DIWA Sdnigr High SchoohSeries, INFORMATION LITERACYgit) DIWA Senior High School SDIWA textboo! DIWA Senior High School Series: Media and Information Literacy Module Philippine Copyright 2016 by DIWA LEARNING SYSTEMS INC. All rights reserved. Printed in the Philippines : \ §¥4 UNIVERSITY PRESS Editorial, design, and layout by University Press of First Asia Ww" FIRST ASIA No part of this publication may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying. recording, or any information storage and retrieval systems, without permission in writing from the copyright owner. Exclusively published and distributed by DIWA LEARNING SYSTEMS INC 4JF SEDCCO 1 Bldg. 120 Thailand comer Legazpi Streets Legaspi Village, 1229 Makati City, Philippines Tel. No.: (632) 893-8501 * Fax: (632) 81/-8700 ISBN 978-97 1-46-0885-6 RS-URT-RR2 Authors Boots C. Liquigan is currently pursuing his master’s degree in Medi of the Philippines-Diliman and is working on his graduate thesis. He Studies (Broadcast Communication) at the University institution. nished his bachelor’s degree in Journalism in the same Mr. Liquigan has been an educator for five years. His first teaching job was at the Department of Humanities in UP Los Bafos in 2010 as an English and Communication instructor. He transferred to UP Manila in 2012. He was also a borrowed faculty the Broadcast Communication Department at UP Diliman. in 2014, he worked part-time as English instructor at the Universit of Santo Tomas and as lecturer for Communication at the Colegio de San Lorenzo in Quezon City. As part of his commitment to becoming a trained educator, he enrolled in a Professional Teaching Certificate at the UP Open University. Currently, he 83° Instructor ? in the College of Mass Communication of UP Diliman. ‘Before going into the teaching profession, he worked for a brief period as news writer for QTV. Prior to that, he was a pinch" sescarcher for an ABS-CBN News and Current Affairs program in 2010 and was a writer and producer for MYX Music ‘Channel ‘in 2008. He was also engaged in freelance writing for niche magazines and Web content providers. Mr. Liquigan i a CSC. Career Service Professional eligible Beacons een eee ofan tn «of Communication Edueatrs (PACE), Philippine Communication Sect (PCS), Philippine Asoc (PALT), Philippine Association of English Language, Li Society (PCS), Philippine Ass for Teachers" Continuing Edteaton (@CTCE), Rests Aen Organization of the Philippines (SCOP), to name afew 1(Cagayan e Philippine Association on for Language Teachi ‘and Literature Teachers (PAELLLT), Philippine Cente jon of the Philippines (RAP), and Speech Communication His areas of interest and expertise include communication/media the Jia law and a prc 0% 0% Seay, communication research, mea I # 2 and language Gitano aay = ee | SaEES ee reyes te:) Back in June 2012, several countries in the world participated in the Intemational Conference Media and Information Literacy for Knowledge Societies in Moscow, Russia. During that time, you have been living your usual lives—going to school, going out with friends, doing your chores, and so on, But little do you know how experts and representatives of participating countries have exhaustively laid down one of the most vital life goals you can ever set for yourself: how to deal with the exponentially growing collection of informatian and knowledge that is starting to overwhelm each and every individual. In response to a potential need of its people to become media and information literate, the Philippines participated in the conference. You are a witness to the fast-changing media and information landscape. Media, communication, and information technologies provide many opportunities, but they also present a significant impact on how you live your lives these days. These newer means of acquiring knowledge, entertainment, and social interaction have made young users like you more susceptible to unforeseen threats from tools, technologies, and messages. Media and information literacy has been a part of your realms of experience. Ithas been integrated in different subjects that you study in school, and it has been evident in the advocacies and actions of different institutions. But with the K to 12 program in place, an opportunity has been opened to create a more focused understanding of media and information literacy; thus, this textbook was created. There has always been that need for young people like you to be trained early in being more aware of how media works, how you ean handle and control the Uifferent forms of media, and how you can creatively express yourself using the skills you lear from a media and information literacy class. “The first unit of this book, Media and Information: Cultures, Communities, and Technologies, (e)introduces you to fundamental definitions of related and relevant concepts, typologies and categories, issues and realities, Jind trends and opportunities in media and information. The modules aim to lead you to become more efficient and ftective producers, consumers, and transmitters of information and media messages, iespective ofthe field or discipline you wish to pursue in the future. The second unit, Media and Information: Design Principles. Elements sass Selection Criteria, is concemed on how you ean properly evaluate content by familiarizing yourself with forms and processes in the creation ofthe content. The entire unit discusses design prineples, elements, and sortion chteria in particular media modalities such as people, text, visual, audio, motion, manipulative, and multimedia. Supplemental features ofthis book include the following: + Big Idea, or the practical and essential rationale ofthe discussions in actual lifes + Reflect Upon, oF the introspective inquiries on media and information topies that matter; © What Have | Learned So Far?, or questions that will you make you think further about the lessons presented to you; and + Beyond Walls, or the activities within each module to help you relate what You have leamed to your pursuits in life, ‘This book is a contribution to the shaping of your young minds as you embark on your journey from senior high school to the world out there. The book aspires to inspire. It hopes to motivate you to exert a ‘more concerted effort to critically and effectively access, organize, analyze, evaluate, and create content or messages using the different tools and technologies at your disposal. This textbook hopes to imbibe in you a more responsible use, understanding, inquiry, creation, and communication of information, while learning and enjoying the traditional, emergent, and emerging