1. The document outlines a learning plan for developing media literacy. It defines key concepts like media literacy and discusses the roles and types of social media.
2. Media literacy is defined as the ability to access, analyze, evaluate, and create media. It helps people become critical thinkers, smart consumers, and understand cultural influences.
3. The document examines concepts of media information literacy and discusses its aspects and dimensions according to various researchers. It also explores approaches to integrating media literacy in the curriculum.
4. Assessment of media literacy is discussed, emphasizing the use of rubrics and focusing on key concepts like the role of media and how it shapes thinking.
Media literacy is the ability to access, analyze, evaluate, and create media. It involves understanding how media messages are constructed, the techniques used, the intentions of the creator, and the impact on the audience. There are several key aspects of media literacy, including being able to think critically about media, understand different perspectives, and create media responsibly. Teachers can integrate media literacy into any subject area by having students evaluate different media sources, compare representations of topics in various media, and create their own media projects. Media literacy skills are assessed based on students' comprehension of key concepts, depth of analysis, and ability to apply technical skills.
This document provides an introduction to media information literacy. It defines communication and the four categories of communication: verbal, non-verbal, written, and visual. It discusses different mediums of communication and gives examples. It also includes activities about how communication is affected by media and information. The document defines media literacy, information literacy, and technology literacy. It discusses the importance of media and information literacy in accessing, analyzing, evaluating, and creating media and information in ethical and effective ways.
This document provides an adaptive teaching guide on an introduction to media and information literacy. It defines key terms like media literacy, information literacy, and technology literacy. It explains how communication, media, information, and technology are related and how they affect each other. The guide also discusses the concepts of literacy and how media literacy, information literacy, and technology literacy help people access, analyze, evaluate, use, produce and communicate information. It provides an activity to help students understand these concepts through identifying fake news online or reflecting on how media literacy helps with freedom of speech.
This document provides an introduction to media and information literacy. It defines media and information literacy as the ability to access, analyze, and create media. It discusses the benefits of media literacy, including enhancing knowledge, imparting understanding of media's democratic functions, and fostering independent media. The document outlines skills required to enjoy these benefits, including considering literacy holistically and ensuring equal access to information. It then defines and discusses the concepts of media literacy, information literacy, and digital/technology literacy, outlining their importance and key components.
Introduction to Media and Information LiteracyDawn Dy
This document provides an introduction to media and information literacy. It defines media and information literacy as the ability to access, analyze, and create media. It discusses the benefits of media literacy, including enhancing knowledge, imparting understanding of media's democratic functions, and fostering independent media. The document outlines skills required to enjoy these benefits, including considering literacy holistically and ensuring equal access to information. It then defines and discusses the concepts of media literacy, information literacy, and digital/technology literacy, outlining their importance and key components.
Media literacy involves analyzing mass communication messages critically. It teaches skills like understanding the purpose and point of view of media creators, how audiences interpret messages, and the business factors that influence media. Developing media literacy helps people become engaged consumers and users of media who can understand how media shapes society.
This document provides an overview of media literacy. It defines media literacy as the ability to access, analyze, evaluate, create, and act using various forms of communication. The document outlines key concepts of media literacy, including critically assessing the accuracy and validity of information from mass media, understanding media's influence on perspectives, and developing skills like effective internet searches and identifying misinformation. It also describes the roles of media literacy in learning to think critically about media messages and the author's perspective or goal. The document then defines social media as websites that allow user-generated content and interaction. It lists different types of social media including news websites, social networking sites, photo and video sharing sites, microblogging and blogging sites, and review
Media literacy is the ability to access, analyze, evaluate, and create media. It involves understanding how media messages are constructed, the techniques used, the intentions of the creator, and the impact on the audience. There are several key aspects of media literacy, including being able to think critically about media, understand different perspectives, and create media responsibly. Teachers can integrate media literacy into any subject area by having students evaluate different media sources, compare representations of topics in various media, and create their own media projects. Media literacy skills are assessed based on students' comprehension of key concepts, depth of analysis, and ability to apply technical skills.
