ACTIVITY TIME!!!

● The class will be divided into two [2] groups.

● You will be going to unscramble the scrambled
word/s.
● Every group will be given a few seconds to think of
the correct answer that has been shown on the slide.
Jumble Word: MEDICALYATIRE

The ability to access, analyze,

Definition:
evaluate, and create media in a variety of
forms.

ANSWER:
MEDIA LITERACY
Jumble Word: LATIGIDYCARETIL

Definition: is
an individual's ability to find,
evaluate, and communicate information using
typing or digital media platforms.

ANSWER:

Digital literacy
Jumble Word: TIONINMAFOR

A fact, thought or data conveyed or

Definition:
described through various types of communication,
like written, oral, visual and audio
communications.
ANSWER:
Information
Media and
Cyber or
Digital
Literacies
● Aufderheide(1993) defines it as "the ability to
access, analyze, evaluate and communicate
messages in a wide variety of forms".

● Chris and Potter(1998) "the ability to access,

analyze, evaluate and create messages across a
variety of contexts"
● Hobbs(1998)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.

● 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 1906s.
Five essential concepts necessary for
any analysis of the media messages :
1. Media Messages are constructed.

● This means that the messages you see in the media, like TV
shows, news articles, or ads, are not just random. They're
carefully put together by people with specific purposes in
mind.
2. Media Message are produced within economic, social,
political, historical, and aesthetic contexts.

● This means that when media messages are made, they're

influenced by different things like money, society,
politics, history, and what's considered beautiful or
meaningful.
3. The interpretative meaning-making processes involved
in message reception consists of an interaction between the
reader, text, and the culture.

● When you see a media message, like reading a news

article or watching a movie, how you understand it is
influenced by your own thoughts and experiences, the
message itself, and the culture you're part of.
4. Media has unique "languages" characteristics which
typify various forms, genres, and symbol systems of
communication.

● Different types of media, like movies, books, or social

media, have their own ways of communicating.
5. Media representations play a role in people's
understanding of social reality.

● The images and stories we see in the media affect our

understanding of what's happening in the world around
us. They can shape our views on things like culture,
politics, and society.
What Media Literacy is Not
● Criticizing the media is not, in and of itself, media
literacy. However, being media literate sometimes
requires that one indeed criticize what one sees and hears.

Example:
Recognizing biased
reporting in news articles
and questioning their
sources.
● Merely producing media is not media literacy
although part of being media literate is the ability
to produce media.

Example:
Understanding how to produce a
podcast or a blog post and being
aware of its impact.
● Teaching with media (videos, presentations, etc.) does not
equal media literacy. An education in media literacy must
also include teaching about media.

Example:
Using a documentary in class
but also discussing its filmmaking
techniques and biases.
● Viewing media and analyzing it from a single perspective is
not media literacy. True media literacy requires both the
ability and willingness to view and analyze media from
multiple positions and perspectives.

Example:
Watching a political debate and
considering arguments from
different candidates.
● Media literacy does not simply mean knowing
what and what not to watch; it does mean “watch
carefully, think critically.”