media and communication technologies that the world has to offer to you. The AuthorTable of Contents Unit! Media and Information: Cultures, Communities, and Technologies Module 1 Introduction to Media and Information Literacy ... Module 2 The Evolution of Traditional to New Media. Module 3 Information Literacy Module 4 Types of Media Module 5 Media and Information Sources. Module 6 Media and Information Languages... Module 7 Legal, Ethical, and Societal Issues in Media and Informatio Module 8 Opportunities, Challenges, and Power of Media and Information Module 9 Current and Future Trends of Media and Information. Module 10 Media and Information Literate Individual. Unit | Media and Information: Design Principles, Elements, and Selection Criteria 129 Module 11 People and Media Module 12 Text Information and Media .. Module 13. Visual Information and Media .. Module 14 Audio Information and Media Module 15 Motion Information and Media, Module 16 Manipulative Information and Media . Module 17 Multimedia Information and Media.UNIT \ Media and Informationettitres, I Communities, and Technologies The world that you know of today is slowly getting smaller and smaller as newer media and communication technologies come into being. Communication becomes more Sophisticated and complex as different media forms hybridize and converge. This unit on cultures, communities, and technologies introduces the concept of media, information, and technology literacy in a fashion that is highly relatable to a learner like you. The unit starts with laying the groundwork of principles that will aid you in your understanding and appreciation of what it means to be media and information literate. You find that the world offers you vast and competing information and ideas. You should acquire the skills necessary to contend with media, communication, and information. Acquiring these skills will require you to familiarize yourself with the terms and definitions of related and relevant concepts, typologies and categories, issues and realities, and trends and opportunities. The topics in this unit will prepare you to be more efficient and effective producers, consumers, and transmitters of information and media messages. Students like you must be equipped with the basic concepts of media and information literacy to prepare you to a life in the Information and Infrastructure Age. No matter what field or discipline you envision yourself to be in, media and information will always have an impact on you. The topics will enhance your ability to be critical on forms and content that you encounter in your everyday life. Change is inevitable. You must be able to adapt and be adept. This unit will help you to maximize your potential to be critical and responsible wardens of media and informationLearning Outcomes for the Unit Demonstrate understanding of media and information literacy (MIL) and its elated concepts. Describe the nature of communication, media, information, and technology in general, and the necessity of being literate in these aspects, in particular. Map out the evolution of media from the traditional to the new and emergent as well as the types of media in existence today. Acquire a grasp of media and information sources and languages. Demonstrate understanding of the various issues, opportunities, challenges, and trends on media and information. Organize a creative and interactive symposium for the community focusing on being a media and information literate individual.Module 1 Introdu: lia and Information Literacy At the end of this module, I can: 1. Des. the nature of communication and the concepts related to it. Describe how communication is affected by media and information. 3. Identify the similarities and differences of media literacy, information literacy, and technology literacy. Editorialize the value of being a media and information literate individual. Relate critical thinking with media and information literacy in the production, consumption and transfer of media, and information products by the society. Identify the characteristics of responsible users and competent producers of media and information. 7. Share media habits, lifestyles, and preferences to other people. ‘a (ona TSE NE o TH UnnoRRRR SENS Without consulting other sources of information, ask yourself what the following words mean to you: . Communication . Media . Information « Technology «Literacy ‘Try to compare your own: understanding of these terms to those presented in this module. How similar or different are your ideas with those in the discussion? You have heard time and again the adage “No man is an island.” What does this saying really mean to you? How do you feel when you are alone and you have no one else to talk to or share your thoughts with? How about if you accidentally left your mobile phone at home, or you are not able to connect to the Internet and chat with your friends? Do you feel a sense of distance or disconnect from the world? Humans are social beings. Despite the few occasions of solitude, chatting with friends either face-to-face, through a telephone, or online seems to be a more likable situation to be in. People value the simplest opportunities to communicate not just with themselves, but most especially with other people. Communication is a natural and inescapable fact of life. Every individual is born with it. This is precisely the reason why you are taught to learn how to speak, read, write, or use communication gadgets at an early age. Communication is all about these skills your parents would like you to learn when you were younger. Media and Information: Cultures. Communities, and Technologies _z_Defining Communication Littlejohn and Foss (2008), who are scholars and experts in the field, regard communication as “one of those everyday activities that is intertwined with all of human life so completely thay we sometimes overlook its pervasiveness, importance, and complexity.” They suggest that communicating feels so natural to people that oftentimes the act itself is taken for granted, Whether it is through verbal or nonverbal, or at this day and age, digital, humans are creatures of expression. This is so, by necessity and desire. People communicate to be more closely integrated with and to the society they belong to. You communicate because expressing yourself means contributing ideas for whatever purpose or cause; but first, you must understand the concept of communication. Perhaps one good way to do so is by looking at the origin of the word. Communication is from the Latin term comminicare, which means “to share” or to divide out.” It may also be