CHAPTER 5: MEDIA

AND CYBER OR
DIGITAL LITERACIES
GROUP 4
GREMALDO, REMELYN O. MAGLANOC, BLESSED
JOSUE, JOHN MICHEAL. MANUEL, EDEN
LANOY, MARICEL MANANGAN, JESSICA
MACASADDUG, PRINCESS
 MIEDA
- the means of communication, as radio and
television, newspapers, magazines, and the
internet, that reach or influence people
widely
MEDIA
 SAIOCL MIDEA
- online platforms and tools that allow people to create, share, and exchange
information and content with others.

SOCIAL MEDIA
 MIDEMITLUA
- is a system of relaying information
or entertainment that includes many
different forms of communication

MULTIMEDIA
 IOITAMROFNN
- what is conveyed or represented by
a particular arrangement or
sequence of things.

INFORMATION
 CEBYR LCARETIY
- The ability to use computer
technologies effectively and to
simultaneously understand the
implications of those actions.
CYBER
LITERACY
OBJECTIVES:

At the end of this chapter, you should be able to:

• develop a working understanding of Media and Cyber/Digital Literacy
and how they relate to one another;
• appreciate the importance of developing Media and Cyber/Digital
Literacy both in ourselves and one another in the information age:
• realize that practical steps must be taken to develop these literacies
early in children and cannot wait “until they are older.”
 WHAT IS MEDIA LITERACY?
• “the ability to access, analyze, evaluate, and communicate messages
in a wide variety of forms” (Aufderheide, 1993)
• “the ability to access, analyze, evaluate, and create messages across a
variety of contexts.” (Christ and Potter,1998)
• Hobbs (1998) posits that it is a term used by modern scholars to refer
to the process of critically analyzing and learning to create one’s own
messages in print, audio, video, and multimedia.
• “the ability to identify different types of media and
understand the messages they are communicating” (Common
Sense Media, n.d.)

MEDIA LITERACY
EDUCATION
• According to Boyd (2014), media literacy education began in
the United States and United Kingdom as a direct result of
war propaganda in the 1930s and the rise of advertising in the
1960s.
• In both cases, media was being used to manipulate the
perspective (and subsequent actions) of those exposed to it,
thereby giving rise to the need to educate people on how to
detect the biases, falsehoods, and half-truths depicted in
print, radio, and television.
• Being able to understand the “why” behind media
communication is the absolute heart of media literacy today.
• Aufderheide (1993) and Hobbs (1998) reported, “At the
1993 Media Literacy National Leadership Conference, U.S.
educators could not agree on the range of appropriate goals
for media education or the scope of appropriate
instructional techniques.”
Five essential concepts necessary for any analysis of
media messages:
1. Media messages are constructed.
2. Media messages are produced within economic, social,
political, historical, and aesthetic contexts.
3. The interpretative meaning-making processes involved in
message reception consist of an interaction between the
reader, the text, and the culture.
4. Media has unique “languages,” characteristics which
typify various forms, genres, and symbol systems of
communication.
5. Media representations play a role in people’s
understanding of social reality.