Republic of the Philippines

ISABELA STATE UNIVERSITY

BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM
(SEd Prof. 312/EEd Prof 312/TLEd Prof 312/PEd Prof 312)

A Self-Paced Learning Module for College

Students

MODULE 5

MEDIA LITERACY

REMEDIOS R. LAMORENA
 MEDIA LITERACY

OBJECTIVES:

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

 Define media literacy
 Describe the status of media education in the country
 Identify key skills required for integrating media literacy in the
classroom
 Evaluate the impact of media literacy to education.
 Define, Identify and explain the different types of plagiarism
 Practice academic honesty and integrity by not committing
plagiarism
 Discuss and evaluate notable cases of plagiarism in the
Philippines

LERNING CONTENT

This module contains discussion, video links, research outputs and

jurisprudence that a student can work independently.

TOPICS FOR MODULE 3.3.

A. INTRODUCTION, DEFINITION OF MEDIA LITERACY AND

EDUCATION
B. IMPORTANCE OF MEDIA EDUCATION
C. STRATEGIES FOR INTEGRATING MEDIA LITERACY IN THE
CLASSROOM
D. MEDIA LITERACY ACROSS THE CURRICULUM
E. ASSESSING MEDIA LITERACY WORK
F. LEGAL, ETHICAL AND SOCIETAL ISSUES IN MEDIA AND
INFORMATION
3.3. MEDIA LITERACY

A. Introduction and Definition

Media Literacy has been the theme of the teaching- learning process in this
era especially that the world has been introduced in the digital age as majority
of people have an easy access to internet thru the aid of electronic gadgets
either first generation or the latest model. It also gained its popularity again as
the COVID- 19 pandemic threatens the lives of every individual as it also
impede the face to face modality of the teaching – learning process and
dictates the utilization of technology on different online platforms to effectively
deliver a safe, effective and efficient instruction.

The simplest description of media literacy is the ability to ACCESS,

ANALYZE, EVALUATE, CREATE, and ACT using all forms of
communication. This definition builds on the following points:

1. Media literacy promotes the critical thinking skills that enable people
to make independent choices with regard to 1) which media
programming to select and 2) how to interpret the information they
receive through the channels of mass communication.

Media literacy is, first and foremost, a critical thinking skill that is applied to the
source of most of the information we receive: the channels of mass
communication. However, for a variety of reasons, we often blindly accept the
information that we receive through the media—with disastrous results. We
develop brand loyalties that have little to do with the quality of the product. We
take the word (or pictures) of journalists to provide us with a clear
understanding of our world. And we vote for candidates on the basis of “gut
reactions” to political spots devised by clever political media consultants.
Rather than tuning to a specific program, all too often the audience simply
watches the medium (“I’m gonna watch TV”). Indeed, most TV viewers don’t
bother to check the TV listings before turning on the set; instead, they simply
flip through the channels to determine what they want to see (or what is least
objectionable). One of the criteria of becoming an educated person is
developing the critical faculties to understand one’s environment—an
environment that, increasingly, is being shaped by the media. As Bill Moyers
observes, “At stake is our sense of meaning and language, our sense of
history, democracy, citizenship and our very notions of beauty and truth.

2. Understanding the process of mass communication.

Medium by itself is simply a channel of communication; consequently, it is
neither good nor evil. A number of factors determine the impact of a media
presentation, including an understanding of the elements involved in the
process of media communications: 1) media communicator, who is producing
the presentation; 2) the function (or purpose) behind the production of the
presentation; 3) comparative media—the distinguishing characteristics of
each medium; and 4) the intended audience.

3. An awareness of the impact of the media on individuals and society.

The media have transformed the way we think about the world, each other,
and ourselves. Media presentations convey cumulative messages that shape,
reflect, and reinforce attitudes, values, behaviours, preoccupations, and myths
that define a culture. Within this context, media literacy education has had an
impact on young students’ behaviours and attitudes, thus, it also offers
intervention.

