Chapter 6: Social Literacy

Social Literacy
Social literacy entails the development of social skills, knowledge and positive
human values toward desire and ability in human beings to act and react positively
and responsibly in a wide range of complex social settings. It can be acquired
through social process of inquiry, values exploration and social decision-making that
relate to the acquisition of knowledge and understanding (Arthur, Davison and stow,
2000).
In school, social literacy can be demonstrated by teachers in dealing with their
superiors, colleagues, parents, students and others, while for students, by way of
interaction and interrelation with the surroundings around them - their peers, the
media and political influencers, technology agents, religious groups, school staff,
family members, etc.

Social Skills
Social skills are aspects of social literacy. As such, these are an integral part
of functioning in society. It involves good manners, communicating effectively with
others, being considerate of others' feelings and expressing personal needs. In fact,
children gain social skills through playing while adults obtain it by interrelating with
others, both verbally (spoken language) and non-verbally (gestures, body language,
facial expressions, eye contact and appearance).
Social skills are also important in schools because they help build, maintain
and grow relationships of students with classmates, peers, teachers, students, and
others, while for teachers, with their superiors, colleagues, parents, students, and
others. These can be attained through: (1) gaining ideas, information, techniques
and perspectives from people with different areas of expertise; (2) providing their
own perspective for the benefit of others; (3) accomplishing tasks and working
together toward shared goal; (4) providing mutual support for difficult situations; (5)
expanding network to learn about and pursue new opportunities; (6) gaining
feedback and referrals from people who can personally attest to work, skills and
qualities; and (7) making the school truly a healthy and conducive learning
environment.

Types of Social Skills

There are types of social skills that teachers can demonstrate among students to
attain a harmonious relationship with them.
1. Effective communication. It is the ability to communicate effectively and share
thoughts and ideas with students through group conversations, discussions, etc.
2. Conflict resolution. It is the ability to get to the source of the problem and find a
workable solution by weighing both sides from those involved with the goal of
mediating for reconciliation.
3. Active listening. It is the ability to pay close attention to a student in times of
counseling, introspection and consultation.
4. Empathy. It is the ability to understand and identify the feelings of students in
times of difficulty and trouble.
5. Relationship management. It is the ability to maintain relationships and build key
connections with school stakeholders for the student's development.
6. Respect. It can be done by knowing when to initiate communication and respond
during interactions or even in times of heated arguments and confrontations.
7. Problem-solving skills. These involve seeking help, making effective decisions
and accepting consequences to derive better the problem.
8. Interpersonal skills. These include the abilities of sharing, joining activities,
asking for permission and waiting for one's turn in every facet of school
undertakings.

Improving social skills. Social skills can be improved by focusing on

sustaining desirable attitudes and eliminating those undesirable ones through
modeling, role-playing and performance feedback mechanisms.

In addition, one may consider: (1) maintaining eye contact; (2) using proper
body language; (3) knowing the difference between being assertive and being
aggressive; (4) selecting effective communication channels; (5) being flexible; (6)
accepting criticism without being defensive; (7) remaining positive at all times; and
(8) being teachable and a good student in most instances
(https://www.skillsyouneed.com/ ips/social-skills.html).

Likewise, other ways that may help are as 'follows: (1) Behave as a social
person; (2) Start small if necessary; (3) Ask open-ended questions; (4) Encourage
others to talk about themselves; (5) Create goals for yourself; (6) Offer compliments
generously; (7) Read books about social skills; (8) Practice good manners; (9) Pay
attention to your body language; (10) Join a social skills support group; (11) Stay up
to date on current events; and (12) Identify and replace negative thoughts.

Impact of Social Skills. Possessing social skills results to: (1) better
relationships; (2) better communication; (3) greater efficiency; (4) advanced career
prospects; and (5) increased over-all happiness (https://www.masters-in-special-
education.com/lists/5-types-of-social-skills-deficit/).

Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy and purposeful
relationship with others that may best depict a socially literate person.
 Goleman (1996) defines Emotional Intelligence (EQ) as the ability to: (1)
recognize, understand and manage own emotions; and (2) recognize, understand
and influence the emotions Of others.
It is being aware that emotions can drive behavior and impact people
(positively and negatively), and learning how to manage those emotions, both one's
own and others' when under pressure, especially in times of: (1) giving and receiving
feedback; (2) meeting tight deadlines; (3) dealing with challenging relationships; (4)
not having enough resources; (5) dealing with change; and (6) experiencing
setbacks and failure.

Strategies for Enhancing Emotional Intelligence

Goleman (1995) laid down ways of enhancing emotional intelligence in the
light of understanding and managing emotions that teachers need to know and
understand.
1. Think about feelings. A person has to be sensitive to one's and other's
feelings to come up with the right manner of approach or appropriate response. For
example, a teacher has to be aware of his/her students' background or situation that
may trigger negative emotions. In that case, he/she would know the right approach
when dealing with sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing
anything to refrain from resorting to an unsound decision at the height of anger. For
example, at the peak of anger with a student who commits violations, a teacher may
gently pause for a while and take a moment of silence to rethink and cool down
before jumping to any decision in order to avoid untoward consequences.
3. Strive to control one's thoughts. This is controlling the reaction to
emotions by focusing on one's thoughts in harmony with goals and values. For
example, instead of overreacting to a certain incident or situation in class, try to
control negative thoughts to see a myriad of colors at the end of the rainbow among
students. As such, try to find beauty in all things despite not-so-good circumstances
that may happen.
4. Benefit from criticism. Criticism, even not delivered in a favorable way, is
an opportunity to learn and it gives idea on how others think about you. For example,
when a senior teacher gives negative feedback on your work, instead of taking it
personally against him/her, gratefully accept it with humility and appreciation, just
think that it is for your improvement.
5. Show authenticity. This is saying what we mean with what we say and we
have to stick on to our values and principles. For example, in times of confrontation
with parents, as teachers, we should clearly express our side with respect and
sincerity while consistently upholding on to the principle and truth behind the issue in
order to avoid resorting to heated argument and conflict at the end.
 6. Demonstrate empathy. Whenever we show empathy to others, such as
understanding their thoughts and feelings, we can easily establish a connection with
them. As teachers, we should reach out to students who are in their worse situations
and try to understand them and feel as if we were in the same boat.
7. Praise others. This is by way of acknowledging and appreciating others
toward attaining self-fulfillment and building trust. For example, teachers should give
acknowledgment and praise to students for their deeds that are worth commending.
8. Give helpful feedback. Although negative feedback may hurt one's
feelings, at some point, it can be turned constructive for one's improvement. For
example, when we receive negative feedback from 'our superiors, we have to take it
as a challenge toward becoming a better and stronger person.
9. Apologize. Saying sorry demonstrates humility, a quality that will naturally
win others as you value the relationship more than the ego. For example, whenever
we commit mistakes in teaching, whether big or small, there is nothing to lose when
we apologize, even at times, doing it may seem to be very difficult.
10. Forgive and forget. Forgiving and forgetting prevent others from holding
emotions and allowing one to move forward. For example, when a student or a
colleague hurts us, we should be ready to forgive and let go of the pains that
somehow caused us.
11. Keep our commitments. The habit of keeping one's word in things, either
big or small, develops a strong reputation for reliability and trustworthiness. For
example, when we are given tasks in the school, make sure that we commit
ourselves, our time and efforts into it. Remember, opportunities may only come
once, therefore, grab every opportunity that may come along our way for it may
never come again.
12. Help others. One way to positively win others is through helping them
because listening to and helping them can build trust and inspire them to follow. For
example, in every school activity, we have to find ways to help others accomplish
their tasks successfully. In return, they will be grateful to us.
13. Protect ourselves from emotional sabotage. This is being wise enough
in protecting ourselves when others attempt to manipulate our emotions for personal
sake. For example, when we feel that someone has been excessively or wrongly
controlling our actions, feelings and decisions in school, stop it in any right but subtle
and courteous way possible.

