DOCSLIB.ORG

The Global Critical Media Literacy Project

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Global Critical Media Literacy Project G C M L P The Global Critical Media Literacy Project Edited and compiled by Lori Bindig, Julie Frechette, Nolan Higdon, Mickey Huff, Andy Lee Roth, Peter Phillips, Rob Williams, and Bill Yousman Global Critical Media Literacy Project | 1 2 | Global Critical Media Literacy Project Ethics Alerts: Applied Learning Opportunity in Higher Education ......................................................... 77 Ethics Alert Assignment ........................................................................................................... 79 TABLE OF CONTENTS Critical Analysis of Gender Stereotypes on Television Assignment .......................................................... 82 Critical Analysis of Race, Ethnicity, and Class Stereotypes in Entertainment .............................................. 86 Introduction ............................................................................................... 3 18 Fun and Easy Classroom Activities for Media Education ................................................................. 90 About the GCMLP ....................................................................................... 5 Five Ways to Flex Your Media Literacy Muscles ................................................................................ 93 Contacts for GCMLP Publication ..................................................................... 17 List of Independent and Corporate News and News Criticism Outlets ..................................................... 94 Methods of Media Manipulation ...................................................................... 18 GCMLP Biographies and Participating Institutions ........................................................................... 96 Breaking the Corporate News Frame: Project Censored’s Networked News Commons ........ 21 GCMLP Event on Your Campus Instructions ................................................................................ 100 Validated Independent News Story Assignment ..................................................... 31 Sacred Heart University Graduate Program ................................................................................... 101 How to Find, Evaluate, and Summarize Validated Independent News Stories ................... 33 Media Education for a Digital Generation Book Flyer ...................................................................... 102 Validated Independent News Story Grading Rubric ................................................. 36 Validated Independent News Story Grading Criteria ............................................... 37 Student Guide For Evaluating Web Sources .......................................................... 38 ‘Becoming the Media:’ Experiential Learning through Media Criticism and Political Activism During National Presidential Elections ............................................................... 42 ACME Classroom Activities: Challenging Big Media and News Censorship .................... 46 Digging Deeper: Politico-Corporate Media Manipulation, Critical Thinking, and Democracy .................................................................... 48 Service Learning: The SUNY Buffalo State and Project Censored Partnership .................. 59 Commodifying the Public Sphere Through Advertising and Commercial Media ............... 63 Group Advertisement Assignment ..................................................................... 68 Junk Food News Assignment ........................................................................... 69 News Abuse Assignment ................................................................................ 71 Meme Assignment ....................................................................................... 73 Solutions Video Project ................................................................................. 74 Video Summary Assignment ............................................................................ 76 Global Critical Media Literacy Project | 3 4 | Global Critical Media Literacy Project Reporting (FAIR), and the many local Independent coalition of educators, students, researchers, artists, INTRODUCTION Media Centers, alongside many others, have inspired authors, filmmakers, and activists, all committed thousands of committed citizens to question to resisting the hyper-commercialism of corporate Bill Yousman and Lori Bindig the distorted ways of thinking encouraged by media while advancing the cause of critically Media Literacy and Digital Culture Graduate Program Communication and Media Studies Department consumerism, corporatism, and neoliberalism. Since informed media education. 1976, Project Sacred Heart University In this packet Censored has of activities, been at the n our media saturated 21st century, essentially optimistic project, one premised exercises, and forefront of as citizens of nations around the on the belief that education is the first thought-pieces, I this struggle globe find themselves awash in a tidal step in empowering individuals to think educators will and with their wave of information, misinformation, critically and then to turn that critical find a wealth new Global disinformation, and distraction, media thought into action that seeks to remake of ideas for Critical Media literacy education is more crucial than the world. integrating the Literacy ever. Digital media, including mobile 2016 Project As Kellner and Share (2007) frame it: Project technologies, the vast and growing Censored (GCMLP), Internet, and the explosion of social Critical media literacy expands the yearbook they are networks, have transformed