4. The development of strategies with which to analyse and discuss

media messages.
Media literacy provides strategies that enable individuals to decipher the
information they receive through the channels of mass communications.
These keys also provide a framework that facilitates the discussion of media
content with others—including children, peers, and the people responsible for
producing media programming.

5. An awareness of media content as a “text” that provides insight into

our contemporary culture and ourselves.
Media presentations often provide insight into the attitudes, values,
behaviours, and preoccupations, patterns of thought, and myths that define a
culture. And conversely, an understanding of a culture can furnish
perspectives into media presentations produced in that culture.

6. The cultivation of an enhanced enjoyment, understanding, and

appreciation of media content.
Media literacy should not be considered as merely an opportunity to bash the
media. Within this context, critical analysis can heighten your awareness of
media at its best: insightful articles, informative news programs, and uplifting
films.

With the abovementioned information, you might be wondering on where

media literacy originated. It is founded on traditional literacy but it is more
progressive and advanced way of reading and writing. Thus, making media as
an effective channel to communicate ideas even from the early years where
transistor radios and black and white television sets were introduced to the
world.

Thus, Media literacy develop people to become more analytical and critical
thinkers and makers, effective communicators and active citizens as well.
 To make a clearer understanding
on the terms being used with
Media Literacy, the following is
best explained.

Media alludes to all electronic or

advanced methods and print or
imaginative visuals used to communicate messages.

Literacy is the capacity to encode and translate images and to incorporate

and investigate messages.

Media Literacy is the capacity to encode and translate the images

communicated by means of media and the capacity to orchestrate, break
down and produce intervened messages.

Media Education is the investigation of media, including 'hands on'

encounters and media creation.

Media Literacy Education is the instructive field devoted to encouraging the

aptitudes related with media education.

Since we have already talked about the terminologies, we will have an in-
depth explanation of what really media literacy is.

Media literacy represents a necessary, inevitable, and realistic response to

the complex, ever-changing electronic environment and rich communication
that surround us.

To become a successful student, responsible citizen, productive worker, or

competent and conscientious consumer, individuals need to develop expertise
with the increasingly sophisticated information and entertainment media that
address us on a multi-sensory level, affecting the way we think, feel, and
behave.

The present data and amusement advances impart to us through an

incredible blend of words, pictures, and sounds. Accordingly, we have to build
up a more extensive arrangement of proficiency abilities helping us to both
fathom the messages we get and viably use these instruments to plan and
disperse our own messages. Being educated in a media age requires basic
reasoning abilities that enable us as we decide, regardless of whether in the
homeroom, the lounge, the work environment, the meeting room, or the
democratic corner.

At long last, while media education brings up basic issues about the effect of
media and innovation, it is not an enemy of media development. Or maybe, it
speaks to an alliance of concerned people and associations, including
instructors, religious gatherings, social insurance suppliers, and resident and
purchaser gatherings, who look for a more edified method of comprehension
our media condition.

TEACHING AND LEARNING ACTIVITIES

Create a simple explanation of the following terms that describe media literacy
according to your own experience as a student:

1. ACCESS

2. ANALYZE

3. EVALUATE

4. CREATE

5. ACT
 B. IMPORTANCE OF MEDIA LITERACY
1. Develops skill in information verification and respect to people’s point
of view.
As a reader, it develops your ability to discern the truthfulness and
credibility of information that you have read, photos that you have seen and
even information that you have watched and heard thru different media
platforms. The popularization of the fake news and even distorted propaganda
is the best example that teaches every individual to not only validate but
triangulate information.

2. Strengthens critical and analytical thinking.

Media literacy exercise your mind to process the real and deeper meaning
of a content/ material being written, discussed and posted. It creates more
than imagination especially on issues where a wide variety of interpretation
can be derived of. To be critical is to give a sound judgement.

