MODULE 1 - USE OF POPULAR MEDIA IN EDUCATION Without AK

USE OF POPULAR MEDIA IN EDUCATION Page 1 of 80 Week 1
Module 1
Introduction to Media and Information Literacy
I. INTRODUCTION:
Knowledge is created and disseminated in all forms and formats. Media and
information increase every day and it becomes so abundant that it can be
found anywhere, anytime especially in the booming era of data and
information explosion. Becoming media and information literate individuals
will test our patience on how we deal with information and misinformation. It
includes a certain level of respect towards those who need and request it.
Respect for information need means we allow each and every one to express
their ideas, opinions, and expressions fully without any judgment or
prejudice. MIL teaches us to use information and media content in an
ethical, efficient, and effective manner.
USE OF POPULAR MEDIA IN EDUCATION Page 2 of 80 II.

OBJECTIVES:
At the end of this module, you should be able to:
1. describe the scope and nature of media and information literacy.

2. equip yourself with needed knowledge and skills that respond to the
demands of the job market in terms of media literacy, information
literacy and technology literacy.
3. Define media literacy, information literacy and technology literacy.
III. PRELIMINARY ACTIVITIES:
Before you proceed to the main lesson, test yourself

in this activity.
Directions: Agree or Disagree. Let us check your stock

knowledge about TLE. Take the quiz below. Check YES if you agree and NO
STATEMENT YES NO
1. Media and information literacy 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.
2. The United National Educational, System, and Cultural

Organization (UNESCO) defines media and information
as the set of competencies to search, critically
evaluate, use and contribute information and media
content wisely; knowledge of one’s rights online;
understanding how to combat online hate speech and
cyberbullying; understanding of the ethical issues
surrounding the access and use of information; and
engage with media and ICTs to promote quality, free
expression,
USE OF POPULAR MEDIA IN EDUCATION Page 3 of 80

intercultural/interreligious dialogue, peace, etc.
3. Media and Information Literacy sets apart information
literacy and media literacy, along with information and
communication technology and digital literacy as a
new literacy construct that helps empower people,
communities and nations to participate in and
contribute to global knowledge societies.
Realization Question:
1. What is your expectation in the Use of Popular Media in Education

subject?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
GREAT!!!
You may now proceed to the main lesson.
IV. LESSON PROPER
LET’S BEGIN!
Based on the preliminary activities, what did you

notice about it?
________________________________________________
________
CONGRATULATIONS!
You may now proceed to the lesson.
MEDIA & INFORMATION LITERACY: A BRIEF INTRODUCTION In the

Digital Age we find ourselves in, the media are in upheaval. Tremendous
changes in the way information are packaged, received, retrieved and shared
have sparked fascination, confusion and peril-especially when it comes to
news, which is so essential in democracies (Clay Shirky, 2010).
In this media turmoil which threatens our ability to oversee the people who
act on our behalf, digital citizens of today’s world need a media environment
that serves us both as individuals and as a society; and acquire media and
information literacy skills to enable us not just keep politicians in check but
also to balance the power of the many other people and institutions we rely
on, e.g. the police, doctors, technocrats, researchers, bankers, etc., and all
other people who make decisions that affect us without requiring or allowing
our direct input. (ibid)
Defining Media & Information Literacy

Media and Information Literacy (MIL) is used as a composite concept to refer
to a set of competencies that empowers citizens to access, retrieve,
understand, evaluate and use, create, as well as share information and
media content in all formats, using various tools, in a critical, ethical and
effective way, in order to participate and engage in personal, professional
and societal activities.
USE OF POPULAR MEDIA IN EDUCATION Page 5 of 80 Media literate

citizens can:
a) access, find, evaluate, use the information they need in ethical and
effective ways;
b) understand the role and functions of media and other information
providers such as libraries, museums and archives, including those on the
Internet, in democratic societies and in the lives of individuals;
c) understand the conditions under which media and information providers
can best fulfil their roles and functions;
d) critically evaluate information and media content from a variety of
sources; e) engage with media and information providers for self-expression,
life-long learning, democratic participation, and good governance; and f)
enhance the skills (including ICT skills) needed to produce content in a
variety of media formats .
Media and Information Literacy (MIL) therefore brings together Information

Literacy and Media Literacy, along with Information and Communication
Technology (ICT) and Digital Literacy, as a new literacy construct that helps
empower people, communities and nations to participate in and contribute to
global knowledge societies.
(Source: Unesco)
Media and information literacy
Media and information literacy is a hot topic in media development today.

And for those who don't know exactly what the term means and why it's so
vitally important, we've put together this overview for you.
Media and information literacy, often referred to as MIL, is about equipping

citizens with the competencies and skills to engage effectively and
responsibly with media and information systems. This enables people to
become active and critical citizens who can participate in civic life and
democracy.

What do you mean, competencies?
There are diverse understandings of the various competencies that MIL
should foster. In a forthcoming DW Akademie discussion paper on the topic,
we define MIL as a composite of seven core competencies:
1) The ability to access and locate suitable media and information sources
2) The ability to use and understand media and information in order to
apply it to one’s daily life
3) The ability to evaluate the credibility, accuracy and objectivity of
sources 4) The ability to create and produce media and information
5) The ability to participate by knowing how and where to interact with
creators and editors of media and information
6) The ability to understand the workings of media and information systems,
their organization and how information is produced
7) The ability to recognize, demand and defend quality media and
information sources.
The 'media and information' part of MIL is generally regarded as including
conventional media, such as television, radio, newspapers and magazines, as
well as digital media, such as the internet, email and social media.
How can you promote media and information literacy?

Fostering MIL can have many layers. It can be about passing on technical
skills, such as teaching people how to use a keyboard and a mouse, or how
to send an SMS on a telephone. It can also be about imparting functional
knowledge, such as how television news shows are produced, or about
raising awareness of issues such as media bias and unethical behavior. All
of these competencies are necessary in order to make effective and
responsible use of media and information sources.
It is generally seen as increasingly essential for young people to develop
media and information literacy as early as possible so that they can
participate fully as citizens in the future. For this reason, MIL projects often
target younger people.

Why is fostering media and information literacy important?
There are two main reasons.
Firstly, classical media development projects, which often promote media
diversity or seek to improve journalists' skills, are pointless if the information
produced by the media falls on deaf ears, so to say. For the flow of
information to work effectively, people need to develop the seven
competencies outlined above.
The second reason is linked to the digital divide. The term refers to the
increasing gap in the access to modern information and communication
technologies that exist between certain regions and demographics. With
mobile internet access gaining momentum in many developing countries, the
digital divide is starting to become less about whether people have physical
access to the internet but whether they have the ability to benefit effectively
from it. This is where media and information literacy comes in.
Thus, MIL ties in with a human rights-based approach to media
development. As such, MIL is a prerequisite for enjoying fundamental
human rights, in particular freedom of expression and access to information
guaranteed by Article 19 of the UN's Universal Declaration of Human Rights.
What about digital literacy, is that important, too?

Internet penetration, both mobile and fixed, is rapidly increasing in most
regions of the world and social media is becoming an ever-more popular
platform for sharing and consuming information. As a response to this, MIL
projects are increasingly targeting digital literacy.
Digital literacy should be seen, however, as only one facet of fostering media
and information literacy because internet use in certain developing and
emerging countries has not reached a critical mass.
MEDIA LITERACY
What is media literacy, and why is it important?
The word "literacy" usually describes the ability to read and write. Reading
literacy and media literacy have a lot in common. Reading starts with
recognizing letters. Pretty soon, readers can identify words -- and, most
importantly, understand what those words mean. Readers then become
writers.
USE OF POPULAR MEDIA IN EDUCATION Page 8 of 80 With more

experience, readers and writers develop strong literacy skills.
Media literacy is the ability to identify different types of media and

understand the messages they're sending. Kids take in a huge amount of
information from a wide array of sources, far beyond the traditional media
(TV, radio, newspapers, and magazines) of most parents' youth. There are
text messages, memes, viral videos, social media, video games, advertising,
and more. But all media shares one thing: Someone created it. And it was
created for a reason. Understanding that reason is the basis of media
literacy.
The digital age has made it easy for anyone to create media. We don't always
know who created something, why they made it, and whether it's credible.
This makes media literacy tricky to learn and teach. Nonetheless, media
literacy is an essential skill in the digital age.
Specifically, it helps kids:

∙ Learn to think critically. As kids evaluate media, they decide whether
the messages make sense, why certain information was included, what
wasn't included, and what the key ideas are. They learn to use
examples to support their opinions. Then they can make up their own
minds about the information based on knowledge they already have.
∙ Become a smart consumer of products and information. Media

literacy helps kids learn how to determine whether something is
credible. It also helps them determine the "persuasive intent" of
advertising and resist the techniques marketers use to sell products.
∙ Recognize point of view. Every creator has a perspective. Identifying

an author's point of view helps kids appreciate different perspectives. It
also helps put information in the context of what they already know --
or think they know.
USE OF POPULAR MEDIA IN EDUCATION Page 9 of 80 ∙ Create

media responsibly. Recognizing your own point of view, saying what you want
to say how you want to say it, and understanding that your messages have an
impact is key to effective communication.
∙ Identify the role of media in our culture. From celebrity gossip to

magazine covers to memes, media is telling us something, shaping our
understanding of the world, and even compelling us to act or think in
certain ways.
∙ Understand the author's goal. What does the author want you to take
away from a piece of media? Is it purely informative, is it trying to
change your mind, or is it introducing you to new ideas you've never
heard of? When kids understand what type of influence something
has, they can make informed choices.
∙ When teaching your kids media literacy, it's not so important for parents
to tell kids whether something is "right." In fact, the process is more of
an exchange of ideas. You'll probably end up learning as much from
your kids as they learn from you.
Media literacy includes asking specific questions and backing up your

opinions with examples. Following media-literacy steps allows you to
learn for yourself what a given piece of media is, why it was made, and
what you want to think about it.
Teaching kids media literacy as a sit-down lesson is not very effective;

it's better incorporated into everyday activities. For example:
∙ With little kids, you can discuss things they're familiar with but may not
pay much attention to. Examples include cereal commercials, food
wrappers, and toy packages.
USE OF POPULAR MEDIA IN EDUCATION Page 10 of 80 ∙ With older

kids, you can talk through media they enjoy and interact with. These include
such things as YouTube videos, viral memes from the internet, and ads for
video games.
Here are the key questions to ask when teaching kids media literacy:
∙ Who created this? Was it a company? Was it an individual? (If so,

who?) Was it a comedian? Was it an artist? Was it an anonymous
source? Why do you think that?
∙ Why did they make it? Was it to inform you of something that
happened in the world (for example, a news story)? Was it to change
your mind or behavior (an opinion essay or a how-to)? Was it to make
you laugh (a funny meme)? Was it to get you to buy something (an
ad)? Why do you think that?
∙ Who is the message for? Is it for kids? Grown-ups? Girls? Boys? People
who share a particular interest? Why do you think that? ∙ What
techniques are being used to make this message credible or
believable? Does it have statistics from a reputable source? Does it
contain quotes from a subject expert? Does it have an authoritative
sounding voice-over? Is there direct evidence of the assertions its
making? Why do you think that?
∙ What details were left out, and why? Is the information balanced with
different views -- or does it present only one side? Do you need more
information to fully understand the message? Why do you think that?
∙ How did the message make you feel? Do you think others might feel
the same way? Would everyone feel the same, or would certain people
disagree with you? Why do you think that?
∙ As kids become more aware of and exposed to news and current events,
you can apply media-literacy steps to radio, TV, and online
information.
USE OF POPULAR MEDIA IN EDUCATION Page 11 of 80 Media

literacy encompasses the practices that allow people to access, critically
evaluate, and create or manipulate media. Media literacy is not restricted to one
medium. The oldest organization studying Media Literacy is the National
Telemedia Council based in Madison Wisconsin and led by Marieli Rowe for over
50 years. The NTC has published the Journal of Media Literacy during most of
that history originally known as “Telemedium.”
∙ Media literacy education is intended to promote awareness of media

influence and create an active stance towards both consuming and
creating media. Media literacy education is part of the curriculum in
the United States and some European Union countries, and an
interdisciplinary global community of media literacy scholars and
educators engages in knowledge sharing through scholarly and
professional journals and national membership associations.
Media literacy education

