PCK 5

BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURICCULUM

MIDTERM LM’s ACTIVITIES

Instructor:
FERNANDO H. CORATCHEA, PhD.

Schedule of Instruction:
2:00-3:00pm MWF

RICHARD S. PENDRAS
BSED 3D-English
09055760382/ [email protected]
 LEARNING MATERIAL NO. VII
What is Media Literacy? A Definition and More

EVALUATION
Modified true or false: Write true if the statement is correct if false, underline the word(s) that
make(s) the statement incorrect.

TRUE 1. Media literacy builds an understanding of the role of media in society as well as essential skills
of inquiry and self-expression necessary for citizens of a democracy.

TRUE 2. To become media literate is not to memorize facts or statistics about the media, but rather to learn
to raise the right questions about what you are watching, reading or listening to.

PROMOTE 3. Media literacy education is intended to downgrade awareness of media influence and create
an active stance towards both consuming and creating media.

TRUE 4. Education for media literacy often uses an inquiry-based pedagogic model that encourages people
to ask questions about what they watch, hear, and read.

TRUE 5. Education about media literacy can begin in early childhood by developing a pedagogy around
more critical thinking and deeper analysis and questioning of concepts and texts.

EXPANDED 6. Media literacy can be seen as contributing to lessened conceptualization of literacy,

treating mass media, popular culture and digital media as new types of 'texts' that require analysis and
evaluation.

TRUE 7. In North America, the beginnings of a formalized approach to media literacy as a topic of
education is often attributed to the 1978 formation of the Ontario-based Association for Media Literacy
(AML).

WIDELY 8. The UK is narrowly regarded as a leader in the development of media literacy education.
TRUE 9. Media literacy education is not yet as widespread or as advanced in Asia, comparative to the U.S.
or Western countries.

TRUE 10. In Australia, media education was influenced by developments in Britain related to the
inoculation, popular arts, and demystification approaches.
 LEARNING MATERIAL NO. VIII
Media Literacy Fundamentals

EVALUATION
Multiple Choice. Choose the letter of the best answer to each question. Write your answers in the
space provided before each item.

A 1. The following statements about media education are correct except

A. Media are insignificant forces in the lives of youth.
B. Music, TV, video games, magazines and other media all have a strong
influence on how we see the world, an influence that often begins in infancy.
C. To be engaged and critical media consumers, kids need to develop skills
and habits of media literacy.
D. These skills include being able to access media on a basic level,
to analyze it in a critical way based on certain key concepts, to evaluate it based
on that analysis and, finally, to produce media oneself.
A 2. Which of the following statements about media education is wrong?
A. Media education is the process through which individuals become media
illiterate and unable to critically understand the nature, techniques and impacts of
media messages and productions.
B. Media education acknowledges and builds on the positive, creative and
pleasurable dimensions of popular culture.
C. It incorporates production of media texts and critical thinking about
media to
help us navigate through an increasingly complex media landscape.
D. That landscape includes not only traditional and digital media, but also
popular culture texts such as toys, fads, fashion, shopping malls and theme parks.
A 3. Which of the following statements about teaching media literacy is incorrect?
A. Media literacy discourages young people to question, evaluate,
understand
and appreciate their multimedia culture.
B. Media education brings the world into the classroom, giving immediacy and
relevance to traditional subjects such as History, English, Health, Civics and the
Creative Arts.
C. Media education embodies and furthers current pedagogy, emphasizes
student-centered learning, the recognition of multiple intelligences, and the
analysis and management – rather than just the simple storing – of information.
D. Media education is grounded in the sound pedagogical approach of
starting learning where kids are at.

A 4. Which of the following key concepts for media literacy explains that media products
are created by individuals who make conscious and unconscious choices about what to include,
what to leave out and how to present what is included?
A. Media are constructions.
 B. Audiences negotiate meaning.
C. Media have commercial implications.
D. Media have social and political implications.

D 5. Which of the following statements key concepts for media literacy explains that media
convey ideological messages about values, power and authority?
A. Media are constructions
B. Audiences negotiate meaning
C. Media have commercial implications
D. Media have social and political implications

B 6. Which of the following is not true for making media education a meaningful and
integrated part of classroom practice?
A. Exploit “teachable moments”.
B. Prohibit students to create media.
C. Start and end with the key concept.
D. Recognize that kids – and adults – enjoy media.

A 7. In what particular subject students outlook /view about history and historical events can
be shaped by media.
A. Social science C. Science
B. Music D. Health and physical education

D 8. In what particular subject media influence people consumption on what to eat, decision
about smoking, drinking, and drug use?
A. Social science C. Science
B. Music D. Health and physical education

A 9. Which of the following statements about media education shows the understanding of
students of how the media product was created?
A. Media are constructions
B.Media have commercial implications
C. Media have social and political implications
D. None of the above

B 10. Which of the following statements about media education shows the understanding
of students of how the media product was financed and who owns it?
A. Media are constructions
B.Media have commercial implications
C. Media have social and political implications
D. None of the above
 LEARNING MATERIAL NO. IX
Media Literacy Relationship to Information Literacy

EVALUATION
Modified true or false. Write TRUE if the statement is correct if False, underline the word(s) that
make(s) the statement wrong.

