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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS

CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

Module 6 - Media Literacy

Objectives
1. Define media literacy
2. Cite the important roles of media literacy
3. Explain Media information Literacy (MIL) along with various aspects and dimensions
4. Examine advantages and disadvantages of media
5. Demonstrate how MIL can be integrated in the curriculum

Concept exploration
Today, information comes through an interwoven system of media technologies. The ability to
read many types of media has become and essential skills in the 21 st Century. Thus, schools are
greatly confronted with this challenge.

Media Literacy
Lynch (2018) coined the term “media” that refers to all electronic or digital means and print or
artistic visuals used to transmit messages through reading (print media), seeing (visual media),
hearing (audio media), or changing and playing with (interactive media), or some combinations of
each. Media can be a component of active learning strategies such as group discussions or case
studies (Mateer and Ghent, n.d.).
Media literacy is the ability to access, analyze, evaluate, and create media (Firestone, 1993).
Media literate youth and adults can understand the complex messages received from television,
radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other
forms of media. Therefore, media literacy skills are included in the educational standards in
language arts, social studies, health science, and other subjects. Many educators have
discovered that media literacy is an effective and engaging way to apply critical thinking skills to
a wide range of issues.(http://medialiteracyproject.org).
The Ontario Ministry of Education (1989) stressed that media literacy means helping students
developed and 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.
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

It is the ability to critically assess the accuracy and validity of information transmitted by the
mass media (press, television, radio, and the internet) and to produce information via any
medium.
1. Also known as Media Education, this is the ability to realize the importance that all kinds of
media have in our lives. It includes among others the understanding that media show a
representation of reality.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

2. It is the process of accessing, decoding, evaluating, analyzing, and creating both print and
electronic media.
3. It depicts experience of reading texts and designing hypertexts made possible through
technology.
4. It pertains to understanding how to use today’s technology; how to operate equipment, use
various softwares and explore the internet.
5. As a 21st Century approach to education, media literacy builds understanding of the role of
media in society, as well as the essentials skills of inquiry and self-expression necessary for
democratic citizens.
6. It represents response to the complexity of the ever-changing electronic environment and
communication channels.
7. Critical evaluation of media requires the ability to analyze and disseminate various features to
others.
8. It is about teaching critical media management strategies, including ICTs in schools and
learning centers.
9. It includes the ability to perform effective Internet searchers, awareness and respect of
intellectual property and copyright law and the ability to identify truth from fake news.

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. As kids evaluate media, they decide whether the messages
make sense, why certain information was included, what wasn't included, and what the key ideas
are. They learn to use examples to support their opinions. Then they can make up their own minds
about the information based on knowledge they already have.
2. Become a smart consumer of products and information. Media literacy helps kids
learn how to determine whether something is credible. It also helps them determine the
"persuasive intent" of advertising and resist the techniques marketers use to sell products.
3. Recognize point of view. Every creator has a perspective. Identifying an author's point
of view helps kids appreciate different perspectives. It also helps put information in the context of
what they already know -- or think they know.
4. Create media responsibly. Recognizing your own point of view, saying what you want to
say how you want to say it, and understanding that your messages have an impact is key to
effective communication.
5. Identify the role of media in our culture. From celebrity gossip to magazine covers to
memes, media is telling us something, shaping our understanding of the world, and even
compelling us to act or think in certain ways.
6. Understand the author's goal. What does the author want you to take away from a piece
of media? Is it purely informative, is it trying to change your mind, or is it introducing you to new
ideas you've never heard of? When kids understand what type of influence something has, they
can make informed choices.

Social Media
Social Media is a term that describes websites to connect and involve people user-generated
content, which is the hallmark of a social media site. It is sometimes called Web 2.0, which is
currently a huger opportunity to reach target audience and increase online sales (Go, 2019).

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

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 Linked (social networking for professionals)
and Facebook (social networking for everyone). These sites serves 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 upload through Facebook,
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 Snap Chat, 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 cyberbullying; understanding related ethical issues; and engaging with media
and ICTs to promote equality, free expression, intercultural/interreligious dialogue, 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.

Seven Dimensions of MIL

Shapiro and Hughes (1996) identified the seven dimensions of media information literacy
1. Tool literacy, or the ability to understand and use the 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 that the individual expects
to inhabit. This can be taken to include the basics of computer and network applications
as well as fundamental concepts of algorithms, data structures, and network topologies
and protocols.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

