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Please read the assignment here: DA6 News Analysis final.pdfWrite according to the scoring criteria. Dont use too much literature _____________20200521152926.png da6_news_analysis_final.pdf media_literacy_by_w._james_potter__z_lib.org__1_.pdf Unformatted Attachment Preview Discussion Assignment 6 (DA6)_News Analysis Why should I do this Assignment? Because: 1. You will better understand how news stories are constructed. 2. You will be able to apply the knowledge of news construction principles to your personal decisions about media. 3. You will practice your analytical skills. 4. This will make you more medial literate. 5. And last but not the least, this is a Discussion activity and is contributing to 35\% of your grade. Make sure you submit this assignment on-line by the FINAL due date listed in your Syllabus. No assignments will be accepted beyond this date. Description Please read the news story below (p. 2). Your task is to analyze it. You must answer questions in a template provided in Exercise 3.2 of Issue 3 “Fake News” on pp.395-395 of your textbook. You need to only address questions that pertain the steps a, b, c, d and e listed under task 1. Make sure you answer every question to ensure that you completed to assignment in full. Where do I get help? 1. Refer to Chapter (Issue 3) to help you. 2. In addition refer to the Rubric for this assignment on CANVAS to better understand criteria by which your work will be evaluated. 3. Attend a ZOOM discussion meeting and/or watch the recoded video during which your TAs will model for you how to best approach this assignment and can answer any questions you might have. Imperial College model Britain used to justify lockdown a buggy mess, total unreliable, experts claim By Peter Aitken | Fox News The heralded model United Kingdom experts have largely used to guide their coronavirus policies is “totally unreliable,” according to experts. The criticisms follow a series of policy turnabouts, including Prime Minister Boris Johnson’s decision to extend the national lockdown. The United States also used the model, which predicted upwards of 2.2 million deaths in the US without proper action. The prediction helped influence the White House to adopt a more serious approach to the pandemic. Experts have derided the coding from Professor Neil Ferguson, warning that it is a “buggy mess that looks more like a bowl of angel hair pasta than a finely tuned piece of programming.” “In our commercial reality, we would fire anyone for developing code like this and any business that relied on it to produce software for sale would likely go bust,” David Richards, co-founder of British data technology company WANdisco, told the Daily Telegraph. Ferguson, the virus modeler from Imperial College London and a scientific adviser to the government, warned on March 16 that 500,000 people could die from the pandemic without significant action. Prime Minister Boris Johnson responded by imposing a national lockdown, which has only been loosened within the last week. The Imperial model works by using code to simulate transport links, population size, social networks and healthcare provisions to predict how coronavirus would spread. Researchers released the code behind it, which developers have criticized as being unreadable. Scientists from the University of Edinburgh have further claimed that it is impossible to reproduce the same results from the same data using the model. The team got different results when they used different machines, and even different results from the same machines. “There appears to be a bug in either the creation or re-use of the network file. If we attempt two completely identical runs, only varying in that the second should use the network file produced by the first, the results are quite different,” the Edinburgh researchers wrote on the Github file. A fix was provided, but it was the first of many bugs found within the program. “Models must be capable of passing the basic scientific test of producing the same results given the same initial set of parameters…otherwise, there is simply no way of knowing whether they will be reliable,” said Michael Bonsall, Professor of Mathematical Biology at Oxford University. A spokesperson for the Imperial College COVID19 Response Team said: “The U.K. Government has never relied on a single disease model to inform decision-making. As has been repeatedly stated, decision-making around lockdown was based on a consensus view of the scientific evidence, including several modelling studies by different academic groups.” “Epidemiology is not a branch of computer science and the conclusions around lockdown rely not on any mathematical model but on the scientific consensus that COVID-19 is a highly transmissible virus with an infection fatality ratio exceeding 0.5pc in the UK.” As of Saturday, the United Kingdom has confirmed 241,455 cases of