Education for media literacy often uses an inquiry-based pedagogic model
that encourages people to ask questions about what they watch, hear, and
read. Media literacy moves beyond the traditional formats of written and
print text and moves to examining more contemporary sources. Some
examples of media literacy include, but are not limited to television, video
games, photographs, and audio messages. Media literacy education provides
tools to help people develop receptive media capability to critically analyze
messages, offers opportunities for learners to broaden their experience of
media, and helps them develop generative media capability to increase
creative skills in making their own media messages. Critical analyses can
include identifying author, purpose and point of view, examining
construction techniques and genres, examining patterns of media
representation, and detecting propaganda, censorship, and bias in news and
public affairs programming (and the reasons for these). Media literacy
education may explore how structural features—such as media ownership,
or its funding model—affect the information presented.
As defined by The Core Principles of Media Literacy Education, "the purpose
of media literacy education is to help individuals of all ages develop the
habits of inquiry and skills of expression that they need to be critical
thinkers, effective communicators and active citizens in today’s world."
Education about media literacy can begin in early childhood by developing a
pedagogy around more critical thinking and deeper analysis and questioning
of concepts and texts. As students age and enter adulthood, the use of
learning media literacy will be impactful in identifying ethical and technical
standards in media as well as understanding how media ties to their
cognitive, social, and emotional needs.
In North America and Europe, media literacy includes both empowerment
and protectionist perspectives. Media literate people can skillfully create and
produce media messages, both to show understanding of the specific
qualities of each medium, as well as to create media and participate as
active citizens. Media literacy can be seen as contributing to an expanded
conceptualization of literacy, treating mass media, popular culture and
digital media as new types of 'texts' that require analysis and evaluation. By
transforming the process of media consumption into an active and critical
process, people gain greater awareness of the potential for misrepresentation
and manipulation, and understand the role of mass media and participatory
media in constructing views of reality. Media literacy education is sometimes
conceptualized as a way to address the negative dimensions of media,
including media manipulation, misinformation, gender and racial
stereotypes, the sexualization of children, and concerns about loss of
privacy, cyberbullying and Internet predators. By building knowledge and
competencies in using media and technology, media literacy education may
provide a type of protection to children and young people by helping them
make good choices in their media consumption habits, and patterns of
usage. Proponents of media literacy education argue that the inclusion of
media literacy into school curricula promotes civic engagement, increases
awareness of the power structures inherent in popular media and aids
students in gaining necessary critical and inquiry skills. Media can have a
positive or negative impact on society, but media literacy enables the
students to discern inescapable risks of manipulation and bias through the
media. A growing body of research has begun focusing on the impact of
media literacy on youth. In an important meta-analysis of more than 50
studies, published in the Journal of Communication, media literacy
interventions were found to have positive effects on knowledge, criticism,
perceived realism, influence, behavioral beliefs, attitudes, self-efficacy, and
behavior. Media literacy also encourages critical thinking and self-
expression, enabling citizens to decisively exercise their democratic rights.
Media literacy enables the populace to understand and contribute to public
discourse, and, eventually, make sound decisions when electing their
leaders. People who are media literate can adopt a critical stance when
decoding media messages, no matter their views regarding a position.
Theoretical approaches to media literacy education
A variety of scholars have proposed theoretical frameworks for media

literacy. Renee Hobbs identifies three frames for introducing media literacy to
learners: authors and audiences (AA), messages and meanings (MM), and
representation and reality (RR). In synthesizing the literature from media
literacy, information literacy, visual literacy and new literacies, she identifies
these core ideas that form the theoretical context for media literacy.

David Buckingham has come up with four key concepts that "provide a
theoretical framework which can be applied to the whole range of
contemporary media and to 'older' media as well: Production, Language,
Representation, and Audience." Elaborating on the concepts presented by
David Buckingham, Henry Jenkins discusses the emergence of a
participatory culture and stresses the significance of "new media
literacies"—a set of cultural competencies and social skills that young people
need in the new media landscape.
Douglas Kellner and Jeff Share have categorized four different approaches to
media education: the protectionist approach, media arts education, media
literacy movement, and critical media literacy. The protectionist approach
views audiences of mass media as vulnerable to cultural, ideological or moral
influences, and needing protection by means of education. The media arts
education approach focuses on creative production of different media forms
by learners. The media literacy movement is an attempt to bring traditional
aspects of literacy from the educational sphere and apply it to media. Critical
media literacy aims to analyze and understand the power structures that
shape media representations and the ways in which audiences work to make
meaning through dominant, oppositional and negotiated readings of media.
History and international applications
Media literacy education is actively focused on the instructional methods and

pedagogy of media literacy, integrating theoretical and critical frameworks
rising from constructivist learning theory, media studies, and cultural
studies scholarship. This work has arisen from a legacy of media and
technology use in education throughout the 20th century and the
emergence of cross
disciplinary work at the intersections of media studies and education. The
Voices of Media Literacy, a project through the Center for Media Literacy
sponsored by Tessa Jolls, included first-person interviews with 20 media
literacy pioneers active prior to the 1990s in English-speaking countries.
The project provided historical context for the rise of media literacy from
individuals who helped influenced the field.
In 2001, a media education survey by UNESCO investigated which countries

were incorporating media studies into different schools' curricula, as well as
to help develop new initiatives in the field of media education. A
questionnaire was sent to a total of 72 experts on media education in 52
different countries around the world. The questionnaire addressed three key
areas:
USE OF POPULAR MEDIA IN EDUCATION Page 14 of 80 1. "Media

education in schools: the extent, aims, and conceptual basis of
current provision; the nature of assessment; and the role of
production by students."
2. "Partnerships: the involvement of media industries and media
regulators in media education; the role of informal youth
groups; the provision of teacher education."
3. "The development of media education: research and evaluation
of media education provision; the main needs of educators;
obstacles to future development; and the potential contribution
of UNESCO."
The results of the survey indicated that media education had been making
very uneven progress. In countries where media education existed at all, it
was offered as an elective, and many countries believed that media education
should not be a separate part of the curriculum but rather should be
integrated into existing subject areas. However, respondents across
boundaries all realized the importance of media education, as well as the
need for formal recognition from their government and policymakers.
North America
In North America, the beginnings of a formalized approach to media literacy

as a topic of education is often attributed to the 1978 formation of the
Ontario based Association for Media Literacy (AML). Before that time,
instruction in media education was usually the purview of individual
teachers and practitioners. Canada was the first country in North America
to require media literacy in the school curriculum. Every province has
mandated media education in its curriculum. For example, the new
curriculum of Quebec mandates media literacy from Grade 1 until final year
of secondary school (Secondary V). The launching of media education in
Canada came about for two reasons.
USE OF POPULAR MEDIA IN EDUCATION Page 15 of 80 One reason

was the concern about the pervasiveness of American popular culture and the
other was the education system-driven necessity of contexts for new educational
paradigms. Canadian communication scholar Marshall McLuhan ignited the
North American educational movement for media literacy in the 1950s and
1960s. Two of Canada's leaders in Media Literacy and Media Education are
Barry Duncan and John Pungente. Duncan died on June 6, 2012. Even after he
retired from classroom teaching, Barry had still been active in media education.
Pungente is a Jesuit priest who has promoted media literacy since the early
1960s.
Media literacy education has been an interest in the United States since the
early 20th century, when high school English teachers first started using film
to develop students' critical thinking and communication skills. However,
media literacy education is distinct from simply using media and technology
in the classroom, a distinction that is exemplified by the difference between
"teaching with media" and "teaching about media." In the 1950s and 60s, the
‘film grammar’ approach to media literacy education developed in the United
States. Where educators began to show commercial films to children, having
them learn a new terminology consisting of words such as: fade, dissolve,
truck, pan, zoom, and cut. Films were connected to literature and history. To
understand the constructed nature of film, students explored plot
development, character, mood and tone. Then, during the 1970s and 1980s,
attitudes about mass media and mass culture began to shift around the
English-speaking world. Educators began to realize the need to “guard
against our prejudice of thinking of print as the only real medium that the
English teacher has a stake in.” A whole generation of educators began to
not only acknowledge film and television as new, legitimate forms of
expression and communication, but also explored practical ways to promote
serious inquiry and analysis—- in higher education, in the family, in schools
and in society. In 1976, Project Censored began using a service-learning
model to cultivate media literacy skills among students and faculty in higher
education.
USE OF POPULAR MEDIA IN EDUCATION Page 16 of 80 Media literacy

education began to appear in state English education curriculum frameworks by
the early 1990s, as a result of increased awareness in the central role of media
in the context of contemporary culture. Nearly all 50 states have language that
supports media literacy in state curriculum frameworks. Additionally, an
increasing number of school districts have begun to develop school-wide
programs, elective courses, and other after school opportunities for media
analysis and production. However, there is no national data on the reach of
media literacy programs in the United States.
Interdisciplinary scholarship in media literacy education is emerging. In

2009, a scholarly journal was launched, the Journal of Media Literacy
Education, to support the work of scholars and practitioners in the field.
Universities such as Appalachian State University, Columbia University,
Ithaca College, New York University, Brooklyn College of the City, University
of New York, the University of Texas-Austin, The University of Rhode Island
and the University of Maryland offer courses and summer institutes in
media literacy for pre-service teachers and graduate students. Brigham
Young University offers a graduate program in media education specifically
for in
service teachers. Since 2011, the University of California, Los Angeles
(UCLA) Graduate School of Education and Information Studies, Teacher
Education Program has required all new teachers take a 4-unit course on
Critical Media Literacy.
Europe
The UK is widely regarded as a leader in the development of media literacy

education. Key agencies that have been involved in this development include
the British Film Institute, the English and Media Centre Film Education the
Centre for the Study of Children, Youth and Media at the Institute of
Education, London, and the DARE centre (Digital Arts Research Education),
a collaboration between University College London and the British Film
Institute. The ‘promotion' of media literacy also became a UK Government
policy under New Labour, and was enshrined in the Communications Act
2003 as a responsibility of the new media regulator, Ofcom.
USE OF POPULAR MEDIA IN EDUCATION Page 17 of 80 After an initial

burst of activity, however, Ofcom's work in this regard was progressively reduced
in scope, and from the Coalition government onwards, the promotion of media
literacy was reduced to a matter of market research – what Wallis & Buckingham
have described as an ‘undead' policy.
In the Nordics, media education was introduced into the Finnish elementary
curriculum in 1970 and into high schools in 1977. The concepts devised at
the Lycée franco-finlandais d'Helsinki became the standard nation-wide in
2016. Media education has been compulsory in Sweden since 1980 and in
Denmark since 1970.
France has taught film from the inception of the medium, but it has only
been recently that conferences and media courses for teachers have been
organized with the inclusion of media production.
Germany saw theoretical publications on media literacy in the 1970s and