3. Teaches responsible sharing of information and proper

acknowledgement of media sources.

The popular reminder “ Think before you Click” is the best example for this
as most students are fond of sharing information in the social media
especially on their accounts without carefully analyzing the content and even
not checking the timeliness of the event. One example here is on the
memorandum about public holidays and suspension of classes where people
would share without checking the dates as well as the legitimacy of the office
who released the said announcement.

Emotions play a big role for responsible sharing of information, it may be

positive or negative. As human enjoys a limitless freedom of expressions
especially on topics that arouse their interests, they flooded the social media
accounts with likes, comments and emojis which may or may not be
acceptable to the account owner which in turn may cause prestige or conflict.

The popular issues on social media like the denial of franchise renewal of a
giant network, the real status of the COVID- 19 pandemic based on actual
and real time data which divided the entire nation due to difference in belief.

4. Media mirrors our culture.

Filipinos are known to have a very rich culture that we can really witness
around us that media promotes. From the advertisements of popular fast food
chains that shows closed family ties; the money remittance commercial that
shows strong support and empathy to family members; the biscuit commercial
that shows the value of sharing ang generosity; the innate cheerful character
of Filipinos thru a soda commercial; the telecommunications company on
father- son relationship; the Filipinos healthy ways thru a disinfectant
advertisement. With the sample links below, you may see sample
advertisements that echoes Filipino Culture.

a. https://www.youtube.com/watch?v=s-vVolAswxU – Fita Cracker

Commercial
b. https://www.youtube.com/watch?v=rihDHNrDw6g&feature=emb_title- PLDT
NDD Commercial
c. https://www.youtube.com/watch?v=6-BPFPwv8RQ- Coke Beat
d. https://www.youtube.com/watch?v=pFo2nxGgJgU&feature=emb_title-
Family
Rubbing Alcohol
e.https://www.youtube.com/watch?
time_continue=4&v=msCql4ncVeE&feature=emb_titl e-LBC Remittance

The themes of novels, short stories, movies and TV series being aired in our
country also showed our culture and history; victory and defeat as well as
some of few dysfunctional cultures that brought about by the effects of
colonization in the country. The usual themes are focused on love, poverty,
war, peace, friendship and family.

With the abovementioned statements, media shapes the viewers’

consciousness as well.

5. Determines and identifies communication strategies.

The media is a powerful tool of motivating and persuading people without

actually noticing its real intention. A good example is the marketing strategies
of companies where they post motivational quotes to bring excitement to our
minds and eventually, we are already hooked and may or may not be enjoying
their services.
To students, this is more on their social media supporter subscriptions where
they campaign for more likes as this bring prestige, honor as well as monetary
reward to them. They only use simple language and expression that are easily
to understand that gives them also the feeling of happiness just like the
“memes” where their creative thoughts are being tickled.

6. Teaches you how to not be swayed by persuasion techniques.

In relation to item number five (5), media also train us to become more aware
of the events that are happening in our society. It hastens our minds to study
situations especially when we need to take sides due to non-neutrality in a
certain issue. Media gives us the opportunity to listen to both sides, push us to
do research on certain topics and eventually bring us to a tougher decision-
making where we will not be deceived by different propaganda.

8. Encourages active participation in public affairs as a citizen.

Media helps us to become an active citizen through public conversations

where we can air our opinions as well as where we ca give our positive and
negative reactions. Our contribution as a citizen is vital in the attainment of
our goals not only as an individual but as a productive member of our society.

9. Teaches to create own content.

When we post our ideas we are already making an impact to the world
especially when it is done in a very responsible manner. We are not only
transforming as a better person, a well- informed individual but we are being
trained to make a better picture of the world thru our contributions.

A reminder, when we post something, everything should be carefully planned

and analyzed to avoid confusion and provide other way of interpretation.

