Module 7 MEDIA LITERACY

LESSON 7 UNDERSTANDING MEDIA LITERACY

 Define media literacy

 Cite important roles of media literacy
 Explain Media Information Literacy (MIL) along with
along with various aspects and dimensions
 Examine the advantages and disadvantages of
media
Desired Learning  Demonstrate how MIL can be integrated in the
Outcomes curriculum
 Draw relevant life lessons and significant values in
generating, utilizing and creating media tools
 Analyze research abstract on media literacy and its
implications on teaching –teaching process
 Conduct a research survey on media literacy
integration and draw findings and recommendations

Today, information comes through an interwoven

system of media technologies. The ability to read many
types of media has become an essential skill in the 21 st
century. Thus, schools are greatly confronted with this
challenge.
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 (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
(Mateer and Ghent, n.d.).
Media literacy is the ability to access, analyze,
Overview
evaluate, and create media (Firestone, 1993). Media literate
youth and adults can understand the compex 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 language arts,
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. (https://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

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
 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 (https://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).
But most of all, these have one thing in common:
that someone created it for a reason. Therefore,
understanding that reason is the basis of media literacy.

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 be persuaded with the products on sale.

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
 3. Recognize your 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 influence
something has, people can make better choices (Common Sense Media, n.d.).
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 to reach target audience and increase online sales
(Go, 2019).
Types of Social Media Websites

There are different types of social media websites and the ways of using them to
reach the target audience.
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 LinkedIn (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 upload photos through
Facebook, Instagram and Pinterest while videos through YouTube.
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 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 or eBay.

Media and Information Literacy (MIL)

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 competence 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).

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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) include 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 (context, 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,
access methods of information resources.
3. Social-Structural Literacy. This knowing how information is socially-situated and
produced, fits into the life of groups about the instructions and social networks.
4. Research Literacy. It is the ability to understand and use IT-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

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 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 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 the media.
10. They can ruin reputation through an anonymous account, malicious scandals, false
accusations and rumors.
(https://www.importantindia.com/22940/media-advantages-disadvantages/)

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) present 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.

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 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 the students create media. Let students create media appropriate to their
levels such as presentations, videos, or websites.

Media Skills. Although this is a 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 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 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 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 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 of using media in different subject areas using
PPPP (Purpose, Process, Performance, Product)

MEDIA
Subject Lesson Purpose Process Perfor- Product
Form Tool
mance
English Writing a Online/ Email/ To Compose a letter Letter Compilation of
letter Chat commu- and send to a making letters in the E-
Interactive nicate friend thru online portfolio thru
Media gmail/
chatroom
hangout
Filipino Noli Me Electronic Youtube To present Video-shoot a Dramati- Uploaded video
Tangere Visual thru drama scene from Noli zation/ to YouTube to
Media Movie play using Me Tangere then, obtain number
maker video upload to Youtube Role playing of views

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 app and count the in a chosen
number of views venue with
at the end background
props
Science Environm Audio- Spotify To listen to Listen to and Compose Audio-video of
ental visual and and reflect reflect on an own environ- composed song
Protect- media Youtube on music environmental mental song uploaded to
tion song played thru with visuals Youtube to
Spotify and upload obtain number
to Youtube of views
Values Family Visual IWant To Watch the Upload Family photos
Education Media TV App communi- segment “Ang photos to uploaded to
and cate Pamilya Ko” from Instagram Instagram to
Using message IWant TV App and obtain number
photos Insta- and reflect Take picture of of likes
gram on picture the family
Social Current Print Publis- To inform Browse and Make own Newsletter
Studies issues Visual her app and analyze newsletter posted on
Media update newspaper clip on with current Facebook for
audience current issues events using sharing
Publisher
and post it
on Facebook
Technology Product Audio- Youtube To Make a Video on Commercial
and Mar- visual convince commercial own-made advertisement
Livelihood keting media audience segment of a commercial of product
Education and to buy the product/project advertise- uploaded to
Adverti- product made in class ment of the Youtube to
sing product and obtain number
upload to of views
Youtube
Math Solving Audio- Podcast To Watch and listen Solve Submittal of
Algebraic visual demons- to the newest algebraic answers and
Expres- media trate method of solving expressions computations
sion lesson and algebraic by following through gmail
inform expression thru the methods group/hangout
Podcast watched account
through
Podcast
MAPEH Taking Audio- TV seg- To inform, Watch TV Make a blog Blog with
care of visual and ment communi- segment “Salamat that contains posted opinions
Body Interactive cate and Doc” thru Youtube opinions on on given health
Organs Online express channel health issue issue for
Media opinion viewed on sharing and
Youtube TV threading
channel
Research Online Research Online To gather Prepare a survey Online Filled out online
survey media re- data questionnaire and survey using survey
search upload it on posted questionnaire
survey Facebook or E- question-
mail naire

Accessing and evaluating media literacy work. Just like any student outputs, media
oriented works should also be evaluated to access quality based on standards. Students
need regular feedback to be able to reflect on their progress and develop mastery and that
would remind them that it is an important part of the course.

However, for some teachers, creating assessment and evaluation tools for media
education is more challenging than traditional means due to the lack of technical skills. Also,
it is because media education is all about finding the right questions to ask, rather than
learning previously determined answers.

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 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 (http://mediasmarts.ca/digital-media-literacy).

However, whenever any form of media is being utilized, there should be a reflection
at the end by asking students how media form has shaped their thinking, decision-making,
analysis, choices, values and interrelationships.

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 student’s 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
collaboration between the producers and the audience. It can assess students’
understanding of concept 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 exerts
influence on content and distribution. It can access students’ knowledge and
understanding of the commercial factors influencing the creation 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.

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
 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. (http://mediasmarts.ca/digital-media-literacy).

Direction: Give the advantages and disadvantages of Media. Write them in the fishbone
below.

LET SAMPLERS: Taking the Examination

Read and analyze each item carefully. Choose the letter of the best answer.

1. If you will employ song analysis as a teaching strategy and you would ike to look for
an old time folk music, which media tool will you utilize?
A. Compact disk
B. FM Love Radio 101.1
C. Spotify
D. Podcast
2. Media is a two-way process - the information provider and the receiver. Both have
corresponding responsibilities, such as: “Think before you click” and “Assess before
you access”. In this case, which dimensions of media literacy is being shown?
A. Emerging technology literacy
B. Research literacy
C. Resource literacy
D. Critical literacy
3. Which of the following teaching strategies best demonstrates the use of media tools
to respond to the demands of 21st century education in the classroom?

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
 A. Have the reports presented in class using the latest innovative powerpoint
formats
B. Have the pictures scanned and printed for submission
C. Use iPad in showing a topic uploaded from Youtube and search engines
D. Utilize Google classroom in performing blended learning in an out-of-class
setting
4. Which form of media is becoming popular and practical because of the interest it
brings to the public while generating income from the obtained number of views on
the videos uploaded online?
A. Instagram
B. Youtube
C. LinkedIn
D. Twitter
5. Which learning material can be best utilized in discussing a lesson on “Philippine
Tourist Destinations” in a Social Studies Class?
A. Pictures taken using cellphone
B. Photo clips downloaded from the Google and flashed on screen using an LCD
projector
C. Tourism documentary video footage played from Youtube
D. Colourful photos posted through Facebook and Instagram accounts.

EDUC 206 | BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM