Media Creation and Media Literacy

Media literacy can lay the framework for how to be a productive writer and that has proven to be true in my journalistic career by following some of the media literacy principles.

I have found that media literacy has reflected a lot of the work I have done. I have done some filmmaking myself in my efforts to become well-versed in documentary-making and videography.

I created a documentary about a ranked high school basketball player, Brady Dunlap, out of Harvard-Westlake School in Studio City, CA where we showcased his season run to winning the championship in Episode one. Our theme is staying Grounded and being able to chase that ring in Brady’s senior season. I’ve found in my creation of this that your theme is the central part of your message and what you convey.

Media literacy details how your main message is huge in conveying content creation but you have to go about it the right way. The Center for Media Literacy shows this by explaining in their media framework table that in content, your “values and points of view” need to be conveyed with what you’re making.

I have also been able to venture into photography and have also found that my goals while capturing photos relate to media literacy in an interesting way.

When I take photos, I look for feature shots with emotion and unique shots that nobody else might be able to capture. In media literacy, one of the key components as listed by NAMLE’s Core Principles is promoting culture.

I relate my photography to that as I have been able to capture incredible shots that detail emotion in basketball players and the meaning behind what they are playing the game for. This enables me to be a better photographer when I know that the type of shots I want are those.

Media Literacy has related to my media creation in a big way. The most evident is being able to centralize a message for a story and convey the driving force behind the why.


Posted

in

by

Tags:

Comments

Leave a Reply

Your email address will not be published. Required fields are marked *