Mode 7: Media Literacy 105 Module 7: MEDIA LITERACY © tearnine outcomes 1. Define media teracy 2. Gie the important rtes of media toracy 3. Explain. Media. Information Literacy. (ML) along with various aspoas ard dinepsins 4. Examine the advantages and disadvantages of media : cre 5. Demonstrate how MIL can be integratd in the curriculum 6 Draw relevant lf Igssons and significant values in generating, uiizing and ereating media ois Analyze research abstract on mecia literacy and ‘is implicaions on’ teachingcteaching Process, - 8. Conduct 3 research survey on media Ieraey integration end draw findings and {> recommendations Family Feud. This is an activity in which two groups of students match to give wordsiterms based on the given category. it denotes critical thinking in connecting, collating, collecting and categorizing those terms. Procedure: . 4. The students will be grouped into 4 or 6 depending on class size. 2. The first two groups will match to give terms based on the given category. The teacher challenges the groups by sajing “we have esked 100 people about their preferred mecia tools’. The groups will give at least five terms, based on the given category. 5. The teacher will then, say: The survey says, the top five answers are: (he/she will lash on screen through LCD projector the prepared data) The group, with the highest points based on given database ratings, wins that match. | The winning group will maich with other winning groups to find out whose group shall prevail. The class will find time for a brief reflection on the activity,106 ss me CURRECULUNE ] Bunoinc wo Entiaxcinc New Literacies Actos: Sample of data: no ost liked audio-visual gadgets ‘insager en 1, Earphones — 4% s i 2 ined 5% 2. Waze 10% 3, Stereo- 8% 3.WantTV— jou 4, Transistor radio— 10% 4. Spotify~ 165% 5, Play station— 15% 5.Padcast~ apy, Eas CONCEPT EXPLORATION Today, information comes through an interwoven system of met {echrologies. The abilty to read many types of media has. become a Vth el Skil in the 24% Century. Thus, schools are greatly confrorey with this challengs, . Media Literacy Media tieraey is the ability to acces Greate media (Firestone, 1983) Medan tnderstand the complex messagos, re Internet, newspapers, magazines, Music, and all other forms of ‘meas a Skils are included in the edueations standard eats Stee Social studies, health, science, and othe subjects, yg rtu39® ars. have discovered that media literacy ig an ‘sects gry “aueatos way {0 apply critzal inking ski tg ye, ran’, en engaging medilteracyproject om) issues. pip ‘The Ontario Ministry of Education (1gg9) «, ; Ieracy meane hoping students. develo an ingeaees bat media understanding of the nature ‘of mass edie, the techn vied appreciation how media work, Now they produce (2 ning hes a are organized, and how they construct realty. tore 0, it intend, ® Provide students the ability to create media products ‘taciunmecane on. Modia literacy therefore, is the ably 0 ientiy SS. analyze, evauate, ard Merete Youth and aduls cn a erent type of ‘media from wide array of sources and understand th Messages thay bring (Hobbs, 1997).created it for a reac of me’ Menue 7 Maza Lisrety ut [Ost Of all, these have one thing in common: that someone ‘on. Therefore, understanding that reason is the basis literacy, Modia Literacy Concepts 1. It is the ability to critically assess the accuracy and validity of information transmitted by the mass media and produce information through various forms. 2, Also known as Media Education, itis the abilty to realize that all kinds of media show a representation of reality 3. ILis the process of accessing, decoding, evaluating, analyzing 2nd creating both print and electronic media (Aulderheide, 1893). | depicts experience of reading texis and designing hypertexts made possible through technology (Hobbs, 2007). | pertains to understanding how to use today’s technology, how to operate equipment, use various softwares and explore the Internet. 8. As 2 21* Century approach to education, media literecy builds understanding of the role of media in society, as well 2s the essential skills of inquiry and selt-expression necessary for democratic citizens, 7. It represents response to the complexity of the ever-changing electronic environment and communication channels. 8. Critical evaluation of media requires the ability to analyze and disseminate various features to others. 9. It is about teaching critical media managoment strategies, including ICTs in schools and learning centers. 