thought to originate from another Latin word communis, which roughly means “working together.” Younow begin to understand that communication has a lot to do with a sense of sharing. As explained by Bulan and de Leon (2002) in their book Practical Speech Fundamentals, “without speech or oral communication, societies could not attain levels of civilization; communities could not organize into living and working groups, mark and ritualize practices and traditions, debate and decide difficult issues, and transform society for its good.” Essentially, what they tell you is that communication functions in more ways than you can imagine. Explaining the Communication Process through Models To understand better the process of communication, here are some models as discussed by communication scholar Denis McQuail (2005) in his book McQuail's Mass Communication Theory: 1. Transmission models. Perhaps the most popular among these is Harold Laswell’s representation of communication as an attempt to answer the question “Who says what to whom, through what medium, and with what effect?” | through what Who says what medium. Hp} to whom HD jand with what result SENDER MESSAGE CHANNEL RECEIVER EFFECT Fig, 1.1. Laswell's Communication Model The model is relatively straightforward and tells you that communication originales from someone and their message flows through a channel, either through sound waves or light waves, and that someone on the other end receives the message with a corresponding effect Later improvements in the model were introduced by other experts in communication. One such revision is a model by Claude Shannon and Warren Weaver which incorpor! the concept of noise that refers to anything that interferes with the message. The model is # more mechanical look at communication. res Me a es wanrmation | teraryInformation 1 ” ‘Transmitter i | (orm a a Receiver Destination Message as ae 1 ' 1 t ' NOISE ! pea source | - : Fig. 1.2. Shannon and Weaver's Communication Model Another transmission model is by Bruce Westley and Malcolm Maclean, Jr, where they argued that instead of a having a sender merely relaying messages, you have a communicator who relays his or her account of a selection of events or views/voices in society. Westley and Maclean, Jr. also said that communication is “guided by interests and demands of an audience that is known only by its selections and responses to what is offered (MeQuail, 2005).” audienceA more sophisticated transmission model was prov ided by George Gerbner where “someone perceives an event and reacts in a situation through some means to make available materials in some form and context conveying content of some consequence (McQuail, 1985).” : : Relating these transmission models to your own communication experiences: For example, you are telling a story to a friend; your primary intention is to successfully get across the story from you to him or her as accurately and as clearly as possible so that he or she can respond accordingly. Can you think of any other instances where you see the application of these transmission models? 2. Ritual or expressive model. This is an alternative way of looking at how communication works. In the expressive model, communication happens due to the need to share understanding and emotions. Communication has an integrative consequence in the society—it is done to build social relationships. An example would be when you use certain symbolisms or euphemisms to indirectly refer to certain things, but you are sure that your audience still understands what you are trying to say. The communication is ritualized because the meaning is suggested more than explicitly stated and the understanding of it, though connotative, is mutual. 3. Publicity model. This model explains that communication involves audiences as “spectators rather than participants or information receivers (McQuail, 2005 Attention is important because it is a measure of how successful the communication has transpired. Imagine yourself telling a friend about a potentially boring story but you tell it in a compelling and animated manner to keep his interest and attention. Another example is how television commercials aggressively convince the audience to buy the products that they advertise. 4. Reception model. In this model, you come to understand communication as an open process, which means that messages sent and received are open to various interpretations based on context and the culture of the receiver. In other words, there might be various meanings toa single statement that is communicated. One such model illustrating this is Wilbur Schramm’s depiction of cyclical communication where the sender and receiver have alternating roles in the loop. A communicator who produces and sends the message is called an “encoder” and the one who receives and interprets is the “decoder.” emma Decoder Mocs Interpreter t Encoder Decoder Interpreter Message Encoder Fig. 1.4. Schramm’s ModelAnother reception model is the one by David Berlo that accounted for factors that affect how communicators are influenced when they send and receive a message. These factors include the following: ¢ Communication skills such as reading, writing, speaking, listening, and watching Knowledge about a subject or topic Attitude toward the topic and the audience Social and cultural aspects that influence the content of the message and the manner by which it is sent Table 1.1. Berlo's Model s M c R (Source) (Message) (Channel) (Receiver) Communication Skill Element Seeing Communication Skill Knowledge Structure Hearing Knowledge Attitude Content Touching Attitude Sociocultural System Treatment Smelling Sociocultural System Code Tasting The reception models show that it is not just about saying the message but also considering how the message may be received because of factors that may influence reception. That is why when someone breaks a bad news to someone else, he or she does not say it as straightforward and blatant. He or she will have to consider how the other person will react to the news or what possible interpretations the other person might have about the news. Models help you understand how things are because of how they illustrate relationships of components. Which among these models do you think describes your communication habits or patterns the most? Why do you say so? Share to the class a most recent example that il- lustrates your point. aire ereMedia and Information: The Means and the Ends in Communic: Lnfoy ion What is evident among all the models dis ey ceoks cussed is that there are many ways of definin, what communication is or how