Recommended Tools in Enhancing Emotional Intelligence

Emotional intelligence can be enhanced in school with the help of the
following tools and strategies.
1. Emotional Literacy Workshop. This will help teachers to communicate with
students, recognize and manage emotions and increase self -awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that teaches
about the physiology of emotions, emotional regulation, and emotional literacy.
3. Mixed Emotions Cards. It is a beautiful deck of "tarot-like" cards of feelings
(labeled with feelings and synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions (open-
ended without labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic "bingo" game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey
respondents evaluated each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about the
way one uses EQ and how to improve in this area.
(http://www.6seconds.org/2018/02/27/emotional-intelligence-tips- awareness')
9. The Zoo: Anima/ Workshop. It is an activity that intends to imitate an animal
behavior and gesture that ends with reflections and group sharing.
10. Face Workshop. It is an activity, in which partners face each other while showing
different facial expressions and qualities that ends with reflections.
11. The Machine Transformer. Participants in groups have to transform into an
assigned machine or vehicle, of which each member shall comprise different parts,
deemed essentials and equally important that usually ends up with interactions and
reflections.
12. Tower Building. Groups will be tasked to build a tower using pop sticks and
straws. The goal is to make the tallest and strongest tower of all. This will end up,
with interactions, sharing, open forums and patching of emotional barriers.
13. Build Me a House. The participants in groups will be tasked to build a house
using any available material around them. The goal is to make the strongest house.
Then, the facilitator will suddenly destroy the house made by the group and observe
the members' emotions and reactions and let them express their feelings and
thoughts. At the end, each one will draw realizations, lessons and values for
reflection.
14. Internalization Activity. This is an activity that helps participants to reflect on the
narrations of the facilitator with a background music in a dim and candle lighted
room. Everyone can express his/her emotions and feelings of resentment, remorse,
agony, disappointment, and sadness.
15. Mirroring and unmasking Activity. Each participant shall prepare a piece of paper
and put it at his/her back, In a circular formation, everyone has to write that person's
negative attitude on that paper. Everyone will be given time to see those feedbacks
and reflect on them while they are also given a chance to express themselves.
These negative feedbacks will be called masks to be torn-off and burned at the end
of the activity and they will be led to a prayer for self-renewal and rejuvenation.
Ten Characteristics of an Emotionally Intelligent Person
(Connors, 2018)
The following are indicators and manifestations of an emotionally intelligent
person that have to be considered and demonstrated in schools.
1. Empathy. Empathy is the capacity to understand or feel what another person is
experiencing from within their frame of
Greater Good Science Center in UC Berkeley laid down two different types of
empathy, namely: (a) Affective empathy - refers to the sensations and feelings that
one gets in response to others' emotions including mirroring what that person is
feeling, or just feeling stressed when he/she detects another's fear or anxiety; (b)
Cognitive empathy (sometimes called "perspective- taking") - refers to one's ability to
identify and understand other people's emotions.
2. Self-awareness. It is the art of understanding one's self, recognizing the stimuli
that he/she faces and preparing how to manage him/herself, both in a proactive and
reactive manner.
3. Curiosity. It is one's willingness to learn and improve. When one is curious, he/she
is passionate and therefore, he/she is driven to desire to be at his/her best.
4. Analytical mind. It pertains to being critical thinker that analyzes and processes all
new information that comes his/her way and see if they can extract ways to improve.
5. Belief. It is the power of believing in one's self, both at present and the future. It is
a matter of affirming that people and things in one's life happen for a reason and that
everything will ultimately turn out to be good.
6. Needs and wants. It is something to discern between things that one needs versus
things that he/she just wants and establishing needs prior to fulfilling wants.
7. Passion. It is the natural desire, instinct, drive, ambition and motivated love for a
subject or someone. More so, it brings positive energy that helps sustain and inspire
one to keep
8. Optimism. It is about maintaining a positive attitude that may increase one's
opportunities, improve relationships and think clearly and constructively.
9. Adaptability. It is an important recognition and the ability to make or remake
decisions in one's best interest. It/ is also determining when to continue his/her
course, or when is the time for a change.
10. Desire to help others succeed. It is becoming interested and appreciative of the
success and achievement of others.

