MIL module 2

MEDIA AND SOCIETY
Understanding & Utilizing Media in Teaching

• Millenial
• Digital Native
• Generation Y
• Generation ME
Narcissistic
Confident
Tolerant
Innovative
Resilient
Optimistic
Multi-taskers
- Oswald (2015), Twenge (2006)
Self entitled
Defensive
- Twenge, 2006
MODULE 2: MEDIA AND SOCIETY
• Post Millenial
• iPad Generation
• Generation Z
• iGeneration
Individualistic
Intuitive
Self-reliant
Transparent
Flexible
- Bump (2014), GenHQ (2017)
Realistic
Entrepreneural
Goal oriented
- Oswald (2015), GenHQ (2017)

Every Second on the Internet
Pat Colluci, Nov. 24, 2015
https://www.youtube.com/watch?v=0CJw4QcEp0Y
MODULE 2: MEDIA AND THE SOCIETY

Internet Live Stats
(May 20, 2017 PST 12:03 pm)
7,619 tweets 782 uploads
1243 uploads69,305 videos viewed

60,395 searches 2,592 calls
44,767 GB internet traffic2,590,564 sent

What do the stats mean?
"We must prepare young people for living in a
world of powerful images, words and sounds."
- UNESCO, 1982

What do the stats mean?
"Empowerment of people through Media and
Information Literacy (MIL) is an important
prerequisite for fostering equitable access to
information and knowledge and promoting
free, independent and pluralistic media and
information systems."
- UNESCO

MEDIA AND THE SOCIETY
“There is no single notion of literacy as a skill which
people possess or not, but multiple literacies. We
all engage in learning new literacies at different
stages of our lives.”
The Global Literacy Challenge (Richmond, et al, 2008)

MEDIA AND INFORMATION LITERACY (MIL)
MIL provides the competencies needed by every
individual to seek and enjoy or practice the rights
and freedoms enshrined in Article 19 of the UN
Declaration of Human Rights:
“Everyone has the right to freedom of opinion and
expression; this right includes freedom to hold
opinions without interference and to seek, receive
and impart information and ideas through any
media and regardless of frontiers.”

o Article 19 of the UN Declaration of Human Rights
“Everyone has the right to freedom of opinion and
expression . . . regardless of frontiers.”
o Grunwald Declaration (1982)
Need for political and educational systems to
promote citizen’s understanding of the “phenomena
of communication” and their participation in media
o Alexandria Declaration (2005)
MIL at the core of lifelong learning

The NEED for MIL
o Article 19 of the UN Declaration of Human Rights
o Grunwald Declaration (1982)
o Alexandria Declaration (2005)
MIL empowers people in all walks of life to access, retrieve,
understand, evaluate, use, create, as well as share
information and media content in all formats, using various
tools, in a critical, ethical and effective way, in order
to participate and engage in personal, professional and
societal activities.
It is a basic human right in a digital world and promotes social
inclusion of all nations.

The Need for a New Literacy Ecosystem
Image Source:
https://image.slidesharecdn.com/21stcenturylearningskills-
100225203320-phpapp01/95/21st-century-learning-skills-9-
728.jpg?cb=1267130019

Image Source:
http://extendedlearningwake.wikispaces.com/file/view/21st_model%2B.JPG/197790
914/21st_model%2B.JPG

Image from: https://image.slidesharecdn.com/the21stcenturyteacherandlearner-merden-150422173204-conversion-
gate01/95/the-21st-century-teacher-and-learner-2-638.jpg?cb=1429724040

Image Source: https://s-media-cache-ak0.pinimg.com/originals/99/0f/3e/990f3ed4631a7ac655eeee4d30890902.png

Image from: https://image.slidesharecdn.com/the21stcenturyteacherandlearner-merden-150422173204-conversion-
gate01/95/the-21st-century-teacher-and-learner-2-638.jpg?cb=1429724040
https://allthingslearning.files.wordpress.com/2011/09/21st-century-teacher.jpg
The 21st Century
Educator

Image Source:
http://teacherpress.ocps.net/kimberlybaker/files/2014/08/
21st_Century_Graduate-512x1024.jpg

MIL Ecology
Image from: http://www.unaoc.org/wp-content/uploads/Ecology-of-MIL-ENGLISH.jpg

Composite concept of MIL
Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies
(UNESCO, 2013)

The UNESCO MIL Curriculum
Three key interrelated thematic areas of the
UNESCO MIL curriculum is framed:
 Knowledge and Understanding of Media and
Information for Democratic Discourses and Social
Participation
 Evaluation of Media and Information
 Production and Use of Media and Information

