Module 7:

MEDIA LITERACY

LEARNING OUTCOMES

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

INTERACTIVE PRESENTATION

Family Feud. This is an activity in which two groups of students

match to give words/terms based on the given category. It denotess

critical thinking in connecting, collating, collecting and categorizing

those terms.

Procedure
1. The students will be grouped into.4 or 6 depending on class size.

2. The first two groups will match to give terms based on the given

category.

3. The teacher challenges the groups by saying "we have asked 100

people about their preferred media tools"

4. The groups will give at least five terms based on the given

category.

5. The teacher will then, say: The survey says, the top five answers

are (he/she will flash on screen through LCD projector

the prepared data))

6. The group, with the highest points based on given database

ratings, wins that match.

7. The winning group will match with other winning groups to find out

whose group shall prevail.

8. The class will find time for a brier rerection on the activity

Sample óf data: Most trending media apps

Most liked audio-visual gadgets: 1. Instagram- 2%

1. Earphones 4% 2. Waze 10%

2. Ipad 5% 3. IWantTV- 12%

3. Stereo 8 % 4. Spotify- 15 %

4. Transistor radio 10% 5. Podcast 20%

5. Play station 15%

CONCEPT EXPLORATION

Today, information comes through an interwoven system of media

technologies. The ability to read many types of media has become an

essential skill in the 21st Century. Thus, schools are greatly confronted
with this challenge.

Media Literacy

Lynch (2018) coined the term "media" that 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 and 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 (Mateer and

Ghent, n.d.).

Media literacy is the ability to access, analyze, evaluate, and

create media (Firestone, 1993). Media literate youth and adults can

understand the complex messages received from television, radio,

Internet, newspapers, magazines, books, billboards, video games,

music, and all other forms of media. Therefore, 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 to a wide range of issues. (http:!

[Link])

The Ontario Ministry of Education (1989) stressed that media

literacy means helping students develop an informed and critical

understanding of the nature of mass media, the techniques used

and their impact. It aims to enhance students understanding and

appreciation how media work, how they produce meaning, how they

are organized, and how they construct reality. More so, it intends to

provide students the ability to create media products (http:[Link].

org)

Media literacy therefore, is the ability to identify different types of

media from wide array of sources and understand the messages they

bring (Hobbs, 1997).

But most of all, these have one thina in common: that someone

reated it for a reason. Therefore, understanding that reason is the basSIS

cre

of media literacy.

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 [Link] today's technology, how

to operate equipment, use various softwares and explore the

Internet.

6. As a 21st 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 necessary 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 çritical 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. ([Link]

com/dictionary/media-iteracy/18166)

Roles of Media Literacy

t 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:

1. Learn to think critically. When people evaluate media, they

decide if the messages make sense, including the key ideas

before being convinced on the inormation that they get from it.

2. Become a smart consumer of products and information, Media

literacy helps individuals learm how to determine whether

something is credible, especially tne advertising before they can

be persuaded with the products on sale.

, Recognize point of view. Identifying an author's perspective

helps individuals appreciate different ideas in the context of what

they already know.

4 Create media responsibly. Recognizing one's ideas and

appropriately expressing one's thoughts lead to effective

communication.

5. ldentify the role of media in our culture. Media conveys

something, shapes understanding of the world, and makes an

individual to act or think in certain wayS.

6. Understand the author's goal. Understanding and recognizing

the type of infuence something has, people can make better

choices. (Common Sense Media, n.d.)

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 called Web 2.0, which is currently a huge opportunity

reach target audience and increase online sales (Go, 2019)

Types of Social Media Websites

There are different types of social media websites and the ways of

using them to reach the target audience.

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 connects with other people, such

as Linkedin (social networking for professionals) and facebook

(social networking: for everyone). These sites serve as avenue

for meeting people and developing relationships that can lead

joint-venture partnerships, career opportunities, and research.

3. Social Media Photo and Video Sharing. It allows users to up

load photos through faceboook, Instagram and Pinterest while

videos through YouTube.

4. Microblogging and Blogging Websites. Sometimes called

"presence apps", these services let users post very short mes

sages like blogging, and easily keep up with what their friends are

posting. Twitter is the most popular microblogging service that

limits to 280 characters per post arnd allows to follow a set of

users from one dashboard. Another popular social media app is

5. Social Media Review Websites. It shows how social reviews

SnapChat, which is video-based.

can make or break a company or an organization, such as Ama

zon and eBay.