People Skills
Like emotional intelligence and social skills, people skills have been widely
used in demonstrating social literacy at home, in school or anywhere that a person
may be.
According Wikipedia, people skills are patterns of behavior and behavioral
interactions. For Thompson (2009), this is an area of exploration about how a person
behaves and how he/she is perceived irrespective of his/her thinking and feeling.
Honey (2001) defines it as the dynamics between personal ecology (cognitive,
affective, physical and spiritual dimensions) and its function with other people's
personality styles in numerous environments (life events, institutions, challenges,
etc.).
On the other hand, people skills are tools used to communicate and interact
effectively with 'others. Therefore, individuals with strong people skills are able to
predict behavior, relate to others and socialize easily.

People skills can also be defined in three sets of abilities: (1) persona/
effectiveness or about, how one comes across with others; (2) interaction ability or
how well one predicts and decodes behavior; and (3) intercede easily or ability to
lead, influence and build bridges between people.
Moreover, people skills are the ability to accept, appreciate and admire others
on a personal or professional level. Good people skills extend to the ability to 'listen
and empathize with others, as well as work toward common goals with them.
Therefore, these are sets of skills that enable a person to get along with others,
communicate ideas effectively, resolve conflicts and achieve personal or
professional goals.
In general, Portland Business Journal describes people skills as (Rifkin,
2009):
1. Ability to effectively communicate, understand and empathize
2. Ability to interact with others respectfully and develop productive working
relationship to minimize conflict and maximize rapport
3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and
enhance agreeableness

Educational Impact of People Skills. People skills are important for teachers in
effective classroom management. Knowing how to communicate and teach people
instead of simply teaching their subjects will help make a difference in the classroom
(Bolton, 2009). Accordingly, almost 50 percent of classroom success lies on effective
interpersonal relationships, while the other 50 percent lies within academic skills
(Boyle, 2011). This is because teachers tend to interact and relate with students.
Therefore, they need to learn how to practice these people skills effectively in order
to create a healthy and conducive learning atmosphere inthe classroom.

In general, people skills are an essential part of work, life and social success.
When one has strong people skills, he/she is able to: (1) pitch him/herself; (2)
overcome social anxiety; (3) communicate ideas; and (4) influence others positively.

Strategies in Obtaining Good People Skills

 McQuerrey (2019) presents the following strategies in maintaining good people
skills, which are essential in a meaningful, joyful and purpose-driven life that
teachers also need to know.
1. Good communication skills. Strong people skills in the communication area
include the ability to take in information, clarify comments and participate in
effective verbal and written exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict
among others is an important personal and professional skill. Hence, conflict
resolution involves the ability to clarify a specific dispute, listen to perspectives in a
non-judgmental manner and offer suggestions for action.
3. The value of patience. Patience is an exceptional people skill that is valuable in
every profession. It involves being able to maintain an even temper, repeat and
explain information as necessary and control anger in even the most trying
situations.
4. Tolerance and understanding. Having tolerance and understanding for the
differences of others leads to success. Tolerant people have the ability to accept
differences, even when they don't personally agree with them.
In general, there are 5 A's to improve people skills, namely: (1) acceptance; (2)
appreciation; (3) approval; (4) admiration; and (5) attention.