it works. But you have probably observed two distinct clema thatare intrinsically interconnected with the concept of communication media and informant ‘They are so intertwined that information is one of the reasons why communication is done jn, the first place; and this information can be shared through media. : When you further study communication in a more advanced level, you would lean that one of the functions of communication is to inform. This is all the more made possible through the use of media. Ponder on one of those occasions where you read a magazine, watched g Program on television, listened to the radio, went to see a film at a movie house, or surfed the Internet. Any such activity involves media, information, and communication. In a sense, a cannot do away with communicating, that is, getting and sharing information and utilizing media to achieve both. A Closer Look at Media and Information Have you ever wondered what the word mediate means? The base word of this term is media. Like communication, media have been defined in several ways by different sources Strictly speaking, media is the plural form of medium, although the former is already acceptable as a singular noun. Take a look at Table 1.2 for some of these definitions of media and a description of categories of media in Table 1.3. Table 1.2. Different Definitions of Media © » Source Definition | oxford Learner's + the main ways that large numbers of people receive information Dictionaries and entertainment, that is television, radio, newspapers, and the Internet UNESCO Media and + refers to the combination of physical objects used to Information Literacy communicate or mass communication through physical objects Curriculum for Teachers such as radio, television, computers, or film, etc + also refers to any physical object used to communicate media messages source of credible information in which contents are provided through an editorial process determined by journalistic values and therefore editorial accountability can be attributed to an organization or a legal person The Penguin Dictionary of | + means of distributing texts and messages to a large mass of Media Studies (2007) people carries a certain degree of intellectual baygage or currency with 4 Media and Information Literacy ausDavid Buckingham (2003), director of the any Something we us @ when we want to communicate with people indirectly, rather than i i Universit . I, in in person or by face- ‘to-face contact Study of Ste cue "Provide channels through which representations and images of and Media (Callison a '@ world can be communicated indirectly Tilley, 2006) Encyclopedic Dictionary |. any means, agency, of Semiotics, Media, and . y gency or instrument of communication the physical means ‘ by which a sign or text is encoded (put Communications (2000) together) and through which itis transmitted (delivered actualized) Presidential Decree No. | refers to the Print medium of communication, which includes all 1018 (1976) Newspapers, periodicals, magazines, journals, and publications and all advertising therein, and billboards, neon signs and the like, and the broadcast medium of communication, which includes radio and television broadcasting in all their aspects and all other cinematographic or radio promotions and advertising Table 1.3. Categories of Media Category Examples Modality Text, audio, video, graphics, animation Format Digital or analog Way of transmitting Electromagnetic or radio waves, light waves Mass media form TV, radio, print, Internet, telephone, or mobile Media modality refers to the nature of message, whether itis relayed using text, audio, Video, graphies, animation, or a combination of any of these things. The media format is the way the data is arranged. The data or message may be transmitted through radio waves (for audio) and light waves for other modalities. The mass media form refers to the particular media technology to which the message is transmitted. All the definitions of media suggest that it is a con information, With the proliferation of media technol information from a vast collection of sources that y useful to you and what you can discard. There may be to where to start looking for information that you ne. \duit for transmitting something called logy, you are bombarded with numerous ou are hardly able to distinguish what is Occasions where you even get confused as ed. One of the more convenient sources of comes the challenge of choosing which to use. because sharing wrong, inaccurate, or lacking in to your audience. Media and information: Cultures, Communities, and Technologies .NMALE TSE Beets tod Us On which points are these sets of definitions similar to each other? On which Points are they different? But before you begin to identify the information you need and the places to look for i, you have to be familiar with the nature of information. The UNESCO Media and Information Literacy Curriculum for Teachers regard information as a “broad term that can cover data knowledge derived from study, experience, or instruction, signals or symbols.” When yoy use media, information is referred to as the “knowledge of specific events or situations tha, has been gathered or received by communication, ee, - intelligence, or news reports.” ‘Vi, Big {As can be seen in the communication models wa Idea presented earlier, media serves as a source and a channel for relaying information. Information is the content that you share during communication. Thus, the ubiquity of communication, media, and information makes it imperative for you to be skilled in the access and use of each of these. This is where media and information literacy enters the picture. The world you live in is fast paced, thus, change is inevitable Communication, media, and information are ubiquitous and related, and your ability to discern them increases your likelihood to succeed in your personal and professional lives. Media, Information, and Technology Literacy: Laying the Groundwork In general terms, you may come to understand literacy to be equivalent to a skill. The United Nations Educational, Scientific and Cultural Organization, or UNESCO, defined literacy as the “ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts.” Study Table 1.4 and answer the exercise that follows. When you are literate, you are expected to be intellectually critical in interpreting the things that you see and experience around you. You are able to decode and have a deeper understanding of how things are and how they work Being literate also means ‘empowering you to be able to affect chan and to others, ant gg © Nedia and Information