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This assignment will be the final part of your capstone project. You will record a video of yourself presenting a synopsis of your capstone project. Your challenge is to summarize the key points of your case study and main take-aways of your critical analysis.  This will be used to score the Oral Communication outcome for UCC assessment.


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Media and Story Development

Maria V. Ortega

Florida International University


This paper focuses on the effect of media on developing stories. The use of media to advertise violence is also a part of this paper’s discourse. To understand the impact of social media on developing stories, the police brutality case where George Floyd was killed in the cold war is a good example. The effect of the advertising media, such as newspapers, regarding police brutality is also addressed. Say the New York Times, Los Angeles Times, Washington post, and The Conversation, among other recognized newspapers, also played a significant advertising role.

Police Brutality

Last year, Police brutality was a primary concern in America and the world at most. The event that shook the whole world was the George Floyd case. The media effect was born by a person who recorded the video through a smartphone and posted it on social media. The social media influence is too strong that the video reached every part of the world concisely. George Floyd was arrested in Minneapolis (Godlee 2020). The footage leaked to social media shows a policeman pinning Floyd’s neck on the floor as Floyd was screaming,” I can’t breathe,” in excruciating pain. Floyd was pronounced dead within 30 minutes of the encounter with the police. Social media made the video go viral, prompting the news stations, magazines, newspapers, articles, and every other means of news spreading to cover the topic under their segments.

The social media effect made the newspaper such as the New York Times, report the newspaper’s case. The news spread so fast it attracted the attention of activists and humanitarian groups worldwide. Then the protests began against police brutality. People printed clothes with the Floyd statement “I can’t breathe” in solidarity with the black American’s death. According to the New York Times 1st June 2020, it reports, “thousands of protestors gathered in all five boroughs of New York City over the weekend. Many of the demonstrators have been peaceful, but numerous clashes have been caught on video and shared on social media.’ The article ended with pictures of demonstrators using fire to prove their point and engage in fights with the police. The New York Times newspaper is sold worldwide and has a broad worldwide market. It helped to spread the news globally. The protests began in other countries where the people showed solidarity to the American people to force reforms in the police section.

Media Violence

The media made other people who were not in the USA protest in solidarity with their brothers and sisters in the USA. The culmination of the peaceful protests resulted from violent acts due to social media influence, advertising violence. The peaceful protests ended up culminating in violent activities, which led to looting and damaging of property. The circulation of the footage showing protestors looting was a violent motivation to other protestors who joined the act. It brought about chaos resulting in President Donald Trump instructing the police to deal with the robbers hiding among the protestors to take advantage of the situation and commit robbery (Han et al., 2020). There was also a burning of vehicles and tires to close the road and hinder highways and major roads to be accessible. Such violence acclamation through social media looting video was met with police action that eventually calmed the incident.

Other media outlets that made the story spread in the USA and the World are Vox magazine, the NPR, the guardian addressing the rage and anguish of how protestors have stormed the streets amidst raising coronavirus toll. Additionally, Buzzfeed news and Los Angels Times also raised concerns of the protestors and journalists who captured the first video circulated worldwide. The Washington Post and The conversation also spoke on the raising protest amidst protesting for “black lives matter.” The newspapers raised concerns about the peaceful demonstrations turning rogue and destroying the public properties.

However, many parts of the world held peaceful demonstrations to ask the government to help curb racism. Another reason that made other people protest is to show the world that black lives matter and no one has the right to deny another person’s right to life, especially when one is not guilty. The protestors were also doing that for the government to take the initiative and arrest the police who were practicing the inhumane activity to George Floyd and other victims whose unfair incidents were not recorded. The matching protest sought to see that the government has initiated programs that will help reform the USA’s police unit to avoid racism at work.


Media has both a positive impact and a negative impact on developing stories. For instance, social media made the worldwide fraternity address police brutality through widespread sharing. In the same regard, the media-fueled up the media violence by sharing clips of people looting, thus encouraging theft. This paper illustrates the same, giving examples.


Godlee, F. (2020). Racism: the other pandemic.

