Chapter 5

MEDIA LITERACY
 
 
I OBJECTIVE 
  At the end of this chapter, the students are expected to: 
   builds an understanding of the role of media in society, as well as essential skills of
inquiry and self-expression  
   Media and Information Literacy imparts crucial knowledge about function of
  media and information channels in democratic societies, reasonable understanding about
the conditions needed to perform those functions effectively and basic skills necessary to
  evaluate the performance of media and information providers in light of the expected
  functions.  
 A society that is media and information literate fosters the development of free,
  independent and pluralistic media and open information systems.  
   Understand how media messages shape our culture and society. 
 In the teaching and learning process it equips the teachers with enhanced
  knowledge to empower future citizens.  
 
 
 Photo Taken from: http://www.makesmedia.com/ 
https://all-digital.org/media-literacy-role-position-paper/diversity-casual-media-technology-teamwork-support-concept/ 

 
 
 
 
 
 
 
 
 
 
 
Photo Taken from: http://www.makesmedia.com/ 
https://all-digital.org/media-literacy-role-position-paper/diversity-casual-media-technology-teamwork-support-concept/ 
 INTRODUCTION 
Media literacy is the ability to access, analyze, evaluate, and produce communication
and information in a variety of forms and means. 
Together with technology, media has grown exponentially in the recent years. The 21st
century is an age when people get most of their information from television, not textbooks, and
from pictures, not print. Before, textbooks were the primary sources of information. Newspapers
and magazines are also good sources of information but with the advancement of technology, there
have been lots of changes and media have been affected by these changes. E-magazines and online
versions of newspapers are now available. There are also websites that upload and efficiently index
books to make research easier. Most students are exposed to a variety of media in their
everyday life. In many cases, they know more about media - i.e., they are more media literate than
their teachers. But before continuing discussion on media literacy, let us first define this phrase. 
UNESCO defines media literacy as "the ability to access, analyze, evaluate, and produce
communication and information in a variety of forms and means." The various forms of media
include print, visual, audio, and digital formats. Like traditional literacy, media literacy includes the
ability to both read (comprehend) and write (create, design, produce). Further, it moves from
merely recognizing and comprehending information to the higher order critical thinking skills
implicit in questioning, analyzing and evaluating that information (Considine, 1995). 
 
Media Literacy Fundamentals 
This section looks at the various aspects and principles relating to media literacy. The
relationship between media literacy and media education is also explored and tips are provided
for integrating media literacy into the classroom in subjects across the curriculum. 
Media are powerful forces in the lives of youth. 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. To be engaged and critical media consumers, kids need to develop skills and habits
of media literacy. 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. This process of learning media literacy skills is media education. 
 
What is Media Education? 
Media education is the process through which individuals become media literate – able
to critically understand the nature, techniques and impacts of media
messages and productions. 
Media education acknowledges and builds on the positive, creative and pleasurable
dimensions of popular culture. It incorporates production of media texts and critical thinking
about media to help us navigate through an increasingly complex media landscape. That
landscape includes not only traditional and digital media, but also popular culture texts such as
toys, fads, fashion, shopping malls and theme parks. Teachers don’t have to be media experts
to incorporate media education in the classroom, because it is all about asking questions. 
For example: 
  Who is the audience of a media production and why? From whose perspective is a story
being told? 
 How do the unique elements and codes of a specific genre affect what we see, hear
or read? 
 How might different audiences interpret the same media production? Because media
issues are complex and often contradictory, the educator’s role isn’t to impart knowledge,
but to facilitate the process of inquiry. 
Today, the chief challenges are to locate and evaluate the right information for one’s needs and
to synthesize what one finds into useful knowledge or communication. Media literacy – with
critical thinking, reflection and ethical behaviour at its core – is a key part of what it means to
be educated in today’s world. 
 