This document provides an introduction to media information literacy. It defines communication and the four categories of communication: verbal, non-verbal, written, and visual. It discusses different mediums of communication and gives examples. It also includes activities about how communication is affected by media and information. The document defines media literacy, information literacy, and technology literacy. It discusses the importance of media and information literacy in accessing, analyzing, evaluating, and creating media and information in ethical and effective ways.
This document provides an adaptive teaching guide on an introduction to media and information literacy. It defines key terms like media literacy, information literacy, and technology literacy. It explains how communication, media, information, and technology are related and how they affect each other. The guide also discusses the concepts of literacy and how media literacy, information literacy, and technology literacy help people access, analyze, evaluate, use, produce and communicate information. It provides an activity to help students understand these concepts through identifying fake news online or reflecting on how media literacy helps with freedom of speech.
This document provides an introduction to media and information literacy. It defines media and information literacy as the ability to access, analyze, and create media. It discusses the benefits of media literacy, including enhancing knowledge, imparting understanding of media's democratic functions, and fostering independent media. The document outlines skills required to enjoy these benefits, including considering literacy holistically and ensuring equal access to information. It then defines and discusses the concepts of media literacy, information literacy, and digital/technology literacy, outlining their importance and key components.
Introduction to Media and Information LiteracyDawn Dy
This document provides an introduction to media and information literacy. It defines media and information literacy as the ability to access, analyze, and create media. It discusses the benefits of media literacy, including enhancing knowledge, imparting understanding of media's democratic functions, and fostering independent media. The document outlines skills required to enjoy these benefits, including considering literacy holistically and ensuring equal access to information. It then defines and discusses the concepts of media literacy, information literacy, and digital/technology literacy, outlining their importance and key components.
Media literacy involves analyzing mass communication messages critically. It teaches skills like understanding the purpose and point of view of media creators, how audiences interpret messages, and the business factors that influence media. Developing media literacy helps people become engaged consumers and users of media who can understand how media shapes society.
This document provides an overview of media literacy. It defines media literacy as the ability to access, analyze, evaluate, create, and act using various forms of communication. The document outlines key concepts of media literacy, including critically assessing the accuracy and validity of information from mass media, understanding media's influence on perspectives, and developing skills like effective internet searches and identifying misinformation. It also describes the roles of media literacy in learning to think critically about media messages and the author's perspective or goal. The document then defines social media as websites that allow user-generated content and interaction. It lists different types of social media including news websites, social networking sites, photo and video sharing sites, microblogging and blogging sites, and review
This document provides an overview of media literacy. It defines media literacy as the ability to access, analyze, evaluate, and create media in various forms. It discusses how media literacy skills have become essential for navigating today's media-saturated world. It also outlines some of the key concepts of media literacy, including the eight basic concepts, the media literacy process skills of access, analyze, evaluate, create and participate, and the empowerment spiral model of media literacy education. Finally, it discusses some of the benefits of media literacy education, such as engaging students, integrating subjects, and providing tools for respectful discourse.
The document discusses media and information literacy. It begins with an activity where students record their weekly media usage, including time spent on YouTube, Facebook, television, and books. They then answer questions about their most used media and its roles. The document then defines key concepts around media, information, and technology literacy. It explains that media literacy involves skills to interact with different media platforms and access global information. It also discusses the evolution of traditional media like television and radio to new digital media like social networking sites and how this has changed information sharing.
The document discusses how media education can help regulate journalism practices. It defines media education as helping audiences understand how media works, how it affects their lives, and how to consume it wisely. Media education enables audiences to critically analyze media content and question media when it fails to be objective. The paper argues that media education is important for regulating media practices, as media organizations sometimes prioritize profits and sensationalism over objectivity. Media education provides audiences with skills to analyze ownership and potential biases in content.
