Critical Literacy Module 1-2

Digital Literacy
MODULE 1 - 2
Oficina de Educación
Virtual USTA
Digital Literacy
MODULE 1 - 2
AUTHOR
KATHERIN JOHANNA RODRÍGUEZ SILVA
katherinrodriguez@usantotomas.edu.co
Virtual USTA
DIRECTIVOS UNIVERSIDAD SANTO TOMÁS
Fr. José Gabriel MESA ANGULO, O.P

Rector
Fr. Eduardo GONZÁLEZ GIL, O. P.
Vicerrector Académico General
Fr. Wilson Fernando MENDOZA RIVERA, OP.
Vicerrector Administrativo y Financiero General
Fr. Javier Antonio CASTELLANOS, O. P.

Decano de División de Educación Abierta y a Distancia
Pedro Antonio Vela González
Decano de Facultad de Educación
AUTOR DISCIPLINAR
Maestría en Ambientes Bilingües de Aprendizaje - MABA

Departamento de Humanidades y Formación Integral
30 de septiembre de 2020
Módulo 1: Multimodal digital

Módulo 2: Critical literacy
Autor: Mg. Katherin Johanna Rodríguez Silva
ASESORÍA Y PRODUCCIÓN
Mg. Carlos Eduardo Alvarez Martínez

Coordinador Oficina de Educación Virtual
Mg. Wilson Arley Sánchez Pinzón
Asesor tecnopedagógico, corrector de estilo y diseñodor instruccional
Prof. Diego Fernando Jaramillo Herrera
Diseñador gráfico
Oficina de Educación Virtual

Universidad Santo Tomás
Sede Principal - Bogotá
PROBLEMATIZATION
Learning situation - context
The communication society system presents opportunities to interact with others on a scale
that could not be imagined until a few years ago. The ease of communicating is evident in the
use of social media and digital sources of information that are constantly changing and
evolving. Here is where the importance of being trained in comprehension strategies and the
production of multimodal texts lies, to understand not only the message but also the
intention and purpose of a communicative event.
The strategies presented throughout the course are ranged in two big groups: Multimodal
digital texts and critical literacy, both of which are aimed to improve critical literacy skills by
providing real-life multimodal texts and everyday situations while recognizing the fact that
this enormous load of information needs to be evaluated to discard inappropriate, incomplete
or inaccurate input.
The proposed strategies will lead the comprehension process of multimodal text across the
following stages: Literal level: information recovery strategies for different types of
multimodal digital texts (process stage).
Inference level: getting information from non-explicit contents and predicting messages from
forms, colors, images along with written information and previous experiences or knowledge.
Critical thinking level: reflecting on intention, purpose, and possible relations to similar types
of texts, communicating a personal opinion and evaluating the presented information to
create their digital texts. (Critical stage).
The activities presented throughout this first module are designed to guide the students to
the recognition of the critical digital literacy strategies that will help them to evaluate all types
of multimodal texts which they can be exposed to as digital citizens in a digital world where
information needs to be valued in terms of exactness and veracity.
GUIDING QUESTIONS
How can I develop critical literacy skills to approach digital

multimodal texts?
How can I evaluate different sources of information to

avoid misinterpretation and information manipulation?
TABLE OF CONTENTS
Module 1 - 2
Methodology to address the content of the resource 3
Introduction - Presentation 4
1. Multimodal digital texts 6
1.1 Characteristics 8
1.2 Types 10
2. Critical literacy 14
2.1 Definition 16
2.2 Critical literacy and multimodal digital texts 17
2.3 Strategies to develop Critical Literacy 18
3. Information manipulation and misinformation 22
3.1 Fake news 25
3.2 Strategies to avoid misinformation 27
Bibliography / Webgraphy 32
Pages
1. Module 1 - 2
MODULE 1 - 2
MULTIMODAL CRITICAL INFORMATION

