MEDIA INFORMATION LITERACY

MODULE 1:

LESSON 1: INTRODUCTION TO MEADIA AND INFORMATION LITERACY

Communication - pertain to a purposeful exchange of information and messages between

people or groups of people by speaking, writing, gestures, and signs.
Messages - refer to any form of communication (information, feelings, and ideas) passed or
transmitted using a channel. Turow (2007) described them(messages) as a
collection of symbols that appear purposefully organized (meaningful) to those
sending or receiving them.
Media - are the methods or tools in which information can be exchanged and communication
can be facilitated.
Interpersonal Communication - refers to the communication between two persons, whether
they are verbal or non-verbal.
Mediated Interpersonal Communication - refers to the process where technology stands in
between the parties communicating and becomes the channel by which the
message is sent or received.
Mass Communication - refers to communication systems used to create, produce, and disseminate media texts to mass
audiences. Traditional forms of mass communication consist of newspaper, radio, television, and film, it is also
understood that in mass communication, there is no immediate feedback between the source and the receiver.
Organizational Communication - refers to communication used in the business
Environments
Media and Information Literacy - refers to the essential competencies (knowledge, skills,
attitudes) that allow citizens to engage with media and other information providers
effectively, and develop critical thinking and life-long learning skills for socializing
and becoming active citizens.
LESSON 2: MEDIA, SOCIETY, CULTURE AND YOU
Reciprocity - We are obliged to give if we have been given something.
Scarcity - If it’s scarce, we want it more. Use this by highlighting the Benefits, Uniqueness, and Possible Loss.
Authority - We are more likely to comply with a request if it is coming from a perceived authority/expert.
Consistency - We want to be consistent with our past commitments, even if the initial commitment is much smaller.
Liking - We like people who are similar, who give us compliments and who cooperate with us.
Consensus - If others (especially if similar others) are doing it, then we are likely to do
ourselves.
LESSON 3: BRIEF HISTORY OF MEDIA
Pre-Industrial Age
1041: Movable clay type printing in China.
1440: The first printing Press in the world by the German goldsmith Johannes Gutensberg.
1447: First printed advertisement in a book by William Caxton
Industrial Age (1700 to 1930)
1774: Invention of Electric Telegraph by George Louis Lesage
1829: Invention of Typewriter by W.S. Burt
1876: Invention of Telephone by Alexander Graham Bell
1877: Invention of the phonograph by Thomas Alva Edison
1894: Invention of radio by Guglielmo Marconi
Early 1900s: Start of the golden age of television, radio, and cinema
1918: First colour movie shot “Cupid Angling”
1920: Invention of TV by John Logie Baird and First Radio Commercial Broadcast by KDKA
radio station a daughter company of Westinghouse Electric and Manufacturing Company.
1923: The first news Magazine was launched—TIME
1927: First TV transmission by Philo Farnsworth
Electronic Age (1930s to 1980s)
1940: Community Antenna Television system, early cable
1950: Black and White TV came out and became mainstream
1960: Rise of FM radio
1963: Introduction of audio cassettes
1972: Email was developed by Ray Tomlinson
1973: First handheld mobile phone by John Mitchel and Martin Cooper
1975: Introduction of VCRs (videocassette recorder)
1980: Colour television became mainstream and first online newspaper—Columbus
Dispatch
1981: IBM personal computer was introduced
1985: Microsoft Windows was launched
1986: MCI Mail—first commercial email service
Evolution of New Media (21st Century)
1991: World Wide Web came into being by Sir Timothy John-Berners Lee
1995: Microsoft Internet Explorer was launched
1997: DVDs replaced VCR
2001: Instant Messaging Services
2002: Satellite radio is launched
2004: Facebook; 2005: YouTube; 2006: Twitter; 2007: Tumblr; 2010: Instagram
LESSON 4: COMMUNICATION MODELS AND THEORIES
LINEAR MODEL
▪ One way communication
▪ Used for mass communication
▪ Senders send message and receivers
receive only
▪ No feedback
▪ Concept of noise
Pros:
• Good at audience persuasion and propaganda setting
• Intentional results
Cons:
• Communication is not continuous as no concept of feedback
•No way to know if communication was effective
TRANSACTIONAL MODEL
▪ Used for interpersonal communication
▪ Senders and receivers interchange roles
▪ Simultaneous feedback
▪ Context of environment and noise
▪ Feedback is taken as a new message
Pros:
•Simultaneous and instant feedback
•No discrimination between sender and receiver
Cons:
•Encourages non-verbal communication
•More noise due to communicators taking at the same time.
INTERACTIONAL MODEL
▪ Used for new communications like
internet
▪ Slower feedback in turns
▪ Concept of field of experience
▪ Known as convergence model
▪ Communication becomes linear if
receiver does not respond
Pros:
•Feedback even in mass communication
•New communication channels
Cons:
•Feedback can take a very long time
•Sender and Receiver might not know who the other person is
MODULE 2
LESSON 2: Differences and Similarities Among and Between Media Literacy, Information Literacy and Technology Literacy
Literacy - refers to the ability to read and write.
Media - involve methods or tools in which information can be exchanged and communication
can be facilitated.
Information - pertains to knowledge obtained from investigation, study or instruction.
Technology - refers to the application of scientific knowledge to the practical aims of human
life or, as it is sometimes phrased, to the change and manipulation of the
human environment.
Media Literacy - pertains to the ability to access, analyze, and respond to a range of media.
Information Literacy - refers to the set of abilities requiring individuals to recognize when
information is needed, and how to locate, evaluate, and use it effectively.
Technology (computer) Literacy - refers to the set of skills, attitudes and knowledge
necessary to understand and operate the basic functions of information and
communications technologies, including devices and tools.
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MODULE 3: Responsible Use of Media and Information
Media - comes in different forms which are very accessible to everyone,
everywhere in our digital world.
Media Literate Person - has the ability to read, analyze,
evaluate and produce communication in a variety of media forms.
Information Literate Person - has the ability to recognize when information is needed
and to locate, evaluate, effectively use and communicate information in its various
formats.
Media and Information Literacy (MIL) – stands for media and information literacy, and refers
to the essential competencies (knowledge, skills and attitude) that allow citizens to engage with
media and other information providers effectively and develop critical thinking and life-long
learning skills for socializing and becoming active citizens.
Media Literacy (ML) – Understanding and using mass media in either an assertive or nonassertive way, including an
informed and critical understanding of media, the techniques they
employ and their effects. Also the ability to read, analyze, evaluate, and produce communication
in a variety of media forms (e.g. television, print, radio, computers, Internet). It is also the ability
to decode analyze, evaluate, and produce communication in variety of forms.
Information Literacy – is a set of competencies for obtaining, understanding, evaluating,
adapting, generating, storing, and presenting information for problem analysis and decision-making.
Technology Literacy – is the ability to use, manage, understand, and assess technology.
Technological literacy is related to digital literacy in that when an individual is proficient in using
computers and other digital devices to access the Internet, digital literacy gives them the ability
to use the Internet, to discover, review, evaluate, create, and use information via various digital
platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs
and social media sites.
Characteristics of a Media and Information Literate Person:
➢ Can understand media’s influences and representations
➢ Can make informed and independent decisions
➢ Can learn about the world around them
➢ Can build a sense of community
➢ Can maintain public discourse
➢ Can engage a lifelong learning
➢ Can produce information
➢ Can think critically