10. It includes the ability to perform effective Intemet searches, awareness and respect of intellectual property and copyright law and the ability to identify truth from fake news. (ntps:/mwwigr-cfobal, comdaltionaryimedia-fteracy/18156) . Roles of Media Literacy Itbecomes easy to create media, however, itis difficult to know the Ceator of this, his/her reason, and its credibility. Specifically, it helps indivicuats to: i jitically. When people evaluate media, they "(ein an'ecrges rove nag tay an before being convinced on the information that they get fromit. 2. Become asmartconsumerof products and information. Mecia literacy helps incividuals learn fe e) serie whether something is credible, especially iheed ertising before they can be persuaded with the products on 107108 o's 3. Recognize point of view. Identifying an author's perg si helps individuals appreciate different ideas in the context o; Vin they already know, 4. Create media responsibly. Recognizing one's ideas ang eppropriaely expressing one’s thoughts lead 10 ef communication. 5. Identify the role of media in our culture. Media conveys something, shapes understancing of the world, ‘and makes» individual to act or think in certain ways. &. Understand the author's goal. Understanding and recognizing He ‘ype of influence something has, people can make bets Choices. (Common Sense Mecta, .c,) Buronic avo Ennvonc New Leremncies Across me CURRICULUM Social Media Websites “There are different types of social media websites and the ways of using them to reach the target audience 1 Social Media News Websites. it entails us {2 Web content tice articles, podcasts, interesting, such as Digg, Reddit and 'SEFS to submit liks Videos, etc, that they find tumble Upon, Sharing, eS 2nd research, load photos through faceboook, Instagram, aoe Users to up: videos through YouTube. Pinterest while 4 Microblogging and Blogging Website "Presence apps", these services let users’ tventimes called sages like blogging, and easily keep up with what ay. ‘short mes- Fesun, Tait is the mest Ropuar microbe eH Friends = limits to 280 characters per post and attoue raicervice that tsers from one dashboard. Another popular ec? OW a se of SnapChat, which is video-based. Media app is 5, Social Media Review Websites. It chows jy sociay an make o* break 2 company or an orgerizatnn, SOE reviews zon and eBay, as Ama-Module 7: Media Literacy 109 media and Information Literacy (MIL) i . it ue aoe Information Literacy (MIL) is a combination of knowledge, a Be and en Practices required to access, analyze, evaluate, use, produce, and communicate information and knowledge in creative, legal and ethical ways that respect human rights (Moscow Declaration on Mea and Information Literacy, 2012), The UNESCO defines it as the set of competencies to search, crlically evaluate, use and contribute information and media content wisely; the knowledge of one's, rights online; refraining from cyberbullying; understanding related ethical issues; and engaging with media and ICTS to promote equality, free expression, interculturaliinterreligious dialog, peace, etc. (UNESCO, 2016), Aspects of MIL According to Reineck and Lublinski (2015), MIL is the optimal oulcome of media, information and communication technology (ICT) education along three aspects: technical skills, critical attitudes and facts about media and ICT. Technical skills involve ablity to access and use computers, mobile and other technical devices that offer media and information content. UNESCO's (2011) MIL curriculum delves on “accessing information effectively and efficiently" as an aspect put into practice. Baacke (1986) included compositiorialskills in his media competence model that involves creating new kinds of media content, encouraging self-determination, and increasing individuals’ chances for participation. MIL also involves performative aspect that entails the competence to do rabher than just to know certain things. Moeller (2008) summarized the facets of MIL from the user perspective, emphasizing media consumers in identifying news and understanding media's role in reshaping the global issues. Norbert Groeben (2002) pointed out the importance of knowledge of the inner Workings (contexts, routines, contents) and the effects of medi, Fostering certain atitudes toward media and other information sources involves bath being critical on the negative impact of mecia and defending it gainst sources of influence. Seven Dimensions of MIL — Shapiro and Hughes (1996) identified tho soven dimensions of Media information literacy Fo aae ine ins ie the ably to understand and use practice Tool Literacy. ois of curentinfermation technology, including