This document discusses the importance of media literacy education for students. It notes that while students are exposed to large amounts of media, they often lack critical thinking skills to analyze and evaluate media messages. The document advocates for integrating media literacy concepts and skills into various subject areas to help students become independent thinkers and critical viewers of media. Some key benefits of media literacy education include improving critical thinking, engaging students through hands-on learning, and connecting classroom lessons to students' lives outside of school.
The document discusses the importance of media literacy education for students. It notes that while students are exposed to various media like TVs and computers, they often lack critical thinking skills to analyze media messages. Media literacy aims to teach students how to access, analyze, interpret, produce and evaluate various media forms. It involves understanding how media constructs reality, uses language and techniques to influence audiences, and conveys values and points of view. The benefits of media literacy education include improving critical thinking skills and engaging students through hands-on media production activities.
The document defines and compares media literacy, information literacy, and technology literacy. It states that media literacy is the ability to access, analyze, evaluate, and create various forms of media. Information literacy is the ability to recognize when information is needed and locate, evaluate, and communicate it effectively. Technology literacy is the ability to responsibly and appropriately use technological tools. The document explains that these three literacies are combined as media and information literacy (MIL), which allows people to navigate media and information knowledgeably.
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
Chapter 1 Introduction to Media and Information LiteracyJuvywen
This document provides an introduction to media and information literacy. It defines key terms like media, media literacy, information, information literacy, technology, and technology literacy. It explains that media and information literacy allows people to access, understand, and create communications using various media forms. Some of the roles of media and information are to provide information to citizens, facilitate debates, and function as a watchdog over government. The document outlines basic concepts of media literacy, including that media shape our culture and can influence thoughts and actions.
D1 Introduction to Media and Information Literacy.pptxAileeReinGonzales
This document introduces media and information literacy. It defines communication, media, information, literacy and discusses how they relate. Media literacy, information literacy, and technology literacy are similar in that they cultivate people's ability to access, understand, use, evaluate and create content using information technology. Being media and information literate involves skills like posing questions, evaluating arguments, and using facts, inferences and opinions appropriately. It emphasizes the importance of being in control of one's own media experiences by understanding various media conventions and uses.
This document discusses different types of literacy: media literacy, information literacy, and technology literacy. It defines each type and provides examples. Media literacy involves accessing, analyzing, evaluating, and creating various media forms. Information literacy is about locating, evaluating, and communicating information. Technology literacy refers to using technological tools to access, manage, integrate, evaluate, create and share information. The document also discusses key concepts of media literacy, such as how all media messages are constructed and can have commercial or social implications. It notes each medium has a unique form that influences the messages able to be communicated.
Media and Information Literacy have always been close to my heart. Back in 2018, before the pandemic hits the world, I consider this topic for my masters’ degree thesis title. I know it will be a great subject for my study but pandemic came and I had to stop pursuing my thesis title. Now, I have to revise my thesis title and I always wanted to incorporate it to media and information literacy in the tertiary education level. We all know that this 2000’s information explosion happened because of the technology we had today, with just a click of a finger information overload will come to life. And as an information professional I have to discern certain types of information from fact to fake news and many more. Misinformation, disinformation and malinformation are rampant nowadays. Scams and many other things happen on the internet and we have to be vigilant with dealing in this kind of post or threat. This course helps me a lot in understanding and digs deeper into my core and knowledge about media and information literacy. It saddens me that I cannot showcase all the topics that I wanted to include due to time constraints and I’m not feeling really well these past few days. I just have to make what I can to be able to share to other people at least a piece of my learning from this course which I enjoyed doing so much. I greatly delight in learning and doing these module courses from the University of the Philippines Open University, time is of essence that before I knew it, I’m in the latter part of the course. Now, I can share the most basic or introduction of my learning from the course that I take, I take ride in finishing this course and looks forward to enrol on more certificate courses like this in different and varied topics. More power and God bless the organizers of this project! Kudos and keep up the good works! Salute!
