Prof-Ed4 Module 7
Prof-Ed4 Module 7
MEDIA LITERACY
LEARNING OUTCOMES
6. Draw relevant life lessons and significant values in generating utilizing and
creating media tools
8. Conduct a research survey on media literacy integration and draw findings and
recommendations
CONCEPT EXPLORATION
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, 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 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. (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).
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.
2. Also known as Media Education, it is the ability to realize that all kinds of
media show a representation of reality.
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)
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.
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.
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)
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.
3. Social Media Photo and Video Sharing. It allows' users to up- load photos
through facebook, Instagram and Pinterest while videos through YouTube.
5. Social Media Review Websites. It shows how social reviews can make or
break a company or an organization, such as Amazon and eBay.
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.
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.
5. Publishing Literacy. It is the ability to format and publish research and ideas
electronically, in textual and multimedia forms.
Media are powerful tools of communication which entail positive and negative
impacts.
Advantages of Media
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,falsecaccusationscand rumors.
(https://www.importantindia.com/22940/media-advantages-disadvantages/).
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:
(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;
(7) gain familiarity and experience in using mass media tools for personal
expression and communication and for purposes of social and political advocacy.
Assessing and evaluating media literacy work. Just like any student outputs,
media-oriented works should also be evaluated to assess 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.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. 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.
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