1980s, with a growing interest for media education inside and outside the
educational system in the 80s and 90s.
In the Netherlands media literacy was placed in the agenda by the Dutch
government in 2006 as an important subject for the Dutch society. In April,
2008, an official center has been created (mediawijsheid expertisecentrum =
medialiteracy expertisecenter) by the Dutch government. This center is a
network organization consisting of different stakeholders with expertise on
the subject.
In Russia, the history of media education goes back to the 1920s, but these
first attempts were stopped by Joseph Stalin. The 1970s-1990s brought
about the first official programs of film and media education, increasing
interest in doctoral studies focused on media education, as well as
theoretical and empirical work on media education by O.Baranov (Tver),
S.Penzin (Voronezh), G.Polichko, U.Rabinovich (Kurgan), Y.Usov (Moscow),
Alexander Fedorov (Taganrog), A.Sharikov (Moscow) and others. Recent
developments in media education in Russia are the 2002 registration of a
new ‘Media Education’ (No. 03.13.30) specialization for the pedagogical
universities, and the 2005 launch of the Media Education academic journal,
partly sponsored by the ICOS UNESCO ‘Information for All’.
USE OF POPULAR MEDIA IN EDUCATION Page 18 of 80 Montenegro

became one of the few countries in the world that have introduced media
education into their curriculums, when in 2009 “media literacy” was introduced
as an optional subject for 16 and 17-year-old students of Gymnasium high
schools.
In Ukraine, media education is in the second stage (2017–2020) of
development and standardization. Main centres of media education include
the Ivan Franko University of Lviv (led by Boris Potyatinnik), Institute of
Higher Education of the National Academy of Pedagogical Sciences of
Ukraine (Hanna Onkovych), Institute of Social and Political Psychology of
the National Academy of Pedagogical Sciences of Ukraine (Lyubov
Naidyonova).
Asia
Media literacy education is not yet as widespread or as advanced in Asia,

comparative to the U.S. or Western countries. Beginning in the 1990s, there
has been a shift towards media literacy in East Asia. In recent years, media
literacy education is growing in Asia, with several programs in place across
countries throughout the Asian Pacific region.
Teachers in Beijing, China is recognizing the importance of media literacy

education in primary schools based on their own level of concern for the
need of media literacy in education. Other programs in China include Little
Masters, a Chinese publication created by children that report on a variety of
issues, helping children learn journalism and basic teamwork and
communication skills. Studies have been done to test levels of media literacy
among Chinese-speaking students in China and Taiwan, but further
research is needed. Information literacy is highly regarded in education, but
media literacy less recognized.
In India, the Cybermohalla program started in 2001 with the aim to bring
access to technology to youths.
In Vietnam, the Young Journalists Group (YOJO) created in 1998 in

collaboration with UNICEF and the Vietnamese National Radio to combat
false accounts by the media.
USE OF POPULAR MEDIA IN EDUCATION Page 19 of 80 In Singapore,

the Media Development Authority (MDA) defines media literacy and recognizes it
as an important tool for the 21st century, but only from the reading aspect of
the term.
Beginning in the 2017 school year, children in Taiwan study a new
curriculum designed to teach critical reading of propaganda and the
evaluation of sources. Called "media literacy," the course provides training
in journalism in the new information society.
In Iran, Nasra is a movement aiming to meet the learning needs of all

children, youth and adults in 2018. This social movement focuse on digital
media use and mental health and increase the skills of using the media for
the public.
Middle East
Jordan is moving forward in fostering media and information literacy, which

is crucial to fighting extremism and hate speech, Jordan Media Institute is
working on spreading the concepts and skills of positive interaction with the
media and tools of communication technology and digital media, and to
reduce their disadvantages. An academy in Beirut, Lebanon opened in 2013,
called the Media and Digital Literacy Academy of Beirut (MDLAB) with the
goal for students to be critical media consumers.
Australia
In Australia, media education was influenced by developments in Britain

related to the inoculation, popular arts, and demystification approaches. Key
theorists who influenced Australian media education were Graeme Turner
and John Hartley who helped develop Australian media and cultural
studies. During the 1980s and 1990s, Western Australians Robyn Quin and
Barrie MacMahon wrote seminal textbooks such as Real Images, translating
many complex media theories into classroom appropriate learning
frameworks. At the same time Carmen Luke connected media literacy with
feminism promoting a more critical approach to media education.
USE OF POPULAR MEDIA IN EDUCATION Page 20 of 80 In most

Australian states, media is one of five strands of the Arts Key Learning Area and
includes "essential learnings" or "outcomes" listed for various stages of
development. At the senior level (years 11 and 12), several states offer Media
Studies as an elective. For example, many Queensland schools offer Film,
Television and New Media, while Victorian schools offer VCE Media. Media
education is supported by the teacher professional association Australian
Teachers of Media. With the introduction of a new Australian National
Curriculum, schools are beginning to implement media education as part of the
arts curriculum, using media literacy as a means to educate students how to
deconstruct, construct and identify themes in media.
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.
What is Media Literacy?
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.
The importance of media education in Canada can be seen through the

inclusion of media literacy outcomes in provincial and territorial curricula.
But defining exactly what media education and media literacy are – and how
best to integrate them into the classroom – isn’t always straightforward.
This section has been created to clarify what media literacy is all about, and
to offer practical suggestions to help you make media education happen
USE OF POPULAR MEDIA IN EDUCATION Page 21 of 80 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
behavior at its core – is a key part of what it means to be educated in today’s
world.
USE OF POPULAR MEDIA IN EDUCATION Page 22 of 80 Why Teach

Media Literacy?
Why teach media literacy? Here are ten good reasons:
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-centered 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.
USE OF POPULAR MEDIA IN EDUCATION Page 23 of 80 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.
10. With most Canadian students turning first to the Internet for
research, media education is an essential component of Information
Communications Technology education, assisting young people in
developing critical thinking skills and strategies for optimizing
searches, evaluating and authenticating information and examining
issues of plagiarism and copyright.
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. To teach the key concepts to
students see the resources in our Media Minutes program.
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.
USE OF POPULAR MEDIA IN EDUCATION Page 24 of 80 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:
USE OF POPULAR MEDIA IN EDUCATION Page 25 of 80 ∙ 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?
USE OF POPULAR MEDIA IN EDUCATION Page 26 of 80 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?
Tips for Integrating Media Literacy in the Classroom
Although media literacy is now a part of the official curricula of every

province and territory, it’s all too often left out or given cursory treatment in
classrooms. This is the result of a variety of factors, such as limited access to
equipment, teachers’ lack of confidence with the material, and especially the
perception of media education as a “frill” in an age of standardized testing
and comprehensive curricula.
Here is some advice for making media education a meaningful and integrated
part of your classroom practice:
1. Exploit “teachable moments”

When students have free time, take an opportunity to listen to what
they’re talking about. Most likely, it’s related to the media they watch,
play and listen to! Breaking news stories, blockbuster movies, and
celebrity meltdowns are all great opportunities for media analysis.
USE OF POPULAR MEDIA IN EDUCATION Page 27 of 80 2. Give

students a chance to create media, not just analyze it Although there’s
more to media education than just creating media, this is a key part of it:
there’s no substitute for hands-on experience to help kids understand how
things like editing and music can influence the way a movie or TV show
affects us emotionally. Camera phones, storyboards and even magazine
collages are all affordable and easy options for bringing media production
into your classroom. 3. Start and end with the key concepts
Media education, and the media world, can feel overwhelming when
you start to analyze it. By always coming back to the key concepts of
media literacy you can keep from getting sidetracked as you analyze
media products or cultural artifacts.
4. Recognize that kids – and adults – enjoy media
It’s important not to take a negative approach to media education.
Teach kids that critiquing is not necessarily the same thing as
criticizing and that we can identify and talk about problematic issues
in the media we love without losing our enjoyment of them. Don’t
forget to look at positive examples when discussing things like gender,
stereotyping and so on.
5. Teach about media, not just with media
It’s not enough to use media in your classroom unless students are
learning about media as well. Any time you’re using media in the
classroom, look for a media education opportunity: for instance, if
you’re showing the movie version of a play or book, have students
analyze the differences between the two using the key concepts. How
are the commercial considerations of a movie different from those of a
book or a play? What technical differences change how the story is
told? How are the expectations of a movie audience different from
those of a play or a book? How are the film-makers’ values and
assumptions similar to, or different from, the original author’s? How
do all of these differences affect the explicit or implicit meaning?
USE OF POPULAR MEDIA IN EDUCATION Page 28 of 80 6. Make

media education about asking questions, not learning answers
Even though you may feel strongly about an issue or a media product,
give your students room to come to their own conclusions. This is
especially important when you’re dealing with issues such as
stereotyping or body image, where your students (and you!) likely
already have strong opinions: you need to model the practice of
keeping an open mind and using a critical analysis, not your
emotions, to lead you to a conclusion.
7. Fight the perception that “It doesn’t matter”
Students often try to avoid talking about the implications of media
products by saying “it’s only a TV show” – or a video game, or a music
video, or so on. Remind students that media can have meaning even if
the creators didn’t plan it, and that we rely as much on the media as
on anything else to tell us about the world. For instance, research has
shown persuasively that media consumption can affect how we see
others and how we see ourselves, even if we don’t realize it – a
condition known as implicit or unconscious bias – and the presence or
absence of different groups in media has been shown to affect how
people feel about those groups.
8. Assess and evaluate media literacy work
“Will this be on the test?” By doing formal assessment and evaluation
of the media literacy work students do, you communicate to them that
it is valuable and important. Make sure that your evaluations are as
well thought-out and objective as they are for all your other
assignments, and keep them consistent: when in doubt, return to the
key concepts to gauge your students’ knowledge, understanding,
insight and skill.
USE OF POPULAR MEDIA IN EDUCATION Page 29 of 80 9. Let

students bring their own media to the table
To get students more engaged, look for opportunities for them to do
media literacy work with their choice of media products. You can deal
with concerns about content issues by making your expectations clear
and a part of the evaluation scheme (ethical and responsible use of
media is a key part of media literacy) and by having students only
present excerpts of media products in group or whole-class settings.
10. Keep up-to-date with media trends and developments
You don’t have to be a media expert to teach media literacy, but it
helps to be current about what kids are watching, playing, reading,
wearing and listening to, not to mention what they’re doing online.
This is a great opportunity to let kids be the experts and teach you
about the latest thing!
Media Literacy Across the Curriculum
Media education has a place in nearly every course and subject. You can see
our Curriculum Charts to get specific information on how each of our lessons
and resources meets the curriculum of different courses in your province or
territory. 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?
USE OF POPULAR MEDIA IN EDUCATION Page 30 of 80 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?
USE OF POPULAR MEDIA IN EDUCATION Page 31 of 80 Assessing and

