The last few weeks have proved to be quite troubling for many observers of the media, especially the field of photojournalism.
The level of public scrutiny now given to images by the general public, especially on the Internet, is unprecedented. Political interests on all sides of the Middle East conflict are holding the social conscious of this nation hostage. Increasingly, audiences are called upon to become more visually literate when interpreting news images. News photography, which at one time maintained at least the perception of validity and truthfulness, is being undermined by a growing throng of disbelievers.
During the first two weeks of fighting between Hezbollah and Israel, media coverage has become suspect as cases of photo-digital manipulation, events staged for the camera, and captioning errors come more fully to light. One blog, Zombietime, encourages readers to consider the importance of understand how images can be manipulated. The site offers tips on identifying four kinds of photographic fraud and lists the Associated Press, Reuters, and The New York Times as perpetrators.
Zombietime’s analysis of news photography concludes four types of common manipulations:
1. Digitally manipulating images after the photographs have been taken.
2. Photographing scenes staged by Hezbollah and presenting the images as if they were of authentic spontaneous news events.
3. Photographers themselves staging scenes or moving objects, and presenting photos of the set-ups as if they were naturally occurring.
4. Giving false or misleading captions to otherwise real photos that were taken at a different time or place.
The speed and immediacy of the Internet enables critics, on the left and the right of center, to identity, denounce, and defend news imagery that would otherwise go unnoticed by the masses. News organizations are responding to catch and punish any transgressors that undermine the integrity of the Fourth Estate, but they may be too late.
Dozens of conservative bloggers including, Michelle Malkin, Times Watch, and Little Green Footballs have been relentlessly scouring the Internet to find examples of media manipulation.
A recent analysis of how the media was manipulated after the Israeli bombing of Qana Lebanon illustrates this point brilliantly. In a short video the German news magazine Zapp shows how one rescuer, referred to as the Green Helmet, directs coverage of the events for the international press. Did Hezbollah choreograph the aftermath of the bombing to solicit outrage and sympathy in the Arab world? Many people believe that wide-scale manipulation of the press corps was and continues to be a reality.
Here is a link to a short survey on Photo-Digital Manipulation
The big question now is what happens to our historic collective memory if the images we view are continually the subject of disbelief? Will we become a nation of hate-mongering cynics?
For Hardt (1999), “Photographs, like all cultural products, have conditions and contexts that are based on historically determined cultural conventions, forms, beliefs, and perceptions.”
Despite the current uproar concerning the veracity of photojournalistic practices, there is still the question of how these images, manipulated or not, impact foreign policy decision. Is there anyway to truly calculate the impact pictures have on public perception? Was Israel's cease-fire after the bombing of Qana a sign that the government was reacting to outside pressure after millions of people around the world were subjected to pictures of the dead, especially children?
Following how the media covers an issue like the present conflict in the Middle East is a little like watching a tennis match. One side hits the ball and the audience turns its collective head toward where the ball might land. Then, there is the return, and the audience is driven back. This is the way news images are presented to us. One series of pictures showing the news of the day, all of them fairly similar in content.
Washington Post writer Peter Baker (2006) observes, “With each new scene of carnage in southern Lebanon, outrage in the Arab world and Europe has intensified against Israel and its prime sponsor, raising the prospect of a backlash resulting in a new Middle East quagmire for the United States, according to regional specialists, diplomats and former U.S. officials.”
This summer our Violence and Visual Culture class at Southern Oregon University tracked the first two weeks of the conflict in four newspapers. Students counted the number, size, placement, source, and characteristics of the content from July 14 through July 31 in The New York Times, San Francisco Chronicle, Portland Oregonian, and the Medford Mail Tribune.
Some of the questions we were trying to answer included:
Are there significantly more images showing dead and dying Lebanese civilians than Israeli civilians? If so, why? If there are more pictures of dead Lebanese than Israeli would world outcry change policy?
The content analysis conducted by the class examines only the beginning of the conflict -- a period of time when most the pictorial representations of the destruction in Lebanon and Israel occurred.
A total of 186 images in all four papers, with the lion's share (n=105) depicted in The New York Times.
Sixty-nine images depicted Lebanese civilians, while only 26 showed Israel civilians. In another area, 40 pictures showed Israel soldiers, while two images of Hezbollah fighters and 2 of Lebanese soldiers were used.
Can any conclusions be drawn from looking at images that play on the emotions of viewers?
Here are some data (early and unscrubbed) from the analysis. It would be interesting to have an online conversation about the possible implications of the role of images on public perception and foreign policy.
It is quite clear that there are risks involved in blogging as a form of scholarship in progress -- risks that are more about exposing ideas not yet fully developed than anything that could pass as rigorous academic discourse at this point. In academe, the old adage "publish or perish" continues to remain a salient mantra for most.
Professors on tenure-track are often warned about the perils of deviating from antecedent practices and traditions that have fairly strict conventions in terms of who will earn tenure. The value of publishing a letter to the editor, for example, is not given the same weight as publishing research in a scholarly peer-reviewed journal. All of this makes perfect sense, but where do professors who maintain active blogs fit in? Many edubloggers spend many hours maintaining blogs, collecting ideas and material, and responding to comments. What is the value of such practices?
As a former journalist, I justify the risks of blogging about academic ideas with the belief that the rewards of engaging people in a broader and deeper conversation about what we see and how things are made to be see is more far more interesting, relevant, and exciting.
The objective of writing in the moment on a blog is about engaging others -- students, teachers, professionals, and the general public -- in a more or less real-time conversation about the impact of images on society.
Some academics argue that scholarly energies are better served if one spends time researching, writing, and sending off articles to peer-reviewed journals. Again this make sense, but I also believe that there is room for both the ivory tower and the soap box in today's media illiterate world. Not only is there room for blogging from an educational perspective, but there is also a tremendous need to train the general public to move beyond a so-called commonsense viewpoint offered up in the mainstream press today. The commonsense viewpoint, in this case, refers to how so many of us refuse to question "news" as presented as "truth" by much of the mainstream media.
Scholars, with years of academic training behind them, are in a unique position to engage the public inside and outside of the classroom in new ways. Through an educational blog, scholars can provide readers with the intellectual tools required to engage in higher levels of analysis and discourse.
This past week has been a case study in how effective educational blogging can be. It has also been a watershed moment in my education as a teacher.
As I have engaged in a daily analysis of images from the war between the Hezbollah in Lebanon and Israel, several readers have commented on my analysis and even questioned my logic. Good for everyone that have been taking the time to engage in this conversation.
Thanks to Charles who has been graciously challenging me to clarify my interpretation of Whitehead's symbolism, as well as to Karin who asks, "How do you suggest that picture editors choose a picture/s to represent this situation?"
The objective of this exercise has always been about helping myself and others to understand the power of the visual in society. More recently, with the conflict raging in the Middle East, I have become more of an activist in terms of visual literacy. The first step of this process has been to engage others in learning to apply a variety of perspectives to the war of images currently being played out across the front pages of our nation's newspapers.