Literacy ‘Table 1.4. Definition of Media Literacy, Information Literacy, and Technology Literacy Media Literacy (UNESCO Media and Information Literacy Curriculum for Teachers) This involves understanding and using mass media in either an assertive or nonassertive way, including an informed and critica! understanding of media, what techniques they employ and their effects. The ability to read, analyze, evaluate and produce communication in a variety of media forms, e.g. television, print, radio, computers, etc. ‘Another understanding of the term is the ability to decode, analyze, evaluate, and produce communication in a variety of forms. Information Literacy (UNESCO Media and Information Literacy Curriculum for Teachers) Refers to the ability to recognize when information is needed and to locate, evaluate, effectively use, and communicate information in its various formats. Technology (Digital) Literacy (University of Illinois) This is the ability to use digital technology, communication tools or networks to locate, evaluate, use. and create information. Italso refers to the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers and to a person's ability to perform tasks effectively in a digital environment. Digital literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. Based on the definitions provided above, try to compare and contrast the three concepts by filling out the table below: ‘Comparison Contrast Media Literacy vs. Information Literacy Media Literacy vs. Technology (Digital) Literacy Information Literacy vs. Technology (Digital) Literacy a ‘Media and Information: Cultures, Commu nities, and Technologies thkeep - ie savas every now and then, and literacy is a measure of how well yoy fon social Gen oe these advancements. With the multitude of technological platform, Rea recipe fora and political participation, literacy in media, information, and technology eerie one cess Hon the simple choice of clothes to buy, or food to eat, or to the more Ree orcutt ag as ideas to include ina research or an opinion to be shared in a discussion, neenAS Nee rely on media and other forms of technology for information yoy, iy SCO puts it, “a literate community is a dynamic community, one that exchanges ideas and engages in debate; illiteracy, however, is an obstacle to a better quality of life and can even breed exclusion and violence.” The Danger of Desensitization ____ According to Potter (2011) in his book Media Literacy, there is a need to be media and information literate to counteract “the physiological and psychological tendency (automaticity) towards the many information that are encountered every now and then.” Automaticity, or automatic response, is “a state where our minds operate without any conscious effort from us.” In other words, you become so desensitized with the things you encounter because they already seem so natural to you. Potter also explained that “the programmed and predictable response (normalization) toward the information that limits your opportunity to recognize and maximize the gains of that message” is something that media and information literacy can address. Normalization is when “the mass media continually reinforce certain behavioral patterns of exposure until they become automatic habits.” According to Callison and Tilley (2006), you are a media and information literate individual if you are able to do the following: © Pose worthwhile questions Evaluate the adequacy of an argument Recognize facts, inferences, and opinions and use each appropriately Deal with quandanies and ill-formed problems that have no fixed or unique solutions Give and receive criticism constructively Agree or disagree in degrees measured against the merits of the issue and audience Extend a line of thought beyond the range of first impressions Articulate a complex position without adding to its complexity We live in an environment that is far different from any environment humans have ever experienced before. And thesenyronieat Media and information literacy is changes at an ever-increasing pace. This is due to | considered a lifelong skill and practice: the accelerating generation of information and the | thus, an individual needs to be adept i" of that information through the increasing | j1 {0 make informed decisions. Becoming Pere oO OO aring Coe = trace Of media channels and the heavy traffic of 2 is your fundamental human right number of meu wversingthose channels.Messages | tha sey trotae eee cinco media vente that may improve your life and the lives of are being delivered to everyone, everywhere, | those around you. are all saturated with information, constantly. We = Media and Information Literacy, each year the media are more aggressive in seeking our attention. It is a hopeless expectation 10 keep up with all the information available. The most important challenge now lies in making oe selections when the media are constantly offering us thousands of messages on any given opic. What It Takes to Be Media and Information Literate There are two factors that can influence you to become amedia and information literate individual. One is clarifying your goals and motivations for seeking information. The greater your need, the more effort you exert to become selective of the information at your disposal. Another is acquiring more skills in discerning, appreciating, and filtering information. This involves being more media savvy and better acquainted with information sources. Table 1.5 shows the typology of media literacy provided by Potter (2011) which can help you assess the stage you are in as a media and information literate individual. Media and information are much like road traffic-you have to strategize and look for a more efficient route to take to get to where you want to go. Table 1.5. Typology of media literacy Stage Characteristics ‘Acquiring Fundamentats | Learning that there are human beings and other physical things ‘apart from one’s self; these things look different and serve different functions: + Learning the meaning of facial expressions and natural sounds + Recognizing shapes, form, size, color, movement, and spatial relations + Recognizing rudimentary concept of time-regular patterns Recognizing speech sounds and attach meaning to them Being able to reproduce speech sounds Orienting to visual and audio media Making emotional and behavior responses to music and sounds + Recognizing certain characters in visual media and follow their movement Language Acquisition Narrative Acquisition + Developing understanding of differences between: = _ Fiction vs. nonfiction - Ads vs. entertainment - _ Real