Media Literacy

Dorde, Yeddah Jasmin F.

Manzano , Jade Andrea C.
Lynch (2018) coined the term "media" that refers to
allelectronic or digital means and print or artistic visuals
used to transmit messages through reading (print
media), seeing (visualmedia),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(Mateerand 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
languagearts, 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 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).
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 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. (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 with the products on sale.
3. Recognize point of view. Identifying an author's perspectives helps
individuals appreciate different ideas i the context of what they already know.
4. Create media expressing 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 of Sense
Media, n.d.)
Types of Social Media Websites

1. Social Media News Websites. It entails users to submit links to Web content
like Digg, articles, Reddit podcasts, and Stumble videos, Upon. etc. that they
find interesting, such as
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
uploadphotosthrough faceboook, Instagram and Pinterest while videos through
You Tube.
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 users from one dashboard. Another
popular social media app SnapChat, which is video-based.

5. Social Media Review Websites. It shows how social reviews can

make or break a companyoran organization,such asAmazon and eBay.
Media and Information Literacy (MIL).
Media and Information Literacy (MIL) is a combination of knowledge,
atitudes,skills,andpractices required to access, analyze, evaluate, use,
produce,andcommunicate information and knowledge in creative, legal
andethical waysthat respect human rights (Moscow Declaration on Media and
Information Literacy, 2012).

The UNESCO defines it as the set of competencies to search, criticallyevaluate,

use and contribute information and media content wisely; the knowledge of
one's rights online; refraining from cyberbullying; understandingrelatedethical
issues; and engaging with media and IC IS 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 andthe 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 useIt 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.
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 od media’s presentation
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 purpose
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
presentation of crucial dimensions of gender, race, class,
and sexuality; incorporating alternative media production;
and expanding the textual analysis to include issues of
social context, 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, Product).
Assessing and evaluating media literacy work.

Just like any student outputs, media-oriented works

also be evaluated to assess quality based on standards.
Students need regular feedback to be able to reflect in their
progress and develop mastery and that would remind them
that is as important part of the course.
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:

● Based on how well the student understands the key concepts of
media literacy and the specific concepts and ideas being explored in
the lesson.
● Based on the depth and quality of the student's
inquiryand analysis of the questions raised in the lesson,
as well as his/her thoughtfulness in identifying issues and
questions to examine.
● 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/digital-
media-literacy).
 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 act as filters that any media text has to go through
in order to critically respond.

● 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.
● The audience negotiates meaning. The meaning of any media product is a
collaboration between the producers and the audience. It can assess
student's understanding of concepts and the elements in a relevant medium
or product.

● Media 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 o how media product
is influenced by commercial factors of the owner.
● Media have social and political implications. Media convey ideology
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.

● Each medium has 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://mediasmart.ca/digital-media-
literacy).
THANKYOU!