2. Resource literacy, or the ability to understand the form, format, location and access
methods of information resources, especially daily expanding networked information
resources. This is practically identical with librarians' conceptions of information
literacy, and includes concepts of the classification and organization of such
resources.
3. Social-structural literacy, or knowing that and how information is socially situated
and produced. This means knowing about how information fits into the life of groups;
about the institutions and social networks -- such as the universities, libraries
researcher communities, corporations, government agencies, community groups --
that create and organize information and knowledge; and the social processes through
which it is generated -- such as the trajectory of publication of scholarly articles (peer
review, etc.), the relationship between a Listserv and a shared interest group, or the
audience served by a specialized library or Web site.
4. Research literacy, or the ability to understand and use the IT-based tools relevant to
the work of today's researcher and scholar. For those in graduate education, this would
include discipline-related computer software for quantitative analysis qualitative
analysis and simulation, as well as an understanding of the conceptual and analytical
limitations of such software.
5. Publishing literacy, or the ability to format and publish research and ideas
electronically, in textual and multimedia forms (including via World Wide Web,
electronic mail and distribution lists, and CD-ROMs), to introduce them into the
electronic public realm and the electronic community of scholars. Writing is always
shaped by its tools and its audience. Computer tools and network audiences represent
genuine changes in writing itself.
6. Emerging technology literacy, or the ability to ongoingly adapt to, understand,
evaluate and make use of the continually emerging innovations in information
technology so as not to be a prisoner of prior tools and resources, and to make
intelligent decisions about the adoption of new ones. Clearly this includes
understanding of the human, organizational and social context of technologies as well
as criteria for their evaluation.
7. Critical literacy, or the ability to evaluate critically the intellectual, human and social
strengths and weaknesses, potentials and limits, benefits and costs of information
technologies. This would need to include a historical perspective (e.g. the connection
between algorithmic thinking, formalization in mathematics, and the development of
Western science and rationality and their limits); a philosophical perspective (current
debates in the philosophy of technology, the critique of instrumental reason, the
possibility and nature of artificial intelligence); a sociopolitical perspective (e.g. the
impact of information technology on work, public policy issues in the development of a
global information infrastructure); and a cultural perspective (e.g. current discussions
of the virtual body and of the definition of human being as an informationprocessing
machine).

Advantages and Disadvantages of Media

Media are powerful tools of communication which entail positive and negative impacts.

Advantages
1. It educates people. Through television and radio programs, people get to learn about health
matters, environmental conservation, and much more.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

2. People get the latest news in a very short time. Distance is not a barrier. People get news daily
through the media and this keeps them updated on the happenings around the world.
3. People get to bring out their hidden talents. Through media showcase their talents such as
comedy, acting and singing.
4. Children’s knowledge increases. Children can learn from quiz programs, animal programs and
so on.
5. Radio is convenient as people do get short news and with a mobile phone one can access it.
6. Great in promoting mass consumer products. This can in turn increase sales of the product.
7. Serves as a good source of entertainment. People get entertained through music and television
programs.
8. Television allows electronic duplication of information. This reduces the production cost making
mass education possible.
9. Media leads to diffusion of different cultures. Media showcases different cultural practices.
10. It helps people around the world to understand each other and embrace their differences.

Disadvantages
1. It leads to individualism. People spend too much time on the internet and watching television.
As a result, socialization with friends, family and neighbors is affected.
2. Some media contents are not suitable for children. Limiting children’s access to such content
can be difficult.
3. Newspaper is geographically selective.
4. Increase in advertisements in television and radio is making them less attractive.
5. Internet as a form of media opens up possibilities of imposters, fraud and hacking.
6. Media can be addictive, e.g. some television programs and internet. This can lead to decrease
in people’s productivity.
7. Health problems. Prolonged watching of television can lead to eyesight problems and radio
listening using earphones exposes one to possible hearing defects. 8. It glamorize drugs and
alcohol. Some programs make the use of these things appear cool’.
8. It can lead to personal injury. Some people decide to follow the stunts that are showcased in
the media. This can lead to injuries.
9. It can lead to ruin of reputation. It is possible for one to create an anonymous account. Such
accounts can be used to for malicious reasons such as spreading rumors. This can lead to ruin
of reputation of an individual or a company.

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 materials and
perception of media education as just an accessory to the curriculum.
Lynch (2018) present 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.

First, students must be taught how to evaluate media. For example, teachers need to discuss bias
and sources. By showing students that media changes depending on who produced it, who the
intended audience is, and what biases may be attributed to the source, this helps students learn
to evaluate what they are viewing.

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

Teachers should also provide students with reliable media sources. This means teaching students
how to evaluate websites and digital resources for trustworthy content. For instance, there are
several databases designed for students to use for safe resources.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

3. Compare/contrast various media sources.

In your discussions, compare/contrast various media sources. For example, when you cover a
news story, have students read the story from different sources. When you are discussing films
or television, compare elements.

4. Discuss how the media edits and alters.

Purposely point out examples of media altering photographs or stories. Teach students to be leery
of what they see or read at face value. For instance, when they realize the magazines have been
altered, it makes a difference in how they perceive themselves.

5. Examine the “truth” in advertisements.

Have students identify what advertisements are trying to sell and what “promises” or ideas are
they using to convince you to buy the product.

6. Have students create media.

Finally, have students create media. Depending on the grade level, you can have students create
presentations, videos, or websites. For example, students can create movie posters of movie
trailers.

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 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
pattern, 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.
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.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

However, for some teachers, creating 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 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.
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 based their teaching on key concepts for media literacy, which provide an
effective foundation for examining mass media and popular culture. These key concepts acts 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.

References:
• Bishop,E. (2014). Critical Literacy: Bringing theory to Praxis. Journal of Curriculum
Theorizing 30(1).
Prepared by: Joy Therese L. Villon, MAEd
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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

• The University of Melbourne.(2018). Critical Literacy:Developing Your Critical

Literacy Skills.
• Alata,E. &Ignacio,E.(2019). Building and Enhancing New Literacies Across
Curriculum.Rex Book Publishing.
• De Leon,E.(2020).Building and Enhancing New Literacies Across the
Curriculum.Lorimar Publishing

Prepared by: Joy Therese L. Villon, MAEd