Lesson 4 EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT TYPES

OF TEXTS

 Learning Outcomes

By the end of this lesson, the students should be able to:

 Evaluate multimodal texts critically to enhance receptive skills (listening, reading,

viewing);
 Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers;
and
 Adopt an awareness of audience and context in presenting ideas.

Communication in the 21st century demands learners to become critical readers of

different text types reflecting different cultures. Texts provide the means for
communicating and form an important part of the study in any given course. It is
important to understand how the features of texts affect reading comprehension,
particularly in examining similarities and differences of the traditional print-based and
multi-modal texts.

Evaluating messages and images of different types of texts requires the evaluator to
comprehend the initial textual data that lie on text features. Print-based refers to those
texts prepared in prints, but any printed text is a multimodal text since it involves various
communication modalities. Hence, multimodal texts refer to those types of texts that use
a combination of two or more communication modes, for instance, print, image, and
spoken text as in film or computer presentations.

Using multimodal text requires learners to reconsider its nature, the cultural diversity of
readers, and the complex technological environments. The texts should, therefore, be
selected with care to explore one key understanding of how texts have different
meanings for readers with different cultural orientations.

 Multimodal Texts

When a text combines two or more semiotic systems (linguistic, visual, audio, gestural,
spatial), it is considered multimodal. Semiotic is the study of meaning-making. It
explores signs and symbols as important components of communication.

Forms of multimodal texts:

 1. Paper. This form is print-based, such as books, comics, posters, magazines.

2. Digital. It is computer-based like slide presentations, emails, e-books, blogs, e-

posters, web pages, social media, animation, films, movies, video games.

3. Live. It is a form of actual performance or an event.

 Key Concepts of Media Literacy

The Key Concepts of Media Literacy frameworks serve as a basis for developing a
critical understanding of the content of mass media, the techniques used, and the
impact of these techniques.

(Center for Media Literacy, 2005)

Key Concepts Guide Questions in Media Text

Analysis
1. All media messages are 1. What is the message of the text?
“constructed.” 2. How effectively does it represent
reality?
3. How is the message constructed?
2. Media have embedded values and 1. What lifestyles, values, and points
points of view. of view are represented in the text?
2. Who or what is missing?
3. Each person interprets messages 1. What message do you perceive
differently. from the text?
2. How might others understand it
differently? Why?
4. Media have commercial, 1. What is the purpose of the text?
ideological, or political interests. 2. Who is the target audience of the
text?
3. Who might be disadvantaged?
4. Who created the text and why?
5. Media messages are constructed 1. What techniques are used and
using a creative language having its why?
own rules. 2. How effective are the techniques
in supporting the messages or
themes of the text?
3. What are other ways of
presenting the message?