Hidden messages
In
chapter 6, “Reading Information” Burke (2001) discusses the various ways that
we, as readers, are manipulated by the media. I think this is an interesting
concept because many of us are very aware of what is happening. We understand
that there will be fine print on coupons, we know that magazine headlines put “eye
catching” phrases in the title even if that has little to do with the content
of the article, and we know how to navigate the world with the expectation that
not all of us are going to read everything.
One
thing that Burke brought up is that we understand default colors as well. When
reading an article or passage with a hyperlink, we know that if it is blue it
has not yet been clicked on. Yes! Yes, I do know this! However, I didn’t
realize that I knew it until just now. What other things do I just
automatically do and/or accept in this world because that is what I’ve been
fed?
This
is where reading becomes a challenge for both us and our students. Multimedia
gives us so much information, and we all work through a process of reading code
whether through the use of emoticons, logos, color schemes in information, news
information, and even in the watching of video and its message manipulation. We
must translate, decode, and ultimately accept or reject the message.
Similar
to other chapters in this book, Burke is making the argument that there are so
many sources of information that we absolutely must think critically about the
source, the funding, partnerships and interests, and why the message is
intended for the specific audience that is being targeted.
The
reading processes that come with understanding rhetoric, persuasion, expository
text, semantics, math, grammar, and design (all of which Burke lists as needed
skills in our domains of knowledge) will help us to decode text that looks to
be saying one thing but is actually saying another. As cynical as it may sound,
I don’t really believe anything at face value anymore. I try to eliminate my
own confirmation bias, but I know that gets in the way of how I read
informational text as well. So while I sort through information that makes
sense to me, and that which does not I think critically more often than not about
why something is being offered as information and what it means to the people
reading/viewing/listening.
Again,
it’s pretty easy to live in a world where we know these things exist but we’re
ok with some or most of them, and do some critical deciphering pretty quickly
or automatically. It may be a challenge to sit an analyze every piece of
information that we are fed for clues, cues, subtext, and other manipulative
information. Not only a challenge, but probably depressing as well. But the
goal here is to become aware, maybe even hyper aware, so that these strategies
can be taught to students so that they will understand what to accept and what
to challenge and what to base that information on.
Oh the fine print...it will always get you! Georgia, being a visual artist I am always fascinated by how media and visual culture plays into our society. In undergrad I was told by a painting professor that you should never use text in your work. The reasoning was that words come so loaded and the understanding of a word to a viewer may not be the intent for your art piece. I am always intrigued with wording in marketing and advertisement. I think it is important that we offer students skills that allow them to navigate the textual culture that surrounds, I would argue even more than strictly visual culture. I am interested in what more your share with us.
ReplyDeleteThis is a highly important aspect of teaching students how to read the world around them. As adults we all have issues taking in all the information we're bombarded with, so for kids in this new generation it must be so strange, but so normal for them. I'm astounded at how students don't even blink twice or question anything, but adults do too...you're smart for not trusting anything. Sometimes I just want to totally disconnect from the Internet and tune out all of the "extra" stuff that fills my head (blue hyperlink as one example). Perhaps instead of feeling overwhelmed and depressed (as I so often do when I think about how hopeless our world is), it's good to help students be smart and question on a basic website (what is an advertisement, what is false links, etc.). I wish I had a solid recommendation for you, but I'm pretty lost too on what to do.
ReplyDeleteThis is yet another fascinating perspective on reading and literacy in the classroom. Beyond the discussion of whether or not digital media are considered texts in the strictly academic sense, this one makes the assumption that they are and challenges us to think critically about everything we see. In practical application, this is so useful with our students because we can get out of the deadlock about whether their love affair with their phones is legitimate, assume it is, but teach that just because something is written doesn't make it so. There is a triage of filters that must be activated every time we look at our smart phones, and only once we're past them can we decide is their is critical value to what we're reading.
ReplyDeleteSo, Burke's chapter implies a critical stance, beyond Rosenblatt's two. I totally agree that criticality is very important in our current culture. I think here is where Discourse is a problem. The validity of a website or blog is often framed by our existing community. For example, I abhor Breitbart, but my aunt thinks it is more credible than CNN. I like Huffington Post and the New York Times consider them to be of high quality; however, others consider them extremely biased. They may be, especially Huffington Post, but my biases agree. What does Burke say about developing healthy skepticism and willingness to compare ideas. I kind of think the truth lied in the cracks between the viewpoints. I'd love to hear what you and Burke have to say about fake news and truthiness.
ReplyDeleteAdding on to that, because there is so much information out there, people select news and information that confirms their existing bias, and if people aren't careful, that can lead to the proliferation of fake news. People might not even be exposed to information from another point of view to be able to critically think about and evaluate the information. Even if you feel like you are skilled in evaluating information, how do you know that there aren't implicit biases at work? This is something that is difficult even for adults to do. With that view, thinking about how to teach these skills to students is daunting.
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