how publics notion of literacy to include different and a critical intensifying receive, interact with, and create media. forms of mass communication and media literacy their focus Yet economic and political power still popular culture as well as deepens the approach on media resides with many of the same forces and potential of education to critically across the education. The institutions that have been flexing their analyze relationships between liberal arts GCMLP is a muscles since the industrial revolution and media and audiences, information curriculum in co-creation the ascendancy of corporate capitalism. and power. It involves cultivating high schools, skills in analyzing media codes and of Project A tiny handful of multinational colleges, conventions, abilities to criticize Censored and the Action Coalition for Media conglomerates control most of the and universities. We welcome your feedback and stereotypes, dominant values, and Education (ACME), the nation’s leading world’s media consumption, and their additional suggestions/submissions for future ideologies, and competencies to independent media literacy organization. Through stated goals are hyper-commercial, with editions of this packet. In the future, we will interpret the multiple meanings this alliance, along with a partnership with the profit serving as their first and only be accepting submissions of new exercises and and messages generated by media Media Literacy and Digital Culture (MLDC) imperative. Meanwhile, bloggers, citizen assignments for possible publication on the GCMLP texts. Media literacy helps people graduate program at Sacred Heart University, the journalists, podcasters, artists, independent website. G C M L P to discriminate and evaluate media Global Critical Media Literacy Project is creating a filmmakers, and ordinary citizens armed content, to critically dissect media with smart phone cameras seek to disrupt, forms, to investigate media effects and even if momentarily, the hegemony exerted uses, to use media intelligently, and to by the likes of Disney, Viacom, Time construct alternative media.2 Warner, Comcast, The News Corporation, CBS, and Google. Many critical media literacy organizations and projects have emerged in the last In an environment marked by this few decades to challenge the ideological ongoing struggle between David and and economic control of the corporate Goliath, media education—specifically, media giants. Grassroots organizations critical media literacy—is essential. Media like the Media Education Foundation literacy, defined as the ability to access, (MEF), California Newsreel, Paper Tiger analyze, evaluate, and create media,1 is an Television, Fairness and Accuracy in 1 Aspen Institute Report of the National Leadership 2 Kellner, D., & Share, J. (2007). Critical media literacy, Conference on Media Literacy (1992). Available at: http://medialit. democracy, and the reconstruction of education. In D. Macedo & net/reading-room/aspen-institute-report-national-leadership-con- S.R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: ference-media-literacy Peter Lang Publishing. Global Critical Media Literacy Project | 5 6 | Global Critical Media Literacy Project Australia have about a thirty-five–year jump on a result, most young citizens get their understanding ABOUT THE GLOBAL CRITICAL the US in implementing media literacy courses as a of the democratic process from the “news.” This MEDIA LITERACY PROJECT crucial component of public education.2 The United “news” comprises a series of programming, 90 States’ twenty-first–century education standards— percent of which is controlled by six US-based Julie Frechette, Nolan Higdon, Mickey Huff, including No Child Left Behind and Common transnational corporations.5 Concentrated Peter Phillips, Andy Lee Roth, and Rob Williams Core—lack specific mandates for any media literacy ownership creates a host of problems:
Load more

Recommended publications
  • Project Censored 2012: the Sourcebook for the Media Revolution
    Project Censored 2012: The Sourcebook for the Media Revolution By Media Freedom Foundation Theme: Media Disinformation Global Research, October 20, 2011 Media Freedom Foundation 20 October 2011 For Immediate Release: October 12, 2011 Contact: Project Censored/Media Freedom Foundation, 707.874.2695 Dr. Peter Phillips, President; Prof. Mickey Huff, Director [email protected]; [email protected] Interviews: Contact Mickey Huff at email above. Order the new book online at http://projectcensored.org or send check for $22.95 to Project Censored/Media Freedom Foundation, P.O. Box 571 Cotati, CA 94931 “Most journalists in the United States believe the press here is free. That grand illusion only helps obscure the fact that, by and large, the US corporate press does not report what’s really going on, while tuning out, or laughing off, all those who try to do just that. Americans—now more than ever—need those outlets that do labor to report some truth. Project Censored is not just among the bravest, smartest, and most rigorous of those outlets, but the only one that’s wholly focused on those stories that the corporate press ignores, downplays and/or distorts. This latest book is therefore a must-read for anyone who cares about this country, its tottering economy, and—most important—what’s now left of its democracy.” —Mark Crispin Miller, professor of media ecology, NYU Our new book has arrived! Censored 2012: The Sourcebook for the Media Revolution, The Top Censored Stories and Media Analysis of 2010-2011 by Mickey Huff and Project Censored. In this volume, there are 500 pages of real news you can use, plus ample analysis that eradicates civil paralysis, and antidotes to our current Truth Emergency that will strengthen societal media literacy.
