MODULE 7:

MEDIA LITERACY

EED 101
Building and Enhancing New
Literacies Across the Curriculum
Learning Outcomes
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 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
 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 (aud 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.).
(Firestone, 1993) Media literacy is the ability to
access, analyze, evaluate, and create media. Media
literate youth and adults can understand the complex
messages received from television, radic 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.
 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. (Hobbs,
1997), Media literacy therefore, is the ability to identify
different types of media from wide array of sources and
understand the messages they bring.
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. (Aufderheide, 1993) It is the process of accessing,
decoding, evaluating, analyzing and creating both print
and electronic media.

4. (Hobbs, 2007) It depicts experience of reading texts

and designing hypertexts made possible through
technology.

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.
 Roles of Media Literacy

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 infuence something has, people
can make better choices.
 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 reach target audience and increase online sales
(Go, 2019).
 Types of Social Media

Websites

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 in (social networking for
professionals) and facebook (social networking: for
everyone). These sites serve as avenue for meeting people and
developing relationships that can lead joint-venture
partnerships, career opportunities, and research.

3. Social Media Photo and Video Sharing. It allows users

to upload 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 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 arnd 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 Amazon and eBay.
Media and Information Literacy

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 Reinick 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
(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 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

based tools relevant to the work of researchers and scholars the
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 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.
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 med
appropriate to their levels such as presentations, videos websites.

Media skills. Although this is given little emphasis in the

classroom, Hobbs and Frost (1994) present the skills that
students. Able to possess with the media they use in class.

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

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 under pinnings 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 using media different subject areas using PPPP
(Purpose, Process Performance, Product)
 Media
Subject Lesson Form Tool Purpose Process Performa Product
Area nce
English Writing a Online/ Email/ To Compse a Letter Complatio
Letter Interactive Chat communic letter and Making n of letters
Media ate send to a in the E-
friend thru portfolio
online thru Gmail
chatroom/
hangout

Filipino Noli Me Electronic Youtube To present Videoshoot Dramatiza Uploaded

Tangere Visual thru Movie drama play a scene tion/ video to
Media maker using video from Noli Youtube
Me Tangere
App then,
role to obtain
upload to Playing in number of
Youtube a chosen views
and count venue
the number with back-
of views at ground
the end props
Subject Lesson Form Tool Purpose Process Perform Product
Area ance
Science Environ- Audio- Spotify and To listen to Listen to Compose Audio-video
mental visual Youtube and reflect and reflect own of
Protection media on music on an environme composed
environmen song
ntal song
tal song uploaded to
played thru with Youtube to
Spotify visuals obtain
and number of
upload to views
Youtube

Values Family Visual IWant TV To com- Watch the Upload the Family
Education Media App and municate segment Photos to photos
Instagram message "Ang Instagram uploaded to
and reflect Pamilya Ko Instagram
Using on picture from IWant to obtain
Photos TV App and number of
Take Likes
picture of a
family
Subject Lesson Form Tool Purpose Process Performanc Product
Area e
Social Current issues Print visual Publisher app To inform and Browse and Make own Newsletter
Studies media update analyze newsletter with posted on
audience newspaper clip current events facebook for
on current using sharing
issues publisher and
post it on
facebook

Technology Product Audio visual Youtube To covince Make a Video on own- Commercial
and marketing and media audience to commercial made advertisement
advertising buy the segment of a commercial of product
livelihood
product project or advertisement uploaded to
education product made of the product youtube to
in class and upload to obtain number
youtube of views

Math Solving Audio visual Podcast The Watch and Solve Submittal of
algebraic media demonstrate listen to the algebraic answers and
expression lesson and newest expressions by computations
inform method of following the through gmail
solving methods group or
algebraic watched hangout
expression through account
through podcast
podcast
Subject Lesson Form Tool Purpose Process Performa Product
Area nce
MAPEH Taking care Audio- Tv segment To inform Watch tv Make a blog Blog with
of body visual and communica segment that contains posted
opinions on opinions on
organs Interactive te and “Samat
health issue given health
online express Doc” thru viewed on issue for
media opinion youtube Youtube TV sharing and
channel channel threading

Research Online Research Online To gather Prepare a Online survey Filled out
Survey media research data survey using posted online survey
questionnaire questionnaire questionnaire
survey and upload it
on Facebook
or E-mail
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.

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.
 Reflection
Media literacy is a crucial skill in today's society. With the rise of
media platforms and the constant flow of information, it is essential for
individuals to have the ability to access, analyze, evaluate, and create
media content in a responsible and ethical manner. Media can have
both positive and negative impacts on individuals and society. It is
therefore crucial for individuals to be able to critically evaluate media
messages and to engage with media in an informed and responsible
manner. By providing students with the tools and skills needed to
engage with media critically and responsibly, we can help them
become active and informed citizens who can navigate the
complexities of today's media landscape.
THANK YOU!