MODULE 7:
MEDIA LITERACY
Reporter: Novem Apuya
LEARNING OUTCOMES
1. Define media literacy
2. Cite the important roles of media literacy
3. Explain Media Information Literacy (MIL) along with various aspects and dimensions
4. Examine the advantages and disadvantages of media
5. Demonstrate how MIL can be integrated in the curriculum
6. Draw relevant life lessons and significant values in generating,
utilizing and creating media tools
7. Analyze research abstract on media literacy and its implications on
teaching-teaching process
8. Conduct a research survey on media literacy integration and draw findings and
recommendations
MEDIA LITERACY
The term “Media” - it refers to all electronic or
digital means and print or artistic visuals used
to transmit messages through reading (print
media), seeing (visual media), hearing (audio
media), or changing ang playing with
(interactive media), or some combinations of
each. Media can be a component of active
learning strategies, such as group discussions
or case studies. (Lynch (2018).
Media literacy is the ability to access, analyze,
evaluate, and create media (Firestone, 1993)
Media literacy skills are included in the
educational standards in language arts, social
studies, health, science and other subjects.
Many educators have discovered that media
literacy is an effective and engaging way to
apply critical thinking skills in a wide range of
issues.
Other definitions
The Ontario Ministry of Education (1989)
stressed that media literacy means helping the
students develop an informed and critical
understanding of the nature of mass media, the
techniques used and their impact.
Media literacy is the ability to identify
different types of media from wide array
of sources and undertand the messages
they bring. (Hobbes, 1997)
MEDIA LITERACY CONCEPTS
1. It is the ability to critically assess the accuracy and validity
of information transmitted by the mass media and produce
information through various forms.
2. Also known as Media Education, It is the ability to realize
that all kinds of media show a representation of reality.
3. It is the process of accessing, decoding, evaluating,
analyzing and creating both print and electronic media
(Aufderheide, 1993).
4. It depicts experience of reading texts and designing
hypertexts made possible through technology (Hobbs,
2007).
5. It pertains to understanding how to use today’s
technology, how to operate equipment, use various
softwares and explore the Internet.
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6. As a 21 Century approach to education, media
literacy builds understanding of the role of media in society,
as well as the essential skills of inquiry and self-expression
necesary for democratic citizens.
7. It represents response to the complexity of the ever-
changing electronic environment and communication
channels.
8. Critical evaluation of media requires the ability to analyze
and disseminate various features to others.
9. It is about teaching critical media management strategies,
including ICTs in schools and learning centers.
10. It includes the ability to perform effective Internet
searches, awareness and respect of intellectual property and
copyright law and the ability to identify truth from fake
news.
ROLES OF THE MEDIA
LEARN TO THINK CRITICALLY
BECOME A SMART CONSUMER
OF PRODUCTS AND INFORMATION
RECOGNIZE POINT OF VIEW
CREATE MEDIA RESPONSIBLY
IDENTIFY THE ROLE OF MEDIA IN
OUR CULTURE
UNDERSTAND THE AUTHOR’S
GOAL
ROLES OF MEDIA
It becomes easy to create media, however, it is difficult to know the creator of this,
his/her reason, and its credibility. Specifically, it helps individuals to:
LEARN TO THINK BECOME A SMART CONSUMER
CRITICALLY OF PRODUCTS AND INFORMATION
When people evaluate media, they Media literacy helps individuals
decide if the messages make sense, learn how to determine whether
including the key ideas before something is credible, especially the
being convicted on the information advertising before they can be
that they get from it. persuaded with the products on sale.
RECOGNIZE POINT OF CREATE MEDIA
VIEW RESPONSIBLY
Identifying an author’s perspective Recognizing one’s ideas and
helps individuals appreciate appropriately expressing one’s
different ideas in the context of thoughts lead to effective
what they already know. communication.
IDENTIFY THE ROLE OF MEDIA UNDERSTAND THE
IN OUR CULTURE AUTHOR’S GOAL
Media conveys something, shapes Understanding and recognizing
understanding of the world, and the type of influence something
makes an individual to act or think has, people can make better
in certain ways. choices.