Evaluating Media Literacy Work
As with any subject, it’s important that work students do in developing their
media literacy is assessed and evaluated. Students need regular feedback to
be able to reflect on their progress and develop mastery, and this also tells
them that the work they’re doing is an important part of the course.
However, teachers sometimes find it more difficult to create assessment and
evaluation tools for media education than for other subjects. This may be
because they feel they lack the technical knowledge to evaluate work in the
medium in question; it may also be that since media education is all about
finding the right questions to ask, rather than learning previously
determined answers.
There are two important steps to creating objective, comprehensive and

meaningful assessment and evaluation tools for media literacy work. The
first is to use an evaluation tool such as a rubric that allows you to assess
work in more than one way and that makes expectations clear to students.
The second is to frame the expectations within the rubric in terms of the 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 or assignment.
2. Based on the depth and quality of the student’s inquiry and analysis
of the questions raised in the lesson or assignment, as well as the
student’s 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.
Within each of those four areas, you can create expectations using questions
based on the key concepts:
USE OF POPULAR MEDIA IN EDUCATION Page 32 of 80 Media are

constructions:
Does the student show an understanding of how the media product was
created? (Few media products are made by a single author. What were the
different contributions of different creators to the final product?)
How well does the student analyze how the creators’ beliefs or assumptions
are reflected in the content?
Audiences negotiate meaning:
Does the student show an understanding of this concept, and of what

elements in a medium or a particular product would be relevant to it? Can
the student identify the intended audience of a media product, as well as
which other possible audiences might view it differently?
How well does the student identify and analyze the ways that different
audiences might view the media product differently?
Media have commercial implications:
Does the student show a knowledge and understanding of the commercial

factors influencing the creation of this media product? Does the student
show a knowledge and understanding of how the media product was
financed and who owns it?
How well does the student analyze how the content of the media product
was influenced either by commercial factors or by who created and/or
owned it?
Media have social and political implications:
Does the student show an understanding of this key concept? Does the
student show a knowledge and understanding of how this medium
communicates ideas and values? (For example, what kinds of characters are
present and which kinds are absent? Who is shown in a positive light, and
who is shown in a negative light? Who is shown as having control over their
lives, and who is not?
How well does the student analyze the significance of the conscious or
unconscious, explicit or implicit messages identified in a media product?
USE OF POPULAR MEDIA IN EDUCATION Page 33 of 80 Each medium

has a unique aesthetic form:
Does the student show a knowledge and understanding of the technical
elements of the medium and the tropes, clichés, codes and conventions of
the medium (TV, movies, video games, etc.) and genre (situation comedies,
documentaries, role-playing games)?
How well does the student analyze how the use of these technical elements
and genre tropes influence the conscious or unconscious, explicit or implicit
messages identified in media product? (How are elements such as music,
costuming, and shot composition used to influence our opinion of a
character in a movie? How are characters given or deprived of agency,
control and power in a video game?)
For all of the key concepts, you can evaluate any work according to the
following terms:
How well does the student apply knowledge of the key concepts and of the
medium being studied? How well does the student apply knowledge of the
medium of the evaluation tool? For instance, if the student is writing an
essay about a TV show, he or she would be expected to apply an
understanding of how TV shows are created and how they convey meaning,
both explicitly and implicitly, and also to apply their knowledge of how to
write a successful essay by using an effective structure, well-developed and
supported arguments, correct spelling and grammar, and so on. (Successful
use of process steps such as editing, checklists and pre-evaluation
assessment can be included here as well.) If the product being studied and
the evaluation use the same medium – a mock print ad being used to
deconstruct magazine advertising, for instance – the student would still be
evaluated separately on how they apply their knowledge to analyze
magazine ads and how they apply their knowledge to create the mock ad.
USE OF POPULAR MEDIA IN EDUCATION Page 34 of 80 Now that

you’ve figured out the expectations of your evaluation tool, you need to
determine how students will show achievement. This is often done on a scale of
one to four (sometimes represented as “Insufficient” and then numbers one to
four). To create a scale, start by writing what you want your students to do in
Level Three and work up and down from there. This can be done in two ways:
1. By using exact, quantitative expectations. For example, if you want a

Level Three student to successfully identify four ways in which the
product communicates messages about gender, then a Level Two
might successfully identify three ways, a Level One two ways, an
Insufficient one or zero ways and a Level Four five or more ways.
2. By using qualitative descriptions of the work you want to see. If you
define Level Three as being competent work, for example, you might
define Level Two as developing work, Level One as beginning work,
Insufficient as failing work and Level Four as confident work.
Each of the approaches has its own strengths and weaknesses: quantitative
expectations are generally better because there is little or no ambiguity, but
using them too much can change the emphasis from thinking and analysis
to following procedure and “checking all the boxes.” Most often you’ll use a
mixture of the two, using quantitative expectations to evaluate knowledge
and application of specific skills and using qualitative expectations to
evaluate inquiry and analysis.
For example, a rubric for the “Design a Video Game” assignment in the
lesson First Person might look like this:

Insuff Level 1 Level 2 Level 3 Level 4
ici ent
Knowl Game Game Game Game Game design
ed ge design design design design shows a
and shows shows a shows a shows a confident
Und an beginning developi competent understandin
erstan insuff understan ng understan g of diversity
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under diversity a nding diversity video games
st issues in of issues in
Game design
andin video diversity video
shows a
g games issues game s
confident
of in video
Game Game understandin
diversit ga
design design g of video
y mes
shows a shows a game genres
issues
beginning Game competent
in
understan design understan
video shows a d ing of
di ng of
ga developi video
video
mes ng game
game
Game genre s underst genre s
design a nding
shows of video
an game
insuff gen res
ici ent
under
st
andin
g
of
video
game
ge nres
Inquiry and not successf successfully design successfull y four ways

Anal ysis ully identifies o successf ully identifies t video
Game Game ne Game design
identifies games
design does design Game Game successfully
design identifies
identify any influenc e eaning influence influence m
ways in which meani ng two meaning eaning
video way video ways vid eo hree communicate
games commu games games ways video messages
nicate communica te communi cate games about diversity
messag es messages messages communica te

Game design
about di versity about diver sity about div ersity messages
demonstrates a
about diver sity
Game Game confident
Game
design demons design design Game analysis of how
trates demonstrat es a demonstr ates a design commercial
little or no beginning developin g demonstrat es a pressures and

analysis of how analysis of how competent medium and
analysis of how
commercial commerc ial analysis of how genre
commer cial
pressures and pressure s and commercial characteristics
pressur es and
medium medium and pressures and influence mean
medium and
and genre genre medium ing
genre
characterist ics character istics and genre
charact eristics
influence m characterist ics
Applicat ion and Kno Game successf ully fewer el the medium
of Skills wledge design uses on e or ements of and
genre design Game understa are chosen studied
studied in successfully design nding to in class
class uses two el successf ully and anal ysis effectively
Game design
ements of uses thr ee communica
Game elements and
the medium eleme nts of te the
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and genre the medium Game student’s
element s do elements are
studied and design understand
not successf chosen to
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Some game studied in uses four el and analysi s
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and genre
student’ s are chosen design g and and
studied Game design
underst to effectively elements are analysis are
in class successfully
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uses five or
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chosen to
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Game
USE OF POPULAR MEDIA IN EDUCATION Page 38 of 80 A final tool

that is extremely helpful in evaluating media literacy work is giving students
exemplars. These are examples of evaluation pieces that show students what
you’re looking for in a competent work. Annotate the exemplar to make clear
what it does right and go through it with the class when you give out the
assignment. (Make sure the exemplar is different in some key way from the
assignment – an analysis of a different movie, for example – to avoid having
students simply copy it.) The easiest source of exemplars is your own students’
work, but if you are doing an assignment for the first time you can either create
one yourself or have a peer helper or a more senior student create one.
Media Education in Canada: An Introduction
Canada is considered a world leader in this field. But there’s still a long way
to go before the subject is integrated fully into Canadian classrooms.
Media education is “on the books” with outcomes for media education
included across the curriculum and media education programs being
implemented in pockets and districts throughout the country. Still, the
quality and practice are uneven and media education is not yet widely taught
in all provinces and territories or at all levels.
Research findings support the notion that media literacy needs to start at the
very early stages of learning. At the elementary level, media literacy
education is often “hidden” in the Language Arts strand. It may be referred
to as “viewing and representing” or “oral and visual communication”.
Although it is a mandated curriculum area, teachers at the elementary level
have very few resources available to them and very little in the way of
professional development to support them. With the disappearance of the
school librarian and other specialists in most elementary schools, classroom
teachers have become “generalized specialists” in many areas, one of which
is media education. Teachers and parents are eager to help their children
become media wise, and they are open to new ideas, skills and strategies
that will help them in this regard.
USE OF POPULAR MEDIA IN EDUCATION Page 39 of 80 Media

educators have identified an urgent need to increase professional development
opportunities, to update the approach to reflect the digital wireless landscape,
and to integrate the disciplines of media analysis and media production across
the curriculum in Canada’s education system.
PROVINCIAL AND TERRITORIAL OVERVIEWS AND MEDIA EDUCATION

OUTCOMES
Media education initiatives vary across Canada. This section provides

detailed information on the status of media education for each province and
territory, information on provincial/territorial media education
organizations, and a listing of media education curricular outcomes, by
grade, with links to supporting MediaSmarts resources.
INFORMATION LITERACY
The Association of College & Research Libraries defines information

literacy as a "set of integrated abilities encompassing the reflective discovery
of information, the understanding of how information is produced and valued
and the use of information in creating new knowledge and participating
ethically in communities of learning".
The 1989 American Library Association (ALA) Presidential Committee on

Information Literacy formally defined information literacy (IL) as attributes of
an individual, stating that "to be information literate, a person must be able
to recognize when information is needed and have the ability to locate,
evaluate and use effectively the needed information". In 1990, academic Lori
Arp published a paper asking, "Are information literacy instruction and
bibliographic instruction the same?" Arp argued that neither term was
particularly well defined by theoreticians or practitioners in the field, further
studies were needed to lessen the confusion and continue to articulate the
parameters of the question.
USE OF POPULAR MEDIA IN EDUCATION Page 40 of 80 The

Alexandria Proclamation of 2005 defined the term as a human rights issue:
"Information literacy empowers people in all walks of life to seek, evaluate, use
and create information effectively to achieve their personal, social, occupational
and educational goals. It is a basic human right in a digital world and promotes
social inclusion in all nations."
The United States National Forum on Information Literacy defined

information literacy as "the ability to know when there is a need for
information, to be able to identify, locate, evaluate, and effectively use that
information for the issue or problem at hand".
A number of other efforts have been made to better define the concept and its
relationship to other skills and forms of literacy. Other pedagogical outcomes
related to information literacy include traditional literacy, computer literacy,
research skills and critical thinking skills. Information literacy as a sub
discipline is an emerging topic of interest and counter measure among
educators and librarians with the advent of misinformation, fake news, and
disinformation.
Scholars have argued that, in order to maximize people's contributions to a

democratic and pluralistic society, educators should be challenging
governments and the business sector to support and fund educational
initiatives in information literacy.
History of the concept
In a 1976 article in Library Journal, scholars were already beginning to

discuss the difficult task and subtleties in defining the term. In that article,
which has widely been cited since its publication, M.R. Owens stated that
"information literacy differs from context to context. All [people] are created
equal, but voters with information resources are in a position to make more
intelligent decisions than citizens who are information illiterates. The
application of information resources to the process of decision-making to
fulfill civic responsibilities is a vital necessity.
USE OF POPULAR MEDIA IN EDUCATION Page 41 of 80 In a literature

review published in an academic journal in 2020, Oral Roberts University
professor Angela Sample cited several conceptual waves of IL definitions since
circa 1970. Some of those broad conceptual approaches included: information
literacy defined as a way of thinking; information literacy defined as a set of
skills, information literacy defined as a social practice.
These concept waves in the academic world led to the adoption of

metaliteracy as a mechanism of IL concepts, and the creation of threshold
concepts and knowledge dispositions, eventually leading to the creation of
the ALA's Information Literacy Framework.
The phrase "information literacy" first appeared in print in a 1974 report

written on behalf of the National Commission on Libraries and Information
Science by Paul G. Zurkowski, who was at the time president of the Software
and Information Industry Association. Zurkowski used the phrase to describe
the "techniques and skills" learned by the information literate "for utilizing
the wide range of information tools as well as primary sources in molding
information solutions to their problems" and drew a relatively firm line
between the "literates" and "information illiterates".
The American Library Association's Presidential Committee on Information