ee are ‘and mutimedia that are relevent to education software, har life. and the areas of work and professional Ife110 re Ct Buon ano Ewiancina New Lireracies Acnoss 2 1 2 10. {URRICULUM Resource Literacy. This is the ability to understand the lon format, location and access methods of information rescy,, Social-Structural Literacy. This is Knowing how informa, socaly situated and produced, fis into the Ife of groups the institutions and social networks. Research Literacy. It is the ability to understand ang Use based tools relevant to the work of researchers and scholars jy include computer software for quantitative analysis, Qualitatig analysis and simulation. Publishing Literacy. Itis the ability to format and publish researq and ideas electronically, in textual and multimedia forms. Emerging Technology Literacy. It is the ability 10 adapt understand, evaluate ’and use emerging innovations in information technology. Critical Literacy. tis the ability toevaluate critically the intelloctua, human end social strengths and weaknesses, potentials end limits, benefits and costs of information technologies. Advantages and Disadvantages of Media Media are powerful tools of communication which entail positive and negative impacts, Advantages of Media Media educate people on health matters,” environmental conservation and others through Various forms. Peevle got ‘he latest world news in a very short time tegardiess of People can bring out their hid sisal ars, come. zing, darengoan he Mutlreda Media increase knowledge lea, i educational shows and other ‘termaton ging foe grains, People feel convenient in accessing information through mobile phones. They become a vehicle in promoting products toward increased sales, ‘They serve as a good source of entertainment. Television allows electronic duplication of information that reduces mass education costing. Media lead to the diffusion of diverse cultures ang cultural practices. They help people around the world understand each other and respect differences.—_—__=—=—_——__ Moai 7 Mow Literacy pisadvantages of Media 1. They lead to individualism Spending too much time on the tn- {eme! and watching television usually impedes socialization with friends, family and others 2. Some media contents are not suitable for children, Anewspaper is geo, " graphically selective. 4. The increase in advertisements in television and radio makes them less attractive, The intemet can be a Media can be addicti productivity. 7. They Can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and others. 8. They may induce drugs and alcohol use. 9, They can lead to personal inj in media, Possible way for scams, fraud and hacking. 've that may result in people's decreased lury by imitating the stunts showcased 10.They can ruin reputation through an anonymous account, malicious scandals, false accusations and rumors. {httos:ttvinw.impartantindia.conv22040media-adventages-disadvanteges/) Integrating Media Literacy in the Curriculum Although media literacy is now a part of the curricula, itis confronted wha varisty of factors, such as limited access to equipment, teachers’ lack of confidence with the material, and perception of media education as just an accessory to the curriculum, Lynch (2018) presents six ways to integrate media literacy into the dlassroom for studenis to become media literate while making media education a meaningful and integrated part of classroom practice. 1, Teach students to evaluate media. Students leam to evaluate what they are viewing by showing them that media changes depending on who created it, the intended audience and the biases that may be altributed to the source. 2. Showstudents where to find digital resources and databases. Teachers should provide students with reliable and safe media sources and trustworthy coer Inthe di 3 rast various media sources. In the discussions, siomput arbue media sources and compare elements. 