Why Teach Media Literacy? 
1. Media literacy encourages young people to question, evaluate, understand and
appreciate their multimedia culture. It teaches them to become active, engaged media
consumers and users. 
2. 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. 
3. Media education embodies and furthers current pedagogy, which emphasizes student-
centred learning, the recognition of multiple intelligences, and the analysis and
management – rather than just the simple storing – of information. 
4. 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, catalysts for learning. 
5. 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. 
6. 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. 
7. In a diverse and pluralistic society, the study of media helps youth understand how
media portrayals can influence how we view different groups in society: it deepens young
people’s understanding of diversity, identity and difference. 
8. Media literacy helps young people’s personal growth and social development by
exploring the connections between popular culture – music, fashion, television
programming, movies and advertising – and their attitudes, lifestyle choices and self-image. 
9. Media literacy helps children critique media representation, teaching them to
distinguish between reality and fantasy as they compare media violence and real-life
violence, media heroes and real-life heroes, and media role models and real-life roles
and expectations. 
 
Key Concepts for Media Literacy 
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 for us to critically respond.  
1. Media are constructions 
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. These decisions are
based on the creators’ own point of view, which will have been shaped by their opinions,
assumptions and biases – as well as media they have been exposed to. As a result of this, media
products are never entirely accurate reflections of the real world – even the most objective
documentary filmmaker has to decide what footage to use and what to cut, as well as where to
put the camera – but we instinctively view many media products as direct representations of
what is real. 
Ask: 
 Who created this media product? 
 What is its purpose? 
 What assumptions or beliefs do its creators have that are reflected in the content? 
2. Audiences negotiate meaning 
The meaning of any media product is not created solely by its producers but is, instead, a
collaboration between them and the audience – which means that different audiences can take
away different meanings from the same product. Media literacy encourages us to understand
how individual factors, such as age, gender, race and social status affect our interpretations
of media. 
Ask: 
 How might different people see this media product differently? 
 How does this make you feel, based on how similar or different you are from the people
portrayed in the media product? 
 
3. Media have commercial implications 
Most media production is a business and must, therefore, make a profit. In addition, media
industries belong to a powerful network of corporations that exert influence on content and
distribution. Questions of ownership and control are central – a relatively small number of
individuals control what we watch, read and hear in the media. Even in cases
where media content is not made for profit – such as YouTube videos and Facebook posts – the
ways in which content is distributed are nearly always run with profit in mind. 
Ask: 
 What is the commercial purpose of this media product (in other words, how will it help
someone make money)? 
 How does this influence the content and how it’s communicated? 
  If no commercial purpose can be found, what other purposes might the media product
have (for instance, to get attention for its creator or to convince audiences of a particular
point of view). 
 How do those purposes influence the content and how it’s communicated? 
4. Media have social and political implications 
Media convey ideological messages about values, power and authority. In media literacy, what
or who is absent may be more important than what or who is included. These messages may be
the result of conscious decisions, but more often they are the result of unconscious biases and
unquestioned assumptions – and they can have a significant influence on what we think
and believe. 
As a result, media have great influence on politics and on forming social change. TV news
coverage and advertising can greatly influence the election of a national leader on the basis of
image; representations of world issues, both in journalism and fiction, can affect how much
attention they receive; and society’s views towards different groups can be directly influenced
by how – and how often – they appear in media. 
Ask: 
 Who and what is shown in a positive light? In a negative light? 
 Why might these people and things be shown this way? 
 Who and what is not shown at all? 
 What conclusions might audiences draw based on these facts? 
5. Each medium has a unique aesthetic form 
The content of media depends in part on the nature of the medium. This includes the technical,
commercial and storytelling demands of each medium: for instance, the interactive nature of
video games leads to different forms of storytelling – and different demands on media creators
– that are found in film and TV. 
Ask: 
 What techniques does the media product use to get your attention and to communicate
its message? 
 In what ways are the images in the media product manipulated through various
techniques (for example: lighting, makeup, camera angle, photo manipulation)? 
 What are the expectations of the genre (for example: print advertising, TV drama, music
video) towards its subject? 