SOCIAL MEDIA
Social media is a term that describes websites to
connect people and involve user-generated content,
which is the hallmark of a social media site. It is
sometimes call Web 2.0, which is currently a huge
opportunity to reach target audience and increase
online sales (Go, 2019)
Types of Social Media Websites
1. SOCIAL MEDIA NEWS WEBSITES
It entails users to submit links to Web content like
articles, podcasts, videos, etc. that they find interesting,
such as Digg, Reddit and Stumble Upon.
2. SOCIAL MEDIA NETWORKING WEBSITES
It depicts ability to upload a personal profile that
usually concepts with other people, such as LinkedIn
(social networking for professionals) and facebook
(social networking for everyone).
3. SOCIAL MEDIA PHOTO AND VIDEO SHARING
It allows users to upload photos through facebook,
Instagram, and Pinterest while videos through YouTube.
4. MICROBLOGGING AND BLOGGING WEBSITES
Sometimes called “presence apps”, these services let
users post very short messages like blogging, and easily
keep up with what their friends are posting.
5. SOCIAL MEDIA REVIEW WEBSITES
It shows how social reviews can make or break a
company or an organization, such as Amazon and eBay.
MEDIA AND INFORMATION
LITERACY
Media and Information Literacy(MIL) is a
“combination of knowledge, attitudes, skils, and
practices required to access, analyze, evaluate, use,
produce, and communicate information and
knowledge in creative, legal and ethical ways
that respect human rights” (Moscow Declaration
on Media and Information Literacy, 2012)
UNESCO (2016)
The UNESCO defines it as the set of competencies
to search, critically evaluate, use and contribute
information and media content wisely; the
knowledge of one’s right online; refraining from
cyberbullying; understanding related ethical issues;
and engaging with media and ICTs to promote
equality, free expression, intercultural/interreligious
dialog, peace etc.
ASPECTS OF MIL
According to Reineck and Lublinski (2015), MIL is
the optimal outcome of media, information and
communication technology (ICT) education along
three aspects:
Technical skills
Critical attitudes
facts about media and ICT
UNESCO (2011) - MIL curriculum delves on ‘accessing
information effectively and efficiently” as an aspect put
into practice.
Baacke (1996) - included compositional skills in his media
competence model that involve creating new kinds of
media content, encouraging sel-determination, and
increasing individuals’ chances for participation
Moeller (2009) - summarized the facets of MIL from the
user perspective, emphasizing media consumers in
identifying news and understanding media’s role in
reshaping the global issues.
SEVEN DIMENSIONS OF MIL
Shapiro and HUghes (1996) identified the seven
dimensions of media information literacy:
1. Tool Literacy
- ability to understand and use
practical and conceptual tools of
current information technology.
2. Resource Literacy
- ability to understand the form, format, location
and access methods of information resources.
3. Social-Structural Literacy
- knowing how information is socially situated and
produced, fits into the life groups about
the institutions and social networks.
4. Research Literacy
- ability to understand and use IT- based tools
relevant to the work of researchers and scholars
that include computer software for quantitative
analysis, qualitative analysis and simulation.
5. Publishing Literacy
- ability to format and publish research
and ideas electronically, in textual and
multimedia forms.
6. Emerging Technology Literacy
- ability to adapt to, understand, evaluate and use
emerging innovations in information technology.
7. Critical Literacy
- ability to evaluate critically the
intellectual,human and social strengths
and weajnesses, potentials and limits,
benefits and costs of information
technologies.
ADVANTAGES AND
DISADVANTAGES
OF MEDIA
Advantages
1.Media educate people on health
matters, environmental
conversation and others through
various forms.
2. People get the latest worls news
in a very short time regardless of
distance.
Advantages
3. People can bring out thier hidden talents in the
multimedia and visual arts, comedy, acting,
dancing and singing.
4. Media increase knowledge learned from quiz
programs, educational shows and other
information-giving programs.
