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• W1562622612 abstract "The map and territory analogy, and the theory of the abstracting process, have been applied to media messages by several writers over the years. S. I. Hayakawa, for example, discussed journalism and advertising in several articles and books. Earl English of the University of Missouri and John Merrill have employed general semantics in some of their academic analyses of news, and Neil Postman has used general semantics as a foundation for his media ecology program at New York University. In Media Maps & Myths, published in 1993, I (Hoffmann) targeted a related audience: working journalists, academic media scholars, and my own students at the University of Wisconsin-Milwzaukee. General semantics and critical thinking form the basis of Media Maps & Myths, and of my approach as a working journalist and media lecturer. The book also has led to another audience, one I never anticipated. It is an audience that I have come to believe might be the most important of all to reach with a general semantics focus on improving awareness of how media affect us. That audience is made up of our children. General semantics -- specifically the map and territory analogy, and the abstracting process notion -- has been the foundation for a media literacy pilot program at Brown Deer Middle School in the Milwaukee suburbs for the past three years. With the support of Terese Brecklin, facilitator for the gifted and talented program at the school, a rather comprehensive course of study has been presented to all 550 students. Shortly after Media Maps & Myths was published, Shawn Stapleton, then one of my students at UWM, asked if I would help him develop a hands-on independent study. Shawn is an active board member of the Midwest Society for General Semantics and now a reporter in Beloit, Wisconsin. In 1993, he was working part-time for the Brown Deer School District, producing a newsletter and other publications. He said he knew a teacher who might wish to learn about general semantics. We worked for several weeks in developing an 8-part program for one 8th grade section at the school. I went to Brown Deer, thinking I would help Shawn with his project and then go back to my adult audience. But I noticed the students responded quite enthusiastically to our efforts. I also met Terese Brecklin, who because of her experience as a freelance writer, was open to critical thinking about media. She welcomed a general semantics approach. Terese and I collaborated and did two sessions for other 8th grade sections over the winter of 1994. She then was able to obtain funding through the school's Home and School Association. With that support, I spent the 1994-95 school year at Brown Deer as the artist-in-education. The program we have put together has been well accepted by many student's and teachers. It has given me another direct on to follow in my work with general semantics and media literacy. I believe the almost happenstance nature of its inception also provides a lesson for many of us who have been concerned about spreading general semantics ideas on a broader scale. We have to make those ideas accessible to bright, energetic people, who will adapt them to their specific areas of expertise. Theoretical Foundation of the Program The map and territory analogy is at the very heart of what we have developed at Brown Deer. We emphasize that no map can equal the territory. Any map will inevitably show less than the territory, in part because that territory is in process. We illustrate this to the students in a variety of ways, and emphasize that these principles hold true for personal maps, geographic maps, and, yes, also media maps. We then make a transition to three major factors involved in shaping media maps -- (i) the human limits of those people who produce the maps and consume them, (ii) the process a news story must go through and the abstracting that occurs at each stage and (iii) the business demands of the media industry and the news values that develop in part because of those demands. …" @default.
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• W1562622612 date "1996-03-22" @default.
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• W1562622612 title "A Media Literacy Course for Middle School Students." @default.
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