Media and Information Literacy (2022)

What comes to your mind when you hear the word “literacy?” If you say it is the ability to read
and write, well, you are correct! But there is more to that about literacy.

Literacy has always been associated with various specific skills, especially reading and writing.
This is seen as an aspect of human rights that is closely related to the right to education (Zarate,
2016).

Literacy is related to expert competence. It means possessing a particular set of skills in a field. It is
understood to indicate a particular level of proficiency, expertise, or ability (Leaning, 2019).

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defined literacy
as “the ability to identify, understand, interpret, create, communicate, and compute, using printed
and written materials associated with varying contexts. Literacy involves a continuum of learning
in enabling individuals to achieve their goals, develop their knowledge and potential, and
participate fully in their community and wider society” (Montoya, 2018).

In 2003, UNESCO stated that literacy is an instrument of empowerment to improve an individual’s

health, income, and relationship with the world. The word “empowerment” is such a big word in
media and information literacy. Why? Let us first define media and information literacy.

In Lau’s research in 2013, the definition of information was given based on the West Encyclopedia
of American Law, 2010: “knowledge derived from study, experience, or instruction, “or the
“knowledge of specific events or situations that have been gathered or received by communication;
intelligence or news.”

With that in mind, information literacy “empowers people from all walks of life to seek, evaluate,
use and create information effectively to achieve their personal, social, occupational and
educational goals.” This definition was developed by an international group of experts
representing different parts of the world in an Information Literacy Summit (Lau, 2013).

Media is the different channels or ways in which news, entertainment, marketing messages, or
other information is spread. Common types of media moved from radio to television to the
Internet. Today, millions of people use social media such as Facebook and Twitter to spread their
ideas and messages. Media that reaches a large number of people is referred to as mass media.
The term media literacy is widely understood as the knowledge and skills an individual needs to
analyze, evaluate, or compose a media message.

The US-based National Association for Media Literacy Education defines media literacy as:
“a series of communication competencies, including the ability to access, analyze, evaluate, and
communicate information in a variety of forms, including print and non-print messages. Media
literacy empowers people to be both critical thinkers and creative producers of an increasingly
wide range of messages using image, language, and sound. It is the skillful application of literacy
skills to media and technology messages.” (NAMLE, 2015)

Let’s go back to the question, “Why is empowerment such a big word?”

At the center of empowerment is the concept of power. Empowerment is based on the idea that
power can change something or someone. Power is often related to our ability to get others to do
what we want, regardless of their desires and interests. Power can also influence and control.
Media and information literacy is the development of inner power to become active users,
consumers, and even active creators of media and text information, rather than being passive
recipients (Zarate, 2016). With this being said, you have the power to change and control whatever
you read or hear on media, whether print or non-print. How would you do that?

The Center for Media Literacy gives us 5 Guide Questions for analyzing media messages.

A. Who created the message that is being sent?

People make choices about what to include in the message, and what not to include.

The images and videos we see, and the words that we read, tell us a story. It is important to
think about what choices were made and how it affects or changes the story we are told.

B. What techniques were used to attract my attention?

A technique is a manner or method in which something is done. When the media creates a
message, they use certain techniques to capture the attention of their audience. The goal is for
you as a viewer to continue to read or watch the media message.

You may read the Article, “Advertising Techniques - 13 Most Common Techniques Used by the
Advertisers” to know more about these techniques.

https://www.managementstudyguide.com/advertising-techniques.htm
 C. How might other people understand or interpret this message differently from me?

Even if two people see exactly the same message, they may understand or interpret that
message differently

D. What points of view and values are represented or are omitted from this message?

A point of view is the way in which a person sees the world. It is based on the person's
beliefs and life experiences.

A value is something that a person or organization thinks is very important. Values guide
the decisions that people make.

To omit means to leave out or not include.

It's important that the media includes information from people with different ideas,
opinions, and backgrounds. If the media leaves them out, we are missing part of the story.

E. Why was this message sent?

The media most often sends messages to give the audience information to convince them to
buy a product or simply entertain them.

By asking these questions, we can better understand the messages we receive and become
more media literate.

For an additional article about media literacy that is worth reading, click on this link:

https://www.medialit.org/reading-room/what-media-literacy-not

Why is media and information literacy important?

Media and information literacy (MIL) strives to help people understand the importance of media
and other informants, including:

 making informed decisions (Media act as channels of information and knowledge

through which citizens communicate with each other and make informed decisions

 learning about the world around them (are a vehicle for cultural expression and cultural
cohesion within and between nations)
  building a sense of community (are means by which society learns about itself and builds
a sense of community, are essential facilitators of democratic processes and one of the
guarantors of free and fair elections
 maintaining public discourse (Media facilitate informed debates between diverse social
actors, function as a watchdog of government in all its forms, promote transparency in
public life and public scrutiny of those with power through exposing corruption,
maladministration, and corporate wrong-doing
 engaging in lifelong learning (Media provide us with much of what we learn about the
world beyond our immediate experience)

As students, having MIL will help you:

 recognize misleading, out-of-date, and/or false information.

 sort through the data and interpret it intelligently.
 promote problem-solving approaches and thinking skills and
 identify what is real and relevant not just for schoolwork but for learning, life, and
work.

"It is the learning, practicing, and mastering of the Five Key Questions -- over time -- that leads
to a deep understanding of how media are created and what their purposes are along with an
informed ability to accept or reject both explicit and implicit messages."

Tessa Jolls, CML President

References:

Lau, J. (2013). Conceptual relationship of information literacy and media literacy. Conceptual
Relationship of Information Literacy and Media Literacy in Knowledge Societies, 76.

Leaning, M. (2019). An approach to digital literacy through the integration of media and
information literacy. Media and Communication, 7(2), 4-13.

Martens, H. (2010). Evaluating Media Literacy Education: Concepts, Theories and Future
Directions. The Journal of Media Literacy. Vol. 2, Issue 1.

Montoya, S. (2018, October 17). Defining Literacy. UNESCO. Retrieved August 1, 2022, from
https://gaml.uis.unesco.org/

National Association for Media Literacy Education. (2010). Newsletter, August 2010.
United Nations Alliance of Civilizations. (n.d.). Unit 1: Understanding Media and Information Literacy –
An Orientation. Media Information Literacy for Teachers. Retrieved August 1, 2022, from
http://unesco.mil-for-teachers.unaoc.org/modules/module-1/unit-1/

Zarate, M. J. E. (2016). Media and Information Literacy (First). Rex Book Store, Inc. .