MEDIA

LITERACY
Media Literacy
• Lynch (2018) coined the term “media” that refers to all
electronic or digital means and print or artistic visuals
used to transmit messages through reading (print media);
seeing (visual media), hearing audio media, or changing
and playing with (Interactive media), or some combination
of each. Media can be a component of active learning
strategies such as group discussion or case studies
(Mateer and Ghent, n.d.).
Media Literacy
• Firestone (1993) Media Literacy is an ability to access,
analyze, evaluate, and create media.
• The Ontario Ministry of Education (1989) stressed that
media literacy means helping students to develop an
informed and critical understanding of the nature of mass
media, the techniques used and their impact. It aims to
enhance students understanding and appreciation how
media works, how they produced meaning, how they are
organized, and they construct reality.
Media Literacy

• Hobbs (1997) Media literacy therefore is the ability to

identify different types of media rom wide array of sources
and understand the messages they bring.
Media Literacy concepts
• 1. It is the ability to critically assess the accuracy and
validity of information transmitted by the mass media and
produce information through various forms.
• 2. Also knows as Media Education, it is the ability to realize
that all ins of media show a representation of reality.
• 3. It is the process of accessing, decoding, evaluating,
analyzing, and creating both print and electronic media.
(Aufderheide, 1993)
Media Literacy concepts
• 4. It depicts experience of reading texts and designing
hypertexts made possible through technology. ( Hobbs,
2007)
• 5. It pertains to understanding how to use today’s
technology, how to operate equipment, use various soft
wares and explore the internet.
• 6. As a 21st Century approach to education, media
literacy builds understanding of the role of media in
society, as well as the essential skills of inquiry and self-
expression necessary for democratic citizens.
Media Literacy concepts
• 7. It represents response to the complexity of the ever-changing
electronic environment and the communication channels.
• 8. Critical evaluation of media requires the ability to analyze
and disseminate various features to others.
• 9. It is about teaching critical media management strategies,
including ICTs in school and learning centers.
• 10. It includes the ability to perform effective internet searches,
awareness and respect of intellectual property and copyright
law and the ability to identify truth from fake news.
Roles of Media Literacy
It becomes easy to create media, however, it is difficult to know the creator of
this, his/her reason, and its credibility. Specially, it helps individuals to;
1. Learn to think critically
2. Become a smart consumer of products and information
3. Recognize the point of view
4. Create media responsibly
5. Identify the role of media in our culture
6. Understanding the author’s goal.
Social Media

• Social Media is a term that describes websites to

connect people and involve user-generated
content, which is the hallmark of a social media
site. It is sometimes called Web 2.0, which is
currently a huge opportunity to reach target
audience and increase online sales. (Go, 2019)
Types of Social Websites
There are different types of social media websites and the ways of
using them to reach the target audience.

1. Social Media News Website

2. Social Media Networking Websites
3. Social Media Photo and Video sharing
4. Microblogging and Blogging Websites
5. Social Media Review Websites
Media and Information Literacy (MIL)

• Media and Information Literacy (MIL) is a

combination of knowledge attitudes, skills, and
practices required to access, analyze, evaluate,
use, produce, and ethical ways that respect
human rights (Moscow Declaration on Media and
Information Literacy, 2012)
Media and Information Literacy (MIL)