Media Literacy Across the Curriculum 
Media education has a place in nearly every course and subject. Here are some ideas just to get
you started: 
Social Science: In History classes, students can look at how their views of history and historical
events have been shaped by media. Studying films, newspapers and even their own textbooks
can help students see how the nature of each medium shapes how history is told. In Geography
and World Issues classes, students can analyze how news coverage influences how we view
different parts of the world – and the people who live there. 
Science: How are students’ views of science, and what scientists do, shaped by media? Where
does the idea of a “mad scientist” come from, and where do we see this trope today? How do
the commercial demands of newspapers and TV news influence reporting of science stories? 
Family Studies: How are families depicted in different media? How has this changed with time?
Do media portrayals of family follow trends in society, or do they influence them (or both)?
What do various media products popular with youth say about gender roles, and how do youth
interpret these messages? 
Health and Physical Education: What influence does media consumption have on what we eat?
How does it affect our decisions about smoking, drinking, and drug use? What kinds of
relationships do we see modeled in media products popular with youth, and what messages do
youth take from them? How do digital media such as cell phones and the Internet affect our
relationships with others, and how can we maintain healthy relationships using these media? 
Music: How do the commercial pressures of the music industry affect the creation of music?
How are things like gender, class, relationships, or alcohol and drug use depicted in music (and
music videos), and how do youth interpret these messages? How do different musical genres
and styles (pop, rock, hip hop, R&B, etc.) influence the content of music and music videos? How
are musicians portrayed in media, and how does that influence how youth see them? 
Law: How do media products popular with youth portray crime and the criminal justice system?
How are these portrayals influenced by the values or assumptions of the media creators, by
commercial considerations, or by the influence of different genres (cop shows, action games,
etc.)? How are digital media affecting our views on issues such as intellectual property, hate
speech, harassment and defamation of character? 
Visual and Fine Arts: How do artists use, appropriate and deconstruct media products to create
new art? What rights and responsibilities do artists have towards the original media creators
or owners? 
 
 “The convergence of media and technology in a global culture is changing the way we learn
about the world and challenging the very foundations of education. No longer is it enough to be
able to read the printed word; children, youth, and adults, too, need the ability to both critically
interpret the powerful images of a multimedia culture and express themselves in multiple
media forms. Media literacy education provides a framework and a pedagogy for the new
literacy needed for living, working and citizenship in the 21st century. Moreover it paves the
way to mastering the skills required for lifelong learning in a constantly changing world.” 
---Elizabeth Thoman and Tessa Jolls Media Literacy: A National Priority for a Changing World  
 

POST ACTIVITY 
Essay 
1. What is your understanding about Media Literacy?  
2. What is media education? 
3. Why Teach Media Literacy? 
 Cyberliteracy/Digital literacy 
Reference: http://newsmobile.in/articles 
 
OBJECTIVES 
At the end of this chapter, the students are expected to: 
 To know the impact of digital technology in our daily life 
 To gather information on cyberliteracy
 To enable students know how to protect their rights in a cyberliteracy issues.
 
INTRODUCTION 
 
The 21st century has redefined digital literacy. It has broadened its perspective to
include other aspects of the 21st context. These literacies include (1) Cyber Literacy or Digital
Literacy, (2) Media Literacy, (3) Arts and Creativity Literacy, (4) Financial Literacy, (5) Multicultural
Literacy or Global Understanding. This lesson will focus on digital skills and digital literacy as a
response to the 21st century developments. 
 
The millennial students are generally tech-savvy, digital natives. They practically know
how to go about a tablet, an ipad, smartphones or laptops better than anyone
else. This suggest their digital skills. However, are all students digital literates? Thinking on how to
use the digital tools, accessing information, and exhibiting ways of working in a globally competitive
contexts, together with skills in living in the 21st century refer to the digital literacies. 
 
• Media and communication have been among the most rapidly developing.  
• At the turn of the last century, theatre, the telegraph, and the newspaper entertained and
informed us.  
• By the 1930s, movies replaced theatre as popular entertainment, and telephones had replaced
telegraphs as primary lines of communication. In the 1950s TV replaced movies and, later,
newspapers.  
• Now, at the turn of the new century, Web technologies are replacing all three —TV, telephones,
and newspapers—as the primary means by which we are informed and entertained 
 
Digital Literacy  
• As the Premier’s Technology Council (PTC) noted in its 2010 Vision for 21st Century Education,
"the world is not just changing, it is becoming increasingly complex as the global pool of
information expands and becomes ever more accessible.  
• Students 'live in a world that is dramatically more complex than it was just a few years ago. 
• In a remarkably short period of time, the world and its people, economies, and cultures have
become connected, driven largely by the Internet, innovations in mobile computers and devices,
and low-cost telecommunications technology. 
 
