Tuesday, June 23, 2015

Students interviews


Erika answers the first question about her overall experience from being a member of the MAGIC Comenius project. She then comments about the three educational visits in the Netherlands, Slovenia and Greece.


Despoina is answering whether she actually learned anything new about media and how they managed to communicate with her fellow students from abroad.






Thursday, April 2, 2015

Visit in Athens


After having visited Thessaloniki, on March the 26th we started our second part of our visit in Greece. We landed in Athens at late noon under a heavy rain! As soon as we got into our rooms we had some free time.



The second day in Athens we visited the Departent of Education Programmes of the Ministry of Education. All students and teachers were given two Museum of Acropolis and the Parthenon. We then walked around Plaka, had lunch and continued our walk at Thision.



The last day in Athens we were guided into the Hellenic Parliament, visited the local market, walked at the National Garden, visited the Zappeion Magaron Hall Centre, the Panathenaic Stadium and the city centre.


Visit in Thessaloniki


It was a great pleasurw to have all our partners in Greece this March! Ninety five students and teachers visited Thessaloniki from 22 March till 26 March and Athens from 26 March till 29 March 2015 according to our timetable.



On March the 23rd the students and teachers of our MAGIC Comenius project visited the City Hall. The vice mayor welcomed the teams to the city. They then visited the Archeological Museum of Thessaloniki and the Museum of Byzantine Culture of Thessaloniki where they had the chance to take part into a play role game and present their findings. After lunch, we all gathered to the conference room of the University of Macedonia where students participated in our first workshop when students presented theme 4: "Media bias".



The next day the students and the teachers took part into play role game in Thessaloniki. The activities were organised by Dot2Dot. All teams visited the church of Saint Demetrios, the ancient forum of Thessaloniki and the Bey Hamam. After lunch we again had our workshops in the University of Macedonia.They formed three grouos:


All groups members collaborated, discussed their topics and came up with ideas and proposals according to their approach. They then presented their ideas to the rest of the teams.

On Wednesday 25th of March the students and teachers were guided into the city centre. They visited the old byzantine and ottoman monuments of Thessaloniki and had their last workshop.




On Thursday 26th of March the students and teachers visited our school. Our head mistress welcomed the teams and the students had the chance to play basket ball in our school's playground and leave their message on a wall. After that all teams returned to the hotel, went to the airport and took our flight to Athens. Another great part of our visit in Greece had begun!

Sunday, March 22, 2015

Workshops

Today, Sunday 22 March 2015, is the day that commences the third study visit of our MAGIC Comenius project. Students and teachers from Germany, Greece, the Netherlands, Norway, Slovakia, Slovenia and Spain are meeting in Thessaloniki, Greece.

Our team has worked hard to prepare this third study visit and our timetable is available for you to read. During these days we are going to take part to three different workshops about media. The workshops will take place at the University of Macedonia.

23 March, 1st workshop: Country presentations about theme 4: "Media bias". Students will present their findings about media bias.

24 March, 2nd workshop: Students are going to form three groups. You may find the groups members at this spreadsheet. For this day's workshop teams will work these lesson plans:
All groups members will need to collaborate, discuss their topics and come up with ideas and proposals according to their approach. They then have to present their ideas to the rest of the teams.

25 March, 3rd workshop: Students will fill a digital story telling questionnaire about mass media. They will then work in their three groups according to this plan.

Saturday, March 7, 2015

TV interview

On Tuesday the 3rd of Mach 2015 Theo was interviewed by two journalists on the Egnatia TV, a local TV station of Thessaloniki. Theo talked about the MAGIC Comenius project and its themes, the study visits in the Netherlands, Slovenia and the coming visit in Greece.

You may view and hear the interview (in Greek) below and at 1:26:23:

Εδω Μακεδονια 03-03-15 από Egnatiatv

Wednesday, March 4, 2015

Media bias types

Bias by omission – leaving one side out of an article, or a series of articles over a period of time; ignoring facts that tend to disprove liberal or conservative claims, or that support liberal or conservative beliefs; bias by omission can occur either within a story, or over the long term as a particular news outlet reports one set of events, but not another.  To find instances of bias by omission, be aware of the conservative and liberal perspectives on current issues.  See if both the conservative and liberal perspectives are included in stories on a particular event or policy.