DIGITAL TEXTS LITERACY MANIPULATION AND
MISINFORMATION
STRATEGIES TO AVOID MISIN-

CHARACTERISTICS TYPES FAKE NEWS
FORMATION
DEFINITION C. L AND MULTIMODAL DIGITAL TEXTS STRATEGIES
Module 1 - 2 2.
METHODOLOGY TO ADDRESS THE

CONTENT OF THE RESOURCE
This course will develop a Problem-Based Learning strategy (PBL), which enables students to
discuss problems of common interest in today's society through didactic activities designed to
achieve the results of significant learning and skills in students. This teaching method
promotes the development of critical thinking abilities as well as problem-solving and
communicative skills framed in real context situations. In this particular case, the problems
presented relate to everyday situations as fake news.
PBL's teaching strategy seeks to develop meaningful learning in graduate students from the
analysis of problematic situations in the context of digital communication, presenting those real
context situations as characteristic elements of interaction in a globalized society. At the end of
the course, students of the Digital Critical Literacy course will be able to understand, critically
evaluate, and create different types of digital content in English, as well as to improve their
communication skills not only in English but also in the context of their disciplinary area.
3. Module 1 - 2
INTRODUCTION - PRESENTATION
The ease of access to information provided by the internet has opened new ways that were not
possible some time ago; currently, any interaction with the world is just a click away. For
individuals, participation in the global knowledge community is becoming easier along as access
to information is increasingly closing gaps between communities giving voice to each of its
members. These interaction opportunities with the world bring advantages: free access to
information, real-time interaction, and the strengthening of knowledge networks, to name a few.
On the other hand, this exposure brings obvious threats for internet users: the presence of false
content increases, and the manipulation of information becomes subtler every day. Exposure to
such quantity and quality of information makes the development of critical reading processes a
necessity for network users who can develop skills that facilitate the creation, understanding, and
selection of the accessed material.
In response to this need, we have designed the Critical Digital Literacy course, to provide
participants with tools to compose digital multimodal resources in English and to critically
evaluate different types of digital contents in English while they strengthen their communication
skills in the English language in the context of their field of study.
Throughout the course, students will explore different types of multimodal texts and their main
characteristics so they will be able to design texts in where they present their critical vision of
situations in their contexts. Besides that, the course will develop critical literacy strategies a long
as comprehension ones to select information available on the web to evaluate and categorize
such contents.
To achieve this goal, participants will develop three modules divided into interactive lessons that
present the concepts and strategies related to the resources in the module. At the end of each
module, students will share their opinions and creations so they can comment on their peers'
texts assuring interaction with different realities and contexts.
Module 1 - 2 4.
5. Module 1 - 2
MULTIMODAL DIGITAL TEXTS
Universidad Santo Tomás Module 1 - 2 6.

MULTIMODAL DIGITAL TEXTS
A multimodal text is a communication act that integrates different resources to achieve

comprehension, giving opportunities to the reader to connect that information to previous
knowledge or experiences. According to Manghi et al. (2013), any text, which includes more than
a semiotic resource to communicate, can be defined as multimodal text. For Kress and Van
Leeuwen (2001), all types of texts are multimodal due to the combination of languages presented
in it. Some examples of multimodal texts can be:
Poem XV by Pablo Neruda: It comprises aspects such as vocabulary, generic structure, and the
grammar of the language, particularly poetry1.
A movie: There are so many there is no possibility to name just one. On a personal note, you can
watch The Pianist 2 (2002). A multimodal text with these characteristics combines visuals: color,
still and moving images, viewpoint, music, among other elements to communicate a message
that intends to provoke a reaction from the public. An educated reader critically interprets a text
by combining its context, situation, given information, and previous knowledge.
The gestures a traffic warden does in a crossroads. It comprises aspects such as movement,
speed, and stillness in facial expression and body language.
A news article: the distribution of different elements such as layout, organization of elements in
the page space, color, and font size communicates intention and gives a clear message to the
reader.
Taken from: https://unsplash.com/photos/NkGGF6BvU88
1 Listen to Pablo Neruda reading Poem XV here: https://www.youtube.com/watch?v=CyBzaEar_X8