5. People feel convenient in accessing information
through mobile phones
Advantages
6. They become a vehicle in ptomoying products
toward increased sales.
7. They serve as good source of entertainment.
8. Television allows electronic duplication of
information that reduces mass education costing.
9. Media lead to the diffusion of diverse cultures and
cultural practices.
10.They help people around the world understand each
other and respect differences.
Disadvantages
1. They lead to individualism. Spending
too much time on the Internet and
watching television usually impedes
socialization with friends, fanmily and
others.
2. Some media content are not suitable
for children.
3. A newspaper is geographically slective.
Disadvantages
4. The increase in advertisements television and radio makes
them less attractive.
5. The internet can be a possible way of scams, fraud and
hacking.
6. Media can be addictive that may result in people’s
decreased productivity.
7. They can cause health hazards, such as radiation effects,
poor eyesight, hearing defects, and others.
Disadvantages
8. They may induce drugs and alcohol use.
9. They can lead to personal injury by imitating the
stunts showcased in media.
10. They can ruin reputation through an anonymous
account, malicious scandals, false accusations and
rumors.
INTEGRATING MEDIA LITERACY in
the CURIRICULUM
Lynch (2028) presents six ways to integrate
media into the classroom for students to become
media literate while making media education a
meaningful and integrated part of classroom
practice.
01 Teach students to evaluate media
02 Show students where to find digital
resources and databases
03 Compare/contrast various media sources
04 Discuss how the media edits and alters
05 Examine the “truth”in advertisements
06 Have students create media
MEDIA SKILLS
Hobbs and Frost 91994) present the skills that
students are able to possess with the media they
use in class.
1. Reflect on and analyze their own media
consumption habits.
2. Identify the author, purpose and point of
view in films, commercials, television and radio
programs.
3. Identify the range of production techniques that are used to
communicate opinions and shape audience’s response.
4. Identify and evaluate the quality of media’s
representation of the world by examining patterns,
stereotyping, television news and other media.
5. Appreciate the economic underpinnings of mass
media industries to make distinctions between those media
which sell audiences to sdvertisers and those which do not.
6. Understand how media economics shapes
messages content.
7. Gain familiarity and experience in using mass media
for personal expression and communication, and
other purposes.
APPROACHES IN THE TEACHING
MEDIA LITERACY
Kellner and Share (2017)
mentioned three approaches to
teaching media literacy that would
utilize media in pedagogical practice.
1. Media Arts Education Approach
It intends to teach students to value the aesthetic qualities of
media and the arts while using their creativity for self-expression
through creating art and media.
2. Media Literacy Movement Approach
It attempts to expand the notion of literacy to include popular culture
and multiple forms of media (music, video, internet etc.) while still
working within a print literacy tradition.
3. Critical Media Literacy Approach
it focuses on ideology critiquing and analyzing the politics of
representation of crucial dimensions of gender, race, class and sexuality;
incorporating alternative media production; and expanding the textual
analysis issues of social content, control, resistance and pleasure.
UTILIZING MEDIA
ACROSS DISCILIBES
Media education can be integrated in every
course discipline.
For example, using media in different
subjects areas using PPPP - (Purpose,
Process, Performance, Product)
Assessing and evaluating media literacy
work. Media-oriented works should also be
evaluated to assess quality based on
standards.
KEY CONCEPTS FOR
MEDIA LITERACY
1. Media are constructions
– Media products are created by individuals
who make conscious and unconscious choices
about what to include and how to present it.
2. The audience negotiates meaning
– The meaning of any media product is a
collaboration between the producers and the
audience.
3. Media have commercial implications
– Most media productions are business, and makes profits that
belongs to a powerful network of corporations that exert influence
on content and distributes.
4. Media have social and political implications
– Media convey ideological messages about values, power and
authority and they can have a significant influence on what people
think and believe.
5. Each Medium has a unique aesthetic form
– The content of media depends in part on the nature
of the medium that includes technical, commercial
and storytelling demands.
THANK YOU
FOR
LISTENING!