• The UNESCO defines it as the set of competencies to

search, critically evaluate, use and contribute information
and media content wisely; the knowledge of one’s rights
online; refraining from cyberbullying; understanding
related ethical issues; and engaging with media and ICTs
to promote equality, free expression, intercultural or
interreligious dialog, peace, etc. (UNESCO, 2016)
Aspect of MIL
Reineck and Lublinski (2015)
MIL is the optimal outcome of media, information and
communication technology (ICT) education along three
aspects; technical skills, critical attitudes and facts about
media and ICT. Technical skills involve ability to access
and use computers, mobile and other technical devices
that offer media and information content.
Aspect of MIL
Baacke (1996)
Included compositional skills in his media competence
model that involves creating new kinds of media content,
encouraging self-determination, and increasing individual’s
chances for participation. MIL also involves performative
aspect that entails the competence to do rather than just
to know certain things.
Aspect of MIL
Moeller (2009)
Summarized the facts of MIL from the user perspective,
emphasizing media consumers in identifying news and
understanding media’s role in reshaping the global issues.
Norbert Groeben (2002) pointed out the importance of
knowledge of the inner workings (context, routines, contents)
and the effects of media. Fostering certain attitudes toward
media and other information sources involves both being
critical on the negative impact of media and defending it against
sources of influence.
Seven Dimension of MIL
Shapiro and Hughes (1996) identifies the seven dimension
of media literacy:
1. Tool Literacy
2. Resource Literacy
3. Social-Structural Literacy
4. Research Literacy
5. Publishing Literacy
6. Emerging Technology Literacy
7. Critical Literacy
Advantages of Media

• 1. Media Educate people on health matters,

environmental conversation and others through various
forms.
• 2. People get the latest world news in a very short time
regardless of distance.
• 3. People can bring out their talents in the multimedia
and visual arts, comedy, acting, dancing and singing.
Advantages of Media

• 4. Media increase knowledge learned from quiz programs,

educational shows and other information-giving programs.
• 5. People feel convenient in accessing information through
mobile phone.
• 6. They become a vehicle in promoting products toward
increasing sales.
• 7. They serve as a good source of entertainment.
Advantages of Media

• 8. Television allows electronic duplication of information

that reduces mass educating costing.
• 9. Media lead to the diffusion of diverse cultures and
cultural practices.
• 10. They help people around the world understand each
other and respect differences.
Disadvantages of Media
• 1. They lead to individualism. Spending too much time on
the internet and watching television usually impedes
socialization with friends, family and others.
• 2. Some media contents are not suitable for children.
• 3. A newspaper is geographically selective.
• 4. The increase in advertisement in television and radio
makes them less attractive.
• 5. The Internet can be a possible way for scams, fraud,
and hacking.
Disadvantages of Media
• 6. Media can be addictive that may result in peoples
decreased productivity.
• 7. They can cause health hazards, such as radiation
effects, poor eyesight, hearing defects, and others.
• 8. They may induce drugs and alcohol use.
• 9. They can lead to personal injury by imitating the stunts
showcased in media.
• 10. They can ruin reputation through anonymous account,
malicious scandals, false accusation and rumors.
 Integrating Media Literacy
in the Curriculum
Lynch (2018) presents six ways to integrate media literacy into the classroom for
students to become media literate while making media education a meaningful and
integrate part of classroom practice.

1. Teach students to evaluate media

2. Show students where to find digital resources and
databases
3. Compare/contrast various media sources
4. Discuss how the media edits and alters
5. Examine the “truth” in advertisement
6. Have students create media
Media skills
Hobbs and Frost (1994) presents the skills that students are able to
possess with the media they use in class.
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.
Media skills
• 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 distinction between those media which sell
audience 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 approaches to
teaching media literacy that would 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.
Approaches to teaching media literacy
2. Media Literacy Movement Approach
- It attempts to expand the notion of literacy to include
popular culture and multiple forms of media (media, 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 dimension of gender,
race. Class, and sexuality.
Assessing and evaluating media literary work
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
2. By framing the expectation within the rubric in terms of
key concepts of media literacy.
Assessing and evaluating media literary work
In general, Media literacy work can be evaluated in three way:
1. Based on how well the student understand the concepts od media
literacy and the specific concepts and ideas being explored in the
lesson.
2. Based on the depth and quality of the student’s inquiries and
analysis of the question 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 the in the evaluation tool, or
both.
Assessing and evaluating media literary work –
The Key Concepts

1. Media are construction

2. The audience negotiates meaning
3. Media have commercial implication
4. Media have social and political implications
5. Each medium has a unique aesthetic form
 GROUP 3

•CASABAR, HANNAH KARLA

•COLLADO, MARIANNE
•CRUZ, JERRY-LYN
•DACASIN, DAISYREE
•DACILLO, SHANE ANNE
•DELA CRUZ, ODEVIA UZZIEL