vs, make-believe + Understanding how to connect plot elements - By time sequencing - By motive-action-consequence Media and Information: Cultures, Communities, and Technologies ayDeveloping Skepticism Discounting claims made in ads a Sharpening differences between likes and dislikes for shows, characters, and actions Making fun of certain characters even though those characters not presented as foils in their shows Intensive Development tion on certain topics Strongly motivated to seek out informa < Developing a detailed set of information on particular topics (sports, politics, etc.) es igh awareness of utility of information and quick facility in processing information judged to be useful Experiential Exploring ‘Seeking out different forms of content and narratives Focusing on searching for surprises and new emotional, moral, and aesthetic reactions Critical Appreciation ‘Accepting messages on their own terms. then evaluating them within that sphere Developing very broad and detailed understanding of the historical, economic, political, and artistic contexts of message systems Ability to make subtle comparisons and contrasts among many different message elements simultaneously Ability to construct a summary judgment ahout the overall strengths and weaknesses of a message Social Responsibility Taking a moral stand that certain messages are more construct | for society than others; this is a multidimensional perspective based on thorough analyses of the media landscape | Recognizing that one’s own individual decisions affect socity-10 matter how minutely Recognizing that there some actions an individual can take to | make a constructive impact on society ] ‘Source: _hitp//uk sagepub.convsites/defaultfiles/upm-binaries/34589_2 pf accessed 16 Septe™™™ 2015) Peed What specific instances in your life do you find being media and information literate "" felevant and important? Why do you say so? ‘At what stage in the typology of media literacy do you think you are at the moment? Why” What questions do you think you need to ask yourself about any media message? How is being media and information literate helpful in your future Media and Information Literacy 2Critical Thinking: An Important Component of MIL on Gai and consumers of information, you must display the ability to evaluate ania information you access and share. This ability is known as critical thinking. Being means being capable of judging the merit of. something based on certain standards or parameters. According to media scholar Art Silverblatt, aS , there are ormedaneae eight fundamental elements A, A critical thinking skill enabling audience members to develop independent judgments about media content 2. An understanding of the process of mass communication 3. Anawareness of the impact of media on the individual and society 4. Strategies for analyzing and discussing media messages 5. An understanding of media content as a text that provides insight into our culture and our lives 6. The ability to enjoy, understand, and appreciate media content 7. Development of effective and responsible production skills 8. An understanding of the ethical and moral obligations of media practitioners Do you agree that these elements also pertain to attributes of a responsible user and a competent producer of mediated communication? wp 2 Media and __ information literate individuals are also critical thinkers because of the need to be more discerning of the necessary information as well as its sources. The media literate person is in control of his or her media experiences because he or she understands the basic conventions of various media and enjoys their uses in a deliberately conscious manner. The media literate person understands the impact of music and special effects, for example, in heightening the drama of a television program or film. However, this recognition does not lessen the enjoyment of the action. ea ea tee) Have you experienced automaticity and normalization? Share your experience(s) to the class. Based on your experience, what characterizes a responsible user and competent pro- ducer of media and information? Think about your routine when you get home from school. What is the very first thing you do? Is this activity media-related or media-dependent? Tell the class about your media habits, lifestyles, and preferences. Media and Information: Cultures, Communities, and TechnologiesMAURER MCE tt Reda Lid nie faa media pain teaion ite individual? at ritical thinking related to media and information literacy? ritgia: 1000-word blog entry in the form of a reaction paper to discuss what you can contribute to your community and to your country if you are a media and information literate individual. You may use the following to guide you in developing your arguments: . woe and information literacy as practiced on both personal and professional level Media and information literacy as expression of freedom of speech/expression Media and information literacy as tool for civic responsibility and nation-building etait an tena OO ‘a Br rts RAM AM ales Imagine yourself to be a content writer for an online health magazine. You are commissioned by your editor to write an article about Garcinia cambogia which is a component of most slimming supplements. Your dilemma is that you are not familiar with it and your editor expects that you create a highly informative article! You have been given a tight deadline; thus, your only resort is to look for information online. ‘You have been told by your editor that he evaluate your article’s factual accuracy and quality of information before publishing it in the Web site. How will you handle the situation knowing that you have no idea about the topic? 