Definitions & Functions of Media

Lesson 1 - Week 2
MINLIT1 | PRELIMS | SEM 2 2023

Functions of Media
Definitions of Media
● Media act as channels through
● General – Media can be the which people communicate or
channel (newspaper), the content decide with.
(news), or the person (reporters ○ watching a forecast &
and journalists). It comes from the deciding what to wear
word “medium”. based on the weather
today
● David Buckingham – “channel
which representations & images of ● Media facilitates informed debates
the world can be communicated by providing multiple perspectives.
indirectly.” ○ Twitter users discussing
implementations of laws.
● Graaf (2013) – by filtering and
sharing information to show to the ● Media provides information on the
audience, media acts as a world beyond our experience.
distorted mirror to reality. As such,
transparency is a myth. ● Media are means for the
community to identify and build
itself.
Forms of Media
● Media act as watchdogs of the
● Print Media government to promote
○ paper publications transparency.
○ oldest form of media
● Media are essential facilitators of
● Broadcast Media democratic processes.
○ radio & television
○ initially transmitted through
● Media are vehicles for cultural
airwaves, but now they use
expression and cohesion within
satellites
and among nations.
● New Media
○ uses digital technology ● Media advocates in its own right
(i.e. Internet) whilst respecting pluralistic values
○ helps gain a wide audience
over a short period of time MEDIA AND INFORMATION LITERACY

● Mass Media*
○ media that reach large ● UNESCO (2013) – a set of
audiences (Danesi, 2009) competencies that empowers
citizens towards information and
● Film & Cinema* media content, using tools, in a
critical and effective way
● Video Games*
● Wilson et. al. (2011) – we must
learn to not be passive consumers
for we cannot escape the “ubiquity”
of media

Note: * pertains to information that is self-made. They are indicators for me but they may not be true. Study at your own risk.

1
Evolution of Media
Lesson 2 - Week 3
MINLIT1 | PRELIMS | SEM 2 2023

History of Media & Communication

● Humans started writing at around
3200 BCE in Mesopotamia, and
600 BCE in Mesoamerica for
recordkeeping (accountancy).
● The presence of ancient words for
“fingers” suggest that we first
counted and communicated
quantity with them.
○ We etched on tree barks,
and drew on caves and
animal hides.
○ lower cost of books and reading
materials
○ news sheets in Beijing’s Ming
Dynasty court (1582)
○ solid block-printed handbills
(Japan, 17th century)
○ invented modern magazines
(18th century)
History of the Internet

● The easiest writing form is that of > 200 年前 age of electricity

simplified drawings (hieroglyphs)
such as that of the Chinese today.
● Quick and vast ways of
communication started when
horns, drums, fire, and smoke
were used.
● Human messengers also came to
exist.
○ The Persians would use
horses for faster delivery
(Pony Express), predecessor
of postal services, but were
exclusive only to the ruling
class.
PRE-INDUSTRIAL AGE
● Information was passed orally, but
things like laws and edicts were
copied by hand and posted in
public places. Sometimes, town
criers would travel to read and
recite these out loud.
17th CENTURY
● use of printing technology caused
the following:
Note: “年前” means years ago
1890s film
1895 radio
1927 TV
1960s invented computers
1980s research for WWW[1]
mid-1990s Internet 😬[2]
2011 Frank LaRue[3]
夏天 2016 released documents[4]
rise of information age
1. Tim Berners-Lee’s research at
CERN (Switzerland) led to the
invention of the WWW whilst
looking for a way to link computers
in the US and Europe to quickly
share information for defense and
scientific purposes.
2. The internet became a fixture in
any modern society.
3. They promoted & protected the
right to freedom and expression;
specifically that Internet access is
a fundamental human right.
4. The United Nations Human Rights
Council released a non-binding
document condemning the
disruption of Internet access by
governments.

2
Evolution of Media
Lesson 2 - Week 3
MINLIT1 | PRELIMS | SEM 2 2023
○ must be responsible
deliverers of information
From Traditional to New Media
● may suffer with accuracy &
regulation
● Technology can easily become
obsolete.
TRADITIONAL MEDIA
○ “snail mail” got replaced
with emails and instant
messaging as primary ● no multi-directional flow
means for long-distance ○ only allows (S → R)
messaging. ● only produces a semblance of a
○ “one hour photo conversation
development” (late 90s) got ● can be limiting with schedules
replaced with Instagram as ○ TV programs, release of
“cutting edge technology” newspapers in the morning
or “new media” ● consumers of information
○ study how the information
● New media includes information we receive affects us
delivered through digital ● operates with clear, geo-political
technology. borders
● in democratic societies, these are
● Traditional media transmit presented with self-regulation
information without digital
platforms.
○ Instead, analog technology
(airwaves) has the ability to
simultaneously disseminate
information to many
people.