2 Polanski, R. (Producer and director) (2002). The Pianist. Germany. Studio Babelsberg
7. Module 1 - 2
Taken from: https://unsplash.com/photos/QGmkMsgbemI
CHARACTERISTICS OF MULTIMODAL DIGITAL TEXTS
The characteristics of a multimodal text relate to the type of

interaction it aims to have with the reader. This interaction allows the
reader to get in contact with different meaning systems
simultaneously due to the varied codes used in one single text.
According to Kress and Van Leeuwen (2001), multimodal texts use a
great variety of ways of representation and communication that can
include diagrams, photos layouts, colors that contribute to the
comprehension and interpretation of the message. Some of the
characteristics of multimodal texts are:
The constitutive elements of the multimodal text complement each

other; the images aim to identify the context of the situation.
Every multimodal text element should contribute to its general

meaning and should influence the reader clearly and directly.
Verbal and no verbal text elements are not two separate or

independent entities; they form a whole.
Universidad Santo Tomás Module 1 - 2 8.

Taken from: https://www.canva.com/templates/EAD7Rftw-3k-pink-and-dark-blue-cake-quote-instagram-post/
This multimodal digital text is available on a website specialized in online designs. It establishes a
relation between the image and the written text. The colors, even the letters in bold, catch the
attention and invite the readers to interpret the multimodal digital text taking into account their
knowledge and experiences from the given message.
The image shows a birthday cake. The reader can assume the text is from a birthday card. The
message -Life is too short to have regrets, eat that cake – invites to have a positive attitude
towards the cake itself and the idea of aging. Finally, the facial expression of the girl connotes joy
and expectation. The final message could be to enjoy life!
9. Module 1 - 2 Universidad Santo Tomás

TYPES OF MULTIMODAL DIGITAL

TEXTS
Different media or technologies deliver multimodal texts. They may be live (a live ballet
performance, where gesture, music, and space are the main elements); paper (a picture book
that arranges textual and visual elements on pages), or digital electronic (a webpage that
combines sound effects, oral and written language, music and still or moving images).
In terms of multimodal digital texts, they can have a variety of forms due to the possibility they
have to combine as many semiotic codes as they can. Some examples are:
Social media posts. They combine words and images as well as personal interpretation. In the
example, the reader has an understanding of the message based on the attributes given to the
dogs’ faces and the relation those expressions can have with human emotions.
Taken from: https://www.instagram.com/p/CDWu2AFBrBW/?utm_source=ig_web_copy_link
Module 1 - 2 10.
A magazine article. The words are organized in a pattern that
allows the reader to decide if he is interested in the
information. The article layout categorizes the facts and uses
pictures catch attention and provide him graphic support.
Taken from: https://www.forbes.com/sites/deloitte/2020/08/31/lessons-from-the-pandemic-on-how-to-break-down-organizational-silos-and-optimize-workforce-potential/#40e1972b3c65