-Constantino_Joanne 8/14/23
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
Renee Hobbs gave a keynote address entitled, “Media Literacy: Activism, Consumption and Production,” Boston Public Schools, Arts Media and Communication Conference, Northeastern University, Boston. February 2, 2008.
Media and Information Literacy: Media and Information LiterateJustin Cariaga
The document discusses the importance of being media and information literate. It defines media and information literacy as the ability to interpret and make informed judgments about information and media messages, as well as skillfully create media. It outlines seven key capabilities of media and information literacy, including comprehending varied texts independently; building strong content knowledge; responding to audience, task and purpose; comprehending and critiquing messages; valuing evidence; using technology strategically; and understanding diverse perspectives. The document also discusses how media and information literacy can engage students, increase abilities, and transform teaching. Finally, it outlines several components and impacts of being media and information literate, such as evaluating information, raising awareness, business opportunities, and being politically,
The document discusses critical media literacy and its importance in the digital age. It covers several key aspects of critical media literacy including analyzing how media messages are constructed, understanding different viewer perspectives, and examining embedded values and biases. It also addresses challenges of implementing critical media literacy like rapid technological changes, curriculum constraints, and a lack of established teaching methods and resources. The document emphasizes developing students' skills in critically analyzing and interpreting media messages.
This document provides an overview of a presentation on media literacy and how students learn about each other from media. It discusses how students today spend many hours engaged with various screens and media. It outlines key concepts of media literacy like understanding that media messages are constructed and have embedded values. The presentation emphasizes teaching students to think critically about the media they consume and engage with by applying concepts like analyzing purpose, credibility and balance. It also explores how social media and new technologies are changing how students learn and engage with each other.
The document outlines learning competencies and topics for a course on media and information literacy, including defining communication, media literacy, information literacy, and digital literacy; describing how communication is affected by media and information; and defining and explaining media and information literacy. The course aims to help students understand channels of communication and become responsible users and producers of media and information.
Friesem, tuzel, friesem, and bojesen globalization of media in the classroo...Yonty Friesem
The document discusses media literacy education in Turkey. It provides background information on Turkey's school system and population demographics. It then outlines Turkey's approach to media literacy, which began in 2006 with the introduction of an elective secondary school course on media literacy. The course aims to help students think critically about media messages and consume media consciously. It is taught over one term through an integration approach within existing subject areas. While the course represents Turkey's initial approach to media literacy, the country does not yet have a formalized media literacy education model.
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This document provides an overview of media literacy. It defines media literacy as the ability to access, analyze, evaluate, and create media in various forms. It discusses how media literacy skills have become essential for navigating today's media-saturated world. It also outlines some of the key concepts of media literacy, including the eight basic concepts, the media literacy process skills of access, analyze, evaluate, create and participate, and the empowerment spiral model of media literacy education. Finally, it discusses some of the benefits of media literacy education, such as engaging students, integrating subjects, and providing tools for respectful discourse.
The document discusses media and information literacy. It begins with an activity where students record their weekly media usage, including time spent on YouTube, Facebook, television, and books. They then answer questions about their most used media and its roles. The document then defines key concepts around media, information, and technology literacy. It explains that media literacy involves skills to interact with different media platforms and access global information. It also discusses the evolution of traditional media like television and radio to new digital media like social networking sites and how this has changed information sharing.
The document discusses how media education can help regulate journalism practices. It defines media education as helping audiences understand how media works, how it affects their lives, and how to consume it wisely. Media education enables audiences to critically analyze media content and question media when it fails to be objective. The paper argues that media education is important for regulating media practices, as media organizations sometimes prioritize profits and sensationalism over objectivity. Media education provides audiences with skills to analyze ownership and potential biases in content.
This document discusses the importance of media literacy education for students. It notes that while students are exposed to large amounts of media, they often lack critical thinking skills to analyze and evaluate media messages. The document advocates for integrating media literacy concepts and skills into various subject areas to help students become independent thinkers and critical viewers of media. Some key benefits of media literacy education include improving critical thinking, engaging students through hands-on learning, and connecting classroom lessons to students' lives outside of school.