Example:
Watching a commercial
and analyzing its persuasive
techniques and underlying
messages.
Challenges
to Media
Literacy
Education
● According to (Koltay, 2011), One glaring challenge to
teaching Media Literacy is, “how do we teach it?”
Teaching it as a subject in itself might not be feasible
given how overburdened the curriculum is at the
moment, while integrating it into the subjects that are
currently being taught might not be enough to teach
what are essentially media consumption habits – skills
and attitudes that are learned by doing and repetition
rather than by mere classroom discussion.
● Livingstone and Van Der Graaf (2010) identified “how
to measure media literacy and evaluate the success of
media literacy initiatives “as being one of the more
pernicious challenges facing educators in the 21st
century, for the simple reason that if we cannot
somehow measure the presence of media literacy in our
students, how do we know we have actually taught
them?
● Chris & Potter (1998), “Is media literacy best
understood as a means of inoculating children against
the potential harms of the media or as a means of
enhancing their appreciation of the literary merits of the
media?
Digital
Literacy
 Digital Literacy
● Digital Literacy (also called e-literacy, cyber
literacy, and even information literacy by some
authors) is no different although now the “text”
can actually be images, sound, video, music, or a
combination thereof.
● Digital Literacy can be defined as the ability to locate, evaluate, create,
and communicate information on various digital platforms. Put more
broadly, it is the technical, cognitive, and sociological skills needed to
perform tasks and solve problems in digital environments (Eshet-
Alkalai, 2004). It finals its origins in information and computer literacy
(Bawden, 2008, 2001; Snavely & Cooper, 1997; Behrens, 1994; Andretta,
2007; Webber & Johnson, 2000), so much so that the skills and
competencies listed by Shapiro and Hughes (1996) in a curriculum they
envisioned to promote computer literacy should sound very familiar to
readers today:
● Tool literacy – competence in using hardware and
software tools;
● Resource literacy – understanding forms of and access to
information resources;
● Social-structural literacy – understanding the production
and social significant information;
● Research literacy – using IT tools for research and
scholarship;
● Publishing literacy – ability to communicate and publish
information;
● Emerging technologies literacy – understanding of new
developments in IT; and

● Critical literacy – ability to evaluate the benefits of new

technologies (Note that this literacy is not the same as “critical
thinking,” which is often regarded as a component of information
literacy).
● The term "digital literacy" is not new; Lanham (1995), in one of the earliest
examples of a functional definition of the term described the "digitally literate
person" as being skilled at deciphering and understanding the meanings of
images, sounds, and the subtle uses of words so that he/she could match the
medium of communication to the kind of information being presented and to
whom the intended audience is.

● Paul Gilster (1997) formally defined digital literacy as"the ability to

understand and use information in multiple formats from a wide range of
sources when it is presented via computers," explaining that not only must a
person acquire the skill of finding things, he/she must also acquire the ability
to use these things life.
●Bawden (2008) collated the skills and competencies comprising digital
literacy from contemporary scholars on the matter into four groups:

1. Underpinnings- This refers to those skills and competencies that

"support" or "enable" everything else within digital literacy, namely;
traditional literacy and computer/ICT literacy (Le., the ability to use
computers in everyday life).

2. Background Knowledge- This largely refers to knowing where

information on a particular subject or topic can be found, how information
is kept, and how it is disseminated a skill taken for granted back in the day
when information almost exclusively resided in the form of printed text.
3. Central Competencies-There are the skills and
competencies that a majority of scholars agree on as being
core to digital literacy today, namely:

● Reading and understanding digital and non-digital

formats:
● Creating and communicating digital information;
● Evaluation of information ;
● Knowledge assembly;
● Information Literacy; and
● Media Literacy
4. Attitudes and Perspectives- Bawden (2008) suggests that it is these
attitudes and perspectives that link digital literacy today with traditional
literacy, saying "it is not enough to have skills and competencies, they
must be grounded in some moral framework," specifically:

● Independent learning - the initiative and ability to learn whatever

is needed for a person's specific situation; and
● Moral/social literacy- an understanding of correct, acceptable, and
sensible behavior in a digital environment.
Information
Literacy
within Digital
Literacy
● In today's digital age, discerning consumers must approach digital
media with skepticism due to its can be edited and manipulated.
Information literacy, as highlighted by Eshet-Alkalai (2004), is crucial
within digital literacy, encompassing cognitive skills for evaluating
information effectively. Essentially, information literacy serves as a
filter through which consumers assess the truthfulness of digital
media, distinguishing factual content from erroneous, irrelevant, and
biased.
Components of Information Literacy

● Evaluating the credibility of sources.

