Media skills.

Although this is given little emphasis in the classroom, Hobbs and Frost (1994)
present the skills that students are able to possess with the media they use in class. To wit: (1)
reflect on and analyze their own media consumption habits; (2) identify the author, purpose and
point of view in films, commercials, television and radio programs, magazine and newspaper
editorials and advertising; (3) identify the range of production techniques that are used to
communicate opinions and shape audience's response; (4) identify and evaluate the quality of
media's representation of the world by examining patterns, stereotyping, emphasis and
omission in print and television news and other media; (5) appreciate the economic
underpinnings of mass media industries to make distinctions between those media which sell
audiences to advertisers and those which do not; (6) understand how media economics shapes
message content; (7) gain familiarity and experience in using mass media tools for personal
expression and communication and for purposes of social and political advocacy.

Approaches to teaching media literacy. Kellner and Share (2007) mentioned three
approaches to teaching media literacy that would utilize media in pedagogical practice.

1. Media Arts Education Approach. It intends to teach students to value the aesthetic qualities
of media and the arts while using their creativity for self-expression through creating art and
media.

2. Media Literacy Movement Approach. It attempts to expand the notion of literacy to include
popular culture and multiple forms of media (music, video, Internet, advertising, etc.) while still
working within a print literacy tradition.

3. Critical Media Literacy Approach. It focuses on ideology critiquing and analyzing the
politics of representation of crucial dimensions of gender, race, class, and sexuality;
incorporating alternative media production; and expanding the textual analysis to include issues
of social context, control, resistance, and pleasure.

Utilizing Media across disciplines. Media education can be integrated in every course
discipline. The following are examples of using media in different subject areas using PPPP
(Purpose, Process, Performance, Product)
Subject Lesson Media
Area Form Tool Purpose Process Performance Product
English Writing a Online/ Email To Compose a Letter making Compilation
Letter Chat communicat letter and send of letters thru
Interactive e to a friend thru E-portfolio
Media online thru gmail
chatroom/
hangout
Filipino Noli Me Electronic YouTube To present Videoshoot a Dramatization Uploaded
Tangere Visual thru drama play scene from / video to
Media Movie thru video Noli Me YouTube to
maker Tangere then Role playing obtain
App upload to in a chosen numbers of
YouTube and venue with views
count the background
numbers of props
views at the
end
Science Environmental Audio- Spotify To listen to Listen to and Compose Audio-video
Protection visual and and reflect reflect on an own of composed
media YouTube on music environmental environmenta song
song played l song with uploaded to
thru Spotify visuals and YouTube to
upload to obtain
YouTube number of
views
Values Family Visual IWant TV To Watch the Upload the Family photos
Education Media App and communicat segment "Ang photos to uploaded to
e message Pamilya Ko Instagram Instagram to
Using Instagram and reflect from IWant TV obtain
photos on picture App and Take number of
picture of a Likes
family
Social Current Print Publisher To inform Browse and Make own Newsletter
Studies issues Visual App and update analyze newsletter posted on
Media audience newspaper with current Facebook for
clip on current events using sharing
issues Publisher and
post it on
Facebook
Technolog Product Audio- YouTube To convince Make a Video on Commercial
y and Marketing and visual audience to commercial own-made advertisement
Livelihood Advertising Media buy the segment of a commercial of product
Education product product/project advertisemen uploaded to
made in class t of the Youtube to
product and obtain
upload to number of
Youtube views
Math Solving Audio- Podcast To Watch and Solve Submittal of
Algebraic visual demonstrate listen to the algebraic answers and
Expression Media lesson and newest expressions computations
inform method of by following through gmail
solving the methods group/
algebraic watched hangout
expression through account
through Podcast
Podcast
MAPEH Taking Care Audio-vi- TV To inform, Watch TV Make a blog Blog with
Assessing and evaluating media literacy work. Just like any student outputs, media-oriented
works should also be evaluated to assess quality based on standards. Students need regular
feedback to be able to reflect on their progress and develop mastery and that would remind
them that it is an important part of the course. However, for some teachers, creating
assessment and evaluation tools for media education is more challenging than traditional
means due to the lack of technical skills. Also, it is because media education is all about
finding the right questions to ask, rather than learning previously determined answers.
Canada's Center for Digital and Media Literacy prescribed two important steps in creating
objectives, comprehensive and meaningful assessment and evaluation tools for media literacy
work, namely: (1) by using a rubric to assess the work of students; and (2) by framing the
expectations within the rubric in terms of key concepts of media literacy.