Bias by selection of sources – including more sources that support one view over another.  This bias can also be seen when a reporter uses such phrases as “experts believe”, “observers say,” or “most people believe”.  Experts in news stories are like expert witnesses in trials.  If you know whether the defense or the prosecution called a particular expert witness to the stand, you know which way the witness will testify.  And when a news story only presents one side, it is obviously the side the reporter supports.  (Journalists often go looking for quotes to fit their favorite argument into a news story.)  To find bias by use of experts or sources, stay alert to the affiliations and political perspective of those quoted as experts or authorities in news stories.  Not all stories will include experts, but in those that do, make sure about an equal number of conservatives and liberals are quoted.  If a story quotes non-experts, such as those portrayed as average citizens, check to be sure that about an equal number come from both sides of the issue in question.

Bias by story selection – a pattern of highlighting news stories that coincide with the agenda of either the Left or the Right, while ignoring stories that coincide with the opposing view; printing a story or study released by a liberal or conservative group but ignoring studies on the same or similar topics released by the opposing group.  To identify bias by story selection you’ll need to know the conservative and liberal sides of the issue.  See how much coverage conservative issues get compared to issues on the liberal agenda, or liberals compared to conservatives.  For example, if a liberal group puts out a study proving a liberal point, look at how much coverage it got compared to a conservative study issued a few days or weeks earlier, or vice versa.  If charges of impropriety are leveled at two politicians of approximately equal power, one liberal and one conservative, compare the amount of coverage given to each.

Bias by placement – Story placement is a measure of how important the editor considers the story.  Studies have shown that, in the case of the average newspaper reader and the average news story, most people read only the headline.  Bias by placement is where in the paper or in an article a story or event is printed; a pattern of placing news stories so as to downplay information supportive of either conservative views or liberal views.  To locate examples of bias by placement, observe where a newspaper places political stories.  Or whenever you read a story, see how far into the story each viewpoint first appears.  In a fair and balanced story, the reporter would quote or summarize the liberal and conservative view at about the same place in the story.  If not, you’ve found bias by placement.

Bias by labeling — Bias by labeling comes in two forms.  The first is the tagging of conservative politicians and groups with extreme labels while leaving liberal politicians and groups unlabeled or with more mild labels, or vice versa.  The second kind of bias by labeling occurs when a reporter not only fails to identify a liberal as a liberal or a conservative as a conservative, but describes the person or group with positive labels, such as “an expert” or “independent consumer group”.  In so doing, the reporter imparts an air of authority that the source does not deserve.  If the “expert” is properly called a “conservative” or a “liberal” the news consumer can take that ideological slant into account when evaluating the accuracy of an assertion.  When looking for bias by labeling, remember that not all labeling is biased or wrong.  Bias by labeling is present when the story labels the conservative but not the liberal, or the liberal but not the conservative; when the story uses more extreme sounding labels for the conservative than the liberal (“ultra-conservative”, “far right”, but just “liberal” instead of “far left” and “ultra-liberal”) or for the liberal than the conservative (“ultra-liberal”, “far left”, but just “conservative” instead of “far right” and “ultra-conservative ; and when the story misleadingly identifies a liberal or conservative official or group as an expert or independent watchdog organization.

Bias by spin – Bias by spin occurs when the story has only one interpretation of an event or policy, to the exclusion of the other; spin involves tone – it’s a reporter’s subjective comments about objective facts; makes one side’s ideological perspective look better than another.  To check if it’s spin, observe which interpretation of an event or policy a news story matches – the liberal or conservative.  Many news stories do not reflect a particular spin.  Others summarize the spin put on an event by both sides.  But if a story reflects one to the exclusion of the other, then you’ve found bias by spin.

The above information is excerpted and adapted from How to Identify Liberal Media Bias by Brent H. Baker, Vice President for Research and Publications at Media Research Center.

Friday, February 27, 2015

Please meet Mark Ignotus

Today we received an email from a strange man called Mark Ignotus. His email is quite strange. Please read it carefully, especially those of you travelling to Thessaloniki!

MAGIC Spain booklet

Wow! The MAGIC Spain booklet is now online!