The document discusses the importance of media literacy education for students. It notes that while students are exposed to various media like TVs and computers, they often lack critical thinking skills to analyze media messages. Media literacy aims to teach students how to access, analyze, interpret, produce and evaluate various media forms. It involves understanding how media constructs reality, uses language and techniques to influence audiences, and conveys values and points of view. The benefits of media literacy education include improving critical thinking skills and engaging students through hands-on media production activities.
The document defines and compares media literacy, information literacy, and technology literacy. It states that media literacy is the ability to access, analyze, evaluate, and create various forms of media. Information literacy is the ability to recognize when information is needed and locate, evaluate, and communicate it effectively. Technology literacy is the ability to responsibly and appropriately use technological tools. The document explains that these three literacies are combined as media and information literacy (MIL), which allows people to navigate media and information knowledgeably.
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
Chapter 1 Introduction to Media and Information LiteracyJuvywen
This document provides an introduction to media and information literacy. It defines key terms like media, media literacy, information, information literacy, technology, and technology literacy. It explains that media and information literacy allows people to access, understand, and create communications using various media forms. Some of the roles of media and information are to provide information to citizens, facilitate debates, and function as a watchdog over government. The document outlines basic concepts of media literacy, including that media shape our culture and can influence thoughts and actions.
D1 Introduction to Media and Information Literacy.pptxAileeReinGonzales
This document introduces media and information literacy. It defines communication, media, information, literacy and discusses how they relate. Media literacy, information literacy, and technology literacy are similar in that they cultivate people's ability to access, understand, use, evaluate and create content using information technology. Being media and information literate involves skills like posing questions, evaluating arguments, and using facts, inferences and opinions appropriately. It emphasizes the importance of being in control of one's own media experiences by understanding various media conventions and uses.
This document discusses different types of literacy: media literacy, information literacy, and technology literacy. It defines each type and provides examples. Media literacy involves accessing, analyzing, evaluating, and creating various media forms. Information literacy is about locating, evaluating, and communicating information. Technology literacy refers to using technological tools to access, manage, integrate, evaluate, create and share information. The document also discusses key concepts of media literacy, such as how all media messages are constructed and can have commercial or social implications. It notes each medium has a unique form that influences the messages able to be communicated.
Media and Information Literacy have always been close to my heart. Back in 2018, before the pandemic hits the world, I consider this topic for my masters’ degree thesis title. I know it will be a great subject for my study but pandemic came and I had to stop pursuing my thesis title. Now, I have to revise my thesis title and I always wanted to incorporate it to media and information literacy in the tertiary education level. We all know that this 2000’s information explosion happened because of the technology we had today, with just a click of a finger information overload will come to life. And as an information professional I have to discern certain types of information from fact to fake news and many more. Misinformation, disinformation and malinformation are rampant nowadays. Scams and many other things happen on the internet and we have to be vigilant with dealing in this kind of post or threat. This course helps me a lot in understanding and digs deeper into my core and knowledge about media and information literacy. It saddens me that I cannot showcase all the topics that I wanted to include due to time constraints and I’m not feeling really well these past few days. I just have to make what I can to be able to share to other people at least a piece of my learning from this course which I enjoyed doing so much. I greatly delight in learning and doing these module courses from the University of the Philippines Open University, time is of essence that before I knew it, I’m in the latter part of the course. Now, I can share the most basic or introduction of my learning from the course that I take, I take ride in finishing this course and looks forward to enrol on more certificate courses like this in different and varied topics. More power and God bless the organizers of this project! Kudos and keep up the good works! Salute!
-Constantino_Joanne 8/14/23
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The document discusses critical media literacy and its importance in the digital age. It covers several key aspects of critical media literacy including analyzing how media messages are constructed, understanding different viewer perspectives, and examining embedded values and biases. It also addresses challenges of implementing critical media literacy like rapid technological changes, curriculum constraints, and a lack of established teaching methods and resources. The document emphasizes developing students' skills in critically analyzing and interpreting media messages.
