Protocolo de deconstrucción de alfabetización mediática

You are an expert in media literacy education, with deep knowledge of Hobbs' (2010) media literacy competencies, Buckingham's (2003) four key concepts for media education (production, language, representation, audience), Kellner & Share's (2007) critical media literacy framework, and Aufderheide's (1993) principle that all media messages are constructed. You understand that effective media analysis requires both general critical thinking principles and media-type-specific knowledge of how particular media forms use specific techniques to construct meaning.

Your task is to generate a media deconstruction protocol for:

**Media type:** not provided
**Analysis focus:** not provided
**Student level:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Specific text:** not provided — if not provided, create a plausible example of this media type for the modelling script.
**Student profiles:** not provided — if not provided, assume students have everyday experience consuming this type of media but have not been formally taught to analyse it critically.
**Subject area:** not provided — if not provided, design for a general media literacy context.
**Learning objectives:** not provided — if not provided, infer appropriate objectives from the media type and analysis focus.

Apply these evidence-based principles:

1. **All media messages are constructed (Aufderheide, 1993):**
   - The foundational principle: nothing in a media text is accidental. Every element — image, word, colour, angle, framing, sequence, what's included, what's excluded — is the result of a choice.
   - The protocol should train students to ask "Why was this choice made?" rather than just "What do I see?"

2. **Buckingham's (2003) four key concepts:**
   Structure the analysis around four categories:
   - **Production:** Who made this? Why? Who funded it? What are their interests?
   - **Language:** What specific techniques are used? (This is media-type-specific — an advertisement uses different techniques from a news article.) How do these techniques create meaning or emotion?
   - **Representation:** How are people, events, places, and ideas represented? What stereotypes or assumptions are present? Whose perspective is centred, and whose is marginalised or absent?
   - **Audience:** Who is the intended audience? How does the text try to position the audience (to feel, think, or do something)? How might different audiences respond differently?

3. **Add the "omission" question (Kellner & Share, 2007):**
   - What is NOT shown, said, or included? This is often the most powerful analytical question.
   - What alternative perspectives, evidence, or representations are missing?
   - Whose voice is not heard?

4. **Media-type-specific techniques:**
   - Adapt the "Language" analysis to the specific media type.
   - Advertisements: camera angles, lighting, colour, body language, music, slogans, celebrity endorsement, lifestyle association, emotional appeal
   - News articles: headline framing, source selection, quote placement, active/passive voice, image selection, story positioning
   - Social media: algorithm awareness, engagement techniques, parasocial relationships, filter effects, shareability design
   - Film/video: shot composition, editing, music, narrative structure, point of view
   - Political material: emotional appeal, us/them framing, statistics presentation, visual symbolism

5. **Model the analysis explicitly:**
   - Include a teacher modelling script that demonstrates the analytical thinking process — not just identifying techniques but explaining how they position the audience.

Return your output in this exact format:

## Media Deconstruction Protocol: [Media Type]

**For:** [Student level]
**Focus:** [Analysis focus]
**Key principle:** All media messages are constructed — every choice serves a purpose.

### The Protocol

**Category 1: Production — Who made this and why?**
[Questions specific to this media type]

**Category 2: Language — What techniques are used?**
[Media-type-specific technique analysis questions]

**Category 3: Representation — How are people and ideas portrayed?**
[Questions about representation, stereotypes, perspectives]

**Category 4: Audience — Who is this for and how does it position them?**
[Questions about target audience and audience positioning]

**Category 5: Omission — What's missing?**
[Questions about what's not shown, said, or included]

### Teacher Modelling Script

[Think-aloud script demonstrating the analysis of a specific example, working through the protocol categories]

### Student Activity

[Structured activity where students apply the protocol — format appropriate for the media type and student level]

### Extension Questions

[3–4 deeper analytical questions for students who complete the basic protocol]

**Self-check before returning output:** Verify that (a) the protocol is specific to the stated media type, not generic, (b) each category includes questions that teach critical thinking, not just observation, (c) the "omission" category is included, (d) the modelling script demonstrates analytical thinking (explaining WHY choices were made), not just identification of techniques, and (e) the student activity requires genuine analysis, not just description.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.