coronavirus, behind only the U.S. and Russia; and 34,546 deaths, behind the U.S. Ferguson himself resigned from his advisory role earlier this month after reports emerged that he defied his own lockdown advice by letting his married lover visit him on two occasions. Media Literacy Ninth Edition 2 3 Media Literacy Ninth Edition W. James Potter University of California, Santa Barbara Los Angeles London New Delhi Singapore Washington DC Melbourne 4 FOR INFORMATION: SAGE Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: order@sagepub.com SAGE Publications Ltd. 1 Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom SAGE Publications India Pvt. Ltd. B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte. Ltd. 18 Cross Street #10-10/11/12 China Square Central Singapore 048423 Copyright © 2019 by W. James Potter All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Printed in the United States of America Library of Congress Cataloging-in-Publication Data Names: Potter, W. James, author. Title: Media literacy / W. James Potter. Description: Ninth edition. | Los Angeles : SAGE, [2020] | Includes bibliographical references and index. Identifiers: LCCN 2018040336 | ISBN 9781506366289 (paperback : alk. paper) Subjects: LCSH: Media literacy. Classification: LCC P96.M4 P68 2020 | DDC 302.23072/1—dc23 LC record available at https://lccn.loc.gov/2018040336 This book is printed on acid-free paper. Acquisitions Editor: Lily Norton Editorial Assistant: Sarah Wilson Production Editor: Bennie Clark Allen Copy Editor: Christina West Typesetter: C&M Digitals (P) Ltd. Proofreader: Sally Jaskold Indexer: Jean Casalegno 5 Cover Designer: Candice Harman Marketing Manager: Staci Wittek 6 Brief Contents 1. Preface 2. Acknowledgments 3. About the Author 4. Part I • INTRODUCTION 1. Chapter 1 • Why Increase Media Literacy? 2. Chapter 2 • Media Literacy Approach 5. Part II • AUDIENCES 1. Chapter 3 • Audience: Individual Perspective 2. Chapter 4 • Audience: Industry Perspective 3. Chapter 5 • Children as a Special Audience 6. Part III • INDUSTRY 1. Chapter 6 • Development of the Mass Media Industries 2. Chapter 7 • Economic Perspective 7. Part IV • CONTENT 1. Chapter 8 • Media Content and Reality 2. Chapter 9 • News 3. Chapter 10 • Entertainment 4. Chapter 11 • Advertising 5. Chapter 12 • Interactive Media 8. Part V • EFFECTS 1. Chapter 13 • Broadening Our Perspective on Media Effects 2. Chapter 14 • How Does the Media Effects Process Work? 9. Part VI • THE SPRINGBOARD 1. Chapter 15 • Helping Yourself and Others to Increase Media Literacy 10. Part VII • CONFRONTING THE ISSUES 1. Issue 1 • Ownership of Mass Media Businesses 2. Issue 2 • Sports 3. Issue 3 • Fake News 4. Issue 4 • Advertising 5. Issue 5 • Media Violence 6. Issue 6 • Privacy 11. Glossary 12. References 13. Index 7 8 Detailed Contents Preface Acknowledgments About the Author Part I • INTRODUCTION Chapter 1 • Why Increase Media Literacy? The Information Problem Growth Is Accelerating High Degree of Exposure Keeping Up Dealing With the Information Problem Our Mental Hardware Our Mental Software Automatic Routines Advantages and Disadvantages The Big Question Summary Further Reading Keeping Up to Date Chapter 2 • Media Literacy Approach What Is Media Literacy? The Three Building Blocks of Media Literacy Skills Knowledge Structures Personal Locus The Definition of Media Literacy The Development of Media Literacy Advantages of Developing a Higher Degree of Media Literacy Appetite for Wider Variety of Media Messages More Self-Programming of Mental Codes More Control Over Media Summary Further Reading Exercise Part II • AUDIENCES Chapter 3 • Audience: Individual Perspective Information-Processing Tasks Filtering 9 Meaning Matching Meaning Construction Analyzing the Idea of Exposure to Media Messages Exposure and Attention Physical Exposure Perceptual Exposure Psychological Exposure Attention Exposure States Automatic State Attentional State Transported State Self-Reflexive State The Media Literacy Approach Summary Further Reading Exercise Chapter 4 • Audience: Industry Perspective Shift From Mass to Niche Perspective on Audience What Is a Mass Audience? Rejection of the Idea of Mass Audience The Idea of Niche Audience Identifying Niches Geographic Segmentation Demographic Segmentation Social Class Segmentation Geodemographic Segmentation Psychographic Segmentation Twelve American Lifestyles VALS Typology Attracting Audiences Appeal to Existing Needs and Interests Cross-Media and Cross-Vehicle Promotion Conditioning Audiences Summary Further Reading Exercises Chapter 5 • Children as a Special Audience Why Treat Children as a Special Audience? Lack of Experience 10 Lack of Maturation Cognitive Development Emotional Development Moral Development Special Treatment From Regulators Special Treatment From Parents Re-examining the Case for Special Treatment of Children Maturation Experience Young Adults as a Special Audience Cognitive Abilities Field