Tuesday, February 24, 2015

MAGIC Greece booklet

The MAGIC Greece booklet is now also available!


MAGIC Slovakia booklet

MAGIC Slovakia booklet is now also available for you to read! This is the third booklet we have prepared for our partners' visit to Greece this March. So far we have ready the MAGIC booklets from the Netherlands and Norway. As soon as all partners' participants submit their data we will create a single booklet for all of us! This will be hopefully published in high resolution while we will keep the low resolution for you to read online!

Happy reading!




Monday, February 23, 2015

MAGIC expectations!

What do our friends from our partner schools expect from their trip to Greece?
To find out take a look at the following wordles!

Our Dutch partners expect the following:

 And these are the Norwegian expectations from their trip to Greece!


Hold on! We 've got the expectations from Slovakia as well:


And here are the expectations from Greece!



MAGIC Netherlands' booklet

Another one MAGIC Comenius booklet is ready to be added to our final one and this time it's the Netherlands that has submitted all the needed data! Well done to the Netherlands! Take a look to the participants at the link below!

MAGIC Norway's booklet!

Norway's MAGIC Comenius booklet is almost ready! Get a preview below and feel free to comment on it!


We will be gathering all teams booklets to create a single one for your visit to Greece! So, hurry up and submit your data using this form!

Saturday, February 21, 2015

Radio interview

On Friday, 20 March 2015, Theo Goutas was interviewed by Nafsika Gratsiou, a journalist and radio presenter of the municipality radio station FM100.

Theo presented the themes of the MAGIC Comenius project and talked about the third study visit of students and teachers in Thessaloniki and Athens this coming March.

We hope we have the interview online soon, so stay tuned!

There is an invitation for another interview by Mr. Christos Nikolaidis, another journalist and TV presenter from TV Egnatia.

The Directorate of Secondary Education of East Thessaloniki has published (in Greek) a press release about our MAGIC Comenius project.


Sunday, February 15, 2015

Booklet draft


More and more students are submitting their data so that we can create the MAGIC booklet of their visit to Thessaloniki & Athens, Greece, this March!

We are glad to share with you a first draft of our MAGIC booklet cover and inner page as well. Feel free to comment, share ideas, likes and dislikes!


If you haven't submitted your data yet, catch up by accessing the form at http://goo.gl/1giUg5.

Friday, February 6, 2015

Locating articles in the newspapers

During the last two meetings with our team the students had the chance to browse some newspapers and locate their topic of study about media bias. They had to spot the same topic into two different newspapers and web sites and try to identify words and phrases that proove media bias, locate the position of the article, comment on the pictures that accompany it etc.








They are encouraged to publish their findings on their blogs and write a small description about what they studied. We are looking forward to read their posts, so stay tuned!

Saturday, January 31, 2015

Let's create a MAGIC booklet!

Please complete the following form to help us create a MAGIC booklet for your visit to Greece! Once we have all answers, we will print the data to a booklet, so try not to upload a low resolution image of yours. The booklet hopefully will be published online as well!

Thursday, January 29, 2015

Exchange boxes

It was a great pleasure to receive all exchange boxes from our school partners! The students had the chance to taste little sweets, browse books and local maps, read postcards and have fun with their friends gifts choices.

Our students were really happy to prepare our exchange boxes too! We thank everyone for this great experience and we hope to see you soon in Greece!









Wednesday, January 28, 2015

Visiting Greece: the timetable

We are very happy to announce the timetable of our partner schools visit in Greece from 22 March  till 29 March 2015. Students and teachers will first visit Thessaloniki for four days and then we will all fly to Athens for a three days visit!

During our friends stay in Thessaloniki we will visit and have two small scale projects in the Archaeological Museum of Thessaloniki and the Museum of Byzantine Culture of Thessaloniki. We will have a treasure hunt and a guided tour in the city as well. Of course we will stroll by the Thermaikos sea side and have a wonderful party!

In Athens we will visit the Acropolis Museum,  the Parthenon, walk down the Dionisiou Aeropagitou Street, Thisio and Plaka. Finally we will have the chance to visit the Hellenic Parliament and take part to one of its educational programmes.