    [Show full text]
  • David Ray Griffin Foreword by Richard Folk
    THE NEW PEARL HARBOR Disturbing Questions about the Bush Administration and 9/11 by David Ray Griffin foreword by Richard Folk CONTENTS Acknowledgements vi Forword by Richard Falk vii Introduction xi PART ONE THE EVENTS OF 9 / 11 1. Flights 11 and 175: How Could the Hijackers' Missions Have Succeeded? 3 2. Flight 77: Was It Really the Aircraft that Struck the Pentagon? 25 3. Flight 93: Was It the One Flight that was Shot Down? 49 4. The Presidents Behavior. Why Did He Act as He Did? 57 PART TWO THE LARGER CONTEXT 5. Did US Officials Have Advance Information about 9/11? 67 6. Did US Officials Obstruct Investigations Prior to 9/11? 75 7. Did US Officials Have Reasons for Allowing 9/11? 89 8. Did US Officials Block Captures and Investigations after 9/11? 105 PART THREE CONCLUSION 9. Is Complicity by US Officials the Best Explanation? 127 10. The Need for a Full Investigation 147 Notes 169 Index of Names 210 Back Cover Text OLIVE BRANCH PRESS An imprint of Interlink Publishing Group, Inc. Northampton, Massachusetts First published in 2004 by OLIVE BRANCH PRESS An imprint of Interlink Publishing Group, Inc. 46 Crosby Street, Northampton, Massachusetts 01060 www.interlinkbooks.com Text copyright © David Ray Griffin 2004 Foreword copyright © Richard Falk 2004 All rights reserved. No pan of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical photocopying, recording or otherwise without the prior permission of the publisher unless National Security in endangered and education is essential for survival people and their nation .
    [Show full text]
  • “Project Censored's List of the Top Stories That Get Very Little
    “Project Censored’s list of the top stories that get very little mainstream me- dia traction should in fact drive the reporting agendas of every major news outlet. These 25 stories are clearly the most consequential of the year, and what is scary in looking at the list is how obvious it is that silencing reports of these themes protects corrupt governments and corporate gatekeepers. Project Censored is a lifeline to the world’s most urgent and significant stories.” —Naomi Wolf, author of the bestselling books The Beauty Myth; The End of America; and Give Me Liberty “The systematic exposure of censored stories by Project Censored has been an important contribution.” —Howard Zinn, author of A People’s History of the United States “Project Censored . has evolved into a deep, wide, and utterly engross- ing exercise to unmask censorship, self-censorship, and propaganda in the mass media.” —Ralph Nader, consumer advocate, lawyer, author “[Project Censored] is a clarion call for truth telling.”—Daniel Ellsberg, The Pentagon Papers “[Project Censored] shows how the American public has been bamboozled, snookered, and dumbed down by the corporate media. It is chock-full of ‘ah- ha’ moments where we understand just how we’ve been fleeced by bank- sters, stripped of our civil liberties, and blindly led down a path of never- ending war.” —Medea Benjamin, author of Drone Warfare, and cofounder of Global Exchange and CODEPINK “Project Censored . not only shines a penetrating light on the American Empire and all its deadly, destructive, and deceitful actions, it does so at a time when the Obama administration is mounting a fierce effort to silence truth-tellers and whistleblowers.