Independency Crystalline Intelligence Fluid Intelligence Conceptual Differentiation Emotional Abilities Emotional Intelligence Tolerance for Ambiguity Nonimpulsiveness Summary Further Reading Keeping Up to Date Exercise Part III • INDUSTRY Chapter 6 • Development of the Mass Media Industries Patterns of Development Innovation Stage Penetration Stage Peak Stage Decline Stage Adaptation Stage Comparisons Across Mass Media Life Cycle Pattern Indicators of Peak Decline and Adaptation Current Picture Convergence Special Case of the Computer Industry Profile of Mass Media Workforce Summary 11 Further Reading Keeping Up to Date Exercises Chapter 7 • Economic Perspective The Media Game of Economics The Players The Goal The Rules Characteristics of the Game Importance of Valuing Resources Well Complex Interdependency Among Players Digital Convergence Nature of Competition Media Industry Perspective Overview of Success Film Segment Music Segment Book Segment Video Game Segment Advertising Media Strategies Maximizing Profits Constructing Audiences Reducing Risk Consumers’ Strategies Default Strategy Media Literacy Strategy Summary Further Reading Keeping Up to Date Exercises Part IV • CONTENT Chapter 8 • Media Content and Reality Role of Reality in Media Content Formulas Complex Judgment Magic Window Multiple Dimensions of Reality Differences Across Individuals Organizing Principle: Next-Step Reality Audience’s Perspective 12 Programmers’ Perspective Reality Programming as a Genre The Importance of Media Literacy Summary Further Reading Keeping Up to Date Exercise Chapter 9 • News Dynamic Nature of News Rise and Fall of “Big News” Shift to Online Sources of News Different Perspectives on News Political Philosophy Perspective Traditional Journalistic Perspective News-Working Perspective Economic Perspective Consumer Personal Perspective Hyper-localism Selective Exposure Consumer Standards for Evaluating the Quality of News Objectivity Accuracy Completeness Context Neutrality Lack of Bias Balance How Can We Become More Media Literate With News? Exposure Matters Quality Matters Summary Further Reading Keeping Up to Date Exercises Chapter 10 • Entertainment Story Formulas General Story Formula Genres Challenges Different Media 13 Changing Public Taste Dealing With Risk Patterns Character Patterns Controversial Content Elements Sex Homosexuality Violence Language Health Deceptive Health Patterns Responsible Health Patterns Values Becoming Media Literate With Entertainment Messages Summary Further Reading Keeping Up to Date Exercises Chapter 11 • Advertising Advertising Is Pervasive Process of Constructing Advertising Messages Campaign Strategy Outbound Advertising Perspective Inbound Advertising Perspective Becoming More Media Literate with Advertising Analyze Your Personal Needs Analyze Ads Evaluate Ads Summary Further Reading Keeping Up to Date Exercises Chapter 12 • Interactive Media Competitive Experiences Attraction to Electronic Games Psychology of Playing Electronic Games Designing Electronic Game Platforms Marketing Electronic Games MMORPGs Cooperative Experiences 14 Friendship Dating Living Opinion Sharing Acquisition Experiences Information Music Video Shopping Media Literacy With Interactive Messages Personal Implications Broader Concerns Summary Further Reading Keeping Up to Date Exercises Part V • EFFECTS Chapter 13 • Broadening Our Perspective on Media Effects Timing of Effects Valence of Effects Intentionality of Effects Type of Effects Cognitive-Type Effect Belief-Type Effect Attitudinal-Type Effect Emotional-Type Effect Physiological-Type Effect Behavioral-Type Effect Macro-Type Effect Four-Dimensional Analysis Becoming More Media Literate Summary Further Reading Exercises Chapter 14 • How Does the Media Effects Process Work? Media Effects Are Constantly Occurring Manifested Effects and Process Effects Baseline Effects and Fluctuation Effects Factors Influencing Media Effects Baseline Factors 15 Developmental Maturities Cognitive Abilities Knowledge Structures Sociological Factors Lifestyle Personal Locus Media Exposure Habits Fluctuation Factors Content of the Messages Context of Portrayals Cognitive Complexity of Content Motivations States Degree of Identification Process of Influence Thinking About Blame Becoming More Media Literate Summary Further Reading Keeping Up to Date Exercises Part VI • THE SPRINGBOARD Chapter 15 • Helping Yourself and Others to Increase Media Literacy Helping Yourself Ten Guidelines 1. Strengthen Your Personal Locus 2. Develop an Accurate Awareness of Your Exposure Patterns 3. Acquire a Broad Base of Useful Knowledge 4. Examine Your Mental Codes 5. Examine Your Opinions 6. Change Behaviors 7. Think About the Reality-Fantasy Continuum 8. Become More Skilled at Designing Messages 9. Do Not Take Privacy for Granted 10. Take Personal Responsibility Illustrations of Milestones Cognitive Ladder Emotional Ladder Moral Ladder Aesthetic Appreciation