➢ Can use media for self-expression and creativity
➢ Can use media in a safe and responsible way
➢ Can participate in democracy and the global information network
Stages of the Critical Analysis Process
The critical analysis stages clearly involve the characteristics and skills of media literacy and information literacy
combined.
The five stages are the following:
1. Description – entails “paying close attention, taking notes, and researching the subject under study”. This involves
getting the right kind of information from an accurate source.
2. Analysis – involves “discovering and focusing on significant patterns that emerge from the description stage”.
3. Interpretation – pertains to “asking and answering the “What does that mean? And “so what?” questions about ones
findings. This is where we could analyze the purpose of the information we uncovered.
4. Evaluation – pertains to “arriving at a judgment about whether something is good, bad, or mediocre.
5. Engagement – suggests “taking some action that connects our critical perspective with our role as citizens to question
our media institutions, adding our own voice to the process of shaping the cultural environment”.
MODULE 4: Evolution of Media from Traditional to New Media
Evolution - everything undergoes this process, implying that nothing is permanent except change.
Evolution of Media
Pre-Industrial Age (Before 1700s) - People discovered fire, developed paper from plants, and forged weapons and tools
with stone, bronze, copper and iron.
Examples:
• Cave paintings (35,000 BC)
• Clay tablets in Mesopotamia (2400 BC)
• Papyrus in Egypt (2500 BC)
• Acta Diurna in Rome (130 BC)
• Dibao in China (2nd Century)
• Codex in the Mayan region (5th Century)
• Printing press using wood blocks (220 AD)
Industrial Age (1700s-1930s) - People used the power of steam, developed machine tools, established iron production,
and the manufacturing of various products (including books
through the printing press).
Examples:
• Printing press for mass production (19th century)
• Newspaper- The London Gazette (1640)
• Typewriter (1800)Telephone (1876)
• Motion picture photography/projection (1890)
• Commercial motion pictures (1913)
• Motion picture with sound (1926)
• Telegraphic
• Punch cards
Electronic Age (1930s-1980s) - The invention of the transistor ushered in the electronic age. People harnessed the power
of transistors that led to the transistor radio, electronic circuits, and the early computers. In this age, long distance
communication became more efficient.
Examples:
• Transistor Radio
• Television (1941)
• Large electronic computers- i.e. EDSAC
(1949) and UNIVAC 1 (1951)
• Mainframe computers - i.e. IBM 704 (1960)
• Personal computers - i.e. HewlettPackard 9100A (1968), Apple 1 (1976)
Information Age (1900s-2000s) - The Internet paved the way for faster communication and the creation of the social
network. People advanced the use of microelectronics with the invention of personal computers, mobile devices, and
wearable technology. Moreover, voice,image, sound and data are digitalized. We are now living in the information age.
Examples:
• Web browsers: Mosaic (1993), Internet Explorer (1995)
• Blogs: Blogspot (1999), LiveJournal (1999), Wordpress (2003)
• Social networks: Friendster (2002), Multiply (2003), Facebook (2004)
•Microblogs: Twitter (2006), Tumblr (2007)
• Video: YouTube (2005)
• Augmented Reality / Virtual Reality
• Video chat: Skype (2003), Google Hangouts (2013)
• Search Engines: Google (1996), Yahoo (1995)
• Portable computers- laptops (1980), netbooks (2008), tablets (1993)
• Smart phones
• Wearable technology
• Cloud and Big Data
Roles and functions of media in a democratic society
• Channel - provides opportunities for people to communicate, share ideas, speculate, tell stories and give information
• Watchdog - exposes corrupt practices of the government and the private sector. Creating a space wherein governance
is challenged or scrutinized by the governed. It also guarantees free and fair elections.
•Resource center - acts as a gateway of information for the society’s consumption. Also, it becomes a keeper of
memories of the community, preserver of heritage and source of academic knowledge.
• Advocate - through its diverse sources or formats, it bridges the gap of digital divide.
TRADITIONAL VS. NEW MEDIA