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2. LEARNINGOUTCOMES:
1. Define Media Literacy.
2. Cite the important roles of Media Literacy.
3. Explain Media Information Literacy (MIL) along with various aspects
and dimensions a Examine the advantages and disadvantages of media
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 the
teaching-teaching process.
8. Conduct a research survey on media literacy integration and draw
findings and recommendations.
3. MEDIALITERACY
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.).
4. MEDIALITERACY
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.
6. ROLESOFMEDIA
LITERACY
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:
7. 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
information that they get from it.
2. Become a smart consumer of products
and information. Media literacy helps
individuals learn how to determine
whether something is credible, especially
the advertising before they can be
persuaded with the products on sale.
3. 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. Identify 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 influence something has, people can
make better choices. (Common Sense
Modia, nid.)
11. 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
1.SOCIALMEDIA
NEWSWEBSITES.
12. 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 to joint-
venture partnerships, career
opportunities, and research.
2.SOCIALMEDIANETWORKING
WEBSITES
13. it allows users to upload photos
through facebook, Instagram and
Pinterest while videos through Youtube
3.SOCIALMEDIAPHOTOAND
VIDEOSHARING
14. Sometimes called "preserice 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
and allows to follow a set of users
from one dashboard. Another popular
social media app is SnapChat, which
is video-based.
4.MICROBLOGGINGAND
BLOGGINGWEBSITES
15. It shows how social reviews can make
or break a company or an
organization, such as Amazon and
eBay.
5.SOCIALMEDIAREVIEW
WEBSITES
16. MEDIAAND
INFORMATION
LITERACY(MIL)
Moscow Declaration on Media and Information
Literacy (2012)- 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.
UNESCO (2016)- as the set of competencies to
search, critically evaluate, use and contribute
information and media content wisely.
19. 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. MIL also involves
performative aspect that entails the competence
to do rather that 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.
Groeben (2002)- pointed out the importance of
knowledge of the inner workings (contexts,
routines, contents) and effects of media.
21. Shapiro and Hughes (1996) identified the seven
dimensions of media information literacy:
1. Tools and 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 of groups about the institutions and social
networks.
4. Research Literacy- ability to understand the use IT-
based tools relevant to the work of researchers and
scholars.
22. 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
weaknesses, potentials and limits, benefits and
costs of information technologies.
24. ADVANTAGES:
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 quiz 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.
25. DISADVANTAGES:
1. They lead to individualism. Spending too much time on the Internet 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 and 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 the media.
10. They can ruin reputation through an anonymous account, malicious scandals, false
accusations and rumors.
27. Lynch (2018) presents six ways to integrate media literacy into the
classroom for students to become media literate while making media
education a meaningful and integrated part of classroom practice.
1. Teach students to evaluate media.
2. Show students where to find digital resources and databases.
3. Compare/contrast various media sources.
4. Discuss how the media edits and alters.
5. Examine the ‘’truth’’ I advertisements.
6. Have students create media.
28. 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.
29. Approaches to teaching media literacy. Kellner and Share (2007)
mentioned three approaches to teaching media literacy that would utilize
media in pedagogical practice.
1. Media Arts Education Approach.
2. Media Literacy Movement Approach.
3. Critical Media Literacy Approach.
31. Canada’s Center for Digital and Media
Literacy prescribed two important steps
in creating objectives, comprehensive and
meaningful 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.
32. 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 the specific 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 valuation tool, or both.
However, whenever any form of media is being utilized, there should be a
reflection at the end by asking students how media form has shaped their
thinking, decision-making, analysis, choices, values and interrelationships.
33. 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.
2. The audience negotiates meaning.
3. Media have commercial implications.
4. Media have social and political implications.
5. Each medium has a unique aesthetic form.