In general, media literacy work can be evaluated in three ways:

1. Based on how well the student understands the key concepts of media literacy and the
specific concepts and Ideas being explored in the lesson.
2. Based on the depth and quality of the student's inquiry and analysis of the questions raised in
the lesson, as well as his/her thoughtfulness in identifying issues and questions to examine.
3. Based on how well the student applies specific technical skills associated with either the
medium being studied (movies, TV, video games, etc.), the medium used in the evaluation tool,
or both (http://mediasmarts.ca/digital-media-literacy)

However, whenever any form of media is being utilized, there should be a reflection at the end
by asking students how media form has shaped their thinking, decision-making, analysis,
choices, values and interrelationships. Thus, media educators base their teaching on key
concepts for media literacy, which provide an effective foundation for examining mass media
and popular culture. These key concepts act as filters that any media text has to go through in
order to critically respond.

1. Media are constructions. Media products are created by individuals who make conscious
and unconscious choices about what to include and how to present it. It can assess students
understanding of how media product was created and the analysis of creators' beliefs or
assumptions reflected in the content.
2. The audience negotiates meaning. The meaning of any media product is a collaboration
between the producers and the audience. It can assess students' understanding of concepts
and the elements in a relevant medium or product
3. Media have commercial implications. Since most media production is a business, it makes
profits and it belongs to a powerful network of corporations that exert influence on content and
distribution. It can assess students' knowledge and understanding of the commercial factors
influencing the creation of media product and analysis of how media product is influenced by
commercial factors or the owner.
4. Media have social and political implications. Media convey ideological messages about
values, power and authority and they can have a significant influence on what people think and
believe. It can assess students' knowledge and understanding of how this medium
communicates ideas and values.
5. Each medium has a unique aesthetic form. The content of media depends in part on the
nature of the medium that includes technical, commercial and storytelling demands. It can
assess students' knowledge and understanding of the technical elements of the medium and
the tropes, clichés, codes and conventions of the medium and genre
(http://mediasmarts.ca/digital-media-literacy
Ryan
Arquinz

Rizhel
Noime
Charmaine
Jamaica
Lara
Mia Jane
Princess
Maya
Gem
April
Rizza
Kyla
Bernadeth
Lenshaye
Sunshine
Lairen
Ivy Rose
Blessing
Bezalel
Crizza

FELICITY

Jay
Jeric
Kathlyn
Maea
Maedy
Reynaldo
Rizza
Bever

1. Who presented the skills that students are able to possess with the media they use in
class?
a. Hobbs and Frost
b. Kellner and Share
c. Canada's Center for Digital and Media Literacy
2. It intends to teach students to value the aesthetic qualities of media and the arts while
using their creativity for self-expression through creating art and media.
a. Media Arts Education Approach
b. Media Literacy Movement Approach
c. Critical Media Literacy Approach
3. It attempts to expand the notion of literacy to include popular culture and multiple
forms of media (music, video, Internet, advertising, etc.) while still working within a
print literacy tradition.
a. Media Arts Education Approach
b. Media Literacy Movement Approach
c. Critical Media Literacy Approach
4. It focuses on ideology critiquing and analyzing the politics of representation of
crucial dimensions of gender, race, class, and sexuality; incorporating alternative
 media production; and expanding the textual analysis to include issues of social
context, control, resistance, and pleasure.
a. Media Arts Education Approach
b. Media Literacy Movement Approach
c. Critical Media Literacy Approach
5. Prescribed two important steps in creating objectives, comprehensive and meaningful
assessment and evaluation tools for media literacy work.
a. Hobbs and Frost
b. Kellner and Share
c. Canada's Center for Digital and Media Literacy

6-10. give at least 2 media skills.