Framing & Media Literacy
Cognitive frames are the mental structures that determine how we see the world; invoked, they constrain our perception such that no conflicting information to that frame is attended to. Thus, to scholars such as George Lakoff, reframing IS social change. Increasing media literacy and creating media necessitates an understanding of framing – from considering who to interview, which camera angles to use, which pieces to include in an edit and in what order and context. Importantly, media literacy demands that you consider these aspects in the context of the audience.
Pioneering youth activism and media literacy programs have shown that when youth move via the creation of media outside of their lived experiences to the role of observer, scholar and critic of that experience, and then back again, profound, measureable perceptual and behavioral changes occur. Through these types of programs youth have been shown to move from frames of social problems as an individual’s concern (someone else’s problem) to that of a shared, social responsibility (a collective problem), adopting new, action-focused behaviors toward involvement and activism.
Imagined Communities brings this experience to youth – requiring that they get to know their lives and community through the lens of observer and media creator, seeking positive, existing narratives, soliciting experiences and attitudes of others, and asking important questions. By doing so they inherently interact with their communities, finding resources which were unknown to them, and engaging in a way that re-frames their experience. By proactively engaging youth also increase their sense of competence and agency as communicators, listeners and participants.
Media literacy and addressing the digital divide is crucial, as well, for enabling individuals to have access to resources, broader communication, and the ability to engage in commerce in this increasingly digital world. While the US boasts over 60% of households with internet connection, only 49% of individuals with a high school diploma use the internet, and only 19% of individuals without a high school diploma, with Blacks and Hispanics also falling below access and use of that of Caucasians (2007 US Census Bureau). Technically learned and rote-based jobs are increasingly outsourced. The jobs of today and tomorrow are design-centric, idea-focused and require facility to communicate effectively with various media. Imagined Communities provides a means for individuals to increase their employment and earning potentials by teaching them these viable abilities, and creates a foundation for youth to platform themselves to greater heights in their education and eventual entry into the job market.