4. Discuss how the media edits and alters. Purposely noint out to students examples of media altering photographs or stories while teaching them to be citical of what they see or read at face value 5. Examine tho “truth” in advertisements. Let students identity : what od ie tisoments are trying to sell and what promises or ideas at adver are they using to convince them to buy the product, 11112 Ensen New Lienwcies Across rms CURRICULUM Butane ave Emwens New dia. Let students create ., its create met s 7 6 Soper their levels. such a5 presentations, vig websites, Media skills. Although this is given bad oo In ty classroom, Hobbs and Frost (1994) present the skills that students able to possess with the media they use in class. To yt (1 ag on and analyze hair own media consumption habits; (2) icenify auther purpose and point of view in fms, commercial, television any radio programs, magazine and newspaper editorials and adverising (3) Identify the range of production techniques that are used 4 communicate osinions and shape audience's response; (4) ident and evaluate the quaity of modia’s representation of the world by examining pattems, stereotyping, emphasis and omission in print and tolovision news and other media; (6) appreciate the econsmie underpinnings of mass media industries 10 make distinctions between those media which sell audiences to advertisers and those which do not (6) understand how media economics shapes massage conten approaches to teaching media literacy, Keliner and Shere (2007) mentioned throe approachas to "aching media literacy that ‘Would utiize media in pedagogical practice, 1. Media Arts Education Approach 2. Media Literacy Movement Ap, the notion of literacy to inclu forms of media (music, video, tn Stll working within a print Iteracy trac proach. Ht atier, Popular cutty let, advert ition, Pts to expand re end multiple ising, te.) while dimensions of gender, race, class, attemative media product analysis to include issues of and plessure, Utilizing Media across disciplines. Media integrated in every course discipline. The follows pe Perera ferent subject areas usig PEPP (purpge STIRS of Performance, Product) + Process, 2ducation, , war maT at t “ newalModule 7:Media Literacy 113 Grape | Lesson WR = Form [Toei vasa lo Purpose [Process [Perfomance [Product eae nine! | Ema tte” Tesomivun: [Eompores tae | ttermakinn | Soniation of ators Ineractve Jong | et” | Sndtnd 0 ‘nthe pono twcte fronton galztaroom Note | Becton a aoe [ie | Gestone [yoaite onan —[vaempean —Joomator | vowed en Noda | MuMewe| drama pay | scone ton Nat vec oan er [esa vce. | ectrge | ping | bo" of slows fe tientoatta | Samoan vere | SSonth anbe | Sountens Shun thn | OM _—_—__ end Scent [ronal [wang |SREMY | Tottente | Ustertomd | Canpons ona | Auslsideoa Froecton | media [Yount | Groene’ |Snsctaty |S | Ses ome SSngployedtt |e ana | ireban neber ot Sealy Sona | vw ‘Eee [igs [Fart [vex [worry [Toco [were [unas | Fan poe scion Mecia | Appand | munca | segmenting | loos” | upoaedio trecage |Past | toga | stn to ctan ving |instagom | aire | ae Tv F0p name es Poole noi | na Takeo satiy _| Sar [oment [Pint | Pabishor | Tontorn | aroanans | Meeown | Hewat poston Sisto |feewee’ [Vous | Rep | Sntupan | anho Newostarvin_ | Proton ning Neda uence | rowopapereip | Soret tent Snearentssies | ta Pabiher | seo ter Foabone Teco [Protaa | Audion | Youtbo | Toren | Mateo Viieoon | Canora Yes | Moneing | vouat Risener" |tomnrct | oumemate | Svortsoment of Ubon | Srdver | Heda isooyte |Seqmmic'a | Sones! | ecutueadedto Eaton | Sma fread” | promapolet | sevoriomen | feuute to clan Iadrineass, | ste podict_ | ibe of vows Setups ‘ene ——Treacest | ‘warm andigon | Seve abebas | Smal lanswers = Tee |e Senor | tien” | swine | teens incon | ei g_| frou ral as |e a a son fxn | Woche, roan react | Yeah Pao 8 Teinfors, [Wath TV | Nake ablog | Blo wih posted Tans [ono |W, [Mane (RY |isiesae [Reese | |Sawot | sualand | seamen! | cond | "SalamatDoe" | osinors.on | health sue Boty | Inter Caron | tnvYoutbe | healhissue | fr shana and Organs. | acve error channel | vewecon | treading Snline Youtube TV Nedia anne agater [Prepare | Gninesuney [Fledout Re Tome re forme, [aR | Poy | trgpostes | oie ney vn | Suvey | search |resear uertomate | auestinnate | guestonnare Ndi [suney Aandupled it fn Facebook or |__Leeat —114 Bucome mio ENVAKCN i poss THE Wun ong Nev Lena Act Anns jacome 000 ing media literacy Work. Just jir, wate works should also be evaluates Canis Students need regular fegy gress and develop mastery ang 4” Assessing and eval sludent outputs, media-orie assess quality based on ste to be able to roflect on the see part of the bolas, ‘would remind them that it's seein esos or ibs Hot efor ie more challenging than traditional mean ant a seth a eae sie Also, itis because media educaig, al ont tae the right questions to ask, rather than learning previously determined answers. Canada’s Center for Digtal and Media Literacy prescribed typ important steps in creating objectives, comprehensive and meaningfy, assessment and evaluation tools for media literacy work, namely. (1) ty using a rubric to assess the work of students; and (2) by framing the expectations within the rubric in terms of key concepts of media literacy, ‘uestions to