TEACHING AND LEARNING ACTIVITIES

Make a simple poster that best explains the importance of media literacy
and post it in your social media account with proper caption.
 C. STRATEGIES FOR INTEGRATING MEDIA LITERACY IN THE
CLASSROOM

1. Exploit teachable moments.

Outside the regular teaching-learning process and the usual lecture time, we
should also allot time listening to our students especially on the topics that
they love discussing like their favorite TV series such as K-drama, C-drama,
reality TV shows, viral videos and memes as well as other social media apps
like Tiktok, snapchat, re-face apps and their quest on online games like
Mobile Legends, Clash of Clans and other simulation games.

These activities, outside the academic box may reveal also their inclinations
and may explain why they behave very differently in one instance.

2. Give students a chance to create media, not just analyze it.

In media education, the teaching- learning process is a shared endeavor like

in the manipulation of technology where video creating and editing is required.
Both faculty and students should be able to work together as mentor and
mentee, this action will further explain how a certain video works when it is
edited and used with proper lightings and sound effects. With the constant
practice and exploration of students in creating a media, they would be able to
discover their potentials.

3. Start and end with the key concepts.

Media education is more effective to the target audience if the concepts are
well- defined and explained. It is likened to ask questions like: Are media
messages constructed? Is it constructed with creative language governed by
rules? Are this differ when two individuals have received the message? Does
the media products and outputs with embedded values and point of view or
this is just merely for gaining profit?

4. Recognize that teachers and students enjoy media.

People of all ages, in all walks of life really enjoys media not only for
entertainment and information but this serves as their springboard as a
subject of critiquing. We should always bear in mind that critiquing may not
always mean criticizing. We assess and evaluate issues projected thru media
because we wanted to have a thorough grasp of the problem and we may find
solution for it. As we enjoy media our horizon also widens as it introduced us
to a complex scenario.

5. Teach about media, not just with media.

In the classroom when we decided to use media as a platform for pedagogy,
we should always consider that we are also letting them learn about the
media. A good example for this is to make a comparison on the novels that
were converted to movies like the following: The Notebook, Harry Potter, Les
Miserables, The Little Women and others.

The students may conduct a comparative analysis on these examples and

may see the small details as to production.

6. Make media education about asking questions, not learning answers.

Media Education is heuristic and informative in nature. It is more on giving

answers as well as on asking for an information. It tickles the mind of the
students to make a very strong opinion which is based on research findings
and existing theories which may lead them to a sound conclusion without
using their emotions to argue.

7. Fight the perception that “it doesn’t matter”.

Advertisement, commercials and infomercials are projecting a very loud

sound of analysis and information, regardless if the producer or creator do not
mean to imply other meanings which are deeper than what they project.

For example, a popular TV commercial on the 90’s about a carbonated drinks

with a line “Nag-iinit ka na ba?” and a slapping of a lady to a guy is open to a
lot of interpretations. First, the slapping happens due to our conservative
culture as Filipinos that ladies should not be addressed with double meaning
statement. Second, because it is summer time, an ice cold drink is good to
quench the thirst. Third, the temperature inside the elevator is high due to
brownout.

The statement that perception doesn’t matter is not applicable as we are

guarded by our cultural norms. Everything does matter but it needs bases:
theoretical, cultural, legal and political.

TEACHING AND LEARNING ACTIVITIES

Imagine that you are a teacher and you need to make a simple action plan as
to the strategies that you will use in your class in order to make the delivery of
instruction effective and efficient using different media platforms and media
products.

D. MEDIA LITERACY ACROSS THE CURRICULUM

Media Education is vital across almost all disciplines as this has a role in
bridging the gap on the information that has been long published and
believed.

Let us identify all the subjects where Media Education is directly or indirectly
involved.