Media and Information Literacy (MIL)

Media and Information Literacy (MIL) is a combination of knowledge,

attitudes, skills, 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).

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 rights online; refraining from cyberbullying;

understanding related ethical issues; and engaging with media and ICTs

to promote equality, free expression, intercultural/interreligious dialog,

peace, etc. (UNESCO, 2016).

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 and

facts about media and ICT. Technical skills involve ability to access and

use computers, mobile and other technical devices that offer media

and information content. UNESCO's (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 involves creating new kinds of media content, encouraging

self-determination, and increasing individuals' chances for participation.

MIL also involves performative aspect that entails the competence to do

rather than just to know certain things.

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. Norbert

Groeben (2002) pointed out the importancee of knawledge of the inner

Workings (contexts, routines, contents) and the effects of media. Fostering

certain attitudes toward media and other information sources involves

both being critical on the negative impact of media and defending it

against sources of influence.

Seven Dimensions of MIL

Shapiro and Hughes (1996) identified the seven dimensions of

media information literacy:

1. Tool Literacy. This is the ability to understand and use practical

and conceptual tools of current intormation technology, including

software, hardware and multimedla that are relevant to education

and the areas of work and professional life.

2. Resource Literacy. This is the ability to understand the form,

format, location and access methods of 1nformation resources.

3. Social-Structural Literacy. This is knowing how information is

sOcially situated and produced, fits into the life of groups about

the institutions and social networks.

4. Research Literacy. It is the ability to understand and use IT

5based tools relevant to the work of researchers and scholars that

include computer software for quantitative analysis, qualitative

analysis and simulation.

5. Publishing Literacy. It is the ability to format and publish research

and ideas electronically, in textual and multimedia forms.

6. Emerging Technology Literacy. It is the ability to adapt to,

understand, evaluate and use emerging innovations in information

technology.

7. Critical [Link] ability to evaluate critically the intellectual,

human and social strengths and, weaknesses, potentials and

limits, benefits and costs of information technologies.

Advantages and Disadvantages of Media

Media are powerful tools of communication which entail positive and

negative impacts.

Advantages of Media

1. Media educate people on health matters, environmental

conservation and others through various forms.

2. People get the latest world news in a very short time regardless of

distance.

3. People can bring out their hidden talents in the multimedia and

visual arts, comedy, acting, dancing and singing.

4. Media increase knowledge learned from quiż programs,

educational shows and other information-giving programs.

5. People feel convenient in accessing information through mobile

phones.

6. They become a vehicle in promoting products toward increased

sales.

7. They serve as a 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 of Media

1. They lead to individualism. Spending too much time on the In-

ternet and watching television usually impedes socialization with

friends, family and others.

2. Some media contents are not suitable for children.

3. A newspaper is geographically selective.

4. The increase in advertisements in television and radio makes

them less attractive.

5. The internet can be a possible way for 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.

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.

([Link]

Integrating Media Literacy in the Curriculum

Although media literacy is nowa part of the curricula, it is confronted

with a variety of factors, such as limited access to equipment, teachers'

lack of confidence with the material, and perception of media education

as just an accessory to the curriculum.

Lynch (2018) presents six ways to integrate media literacy into the

classroom for students to become media literate while making media

educationa meaningful and integrated part of classroom practice.

1. Teach students to evaluate medla. Students leam to evaluate

what they are viewing by showing them that media changes

depending on who created it, the intended audience and the

biases that may be attributed to the source.

2. Show students where to find digital resources and databases.

Teachers should provide students with reliable and safe media

sources and trustworthy content.

3. Compare/contrast various media sources. In the discussions,

distinguish various media sources and compare elements.

4. Discuss how the media edits and alters. Purposely point out to

students examples of media alitering photographs or stories while

teaching them to be critical of what they see or read at face value.

5. Examine the "truth" in advertisements. Let students identify

what advertisements are trying to sell and what promises or ideas

are they using to convince them to buy the product.

6. Have students create media. Let students create media

appropriate to their levels such as presentations, videos or

websites.

Media skills. Although this is given little emphasis in the

classroom, Hobbs and Frost (1994) present the skills that students are

able to possess with the media they use in class. To wit: (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, magazine and newspaper editorials and advertising;

(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, emphasis and omission in print

and television news and other media; (5) appreciate the economic

underpinnings of mass media industries to make distinctions between

those media which sell audiences to advertisers and those which do

not (6) understand how media economics shapes message content

(7) gain familiarity and experience in using mass media tools for

personal expression and communication and for purposes of social

and political advocacy.