Literacy released a report on January 10, 1989, outlining the importance of
information literacy, opportunities to develop information literacy, and an
Information Age School. The report's final name is the Presidential
Committee on Information Literacy: Final Report. The recommendations of
the Committee led to the creation later that year of the National Forum on
Information Literacy, a coalition of more than 90 national and international
organizations.
USE OF POPULAR MEDIA IN EDUCATION Page 42 of 80 In 1998, the

American Association of School Librarians and the Association for Educational
Communications and Technology published Information Power: Building
Partnerships for Learning, which further established specific goals for
information literacy education, defining some nine standards in the categories of
"information literacy", "independent learning", and "social responsibility".
Also in 1998, the Presidential Committee on Information Literacy updated its

final report. The report outlined six recommendations from the original
report, and examined areas of challenge and progress.
In 1999, the Society of College, National and University Libraries (SCONUL)

in the UK, published "The Seven Pillars of Information Literacy" model to
"facilitate further development of ideas amongst practitioners in the field ...
stimulate debate about the ideas and about how those ideas might be used
by library and other staff in higher education concerned with the
development of students' skills". A number of other countries have
developed information literacy standards since then.
In 2003, the National Forum on Information Literacy, together with

UNESCO and the National Commission on Libraries and Information
Science, sponsored an international conference in Prague with
representatives from twenty-three countries to discuss the importance of
information literacy within a global context. The resulting Prague Declaration
described information literacy as a "key to social, cultural, and economic
development of nations and communities, institutions and individuals in the
21st century" and declared its acquisition as "part of the basic human right
of lifelong learning".
In the United States, IL was made a priority during President Barack

Obama's first term, who designated October as National Information Literacy
Awareness Month.
USE OF POPULAR MEDIA IN EDUCATION Page 43 of 80 Presidential

Committee on Information Literacy
The American Library Association's Presidential Committee on Information

Literacy defined information literacy as the ability "to recognize when
information is needed and have the ability to locate, evaluate, and use
effectively the needed information" and highlighted information literacy as a
skill essential for lifelong learning and the production of an informed and
prosperous citizenry.
The committee outlined six principal recommendations. included were

recommendations like: "Reconsider the ways we have organized information
institutionally, structured information access, and defined information's role
in our lives at home in the community, and in the work place"; to promote
"public awareness of the problems created by information illiteracy"; to
develop a national research agenda related to information and its use; to
ensure the existence of "a climate conducive to students' becoming
information literate"; to include information literacy concerns in teacher
education democracy.
In the updated report, the committee ended with an invitation, asking the
National Forum and regular citizens to recognize that "the result of these
combined efforts will be a citizenry which is made up of effective lifelong
learners who can always find the information needed for the issue or decision
at hand. This new generation of information literate citizens will truly be
America's most valuable resource", and to continue working toward an
information literate world.
One of the most important things to come out of the Presidential Committee
on Information Literacy was the creation of the National Forum on
Information Literacy.
USE OF POPULAR MEDIA IN EDUCATION Page 44 of 80 National

Forum on Information Literacy
In 1983, United States published "A Nation at Risk: The Imperative for
Educational Reform", a report declaring that a "rising tide of mediocrity" was
eroding the foundation of the American educational system. It has been
regarded as the genesis of the current educational reform movement within
the United States.
This report, in conjunction with the rapid emergence of the information

society, led the American Library Association (ALA) to convene a panel of
educators and librarians in 1987. The Forum, UNESCO and International
Federation of Library Associations and Institutions (IFLA) collaborated to
organize several "experts meetings" that resulted in the Prague Declaration
(2003) and the Alexandria Proclamation (2005). Both statements underscore
the importance of information literacy as a basic, fundamental human right,
and consider IL as a lifelong learning skill.
Global
The International Federation of Library Associations and Institutions

(IFLA)
IFLA has established an Information Literacy Section. The Section has, in

turn, developed and mounted an Information Literacy Resources Directory,
called InfoLit Global. Librarians, educators and information professionals
may self-register and upload information-literacy-related materials (IFLA,
Information Literacy Section, n.d.) According to the IFLA website, "The
primary purpose of the Information Literacy Section is to foster international
cooperation in the development of information literacy education in all types
of libraries and information institutions."
The International Alliance for Information Literacy (IAIL)
This alliance was created from the recommendation of the Prague Conference
of Information Literacy Experts in 2003. One of its goals is to allow for the
sharing of information literacy research and knowledge between nations. The
IAIL also sees "lifelong learning" as a basic human right, and their ultimate
goal is to use information literacy as a way to allow everyone to participate in
USE OF POPULAR MEDIA IN EDUCATION Page 45 of 80 the

"Information Society" as a way of fulfilling this right. The following organizations
are founding members of IAIL:
∙ Australian and New Zealand Institute for Information Literacy

(ANZIIL), based in Australia and New Zealand
∙ European Network on Information Literacy (EnIL), based in the
European Union
∙ National Forum on Information Literacy (NFIL), based in the United
States
∙ NORDINFOlit, based in Scandinavia
∙ SCONUL (Society of College, National and University Libraries)
Advisory Committee on Information Literacy, based in the United
Kingdom
UNESCO Media and Information Literacy
According to the UNESCO website, this is their "action to provide people with
the skills and abilities for critical reception, assessment and use of
information and media in their professional and personal lives". Their goal is
to create information literate societies by creating and maintaining
educational policies for information literacy. They work with teachers around
the world, training them in the importance of information literacy and
providing resources for them to use in their classrooms.
UNESCO publishes studies on information literacy in many countries,

looking at how information literacy is currently taught, how it differs in
different demographics, and how to raise awareness. They also publish
pedagogical tools and curricula for school boards and teachers to refer to
and use.
USE OF POPULAR MEDIA IN EDUCATION Page 46 of 80 Specific

aspects
In "Information Literacy as a Liberal Art", Jeremy J. Shapiro and Shelley K.

Hughes (1996) advocated a more holistic approach to information literacy
education, one that encouraged not merely the addition of information
technology courses as an adjunct to existing curricula, but rather a radically
new conceptualization of "our entire educational curriculum in terms of
information".
Drawing upon Enlightenment ideals like those articulated by Enlightenment

philosopher Condorcet, Shapiro and Hughes argued that information
literacy education is "essential to the future of democracy, if citizens are to
be intelligent shapers of the information society rather than its pawns, and
to humanistic culture, if information is to be part of a meaningful existence
rather than a routine of production and consumption".
To this end, Shapiro and Hughes outlined a "prototype curriculum" that

encompassed the concepts of computer literacy, library skills, and "a
broader, critical conception of a more humanistic sort", suggesting seven
important components of a holistic approach to information literacy:
∙ Tool literacy, or the ability to understand and use the practical and
conceptual tools of current information technology relevant to
education and the areas of work and professional life that the
individual expects to inhabit.
∙ Resource literacy, or the ability to understand the form, format,
location and access methods of information resources, especially
daily expanding networked information resources.
∙ Social-structural literacy, or understanding how information is
socially situated and produced.
∙ Research literacy, or the ability to understand and use the IT-based
tools relevant to the work of today's researcher and scholar.
∙ Publishing literacy, or the ability to format and publish research and

ideas electronically, in textual and multimedia forms ... to introduce
them into the electronic public realm and the electronic community
of scholars.
∙ Emerging technology literacy, or the ability to continuously adapt to,
understand, evaluate and make use of the continually emerging
innovations in information technology so as not to be a prisoner of
prior tools and resources, and to make intelligent decisions about
the adoption of new ones.
∙ Critical literacy, or the ability to evaluate critically the intellectual,
human and social strengths and weaknesses, potentials and limits,
benefits and costs of information technologies.
Ira Shor further defines critical literacy as "[habits] of thought, reading,

writing, and speaking which go beneath surface meaning, first impressions,
dominant myths, official pronouncements, traditional clichés, received
wisdom, and mere opinions, to understand the deep meaning, root causes,
social context, ideology, and personal consequences of any action, event,
object, process, organization, experience, text, subject matter, policy, mass
media, or discourse".
Information literacy skills
Big6 skills
The Big6 skills have been used in a variety of settings to help those with a
variety of needs. For example, the library of Dubai Women's College, in
Dubai, United Arab Emirates which is an English as a second language
institution, uses the Big6 model for its information literacy workshops.
According to Story-Huffman (2009), using Big6 at the college "has
transcended cultural and physical boundaries to provide a knowledge base
to help students become information literate" (para. 8). In primary grades,
Big6 has been found to work well with variety of cognitive and language
levels found in the classroom.
USE OF POPULAR MEDIA IN EDUCATION Page 48 of 80 Differentiated
instruction and the Big6 appear to be made for each other. While it seems as
though all children will be on the same Big6 step at the same time during a unit
of instruction, there is no reason students cannot work through steps at an
individual pace. In addition, the Big 6 process allows for seamless differentiation
by interest.
Issues to consider in the Big6 approach have been highlighted by Philip Doty:
This approach is problem-based, is designed to fit into the context of

Benjamin Bloom's taxonomy of cognitive objectives, and aims toward the
development of critical thinking. While the Big6 approach has a great deal of
power, it also has serious weaknesses. Chief among these are the fact that
users often lack well-formed statements of information needs, as well as the
model's reliance on problem-solving rhetoric. Often, the need for information
and its use are situated in circumstances that are not as well-defined,
discrete, and monolithic as problems.
Eisenberg (2004) has recognized that there are a number of challenges to

effectively applying the Big6 skills, not the least of which is information
overload which can overwhelm students. Part of Eisenberg's solution is for
schools to help students become discriminating users of information.
Another conception
This conception, used primarily in the library and information studies field,
and rooted in the concepts of library instruction and bibliographic
instruction, is the ability "to recognize when information is needed and have
the ability to locate, evaluate and use effectively the needed information". In
this view, information literacy is the basis for lifelong learning. It is also the
basis for evaluating contemporary sources of information.
In the publication Information power: Building partnerships for learning

(AASL and AECT, 1998), three categories, nine standards, and twenty-nine
indicators are used to describe the information literate student.
USE OF POPULAR MEDIA IN EDUCATION Page 49 of 80 The categories

and their standards are as follows:
Category 1: Information literacy

Standards: The student who is information literate
1. accesses information efficiently and effectively.

2. evaluates information critically and competently.
3. uses information accurately and creatively.
Category 2: Independent learning
Standards: The student who is an independent learner is information literate

and
1. pursues information related to personal interests.

