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The Asian Media & Mass Communication Conference 2010 Osaka, Japan Bryanna* has shown us not only the waste of energy used on the lights and spectacles of the Olympics in the first photo, but also the kind of trash that accumulates unrelated to the Olympics (that “happens all the time”) in the second photo. Yet given the overflowing garbage cans and trash spilled on sidewalks all across downtown, it appears that the balloon station in the second photo may not be most obvious example of waste. At the same time, this unexpected choice makes for an interesting, detail-oriented statement that every bit of litter counts – even if it is only balloon scraps. Responsibly, she has not photographed the face of the person, and conveniently, it leaves more space in the frame for us to see the litter strewn across the ground. Conclusion It must be emphasized that, in the process of analysis and production, there is much learned by students about the media that may not be communicated through these finished products, which in many ways are explorations and experimentations with content and form. As a crucial part of the learning process, students presented their work and received feedback from classmates and instructors, allowing their productions to re-inform the analysis they had developed at the beginning of the project (Tyner, 1998). Furthermore, Buckingham (2003) explains that “In evaluating their own and each other’s practical production work, and audience responses to it, students are encouraged to consider the relationship between intentions and results, and hence to recognize some of the complexity of meaning making” (p. 84). Indeed, these examples also demonstrate the challenges and complexities of teaching young people to convey content through visual and digital mediums. Hopefully, these photographs also make apparent the value in teaching students to creatively engage in social commentary through digital photography or any other kind of production, drawing from their own environment and from the moments that directly affect their lives. Media education not only makes learning relevant, but it gives voice to 515
The Asian Media & Mass Communication Conference 2010 Osaka, Japan their diverse perspectives through critical analysis and active participation in mainstream and user-generated media culture. References Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge, UK: Polity Press. Butler, A. (2010). Media education goes to school: Young people make meaning of media & urban education. New York, NY: Peter Lang Publishing. Goodman, St. (2003). Teaching youth media: A critical guide to literacy, video production, and social change. New York, NY: Teachers College Press. Hartley, J., McWilliam, K., Burgess, J. E., & Banks, J. A. (2008). The uses of multimedia: Three digital literacy case studies. Media International Australia: incorporating Culture and Policy, 128, 59- 72 Hepp, A., & Krotz, F. (2008). Media events, globalization and cultural change: An introduction to the special issue. Communications, 33, 265-272. doi:10.1515/COMM.2008.017 Higham, J. (1999). Commentary - sport as an avenue of tourism development: An analysis of the positive and negative impacts of sport tourism. Current Issues in Tourism, 2(1), 82-90. doi:10.1080/13683509908667845 Holden, M., MacKenzie, J., & VanWynsberghe, R. (2008). Vancouver's promise of the world's first sustainable Olympic Games. Environment and Planning C: Government and Policy, 26, 882-905. doi:10.1068/c2309r Kellner, D., & Share, Jeff (2007). Critical Media Literacy, Democracy, and the Reconstruction of Education. In D. Macedo & S.R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang Publishing. Kyriakidou, M. (2008). Rethinking media events in context of a global public sphere: Exploring the audience of global disasters in Greece. Communications, 33, 273-291. doi:10.1515/COMM.2008.018 McCallum, K., Spencer, A., & Wyly, E. K. (2005). The city as an image-creation machine: A critical analysis of Vancouver’s Olympic bid. Yearbook of the Association of Pacific Coast Geographers, 67, 24-46. doi:10.1353/pcg.2005.0008 Puijk, R. (2009). Intense media coverage. Communications, 34, 1-20. doi:10.1515/COMM.2009.001 Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of information. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. 516
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