● Verifying information through multiple
reliable source.
● Critically analyzing content for biases and
accuracy.
Socio-Emotional
Literacy within
Digital Literacy
●Alongside Information Literacy, Eshet- Alkalai
(2004) highlights a kind of Socio-Emotional literacy
needed to navigate the Internet.

●Raising questions such as, “How do I know if

another user in a chatroom is who he says he is?” or
“How do I know if a call for blood donations on the
Internet is real or a hoax?
● Understanding that while the internet is a global
village of sorts, it is also a global jungle of
human communication, embracing everything
from truth to falsehoods, honesty and deceit,
and ultimately, good and evil.
●According to Eshet-Alkalai (2004). This is Socio-Emotional literacy
requires users to be “very critical, analytical, and mature” – implying a
kind of richness of experience that the literate transfers from real life to
their dealings online.

●They might not believe that a Nigerian prince is bequeathing 100

million dollars in gold bullion to them in exchange for their bank
details, but they might be willing to believe that someone really is
giving away 1000 units of the latest smartphone in exchange for their
contact information.
●Digital literate users know how to avoid the
“traps” of cyberspace mainly because they are
familiar with the social and emotional patterns of
working in cyberspace – that it is really just an
outworking of human nature.
Digital
Native
 What is a digital native?
● The term was coined by author Marc Prensky to describe a person who
grew up surrounded by technology and is familiar with the Internet
from an early age on. Today's students are digital natives, and
increasingly, so are their parents (and many of their teachers).

● Digital natives” are defined as individuals born after 1980, who were raised in
an environment in which they were surrounded by technology and who
possess technological skills different from those possessed by the members of
the prior generation (Palfrey and Gasser, 2013, Prensky, 2001).
● Digital natives are people who have grown up
under the ubiquitous influence of the internet and
other modern information technologies. Digital
natives think, learn, and understand the world
around them differently from people who have not
been as subjected to modern technology.
 DIGITAL NATIVE EXAMPLE:
● Digital natives refer primarily to millennials and the subsequent
generation of individuals who have grown up completely
surrounded by computers, tablets, gaming consoles, smartphones
and other digital devices and who have readily accepted the use of
these technologies as an integral part of daily life.

● Many teenagers and children in developed countries are considered

to be digital natives, as they mainly communicate and learn via
computers, social networking services, and texting.
Challenges to
Digital Literacy
Education
Digital Literacy Education shares many of the same
challenges to Media Literacy.

For example:

●How should it be taught?

●How can it be measured and evaluated?
●Should it be taught for the protection of students in their
consumption of information or should it be to develop their
appreciation for digital media?
●Brown (2017) also noted that despite the global acknowledgement that
Digital Literacy Education is a need, there is as of yet no overarching
model or framework for addressing all of the skills deemed necessary.

●Despite the challenges posed by the broad and fluid nature

of media and therefore digital literacy, educators in the Philippines
can spearhead literacy efforts by doubling-down on those concept and
principles of Media Literacy that are of utmost importance, namely,
critical thinking and the grounding of critical thought in a moral
framework.
1.Teach media and digital literacy integrally.
Any attempt to teach these principles must first realize that they
cannot beseparated from context-meaning, they cannot be taught
separately from the topics.

●Critical Thinking requires something other than itself to think,

critically about, and thus cannot develop in a vacuum. Similarly,
developing a moral framework within students cannot be taught
via merely talking about it . T h i s moral framework
develops by practicing it that is, basing our decisions on it, in the
context of everything else we do in our day-to-day lives.
2. Master your subject matter.
- Whatever it is you teach, you must not only
possess a thorough understanding of your
subject matter, you must also understand why
you are teaching it, and why it is important to
learn
3. Think “multi-disciplinary.”
How can educators integrate media and digital literacy in a
subject as abstract as Mathematics, for example? The answer
lies in stepping-out of the “pure mathematics” mindset and
embracing communication as being just as important
to math as computation. Once communication is accepted
as important, this opens-up new venues where the new
literacies can be exercised.