who want to have fun with family.

Let’s break it down by looking at a sample deconstruction…

3. What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)

We see “The Hilfigers.” A “family” of fifteen, featuring various ages and races. They are well dressed in clothes that show coordinating colors. We know they are tailgating from the cars (Mercedes), blankets, cooler, and outdoor setting. The ad also says, “tail*gate*ius ulti*ma/tus.” Two of the women are holding basset hounds. One family member, Chloe Hilfiger, is featured at the upper right corner. It says, “Meet them.” Some family members are smiling and gesturing, some have more typical model poses. The “father” holds a newspaper. The young boy wears “indian” feathers and his hand over his mouth as if he is “playing indian.”

Let’s break it down by looking at a sample deconstruction…

4. What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)

The ad suggests that people of all ages, genders, and races should wear Tommy Hilfiger clothes, and that if one does, he will seem wealthy, educated, and interesting.

The ad uses, “tail*gate*ius ulti*ma/tus,” which, in a strange version of Latin, suggests that this family is the ultimate tailgate family. The use of fake Latin seems to denote that these are educated people. It is also meant to be humorous. The basset hounds, dogs originally bred by French aristocrats to hunt rabbits, suggest wealth and privilege.

One family member, Chloe Hilfiger, is featured at the upper right corner. It says, “Meet them” as if the family consists of movie characters.

5. What kind of lifestyle is presented? Is it glamorized? How?

A wealthy, happy, and carefree life full of leisure time with a diverse and educated family is presented in this advertisement. It is glamorized by the expensive cars, clothes, and laid back (if not slightly snobby) attitude of the models.

6. What values are expressed?

Some values that are key in this advertisement are family, the appreciation of sports, carefree living, and the value of diversity, education, and wealth.

7. What “tools of persuasion” are used?

-Beautiful people: There are paid models in this ad and they are all attractive.-Association: Hilfiger is related to fun, leisure, and popularity.-Plain folks: The ad features models that are not famous celebrities.-Bandwagon: In order to be cool and popular you need to wear Hilfiger because everyone in this large, cool family does.-Symbols: Basset hounds/Mercedes denote wealth, newspaper= education, coolers= leisure-Timing: This ad was found in national fashion magazines during Fall 2011 fashion campaigns and the football season.-Warm and Fuzzy: The use of kids and dogs appeals to people’s appreciation of the cute-Nostalgia/New: There is a mix of 70’s style and a new, more diverse, American family

8. What positive messages are presented? What negative messages are presented?The positive messages presented in this ad are family, education, people coming together, and being outdoors. A negative message presented in this ad is the stereotypical representation of a child playing playing at “indian” which resulted in the offending some Native Americans citizens.  

9. What groups of people does this message empower? What groups does it disempower? How does this serve the media maker's interests?This ad empowers people in inter-racial relationships and those with strong family bonds. This ad disempowers Native Americans by simplifying the Native American experience to cartoonish proportions. It also disempowers those who do not have large, close families, and those who cannot afford Tommy Hilfiger’s expensive clothes.

10.  What part of the story is not being told?  How and where could you get more information about the untold stories? 

This is Tommy Hilfiger’s actual family. Members are not large in number, nor or diverse in race. They do, however, span in age, as Tommy’s second wife sits to his left, and his three children on his lap and to the right.

So, let’s deconstruct…….

Super Bowl Ads…

• Halftime in America

http://www.youtube.com/watch?v=_PE5V4Uzobc

• Dog Strikes Back

http://www.youtube.com/watch?v=0-9EYFJ4Clo

Compare these ads. How are they similar? How are they different?

PBS Media Literacy Site