BCM332: The War on Information

infoisammo

Information is Ammunition’ by flickr user Victor van Dijk under license CC BY-NC 2.0

If time (or in your own time) Watch this – Riz Ahmed makes the link between representation, and information.

 

 

https://theconversation.com/factcheck-qanda-has-confidence-in-the-media-in-australia-dropped-lower-than-in-the-united-states-74930

Have a look at: https://mediabiasfactcheck.com/about/

Where do you get your information from?

Do you trust it?

Peer Feedback on Case Studies – some useful links:

Strategies to enhance peer feedback

Guidelines for students – peer review

 

 

#BCM332: On and Behind the Screen: Why Representation Matters

Home-movieTutorials:

  • Tips on Peer teaching
  • Time to work shop your case studies
  • Time to spend with Peer Teaching groups
  • REMINDER
  • First 500 part of case study due in Moodle this WED 9/8/17, 5pm (upload link to your blog).
  • You will not receive a grade until the final submission on 6/9/17 – but I will provide feedback for you to revise.

 

ACTIVITY – REPRESENTATION.

As I mentioned in the lecture, this week, Netflix has started the #FirsttimeIsawMe hashtag as a way to promote their series Dear White People.

Watch this.

http://mashable.com/2017/08/01/netflix-dwp-firsttimeisawme/#FQgt7yH9xkq1

 

WATCH:

Christopher Bell TED talk on female superhero merchandise.

What are your thoughts on this in relation to representation?

Do you think there is a responsibility of companies to represent characters equally?

https://www.ted.com/talks/christopher_bell_bring_on_the_female_superheroes#t-2078

 

TIPS ON PEER TEACHING

The main things I would suggest

  • a variety of activities
  • things you can do in small groups – and hopefully have students talk to one another – try to make it interactive.
  • As you will see in the outline, feel free to bring handouts, show the class any visual material and have them discuss. At the end of each tutorial, come and see me if you need any handouts printed etc, and I can do this for you before class.
  • LOOK AT THE COURSE OUTLINE – lots of resources with ideas! Here are a few more:

http://www.otago.ac.nz/hedc/staff/tutor/start/

WATCH:

https://ablconnect.harvard.edu/group-cooperative-learning-students-classroom-leaders

 

BCM332: UNESCO, diversity and the digital divide

digital_divide_2

The course is centred around two aims:

To examine strategies and campaigns to address global inequalities in media and information flows; and

To explore the rights and responsibilities of global media citizenship through case studies of media regulation, and citizens’ media initiatives.

It is a good idea to keep coming back to these ideas, and refer back to them as a touchstone throughout the semester,  as you write your case studies, and plan out your activities for peer teaching. Ask yourself – how do the examples you have chosen relate back to these aims?

The digital divide – Broadband access in India. Watch this:

What did you learn from this?

How might it relate to the issue of the ‘digital divide’?

 

Have a look at this report on digital inclusion in Australia.

  • What did you discover?
  • What can a document like this tell us about the reality of digital access in Australia?
  • Thinking critically, what voices are absent from this report?