MEDIA and INFORMATION

LANGUAGES
QUARTER 1 – MODULE 3

Media and Information Literacy

Module 3:
MEDIA and
INFORMATION
LANGUAGES
• Lesson 1: The Concept of
Constructedness
• Lesson 2: Media Codes,
Conventions and Messages
• Lesson 3: Audience, Producers
and Other Stakeholders of Media
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REVIEW:
Question:
1. What are the 3 types of
media?
2. Can you give an examples of
these three types of media?
3. What are those sources of
information that we
discussed last meeting? Cite
them.
 In our previous lesson, we have
been accustomed to the types of
media - the Print Media, Broadcast
Media, and the New Media.
Additionally, we have also
mastered the sources of media.
Popular sources are the libraries,
the internet and indigenous sources.

Module 3: MEDIA and INFORMATION LANGUAGES

Lesson 1: The Concept of Constructedness

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Activity 1: Video Analysis
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 How was the video created?

What materials were used in producing the video?

What steps were made to make it more entertaining?

What was included, and what was excluded?

Process Questions:
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The previous exercise was to prepare you about how
media messages are “constructed”.
Just as books use letters to make words, words to
make sentences, sentences to make paragraphs and
paragraphs to tell us a story, we can say that all
media messages are constructed.
The capacities of the human mind aided by today’s
technology enable the process called construction of
media and information messages.
When we say that all media messages are
constructed, we mean that all media messages have
been assembled by someone. That “someone” could
be a single person, or it could be a large
organization.
The messages and values contained in this particular
piece of media come from the people who created it.

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In photographs, the photographer’s own vision of
what he/she wants to show within the frame
demonstrates her own values and beliefs. A
newspaper writer’s articles may be based on his own
beliefs, or maybe based on the beliefs and ideas of his
publishers, or perhaps even the beliefs of the
companies who advertise in that particular
newspaper.

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Since all media messages are constructed using the ideas and
values of the creator, media messages from different creators will
have different ideas planted in them. Those ideas come from the
creators’ own experiences, and since everyone’s experiences are
different, we can expect that each media message should be
different as well. 9
 Accordingly, while you may
experience a certain media
message in one way, there
are others who will certainly
come across it in a
completely different way. For
example, while you may find
a certain media message
entertaining, there may be
others who find it offensive.

The process of construction requires the use of deliberate

choice on what and what not to include, what to put on
spotlight, and what should serve as a backdrop.
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Now that it is clear
that all media
messages are
constructed, the first
step to fully
appreciating the
“constructedness” of
media and
information messages
is to deconstruct. It
means closely
examining and taking
apart the media
message so that its
parts are exposed to
you.
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 Deconstructing a media
message can help us
understand who created the
message, and who is
intended to receive it. It
can reveal how the
producer put together the
message using words,
images, sounds, design, and
other elements.

It can expose the point of view of media makers,

their values, and their biases. It can also uncover
hidden meanings– intended or unintended. 12
Key Concepts for Deconstructing Media
Source All media messages are created.
The creator or the source of
media could be the writer,
photographer or blogger. In the
case of a movie or film, the
scriptwriter, director, producer,
and movie studio all play a role
in creating the message. The
question to ask is: Whose
message is this? Who has
control over the content?
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Key Concepts for Deconstructing Media
Audience Media messages are
intended to reach
audiences. Some are
designed to reach millions
of people like the primetime
shows on the television.
Others are may be intended
only for one person like an
email or a letter.
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Key Concepts for Deconstructing Media
Text We often use the word “text” to
mean “written words.” But in
media literacy, “text” has a very
different meaning. The text of
any piece of media is what you
actually see and/or hear. It can
include written or spoken
words, pictures, graphics,
moving images, sounds, and
the arrangement or sequence of
all of these elements.
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Key Concepts for Deconstructing Media
Subtext The “subtext” is an individual
interpretation of a media message.
It is sometimes called the “hidden
text.” The subtext is not actually
heard or seen; it is the meaning we
create from the text in our own
minds. Each person creates their
own subtext or interpretation based
on their previous experiences,
knowledge, opinions, attitudes, and
values. Thus, two people
interpreting the same text can
produce two very different subtexts.
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Key Concepts for Deconstructing Media
Persuasion Techniques Media messages use a
number of techniques to
try to persuade us to
believe or do something. If
we can spot the
techniques being used,
we’re less likely to be
persuaded, and more likely
to think for ourselves.
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Key Concepts for Deconstructing Media
Point of view No one tells the whole
story. Everyone tells part
of the story from their
point of view.
Deconstructing a media
message can expose the
values and biases of the
media creator and uncover
powerful messages in the
process.
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Activity 2: Deconstructing Media
Choose one print advertisement on a magazine and
paste it on a separate sheet of paper. Answer the
following questions to quickly deconstruct any
media message coming from the printed
advertisement you have chosen.
1. Whose message is this? Who created or paid for
it? Why?
2. Who is the “target audience”? What is their age,
ethnicity, class, profession, interests, etc.?
What words, images or sounds suggest this?
3. What is the “text” of the message? (What we
actually see and/or hear)
4. What is the “subtext” of the message? (What do
you think is the hidden or unstated meaning?)
5. What “tools of persuasion” are used? (Ex.
Beautiful people, Association, Bandwagon,
Symbols)
6. What positive messages are presented? What
negative messages are presented? 7. What part
of the story is not being told?
Identify the signs and symbols in
your community that are used for
a variety of purposes to convey
information (e.g., for directions,
locations of attractions, etc.).

Describe the verbal and visual

‘languages’ used in these signs and
symbols, so they are commonly
understood by people in your
community. Consider the use of
font, stylized images, design, etc.
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 Thank
you
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