Ladder 16 Examples of Levels of Literacy Helping Others Interpersonal Techniques Interventions Public Education Current Situation Barriers What Can You Do? Societal Techniques Summary Keeping Up to Date Exercises Part VII • CONFRONTING THE ISSUES Issue 1 • Ownership of Mass Media Businesses Delineating the Issue Arguments Against Concentration of Ownership of Media Companies Arguments for Concentration of Ownership of Media Companies Evidence of Concentration Trend Toward Concentration Factors Driving the Trend Efficiencies Regulation and Deregulation Evidence for Harm Increased Barriers to Entry Reduced Level of Competition Reduced Number of Public Voices Changes in Content Your Own Informed Opinion Expanding Perspective Re-examining Evidence Thinking About Underlying Values Localism Efficiency Informing Your Opinion Further Reading Keeping Up to Date Applying Media Literacy Skills Issue 2 • Sports Delineating the Issue The Money Cycle 17 Players Owners and Leagues Television Networks Advertisers Public Olympics Video Gaming Your Own Informed Opinion The Big Picture Extend Your Knowledge Cost-Benefit Analysis Think About Implications Further Reading Keeping Up to Date Applying Media Literacy Skills Issue 3 • Fake News What Is Fake News? Delineation by News Criteria Timeliness Significance Proximity Prominence Unusualness Human Interest Delineation by Type of Sender By Channel By Professionalism Delineation by Intention of Sender Delineation by Accuracy Factual Accuracy Story Accuracy Delineation by Context An Irony Conclusion Media-Literate Treatment of Fake News Be Skeptical Be Analytical Evaluate Facts Evaluate the News Story Your Own Informed Opinion 18 Further Reading Keeping Up to Date Applying Media Literacy Skills Issue 4 • Advertising Delineating the Issue Faulty Criticisms Advertising Is Deceptive Companies Manipulate Us Through Subliminal Advertising Advertising Perpetuates Stereotypes Criticisms Based on Personal Values Advertising Is Excessive Advertising Manipulates Us Into Buying Things We Don’t Need Advertising Makes Us Too Materialistic Criticisms About Responsibility Advertising Potentially Harmful Products Invading Protected Groups Invading Privacy Altering Needs Your Own Informed Opinion Further Reading Applying Media Literacy Skills Issue 5 • Media Violence Delineating the Issue The Public’s Faulty Perceptions Equating Violence With Graphicness Ignoring Context Blind Spot on Harm Producers’ Faulty Beliefs Violence Is Necessary to Storytelling Blame Others, Not Producers Your Own Informed Opinion Implications for Individuals Implications for Producers Moving Beyond Faulty Thinking Further Reading Applying Media Literacy Skills Issue 6 • Privacy Delineating the Issue Criminal Threats to Your Privacy Stealing Private Information 19 Direct Theft Indirect Theft Economic Purpose Political Purpose Hijacking Destroying Information Non-criminal Threats to Your Privacy Collecting and Selling Information Controlling Spamming Public Opinion and Regulations Public Opinion Regulations Your Own Informed Opinion Information Assessment Take an Inventory About What Information Is Publically Available About You Map Your Information by Privacy Levels Threat Assessment Privacy Strategy Remove Private Information Correct Inaccuracies Continually Monitor Threats Download Software to Protect Your Computer From Threats to Your Privacy Set Up Your Internet Browsers to Disallow Cookies as the Default Further Reading Keeping Up to Date Applying Media Literacy Skills Glossary References Index 20 21 Preface Most of us think we are fairly media literate. We know how to access all kinds of media to find the music, games, information, and entertainment we want. We recognize the faces of many celebrities and know many facts about their lives. We recognize a range of musical styles and have developed strong preferences for what we like. We can easily create messages through photos, videos, and text then upload them to various sites on the Internet. Clearly, we know how to expose ourselves to the media, we know how to absorb information from them, we know how to be entertained by them, and we know how to use them to create our own messages and share them with others. Are we media literate? Yes, of course. We have acquired a great deal of information and developed remarkable skills. The abilities to speak a language, read, understand photographs, and follow narratives are significant achievements, although we often take them for granted. While we should not overlook what we have accomplished, it is also important to acknowledge that we all can be much more media literate. In many ways, your overall level of media literacy now is probably about the same as it was when you first became a teenager. Since that time, your information base has grown enormously about some types of media messages, such as popular songs, Internet sites, and video clips. ... Purchase answer to see full attachment