MIL 1st Midterm​ ​by cc All men​ are mortal.

-> major term

Socrates is a ​man​. -> minor term
Editorial Socrates is mortal. -> conclusion
- strongly-worded opinion column that seeks to
persuade/inform/enlighten All men are ​mortal.​ *this isn’t a cor-
Socrates is ​mortal.​ rect syllogism,
Column Socrates is a man. just an ex. to
- short (kind of poetic) show the middle
> most efficient way to use language term
> pregnant with meaning or something
> 750-800 words is pretty good MODELS OF COMMUNICATION
Communication
- clearly defined point - act/process of using words, sounds, signs or
> disregard stuff that’s not really part of behaviors to express or exchange
what you want to say information or to express your ideas,
thoughts, feelings, etc to someone else
- clearly defined point of view - the exchange of info and the expression of
- containing the strong, distinctive voice of the feeling that can result in understanding
writer Verbal Communication
- oral
Opinion - written
- inconclusive judgment - uses words
- 2 types of logic Nonverbal Communication
1. Inductive - signs
> specific to general - gestures
> ex. There’s no coke in 7/11 ebloc3, - symbols
there’s no coke at 7/11 banilad, - colors, etc
there’s no coke at 7/11 talamban, so > ex. Stoplights
all 7/11’s don’t have coke > green = go
> yellow = slow down
2. Deductive > red = stop
> general to specific
> All 7/11s don’t have coke, 7/11 CLASSIFICATIONS
banilad is a 7/11, so 7/11 banilad a. Linear
doesn’t have coke - Berlo
- Laswell
- Syllogism
> type of deductive reasoning b. Transactional
> 2 premises and a conclusion - communicators speak/receive simultaneously
> major term, minor term, conclusion - Shannon- Weaver
>ex. - Barlund
.​ = middle term
> justifies the conclusion c. Interactive
> not always the first term - speaker/receiver take turns speaking and
take turns with the speaker and receiver roles
- Osgood-Schramm
- Westley-MacLean
Laswell’s Model of Communication (1948) Osgood-Schramm

Berlo’s SMCR Model of Communication

Westley-MacLean

Shannon-Weaver’s Model of Communication

Barlund Transactional Model (1970)

MEDIA
- information | you
- includes radio, tv, computers, films, and other info
and communication tools
- delivers and stores info
- roles of media in society
> informative
> educative
> entertainment
> as a platform
> adversarial
> advocative