2. appreciates literature and other creative expressions of
information.
3. strives for excellence in information seeking and knowledge
generation.
Category 3: Social responsibility
Standards: The student who contributes positively to the learning

community and to society is information literate and
1. recognizes the importance of information to a democratic

society. 2. practices ethical behavior in regard to information and
information technology.
3. participates effectively in groups to pursue and generate
information.
Since information may be presented in a number of formats, the term

"information" applies to more than just the printed word. Other literacies
such as visual, media, computer, network, and basic literacies are implicit
in information literacy.
USE OF POPULAR MEDIA IN EDUCATION Page 50 of 80 Many of those

who are in most need of information literacy are often amongst those least able
to access the information they require:
Minority and at-risk students, illiterate adults, people with English as a
second language, and economically disadvantaged people are among those
most likely to lack access to the information that can improve their
situations. Most are not even aware of the potential help that is available to
them.
As the Presidential Committee report points out, members of these

disadvantaged groups are often unaware that libraries can provide them with
the access, training and information they need. In Osborne (2004), many
libraries around the country are finding numerous ways to reach many of
these disadvantaged groups by discovering their needs in their own
environments (including prisons) and offering them specific services in the
libraries themselves.
Effects on education
The rapidly evolving information landscape has demonstrated a need for

education methods and practices to evolve and adapt accordingly.
Information literacy is a key focus of educational institutions at all levels
and in order to uphold this standard, institutions are promoting a
commitment to lifelong learning and an ability to seek out and identify
innovations that will be needed to keep pace with or outpace changes.
Educational methods and practices, within our increasingly information

centric society, must facilitate and enhance a student's ability to harness the
power of information. Key to harnessing the power of information is the
ability to evaluate information, to ascertain among other things its
relevance, authenticity and modernity. The information evaluation process is
crucial life skill and a basis for lifelong learning. According to Lankshear and
Knobel, what is needed in our education system is a new understanding of
literacy, information literacy and on literacy teaching. Educators need to
learn to account for the context of our culturally and linguistically diverse
and increasingly globalized societies. We also need to take account for the
burgeoning variety of text forms associated with information and multimedia
technologies.
USE OF POPULAR MEDIA IN EDUCATION Page 51 of 80 Evaluation

consists of several component processes including metacognition, goals,
personal disposition, cognitive development, deliberation, and decision making.
This is both a difficult and complex challenge and underscores the importance
of being able to think critically.
Critical thinking is an important educational outcome for students.

Education institutions have experimented with several strategies to help
foster critical thinking, as a means to enhance information evaluation and
information literacy among students. When evaluating evidence, students
should be encouraged to practice formal argumentation. Debates and formal
presentations must also be encouraged to analyze and critically evaluate
information.
Education professionals must underscore the importance of high information

quality. Students must be trained to distinguish between fact and opinion.
They must be encouraged to use cue words such as "I think" and "I feel" to
help distinguish between factual information and opinions. Information
related skills that are complex or difficult to comprehend must be broken
down into smaller parts. Another approach would be to train students in
familiar contexts. Education professionals should encourage students to
examine "causes" of behaviors, actions and events. Research shows that
people evaluate more effectively if causes are revealed, where available.
Information in any format is produced to convey a message and is shared via

a selected delivery method. The iterative processes of researching, creating,
revising, and disseminating information vary, and the resulting product
reflects these differences.
Some call for increased critical analysis in Information Literacy instruction.

Smith (2013) identifies this as beneficial "to individuals, particularly young
people during their period of formal education. It could equip them with the
skills they need to understand the political system and their place within it,
and, where necessary, to challenge this".
USE OF POPULAR MEDIA IN EDUCATION Page 52 of 80 Education in

the US
Standards
National content standards, state standards, and information literacy skills

terminology may vary, but all have common components relating to
information literacy.
Information literacy skills are critical to several of the National Education

Goals outlined in the Goals 2000: Educate America Act, particularly in the
act's aims to increase "school readiness", "student achievement and
citizenship", and "adult literacy and lifelong learning". Of specific relevance
are the "focus on lifelong learning, the ability to think critically, and on the
use of new and existing information for problem solving", all of which are
important components of information literacy.
In 1998, the American Association of School Librarians and the Association

for Educational Communications and Technology published "Information
Literacy Standards for Student Learning", which identified nine standards
that librarians and teachers in K–12 schools could use to describe
information literate students and define the relationship of information
literacy to independent learning and social responsibility:
∙ Standard One: The student who is information literate accesses

information efficiently and effectively.
∙ Standard Two: The student who is information literate evaluates
information critically and competently.
∙ Standard Three: The student who is information literate uses
information accurately and creatively.
∙ Standard Four: The student who is an independent learner is
information literate and pursues information related to personal
interests.
∙ Standard Five: The student who is an independent learner is
information literate and appreciates literature and other creative
expressions of information.
USE OF POPULAR MEDIA IN EDUCATION Page 53 of 80 ∙ Standard Six:

The student who is an independent learner is information literate and
strives for excellence in information seeking and knowledge generation.
∙ Standard Seven: The student who contributes positively to the
learning community and to society is information literate and
recognizes the importance of information to a democratic society.
∙ Standard Eight: The student who contributes positively to the
practices ethical behavior in regard to information and information
technology.
∙ Standard Nine: The student who contributes positively to the
participates effectively in groups to pursue and generate
information.
In 2007 AASL expanded and restructured the standards that school

librarians should strive for in their teaching. These were published as
"Standards for the 21st Century Learner" and address several literacies:
information, technology, visual, textual, and digital. These aspects of literacy
were organized within four key goals: that "learners use of skills, resources,
& tools" to "inquire, think critically, and gain knowledge"; to "draw
conclusions, make informed decisions, apply knowledge to new situations,
and create new knowledge"; to "share knowledge and participate ethically
and productively as members of our democratic society"; and to "pursue
personal and aesthetic growth".
In 2000, the Association of College and Research Libraries (ACRL), a division

of the American Library Association (ALA), released "Information Literacy
Competency Standards for Higher Education", describing five standards and
numerous performance indicators considered best practices for the
implementation and assessment of postsecondary information literacy
programs. The five standards are:
∙ Standard One: The information literate student determines the

nature and extent of the information needed.
∙ Standard Two: The information literate student accesses needed
information effectively and efficiently.
∙ Standard Three: The information literate student evaluates
information and its sources critically and incorporates selected
information into his or her knowledge base and value system.
∙ Standard Four: The information literate student, individually or as a
member of a group, uses information effectively to accomplish a
specific purpose.
∙ Standard Five: The information literate student understands many of
the economic, legal, and social issues surrounding the use of
information and accesses and uses information ethically and
legally.
These standards were meant to span from the simple to more complicated, or
in terms of Bloom's Taxonomy of Educational Objectives, from the "lower
order" to the "higher order". Lower order skills would involve for instance
being able to use an online catalog to find a book relevant to an information
need in an academic library. Higher order skills would involve critically
evaluating and synthesizing information from multiple sources into a
coherent interpretation or argument.
In 2016, the Association of College and Research Librarians (ACRL)

rescinded the Standards and replaced them with the Framework for
Information Literacy for Higher Education, which offers the following set of
core ideas:
∙ Authority is constructed and contextual

∙ Information creation as a process
∙ Information has value
USE OF POPULAR MEDIA IN EDUCATION Page 55 of 80 ∙ Research as

inquiry
∙ Scholarship as conversation
∙ Searching as strategic exploration
The Framework is based on a cluster of interconnected core concepts, with

flexible options for implementation, rather than on a set of standards or
learning outcomes, or any prescriptive enumeration of skills. At the heart of
this Framework are conceptual understandings that organize many other
concepts and ideas about information, research, and scholarship into a
coherent whole.
K–12 education restructuring
Today instruction methods have changed drastically from the mostly one
directional teacher-student model, to a more collaborative approach where
the students themselves feel empowered. Much of this challenge is now being
informed by the American Association of School Librarians that published
new standards for student learning in 2007.
Within the K–12 environment, effective curriculum development is vital to

imparting Information Literacy skills to students. Given the already heavy
load on students, efforts must be made to avoid curriculum overload.
Eisenberg strongly recommends adopting a collaborative approach to
curriculum development among classroom teachers, librarians, technology
teachers, and other educators. Staff must be encouraged to work together to
analyze student curriculum needs, develop a broad instruction plan, set
information literacy goals, and design specific unit and lesson plans that
integrate the information skills and classroom content. These educators can
also collaborate on teaching and assessment duties
Educators are selecting various forms of resource-based learning (authentic

learning, problem-based learning and work-based learning) to help students
focus on the process and to help students learn from the content.
Information literacy skills are necessary components of each. Within a
school setting, it is very important that a students' specific needs as well as
the situational context be kept in mind when selecting topics for integrated
information literacy skills instruction. The primary goal should be to provide
frequent opportunities for students to learn and practice information
problem solving. To this extent, it is also vital to facilitate repetition of
information seeking actions and behavior. The importance of repetition in
information literacy lesson plans cannot be underscored, since we tend to
learn through repetition. A students' proficiency will improve over time if
they are afforded regular opportunities to learn and to apply the skills they
have learnt.
The process approach to education is requiring new forms of student

assessment. Students demonstrate their skills, assess their own learning,
and evaluate the processes by which this learning has been achieved by
preparing portfolios, learning and research logs, and using rubrics.
Efforts in K–12 education
Information literacy efforts are underway on individual, local, and regional

bases.
Many states have either fully adopted AASL information literacy standards or
have adapted them to suit their needs. States such as Oregon (OSLIS, 2009)
increasing rely on these guidelines for curriculum development and setting
information literacy goals. Virginia, on the other hand, chose to undertake a
comprehensive review, involving all relevant stakeholders and formulate its
own guidelines and standards for information literacy.
USE OF POPULAR MEDIA IN EDUCATION Page 57 of 80 At an

international level, two framework documents jointly produced by UNESCO and
the IFLA (International Federation of Library Associations and Institutions)
developed two framework documents that laid the foundations in helping define
the educational role to be played by school libraries: the School library
manifesto (1999).
Another immensely popular approach to imparting information literacy is the

Big6 set of skills. Eisenberg claims that the Big6 is the most widely used
model in K–12 education. This set of skills seeks to articulate the entire
information seeking life cycle. The Big6 is made up of six major stages and
two sub-stages under each major stages. It defines the six steps as being:
task definition, information seeking strategies, location and access, use of
information, synthesis, and evaluation. Such approaches seek to cover the
full range of information problem-solving actions that a person would
normally undertake, when faced with an information problem or with making
a decision based on available resources.
Efforts in higher education
Information literacy instruction in higher education can take a variety of

forms: stand-alone courses or classes, online tutorials, workbooks, course
related instruction, or course-integrated instruction. One attempt in the area
of physics was published in 2009.
The six regional accreditation boards have added information literacy to their
standards. Librarians often are required to teach the concepts of information
literacy during "one shot" classroom lectures. There are also credit courses
offered by academic librarians to prepare college students to become
information literate.
USE OF POPULAR MEDIA IN EDUCATION Page 58 of 80 In 2016, the

Association of College & Research Libraries (ACRL, part of the American Library
Association) adopted a new "Framework for Information Literacy for Higher
Education", replacing the ACRL's "Information Literacy Standards for Higher
Education" that had been approved in 2000. The standards were largely
criticized by proponents of critical information literacy, a concept deriving from
critical pedagogy, for being too prescriptive. It's termed a "framework" because it
consists of interconnected core concepts designed to be interpreted and
implemented locally depending on the context and needs of the audience. The
framework draws on recent research around threshold concepts, or the ideas
that are gateways to broader understanding or skills in a given discipline. It also
draws on newer research around metaliteracy, and assumes a more holistic view
of information literacy that includes creation and collaboration in addition to
consumption, so is appropriate for current practices around social media and
Web 2.0. The six concepts, or frames, are:
∙ Authority is constructed and contextual
∙ Information creation as a process
∙ Information has value
∙ Research as inquiry
∙ Scholarship as conversation
∙ Searching as strategic exploration
This draws from the concept of metaliteracy, which offers a renewed vision of
information literacy as an overarching set of abilities in which students are
consumers and creators of information who can participate successfully in
collaborative spaces (Association of College, p. 2) There is a growing body of
scholarly research describing faculty-librarian collaboration to bring
information literacy skills practice into higher education curriculum, moving
beyond "one shot" lectures to an integrated model in which librarians help
design assignments, create guides to useful course resources, and provide
direct support to students throughout courses.
A recent literature review indicates that there is still a lack of evidence

concerning the unique information literacy practices of doctoral students,
especially within disciplines such as the health sciences.
Distance education
Now that information literacy has become a part of the core curriculum at
many post-secondary institutions, it is incumbent upon the library
community to be able to provide information literacy instruction in a variety
of formats, including online learning and distance education. The Association
of College and Research Libraries (ACRL) addresses this need in its
Guidelines for Distance Education Services (2000):
Library resources and services in institutions of higher education must meet

the needs of all their faculty, students, and academic support staff, wherever
these individuals are located, whether on a main campus, off campus, in
distance education or extended campus programs—or in the absence of a
campus at all, in courses taken for credit or non-credit; in continuing
education programs; in courses attended in person or by means of electronic
transmission; or any other means of distance education.
Within the e-learning and distance education worlds, providing effective
information literacy programs brings together the challenges of both distance
librarianship and instruction. With the prevalence of course management
systems such as WebCT and Blackboard, library staff are embedding
information literacy training within academic programs and within individual
classes themselves.
Education in Singapore
Public education
In October 2013, The National Library of Singapore (NLB) created the

S.U.R.E, (Source, Understand, Research, Evaluate) campaign. The objectives
and strategies of the S.U.R.E. campaign were first presented at the 2014
IFLA WLIC. It is summarized by NLB as simplifying information literacy into
four basic building blocks, to "promote and educate the importance of
Information Literacy and discernment in information searching".
Public events furthering the S.U.R.E. campaigns were organized 2015. This
was called the "Super S.U.R.E. Show" involving speakers to engage the public
with their anecdotes and other learning points, for example the ability to
separate fact from opinion.
Higher Education
Information literacy is taught by librarians at institutes of higher education.