    [Show full text]
  • Guardian Media Group PLC's
    CONFIDENTIAL GMG RESPONSE TO CMA STATEMENT OF SCOPE - DIGITAL ADVERTISING MARKET STUDY CONFIDENTIAL VERSION About Guardian Media Group PLC (GMG) GMG is one of the UK’s leading commercial media organisations and a British-owned, independent, news media business. GMG owns Guardian News & Media (GNM), the publisher of theguardian.com website and the Guardian and Observer newspapers. It is known for its globally acclaimed investigations, including investigating the Paradise Papers and Panama Papers and Cambridge Analytica. As well as being the UK’s largest quality news brand, the Guardian and Observer have pioneered a highly distinctive, open approach to publishing on the web and their website has achieved significant global audience growth over the past 20 years. Our endowment fund and portfolio of other holdings exist to support the Guardian’s journalism by providing financial returns. As the CMA may be aware, The Guardian’s unique structure and trust model means that our owner - the Scott Trust - takes no dividend from the business. This means that any revenue generated by GNM is reinvested back into funding more high-quality public interest Guardian journalism. Introduction GMG welcomes the opportunity to respond to the CMA statement of scope and wider work to examine competition in digital markets. The digital economy underpins and impacts almost every sector of the UK and global economy in some way. Ensuring that there is fair and effective competition in the supply of key products such as digital advertising, and digital payment services
    [Show full text]
  • Most Censored Stories of 2006–07
    ISSN 0028-9485 January 2008 Vol. LVII No. 1 www.ala.org/nif Project Censored, a media research group at Sonoma State University that tracks news published in independent journals and newsletters, has published its annual listing of “most censored” stories. Project Censored compiles an annual list of 25 news stories of social significance that have been overlooked, under‑reported or self‑censored by the country’s major national news media. Between 700 and 1000 stories are submitted to Project Censored each year from journalists, scholars, librarians, and concerned citizens around the world. With the help of more than 200 Sonoma State University faculty, students, and community members, Project Censored reviews the story submissions for coverage, content, reliability of sources and national significance. The university community selects 25 stories to submit to the Project Censored panel of judges who then rank them in order of importance. Current or most previous national judges include: Noam Chomsky, Susan Faludi, George Gerbner, Sut Jhally, Judith F. Krug, Frances Moore Lappe, Norman Solomon, Michael Parenti, Herbert I. Schiller, Barbara Seaman, Erna Smith, Mike Wallace and Howard Zinn. All 25 stories censored are featured in the yearbook, Censored: The News That Didn’t Make the News. The following are the ten “most censored” stories for 2006–07 as reported in Censored stories 2008, published last Fall by Project Censored: of 2006–07 1. No Habeas Corpus for “Any Person” With the approval of Congress and no outcry from corporate media, the Military Commissions Act (MCA) signed by President Bush on October 17, 2006, ushered in military commission law for U.S.
    [Show full text]
  • Gateway Journalism Review
    St. Louis Journalism Review Presents: OURNALISMOURNALISM REVIEWREVIEW Inside this issue: Daily Egyptian challenges Courage and coverage in real time by Jodi MacNeal chancellor’s ethics by Athena Chrysanthou Checking on the facts Remembering Roy Malone by Ben Lyons by Terry Ganey Activists draw attention to atomic city Review: McPhee and Bill Bradley by Don Corrigan by Michael Murray - PAGE 1 - 2018 • Volume 47 Number 348 • $8 St. Louis Journalism Review Presents: CONTRIBUTORS OURNALISM REVIEW Publisher William H. Freivogel Published by: Publisher of Gateway Journalism Review. Freivo- Artist Steve Edwards gel is a former editorial page deputy editor for Professional artist, Steve Edwards Studio. School of Journalism College the St. Louis Post-Dispatch and contributes to of Mass Communication St. Louis Public Radio. He is a member of the and Media Arts Missouri Bar. GJR Founder Charles Klotzer Deborah Tudor: interim dean The founder of the St. Louis Journalism Review. Kavita Karan: interim director Sherida Evans: School of Editor William A. Babcock Journalism, office manager Editor of Gateway Journalism Review. Former DON CORRIGAN senior international news editor and writing Don Corrigan is the editor-in-chief and co-pub- coach for the Christian Science Monitor. Media lisher of the Webster-Kirkwood Times, South Board of Advisers: ethics is his primary teaching and research area. County Times and West End Word newspapers in Jim Kirchherr, Don Corrigan, St. Louis. He also is a professor of journalism in Lisa Bedian, Tammy Merrett, the School of Communications at Webster Univer- Rita Csapo-Sweet, Steve Managing Editor Jin Lee sity in St. Louis, serving as a print adviser to the Perron, Eileen Duggan, Associate editor of the Gateway Journalism university newspaper.