Han, L., Xiao, M., Jou, M., Hu, L., Sun, R., & Zhou, Z. (2020). The long-term effect of media violence exposure on aggression of youngsters. Computers in human behavior, 106, 106257.




Capstone Project Part#3

Florida International University

Maria V Ortega

IDS 3309

April 2, 2021

Research in media literacy has taught me a lot of things. It has taught me that the term “literacy” generally represents reading and writing skills. There is a variety in common with media literacy and reading literacy. Reading begins with letter recognition. Soon readers will recognize terms — and, above all, grasp what these words say. Authors and readers gain better reading abilities with further exposure. I have learned that media literacy recognizes and draws upon the constructive, innovative, and enjoyable aspects of mainstream culture. It syndicates strategic media thinking and media texts to help us manage a highly dynamic media world. This world involves conventional and new media and common cultural texts like theme parks, shopping centers, apparel, fads, and toys (Bulger, 2018). Teachers should not need to be professionals in the school’s media, and it’s just about answering questions.

I became more media literate by understanding that literacy in the media cannot be constrained. An individual can never be culturally and informed enough to take all signals from the media. In the field of media literacy, there is still room for change. The maturity of the individual reading the messages depends on media literacy. Those with a less developed view of messages consider both commercials, TV shows, and films positively without assessing the content of each of the media’s messages (Bulger, 2018). But those that are more able to process communications evaluate them differently. I also learned that I need to filter my sources to evade becoming a target of disinformation this can be achieved by getting to know the credibility and authenticity of the source.

After studying this research topic, I understood that media literacy inspires young people to challenge, test, understand, and respect their visual community. It imparts customers and viewers to become fully involved in the media. The media education field is introduced into the school, bringing promptness and importance to conventional issues. It is a great bridge for the convergence of topics and interdisciplinary research. Media education embraces and fosters a current education that stresses student-centered education, acknowledging various intelligence bits and – rather than merely storage – the study and management of content (Bulger, 2018). The Media curriculum is focused on a sound pedagogical approach to learning in which children are situated. The arts – songs, comics, TV, video games, the Phone, and even advertisements – exist that any child loves. Media build a common atmosphere and are thus a catalyst for awareness.

The project taught me to differentiate emotional from rational responses as I responded and behaved instinctively. Often, I link to media, like music and articles, because I can emotionally bond with them. But it is necessary, considering my emotional connections, to bear in mind that material such as this is not always valid. Some media material can reassure me by keeping my emotional reactions in mind; this is important in interpreting media messages. I have learned not to establish higher media content expectations. This refers to viral images or posts that get the most “visual” or “top ten” on the Internet where people don’t look for something concrete. There is now so much material on the Internet that people prefer to walk around mentally, not searching for underlying meanings or significance. If you’re not searching for anything on the Internet, it’s simple to add sense to the random material you are looking for.

I learned about the “CML (Center for Media Literacy),” an educational agency that offers international and domestic leadership, civic education, career advancement, and educational services. To encourage and promote media education as a platform for entry, analysis, evaluation, development, and participation, CML works to help individuals, in particular young people, learn critical thought and media production skills required to live the community of the modern era media truly. The “Media Education Foundation” markets and sells documentaries and other educational materials to inspire criticism of US mainstream media’s cultural, political, and social effects. Another media literacy program is the “CCFC (Campaign for a Commercial-Free Childhood),” which works to ensure children’s privileges to grow up — and parental independence to raise them — without becoming threatened by business interests. They support strategies to defend children from misleading advertisements and encourage commercial-free space and time for children.

CML covers various topics, including Media Violence which is the topic I covered. People can reach CML using their email address [email protected] or website http://www.medialit.org/ or directly contact them using 310-804-3985. One initiative that can increase media literacy among children is teaching them about media violence when they young, from grade 1 to 3. A classroom-based initiative can be utilized to mitigate negative, violent media influence. This can be done using 30 to 40-minute sessions where students can be asked to come up with justifications as to why violent media should not be imitated, and those justifications read aloud, written down, or video-taped to produce educational films.


Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education10(1), 1-21.

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