So, what does ‘digital literacy’ really mean?  
• Literacy traditionally means being able to read and write.  
• Digital literacy shares some similarities. It refers to the reading and writing of digital texts, for
example being able to ‘read’ a website by navigating through hyperlinks and ‘writing’ by uploading
digital photos to a social networking site.  
• In this sense, digital literacy means the functional skills required to operate and communicate
with technology and media. 
 
International definitions of digital literacy 
 
• The skills and knowledge to use a variety of digital media software applications and hardware 
devices, such as a computer, a mobile phone, and Internet technology 
• The ability to critically understand digital media content and applications; and the knowledge and 
capacity to create with digital technology. 
 
The terms ‘digital technology’ and ‘new media’  
 
• A wide range of technologies which store and transmit information in digital form.  
• This includes computers, the internet and e-mail, mobile phones and other mobile devices and
cameras, video games, and also Web technologies, the label commonly applied to ‘participatory’
and interactive media which involve the user being able to generate and broadcast content
(including blogs, wikis, and social networking sites) 
 
 
Why call it "Digital Literacy"? 
• Many organizations use different terms such as ICT (information and communication technology),
educational technology, computer literacy, and others.  
• We view these terms as synonymous with digital literacy 
 
 
Definition Digital Literacy  

Digital Literacy is “the interest, attitude and ability of individuals to appropriately use digital
technology and communication tools to access, manage, integrate, analyze and evaluate
information, construct new knowledge, create and communicate with others”. 
 
Statistics of Digital Literacy 2019 
 
https://wearesocial.com/blog/2019/01/digital-2019-global-internet-use-accelerates 
We’ll explore all of the key trends and insights from this year’s reports in detail below, but here
are the essential headlines you need in order to understand ‘Digital in 2019’: 
 There are 5.11 billion unique mobile users in the world today, up 100 million (2
percent) in the past year. 
 There are 4.39 billion internet users in 2019, an increase of 366 million (9
percent) versus January 2018. 
 There are 3.48 billion social media users in 2019, with the worldwide total
growing by 288 million (9 percent) since this time last year. 
 3.26 billion people use social media on mobile devices in January 2019, with a
growth of 297 million new users representing a year-on-year increase of more than 10
percent. 
 
What is Digital Life?  
• Digital life describes the media world our kids inhabit – online, on cell phones and mobile devices,
and anywhere media is displayed.  
• By definition, digital media is participatory. The users create the content, and anything created in
this digital life becomes instantly viral, scalable, replicable, and viewable by vast, invisible
audiences.  
• Kids use digital media to socialize, do their homework, express themselves, and connect to the
world.  
• New technologies give our kids unprecedented powers of creation and communication, making
the world more accessible and comprehensible at earlier and earlier ages. 
 
 
The Need for Digital Literacy and Citizenship  
• This dynamic new world requires new comprehension and communication skills,  
• As well as new codes of conduct, to ensure that these powerful media and technologies are used
responsibly and ethically.  
• Much of the interaction in this digital world happens at a distance, which can diminish the rules of
cause and effect, action and consequence.  
• Additionally, much of digital life takes place under the cloak of anonymity, making it easier to
participate in unethical and even illegal behaviors. 
 
 
Digital Literacy means the ability to  
• Use technology competently  
• Interpret and understand digital content and assess its credibility  
• Create, research, and communicate with appropriate tools 
 
Digital Citizenship  
• Means that kids appreciate their responsibility for their content as well as their actions when
using the Internet, cell phones, and other digital media.  
• All of us need to develop and practice safe, legal, and ethical behaviors in the digital media age.  
• Digital Citizenship programs involve educational tools and a basic curriculum for kids, parents, and
teachers.  
 
Strategies for Teaching Digital Literacy and Citizenship  
• Disseminate a basic curriculum that defines the standards of ethical behavior on digital platforms
– for students, parents, and educators. 
 • Educate and empower teachers so that they can understand and teach Digital Literacy
and Citizenship.  
• Educate and empower parents about technology and important behavioral guidelines involving the use of
digital media.
 
Provide teacher training in the basics of Digital Literacy and Citizenship  
• Teachers need training and preparation in the fundamentals of Digital Literacy and Citizenship. 
• Many of today’s teachers and administrators lag behind their students in under-standing and
using technology and digital media.  
• Teachers must understand the basic technologies and applications, as well as what their students
are doing with them, if they are to teach 21st-century skills and ethics successfully. 
• Teachers also need professional development and guidance about how to connect formal
learning environments (schools) with informal learning environments (after-school programs,
libraries, homes) as digital media and technology continue to break down the walls between the
two. 
 
Web Resources for Digital Literacy in the Classroom 
• Digital literacy is the ability to use digital technology to create or analyze information.  
• Students of all ages need to develop digital literacy skills for success in life, so teachers are using a
variety of tools to bring technology into the classroom.  
• From tweeting about historical events to blogging about science experiments, there are many
opportunities for educators to introduce new technology and make it fun for students to learn the
skills they need.  
• Students also have the opportunity to discuss the importance of technology, which fosters
discussion and enhances classroom communication. 
 
Classroom Blogs  
• Classroom blogs give students extra opportunities to read and write, making them a valuable tool
for any grade. They also encourage students to collaborate and provide opportunities for peer
mentorship.  
• Students who are hesitant to participate during class discussions may be more likely to participate
when classroom blogs are used to share information.  
• Teachers like classroom blogs because they are easily updated and serve as a central source of
information for parents and students. 
 
Vlogs  
• Some teachers are turning their classroom blogs into video blogs, or vlogs. Video blogs have many
uses in the educational world, from showcasing student projects to making lessons available
outside the classroom.  
• Students learn how to use recording tools, edit video files, and upload files to their school Web
servers, so they develop valuable digital literacy skills while having fun.  
• Video blogs also enhance communication and make it easier for parents to see what their children
have been doing in school.  
• Students can use vlogs to showcase their musical talents, upload videos of their science
experiments, and educate other students about social topics. 
 
Wikis  
• A wiki is simply a collaborative website created and edited by more than one user. Classroom
wikis have many features that make them ideal for increasing digital literacy.  
• Students can edit them quickly, make suggestions, and work together to create content. Most wiki
software also works with older operating systems, so teachers do not have to worry about
upgrading to the latest technology.  
• Teachers can use wikis to summarize lessons, disseminate important information, and post class
notes.  
• One of the best things about using classroom wikis is that wiki software does not prevent students
from making mistakes; meaning they have the opportunity to find and correct errors, which is a
good way to strengthen their skills.  
• Students can use classroom wikis to create study guides, vocabulary lists, and summaries of
research projects 
 
Glogster  
• Glogster is a relatively new tool for educators, but it is no less important than blogs and wikis.  
• The Web-based tool allows teachers and students to create virtual posters and share them with
other people.  
• The posters combine audio, text, images, video, and hyperlinks, so students have the opportunity
to develop several different technology skills.  
• Glogster makes it easy to create posters addressing classroom policies and homework
assignments.  
• Teachers can also post photos and videos of students reading, working on math problems, playing
musical instruments, or participating in physical education activities. 
 
Podcasts  
• A podcast is a type of digital media recorded by students and uploaded to syndication or
streaming services such as iTunes.  
• Students record classroom activities, edit the audio and video files, and upload the files for digital
distribution, which helps them develop digital literacy.  
• With just a computer and a good microphone, teachers can also record their lessons and make
them available for students and parents to listen to at home. This makes it easier for students to
study and gain a deeper understanding of the material taught in class.  
• Science teachers are using podcasts to help students share what they have learned during
experiments.  
• Students can record their book reports and share them with other reading classes. Podcasting is
so versatile it can even be used for social science and humanities classes. 
 

