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Here are some key points to consider in evaluating the truthfulness of online news and information: - Not all sources have the same level of credibility, fact-checking, or oversight. Well-established news organizations generally have stricter standards than random blogs/websites. - Consider the source - are they credible, biased, trying to sell something? Look for facts/evidence cited, not just opinions. - Check other reliable sources - if no one else is reporting it, be skeptical. Real news is usually corroborated. - Watch for emotional/sensational language designed to attract clicks, not inform. Stick to calm, factual reporting. - Anyone can post "news" online. There is

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Philip Yamid
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97 views

Text

Here are some key points to consider in evaluating the truthfulness of online news and information: - Not all sources have the same level of credibility, fact-checking, or oversight. Well-established news organizations generally have stricter standards than random blogs/websites. - Consider the source - are they credible, biased, trying to sell something? Look for facts/evidence cited, not just opinions. - Check other reliable sources - if no one else is reporting it, be skeptical. Real news is usually corroborated. - Watch for emotional/sensational language designed to attract clicks, not inform. Stick to calm, factual reporting. - Anyone can post "news" online. There is

Uploaded by

Philip Yamid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 1:

IN T R O D U C T IO N T O M E D IA
F O R M A T I O N L IT E R A C Y
AND IN
SCENARIO:
We are now living in a 21st century, where people
are dependent on technology. Imagine, you wake up
one day to find no internet, libraries, and cell phones.
Newspaper, magazines, radio stations and TV channels
have also disappeared.
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and
events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?
ACTIVITY:
• On a ½ crosswise sheet of paper answer the table below. Indicate how many hours have you
spent with this media and information providers.
Weekly Interaction Log with Information and Information Providers
Media or Information Provider Numbers of hours in a week
Youtube
Facebook
Television
Books
Others
QUESTIONS:

• Which media provider did you spend the most? Why?


• What roles does media play in your lives?
• WHY ARE YOU USING AND/ OR INTERACTING WITH THIS MEDIUM
• WHAT KIND OF INFORMATION YOU SHARE AND/ OR RECEIVE FROM THIS MEDIUM?
• HOW THIS MEDIUM AFFECTS THE WAY YOU SHARE AND/OR RECEIVE INFORMATION?
• DO YOU CONSIDER YOURSELF KNOWLEDGEABLE OR LITERATE IN THIS MEDIUM?
THINK-PAIR-SHARE

•PAIR UP WITH A CLASSMATE AND


SHARE THE ANSWERS TO THE
QUESTION GIVEN
LESSON PROPER:

• LITERACY
The ability to identify, understand, interpret, create, communicate and compute, using

printed and written materials associated with varying context. Literacy involves a continuum of

learning, wherein individuals are able to achieve their goals, develop their knowledge and

potential, and participate fully in their community and wider society.


• MEDIA
The physical objects used to communicate with, or the mass communication through

physical objects such as radio, television, computers, film, etc. It also refers to any physical object

used to communicate messages.


• MEDIA LITERACY
The ability to access, analyze, evaluate, and create media in a variety of forms. It aims to

empower citizens by providing them with the competencies (knowledge and skills) necessary to

engaged with traditional media and new technologies.


CONCEPTS FOR MEDIA LITERACY
• Media are Constructions
- it is created by individuals who make conscious and unconscious choices about what to
include, what to leave out and how to present what is included.
- these decisions are based on the creators’ own point of view.
• Audiences Negotiate Meaning
- any media product is not created solely by its producers but is, instead a collaboration
between them and the audience.
Individual Factors to Considered in Media Product:
a. age c. race
b. gender d. social status
• Media Have Commercial Implications
- media production is business and must, therefore, make a profit.

• Media Have Social and Political Implications


- media convey ideological messages about values, power and authority.

• Each Medium Has a Unique Aesthetic Form


- the content of media depends in a part on the nature of the medium.
• INFORMATION
A broad term that covers processed data, knowledge derived from study, experience,

instruction, signals and symbols.


• INFORMATION LITERACY
The ability to recognize when information is needed, and to locate, evaluate, and

effectively communicate information in its various formats.


Technology

Critical
Synthesis
Thinking
Information
Literacy

Communicat Problem
ion Solving
• TECHNOLOGY LITERACY
The ability of an individual, either working independently or with others, to responsibly,

appropriately, and effectively use technological tools. Using these tools an individual can access,

manage, integrate, evaluate, create and communicate information.


• MEDIA AND INFORMATION LITERACY
The essential skills and competencies that allow individuals to engage with media and

other information providers effectively, as well as develop critical thinking and life-long learning

skills to socialize and become active citizens.


IMPORTANCE OF MEDIA LITERACY

1. 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. It serves as a perfect bridge for subject integration and
interdisciplinary studies.
2. Media education embodies and furthers current pedagogy, which emphasizes
student-centered learning, the recognition of multiple intelligences, and the
analysis and management – rather than just the simple storing of information.
3.Media education is grounded in the sound pedagogical approach of starting
learning where kids are at. The media – music, comics, television, video games,
the Internet and even ads – are a part of life that all kids enjoy. Media create a
shared environment and are therefore, catalyst for learning.
4.Media education encourages young people to use multimedia tools creatively,
a strategy that contributes to “understanding by doing” and prepares them for a
workforce that increasingly demands the use of sophisticated forms of
communication.
5.In a society concerned about growing youth apathy to the political process,
media education engages young people in “real-world” issues. It helps young
people to see themselves as active citizens and potential contributors to public
debate.
FAKE OR REAL NEWS?

1.“KATHNIEL, HIWALAY NA NGA BA?”


2.“CHINA, SASAKUPIN NA ANG INTRAMUROS”
FAKE OR REAL NEWS?
QUESTIONS:

• Did you believe these news items were true? How did you know they
were true/false?
• Are all news and information on the Internet true? Why or why not?
• Who gets to post news item online? Expound.

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