A music video. The artist communicates a message through music, images,

and tone of the video. The purpose of giving the song a context aims to connect
to the audience experiences that allows the lyrics to become two-way
communication between the artist and the public where both can express
themselves.
The screenshot is taken from https://www.youtube.com/watch?v=CevxZvSJLk8
Module 1 - 2 12.
13. Module 1 - 2
CRITICAL LITERACY
Module 1 - 2 14.
CRITICAL LITERACY
Historically, the English word literate (from Latin literatus = marked with letters) has referred to an
educated person. In its earliest use, the term meant someone who knew literature. To know about
literature, it was necessary to read. On the contrary, an illiterate person was not able to read, and
therefore, was ignorant of literature. In those days, reading and writing were separated skills, and
students learned how to read first.
Since the late nineteenth century, the word literate has generally been used to talk about a person
who can read and write. Back then, in English-speaking countries, being literate meant
recognizing the alphabet, being able to read the most common texts - mostly religious - and
perhaps writing one's name. Even though it was common to refer to literate and illiterate
individuals, the term literacy was not present in educational discussions until the second half of
the twentieth century. Being literate was a privilege granted to the elites. Only until the
nineteenth and twentieth centuries, literacy became widespread in industrialized countries.
15. Module 1 - 2
DEFINITION
Literacy is a complex term to understand, even in its most conventional meaning: the cognitive
ability to read and write. Nowadays, most literate people are capable of writing a short message or
reading an article in the news in their native language. Fewer people can write long coherent texts
with proper punctuation, spelling, and paragraph construction, or read complex technical
manuals, though. Even fewer people can write an interesting short story or novel.
In 1958, UNESCO defined literacy to unify international statistics about literacy rates. According
to this definition “a literate person is one who can, with understanding, both read and write short,
simple statements on his or her everyday life”. This interpretation presents literacy as a basic skill,
insufficient for fulfilling the demands of modern society. In 1978, UNESCO adopted the concept
of functional literacy, which states that a person is functionally literate when they can 'engage in
all those activities in which literacy is required for the effective functioning of his group or
community and for enabling [them] to continue to use reading, writing, and calculation, for [their]
own and the community's development.' This view of literacy as a way to achieve other objectives
in particular communities makes literacy an open-ended term with dependent details on the
reference social group.
By 2018, UNESCO recognized the constant evolution of the term literacy, which not only includes
the ability to read and write but also critically reflects and acts on the grasped meaning
(UNESCO, 2018). This new and integrating model of literacy also matters about the development
of critical thinking as an essential skill. Nonetheless, the concept of literacy cannot only be
attached to reading and writing; it also is related to the socio-cultural vision of learning.
This approach sees literacy as the ability to relate to the social context and roles of the members
of a community involved in a communicative act. It means that there is more than just one type of
literacy; we can talk about financial literacy, information literacy, digital literacy, each one of these
turn people in experts in that particular sphere or communicative situation.
The purpose of this module is to widen the spectrum in critical – digital – literacy: Critical in terms
of thinking beyond the written words and turning the text into interaction possibilities and Digital
in terms of the media used to communicate.
Module 1 - 2 16.
CRITICAL LITERACY AND MULTIMODAL

DIGITAL TEXTS
The increasing use of ICT in our daily lives has facilitated the switch from a dominant mode of
communication – writing – to the simultaneous use of different ones. Now, apart from developing
abilities to read and write, we also need to learn how to use multimodal texts: images, video, audio,
hyperlinks, among others, to convey the message, and to understand the ones from others.
Unfortunately, these literacy practices are not often favored in educational or academic contexts.
For years, we have focused on a set of literacy practices that we recognize as valid, such as essay
and report writing, but we have neglected other types of practices that are already used in
non-academic activities. It is important to remember that different modes of expression produce
distinct views of the world and offer a wide range of communication possibilities.
Being literate implies that we can fully take part in society. It is possible to argue that such
participation involves recognizing that society is in a constant state of conflict and that there has
always been a struggle for power, knowledge, status, and resources. Certain social groups have
historically maintained a dominant position and their ideologies and assumptions permeate the
language they use (their discourses). Therefore, when we use language, we become part of larger
systems of meaning that operate in society. Critical literacy has to do with understanding these
systems engaging with texts actively, questioning the ideologies and interests that are behind
them. For Archer (2010), readers have to have an active position regarding the ideas and feelings
presented in the texts. In other words, critical literacy implies the ability to modify, interpret, and
question a multimodal text.
These processes of critical reading gain value when the texts connect to a culture, a context, and
provide a vision of the world because this is how the reader connects to new opportunities to
reflect on his realities.
17. Module 1 - 2
STRATEGIES TO DEVELOP CRITICAL