Stages of Educator learning in Digital world  

• Entry -Teacher is learning the basics of a technology, e.g., how to set up equipment and operate
it.  
• Adoption- Teacher begins to use the technology in management areas, e.g., computer generated
quizzes or worksheets, grade books.  
• Adaptation- Teacher begins to use software to support instruction, e.g., a commercially produced
content area program or productivity tools (word processor, database).  
• Appropriation- Teacher begins to focus on collaborative, project-based technology use, and
technology becomes one of several instructional tools.  
• Invention Teacher begins to develop different uses for technology, e.g., creates projects that
combine two or more technologies 
 
Digital world and Shifting Roles  
• The result of this new model of education is that it will be more collaborative and inclusive,
changing the roles of the student, the teacher, and the parent.  
• Some of this shift has already taken place, as the relationship between teachers and students has
slowly reshaped.  
• PTC believes a more complete transformation of the education system is required and within that
context it is important to clearly illustrate what the new roles should be 
  
From Passive Student to Active Learner  
• As a student ages they will begin to take greater and greater responsibility for charting their own
path.  
• It is the role of the student to accept and understand this responsibility. “In a world of continuous
change, the ability of individuals to plan and implement their own learning without external
direction is the key to success.”  
• Students would be empowered – and ideally inspired – to “pursue learning both in school (formal
learning) and outside of school (informal learning).” 
 
From Parent as Supporter to Parent as Participant  
• The increased role of the parent also has to be acknowledged. With greater information
availability, parents can be more involved with their children’s education progress, overcoming
challenges, and supporting learning outcomes.  
• They can learn more quickly and more intimately what their child is doing at school. They can help
guide decisions and more rapidly respond to challenges.  
• Technology allows far more access to the student’s progress than the periodic report cards.
Parents are already beginning to expect greater feedback than in the past. 
 
From Parent as Supporter to Parent as Participant  
• Furthermore, parents have to recognize their educational role outside the classroom.  
• A student’s out of school learning is critical. Students only spend 14% of their time at school.  
• Indeed, learning is an inherent part of everyday life: each new experience, at home, at work, or
during leisure time, may throw up a challenge, a problem to be solved, or a possibility of an
improved future state. 
 
From Teacher as Lecturer to Teacher as Guide  
• Teachers are the core of any education system and their role undergoes just as great a
transformation as that of the student and the parent.  
• Many teachers have already recognized that their role is shifting.  
• Teachers have much better tools at their disposal to bring information to their students and
equally importantly, to guide their progress in a new model.  
• As more data becomes available to teachers, they are now better able to diagnose individual
students’ needs and make better decisions about what will help individual students learn. 
 
Digital literacy and Shifting role of the learner 
 
Creativity and Innovation  
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students:  
• Apply existing knowledge to generate new ideas, products, or processes.  
• Create original works as a means of personal or group expression. • Use models and simulations
to explore complex systems and issues.  
• Identify trends and forecast possibilities 
 
Communication and Collaboration  
Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others.  
• Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.  
• Communicate information and ideas effectively to multiple audiences using a variety of media and
formats.  
• Develop cultural understanding and global awareness by engaging with learners of other
cultures.  
• Contribute to project teams to produce original works or solve problems 
 
Research and Information Fluency  
Students apply digital tools to gather, evaluate, and use information.  
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media  
• Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks.  
• Process data and report results 
 

Digital Citizenship  
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:  
• Advocate and practice safe, legal, and responsible use of information and technology.  
• Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.  
• Demonstrate personal responsibility for lifelong learning.  
• Exhibit leadership for digital citizenship. 
 
Technology Operations and Concepts  
Students demonstrate a sound understanding of technology concepts, systems, and operations.  
• Understand and use technology systems.  
• Select and use applications effectively and productively.  
• Troubleshoot systems and applications.  
• Transfer current knowledge to learning of new technologies. 
 
 

ACTIVITY 
 
Group Work
Share your experiences to the group on how media literacy affects your daily life. Positive effect
and negative effect.  Make a 5min video with your classmate as you share your experiences.