1. Criminal Justice Education and Law.

Media outfits and media products has been very instrumental in the
dissemination of existing and new policies in the community or in the
nation. It also brings the hottest information as regards crime commission
and prevention. Do you think that these media events influence the
readers, listeners and viewers? Will these make a responsible citizen?
How about the simulation games portrayed by the cops and the suspects,
will this reduce the crime or this will excite the mind of the offenders? How
about the portrayal of seeking justice, will this be treated with high
confidentiality despite of the social media bashing to the offenders and
sometimes to the victim as well as the social stratification in the society?

2. Science
How media reports the latest innovation in the field of science and
technology? Are the Science TV programs excites the interests of the
people especially on the new discoveries and breakthroughs of scientists?
Will the students arouse interests on doing some experiments just like the
things that they have watched, research results that they have read and
things that they wanted to discover?

3. Social Science
The wide umbrella of Social Sciences has been shaped by the media
especially on History which has been publicly opened to people from the
earliest civilization up to the Contemporary World. Politics also has been
shaped by media, from the struggles to victory; from the installation of
public officials in their offices to deliberation of local and global issues.

4. Health and Physical Education

 The online Physical Fitness Programs, the healthy kitchen show, the
digital and print advertisement on the campaign against smoking, drinking
and drug abusing have created influence and awareness to the
community which eventually shaped people’s healthy perspective both
mentally and physically.

5. Music
Music has been a powerful instrument in lifting the spirit of people. This
also portrays the feeling of love, victory, happiness, melancholy and
anger. But how does the media affects individual preference of its
content? Is it because of the beat? Or the popularity of the artist? Or the
beliefs and ideals of the listener? Or the genre that defines the personality
of people?

6. Family Affairs
Does the media changed the traditional hierarchy of the Filipino family?
How does gender roles portrayed in media products? Did it follow the
norms or have deviated from it?

TEACHING AND LEARNING ACTIVITIES

Identify other subjects that media education meets the requirements of the
curriculum.

E. ASSESSING AND EVALUATING MEDIA LITERACY WORK

According to Chris Worsnop (2018), assessment of the media literacy
work is important due to the following points:

1. An authentic assessment scale, or rubric, can be extremely useful to

teachers, students, and their parents throughout the process of
teaching and learning about media – especially if it is clear, fair,
consistent, has appropriate standards, and looks for the right
characteristics in student work. This can help everyone involved better
understand and agree on what is expected from students – a process
which sets high standards and leads to fewer misunderstandings
between teachers, students, and their parents.

2. Students can also use a good assessment rubric as a guide as they

plan and execute their work. The traits of the rubric set clear targets for
students to strive for, and students are often able to use this knowledge
to achieve at a much higher level of performance.

3. Teachers sometimes avoid assigning media production work – such as

videos, posters, web pages, or collages — because they feel uneasy
about assessing student work that is not in a traditional written format.
With clear criteria for assessing media work, many of these fears can
be put to rest and teachers can be more confident about what qualities
they are looking for in student work.

4. Media literacy is a subject that is frequently attacked, marginalized, or

otherwise threatened, and "one of the best defences against any
criticism of any subject area is to be able to show that your assessment
is strong, solid, rigorous and fair, and to proclaim that as a teacher you
are happy to be held accountable for your assessment."
TEACHING ANG LEARNING ACTIVITIES
1. Try to find five advertisements in any form and discuss the its following
implications to:

a. Entertainment
 b. Social

c. Political

d. Moral

e. Economic

f. Health

F. MEDIA AND INFORMATION LITERACY (MIL)

A. Legal, Ethical and Societal Issues in Media and Information

Brief Historical Background of Plagiarism

The word plagiarism is now a common term especially when it comes to

books, research, films and vlogs. In layman’s term, plagiarism is merely
copying. But let’s have a deeper understanding of the term thru history and
etymology.