    [Show full text]
  • Ralph Nader Radio Hour Ep 246 Transcript
    RALPH NADER RADIO HOUR EP 246 TRANSCRIPT David Feldman: Welcome to the “Ralph Nader Radio Hour”. I’m David Feldman. Steve Skrovan is back East visiting family. But we have as always the man of the hour, Ralph Nader. Hello, Ralph. Ralph Nader: Hello David, Jimmy. David Feldman: Japanese prosecutors, Ralph, arrested Carlos Ghosn, Chairman of Nissan Motors, earlier this week. They got on his private jet in Tokyo, and he could spend up to ten days in prison. Ralph, when Douglas MacArthur rebuilt Japan, didn’t he teach them to respect our corporate elders? Arresting the chairman of Nissan Motors, isn’t that offensive? Ralph Nader: Well, an internal Nissan investigation apparently saw that he and an associate underestimated their income in Japan by several millions of dollars and the internal investigators sent it to the prosecutor. In Japan, they can detain you--unlike in the US where you can get out on bail--they can detain you for ten days. It’s part of their procedure. When I read about this, it occurred to me, this powerful auto executive was charged and Donald Trump still has his tax return secret; so he better not go to Japan, eh David? David Feldman: I read that and thought, if one corporate CEO spent one night in prison, this would be a different country. Ralph Nader: The food would be better, too. We have a great international law expert, and advocate, Professor Richard Falk. Why don’t you introduce him, David? David Feldman: Yes. We have a globally themed show as we turn our attention away from the midterms.
    [Show full text]
  • Fake News: a New Trending Phenomenon and Challenges
    Vol-3 Issue-6 2017 IJARIIE-ISSN(O)-2395-4396 Fake News: A New Trending Phenomenon and Challenges *Ashish Sharma Assistant Professor-II Amity School of communication Amity University Abstract As we know news is a piece of information which we get through various forms of communication. In the beginning we have Traditional media like newspaper and Television through which we were getting news. After that through internet and nowadays through social media we were getting news .Earlier we believed that whatever information is communicated or conveyed through various medium of communication is real and we believed that , but with the advent of fake news on social media now it’s become difficult to believe which is real and which is not. Fake news has many synonyms like disinformation campaigns, cyber propaganda, cognitive hacking, and information warfare. It also makes it easier to manipulate the people’s perception of reality and thought processes, resulting in the proliferation of fake news that affects our real, non-digital environment. Nowadays social media is a dominant source of information for significant parts of our societies. There are numerous positive aspects of these media, such as their ability to mobilize for a political cause or to make any public opinion. Today no one can deny that social media strengthen free speech in general, allow greater and quicker flows of ideas across societies, and add to the quality of life. Yet at the same time, social media may sometimes negatively impact the public debate. This paper analyses how social media activist spread fake news and manipulate public opinion to serve various motives like political or personal.
    [Show full text]
  • Anthropology/Sociology 344—Selling the News (Fall 2014)
    Anthropology/Sociology 344—Selling the news (Fall 2014) Instructor: Bill Grigsby Date(s): Friday, Oct 10 (7:00 – 10:00 pm), Saturday, Oct 11 (9:00 am – 5:00 pm) Location: EOU Portland Metro Center, 7732 SE Harmony Rd, Portland – Room 143 Contact: 204B Ackerman; (541) 962-3591; [email protected] COURSE DESCRIPTION: Examines the commercial and alternative news media, how political bias is expressed and news is filtered, the pervasiveness of propaganda and deceptive techniques employed within and outside the news media, and what alternative, non-commercial sources are available and accessible. The object of this course is to provide students with a framework for understanding commercial news media and its effect on political processes and public opinion. This course fulfills Social Science and Culture (SSC) for gen-ed. The gen-ed curriculum assumes that ‘every educated person should have some acquaintance with certain traditional areas of human knowledge and experience and be able to synthesize and contextualize this knowledge within their own lives.’ This course is an introduction to mass news media. Because so much of what people understand about problems and important issues in our society comes from the news they watch/read/listen to, news ‘media literacy’ is a critical skill for engaged, public citizens. COURSE OBJECTIVES 1. To raise awareness of bias in commercial news media, and how to identify it. 2. To develop/sharpen students’ 'media literacy.' 3. To expose students to some of basic concepts of propaganda and its use in news media. 4. To better understand how news media bias affects politics and democracy.