LITERACY
Critical reading involves a process of analyzing, interpreting, and evaluating the information
presented in a text. It means the active processing of receiving information (Mulcare, 2017). It is
different to read, implies having a position, and reflecting on the text in a way that the reader
identifies his reality and connects it to it.
There are three stages when reading critically: pre-reading, while reading, and after reading; the
differentiated factor between the three moments are the activities developed in each moment of
the process. These activities are related according to Bloom’s taxonomy and develop from lower
to higher levels of reading competency:
Remembering: Recalling information
Understanding: Constructing meaning to demonstrate understanding
Applying: Using the information in similar situations
Analyzing: Differentiating, organizing, and categorizing information.
Evaluating: Making judgments or taking decisions regarding the given information
Creating: Generating new ideas and messages.
The first three levels develop comprehension skills while the next three ones develop
higher-order thinking processes, which lead to a critical acquisition of the information. A critical
reader should focus on these last stages of reflection and thinking on the text. To develop
analysis, evaluation, and creative skills, an educated reader needs to develop these essential
stages:
Module 1 - 2 18.
STRATEGIES TO DEVELOP CRITICAL

LITERACY
Before reading
Making predictions: probable information and vocabulary

Using prior knowledge to start reading
Skimming and scanning to get the overall meaning
KEY QUESTIONS:
Ask questions about the information you are being exposed to. What are you reading/ listening
to? (the type of text) Who is the author? Where do I find this text? Is it related to advertising,
political views, particular organizations?
During reading
Go beyond
Go beyond comprehension
comprehension questions
questions (not
(not only facts or explicit information from
the text, focusesthe
ontext,
the product)
focuses on the product)
Reflecting on the information
Reflecting in the
on the text
information in the text
Finding the main Finding the main idea: it will be usefulit.to summarize it.
idea: it will be useful to summarize
KEY QUESTIONS:
Gather your information. Determine what is relevant. What previous information do you know
about this topic? What have I learned from this text? Is the information clear enough for me?
19. Module 1 - 2
After reading
Checking comprehension through different tools: questioning, paraphrasing,

understanding context and vocabulary
Extend the understanding of the text through summarizing, categorizing
information: Main idea and supporting points/illustrations/comparisons.
What is the response to the information – the purpose of the text, tone, and
possible connections?
Ideas found in the text (reviewed from the first stage)
KEY QUESTIONS:
Apply the information. Is the information reliable? Logical? Is it based on evidence? Does the
evidence I have support or contradict what you are reading/ listening to?
Consider the implications. Think about the possible consequences of assuming the information
is right or wrong.
Explore other points of view. Get the facts, evaluate your sources of information.
See how these strategies work!
Module 1 - 2 20.
Taken from: http://mysnickersdiary.blogspot.com/2014/09/
Before reading:The text is an advert. It could be After reading. The reader’s response should be
found in any number of places: public spaces, to consider a Snickers next time he is hungry /
online, or TV. making mistakes and to visit their web site.
Overall meaning: It means you do things wrong Pd. Did you notice that the name of the product
when you are hungry. is also mistakenly written? Or you just assumed
that is the way to write the word SNICKER.
During reading: The misspelled words are key
to communicate the idea of the need to grab a
Snickers.
The distribution of words and the words game

catch the attention. Words and meaning
change if you are hungry.

INFORMATION MANIPULATION
Module 1 - 2 22.
INFORMATION MANIPULATION
Taken from: https://www.forocoches.com/foro/showthread.php?t=7526824
In 2002, Sylvain Timsit published what he called ten strategies of information manipulation
to present how the media is controlled by economic and political powers. The purpose of
these disinformation activities is to take over society with incomplete, low quality, or false
information. The strategies of information manipulation presented by Timsit are focused on
how society is intentionally misinformed to keep the established order ruled by those in
power positions.
In past years, the concept of misinformation and manipulation has scaled to a social problem
due to the threads and dangers it represents to all members of the knowledge community
because of its presence everywhere in the web thanks to social media where subjectivity
dominates. Concepts as false and fake news now are common in news articles and often
related to politics or social power mechanisms that try to control society. To Serrano (2008),
this misinformation leads to violent acts due to its power to change the personal point of view
to the mass reaction that is not centered on facts but in the biased propaganda transmitted
by the media.