Some components of information literacy are embedded in the
undergraduate curriculum at the National University of Singapore.
Assessment
Many academic libraries are participating in a culture of assessment, and

attempt to show the value of their information literacy interventions to their
students. Librarians use a variety of techniques for this assessment, some of
which aim to empower students and librarians and resist adherence to
unquestioned norms. Oakleaf describes the benefits and dangers of various
assessment approaches: fixed-choice tests, performance assessments, and
rubrics.
Information Literacy
What is Information Literacy? Information literacy includes the ability to

identify, find, evaluate, and use information effectively. From effective search
strategies to evaluation techniques, students learn how to evaluate the
quality, credibility, and validity of websites, and give proper credit.
Information Literacy has also been referred to as digital literacy or media
literacy. Regardless of the terminology, be it digital literacy or media literacy,
having information literacy skills are the fundamentals to thrive in a digital
space.
What to Know
Today’s digital landscape offers young people unprecedented access to tools

and resources for learning. The information that kids encounter, however, is
not always accurate or high-quality. Foundational information and digital
literacy skills, such as conducting strategic online searches, judging the
legitimacy of online sources, sifting out misinformation, and recognizing
advertising, can help set kids up for success as lifelong learners. For
example, kids can learn to search effectively and efficiently with the right
kinds of keywords. They also can learn that sponsored links (which
commonly appear at the top of the search result list) are forms of ads and
therefore not always the best resources. When young people also get in the
habit of checking out an author’s credibility or bias, questioning whether a
photo has been digitally altered, or cross-referencing sources, they can avoid
being misinformed or duped.
USE OF POPULAR MEDIA IN EDUCATION Page 62 of 80 Why Teach It
Help your students …
∙ learn effective techniques for evaluating the quality and credibility of

websites.
∙ think critically about the intentions of commercial websites and
advertising.
∙ apply different search strategies to increase the accuracy and relevance
of online search results.
Too often, students who are looking for information online— particularly for
their schoolwork — conduct an oversimplified search that leads to millions of
results. With a sea of information at their fingertips, it is crucial for young
people to think about how they search and what they find online. As a
teacher, you can help your students develop strategies for uncovering
accurate, relevant, and quality information — whether conducting online
research for school projects or exploring their personal interests.
Key Vocabulary
strategy: a course of action designed to help you reach a specific goal or
result keywords: the words you use to search for information about a topic
plagiarism: using some or all of somebody’s work or idea and saying that you
created it
citation: a formal note of credit to an author that includes their name, date
published, and where you found the information
digital photo manipulation: using digital technology to change the content or

appearance of a photo
retouching: to improve a photo by adding or changing small details
synergy: two or more things working together to produce something that

each could not achieve separately
collective intelligence: knowledge collected from many people toward a

common goal
advertisement: a message that draws attention to a product and encourages

people to buy it
banner ad: an online ad that looks like a bar or button on the website
advergame: an online ad that is also a game you can play

video ad: an online ad that is a video and might look like a TV commercial
pop-up ad: an online ad that “pops up” over the content of the website
sponsorship
ad: an ad that specifically supports an event, activity, person, or organization
What's a good definition of 'information literacy'?
According to the American Library Association, "Information literacy is a set

of abilities requiring individuals to 'recognize when information is needed and
have the ability to locate, evaluate, and use effectively the needed
information.'"
Further, as academic libraries, Madison College Libraries are committed to

moving students toward the Association of College & Research Libraries' new
'Framework for Information Literacy', adopted in January of 2016 by the
ACRL Board.
In the below diagram, you will notice that to be truly 'information literate'
requires that you simultaneously develop:
∙ awareness of how you engage with the digital world

∙ how you find meaning in the information you discover
∙ how to articulate what kind of information you require
∙ how to use information ethically
∙ understand the role you can play in the communication in your
profession and
∙ how you evaluate information for credibility and authority.
What is Information Literacy?
Information literacy refers to a set of characteristics that transform an

ordinary student into a "wise information consumer" and "lifelong learner."
Information literacy isn't just something you "do" in college, rather
"information literate" is something you become, via your coursework and
personal experiences and interactions with information.
USE OF POPULAR MEDIA IN EDUCATION Page 65 of 80 Some of the

aspects of information literacy include using information technologies, such as
personal computers, e-mail, software programs, and the Internet. Other aspects
of information literacy involve the evaluation of the information you obtain using
the Internet and online electronic resources. Still other components of
information literacy regard the ethical use of information and information
technologies. A couple of the primary goals of information literacy are to get
people thinking critically about the information they encounter, and building in
people the ability to use that information to create new knowledge.
Philadelphia University has outlined an institutional definition of information

literacy, as it applies to our students. Other universities and colleges have
their own definitions. Most of the definitions are similar. Here is our
definition:
Information Literacy is:
The ability to articulate one's information need

The ability to identify, locate and access appropriate sources of information
to meet the information need
The ability to effectively use information resources, regardless of format
The ability to critically and ethically apply the information
The ability to determine if the need has been adequately met
Why is Information Literacy Important?
The definition of an information literate person extends beyond school and

application to academic problems--such as writing a research paper--and
reaches right into the workplace. Information literacy is also important to
effective and enlightened citizenry, and has implications that can impact the
lives of many people around the globe.
The ability to use information technologies effectively to find and manage

information, and the ability to critically evaluate and ethically apply that
information to solve a problem are some of the hallmarks of an information
literate individual. Other characteristics of an information literate individual
include the spirit of inquiry and perseverance to find out what is necessary
to get the job done.
We live in the Information Age, and "information" is increasing at a rapid

pace. We have the Internet, television, radio, and other information
resources available to us 24 hours a day, 7 days a week. However, just
because so much information is so easily and quickly available does not
mean that all of it is worthwhile or even true.
Because of resources like the Internet, finding high-quality information is

now harder than ever, not easier! Finding the good stuff is not always
quick! And the good stuff does not always come cheaply, either! (In short, to
make it in today's Information Age, you have to be even smarter--not
dumber-
-than your typewriter-schlepping predecessors!)
To make matters worse, just because you know how to use a particular
information technology today does not mean that there is not another one
right behind it that you will have to learn how to use tomorrow! Once
seemingly exotic technologies like "word processing" and "electronic mail" are
now commonplace, but at one time, they were amazing and revolutionary.
(To some of us, they still are).
Today's employers are looking for people who understand and can adapt to
the characteristics of the Information Age. If a student has "learned how to
learn," upon graduation, they are a much more attractive job candidate. An
information literate individual--with their strong analytical, critical thinking
and problem-solving skills--can be expected to be an adaptable, capable and
valuable employee, with much to contribute.
Technology Literacy
What is Technology Literacy

1. Technology literacy is the ability to effectively use technology to access,
evaluate, integrate, create and communicate information to enhance the
learning process through problem-solving and critical thinking. 2.
Technology Literacy helps one to communicate, solve problems, and
enhance life-long learning skills for future progress. Technology Skills:
Technology skills are computer skills that one must possess to utilize
technology effectively in any academic or non academic setting.
3. Technology literacy is the ability to effectively use technology to access,
evaluate, integrate, create and communicate information to enhance the
learning process through problem-solving and critical thinking. 4. The
possession of skills to use appropriate technology to communicate and
search for information, and to be able to critically evaluate the accuracy and
currency of the information obtained and integrate it in the synthesizing of
new information.
5. Ability for a person to effectively and responsibly use technology to
access, manage, integrate, evaluate, create and communicate information. 6.
Technology literacy is a term used to describe an individual's ability to
assess, acquire, and communicate information in a fully digital environment.
7. Technology Literacy helps one to communicate, solve problems, and
enhance life-long learning skills for future progress.
USE OF POPULAR MEDIA IN EDUCATION Page 68 of 80 8. Technology

literacy represents the aptitude to use media, such as the internet to access
and interact with information.
9. A person’s ability to access and use technology responsibly and
effectively.
Technology literacy is a term used to describe an individual’s ability to

assess, acquire and communicate information in a fully digital environment.
Students who possess technology literacy are able to easily utilize a variety of
digital devices (e.g., computers, smartphones, tablets) and interfaces (e.g., e
mail, internet, social media, cloud computing) to communicate, troubleshoot
and problem solve in both academic and non-academic surroundings.
Technology literacy refers to a familiarity with digital information and

devices, increasingly essential in a modern learning environment. Technology
literacy is similar to digital literacy, in that an individual who is
technologically or digitally literate is well-versed in thinking critically and
communicating by utilizing technology. These individuals understand how to
consume, create, authenticate and share digital content, and can easily
adapt to new technologies.
Technological literacy (Technology Literacy) is the ability to use, manage,

understand, and assess technology.[1] Technological literacy is related to
digital literacy in that when an individual is proficient in using computers
and other digital devices to access the Internet, digital literacy gives them the
ability to use the Internet to discover, review, evaluate, create, and use
information via various digital platforms, such as web browsers, databases,
online journals, magazines, newspapers, blogs, and social media sites.
UNESCO and Technology Literacy
UNESCO (United Nations Education, Scientific and Cultural Organization)

strives to bring technology literacy to students throughout the world by
ensuring educators are using technology in every aspect of their teaching.
The more students are familiar not only with learning about technology but
learning with technology, the more they will be prepared to use technology to
improve their lives.
An entire module in their 2011 publication ICT Competency Framework for