examine, ‘centiying issues. and Besed on how well the sty der Skils associated with either i Jpples specific technica (movies, TV, viseo games, te), geetlum being studied evaluation tool, or both gig Medium used in the sosett™! Pinetiecmerss.caldgtatmede- jowever, whenever any form should be a reflection at th f metla ie bein 'e end by asi ‘9 utilized, there hi ; sin , ther ona mere et inking, decision-making, ee ow media form ionships. "8M 2lYSis, choices, , values e®Y concepts for Non for examining * 0 ctitically respon ters that f nd XModule 7: Media Literacy 115, 2, The audience negotiates meanin media product is a collaboration between the producers and the audience. It can assess students’ understanding of concepts and the elements in a relevant medium or product, Media have commercial implications. Since most media Broduction is a business, it makes profits and it belongs to @ Powerful network of corporations that exert influence on Gontent and distribution. It can assess students’ knowledge and understanding of the commercial factors influencing the creation of media product and analysis of how media product is influenced by commercial factors or the owner. 4. Media have social and poli 19. The meaning of any ical implications. Media convey ideological messages about values, power and authority “and they can have a significant influence on what people think and believe. It can assess students’ knowledge and understanding of how this medium communicates ideas and values, Each medium has a unique aesthetic for Of media depends in: part on the nature that includes technical, commercial and stor 't can assess students’ knowledge and un technical elements of the medium and t codes and. conventions of the medium ‘modiasmarts.caldigital-medie-lteracy). cs QUESTIONS FOR DISCUSSION rm. The content of the medium rytelling demands, derstanding of the the tropes, clichés, and genre (httpsCHAPTER 5 Media and Cyber or Digital Literacies OBJECTIVES At the end of this chapter, you should be able to: + develop aworking understanding of Media and Cyber/t and how they relate to one another: + appreciate the importance of developing Media and Cyber/Digital literacy both in ourselves and one another in the information age: and + realize that practical steps must be taken to develop these lteracies eary in children and cannot wait “until they are older.” Sapte Of all the 21st century literacies presented in this book, none of them embodies the “newness” of these literacies quite like those needed to make sense of the absolute deluge of information brought to us by the Internet. With the vast number of websites, web forums, and sacicl media applications now available for us, never before has there been so much information—in nearly every form imaginable, from nearly every source imaginable—available to us twenty-four hours a day, no matter our location. Where once we had librarians—"information custodians," as you will—to curate the information we regularly ingest, now there is nothing standing between the individual and the wellspring of information represented by the internet. itis the so-called old literacies that will we find ourselves today as they inderstand the However, as we will soon discover. Serve us just as faithfuly in the new contexts have done in the past. To begin ourinvestigation, we must frst u relationship between Media Literacy and Cyber/Digital Literacy.Media literacy & Like ail the lteracies discussed in this book, media Mterag in several ways. Aufderheide (1993) defines it as “the ability 192° be «, evaluate, and communicate messages in a wide variety oF fe°°C858. Gy lofted nd Potter (1998) define it as "the ability to occess, analyae’™®” whi inalyze crecite messages across a variety of contexts.” Hobbs (1 998) 5 Sag . Christ term used by madem scholars to refer fo the process of teat its ‘i ©. and learning fo create one's own messagesin print, cudio, video ¢ Maye HES 62 | Bulsingand Enhancing ew Litoraces Aeros the Curclumysnaps init simplest sense, media Heracy o eer Prentiy different types of media hd on tue Ge defined as “the oo ee muricetina” (Common Sense Medi, rd). The the messages media yaties—television. radio, newspapers, magazines, coon type of meebo! ‘chat they all have in common is that they were all. sey nat someone had areason for creating ther. created by meone: a ceorcing 10 Boyd (201 4), media literacy educatioi it it ailee set united Kingdom os a direct result of wor propaganda the Po So pe ise of advertising in the 1960s. In both cases, media was being used Smanipulste the perspective (and subsequent