Questions (with weird formatting)

•Mainstream media is a powerful influence on the construction of an individual’s identity.  Use your case study to explore the impact of the media in the construction of identities. 

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•‘We are defined by the media we use.’  How does your case study suggest audiences use the media to construct their own identity?

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•‘Social media has only served to reinforce existing values and ideologies.’  Does your case study suggest social media has played a positive or negative role in the construction of identities?

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•‘The variety of media available encourages us to create many different identities for ourselves.’ How far do you agree with this statement?

•Access to social media has empowered people to assert their true identity.  Does evidence from your case study suggest that this is the case? [48 marks]

•“To argue that audiences have their identities shaped by the media they consume is simply to insult them.  People are much smarter than that.’’  Does your case study indicate that people are ‘much smarter than that’? [48 marks]

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A suggestion for structuring your case studies

I know there's an abundance of potentially conflicting information on these blogs, so I've tried to condense all the advice into one manageable list.

Some of you might choose to structure your case study in your own way; that's absolutely fine of course, you just need to make sure you cover the content below somehow to enable you to answer Section B convincingly. 

The approach for NDM and Identities is obviously going to be quite different, but here's what I would suggest:

MEST3 Section B: Case studies

New Digital Media:

Identify case study:

Once you’ve chosen your focus area, study a variety of new/digital technologies such as impact of smartphones and the changing modes of consumption of media products as a consequence, or the impact of social networking etc. Identify the texts you’ll focus on (you could focus on one specific event if, for example, you’re looking at news journalism).

Evaluate wider issues and debates:

For example:

-          Impact of globalisation

-          Ownership and control

-          Developments in technology and their impact

-          Changing audience behaviours

-          Changes in the way media texts are produced, distributed and exhibited.

-          Decline of the ‘mass’ audience in the new interactive age, and how this mainly affects media institutions now and in the future.

Examine a variety of media theories to (for example):

-         Consider how new/digital media affects the construction of media products

-         Consider the political and social implications of the new technologies and the methods of their consumption

-         Consider the effects so far, and possible effects in the future, on media institutions and ownership

-         Consider the role of the interactive audience

-         Consider cross-cultural factors in, and the effects of globalisation on, the impact of new technology as appropriate.

(For example, a case study of Youtube might look at a variety of issues all linked with the list above but would also examine the nature of the site, its content, the implications of a medium where we are all producers of media texts, the debate over whether a site such as Youtube is a part of the democratisation of the media or whether media institutions have forestalled the power of the audience by purchasing such sites. There are also considerable implications for all media producers (and audiences) in the sense that now, it can be argued, creators of media products can control the distribution and exhibition of their own products.)

Identities and the Media:

Identify your case study focus and your chosen (4) texts.

Key questions to answer:

What representations and identities are present and how have they been created? Refer to specific media language

Are these dominant or marginalised identities?

How could the audience use this to construct or shape their own identities?

Is there evidence of encoded ideology within the product?

What theories could you apply to this text around the issue of identities?

MEST3 example answers

Click here for a link to a folder of example student answers

MEST3 Example NDM case study: The Impact of NDM on Journalism (with a focus on London Riots 2011)

*Not a brilliant structure, but useful as a starting point for planning!*

Example Impact of New and Digital Media Case Study

The Impact of NDM on Journalism - WITH A FOCUS: The London Riots 2011

·         Text 1: Is technology to blame for the London riots (BBC News Website)  http://www.bbc.co.uk/news/technology-14442203

·         Text 2:  Our Crime : Riots  (BBC 3 Documentary)

 https://www.youtube.com/watch?v=fkZhd9AqgcM

·         Text 3: Q&A: Why has BlackBerry been blamed for the London riots? (Wired.com) https://www.wired.com/2011/08/blackberry-london-riots/

·         Text 4: 'It's unbelievable BlackBerry Messenger hasn't been shut down': Mayor's aide calls for ban on riot 'tool' (Daily Mail)

http://www.dailymail.co.uk/news/article-2023924/London-riots-2011-BlackBerry-Messenger-shut-unbelievable.html

Example analysis:

Text	What is the representation of New and Digital Media like? (Positive? Negative?) Where is your evidence for this?	What is the audience’s response to this media text?	What is the purpose of the piece?	Who is the institution behind it? Is this significant?
BBC News Website	Neutral, States facts and is not written from the journalists point of view.	Blulmer and Katz: Information, Discussion of the issue Website has comments and sharing function to enable users to contribute their own thoughts and opinions directly.	To inform and to debate the issue.	BBC have a Public Service Remit (PSR) that dictates they must Inform, educate and entertain their audiences. They are not strictly affiliated with any political parties and are not subject to any pressure from advertisers which might alter the bias in their reporting.
BBC 3 Documentary	Positive (but unbiased) Looks at the untold stories from the riots. How some people used NDM to respond and reach out after the riots to help. Constructed using the original footage and to camera interviews. CITIZEN JOURNALISM NDM has allowed the public to be the creators themselves.	Blumer and Katz: Identity – Victims’ or rioters may be able to relate. Discussion- of how they may have used their social media at the time. Dyer: Transparency – We get to see first-hand the experiences had by people involved.	To inform, to give an opposing view to that of the media as a whole – to tell the untold stories.	As  Above BUT We should take into account that BBC3 is aimed at a youth audience so may portray their use of technology in a much more positive way.
WIRED.com	Neutral. Very factual about the events and in particular, hot Blackberry and RIM have responded. Explores some issues of regulation, but also looks at how the same tech has been used for positive impact.	Blulmer and Katz: Information about the response from Blackberry. Discussion facility available on Wired to respond to the article.	Discussion Information	The institution is primarily focused on New technologies. In this respect it may be given a more positive spin so as not to offend the tech providers who may also be advertisers.
Daily Mail	Negative – “chilling looter” “havoc” Emotive language used to heighten the story. Plays on news agendas and values – negative news sells!	Blulmer and Katz: Information on the event. Discussion of the events. Identity (possibly) for some teens who do identify with this negative representation. Dyer: Intensity of the event is exciting.	Inform (on the surface) but also to persuade a particular audience into a way of thinking. Unashamedly Biased!	Known for being right-wing politically and often running exaggerated campaigns.

MEST3 Example ídentities case study: Teachers and Students

*Not a brilliant structure, but useful as a starting point for planning!*

Example Identities and the Media Case Study

Teachers and Students

·         Text 1: Educating Yorkshire (Channel 4)

·         Text 2: Bad Education (BBC 3)

·         Text 3: Get into Teaching Website (UK Gov) http://www.education.gov.uk/get-into-teaching

·         Text 4: Striking Teachers (The Daily Mail)  http://www.dailymail.co.uk/news/article-2465255/Teachers-strike-protesters-spent-afternoon-PUB.html

 Example analysis:

Text	What representation has been created? Where is your evidence? Can you link theory?	What is the audience’s response? How can students and teachers use this text to help shape their own identities?	What is the purpose of the piece?	Who is the institution behind it? Is this significant?
Educating Yorkshire	Reflective representation to a point. Footage is real. Editing may embellish focus on certain narratives.	Identity – B&K for students and teachers. This is a realist and recognisable environment and scenario. Discussion – Is their school like this? Dyer – Transparency, we can see into another organisations way of working	To inform and provoke discussion on Education in the UK. To some degree is to entertain as the narratives focussed on are selected on their merit as entertainment.	Channel 4 Known for innovative documentaries and programming. Generally more adult audience. Have had other ground breaking reality TV, looking into different areas. Dispatches, UnDatables….
Bad Education	Negative Stereotypical characters, many ‘token’ (black, gay, disabled etc.) Crude and childish storylines.	For teacher and students there may be an element of schadenfreude. (B&K) However OTT and comic the narratives we still have elements of relatable content.	To entertain, it is an entirely fictional comedic narrative.	Typical youth focus. This may give more simplistic representations because of the lower (perceived) ability – due to age- of the audience. It may also show teachers as the main fool to allow students some catharsis, imagining these horrible scenarios for their own teachers.
Get Into Teaching	Overtly positive. Lots of high key images with positive facial expressions, positive language and incentives offered on the home page!	For aspiring teachers there may be a positive response. For the more realistic (jaded?) experienced teacher there may be some discussion of their motives and experiences of teaching. For some it may help to reinforce their passion to the vocation.  (inflation of Authority B&K)	To promote the career of teaching.	Government institution. This si s significant as they need to recruit teachers constantly and also need to maintain the profile of the profession to make it desirable. This is becoming harder in the growing political climate.
The Daily Mail	Negative and sensationalist. Heavily constructed to suit their own news agenda. (Negative news sells!)	Discussion B&K, Striking is a hot topic. Moral Panic may be caused over the state of education!	To inform, although some may argue their journalistic credit due to their especially sensationalist tabloid nature.	Tabloid Newspaper Especially known for fear-mongering sensational stories. Relies heavily on negative news agenda to sell copies.