Ten Essential People Skills to Succeed

The following is the list of soft skills for one's self-reflection and examination.
1. Being socially assertive. Social assertiveness is essential for conserving social
energy in the right ways. People with high social assertiveness have more
focused social energy and more clarity in their interactions.
2. Crafting a memorable presence. People with great presence take it easy in
making connections and are extremely good at rapport building. Those with a strong
presence can attract others, are well-remembered and are likable.
3. Mastering communication. This is knowing how to present one's self and, in
turn, gets one's message across.
4. Sustaining lasting confidence. People, who can sustain lasting confidence are
able to conquer their shyness, avoid awkwardness and get through their anxiety or
overcome any nervous tendencies.
5. Being an excellent conversationalist. This is essential in communicating and
interacting with others, excellent conversationalists are people whom others may be
fond of listening to and discussing with. Most interactions happen in three levels: (1)
The First Five Minutes: This is the first impression and the time to decide if
someone is worth getting to know; (2) The First Five Hours: This is moving past
first impressions into rapport building; and (3) The First Five Days: This is the final
and ultimate level of trust and connection. Thus, a conversation 'is the key to moving
up these three levels.
6. Being highly likable. Likability is an important facet of trust by through being
authentic or genuine with their true selves.
7. Being exceptional at decoding emotions. People, who are good at reading
people, are exceptionally strong at knowing how others think and feel.
8. Pitching ideas. Pitching is a very important people skill because it happens all the
time when one is asked for his/her opinion and in introducing himself/herself.
9. Being charismatic. Charisma is the perfect blend of two essential people skills
traits such as warmth and competence.
10. Being an influential leader. Leaders in both personal, social and professional
life are able to gain camaraderie.

Integrating Socio-Emotional Literacy in the curriculum

Schools that want to teach socio-emotional learning but confined with
classroom time can take a social, emotional and moral inventory of what students
are currently learning by involving: (1) a person’s emotional life; (2) an ethical
dilemma: (3) a situation calling for compassion: (4) a societal change: (5) the ethical
use of knowledge: (6) cross-group interactions; and (7) an implicit prosocial concept.

By integrating social literacy in the curriculum content, teachers do not only

give students opportunities to practice their social-emotional skills, but also show
them how integral these skills are in their daily lives.

Hence, reviewing curricula through social, emotional and moral lens is like a
habit of mind that the more it is done, the easier it gets. Obviously, the greatest
benefit of teaching lessons like this is that students can begin to examine their
education, decisions, interests, relationships through this lens.

Chapter 7: Media Literacy

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:// media/iteracyproject, 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 software 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 influence
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
faceboook, Instagram and Pinterest while videos through YouTube.
4. Microblogging and Blogging Websites. Sometimes called "presence apps", these
services let users post very short messages like blogging, and easily keep up with
what their friends are posting. 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.
5. Social Media Review Websites. It shows how social reviews can make or break a
company or an organization, such as 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 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 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 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,
false accusations and 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 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. 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) 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) 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 crucial dimensions 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, and Product).
Subject Lesson Media
area Form Tool Purpose Process Performance Product
English Writing a Online/ Email/ chat To Compose Letter making Compilation
letter Interactive communica a letter of letters in
media te and send the E-
to a friend portfolio thru
thru gmail
online chatroom/
hangout
Filipino Noli me Electronic YouTube To present Videosho Dramatization/ Uploaded
tangere Visual thru movie drama play ot from role playing in video to
Media maker app using video noli me a chosen youtube to
tangere venue with obtain
then background number of
upload to props views
yourube
and count
the
number of
 views at
the end
Science Environm Audio- Spotify and To listen to Listen to Compose own Audio-video
ental visual Youtube and reflect and environmental of composed
protectio media on music reflect on song with song
n an visuals and uploaded to
environm upload on youtube to
ental song youtube obtain
played number of
thru views
spotify
Values Family Visual Iwant tv app To Watch the Upload the Family
educatio media and communica segment photos to photos
n Using instagram te message “Ang instagram uploaded to
photos and reflect pamilya Instagram to
on picture ko” from obtain
iwant tv number of
app and likes
take
picture of
a family
Social Current Print visual Publisher To inform Browse Make own
studies issues media app and update and newletter with
audience analyze current events
newspape using
r clip on publisher and
current post it on
issues Facebook

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: (I) 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/digjtal-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, clichés, codes and conventions of
the medium and genre (http:// mediasmarts. ca/digita/-media-literacy).