14.2: Media and Politics - Classroom Activity
- Page ID
- 231704
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)A Classroom Discussion
1. Discuss with a seat neighbor: what does it means that "the media frame the issue?"
Note down your answers, informed by the assigned readings in this module.
2. Small Group Discussion
In groups of 3 or 4. discuss all of the following questions, taking notes:
A. Crash Course Perspective:
- What are the main functions of media in a democracy?
- What are the advantages and limitations of different media types?
B. LIS101 Perspective:
- How do media tools (framing, false balance, misinformation) impact how we view science and politics?
- How do these tools affect debates about issues like climate change, vaccines, or DEI?
C. People Matters Perspective:
- How have the media portrayed the backlash against DEI initiatives?
- What role does political ideology play in shaping corporate DEI reporting?
D. Synthesis Questions:
- How would conservative-leaning and liberal-leaning media outlets frame the same DEI story differently?
- How can we protect ourselves against bias or manipulation in media content?
3. Whole-Class Debrief
- Did any of you change your mind during discussion?
- What surprised you about how DEI is being framed?
- What’s the connection between media literacy and democratic citizenship?
Evaluation Rubric
| Criteria | Excellent (4 pts) | Good (3 pts) | Fair (2 pts) | Needs Improvement (1 pt) |
|---|---|---|---|---|
| Preparation | Completed all readings/videos; came prepared with notes or key points | Completed most of the assigned materials and participated actively | Some evidence of preparation; limited contribution to discussion | Unprepared; did not complete assignments; minimal participation |
| Participation | Consistently contributed thoughtful comments and questions | Participated regularly and showed understanding of materials | Spoke occasionally; comments sometimes off-topic or unclear | Rarely participated; did not engage in discussion |
| Collaboration | Listened actively; encouraged others; built on others’ ideas | Showed respect and teamwork; mostly collaborative | Participated with group but showed limited engagement | Disruptive or uncooperative in group work |
| Understanding of Content | Demonstrated strong grasp of media framing, bias, and DEI concepts | Understood main ideas with occasional gaps | Some misunderstandings or confusion about key concepts | Did not show understanding of the material |
| Critical Thinking | Made insightful connections between sources and real-world media | Identified and discussed bias or framing with some analysis | Basic analysis attempted; lacked depth or clarity | Little or no analysis of media or framing |