    [Show full text]
  • State of the Free Press | 2021 • Teaching Guide
    TEACHING GUIDE Project Censored’s State of the Free Press | 2021 Edited by Mickey Huff and Andy Lee Roth ISBN: 9781644210260 $17.95 | 224 pages Paperback Seven Stories Press INTRODUCTION Countering news fatigue with critical media literacy We depend on news to help make sense of the world. But recent debates over “fake news” and corresponding concerns that news is often corrupted by propaganda have led many Americans—including students—to distrust all news sources or, in extreme cases, to avoid following any news at all. Yet, a well-informed public is essential to democracy, and each depends on transparent, trustworthy journalism. State of the Free Press | 2021 ignites students’ interest in news by giving them tools to distinguish whether reporting is trustworthy or not, and by showing how a truly free press is essential for social justice. The book provides a succinct and comprehensive survey of the current state of news media in the United States. The reading strategies, discussion questions, and explorations presented here provide examples of how teachers can use State of the Free Press | 2021 to engage students and develop their critical thinking skills in a wide variety of courses. sevenstories.com 1 State of the Free Press | 2021 • Teaching Guide Important but underreported news stories Continuing Project Censored’s 44-year history as an internationally-respected news media watchdog, State of the Free Press | 2021 includes capsule summaries for 25 of the most important but underreported news stories from 2019-2020. These stories cover a range of contemporary social issues that students may care about deeply, or only understand vaguely—including, for example, economic inequality, institutional racism, public health, environmental threats, and the power of people organizing together to create positive social change.
    [Show full text]
  • Curriculum Vitae
    Curriculum Vitae Deepa Kumar Department of Journalism and Media Studies Rutgers University, 4 Huntington St., New Brunswick, NJ 08901 [email protected] Education Ph.D., Communication, University of Pittsburgh, 2001 Ph.D. Certificate in Cultural Studies, University of Pittsburgh, 2001 M.A., Mass Communication, Bowling Green State University, 1994 B.S., Mass Communication, Bangalore University, 1991 B.S., Physics, Mathematics and Electronics, St. Josephs College, 1990. Academic Positions Associate Professor, Rutgers University, 2010- Assistant Professor, Rutgers University, 2004-2010 Visiting Assistant Professor, Wake Forest University, 2000-2004 University Affiliations Affiliated faculty, Department of Women’s and Gender Studies, Rutgers Graduate faculty, Department of Sociology, Rutgers Affiliated faculty, Center for Middle Eastern Studies, Rutgers Affiliated Faculty, Center for Race and Ethnicity, Rutgers Awards National/International Marilyn Sternberg Award, American Association of University Professors, 2020. Dallas Smythe Award, Union for Democratic Communication, 2016 Georgina Smith Award, American Association of University Professors, 2016 Challenging Islamophobia Award, Council on American Islamic Relations, Cleveland, 2013 Top Paper Award, Race and Ethnicity Division, International Communication Association, 2008 Young Scholar Leader Award, Critical Communication Studies Division, National Communication Association, 2007 University Outstanding Contribution to Research award, Rutgers Department of Journalism and Media Studies,
    [Show full text]
  • Democracy on Junk Food Processed News and the Body Politic
    DEMOCRACY ON JUNK FOOD PROCESSED NEWS AND THE BODY POLITIC Bill Grigsby NEWS ‘DIET’ AN INTERESTING, BUT UNDERDEVELOPED IDEA “One of the most salient features of our culture is that there is so much bullshit. Everyone knows this. Each of us contributes his share. But we tend to take the situation for granted. Most people are rather confident of their ability to recognize bullshit and to avoid being taken in by it. So the phenomenon has not aroused much deliberate concern, or attracted much sustained inquiry. In consequence, we have no clear understanding of what bullshit is, why there is so much of it, or what functions it serves. “ (philosopher) Harry Frankfurt, ‘On bullshit’ (1988) MAIN POINTS . Processing is a useful metaphor for examining parallels with food system and dysfunctions between the news media and political systems. Increased processing in the news represents higher propaganda content, which reflects corporate capture of commercial news media and elections. The effects of these dysfunctions represent serious problems for the health of representative democracy. LIMITS OF ANALYSIS . Commercial news merit special attention—theirs is the prevailing business model for American media. Television is still the primary news source for most Americans who consume news. Concerns national-level politics . Propaganda sources: . Pratkanis and Aronson, 2001 (Age of Propaganda) . Patrick, 2011 (Ten Commandments of Propaganda) . Cialdini, 2010 (Influence) . Hermann and Chomsky, 1988 (Manufacturing Consent) . Johnson, 2012 (The Information
    [Show full text]