Teachers focuses on Technology Literacy in the classroom. [2] This publication
was updated in 2018 to reflect evolving ICT competencies (Information and
Communications Technology). The framework has been used worldwide to
develop ICT in education policy, teacher standards, assessment criteria,
curriculum design and course-ware development. A highlight in the updated
publication shows how the Technology Literacy module was put into action
in an ICT in Education curriculum for a bachelor's degree by a university in
the Latin America and the Caribbean Region, and an associate degree
offered by local teacher training colleges. Technology Literacy is the focus of
the associate degree and first two years of the bachelor's degree in
Education. Some of the skills and knowledge taught in the program are how
to operate computer hardware, learn the terminology and function of
hardware components and peripherals (e.g. laptops, printers, storage), and
how to troubleshoot if a computer is not working. These all lead to
overcoming apprehension or fear of using technology. Another focus topic is
word processing, which includes how a word processor operates, how it
differs from a typewriter, how to use word processor software on computers,
how to format documents, and how to check grammar and spelling.
In 2016, UNESCO detailed how teachers can show Technology Literacy in

their classrooms when providing ICT education. Teachers will:
∙ describe and demonstrate the basic tasks and uses of word

processors, such as text entry, editing text, formatting text and
printing, describe and demonstrate the purpose and basic features
of presentation software and other digital resources.
∙ describe the purpose and basic function of graphic software and use
a graphic software package to create a simple graphic display. ∙
describe the Internet and the World Wide Web, elaborate on their
uses, and describe how a browser works and use URL to access a
website, use a search engine.
∙ create an email account and use it for a sustained series of email
correspondence, use common communication and collaboration
technologies, such as (email), text messaging, video conferencing,
and web-based collaboration and social environments.
∙ use networked record keeping software to take attendance, submit
grades, and maintain student records.
∙ locate off-the-shelf packages, tutorial, drill and practice software and
Web resources for their accuracy and alignment with Curriculum
Standards and match them to the needs of specific students.
On May 9, 2019, the UNESCO Cairo Office began a technology literacy

project to teach basic literacy skills, life skills, and legal empowerment to
150-200 illiterate women between the ages of 15 and 35 living in the Giza
Governate.
We had just finished the discussions on

Introduction to Media and Information Literacy.
Let’s move on to the next higher level of activities or
exercises that demonstrate your potential
skills/knowledge of what you have learned.
USE OF POPULAR MEDIA IN EDUCATION Page 71 of 80 V. ANALYSIS,

APPLICATION AND EXPLORATION
Name: _____________________________ Year & Section: ________________
Direction / Instruction: Briefly answer the following questions:
1. What is media and information literacy and why is it important?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are the basic components of media and information literacy?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How is information and media literacy used?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How important is media literacy to you as student?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Finally, let us summarize the lesson of what we had

discussed today.
USE OF POPULAR MEDIA IN EDUCATION Page 72 of 80 VI.

GENERALIZATION
Name: _____________________________ Year & Section: ________________
Direction / Instruction: Briefly answer the following questions:
1. What is the role of mass media in education?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How does social media affect education?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What are the benefits of media literacy?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
KUDOS!
You have come to an end of Module 1.
OOPS! Don’t forget that you have still an assignment to do.
Here it is….
USE OF POPULAR MEDIA IN EDUCATION Page 73 of 80 VII.

ASSIGNMENT
Name: ___________________________ Year & Section: ________________
Direction/Instruction: Briefly answer the following questions.
1. What is information literacy and why is it important?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How do you use information literacy?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What are the components of technology literacy?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
After your long journey of reading and

accomplishing the module, let us now challenge your
mind by answering the evaluation part of this module.
USE OF POPULAR MEDIA IN EDUCATION Page 74 of 80 VIII.

EVALUATION
Name: __________________________ Year & Section: _________________
Directions/Instructions: Choose the letter of the BEST answer.
1. Media and Information Literacy (MIL) is used as a composite concept to

refer to a set of competencies that empowers citizens to access, retrieve,
understand, evaluate and use, create, as well as share information and
media content in all formats, using various tools, in a critical, ethical and
effective way, in order to participate and engage in personal, professional
and societal activities.
A. Media and Information Literacy
B. Computer and Data Processing Literacy
C. Information Technology Literacy
D. Network Broadcasting Literacy
2. Media literate citizens can:

a) access, find, evaluate, use the information they need in ethical and
effective ways;
b) understand the role and functions of media and other information
providers such as libraries, museums and archives, including those on the
Internet, in democratic societies and in the lives of individuals;
c) understand the conditions under which media and information providers
can best fulfil their roles and functions;
D) All of the above
3. Why is fostering media and information literacy important? A. Classical

media development projects, which often promote media diversity or seek to
improve journalists' skills, are pointless if the information produced by the
media falls on deaf ears.
B. Internet penetration is rapidly increasing in most regions of the world.
C. MIL is linked to the digital divide.
D. Both A & C
4. It is only one facet of fostering media and information literacy because

internet use in certain developing and emerging countries has not reached a
critical mass.
A. Mass media literacy
B. Digital literacy
C. Education literacy
D. Technological literacy
5. The word "literacy" usually describes the ability to read and write.
A. Education
B. Comprehension
C. Literacy
D. Competency
6. It starts with recognizing letters.

A. Writing
B. Drawing
C. Reading
D. Singing
7. A period that has made it easy for anyone to create media.

A. Millennial age
B. Revolutionary age
C. X and Y Generation
D. Digital age
8. Media Literacy during most of that history originally known as __________.

A. Mass media
B. Telemedium
C. Complit
D. Medlit
9. Education for media literacy often uses an inquiry-based pedagogic model

that encourages people to ask questions about what they watch, hear, and
read.
A. Media literacy comprehension
B. Media literacy competencies
C. Mass Media literacy
D. Media literacy education
10. Media literacy education began to appear in state English education

curriculum frameworks by the _________, as a result of increased awareness
in the central role of media in the context of contemporary culture. A. early
2000s
B. early 1800s
C. early 1990s
D. late 1990s
11. The UK is widely regarded as a leader in the development of media

literacy education.
A. Unites States of America
B. Philippines
C. United Kingdom
D. United Arab Emirates
12. In which country the Cybermohalla program started in 2001 with the
aim to bring access to technology to youths?
A. Vietnam
B. India
C. Singapore
D. Jordan
13. Beginning in the 2017 school year, In which country where children
studied a new curriculum designed to teach critical reading of propaganda
and the evaluation of sources called "media literacy," the course provides
training in journalism in the new information society.
A. Iran
B. Singapore
C. Taiwan
D. China
14. Who were these key theorists who influenced Australian media
education who helped develop Australian media and cultural studies? A.
Robyn Quin and Barrie MacMahon
B. Andrew Hoffmann and Malou Barry
C. Marlowe Steifaner and Roger Kruss
D. Graeme Turner and John Hartley

15. The process through which individuals become media literate – able to
critically understand the nature, techniques and impacts of media messages
and productions.
A. Computer education
B. Media education
C. Technology education
D. Information technology education
16. 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.
A. True
B. False
17. 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.
A. True
B. False
18. These 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.
A. Games
B. Apps
C. Emoticons
D. Media products
19. The ability to understand and use the practical and conceptual tools of
current information technology relevant to education and the areas of work
and professional life that the individual expects to inhabit.
A. Resource literacy
B. Tool literacy
C. Social – structural literacy
D. Research literacy
20. The ability to continuously adapt to, understand, evaluate and make use
of the continually emerging innovations in information technology so as not
to be a prisoner of prior tools and resources, and to make intelligent
decisions about the adoption of new ones.
A. Publishing literacy
B. Critical literacy
C. Research literacy
D. Emerging technology literacy
GOOD JOB on reaching the end of this module!
You may now proceed to the next module.
Don’t forget to submit all the exercises, activities,

portfolio, etc. accordingly.
KEEP UP THE GOOD WORK!
Well Done!!!

ANSWER KEY:
Preliminary Activity:
1. Yes
2. No
3. No
EVALUATION:
REFERENCES:
https://nu.kz.libguides.com/MIL
http://medialiteracy-kenya.info/introduction-to-media-information
literacy/
https://www.commonsensemedia.org/news-and-media-literacy/what-is
media-literacy-and-why-is-it-important
https://en.wikipedia.org/wiki/Media_literacy
https://en.wikipedia.org/wiki/Information_literacy

https://www.commonsense.org/education/digital-citizenship/information
literacy
https://libguides.madisoncollege.edu/InfoLitStudents

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USE OF POPULAR MEDIA IN EDUCATION Page 1 of 80 Week 1

USE OF POPULAR MEDIA IN EDUCATION Page 2 of 80 II.

At the end of this module, you should be able to:

1. describe the scope and nature of media and information literacy.

III. PRELIMINARY ACTIVITIES:

Before you proceed to the main lesson, test yourself

Directions: Agree or Disagree. Let us check your stock

1. Media and information literacy is a combination of

2. The United National Educational, System, and Cultural

USE OF POPULAR MEDIA IN EDUCATION Page 3 of 80

1. What is your expectation in the Use of Popular Media in Education

You may now proceed to the main lesson.

IV. LESSON PROPER

Based on the preliminary activities, what did you

USE OF POPULAR MEDIA IN EDUCATION Page 4 of 80

MEDIA & INFORMATION LITERACY: A BRIEF INTRODUCTION In the

Defining Media & Information Literacy

USE OF POPULAR MEDIA IN EDUCATION Page 5 of 80 Media literate

Media and Information Literacy (MIL) therefore brings together Information

Media and information literacy

Media and information literacy is a hot topic in media development today.

Media and information literacy, often referred to as MIL, is about equipping

USE OF POPULAR MEDIA IN EDUCATION Page 6 of 80

How can you promote media and information literacy?

USE OF POPULAR MEDIA IN EDUCATION Page 7 of 80

What about digital literacy, is that important, too?

What is media literacy, and why is it important?

USE OF POPULAR MEDIA IN EDUCATION Page 8 of 80 With more

Media literacy is the ability to identify different types of media and

Specifically, it helps kids:

∙ Become a smart consumer of products and information. Media

∙ Recognize point of view. Every creator has a perspective. Identifying

USE OF POPULAR MEDIA IN EDUCATION Page 9 of 80 ∙ Create

∙ Identify the role of media in our culture. From celebrity gossip to

Media literacy includes asking specific questions and backing up your

Teaching kids media literacy as a sit-down lesson is not very effective;

USE OF POPULAR MEDIA IN EDUCATION Page 10 of 80 ∙ With older

∙ Who created this? Was it a company? Was it an individual? (If so,

USE OF POPULAR MEDIA IN EDUCATION Page 11 of 80 Media

∙ Media literacy education is intended to promote awareness of media

Media literacy education

Theoretical approaches to media literacy education

A variety of scholars have proposed theoretical frameworks for media

USE OF POPULAR MEDIA IN EDUCATION Page 13 of 80

History and international applications

Media literacy education is actively focused on the instructional methods and

In 2001, a media education survey by UNESCO investigated which countries

USE OF POPULAR MEDIA IN EDUCATION Page 14 of 80 1. "Media

In North America, the beginnings of a formalized approach to media literacy

USE OF POPULAR MEDIA IN EDUCATION Page 15 of 80 One reason

USE OF POPULAR MEDIA IN EDUCATION Page 16 of 80 Media literacy

Interdisciplinary scholarship in media literacy education is emerging. In

The UK is widely regarded as a leader in the development of media literacy

USE OF POPULAR MEDIA IN EDUCATION Page 17 of 80 After an initial

Germany saw theoretical publications on media literacy in the 1970s and

USE OF POPULAR MEDIA IN EDUCATION Page 18 of 80 Montenegro

Media literacy education is not yet as widespread or as advanced in Asia,

Teachers in Beijing, China is recognizing the importance of media literacy

In Vietnam, the Young Journalists Group (YOJO) created in 1998 in

USE OF POPULAR MEDIA IN EDUCATION Page 19 of 80 In Singapore,

In Iran, Nasra is a movement aiming to meet the learning needs of all

Jordan is moving forward in fostering media and information literacy, which

In Australia, media education was influenced by developments in Britain