actions) of those eed 6 ferrereby giving rise to the need to educale people on how to detect the tases fatsehoods, and halF-fruths depicted in print, radio, and television. gecause media communication lands ise so easily and so well to the’ mers’ perceptions on issues both political and urpose of mnipulating consul ef mercicl being abletounderstand he “why" behindmedia communication fine absolute hear of media literacy today. Despite the relatively simple and cleor definition of media literacy, it oud come as no surprise that scholers ‘and educators have been debating teauite some fime on how media literacy should be both defined and taught. Remraide (1993) and Hobbs [1998] reporied “at ine 1993 Media Literacy ‘uisnel Leadership Conlerence, US. educators could not agree on the fonoe of appropriate goo’ for media educotion Ct the scope of opproptiate eee onal techniques.” The conference did. however, identify five essential Concepis necessary for any enalysis of media messages: 1. Media messages are constructed. 2, Media messages are produced histovical, and aesthetic contexts. 3, the interpretative meaning-making progesses In’ reception consist of an interaction between the reo! the culture. 4. Media hos unique “languages,” forms, genres, and symbol systems of Com ntations play arole in peopl within economic, social, poliical olved in message .der. the text, and characteristics which typify various munication. le's understanding of social 5. Media represer reality. cer of pens! these tive concepts boi down to is that while the prod Beticlar med has on ‘Stended meaning behind the Comm, ibe by ly gets communicated to the consumers depends note! wo nd Tat Dut alo on the consumers he corstyas and on ‘MOF FESPECTS, oops The consumes! perceived meaning is what then develoes | letstand social reality. caaanacyerr tense | 63 ccuapren 5~ is of Minclanao, be, immediate example of thisis the media} portrayal COL so. ene ‘good news coming from the islond is bean othe nen, networks, the average Filpino—who might never have bee m fo Minconas. comes to beleve thal the enite slond i vole in ened co The indanao is somehow inv a a | 2 Uylenleeiaeaten to go there, nor allow any of his - her relatives tod 0. It is unlikely that this was the news media's intention, but it is © Viewer, interpretation that ultimately determined his or her beliefs and behavior, What Media Literacy is Not Given the broad and somewhat nebulous nature of media literacy, is implied definition can be gleaned by understanding what media literacy isnot, The following isa list of actions that are often mstaken for being representative of meaia literacy (Center for Media Literacy, nd): Ciiticizing the media is not, in and of itself, being media literate somei what one sees and hears. media Iiteracy. Hower times requires that one indeed ciiticie * Merely producing media is not media literacy media literate is the ability + Teaching with media (vid Medic literacy. An educ teaching about media, Y although part of being to produce media, 1608, presentations, i ste.) does not equal cation in media lite, Tacy Must also include * Wlewina media and crating i ttom asingle 7 . ; literacy. Tue mecia tracy requires wel the obi Siv9 is not media view ene! analyze mecta fom muliple poses > and pastirtahess to * Media literacy does not simy PEctives, ‘ply Mean knowin, watch: it doss mean "watch carefuly, >WiNG What an, think critical. 4 What not fo Challenges to Media literacy Education One glaring challenge foteaching Media Literacy, “hos Teaching it asa subject nisel might not be feasts hoe? PY do We teach ite" the curiculum js af the moment, while integrating t prey Overburdened Currently being taught might not be enough io teach what. JECHs that are media consumption habits—sklls and attitudes that ors leamagv® &ssentially ‘epetition rather than by mere classroom discussion (Ketter 2onpY “ing and Livingstone and Van Der Groat (2010) identiied “how 4 literacy ond evaluate the success of mecia literacy initiatives os eS media the more pemicious challenges facing educators in the 215, Center one of simple reason that if we cannot somehow measure the pr. ene. for the literacy in our students, how do we know we have actually fought hot medic sme 64 | suing and enhancing Mow UReraces eres te Crim10 Media tit. tundamental challenge to Me onanis Potter (1998) put it, “Ismedia liter i culating chilcken agains! ine polential hy anencng their appreciation of the finally. purpose. oleeansclil omeans of © leracy Education is one ‘cy best understood as aM of the media or as lerary metits of the media?"