Taken from: https://timesofindia.indiatimes.com/india/this-whatsapp-rumour-has-killed-22-people-so/articleshow/64812664.cms
The events started in 2017 when a message warning people in the zone of Jharkhand (India)
circulated in WhatsApp. The warning was related to a suspicious group of men who allegedly
were kidnapping children. People who received the message almost a year after panicked: where
there was an unknown person, there was a suspected kidnapper. Fear and mass thinking did the
job. Over six months, 22 people were killed. To help people to identify hate messages Assam
Police launched a helpline and a song:
“Don’t lynch and kill people who are new

If you have a suspicious dial 100
Rachakonda police is here to protect you
Telagana police is with you”
Full video available in https://www.youtube.com/watch?v=Lx1hejzNA3I&feature=emb_logo
Module 1 - 2 24.
FAKE NEWS
According to Rochlin (2017), the term refers to the news pieces on media or websites that
intentionally mislead people while trying to seem like real news. The Fake news movement is
considered a threat as they undermine readers’ confidence and opens a way for subjective and
inaccurate opinions that people can assume as real. For Lomas (2018), Fake news is a thread for
social media networks since they are the preferred way to share false content. In recent studies,
most adult users of social media, especially Facebook, admitted they had been exposed to false
content posted in those networks (62% according to Pew Research Study, May 2016).
In this context, the need to be critically digital literate is a must for every information user; to be
able to discern reliable sources of information and to share information from those sources too.
Fake news is a complex term that can group some other types of misleading pieces of news:
Taken from: https://eavi.eu/beyond-fake-news-10-types-misleading-info/
25. Module 1 - 2
be attractive to visitors/consumers. And this rush also leads the journalism to be in a crossroads
between accuracy and sensationalism that can be misleading but accepted in social media.
Listen to Denzel Washington’s opinion on fake news:
Full video available in https://www.washingtonpost.com/videoentertainment/denzel-washington-calls-upon-journalists-to-tell-the-truth/2016/12/14/b218db8e-c248-11e6-92e8-c07f4f671da4_video.html
To reflect:
“If you don’t read the newspaper you are uninformed, if you
read it you are misinformed”
Module 1 - 2 26.
STRATEGIES TO AVOID MISINFORMATION
Critical digital literacy skills are based on the ability to identify

misleading and false information through the use of every available
tool to do it. These abilities can be developed through a series of
questions every responsible information consumer should ask:
a. Ask questions about the authority that published the information.
What is the purpose of the website? Where is the information published?
Is the information biased?
Who is the author? Is the author an expert in that field?
These questions help you research the site you are getting the information from. You may
also be able to check the authors, their credibility, and their reliability. You can also check
the supporting sources provided along to the information.
To remember: The URL domain where the information is published tells you about the
reliability of it;
.gov, .edu URL are usually checked sources.
27. Module 1 - 2
b. Ask questions about the information you are being exposed to.
IIs the information reliable in terms of citations, references, or bibliography used in the text?
Is the information updated? When was the website last updated?
Can the information be checked and verified using other sources?
These questions help you to reflect on what you are reading. Do not get the story just from
the headline; instead, consider the whole picture. Consider your observations, experiences,
and previous knowledge.
To remember: Old stories may not be relevant to current events but can be recycled to
create new fake or false news.
c. Ask questions about the impact of the information you are being exposed to.
Has the information been reviewed? Is it published in reliable databases?
What are the implications of that information?
Is the information persuading you to change your emotions/ opinions/ bias?
Is the information useful to you?
Is the information consistent with your previous knowledge/ experiences?
These questions help you to reflect on the impact that information for you and society. Be
suspicious of websites that require to give personal information or to register to receive
more details. Also, do not trust sites that promise to give prizes or rewards. Those
misleading strategies may steal your data and put you in real danger.
To remember: Consult a fact-checking site:

https://www.snopes.com/, https://colombiacheck.com/, https://www.factcheck.org/
Module 1 - 2 28.
Taken from: https://www.ifla.org/publications/node/11174
29. Module 1 - 2
There have been some attempts to avoid the misinformation chain (political/social power > media
> social media > biased citizen). The enactment of regulations in communication companies, in
the beginning, the creation of free press associations and media observatories, protection to
journalists, and public access to information are also strategies that tend to avoid disinformation
and manipulation.
Even though committed journalism is the first line against the dangers of misinformation, it is the
responsibility of the information consumers to check what they consume. Some organizations
look after the fairness and accuracy of information so they can help citizens to fight against
manipulation and disinformation in the media. One of those councils is The Trust Project, a world
board that stands for transparency, accuracy, inclusion, and fairness in news organizations.
The Trust Project has developed eight indicators to know which news stories a regular citizen can
trust. These are:
Expertise: To rely on the journalist that gives us accurate information about what happened based
on evidence, careful reporting, and strict standards.
Work Labels: You can see what the purpose of the story is – advertisement (some paid for it),
persuasion (wants a reaction from the public)
References: You can find and access reliable and accurate sources. These sources are official,
public, and accessible.
Local: The journalist uses local knowledge. If journalists know and live in the community they are
reporting on, they can explain an event or issue more accurately
Diverse Voices: The story brings in diverse voices to get the full picture. Voices less commonly
heard in society due to their race, class, generation, gender, sexual orientation, or the region they
live in may be left out of the news.
Actionable Feedback: The news organization allows readers to participate. Inviting and listening
to public feedback means that journalists can make sure their work is accurate and up to date.
Methods: We can tell the process used to make the story. It might reveal how well verified or
balanced a story is.
Best Practices: The journalist or news organization explains their ownership and standards. If a
journalist or organization has a set of rules that they use to make sure they are accurate, then
their news will be more trustworthy.
Module 1 - 2 30.
Taken from: https://colombiacheck.com/chequeos/la-publicidad-falsa-de-clean-vision-un-producto-que-promete-recuperar-la-vision-sin
Taken from: http://82.221.129.208/.vh7.html
As you could read, both pieces of news seemed to be real

because of the use of scientific sources, they also have what
appeared to be reliable due to the use of language and
“credible” proves. Once you get to analyze both pieces of
news you find that there is no other reference to that
information. They even do not have any bibliography, a
government source, or scientific endorsement.
Do you want to know the verdict of the use of nasal swabs? Check the analysis here:
https://in.reuters.com/article/uk-factcheck-swabs/-
fact-check-coronavirus-tests-do-not-cause-brain-damage-or-plant-substances-on-the-brain-idUSKCN24G2NL
31. Module 1 - 2
BIBLIOGRAPHY / WEBGRAPHY
Module 1 - 2 32.
BIBLIOGRAPHY / WEBGRAPHY
Anderson. L., Krathwol, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., Wittrock,
M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of
educational objectives. Abridged Edition. Longman.
Archer, A. 2010. “Multimodal Texts in Higher Education and the Implications for Writing
Pedagogy Arlene Archer Multimodal Texts in Higher Education.” English in Education 44 (3): 201
https://search-ebscohost-com.crai-ustadigital.usantotomas.edu.co/login.aspx?direct=true&db=e
db&AN=54565282&lang=es&site=eds-live.
de Haan, Y., Kruikemeier, S., Lecheler, S., Smit, G., & van der Nat, R. (2018). When Does an
Infographic Say More Than a Thousand Words? Journalism Studies, 19(9), 1293–1312.
https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1080/1461670X.2016.1267592
Ireton, C., Posetti, J. Journalism, fake news & disinformation: handbook for journalism education
and training. Paris. UNESCO. 2018. Retrieved from:
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Digital Literacy

Fr. José Gabriel MESA ANGULO, O.P

Fr. Javier Antonio CASTELLANOS, O. P.