1 manage the diverse information available online? How will you Ithas been mentioned earlier how critical thinking is important to an individual in evaluating the source and kind of information one needs. Inthe Web site below, you are euigowntoad and accomplish the eritical evaluation survey as an exercise for testing the extent of your media and information literacy. http rw schrockguide.neV/uploads/3/9/2/2/392267/evalhigh.pdf (accessed 0" 16 September 2015) After answering the critical evaluation survey, find a partner in class and collaborate ing, a synthesis paper COMPANIES your survey results. Use i it pone a be media and information literate as guide for your Bierce pore: t should be saved as .d0c oF pdf file and uploaded in a file sharing platform that juedia and Information Literacy 46 ee ap.You may also visit a few articles on media and information literacy in http://portal. unesco.org/ci/en/ev.phpURL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201. html (accessed 16 September 2015) “Bin 10 Filipinos consume media content through multiple screens” (http://www. Fappler.com/business/industries/215-tech-biz/78089-filipinos-media-consump- tion-multiple-screens-nielsen, accessed 16 September 2015). This feature article discusses the Nielsen’s South Asia Cross-Platform Report about the proliferation of smartphones and other mobile devices indicating the rise of Intemet usage among Filipinos. “Nielsen: Pinoys’ consumption of traditional media ‘stable”” (http://vww-businessmirror.com.ph/nielsen-pinoys-consumption-of-traditional- media-stable/, accessed 16 September 2015). This is another story about Nielsen’s Cross-Platform Report on the Filipinos’ consumption of traditional media, such as newspapers, television, and radio, that is stable or increasing. “Survey on Internet Access and Use by Filipino Children” (www.aijc.com.ph/ survey_internet_access.pdf, accessed 16 September 2015). This is a report on the findings of the 2006 McCann-Erickson Intergenerational Youth Study on the communication media landscape for today’s children and youth. Media and Information: Cultures, Communities, and Technologies os ‘____ Communication is a process that involves transmission of messages, performance of Tituals, competing over attention, and reception of messages as dictated by context ang culture. There are various attempts to explain the process ‘and these explanations are presented through communication models. Apparent in most of these models are the concepts of media and information and how they relate to the process of communication. Media and information are necessities of your communicative lives. When you understand and use various media forms to access information, you consider yourself media literate. An information literate person, on the other hand, is able “to recognize when information is needed and to locate, evaluate, effectively use, and communicate it in its various formats.” When you are technologically or digitally literate, you are able to utilize different “digital technology, communication tools or networks to locate, evaluate, use, and create information.” Critical thinking is necessary for discerning the media source and the kind of information that you use. fa and Information Literacy que. MediModule 2 The Evolution of Traditional to New Media At the end of this module, I can: 1 ki Identify traditional media and new media, and their relationships. Assess the type of media in the Philippines vis- media. 3 vis the normative theories of Editorialize the roles and functions of media in democratic society. 4. Search latest theory on information and media. SRE IS SI SR PORE TIN, TRESS EDIE Study the media forms indicated in the first column on the table below. Put a check mark on the corresponding cell identifying whether the media form is traditional or new. Media Form Traditional New Magazine Tabloid Broadsheet Paperback Novel Radio Television Online Video Games Web Video Portals Online Telephony and Messaging Capability Media and Information: Cultures, Communities, and Technologies ~~—— come with them have evolveg This dis) f dia has been ingrained in every S display of ing j t of how media ry genuity is a testament wou think does it suggest 8 sensibility. Now take a look at this picture. What do Over the ye; i dramaniest pee mean forms and the technology th human being’ Fig. 2.1. Evolution of Media Source: www.dducks. wordpress.com (accessed 16 September 2015) Marshall MeLuhan, who is famous for the phrase “the medium is the message” and is the proponent of the media theory on technological determinism, believed that society is driven by changes in media and communication technology. McLuhan (2007) explained that society adapts to advances in technology, thus, changing cultural, political, and even historical aspects Of that society. Take for instance the case ‘of a mobile phone and a computer. How did these adgets change the way people live their lives today? Some of you might think that it's almost unimaginable to revert back to the old times where these two did not yet exist, People who agree with the technological deterministic idea believe that media and communication have and will always significantly affect and change our way of life re only thing constant and inevitable is change. Thus, some look at technology @s& indication of progress: Social change is typically associated with technological adv ancemett ‘Astechnology stabilizes, Users and consumers adapt their behavior to the features and perceive benefits of this technology, oftentimes making people overly reliant to technology two g {iedia and Information LiteracyFig. 2.2. The picture shows an illustration of the evolution of media as perceived by McLuhan (1962). ‘Source: www.courtneyrices23.fil ‘September 2015) The picture above illustrates McLuhan’: communication technology. A media form that format primarily patterned from the one that it followed. The Internet is not exactly an original concept but rather a hybrid or derivative of the older forms such as print media, broadcast media, and film. The mobile phones are built on the old idea of telephony, and smart phones and tablets, on the idea of Internet and computer technology. Hot and Cold Media? In the language of McLuhan, “hot” media refer to forms requiring little involvement from the audience and examples include film and television. They are hot because, metaphorically speaking, they cannot be “touched” and thus the experience is relatively passive and static. “Cool” media are those with high-level user interactivity, where the experience is more dynamic and the audience is more involved. Media forms that utilize animation, such as video games, or provide participation, like online media platforms, are examples of cool media. les. wordpress.com (accessed 16 's (1962) view of the evolution of media and emerges from an older form has its features and Fig. 2.3. McLuhan's Media Map of History Adapted from www.twitter.com/mediaeco- ogy300/ (accessed 16 September 2015) Media and Information: Cultures, Communities, and Technologies z~/4 mney sins the Internet, consult some reliable sources that provide a timeline or chronology of media and communication technologies, from the primitive down to the most recent ones, Pick out those technologies that you think have a great impact on human civilization. Submit your research in the form of a photo or image collage of cutouts from old newspapers and | magazines. Below the collage, briefly discuss in two to three paragraphs your rationale for | choosing these