TRADITIONAL NEW MEDIA

•Media Experience is limited
•One-directional
•Sense receptors used are very specific (i.e. print
media- sense of sight, radio- sense of hearing, TV and
film- sense of sight and hearing.
•Media experience is more interactive
•Audiences are more involved and can send feedback
simultaneously.
•Integrates all the aspect of old materials.
Information highway- lesson afforded us the information that the media is now characterized by blocking the lines of
boundaries, especially with the passing of information and the revision of communication processes.

MODULE 5: TYPES OF MEDIA

TYPES OF MEDIA:

Print Media - These print media include Newspapers, magazines, journals, newsletters, and other printed material serve
as the oldest media forms.
•The Newspaper Of Record – “The New York Times” is known as the newspaper of record due to its history of
excellence and influence.
Broadcast Media - are news reports broadcast via radio and television. Television news is considered as vital in every
country. Most people largely rely in getting their news from television broadcasts than from any other source.
Television News - News broadcasting is the medium of broadcasting of various news events and other information via
television, radio, or internet in the field of broadcast journalism.
Radio News - is the other type of broadcast media. Before the advent of television in the 1950s, most Americans relied
on radio broadcasts for their news.
•Talk Radio - Since the 1980s, talk radio has emerged as a major force in broadcasting.
The Internet - Relying on online sources of news instead of traditional print and broadcast media, the use Internet gains
popularity among individuals.
• Websites can provide text, audio, and video information, all of the ways traditional media are transmitted. The web
also permits for a more interactive approach by allowing people to personally tailor the news they receive via
personalized web portals, newsgroups, podcasts, and RSS feeds.
Weblogs - Blogs have become very influential since the start of the twenty-first century.
Film / Cinema - The term ‘Film’ is commonly applied to movies of an artistic or educational nature.
Video Games / Digital Games - They refer to various interactive games played using a specialized electronic gaming
device or a computer or mobile device and a television or other display screen, along with a means to control graphic
images.
MODULE 6: MEDIA AND INFORMATION SOURCES
Information Literacy
- includes the ability to identify, find, evaluate, and use information effectively. Thus, students are trained to evaluate the
quality, credibility, and validity of websites.
-refers to digital literacy or media literacy. Irrespective of the terminology, be it digital literacy or media literacy, having
information literacy skills are the fundamentals to thrive in a digital space.
Three Types of Resources
Primary sources - are original materials on which other research is based,
including: original written works – poems, diaries, court records, interviews, surveys,
and original research/fieldwork, and research published in scholarly/academic
journals.
Secondary sources - are those that describe or analyze primary sources,
including: reference materials – dictionaries, encyclopedias, textbooks, and books and
articles that interpret, review, or synthesize original research/fieldwork.
Tertiary sources - are those used to organize and locate secondary and primary
sources.
Indexes – provide citations that fully identify a work with information such as
author, titles of a book, article, and/or journal, publisher and publication date, volume
and issue number and page numbers.
Abstracts – summarize the primary or secondary sources.
Databases – are online indexes that usually include abstracts for each primary or
secondary resource, and may also include a digital copy of the resource
Reference Material - consists of a range of different types of material providing you with background
information. This material can either be general or related to specific subject areas.
Dictionaries - are good source of information relevant to the functions of word based on how they are used in context.
Encyclopedias - provide more details on the functions of words than dictionaries.
Other Reference Material - depending on subject area, there are many other types of reference material.
Books - may be textbooks at school or university level or more-detailed monographs.
e-Books - many books are now available in electronic format as e-books.
Journals - also known as periodicals or serials are published at regular intervals throughout the year.
Websites - are reliable sources of information available on the Internet, except information found in Wikipedia and
YouTube.
Newspapers - can be good sources of information for primary research.
Conference Proceedings - consist of a collection of paper presentations or posters delivered at
conferences, seminars or workshops.
Reports - are produced by agencies and departments on specific topics or issues.
Standards - are consensus agreements drawn up by representative collections of people
who have an interest in the subject.
Manuscripts and Special Collections - Manuscripts and archives are unique items created or collected by a person or
organization in the course of their ordinary business, and retained by them as evidence
of their activities.
Patents - are legal documents which give the owner exclusive rights to profit from an
invention, protecting it from exploitation by others unless they have the prior
agreement of the patent owner.
Theses - are major sources of primary research output.
Social Media - serve as an avenue in establishing social interaction with other individuals.
WAYS IN EVALUATING THE INFORMATION:
R – relevancy
A – appropriateness
D – detail
C – currency
A – authority
B – bias
The Library
Library - is used in many different aspects: from the brick-and-mortar public library to the digital library.
Public libraries - serve as the best source of information whether it's a book, a web site, or database entry.
Indigenous knowledge - is the unique knowledge confined to a culture or society. It is also known as local
knowledge, folk knowledge, people's knowledge, traditional wisdom or traditional science.
Indigenous knowledge is:
Adaptive - which is based on historical experiences but adapts to social, economic, environmental, spiritual and
political changes. Adaptation is the key to survival.
Cumulative - which consists of a body of knowledge and skills developed from centuries of living.
Dynamic - which has developed, adapted, and grown over millennia.
Holistic - in which all aspects of life are interconnected.
Humble - which does not dictate how to control nature but how to live in harmony with the gifts of the Creator.
Intergenerational - which the collective memory will pass within a community, from one
generation to the next orally through language, stories, songs, ceremonies, legends,
and proverbs.
Invaluable - which is the key to sustainable social and economic development.
Irreplaceable - which stipulates that nothing could replace the aspect of Indigenous knowledge serving as the critical
connection between IK and language.
Moral - which involves responsibility given from the Creator to respect the natural world.
Non-linear - which involves Time, patterns, migrations and movements of individuals are cyclical.
Observant - which involves the observations made by the Indigenous leaders.
Relative - which stresses that Indigenous knowledge is not embodied at the same degree by all community members.
Responsible - which emphasizes that Indigenous Peoples generally believe they are responsible for the well-being of the
natural environment around them.
Spiritual - which stipulates that Indigenous knowledge is rooted in a social context that sees the world in terms of social
and spiritual relations among all life forms.
Unique - which describes Indigenous knowledge as unique to a given culture or society.
Valid - which does not require the validation of western science
The Internet
History of the Internet
- 1982 the word internet started.
- 1986, first “freenet” created in Case Western Reserve University
- 1991, the US government allowed business agencies to connect to internet. Now all peoples can connect to internet
and improve their life and work quality.
Vinton Cerf
-Father of Internet
-Co-designer of the TCP/IP networking protocol.
Internet is at once a world-wide broadcasting capability, a mechanism for information
dissemination, and a medium for collaboration and interaction between individuals and their computers without regard
for geographic location.
Tim Berners-Lee
-Father of WWW
-Invented WWW while working at CERN, the European Particle Physics Laboratory
INTERNET SERVICES