Image Source:
http://www.unesco.org/new/fileadmin/MULTI
MEDIA/HQ/CI/CI/images/Publication_covers/
mil_curriculum_160.jpg

UNESCO MIL CLICKS
https://www.youtube.com/watch?v=7JyoihAuuKg

Direct Impact of MIL to Society
Global Media and Information Literacy Assessment Framework: Country Readiness and
Competencies (UNESCO, 2013)

Role of Teachers as Gatekeepers and Providers of
Knowledge and Skills in Society
Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies
(UNESCO, 2013)

http://unesco.mil-for-teachers.unaoc.org/foreword/core-teacher-competencies/

CORE TEACHER COMPETENCIES
Media and Information Literacy Curriculum for Teachers (UNESCO, 2011)
o MIL Competency 1
Understanding the Role of Media and Information in Democracy
o MIL Competency 2
Understanding Media Content and Its Uses
o MIL Competency 3
Accessing Information Effectively and Efficiently
o MIL Competency 4
Critically Evaluating Information &Information Sources
o MIL Competency 5
Applying New and Traditional Media Formats
o MIL Competency 6
Situating the Sociocultural Context of Media Content
o MIL Competency 7
Promoting MIL Among Students and Managing Required Changes

MIL Competency 1
UNDERSTANDING THE ROLE OF MI IN DEMOCRACY

MIL Competency 1
The MIL teacher will begin to become familiar
with the functions of media and other
information providers and understand their
importance to citizenship and informed
decision-making.

MIL Competency 1 (cont’d)
 Identify, describe and evaluate the public service
functions of media and information in democratic
societies.
Demonstrate understanding of key concepts such
as Freedom of Expression, and fundamental
rights enshrined in Article 19 of UDHR.
Interpret and describe the relationship between
media and information literacy, citizenship and
democracy.

Describe media pluralism and why it is
important.
Describe editorial independence.
Explain journalism as a discipline of
verification within a public service remit.
Describe media ethics, and be able to identify
when these have been breached.

MIL Competency 2
UNDERSTANDING MEDIA CONTENT IN DEMOCRACY

MIL Competency 2
The MIL teacher will be able to demonstrate
knowledge and understanding of the ways
people use media in their personal and public
lives, the relationships among citizens and media
content, as well as the use of media for a variety
of purposes.

 Interpret and make connections between
media texts, context and values projected by
media.
 Use strategies to analyze stereotypes in media
(e.g., recognize stereotypes that serve the
interests of some groups in society at the
expense of others; identify techniques used in
visual media that perpetuate stereotypes).

Identify, analyze, and critique a variety of
techniques used in advertising that are against
international standards and codes of practice.
Explore representations, misrepresentations
and lack of representation in media and
information texts.
Understand and describe the characteristics
and importance of public service broadcasters
(PSB).

MIL Competency 3 : Accessing Information
Effectively and Efficiently
Media and Information Literacy Curriculum
for Teachers (UNESCO, 2011)

The MIL teacher will be able to determine the
type of information needed for a particular task
and access the information in an effective and
efficient manner.

 Select efficient and effective approaches for
accessing information he/she requires for
investigative or information retrieval purposes.
 Identify keywords and related terms for
accessing the information needed.

Identify a variety of types and formats of
potential sources for information.
Describe criteria used to make information
decisions and choices.

MIL Competency 4
Critically Evaluating Information and Information Sources

MIL Competency 4
The MIL teacher will be able to critically
evaluate information and its sources and to
incorporate selected information for problem-
solving and analysis of ideas.

Demonstrate ability to examine and compare
information from various sources in order to
evaluate its reliability, validity, accuracy,
authority, timeliness, and bias.
Use a variety of criteria (e.g. clarity, accuracy,
effectiveness, bias, relevance of facts) to
evaluate informational media (e.g. websites,
documentaries, advertisements, news
programs).

Recognize prejudice, deception, or
manipulation.
Recognize the cultural, social or other contexts
within which the information was created and
understand the impact of context on
interpreting information.

Understand the range of media-related
technologies and study the interaction of ideas.
Compare new knowledge with prior knowledge
to determine the value added, contradictions,
or other unique characteristics of the
information.

Determine probable accuracy by questioning the
source of data, limitations of the information
gathering tools or strategies, and the
reasonableness of the conclusions.
Use a range of strategies to interpret media texts
(e.g. draw conclusions, make generalizations,
synthesize materials viewed, refer to images or
information in visual media to support point of
view, deconstruct media to determine the
underlying biases and decode the subtext).