The complete timetable of your visit to Greece is available for you to read!

Vocabulary Choices

You are a newspaper editor who supports the opposition to Conservative M.P. Humphrey Humphrey.

Vocabulary Choices:
HUMPHREY DISCOUNTS ALLEGATIONS
or
"DRUG TALK ALL LIES," SNARLS HUMPHREY
 

OTTAWA (UBI) Conservative M.P./warhorse and liquor baron/distillery executive Humphrey Humphrey denounced/denied today that reports/allegations implicating/involving him in undercover/subversive drug/dope retailing/peddling
were true/had any basis in fact. Addressing a dinner/blowout for  colleagues/hangers-on at a swank/exclusive Ottawa restaurant, Humphrey angrily denied/calmly refuted swarms of rumours/numerous reports that he and a gang/group of cronies/acquaintances had sneaked/smuggled into the national's capital/Ottawa lethal doses/dangerous amounts of diluted/adulterated ambrosia under cover of dark/at night.


"Such talk is all lies," snarled/said Humphrey, hunched over/seated with a tumbler of booze/an after-dinner cocktail.


Rumour-mongers/sources around Parliament Hill suggest/hint tonight Humphrey's alleged crime/scrape is the subject of Cabinet investigation/talk. Meantime, Bay Street analysts/mandarins note/point to the fact that Humphrey stock has plummeted/fallen in the last two days/suddenly in the face of/as a result of a wave of panic/selling.


Source: Jim Henderson, Mediascan (Toronto:pub, 1976), pp.40-41

Assignment
 You have been given the article on Humphrey by one of your reporters.
 You have the option of choosing from the vocabulary provided.
 What choices in the vocabulary would you make?
 How would you have the story placed in your paper?
 Select the most appropriate headline.
 Explain the reasons for each of your responses. (Remember that you oppose Humphrey.)
 Once you have done this, imagine that you are now supportive of Mr. Humphrey.
 What do you choose to do now?
 What does this exercise tell us about media values?
Source: Indirections, December 1989, p.76.

Thursday, January 22, 2015

Working on two different texts

We guess you read the two texts from different perspective about Sir Sam Hughes! So what do you need to do next? Work with your school mates in your MAGIC groups according to this plan:


MAGIC 1 and MAGIC 3 teams:
  1. Copy & paste the text with the title "SIR SAM STEPS DOWN" on your blog.
  2. Publish on your blog a list of words that best describe Sir Sam Hughes. If you can't understand the meaning of a word, access an online dictionary and find what it means.
  3. Use the brainstorming tool at https://bubbl.us/ to create a mind map with the words that best describe Sir Sam Hughes. Export your mind map as an image or embed its code to publish it on your blog.
  4. Write whether the author of the article supports or not Sir Samuel Hughes. Why do you think this happen? Please explain with your own words.
  5. Access the Web to find some information about Sir Sam Hughes. Can you find any differences between what you read on the Web and the text with the title "SIR SAM STEPS DOWN"?

MAGIC 2 and MAGIC 4 teams:
  1. Copy & paste the text with the title "HUGHES FIRED FROM CABINET" on your blog.
  2. Publish on your blog a list of words that best describe Sir Sam Hughes. If you can't understand the meaning of a word, access an online dictionary and find what it means.
  3. Use the brainstorming tool at https://bubbl.us/ to create a mind map with the words that best describe Sir Sam Hughes. Export your mind map as an image or embed its code to publish it on your blog.
  4. Write whether the author of the article supports or not Sir Samuel Hughes. Why do you think this happen? Please explain with your own words. 
  5. Access the Web to find some information about Sir Sam Hughes. Can you find any differences between what you read on the Web and the text with the title "HUGHES FIRED FROM CABINET"?

MAGIC 5 team:

  1. Copy & paste both articles ("HUGHES FIRED FROM CABINET" and "SIR SAM STEPS DOWN") and the words that other four MAGIC groups have published on their blogs working with the two texts about Sir Sam Hughes.
  2. Publish on your blog two lists of words that support and oppose Sir Sam Hughes. If you can't understand the meaning of a word, access an online dictionary and find what it means.
  3. Use the brainstorming tool at https://bubbl.us/ to create a mind map with the words that both oppose and support Sir Sam Hughes. Export your mind map as an image or embed its code to publish it on your blog.
  4. Can you spot the difference? Why do you think this happen? Please explain with your own words.
All teams should publish their work by Wednesday 28 January 2015! Happy reading and posting!