Maestría en Ambientes Bilingües de Aprendizaje - MABA

Módulo 1: Multimodal digital

Mg. Carlos Eduardo Alvarez Martínez

Oficina de Educación Virtual

How can I develop critical literacy skills to approach digital

How can I evaluate different sources of information to

Methodology to address the content of the resource 3

1. Multimodal digital texts 6

2.2 Critical literacy and multimodal digital texts 17

2.3 Strategies to develop Critical Literacy 18

3. Information manipulation and misinformation 22

3.1 Fake news 25

3.2 Strategies to avoid misinformation 27

MULTIMODAL CRITICAL INFORMATION

STRATEGIES TO AVOID MISIN-

DEFINITION C. L AND MULTIMODAL DIGITAL TEXTS STRATEGIES

METHODOLOGY TO ADDRESS THE

MULTIMODAL DIGITAL TEXTS

Universidad Santo Tomás Module 1 - 2 6.

MULTIMODAL DIGITAL TEXTS

A multimodal text is a communication act that integrates different resources to achieve

Taken from: https://unsplash.com/photos/NkGGF6BvU88

1 Listen to Pablo Neruda reading Poem XV here: https://www.youtube.com/watch?v=CyBzaEar_X8

CHARACTERISTICS OF MULTIMODAL DIGITAL TEXTS

The characteristics of a multimodal text relate to the type of

The constitutive elements of the multimodal text complement each

Every multimodal text element should contribute to its general

Verbal and no verbal text elements are not two separate or

Universidad Santo Tomás Module 1 - 2 8.

9. Module 1 - 2 Universidad Santo Tomás

TYPES OF MULTIMODAL DIGITAL

Taken from: https://www.instagram.com/p/CDWu2AFBrBW/?utm_source=ig_web_copy_link

Taken from: https://www.forbes.com/sites/deloitte/2020/08/31/lessons-from-the-pandemic-on-how-to-break-down-organizational-silos-and-optimize-workforce-potential/#40e1972b3c65

11. Module 1 - 2 Universidad Santo Tomás

A music video. The artist communicates a message through music, images,

The screenshot is taken from https://www.youtube.com/watch?v=CevxZvSJLk8

CRITICAL LITERACY AND MULTIMODAL

STRATEGIES TO DEVELOP CRITICAL

Remembering: Recalling information

Understanding: Constructing meaning to demonstrate understanding

Applying: Using the information in similar situations

Analyzing: Differentiating, organizing, and categorizing information.

Evaluating: Making judgments or taking decisions regarding the given information

Creating: Generating new ideas and messages.

STRATEGIES TO DEVELOP CRITICAL

Making predictions: probable information and vocabulary

Checking comprehension through different tools: questioning, paraphrasing,

See how these strategies work!

The distribution of words and the words game

21. Module 1 - 2 Universidad Santo Tomás

Taken from: https://www.forocoches.com/foro/showthread.php?t=7526824

23. Module 1 - 2 Universidad Santo Tomás

“Don’t lynch and kill people who are new

Full video available in https://www.youtube.com/watch?v=Lx1hejzNA3I&feature=emb_logo

Taken from: https://eavi.eu/beyond-fake-news-10-types-misleading-info/

Listen to Denzel Washington’s opinion on fake news:

Full video available in https://www.washingtonpost.com/videoentertainment/denzel-washington-calls-upon-journalists-to-tell-the-truth/2016/12/14/b218db8e-c248-11e6-92e8-c07f4f671da4_video.html

STRATEGIES TO AVOID MISINFORMATION

Critical digital literacy skills are based on the ability to identify

a. Ask questions about the authority that published the information.

What is the purpose of the website? Where is the information published?