JEREMY R.

TABBAD
Instructor

GEC 4 Purposive Communication 1

 EVALUATING MESSAGES AND/OR IMAGES OF DIFFERENT
TYPES OF TEXTS REFLECTING DIFFERENT CULTURES

lesson 1

Introduction

In this era, media plays a crucial role in our lives. Media informs, educate, and
entertain us. The pictures, videos, texts, and all the other forms of mass media shape
the way we think and how we look at our surroundings and influence the way we look at
the world.

The framework of Media Literacy serves as the foundation in critically

understanding the content of mass media. Guided by this framework, we can decipher
the intended meaning of the type of media presented.

In this module, we will analyze and evaluate messages, images, and other
media works using the framework of Media Literacy.

Learning Outcomes

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

a. analyze media messages and/or images using Key Concepts of Media Literacy
Framework; and
b. create a multimodal advertisement or project of a cause-oriented event.

Learning Content

Brainstorming….

Analyze the drawing and picture below. Generate ideas and concepts about the message
being conveyed by the pictures presented.

(Banuelos, M. (2018)- Requirement in GEC4)

GEC 4 Purposive Communication 2

 htps://www.spot.ph/newsfeatures/58712/10-ads-that-created-controversy-2015-edition

Multimodal literacy is about understanding the different ways of knowledge

representations and meaning-making (Kress, et al., 2001). It focuses on the design of
discourse by investigating the contributions of specific semiotic resources (language,
gesture, images) co-deployed across various modalities (visual, aural, somatic). It also
deals with the interaction and integration in constructing a coherent multimodal text such
as advertisements, posters, news report, websites, and films.

Traditional Media Social Media

Advertisement

Editorial Cartoon

Traditional Media

Social Media

Cope & Kalantzis (1999). Multiliteracies: A Design for

Social Futures. Routledge.

GEC 4 Purposive Communication 3

Key Concepts of Media Literacy (Center for Media Literacy, 2005)

Key Concepts Guide Questions in Media Text Keyword

Analysis
1. All messages are • What kind of “text” is it? Authorship
‘constructed.’ • What are the various elements
(building blocks) that make up
the whole?
• How similar or different is it to
others of the same genre?
• Which technologies are used
in its creation?
• What choices were made that
might have been made
differently?
• How many people did it take to
create this message? What
are their various jobs?
2. Media messages • What do you notice… Format
are constructed (about the way the message is
using a creative constructed)?
language with its ▪ Colors? Shapes? Size?
own rules. ▪ Sounds, Words? Silence?
▪ Props, sets, clothing?
▪ Movement?
▪ Composition? Lighting?
• Where is the camera?
• What is the viewpoint?
• How is the story told visually?
• What are people doing?
• Are there any symbols?
• Visual metaphors?
• What’s the emotional appeal?
Persuasive devices used?
• What makes it seem “real?”
3. Different people • Have you ever experienced Audience
experience the anything like this in your life?
same media • How close is this portrayal to
message your experience?
differently. • What did you learn from this
media text?
• What did you learn about
yourself from experiencing the
media text?
• What did you learn from other
people’s response?
• From their experience of life?
• How many other
interpretations could there be?
How could we hear about
them?
• Are other viewpoints being
present?

GEC 4 Purposive Communication 4

 • How can you explain the
different responses?
4. Media have • What kinds of behaviors / Content
embedded values consequences are depicted?
and points of • What type of person is the
view. reader / watcher / listener
invited to identify with?
• What questions come to mind
as you watch / read / listen?
• What ideas or values are being
“sold” to us in this message?
• What political ideas are
communicated in the
message? Economic ideas?
• What judgments or statements
are mad about how we treat
other people?
• What is the overall worldview
of the message?
• What ideas or perspectives
are left out? How would you
find what’s missing?
5. Most media • Who’s in control of the Purpose
messages are creation and transmission of
organized to gain this message?
profit and/or • Why are they sending it?
power. • How do you know?
• Who are they sending it to?
How do you know?
• What’s being sold in this
message? What’s being told?
• Who profits from this
message? Who pays for it?
• Who is served by or benefits
from the message…
– the public?
– private interests?
– individuals?
– institutions?
• What economic decisions
may have influenced the
construction or transmission
of this message?

GEC 4 Purposive Communication 5

 https://twitter.com/fotyn
iners/status/9565132192
36909056/photo/1

https://www.thesun.co.uk/livin
g/3681023/bic-sexist-pink-
lighters/

1. Picture Analysis.
a. Analyze the content of the picture above using the Key Concept Questions.
b. Present your image evaluation through a PowerPoint presentation.

Assignment
Work in groups and think of a cause-oriented event that will address an issue in
your locality. Prepare a multimodal advertisement for that event.
A. Provide a brief description of the following:
• Your Cause & Beneficiary, Purpose of the Event, Target Audience to be invited
• Concept of the Multimodal Material (e.g., storyboard, illustration, flowchart, etc.)
• Outline of group members’ task & roles.

B. Your multimodal material must:

• For videos: 1 to 1.5 minutes
• For poster/print: A5
• Use images, voice over, background music, words, symbols, etc. (if applicable)

C. Upload your presentation in our Google Classroom

GEC 4 Purposive Communication 6

 Recommended learning materials and resources for supplementary reading

https://www.youtube.com/watch?v=-8jPJc5ZiHE

https://www.youtube.com/watch?v=wnSFq7dE3Zk

Flexible Teaching Learning Modality (FTLM) adopted

Online (synchronous)
Google classroom/ Moodle/ Facebook
Remote (asynchronous)
Module/ Worksheets

GEC 4 Purposive Communication 7

 References

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and
learning: The rhetorics of the science classroom. London: Continuum

Center for Media Literacy (2005). Key Concepts of Media Literacy.

www.medialit.org

https://www.youtube.com/watch?v=-8jPJc5ZiHE

https://www.youtube.com/watch?v=wnSFq7dE3Zk

GEC 4 Purposive Communication 8