NEW MEDIA

● on demand and interactive, “open”

● truly allows for conversation
○ allows (S ↔ R)
● can access whenever, wherever
● producers of information
Note: “年前” means years ago

3
Categorizing Information
Lesson 3 - Week 3
MINLIT1 | PRELIMS | SEM 2 2023

Types of Information

Providers of Information
● Scholarly
○ drawn from field experts’
researches ● Academic Institutions
○ must have recognized ○ ones dedicated to research
credentials and to continually seek
○ peer-reviewed before knowledge
published ○ may be supported by the
○ cites references to be verified government (ex. UP, PUP)
○ ex. scholarly journals, or solely by tuition fees and
academic books from private donations (ex. UST,
universities Ateneo)

● Professional/Trade ● Government Agencies

○ current news and trends ○ administrates a specific
presented to experts by function
knowledgeable people ○ works for a well-informed
○ often contains reviews, citizenry and a democratic
criticism or commentary society as they are held
regarding resources accountable to the people,
○ usu. not original; has visuals not for profit
○ ex. research reports, ○ ex. PAGASA (weather),
experimentation PHIVOLCS (geovolcanic)*,
Philippine Information
● Entertainment/Popular Agency (PIA; informs about
○ meant for entertaining the the government)
general population
○ easily understandable ● Private Sector
○ derived from others’ work ○ economic businesses &
○ has advertisements & profits organizations
○ ex. magazines, websites, ○ information is used to
newspapers provide goods and services
for profit
● Opinion
○ inconclusive viewpoint or ● Private Individuals
judgment ○ doesn’t represent a group
○ it’s best to choose among ○ only motivated to do tell the
intelligent opinions that are truth, to help, and to do the
analyzed from facts right thing
○ may vary from person to
person Sources of Information
○ ex. medical, legal, and judicial
opinions and arguments
● Primary
(first-hand, direct access*)
INTELLIGENT OPINION ○ diaries, interviews,
speeches, photographs
A conclusive argument based on
analysis of verifiable facts & reliable ● Secondary
information. (taken from primary sources, gives
commentary*)
Note: * pertains to information that is self-made. They are indicators for me but they may not be true. Study at your own risk.

4
 Categorizing Information
Lesson 3 - Week 3
MINLIT1 | PRELIMS | SEM 2 2023
○ biographies, textbooks,
critical reviews
Journalism Codes
● Tertiary
(presents an overview, briefly mentions
source to help locate it*) ● on the record
○ dictionaries, textbooks, ○ strongest attribution
tables, encyclopedias ○ includes how the
information was obtained,
Subject Primary Secondary Tertiary allows researchers to verify
the information directly
Traffic App CCTV Waze user reviews
feed
from the attributed sources
(ex. caption under a news
Medicine CCTV documentary encyclopedia article states: “Photo by
feed on the article on [photographer]”)
effects of sin tobacco ○ is pursued whenever
tax law
possible (Association Press
Literature Harry book review dictionary of Standards and Practices)
Potter wizarding ○ ex. audio/video recording
words
● on background
History diary of biography list of missing
a film of a persons or
○ “non-attributable”
Martial family during desaparecidos ○ “anonymous source”,
Law the Martial from the Martial organization position or
victim Law Law period relation to the story may be
revealed
○ R.A. No. 53 as amended by
ATTRIBUTION R.A. No. 1447 protects
journalists from having to
● identification of the source reveal identities to hold
● “Is the source known?” their importance as the
● “Is the source credible & watchdog of the
reputable?” government

● deep background
DATA TRIANGULATION ○ “unidentifiable source”
○ may be used by
● finding two or more sources for the whistleblowers to reveal
information wrongdoings
● “Are the sources scholarly, ○ a journalist must avoid
academic or reputable?” these and instead practice
● “How many different quality finding information that is
sources are saying the same on the record
thing?”
● “Are the facts verifiable?” ● off the record
○ Guy Bergsman warns that
it may be confusing and
may be passed down as
gossip

Note: * pertains to information that is self-made. They are indicators for me but they may not be true. Study at your own risk.