With the etymological background of plagiarism from the Roman word

“plagarius” which means kidnapper, seducer and plunderer. These three
descriptions would mean a criminal action that conveys an offense to people
and properties. Though plagiarism has already existed around 80 AD during
the grandeur years of the Roman poets like Martial. He used the word “
plagiarus” when Fidentinus recited his poem and taking credit of it without
acknowledging him. But the main concern here is not on ATTRIBUTION but
on the PAYMENT for stealing the credit from him.
Though plagiarism is present during those time, no courts will give remedy as
there were no existing rules to reprimand those who are engaged to it but
limited only to written creative verses attack. But aside from that, ghostwriting
is allowed as plagiarism is not viewed as a serious offense in the light of
creativity but more of economic side.

The term Plagiarius evolved to Plagiarism in the English language when Ben
Johnson defined plagiary as literary theft and later defined on Samuel
Johnson’s dictionary as literary thief or the person who steals the thoughts or
writings of another.

Plagiarism on New Technologies and New Challenges

With the advent of technology, one form of plagiarism is the invention of copy
and paste in the mid 70’s. And it became more rampant thru the internet as
there are virtually unlimited websites that can provide information without
critical thinking. That’s how students are no longer working well on your
studies for the websites guarantee an instant assignment and school projects.

Plagiarism means the theft of another person's language, thoughts, or ideas.

To plagiarize, as it is commonly understood according to Webster, is "to take
(ideas,writings , etc.) from (another) and pass them off as one's own. " The
practice of taking someone else work or ideas and passing them off one’s
own (oxforddictionaries.com) and the
act of using another person’s work or ideas without giving credit to the person
(Merriam-Webster Dictionary)

Obviously, the passing off of the work of another as one's own is thus an
indispensable element of plagiarism. Plagiarism thus refers to the act of
appropriating the ideas of another and presenting them as one's own. It is an
act of intellectual dishonesty, which assumes more gravity when committed in
the context of an activity that puts premium precisely on the production of
original creative work (e.g., academic paper, a literary or scientific publication,
an artistic work, etc.).

Types of Plagiarism

A. Sources Not Cited

1. The Ghost Writer – The writer that turns in another’s work in verbatim,
word for word,
as his or her own.
2. The Photocopy- The writer copies significant portions of text straight from
a single source, without alteration.

3. The Potluck Paper- The write copies from several different sources,
tweaking the sentences to make them fit together while retaining most of the
original phrasing.

4. The Poor Disguise- The writer has altered the papers appearance slightly
by changing kay words and phrases.

5. The Labor of Laziness- The writer takes the time to paraphrase most of
the paper from other sources and make it all fit together.

6. The Self- Stealer- The writer borrows generously from his or her previous
work.

B. Sources Cited

1. The Forgotten Footnote- The writer mentions an author’s name for a

source but neglects to include specific information on the location of the
material referenced.

2. Misinformer-The writer provides inaccurate information regarding the

sources, making it impossible to find them.

3. The Too- Perfect Paraphrase- The writer properly cites a source, but
neglects to put in quotation marks on text that has been copied word-for-word,
or close to it.

4. The Resourceful Citer- The writer properly cites all sources, paraphrasing
and using quotations appropriately. The paper contains almost no original
work,

5. The Perfect Crime- The writer properly quotes and cites sources in some
places, but goes on to paraphrase other arguments from those sources
without citation.

TEACHING ANG LEARNING ACTIVITIES

1. Make a narrative in your stand on criminalizing the act of Plagiarism in

the Academe especially on their research and creative works by
mentioning your arguments.
 2. Political personalities have been involved in the issue of plagiarism
especially on their speeches in addressing the nation or a group of
people. React on this, “Plagiarism is a betrayal of public trust” and
relate it to this statement, “A political wrong, is a social wrong and
every social wrong is a moral wrong”.

References:

www.medialit.org. Literacy for the 21st Century/ Orientation and

Overview

Baran, Stanley.Introduction to Mass Communication and Media Literacy

and Culture 8th Edition. Published by McGraw-Hill1221 Avenue of the
Americas, New York,NY 10020. 2014