MODULE 7

LESSON 7: Media Literacy

MODULE 7:

MEDIA LITERACY

LEARNING OUTCOMES

1. Define media literacy

2. Cite the important roles of media literacy

3.Explain Media Information Literacy(MIL)along with various aspects an

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

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 Concept

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:// medialiteracyproject.org)

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://www.medialit.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 thing in common: that someone created it for a
reason. Therefore, understanding that reason is the basis 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 to use 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 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.(https://www.igi-global. com/dictionary/media-literacy/18156)

Roles of Media 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:

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

influençe 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 to 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 Linkedln (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.

3. Social Media Photo and Video Sharing. It allows' users to up- load photos
through facebook, Instagram and Pinterest while videos through YouTube.

4. Micro blogging 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 and allows to follow a
set of users from one dashboard. Another popular social media app SnapChat,
which is video-based.

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 (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 cyber bullying; 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
importance of knowledge 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 information technology, including software, hardware
and multimedia 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 information 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.based 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 Literacy. It is the 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 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

Disadvantages of Media
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 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,falsecaccusationscand rumors.

(https://www.importantindia.com/22940/media-advantages-disadvantages/).

Integrating Media Literacy in the Curriculum

Although media literacy is now a 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 theclassroom for students to become media literate while 'making
media education a meaningful and integrated part of classroom practice.

1. Teach students to evaluate media. Students learn 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 altering 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) reflection 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) 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,
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 of gender, race, class, and sexuality;
incorporating alternative media production; and expanding the textual analysis to
include issues of social 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 evaluated 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 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.

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 evaluation tool, or both (http://mediasmarts.ca/digital-media-
literacy).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.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 by 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 medium or product

3. Media have commercial implications. Since most media production is a

business, it makes profits 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, cliches,codes and conventions of the
medium and genre (http://mediasmarts.ca/digital-media-literacy).

Prepared by:

ARNOLD P. ZARATE, PhD - Instructor