Two texts from different perspective

OK, as we wrote in our introduction about Media Bias, you will explore two texts from two different perspectives.

The texts are part of a MediaSmarts lesson plan and is about Sir Samuel Hughes, the Canadian Minister of Militia and Defence during World War I. He was notable for being the last Liberal-Conservative cabinet minister, until he was dismissed from his cabinet post.



So here is the first piece of text entitled "Sir Sam Steps Down" as it was published in Toronto Times in November 1916:

Toronto Times
November 1916

SIR SAM STEPS DOWN!

Sad news was announced in Ottawa today. Sir Sam Hughes is no longer the minister of Militia. The prime minister, bending to howls of criticism from Quebec, has dismissed this able, competent minister. Hughes has done more for the war effort than any other Canadian. He has recruited thousands of volunteers and raised thousands of dollars.

Canada entered the war with only 3000 in the armed forces. By the end of 1915, thanks to Sir Sam's tireless energy and inspired leadership, more than 200,000 of our noble sons have taken their places on the battlefield.


Without Sir Sam's efforts, how will Canada maintain its contribution to the war cause? Many English Canadians are angered by the reluctance of French Canadians to volunteer for overseas service. English Canadians are willing to
defend the British Empire. The Empire that has done so much for Canada.
Sir Sam Hughes, through the force of his personality, has persuaded reluctant industrialists to invest heavily in the production of much needed war materials. We should be thankful that, through the contracts negotiated by the minister,
tons of vital munitions are making their way to our soldiers at the front.

 And here is the second text about the same event as it was published in Montreal Matin in November 1916.

Montreal Matin
November 1916

HUGHES FIRED FROM CABINET


At long last, Prime Minister Borden has done the honourable thing! He has thrown Sir Sam Hughes, his incompetent minister of Militia, out of the Cabinet. Now, Hughes will be unable to do any more damage to Canadian unity. Hughes, more than any other person, has divided and torn this country apart with his policies.

Hughes has managed to antagonize everyone in Quebec. Those French Canadians who have volunteered for the English war have been insulted. The recruitment posters, training and instruction manuals are in English only. More importantly, promotions have only been given to the English-speaking officers. How can Hughes and other Canadians expect French Canadians to join in the war effort when they are treated so poorly?

As Minister of Militia, Hughes has disgraced the nation by rewarding his friends and cronies with munitions contracts. These shady deals have allowed his friends to make millions at the taxpayer's expense. Why should we spill one more drop of precious French-Canadian blood in Europe. Canada only wants Quebec in Confederation when we are willing to sacrifice for the British Empire. Britain started this war. Let Britain finish it!

Theme 4: Media bias

Theme 4 is about Media bias. We actually want you, the students, to discover the bias that exists in different forms of media.

For this reason we accessed many different resources about media bias and finally decided to use two lesson plans from MediaSmarts, a Canadian not-for-profit charitable organization for digital and media literacy.

The first lesson plan is about Bias. We will use this to:
"introduce you to the concept of bias or slant, in newspapers, websites and in television newscasts.

You will begin by comparing two newspaper articles about the same news event - each reported from a different perspective. You will then explore the role the gatekeeper, or editor, in determining the slant of a story and analyze the titles of newspaper stories for slant or bias.

Once you have looked at newspapers, you will use viewing logs to analyse television newscasts from two different television stations. These newscasts will be analysed based on language usage, story selection and story order."

Learning Outcomes of Acctivity 1

By the end of the activity you will be able to:

  • recognize how a single event could generate more than one news story
  • identify a point of view or bias, based on the language used
  • experience and understand the role of subjectivity and perception in the media
  • understand the role of the «gatekeeper»
  • critically analyse or deconstruct two newscasts for potential bias through comparison, focusing on language, story selection and story order
So jump to MediaSmarts two texts texts from different perspectives about Sir Samuel Hughes, the Canadian Minister of Militia and Defence during World War I to find out about media bias!