INFORMATION
- data derived from study, experience, or
instruction, signals, or symbols
- facts provided or learned about something or
someone
- info vs data
> data = raw input
> info = processed data
5 LAWS OF MIL according to UNESCO
1. Information, communication, libraries, media,
technology, the Internet as well as other forms of
information providers are for use in critical civic
engagement and sustainable development. They
are equal in stature and none is more relevant than
the other or should be ever treated as such.
- Civic Engagement
> individual/collective actions that identify
and address issues of public concern
- Sustainable Development
> improving the quality of life of people
(development)
> economic development without sacrificing
the future
- information providers are equal in stature
- sources relevant to your topic should be
viewed as equal
- each source deserves the same critical eye
2. Every citizen is a creator of
information/knowledge and has a message. They
must be empowered to access new
information/knowledge and to express themselves.
MIL is for all – women and men equally – and a
nexus of human rights.
- experiences that we can share and create
meaning out of
- by existing, you are creating knowledge
- knowledge and info are intrinsically linked to a
message
- recognizes that everyone should be able to
express themselves
- North Korea and China don’t allow their
citizens to freely express themselves
3. Information, knowledge, and messages are not
always value neutral, or always independent of
biases. Any conceptualization, use and application
of MIL should make this truth transparent and
understandable to all citizens.
- info, knowledge, and messages are not
always value neutral
- not always independent of biases
- transparent = made known
- people should be taught how to critically
engage in media and recognize that some
facts are reported with the author’s own “side”
attached to it
4. Every citizen wants to know and understand new
information, knowledge and messages as well as to
communicate, even if she/he is not aware, admits
or expresses that he/she does. Her/his rights must
however never be compromised.
- not everyone is ware of it, but every person
DOES want to know and understand info and
knowledge and to communicate
- rights
> empower gaining new knowledge
5. Media and information literacy is not acquired at
once. It is a lived and dynamic experience and
process. It is complete when it includes knowledge,
skills and attitudes, when it covers access,
evaluation/assessment, use, production and
communication of information, media and
technology content.
- dynamic
> since media and information are
changing/dynamic, literacy in media and
information will require different skills and
knowledge over time to read information
and media
- complete
> doesn’t necessarily mean ‘finished’
> framework is complete when it includes
components mentioned above
(knowledge, skills and attitudes, …..
technology content)
> when those things are taken into
consideration, MIL is complete
CENTER FOR MEDIA LITERACY’s CORE
CONCEPTS
1. Authorship
- who created the message
- all media messages are constructed
- everything you see is the product of
someone’s work
 - a message passes through the filter of the
author’s hand
2. Format
- media messages are created using a creative
language with its own rules
- ex. Film has shot sizes, camera heights,
mechanisms, camera movement
- each type of media has a language used to
express the message
3. Audience
- different people will experience the same
message differently
4. Content
- media have embedded values and points of
view
5. Purpose
- most media messages are organized to gain
profit and/or power
DECONSTRUCTION QUESTIONS
1. Authorship
- who constructed the message?
- what type of text are we dealing with?
- how similar/different is it to other texts of the
same genre?
- what are the various elements that make up
the whole?
- like our art attacks from art class
- what technologies may have been used?
- how would it be different in a different
medium?
- what choices were made that might’ve been
made differently?
- how many people did it take to create this
message?
- what are their jobs?
2. Format
- what creative techniques are used to express
the message/attract my attention?
- what do you think about the way the message
is constructed?
- where is the camera? What is the viewpoint?
- how is the story told viduall? What are the
people doing?
- are there any visual symbols? Metaphors?
- what’s the emotional appeal? Persuasive
devices?
- what makes it seem real?
3. Audience
- how do others view this differently from me?
- have you ever experience anything like this?
- how close does it come to what you’ve
experienced in real life?
- what did you learn from the text?
- what did you learn about yourself from
experiencing the text?
- how many interpretations could there be?
- how can you explain the different responses?
- are other viewpoints as valid as mine?
4. Content
- what lifestyle values, POVs are represented
in, or omitted from this message?
- how is the human person characterized?
- what behaviors and consequences are
depicted?
- what type of person is the
reader/viewer/listener invited to identify with?
- what questions come to mind as you
experience the text?
- what values/ideas are being told in the
message?
- what political ideas are being sold in the
message?
- what judgments or statements are made
about how we treat others?
- what is the overall world view?
- are any ideas/perspectives left out?
- how do you find what’s missing?
5. Purpose
- why was this message sent?
- what’s in it for the creator of the message?
- who’s in control and transmission of the
message?
- why are they sending it? How do you know?
- who are they sending it to? How do you
know?
 - who are they sending it to? How do you electronic book reader
know?
- who is being served by, profits from, or TRADITIONAL vs NEW MEDIA
benefits from the message?
Traditional New
4 EPOCHS
1. Tribal Age - centralized - de-centralized
- 5000 BCE - slow - real time
- characterized by the prevalence of oral - curation - self-curation
communication - narrow reach - more info
- face-to-face interactions, primarily through - limited info - wider reach
auditory senses
- primary medium of communication was MEDIA and INFORMATION SOURCES
speech a. Primary
- an oral culture - immediate, first-hand accounts of a topic,
from people who had a direct connection with
2. Age of Literacy it
- human beings learned to read and write,
which amplified the use of sense of sight b. Secondary
- tribal people learned to express themselves - sources that provide info obtained through a
through hieroglyphs number of primary sources, and has
undergone editing or interpretation
3. Print Age
- invention of the Gutenberg Press in c. Tertiary
1436-1440 - sources that consist of summaries and
- books were reproduced by thousands collections of both primary and secondary
- “mass media” = print media sources
- Socrates in Plato’s Phaedrus
INDIGENOUS KNOWLEDGE
4. Electronic Age - the local knowledge
- dominance of the electric media such as - knowledge that is unique to a given culture or
radio, telegraph, film, telephone society
- the most significant of the electronic media is - Indigenous Knowledge contrasts with
the invention of electronic television international knowledge systems generated by
- electronic age is a force that turned the planet universities, research institutions, and private
into a global village, according to MacLuhan firms
- is it counter to western knowledge?
5. New Media or Information Age > not really
- new media means products and services that > kinda just a parallel
provide information of entertainment using > ex. Fishing technology vs Badjao diving
computers or the internet
- digitization of info, affordable computer, INDIGENOUS MEDIA
internet - owned, controlled, and managed by indigenous
- 2004 - Google begins scanning millions of peoples in order for them to develop and produce
books with the goal of offering electronic culturally appropriate information in the languages
access and scale understood by the community by utilizing
- 2007 - Amazon.com introduces the Kindle indigenous materials by the community by utilizing
 indigenous materials and resources, reflecting 5. Who is the publisher?
community needs and interests, visions, and - some are much better than others
aspirations, and independent from vested interest
groups. CODES and CONVENTIONS
Codes
- if there’s a piece of indigenous knowledge, it will - communication systems which contain
be communicated to one another in a manner that elements which have an agreed meaning and
the community understands which can be combined according to agreed
- characteristics rules
> oral tradition of communication - codes/arrangements of things that express
> store info in memories meaning = culturally bound
> info exchange is face-to-face - technical, symbolic, or written
> info is contained within the border of the - technical codes
community > the ways in which equipment is used to
tell the story in a media text
TYPES OF SOURCES > camera angles
- books > scene lighting
> in-depth detailed coverage on a topic and
background info - symbolic codes
- scholarly journals > denotation
> up-to-date, highly specific - fist level of analysis
- articles - what the audience can visually see on
> professionals in a discipline a page
- newspapers > connotation
> up-to-date, international/regional info - second level of analysis
- internet - attached meanings
> wide variety of info - ex. Highlighter = medical career

EVALUATING SOURCES OF INFORMATION - written codes

1. Who is the author? > written language
- credentials
> how does the author know the material? Conventions
- affiliation - generally accepted way of doing things
> what organization or group, if any, is the - may pertain to form, story, or convention
author working with? - Form conventions
> ways that we expect codes in media to be
2. Is the content good? arranged
- the author always has an intention > ex. Movie poster
> find out what the author’s intention is > newspapers
- intended audience matters
- how the author gathered information matters - story conventions
> things we expect in a story
3. Is the information current? > three act story structure
> five act structure
4. What are the references? > a hero’s journey
- truth is built on truth
- genre conventions
> “type” or “class” of media
> identifiable by a common set of
distinguishing features
> formed and thematic genre conventions