Media Literacy Using Film Literacy–Writing Education - Focusing on Film Review Writing Method Development -

Purpose: The aim of the media literacy workshop through the review of the Tilik film is to build awareness and understanding for Karyamekar associations in an effort to ward off hoaxes that are rife on social media. The discussion and review of this film was in the context of the implementation of Community Service which was held by the Garut University Service Team in collaboration with the Youth Organization of Karyamekar Village, Cilawu District, Garut Regency. Method: The method used is a workshop and film surgery "TILIK". Results: The results of these activities indicated that the workshop with the discussion method and providing examples of the latest cases (film review) was quite effective. This can be seen in the enthusiasm of the participants, as well as the ongoing discussion process. Conclusion: The Tilik Film Review activity has a very positive impact on the participants to foster their interest in media literacy. Keywords: Media literacy, Hoax

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Film Literacy, Visual Culture, and Film Language

Advances in Media, Entertainment, and the Arts - Handbook of Research on Multidisciplinary Approaches to Literacy in the Digital Age ◽

10.4018/978-1-7998-1534-1.ch001 ◽

2020 ◽

pp. 1-17

Author(s):

Fatma Gürses

Keyword(s):

Visual Culture ◽

Media Literacy ◽

Historical Development ◽

Visual Representations ◽

Film Analysis ◽

General Terms ◽

History Of ◽

Film Literacy ◽

The Individual ◽

Film Language

This chapter, in the age when we experience the supremacy of the visual dominance, sustains the assumption that political power has infiltrated the lives of the individual as a subject in visual representations, and that films, which can be a medium where the individual may oppose the domination against the struggle for power, produce both hegemonic discourses and counter rhetoric. Based on this assumption, it aims to explain the content required for film literacy in general terms. For this purpose, the concept of media literacy covering the mass media and the historical development process are summarized, followed by a brief overview of the history of film and the scope of film literacy. Then cinematographic image and film analysis methods are explained, and finally, the results of the content in the context of film literacy are evaluated and suggestions are offered.

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Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

European Psychologist ◽

10.1027/1016-9040/a000098 ◽

2012 ◽

Vol 17 (4) ◽

pp. 257-265 ◽

Cited By ~ 12

Author(s):

Carmen Munk ◽

Günter Daniel Rey ◽

Anna Katharina Diergarten ◽

Gerhild Nieding ◽

Wolfgang Schneider ◽

...

Keyword(s):

Eye Movements ◽

Cognitive Processing ◽

Media Literacy ◽

Age Groups ◽

Reaction Times ◽

Time Span ◽

Short Film ◽

Calculation Formula ◽

Eye Tracker ◽

Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

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