MEDIA AND INFORMATION

LITERACY
WHY STUDY
MIL???
BECAUSE…

• World is getting smaller and smaller.

-(Sophisticated & Complex)

• Aid you in your understanding and

appreciation of what it means to be a
media and information literate.
-familiarize with the terms and definitions of
related and relevant concepts, typologies, and
categories, issues and realities and trends and
opportunities.
 BECAUSE…

• The topics will prepare

you to be more efficient
effective producers,
consumers, and
transmitters of
information and media
messages.
• Change is inevitable. You must be able to adapt
and be adept.

• Maximize your potential to be crucial and be

responsible wardens of media and information.
LISTEN……

• No man is an island

• Humans are social beings

• Communication is a
natural and inescapable
fact of life.
DEFINING COMMUNICATION

• Littlejohn and Foss 2008

-one of those everyday activities that is intertwined with all of human life so
completely that sometimes overlook its pervasiveness, importance, and
complexity.

Whether it is through verbal or non verbal, or at this day and age, digital
humans are creatures of expressions.
 • Without speech or oral
communication, societies could
not attain levels of civilization;
BULAN communities could not organize
AND DE
LEON into living and working groups,
(2002) mark and ritualize practices and
traditions, debate and decide
difficult issues, and transform
society for its good.
COMMUNICATION PROCESS
THROUGH MODELS

• Denis McQuail (2005) in his book

McQuail’s Mass Communication
Theory:
• Transmission Models. Harold
Laswell’s- “Who says, what to
whom, through what medium, and
with what effect?”
CLAUDE SHANNON AND
WARREN WEAVER
BRUCE
WESTLEY AND
MALCOLM
MACLEAN, JR.
 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.
 • This model explains that
communication involves
audiences as “spectators rather
than participants or information
PUBLICITY
receivers (McQuail, 2005).”
MODEL
Attention is important because it
is measure of how successful
the communication has
transpired.
RECEPTION MODEL
(RECEPTION MODEL)

In this model, you come to

understand communication as
an open process, which means
that messages sent and received
are open various interpretations
based on context and the culture
of the receiver.
SCHRAMM’S
MODEL
DAVID BERLO (FACTORS)
Communication skills such
as reading, writing, Knowledge about a subject
speaking, listening, and or topic
watching.

Social and Cultural aspects

Attitude toward the topic that influence the content
and the audience of the message and the
manner by which it is sent.
BERLO’S MODEL (RECEPTION)
The reception models show that it is not
just about saying the message but also
considering how the message be received
because of factors that may influence
reception.
THE MEANS AND THE ENDS
IN COMMUNICATION
What is evident among all the models
discussed is that there are many ways of
defining what communication is or how it
works.
Information is one of the reasons why
communication is done in the first place;
and this information is shared through
media.
One of the function of communication is
to inform.
 DIFFERENT DEFINITIONS OF MEDIA
Source
Oxford Learner’s Dictionaries
UNESCO Media and Information Literacy
Curriculum Teachers
The Penguin Dictionary of Media Studies (2007)
Definition
The main ways that large numbers of people receive
information and entertainment, that us television,
radio, newspapers, and the internet.
• Refers to the combination of physical objects
used to communicate or mass communication
through physical objects 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.
• Means of distributing texts and messages to a
large mass of people
• Carries a certain degree of intellectual baggage
or currency with it
 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 it is
relayed using text, audio, video,
graphics, animation, or a
combination of any of these things.

• MEDIA FORMAT – is the way

data is arranged.
 • In general terms, you may come
to understand literacy to be
MEDIA, equivalent to a skill.
INFORMATIO
N, AND
TECHNOLOG • UNESCO – ability to identify,
Y LITERACY:
LAYING THE understand, interpret, create,
GROUNDWO communicate, and compute,
RK using printed and written
materials associated with
varying context.
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 critical
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, analyze, evaluate,
and produce communication in a variety of
forms.
Information Literacy (UNESCO
Media and Information Literacy
Curriculum for Teachers)
Technology (Digital) Literacy
(University of Illinois)
Refers to the ability to recognize when
information is needed and to locate, evaluate,
effectively, use, and communicate information
in its various formats.
• This is the ability to use digital technology,
communication tools or networks to locate,
evaluate, use, and create information.
• It also 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
BASE ON THE DEFINITIONS PROVIDED
ABOVE, TRY TO COMPARE AND CONTRAST
THE THREE CONCEPTS.
COMPARISON CONTRAST
Media Literacy Vs. Information
Literacy
Media Literacy Vs. Technology
(Digital) Literacy
Information Literacy Vs.
Technology(Digital) Literacy
LISTEN…

Technology advances every now and then, and literacy is a measure of how well
you keep up with the pace of this advancements. With the multitude of technological
platforms for social, cultural, and political participation, literacy in media, information
and technology is a recipe for success.

- 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
information literate to counteract “the physiological and psychological tendency
(automaticity) towards the many information that are encountered every now and
then”

• 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” -
THE DANGER OF DESENSITIZATION

• 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 question
• Evaluate the adequacy of an argument
• Recognize facts, inferences, and opinions and use each appropriately
• Deal with quandaries 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
BIG IDEA!!

•Media and information literacy is considered a lifelong skill

and practice, thus an individual needs to be adept in it to
make informed decisions. Becoming literate is your
fundamental human right. You are able to express yourself
in a way that may improve your life and the lives of those
around you.
WHAT IT TAKES TO BE MEDIA AND
INFORMATION LITERATE

• There are two factors that can influence you to become a media 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.
TYPOLOGY OF MEDIA LITERACY
Stage Characteristic
Acquiring Fundamentals • Learning that there are human beings and other
physical things apart from one’s self; these
things look different and serve different
functions
• Learn the meaning of facial expressions and
natural sounds
• Recognize shapes, form, size, color, movement,
and spatial relations
• Rudimentary concept of time—regular patterns
Language Acquisition • Recognize speech sounds and attach meaning to
them
• Be able to reproduce speech sounds
• Orient to visual and audio media
• Make emotional and behavior responses to
music and sounds
• Recognize certain characters in visual media and
follow their movement
Narrative Acquisition • Develop understanding of differences:
-Fiction vs. nonfiction
-Ads vs. entertainment
-Real vs. make-believe
• Understand how to connect plot elements
-By time sequencing
-By motive-action-consequence
Developing Skepticism • Discount claims made in ads
• Sharpen differences between likes and dislikes for
shows, characters, and actions
• Make fun of certain characters even through those
characters are not presented as foils in their shows
Intensive Development • Strong motivation to seek out information on
certain topics
• Developing a detailed set of information on
particular topics (sports, politics, etc.)
• High 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
• Focus 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 about the
overall strengths and weaknesses of a message
Social Responsibility • Taking a moral stand that certain messages are
more constructive 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 society— no matter how minutely
• Recognizing that there are some actions an
individual can take to make a constructive impact
on society