5
Understanding Coded Information in Media
Lesson 4 - Week 4
MINLIT1 | PRELIMS | SEM 2 2023

Roles of Information Providers OTHER ROLES OF MEDIA PROVIDERS

● to inform - provide relevant data ● technical codes

● to educate - provide extensive data ○ techniques and methods
(to go beyond & gain deeper (camera angle, shot type,
knowledge) and lighting)

● written codes
OTHER ROLES OF MEDIA PROVIDERS
○ headlines, caption, titles,
and writing style
● to facilitate teaching and learning
processes ● audio codes
● to provide access to all types of ○ background music, sound
information effects, voice-overs
● to serve as a gateway of
information ● symbolic codes
● to promote universal values and ○ the way a character’s
civil rights such as freedom of emotions are implied in a
expression, speech, and of the scene
press
● to serve as society’s collective
REMEMBER
memory
● to gather more information These categories are not mutually
● to preserve cultural heritage exclusive. Technical, written, and audio
● to entertain codes can also be used as symbolic
codes.
REMEMBER

The best sources of information are fair, Media Conventions

objective, lack hidden motives, and
show quality control. It is not limited to
● generally accepted ways of doing
“serious news” because all information
something in genres of television,
is a message.
film, and literature

Codes and Conventions in Media Media Representations

● Marshall McLuhan (1964) ● “the ways media portrays particular

○ “the medium is the groups, communities, experiences,
message” ideas or topics from a particular
○ “media affects us through ideology or value perspective”
the information delivered, (University of Minnesota)
the language, codes, and
conventions; quickening
our communication”
○ studied how culture and
society are affected by the
means of conveying
information

6
Understanding Coded Information in Media
Lesson 4 - Week 4
MINLIT1 | PRELIMS | SEM 2 2023
KEY TERMS
● construction
○ way media is put together
● mediation
○ process done to media
before reaching an
audience
● selection
○ selecting content for the
media material
Importance of Media with Democracy
Lesson 5 - Week 6
MINLIT1 | MIDTERMS | SEM 2 2023
Definition of Democracy
● from dēmokratía (Greek)
● “rule of the people”
 people are the source of power
and legitimacy for leaders
Role of the Press
 traditionally “fourth estate”
 branch of power representing the
people and acts as their
watchdogs and “fiscalizers”
The Press and the Government
 laws impose penalties for media’s
libel (有形) or slander (没形)
 the biggest threat to press freedom
is violence against journalists
 Philippine media is “partly free” for
being put in the dark because of
more prominent falsehoods
 Internet of the Philippines is “free”
for being uncensored
 both should keep the people’s best
interests for the people hold the
power and both only exist to serve
● anchorage
○ words used to give images
a certain meaning
○ ex. “No one grows ketchup
like Heinz.”
● stereotypes
○ oversimplified
representation of a person
or a thing
● ideology
○ set of opinions or beliefs
expressed through a media
material
EMERGING THREATS TO PRESS
Post-Truth
 keyed by Oxford Dictionary as
2016 Word of the Year
 rise of public opinions based on
personal convictions rejecting facts
Alternative Facts
 keyed by Kellyanne Conway
 statements that threaten the
informed community
ARTICLE III, SECTION 4
“No law shall be passed abridging the
freedom of speech, of expression, and of
the press, and the right of the people
peaceably to assemble to petition the
government for redress of grievances.”
ARTICLE III, SECTION 7
“The right of the people to information on
matters of public concern shall be
recognized.”
○ official records
○ official acts
○ transactions
○ decisions
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Understanding Coded Information in Media
Lesson 4 - Week 4
MINLIT1 | PRELIMS | SEM 2 2023
○ research data
Journalistic Standards & Principles
 Fair and Balanced Reporting
o ensures neutrality and
objectivity; not necessarily
preventing individual
opinion of reporters
o pursues, verifies, &
presents the different facts
and angles of a story
The Qualities of an Information Literate
Lesson 6 - Week 7
MINLIT1 | MIDTERMS | SEM 2 2023
Alexandria Proclamation
 a term adopted by the United
Nations that defines information
literacy as a basic human right
 the “path to development,
prosperity, and freedom”
 “social inclusion in all nations”
US President Barack Obama
 declared October as the “National
Information Literacy Awareness
Month” in 2009
 claims that a “crisis of authenticity”
has emerged over the past decade
Definition of Information Literacy
 empowers people to seek,
evaluate, use and create info
effectively to achieve their goals
 ability to know when more info is
needed; to locate, evaluate, & use
the right info according to needs
 the core of both media and
technology literacy; bringing
together critical thinking, curiosity,
creativity, and ethics while
teaching the value of information
and communication
Definition of Media Literacy
 ability to critically consume,
 Editorial Independence
o a long-standing ideal
o “Editors should have full
authority over publication’s
content” (Lapeña)
 Plurality and Diversity
o must be able to serve all
types of people; not letting
other groups dominate
o responsible of encouraging
all members to participate
in nation-building
understand, analyze, evaluate, and
produce any type of media
 overlaps with information literacy
since “ the medium is a message”
Definition of Technology Literacy
 ability to effectively use technology
tools; incorporates information
literacy
Paul Zurkowski
 president of the US Information
Industry Association
 “people will need information
literacy as an information society
will emerge” (1974)
Aspects of Information Literacy
CATEGORY I: Information Literacy
CATEGORY II: Independent Learning
CATEGORY III: Social Responsibility
(Use what you learned to make a positive contribution to the
community and the society!)
* The right to information is important in a
democracy because protection is needed
to make sure that the public’s ability to
make decisions are not undermined.
Six Vital Concepts
Authority is Contextual
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Understanding Coded Information in Media
Lesson 4 - Week 4
MINLIT1 | PRELIMS | SEM 2 2023
Is it legit? Is it credible?
value; they are used to personalize
 While one is able to identify experiences in social media
authority and the differences in the
formats of these sources, they can Research as Inquiry
What more is there?*
identify that these sources are not
absolute and may be influenced by  Done when one uses the info while
social & political relations. respecting and applying the
research process
Information Creation as a Process  used as consultation*
How is it made? Does that change anything?*