Approaches to teaching media literacy. Kellner and Share

(2007) metioned 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 us

,ing their creativity for self-expression through creating art and

media.

2. Media Literacy Movement Approach. t attempts to expand

the notion of literacy to include popular culture and multiple

forms of media (music, video, Internet, advertising, 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 cruclal

dimensions of gender, race, class, and sexuality; incorporating

alternative media production; and expanding the textua

analysis to include issues of soclal context, control, resistance,

and pleasure.

Utilizing Media across disciplines. Media education can be

integrated in every course discipline. The following are examples of

using media in different subject areas using PPPP (Purpose, Process.

Performance, Product)

Assessing and evaluating media literacy work. Just like any

student outputs, media-oriented works should also be eváluated to

assess quality based on standards. Students need regular feedback

to be able to reflect on their progress and develop mastery and that

Would remind them that it is an important part of the course.

However, for some teachers, creating assessment and evaluation

tools for media education is more challenging than traditional means

due to the lack of technical skills. Also, it is because media education

is all about finding the right questions to ask, rather than learning

previously determined answers.

Canada's Center for Digital and Media Literacy prescribed two

important steps in creating objectives, comprehensive and meaningut

assessment and evaluation tools for media literacy work, namely: (1)

by using a rubric to assess the work of students; and (2)) by framing

the expectations within the rubric in terms of key concepts of media

literacy.

In general, media literacy work can be evaluated in three ways:

1. Based on how well the student understands the key

concepts of media literacy and [Link] concepts and

ideas being explored in the lesson.

2. Based on the depth and quality of the student's inquiry

and analysis of the questions raised in. the lesson, as

well as his/her thoughtfulness in identifying issues and

questions to examine.

3. Based on how well the student applies specific technical

skills associated with either the medium being studied

(movies, TV, video games, etc.), the medium used in the

evaluation tool, or both ([Link]

iteracy).

However, whenever any form of media is being utilized, then

should be a reflection at the end by asking students how media form

has shaped their thinking, decision-making, analysis, choices, values

and interrelationships.

Thus, media educators base their teaching on key concepts for

media literacy, which provide an effective foundation for examining

mass media and popular culture. These key concepts act as filters that

any media text has to go through in order to critically respond.

1. Media are constructions. Media products are created y

individuals who make conscious and unconscious choices

about what to include and how to present it. It can assess

students' understanding of how media product was created

and the analysis of creators' beliefs or assumptions reflected in

the content.

2. The audience negotiates meaning. The meaning of any

media product is a collaboration between the producers

and the audience. It can assess students' understanding. of

concepts and the elements in a relevant [Link] product

3. Media have commercial implications. Since most media

production is a business, it makes profts and it belongs to

a powerful network of corporations that exert influence on

content and distribution. It can. assess students' knowledge

and understanding of the commercial factors influencing the

creation of media product and analysis of how media product is

influenced by commercial factors or the owner.

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. It can assess students' knowledge and understanding

of how this medium communicates ideas and values.

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..

It can assess students' knowledge and understanding of the

technical elements of the medium and the tropes, clichés,

codes and conventions of the medium and genre (http://

[Link]/digital-media-literacy).

QUESTIONS FOR DISCUSSION

1. What is media literacy? Explain.

2. What are the important roles of media literacy?

3. Discuss Media Information Literacy (MIL), its aspects and

3. Discuss

dimensions.

4. What are the advantages and disadvantages of media?

5. How can you integrate MIL in the curriculum across disciplines?

Cite examples.

MEDIA LITERACY

Media literacy is the ability to access, analyze, evaluate, and create

media thereby, It performs a great role in education, development

and innovation.

Media and Information Literacy (MIL) is a combination

of knowledge, attitudes, skills, and practices required to

access, analyze, evaluate, use, produce, and communicate

information and knowledge in creative, legal and ethical ways tu:at

respect human rights.

> While there are aspects of MIL, it has also seven dimensíons the

include tool literacy, resource literacy, social-structural literacy,

research literacy, publishing literacy, emerging technology litera

and critical literacy:

Media are powerful tools of communication. They are used f

interact and interrelate with people. They entail a two-sided impat

the positive side and the downside.

Considering the role of media literacy, it is necessary to integraT4

this meaningfully in class.