MIL Competency 5

MIL Competency 5
The MIL teacher will be able to understand the
uses of digital technology, communication tools
and networks for information gathering and
decision-making.

MIL Competency 5
Understand the basics of digital technology,
communication tools and networks, and their
usage in different contexts for different
purposes.
Use a broad range of media ‘texts’ in order to
express his/her own ideas through multiple
forms of media (e.g. traditional print, electronic,
digital, etc.).

MIL Competency 5
Undertake basic online information searches.
Understand for what purposes youths use the
Internet

MIL Competency 6

MIL Competency 6
The MIL teacher will be able to demonstrate
knowledge and understanding that media
content is produced within social and cultural
contexts.

MIL Competency 6
 Analyze and explain how the rules and
expectations governing media genres can be
manipulated for particular effects or purposes.
Produce media texts that present diverse
perspectives and representations.
Describe media and other information
providers as a platform for intercultural
dialogue.

MIL Competency 6
Demonstrate ability to critically evaluate local
media content and the messages received or
created by them for democratic citizenship
and cultural diversity.
Understand how editing shapes meaning in
visual media and their messages (e.g.
omission of alternative perspectives; filtered
or implied viewpoints; emphasis of specific
ideas, etc.)

MIL Competency 7
Promoting MIL Among Students
and Managing Required Changes

MIL Competency 7
The MIL teacher will be able to use knowledge
and skills acquired through his/her MIL training
to promote media and information literacy
among students and manage related changes in
the school environment.

Understand how different students interpret
and apply media products and events to their
own lives.
Understand and use a variety of instructional
activities to foster students’ skills.
Demonstrate ability to help students evaluate
critically information and its sources while
incorporating relevant information into their
knowledge base.

Use knowledge of effective verbal, non-verbal,
and media communication techniques to foster
active enquiry, collaboration and free and open
communication among students.
Understand and use formal and informal
assessment strategies to develop knowledge and
skills for critical reading, viewing and listening
among students.
Use media and information literacy tools to foster
a more participatory learning environment for
students.

Use old or new media technologies to create a
bond with school-based and out-of-school
learning, especially for students who are
becoming alienated from school.
Use ICT in the classroom to help students
discover ICT and media sources available to
them and how to use them in their learning.
Use media and information literacy to widen
participation in learning.

Use knowledge and skills acquired through
his/her training to develop students’ skills in
using media and library resources as tools for
research and learning.
Use knowledge and skills acquired through
his/her training to develop students’ skills in
evaluating media and information and
understanding ethical issues related to media
and information literacy.

CONDITIONS FOR MEDIA LEARNING
o A single literacy approach or basic literacy alone does
not support and involve all stakeholders, including
policy makers and decision makers, educational
planners and the professional community.
o MIL should be considered as a set of competencies
composed of knowledge, skills and attitudes.
o All citizens, including marginalized groups, such as
people with disabilities, indigenous populations or
ethnic minorities, should have equal access to
information and knowledge and be able to express
themselves.

Conditions for Media Learning
o The creation of an enabling environment and
capacity building for all citizens on MIL are
essential for building knowledge societies.
o Special attention is required to provide MIL
training to teachers who, as knowledge
gatekeepers, significantly contribute to the
empowerment of young citizens.

Conditions for Media Learning
Cambourne’s Conditions for Language Learning
https://s-media-cache-ak0.pinimg.com/564x/bb/10/61/bb1061619ff0fc06daa1e54403f27462.jpg

The Conditions for Media Learning (Adapted from Cambourne, 1988)
Lifted from: A Guide to Effective Literacy Instruction, Media Literacy Vol. 7 s. 2008
Immersion
Learners need to be immersed in an environment that is rich in spoken,
written, and visual language.
Demonstration
Learners need opportunities to observe and talk about the way the media
are used in daily life.
Engagement
Learners need opportunities to engage in viewing and listening activities,
as well as production activities, on their own and in groups.
Expectation
Learners need to be in an environment in which the adults around them
believe that the learners will acquire media literacy skills.
Responsibility
Learners need to learn how to make decisions with respect to their own
learning and their own media use.
Application
Learners must use reading, writing, oral language, and media skills in their
daily lives.
Approximation
Learners should have the freedom to choose media texts that match their
interests and opportunities to create media products similar to the
products they see and hear.
Response
Learners need to receive knowledgeable feedback on their comprehension
and creation of media products.

Amazing mind reader reveals his 'gift‘
Duval Guillaume, Sept. 24, 2012
https://www.youtube.com/watch?v=F7pYHN9iC9I

http://www.phillipsbeth.com/wp-content/uploads/2014/02/Honeycutt-Quote.jpg

MIL module 2

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