Post on 15-Dec-2015
Media Literacy: Focusing the lens on
Latin AmericaDr. Srividya Ramasubramanian
Department of Communication
Texas A&M University
Global citizenship and media literacy
Media shape values, influencing our opinions, and constructing our worldviews
Effective, active, and empowered citizens in a global multimedia community
Media literacy focuses on fostering active inquiry and critical thinking skills about the media messages that we receive and create
Global citizenship and media literacy
Part One: Media flows between Latin America and U.S – television and film industries
Part Two: Critical analysis of U.S media representations of Latin America
Main Principles of Media Literacy
1. Active inquiry and critical thinking about the messages we receive and create.
2. “Literacy” applied to all forms of media.
3. Builds and reinforces skills for learners of all ages.
4. Integrated, interactive, and repeated practice.
Alliance for a Media Literate America
Main Principles of Media Literacy4. Develops informed, reflective and engaged
participation essential for a democratic society
5. Recognizes that media are a part of culture and function as agents of socialization
6. Affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages
Alliance for a Media Literate America
What Media Literacy is Not Replacing students’ perspectives with someone
else’s Sharing a critique of media without also sharing
skills to critically analyze media Teaching students to think critically without also
teaching skills of expression or vice versa Using media literacy videos, films, books or other
curriculum materials as a substitute for teaching critical inquiry skills
Alliance for a Media Literate America
What Media Literacy is Not Simply using media in the classroom Asking IF there is a bias in a particular message
(since all media messages are biased), but rather, what the substance, source, and significance of a bias might be
About accepting oversimplifications or overgeneralizations about media or any other topic
About restricting or reducing complex debates to two sides
Alliance for a Media Literate America
Key Questions to Ask when Analyzing Media Messages
Authors and AudiencesAuthorship:
Who made this message?
Purpose: Why was this made?
Economics: Who paid for this?
Impact: Who might benefit from this message? Who might be harmed? Why might this message matter to me?
Response: What kinds of actions might I take in response to this message?
Messages and Meanings
Content: What is this about? What ideas, values, information and point of view are overt? Implied? What is left out of this message that is important to know?
Techniques: What techniques are used? Why were those techniques used? How do they communicate the message?
Interpretations: How might different people understand this message differently? What do I learn about myself from my reaction or interpretation?
Representations and Reality
Context: When was this made?
Where or how was it shared with the public?
Credibility: Is this fact, opinion, or something else?
How credible is this (and what makes you think that)?
What are the sources of the information, ideas, or assertions?
Alliance for a Media Literate America
Part One: Media flow patterns between U.S and
Latin America
The Case of Television and Film Industries
Cultural imperialism versus proximity
Cultural imperialism Richer, mightier countries dominate media
content of subordinating countries
Cultural proximity Media audiences prefer local over foreign
programs Asymmetric interdependence (Straubhaar, 1994)
Evidence for cultural proximity In 2003, about 60 to 80% of programming
was locally produced U.S media content was only 8% of Brazil,
14% in Chile, 13% in Columbia, and 27% in Mexico
U.S. TV programs in Latin America
U.S programs such as The Simpsons and Fresh Prince of Belair popular with younger audiences in large cities in Latin America, especially those in the upper/middle class
Most of the top 10 popular paid channels are U.S based (mainly movies)
Media flows within and outside Latin America Increase in exports from Brazil, Venezuela, and
Mexico to other countries in Latin America and to European countries
Venevision headquartered in Miami uses neutral Spanish; Venezuelan and Mexican actors
Export to U.S.: Brazilian Globo has made telenovelas geared toward Hispanic market in U.S. that describes Mexican characters living in Brazil
Globalization of Latin American TV industry Some Latin American media companies are
collaborating with foreign companies to co-produce movies for TV
Interestingly, many are headquartered in Miami (MTV Latino, Telemundo, and Univision)
Apart from the U.S., Canada, France and Spain-based conglomerates own some channels in Latin America
Support for asymmetric interdependence Modeled after U.S. capitalist profit-
oriented media companies in structure and processes
Smaller countries such as Ecuador import more from U.S. than bigger ones such as Mexico
In some genres such as movies, sitcoms, cartoons, U.S. media dominates
Traditional Latin American stereotypes in entertainment
The Greaser The Lazy/Stupid “Mexican”
The Latin Lover The Dark Lady
Social identity theory and media Us versus them They are all Mexicans (out-group
homogeneity) The more they are like us, the more we
like them (prototypical similarity)
Assimilation in U.S. culture
On Ugly Betty, America Ferrera’s character Betty has to balance life in her Latino home with life at work in Manhattan.
http://www.youtube.com/watch_fullscreen?video_id=kmN7qsWApKk&l=224&t=OEgsToPDskKPrgJ1V3sjqUbscuI7o3d-&sk=OCE4wKt3yRLb-JKINQG3agC&fs=1&title=Ugly%20Betty%20-%20%27A%20Tree%20Grows%20In%20Guadalajara%27%20Summary%20%5BEp.%2022%5D In the summary of Ugly Betty - 'A Tree Grows In
Guadalajara' Summary [Ep. 22]
We see Betty and her family going back to their roots in Mexico to solve family problems, yet still maintain their identity in America
Popular media as a source of information
Television is a primary source of information about racial and ethnic minorities, especially for children from rural backgrounds with little to no direct contact with other races (Graves, 1999)
Cultivation of social reality Higher TV exposure
Greater fear of crime More mistrust in people Higher perceived threat Greater support for law enforcement
(Gerber and colleagues)
Mexico 2037
Brazil 1078
Cuba 784
Venezuela 538
Argentina 527
Puerto Rico 343
Colombia 331
Chile 328
Peru 291
Dominican Republic 290
Panama 263
Guatemala 238
Ecuador 197
Bolivia 165
Nicaragua 158
Costa Rica 137
Uruguay 122
Honduras 113
El Salvador 103
Guyana 60
Paraguay 50
Belize 43
Suriname 9
French Guyana 5
Illegal immigration http://www.youtube.com/watch?v=dft0s_No
a4U http://www.youtube.com/watch?v=
yTYjKxywzvU