Objectives

• To determine the actual scope of media literacy.

• To differentiate media literacy from other yet related literacies (DL, IL,
CL)
• To decipher the appropriate action in dealing with media contents
• To develop a strategy in teaching media literacy to students
What Media Literacy is NOT
Media Bashing
Bashing is not the purpose of media literacy

Criticizing networks, media platforms, personalities, and groups with factual

evidences is not bashing.
However, when criticism goes out of hand, it could become severe and
might negatively affect the victims of violent and harsh comments online.
 Unproductive
production
Media production does not have to be original and authentic as
always. However, superficial and shallow reproduction of
media contents that lacks context but is filled with over-
assertion is harmful or counter-productive.
Media U sage
Teaching with media vs teaching media
Using the media in the classroom without explaining it would only
leave the students clueless of the media and the content as well. The
motivation of using media and technology is to aid learning not to
showcase expertise.

Over-simp/gen
Don’t oversimplify and overgeneralize
Do not look for single political agendas, stereotypes, and ideologies
without exploring the context and understanding how the systems in
place, allow such things to happen. You will end up misrepresenting
experiences and narratives.
Two-S ides of the coin

View things in a wider Putting yourself in the Beauty lies in the eye of
perspective shoes of others the beholder
Look at the bigger picture of Acknowledge experiences of Be aware of your own biases
things. others. and do not be clouded by it.
 Burst your bubble!

Do not create a bubble where you are only being fed with
information and content that already aligns with your beliefs
and ideologies.

It is also healthy to be aware of and be able to interact with

other beliefs and ideologies.

But be mindful to interact in best behavior applying media

literacy concepts.
You are scrolling
through your social
media

•What will you

do when you
encounter the
following
contents?
A page sharing a
news about
NoyNoy getting
angered by NAIA
name change
Have you seen this news about a man who is
still alive today, despite being STRUCK BY
LIGHTNING 11 TIMES?! The man in this
picture, Melvyn Roberts of South Carolina,
made headlines in 2011 for being struck by
lightning six times, and by 2015, he’d
claimed to have been been struck five more
times. The occasions included while Roberts
was sitting on a porch and twice while
riding on a lawnmower. Overall, he was
struck by lightning 11 times in his lifetime!
Articles about him had circulated Facebook
and international news networks. "Roberts
has stated that he has suffered headaches,
speech problems, nerve damage, and
memory loss as a result of the strikes. He
has stated sorrowfully that he even has
trouble remembering the childhoods of his
children."(Burke, 2015; Klatman, 2018).
The man was even interviewed by Denham
Hitchcock, a Sunday Night Reporter in a TV
network.
• How about this
trivial information
about dentures
which used to be
made from teeth
of dead soldiers?
A content from a
satirical TV series
WTF 101 by
College Humor
How about news
contents about Most of your Catholic or Christian friends
Israel and have changed their profile in support of
Palestine? Israel…
TikTok creators spreading misinformation about inflation
How to not get
confused?
• Media Literacy?
• Information Literacy?
• Digital Literacy?
• Computer Literacy?
• News Literacy?
• Visual Literacy?
• According to Nichols and Stornaiuolo (2019), digital literacies cover computer,
information, and media literacy.
• How ever not all
information and
media contents are
digital or electronic.
Some are printed,
verbal, and non-
verbal in nature.
According • Media literacy emphasizes people’s perceived
beliefs about their ability to critically CONSUME,
to Jones- QUESTION, and ANALYZE information.

Jang, et al. • Information literacy emphasizes the ability to

(2019), NAVIGATE and LOCATE information.

• Digital literacy emphasizes FUNCTIONALITY and

INFORMATION RETRIEVAL in the digital
environment.
 Jones-Jang, et al (2019) also identified several parameters to measure. The
table below shows a comparison between ML, IL, and DL.

MEDIA LITERACY INFORMATION LITERACY DIGITAL LITERACY

• Follows news in multiple media
sources
• Show reactions or criticisms
towards media and their
messages
• Exchange information with
others
• Warn others about the negative
sides of media
• Locate reliable, verifiable, and
comprehensive information
source
• Evaluate reliability and validity
of various documents
• Differentiate types of
information sources
• Ethical use and dissemination of
information gathered
• Familiarity with search tools,
software, websites, and digital
applications
• Navigate and interact the online
environment
• Ability to protect one’s privacy
and personal data
• Utilize tools to one’s advantage
and convenience

*meanings of messages (Koltay, *careful retrieval and selection of *awareness, attitude, and ability to
2011) documents (Koltay, 2011) use digital tools (Koltay, 2011)
How to deliver ML or MIL
instruction to young adult
learners?

• According to Potter (2016), there are 4 natural abilities

most related to media literacy.
1. Field independency (separate
noise and message)
2. Crystalline intelligence (memory)
3. Fluid intelligence (leap insights)
4. Conceptual differentiation (latent
perspective)
Emotional abilities, such as emotional
intelligence, tolerance for ambiguity, and non-
impulsiveness can also be developed.
So what?

Teach how to distinguish irrelevant propaganda from the actual message

Teach them logical procedures, checklists, and dos and donts

Help them generate their own insights from messages and communications

Provide opportunities to compare their opinions and thoughts; allow discourse

Emotional sensitivity is also an important trait needed to be developed.

Conclusion

• Integrating MIL instruction with visual

comprehension, purposive
communication, ICT, and other
relevant competencies would also
help in developing multiple
competencies at the same time.
• Simultaneous, development of
interdependent or interrelated skills
help students improve their
competencies holistically (Balbin,
2022)
References
• Balbin, D. (2022). Assessment of Information Literacy and Fake News Identification of Benguet
State University Freshmen: Implications for Library Literacy Program. Library Philosophy and
Practice, 2022, 7412.
• Jones-Jang, S. M., Mortensen, T., & Liu, J. (2021). Does Media Literacy Help Identification of Fake
News? Information Literacy Helps, but Other Literacies Don’t. American Behavioral Scientist,
65(2), 371–388. https://doi.org/10.1177/0002764219869406
• Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy.
Media, Culture & Society, 33(2), 211–221. https://doi.org/10.1177/0163443710393382
• Nichols, T. P., & Stornaiuolo, A. (2019). Assembling “Digital Literacies”: Contingent Pasts, Possible
Futures. Media and Communication, 7(2), 14–24. https://doi.org/10.17645/mac.v7i2.1946
• Potter, W. J. (2016). Media literacy (Eighth edition). SAGE.