particular technologies, La et For McLuhan (1962), the three most significant inventions in communication would be the phonetic alphabet, the printing press, and the telegraph. Each of them linked one period to another. As mentioned earlier, the most revent forms of media curry the features of the older i media, In the media map shown, there are four main periods in the history of communication, It begins with the tribal age where hearing was the predominant and most valuable sense of reception. Early human ancestors relied heavily on their sense of hearing to hunt for food and to stay alert from danger. The next period is the literacy age where the sense of sight was dominant. Ifthe tribal age was highly acoustic, the literate age was highly visual. This i because of the invention of the alphabet, allowing humans to learn to read, ‘The printing press was invented in the print age, which meant mass-producing written texts. Having more copies of these texts gave humans the liberty to read them at their own pace and to share them to others. With a growing number of produced and reproduced reading materials came the inevitable—the building of libraries and other repositories, McLuhan’s (1989) idea of the “global village.” a community where everyone in the world is interconnected through media, was evident in the electronic age. In this period, the telegraph was invented which paved the way tothe invention of more re fs the telephone, television, mobile phone, and the Internet. The com at this time led humans to instantly connect to each other even in grea is when you log on 0 play in an online video game while simultaneo i vers from other pars of the world, The electronic age isthe ape g Dlayetption. An example would be the incorporation of touch sersene snd laptop computers these days. ; rekddition to the media map of history are two oth MeLuhan’s periodization, One is information age when the aoe perience in the 21st century. Also known as the di media etpryan history where everything relied heavily in time in pane ormation was utilized based on personalize industries on and networking Were enhanced, i communicati cent technologies such munication technology t distances. An example usly chatting with other f sound and tactile sense in smart phones, tablets, ‘er time periods not covered it world entered into a new era of gital or new media age, this is # he use of computers to run malo! ‘d Needs and motivations. Global Media and Information Literacy eaCulture Shapes Technology Despite the vie i Consanaree eae by McLuhan, not everyone agrees with his propositions. that Shite ae ‘ology affecting change to society, cultural determinism explains wheat eee ty shapes technology. According to Winston (1986), a media scholar the Tae ei lea of cultural determinism, Society is still in control of technology and ee S over time do not dictate how it must adapt and function in relation to these ‘ec! hnologies. The radical potential ofa given technology to affect change may be ‘Suppressed by societal factors. In others words, technology is a product of need and not the other way around. If there is no need for the technology, or it does not have a practical use, it will perish, Traditional ys New Media In the beginning of this lesson, you were asked to identify which of the media forms stated are considered “traditional” and which ones are “new.” What were your bases for your answers? Traditional media are those forms in the earlier periods of McLuhan’s media map. They are traditional because of the specific characteristics that they have and functionalities that they offer. According to McQuail (2005), traditional media is one-directional. The media experience is limited and the sense receptors used are very specific (i.e., print media requires sense of sight, radio requires sense of hearing, and television and film requires both). With new media, the experience is more interactive. The audiences are more involved and are able to send feedback simultaneously. New media integrates all the aspects of the traditional media. It is much less easy to distinguish these media from each other than it used to be. ‘This is partly because some media forms are now distributed across different types of transmission channels, reducing the original uniqueness of form and experience in use. Secondly, the increasing convergence of technology, based on digitalization, can only reinforce this tendency. —Dennis MeQuail (2005) Media and Information: Cultures, Communities, and Technologies apane New about New Media similariti II of them share “certain channe ere are fi i sori dia and al four main categories of new me content, and context» ies ‘and are approximately differentiated by types of USS: according to MeQuail, Ih to McQuail, include interactivity, social presence (or sociability), media richness, autonomy, playfulness, privacy, Interpersonal communication media, Examples would be the telephone, parle Phone, and e-mail where “content is private and perishable and the relationship established and teinforced may be more important than the information conveyed. F Interactive play media. Video and computer-based games, plus virtual reality devices compose this category. Information search media. The Internet and the World Wide Web become repositories or sources of a vast collection of information that can be accessed real-time despite geographical location. Broadcast teletext and radio data services are also examples, Information retrieval isno longer limited to personal computers because this functionality has been extended to smart phones and tablets. Other means of information storage and retrieval include the personal video recorder, CD-ROM, compact disc, and DVD. Collective participatory media. This refers to the use of the Internet for “sharing and exchanging information, ideas, and experiences and developing active (computer-mediated) personal Big relationships (McQuail, 2010).” Id Key characteristics of new media, according ea Human history is tied to the history of communication, and personalization. New media use expanded opportunities | ™edia, and information. As for self-expression especially among the youth through Web | P@0Ple in society improve and logs, online forums, Web discussion boards, social media, | SS¥SI9P: $0 as the forms of 5 Pha media a toe cessaging applications ind communication. Do you agree that the use of a media technol logy may reflect generation? Why? ? may reflect the identity of a particular Bo you think that the new media environment that au values the most? How? ‘at exists today can tel Us about what the Media and Information Literacy