TRUE 1. Media literacy makes much of the fact that the content one encounters or creates is
problematic and merits intelligent, critical engagement.

ACTIVE 2. Inactive mediation would be the most effective way for parents to get involved in
teaching their children media literacy.

ENCOMPASSES 3. Digital literacy excludes 21st-century skills related to the effective and appropriate
use of technology.

TRUE 4. Students who use both cognitive and technical skills to find, evaluate, create, and communicate
information are certainly on their way to becoming digitally literate, savvy consumers of digital content.

LITERATE 5. Students who are digitally illiterate know how to find and consume digital content.

IN THE CLASSROOM 6. The benefits of teaching students digital literacy skills begin at home
right now.

TRUE 7. Helping students build digital literacy skills encompasses so much that it’s often easier
to break it down a bit.

TRUE 8. Part of effectively finding and consuming digital content focuses on how well students
can mix up facts from misinformation and determine trustworthy sources.

RESPONSIBLE 9. Students who are gaining digital literacy skills learn to become irresponsible
content creators in addition to content consumers.

TRUE 10. Teachers should help students to understand that a digital footprint encompasses all
the information that students either passively leave or actively share about themselves online, most notably
social media sites.
 LEARNING MATERIAL NO. X
Cultivate Social and Emotional Skills with Ecoliteracy

EVALUATION
Multiple Choice. Select the letter of the best answer to each question. Send your answers via
messenger or email.

A 1. The following statements are correct except

A. At a basic level, all organisms—including humans— do not need resources
such as food, water, space, and conditions that support dynamic equilibrium to
survive.
B. By recognizing the common needs we share with all organisms, a we can begin
to shift our perspective from a view of humans as separate and superior to a
more authentic view of humans as members of the natural world.
C. From this perspective, we can expand our circles of empathy to consider the
quality of life of other life forms, feel genuine concern about their well-being,
and act on that concern.
D. By focusing on our relationship with our surroundings, we learn how a society
lives when it values other forms of life.

A 2. Which of the following statements about embracing sustainability as a community practice is

true?
A. Organisms do not survive in isolation. Instead, the web of relationships
within any living community determines its collective ability to survive
and thrive.
B. By learning about the wondrous ways that plants, animals, and other living
things are interdependent, students are inspired to consider the role of
interconnectedness within their communities and see the value in
strengthening those relationships by thinking and acting cooperatively.
C. The notion of sustainability as a community practice, however, embodies some
characteristics that fall outside most schools’ definitions of themselves as a
“com- munity,” yet these elements are essential to building ecoliteracy.
D. All of the above

A 3. Which of the following strategies of educators in making invisible visible refers to educational
tour?
A. Educators use phenomenal web-based tools, such as Google Earth, to enable
students to “travel” virtually and view the landscape in other regions and
countries.
 B. Educators introduce students to technological applications such as GoodGuide
and Fooducate, which cull from a great deal of research and “package” it in
easy-to-understand formats that reveal the impact of certain household
products on our health, the environment, and social justice.
C. Educators introduce social networking websites where students can also
communicate directly with citizens of distant areas and learn firsthand what
the others are experiencing that is invisible to most students.
D. Finally, in some cases, teachers can organize field trips to directly observe
places that have been quietly devastated as part of the system that provides
most of us with energy.

D 4. Which of the following statements about anticipating unintended consequences in developing

ecoliteracy among students is wrong?
A. Teachers can teach students the precautionary principle when an
activity threatens to have a damaging impact on the environment or human
health, precautionary actions should be taken regardless of whether a cause-
and-effect relationship has been scientifically confirmed.
B. Another strategy is to shift from analyzing a problem by reducing it to its
isolated components, to adopting a systems thinking perspective that examines
the connections and relationships among the various components of the
problem.
C. Building resiliency—for example, by moving away from mono-crop
agriculture or by creating local, less centralized food systems or energy
networks—is another important strategy for survival in these circumstances.
D. We can continue damaging the nature and find that the capacity of natural
communities to rebound from unintended consequences is unimportant to
survival.
NONE OF
THE ABOVE 5.Which of the following statements about ecoliterate people is wrong?
A. Ecoliterate people recognize that nature has sustained life for eons; as a result,
they have turned to nature as their teacher and learned several crucial tenets.
B. Ecoliterate people have learned from nature that all living organisms are
members of a complex, interconnected web of life and that those members
inhabiting a particular place depend upon their interconnectedness for survival.
C. Ecoliterate people tend to be more aware that systems exist on various levels
of scale.
D. Ecoliterate people collectively practice a way of life that ffulfill the needs of
the present generation while simultaneously supporting nature’s inherent
ability to sustain life into the future.

RICHARD S. PENDRAS