Chapter 5

MEDIA AND CYBER

OR DIGITAL
Presented by:
LITERACIES
Juban, John Vincent E.
Ipili, Amber
Ishmael, Norhaya
Jongay, Kristine Leony M.
Labadan, John Troy
Lopez, Camille Abbygail
Gumaga, Bai Hairan
 OBJECTIVES:
At the end of this chapter, you should be able to:
•develop a working understanding of Media and Cyber/Digital
Literacy 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

literacies early in children and cannot wait "until they are older."
 MEDIA
LITERACY
Like all the literacies discussed in this book, media literacy can
be defined in several ways. Aufderheide (1993) defines it as "the
ability to access, analyze, evaluate, and communicate messages
in a wide variety of forms," while Christ and Potter (1998) define
it as "the ability to access, analyze, evaluate, and create
messages across a variety of contexts." Hobbs (1998) posits that
it is o term used by modern scholars to refer to the process of
crifically analyzing and learning to create one's own messages
in print, audio, video, and multimedia
MEDIA LITERACY

Began in US and UK as a direct result of war propaganda in the

1930's andthe rise of advertising in 1960's

• Both cases media was being used to manipulate the perspective of

those exposed to it thereby giving the rise to educate people on how
to detect the biases, falsehood.depicted on print, radio and
television.

•Being able to understand the "why" behind media communication,

it is the absolute heart of media literacy today.
5 CONCEPT OF MEDIA LITERACY
The scholars and educators debated on how media literacy should be both
defined and taught. The conference did identify 5 essential conceipts
necessary for analysis of media messages.

1. Messages are constructed.

2. Messages are produced within economic, social, political, historical, and
aesthitic context.
3. the interpretative meaning making process involved in message
reception
consist of an interaction between the reader, the text and culture.
4. Media has unique "languages" characteristics which typical norms,
genres and symbols of communication.
5. Media representation plays a role in understanding social reality.
 WHAT MEDIA LITERACY IS NOT
The following is a list of actions that are often mistaken for being representative o
media literacy (Center for Media Literacy, n.d.):

1. Criticizing the media is not, in and of itself, media literacy. However, being
media literate sometimes requires that one indeed criticize what one sees and
hears,
2. Merely producing media is not media literacy although part of being media
literate is the ability to produce media.
3. Teaching with media (videos, presentations, etc.) does not equal media literacy
An education in media literacy must also include teaching about media.
4. Viewing media and analyzing it from a single perspective is not media literacy.
True media literacy requires both the ability and willingness to view and analyze
media from multiple positions and perspectives.
5.Media literacy does not simply mean knowing what and what not to watch: it
does mean "watch carefully, think critically."
DIGITAL LITERACY

Digital Literacy can be defined as the ability to

locate, evaluate, create, and communicate
information on various digital platforms. Put more
broadly, it is the technical, cognitive, and
sociological skills needed to perform tasks and solve
problems in digital environments (Estiet Akaal 2004)

•tool literacy-competence in using hardware and software tools

•resource literacy-understanding forms of and access to information
resources
•social-structural literacy - understanding the production and
social significance of information:
•research literacy-using IT fools for research and scholarship:
•publishing literacy-ability to communicate and publish information
emerging technologies literacy-understanding of new development
in IT and
•critical literacy - ability to evaluate the benefits of new
technologies (Note that this literacy is not the same as "critical
thinking." which is often regarded as a component of information
literacy).
Bawden (2008) collated the skills and competencies comprising digital
literacy from contemporary scholars on the matter into four groups:

1. Underpinnings - This refers to those skills and competencies that

"support" or "enable" everything else within digital literacy, namely:
traditional literacy and computer/ICT literacy (ie., the ability to use
computers in everyday life).

2. Background Knowledge. This largely refers to knowing where

information on a particular subject or topic can be found, how
information is kept, and how it is disseminated-a skill taken for granted
back in the day when information almost exclusively resided in the form of
printed text.
3.Central Competencies - These are the skills and competencies that a majority
of scholars agree on core To digital literacy today, namely:
• reading and understanding digital and non-digital formats;
•creating and communicating digital information;
•evaluation of information;
•knowledge assembly;
•information literacy, and
•media literacy.

4. Attitudes and Perspectives - Bawden (2008) suggests that it is these attitudes

and perspectives that link digital literacy today with traditional literacy, saying
"it is not enough to have skills and competencies, they must be grounded in some
moral framework," specifically:
•independent learning - the initiative and ability to learn whatever is needed for
a person's specific situation and
•moral / social literacy an understanding of correct, acceptable, and sensible
behavior in a digital environment.
 INFORMATION LITERACY
WITHIN DIGITAL LITERACY
Given the ease with which digital media (as opposed to
traditional print media) can be edited and manipulated,
the ability to approach it with a healthy amount of
skepticism has become a "survival skill" for media
consumers. Eshet- Alkalai (2004) draws attention to
Information Literacy as a critical component of Digital
Literacy as "the cognitive skills that consumers use to
evaluate information in an educated and effective
manner."
 SOCIO-EMOTIONAL LITERACY
WITHIN DIGITAL LITERACY

Alongside information Literacy, Eshet-Alkalai (2004) highlights

Socio- emotional literacy needed to navigate then internet, raising a
kind of questions such as, "How do I know if another user in a
chatroom is who he says he is?" or "How do I know if a call for blood
donations on the Internet is real or a hoax?"

Digitally literate users know how to avoid the "traps" of cyberspace

mainly because they are familiar with the social and emotional
patterns of working in cyberspace-that it is really just an outworking
of human nature.
 DIGITAL NATIVES

The term digital native has become something of a

buzzword in the education sector over the past decade.
This was popularized by Prensky (2001) in reference to
the generation that was born during the information
age (as opposed to digital immigrants-the generation
prior that acquired familiarity with digital systems only
as adults) and who has not known a world without
computers, the Internet, and connectivity.

 CHALLENGES TO DIGITAL LITERACY EDUCATION

Digital Literacy Education shares many of the same challenges to
Media Literacy for example: How should it be taught? How can it
be measured and evaluated? Should it be taught for the
protection of students in their consumption of information or
should it be to develop their appreciation for digital media?

•TEACH MEDIA AND DIGITAL

LITERACY INTEGRALLY

Any attempt to teach these principles must first realize that they

cannot be separated from context-meaning, they cannot be

taught separately from other topics. Critical Thinking requires
something other than itself to think critically about, and thus
cannot develop in a vacuum.
• MASTER YOUR SUBJECT MATTER.
Whatever it is you teach, you must not only possess a
thorough understanding of your subject matter, you must also
understand why you are teaching it, and why it is important
to learn.
•THINK "MULTI-DISCIPLINARY.
How can educators integrate media and digital literacy in a subject
as abstract as mathematics, for example. The answer lies in
stepping-but of the "pure mathematics" mindset and embracing
communication as being just as important to math as computation.
•EXPLORE MOTIVATIONS, NOT JUST MESSAGES.
While it is very important that students learn what is the me
age being communicated by any media text,
 THANK YOU FOR
LISTENING!
Presented by:
Juban, John Vincent E.
Ipili, Amber
Ishmael, Norhaya
Jongay, Kristine Leony M.
Labadan, John Troy
Lopez, Camille Abbygail
Gumaga, Bai Hairan