•World Wide Web/ WWW. •URL

•Homepage/ Webpage. • HTML
•Web Publishing. •ISP
•Web Browser. •E-mail
•Search Engine. • Newsgroup
•Protocol. •Video conferencing
•Internet Protocol. •FTP
•DNS. • Telnet
•HTTP. • Forum
DIFFERENT TYPES OF WEB BROWSER
• Google Chrome
• Mozilla Firefox
• Internet Explorer
• Safari
• Opera Mini
• Netscape Navigator
MODULE 7: MEDIA CODES AND CONVENTION
Media codes - generally have an agreed meaning, or connotation, to their audience.
Conventions - are expected ways in which codes are organized in a product.
SYMBOLIC CODES - are social in nature. These codes live outside the media product
themselves, but would be understood in similar ways in the ‘real life’ of the audience.
Setting - is the time and place of the narrative. A setting can be as big as the outback or space, or as small as a specific
room.
Mise en scene - Is a French term meaning ‘everything within the frame’.
➢ Set Design
➢ Costume
➢ Props
➢ Staging and Composition
Acting - Actors portray characters in media products and contribute to character development, creating tension or
advancing the narrative.
✓ Facial expression
✓ Body Language
✓ Vocal qualities
✓ Movement
✓ Body contact
Color - has highly cultural and strong connotations.
✓ Dominant color
✓ Contrasting foils
✓ Color symbolism
TECHNICAL CODES-are codes specific to a media form and do not live outside of them. For instance, our
understanding of different camera shots and their connotations make sense when we look and films and
photographs, but mean nothing to us outside of those forms.
Camerawork- refers to the process of operating, positioning, and moving the camera.
➢ Positioning
➢ Movement
➢ Framing
➢ Exposure
➢ Lens choice
Editing - is the process of choosing, manipulating and arranging images and sound.
➢ Graphic edits
➢ Rhythmic edits
➢ Spatial edits
➢ Temporal edits
Audio - is the expressive or naturalistic use of sound. Audio can be diegetic or non diegetic.
➢ Dialogue
➢ Sound effects
➢ Music
Lighting - is the manipulation of natural or artificial light to selectively highlight specific
elements of the scene.
➢ Quality
➢ Direction
➢ Source
➢ Color
WRITTEN CODES - are the formal written language used in a media product. Written codes can be used to
advance a narrative, communicate information about a character or issues and themes in the media product.
Printed language - is a text you can see within the frame and how it is
presented.
Spoken language – includes dialogue and song lyrics
CONVENTIONS- are accepted ways of using media codes. Conventions are closely connected to the audience
expectations of a media product.
Form Conventions - are the certain ways/types of media’s codes to be arranged ( beginning & end while on newspaper
it’s masthead).
Story Conventions - are common narrative structures and understandings e common in story telling media products.
➢ Narrative structures
➢ Cause and effect
➢ Character construction
➢ Point of View
Genre Conventions - point to the common use of tropes, characters, settings or themes in a particular type of medium.
-Genre conventions are closely linked with audience expectations.
-Genre conventions can be formal or thematic.