 One can identify not only how to Scholarship as Conversation

evaluate a source, but also how a What can I share? What can I learn?*

process affects content & quality of  One aims to contribute to the

the information presented to them. worldwide exchange of ideas while
being open to different ideas and
Information has Value perspectives they may encounter.
How can I protect my privacy?*

 While one can access information Searching as Strategic Exploration

for free, they are aware that it has What is the best way to find what I need?*

value (determined by cultural &  One is flexible with the processes

societal factors that affects the they make to acquire information.
production, packaging, and They are always seeking for new &
dissemination of information). alternative methods to suit them.
 ex. consumer data has commodity

The Information Literacy Cycle

Lesson 7 - Week 8
MINLIT1 | MIDTERMS | SEM 2 2023

strategy, keywords, and

The BIG6 Model
keyword phrases

The Big6 Model is a set of steps that  Use of Information

summarizes the information literacy o narrowing down the
process. It was developed by Michael information gathered
Eisenberg & David Berkowitz in 2000.
 Synthesis
 Task Definition o deciding how to organize
o What is the problem and and present the information
what information do I need o must be focused on the
to fix it? message to the audience
o What answer do I want?
 Evaluation
 Information Seeking Strategies o What do I need to improve?
o planning/listing sources o judge the effectiveness and
o usually, “Which sources?” efficacy of your choices

 Location and Access

o locate and gather info Definition of Digital Literacy
o use index, table of
contents, references list The Center for Digital Media in California
o utilize tools, synonyms, describes digital media as a combination

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Understanding Coded Information in Media
Lesson 4 - Week 4
MINLIT1 | PRELIMS | SEM 2 2023
of technology & content. It has influenced:
 academic research
 online education
 e-commerce
 online games
 news & entertainment media
 public information
 public debate & activism
Digital Resources
These sources of information come in
digital or electronic formats:
 Multimedia Resources
o uses more than one
medium; ex. AV like
YouTube, livestreams
 Interactive Resources
o sophisticated and reader-
centered; allows users to
manipulate content
o “change following a
response from the user”
(Epigeum)
o ex. VR responds to a user’s
movement
 Emerging Resources
o the latest advancements in
technology that impacts
media and society
o ex. autonomous cars,
nanosensors, optogenetics
Competencies of Digital Literacy
* according to Barbara Combes of the Curtin
University of Technology, Australia
USE
 the competency that most young
people have acquired as “digital
natives”
 a competency in operating
software & devices and in
navigating the Internet
UNDERSTAND
 “survival skills” in digital
environments
 skills that allow you to
comprehend, contextualize, and
critically evaluate digital media
 the foundation to becoming an
intelligent & responsible contributor
ASPECTS OF DIGITAL LITERACY
Socio-emotional Literacy
 requires critical/analytical thinking
and maturity while navigating
cyberspace
 helps avoid traps & benefits from
digital communication
Branching Literacy
 the ability to reap the benefits of
hypermedia (abundance of info)
from various resources & make
connections among vastly different
resources
CREATE
 social utility of digital literacy
 knowing how to use technology to
share information by learning to
produce content that suits various
contexts and audiences
 “…at the heart of citizenship and
innovation”
 requires a sense of responsibility
and ethical behavior
Digital Citizenship
 new kind of global connectedness
 not exclusive to people who are
part of the digital divide (whether
or not one has access to the
Internet); so, one must promote
the rights to Internet access and
unlock its infinite potential
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