Media

Literacy
 Media
The means of communication that reaches or influences peoplesuch as
newspapers or magazines while other forms are broadcasted such as
commercials, radio, or television shows.Recently, the computer age has
ushered in new types of internet media, such as social media platforms and
viral videos from YouTube or Tik Tok, that are shared and consumed by
millions of people all over the world.
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
combinations of each.

Media can be a component of active learning

strategies such as group discussions or case studies
Advantages of Media
 Media educate people on health matters, environmental conservation and others
through various forms.
 People get the latest world news in a very short time regardless of distance. People
can bring out their hidden talents in the multimedia and visual arts, acting, dancing
and singing.
 People can bring out their hidden talents in the multimedia and visual arts, comedy,
acting, dancing and singing.
 Media increase knowledge learned from quiz programs, educational shows and
other information-giving programs.
 People feel convenient in accessing information through mobile phones.
 Disadvantages of Media
• They lead to individualism. Spending too much time on the Internet and
watching television usually impedes socialization with friends, family and
others.
• Some media contents are not suitable for children
• Media can be addictive that may result in people’s decreased productivity.
• They can cause health hazards, such as radiation effects, poor eyesight, hearing
defects, and others.
• They can ruin reputation through an anonymous account, malicious scandals,
false accusations and rumors
 Media Lireacy
is the ability to analyze and evaluate different types of media and the
messages they are sending. In today's world, media is a part of our everyday
lives. Nonetheless, many people lack the knowledge and critical thinking
skills needed to understand and interpret the information they receive, and
some consumers are unaware of how media sources affect their opinions and
decisions.
Media literacy means helping students develop an informed and critical
understanding of the nature of mass media, the techniques used and their
impact.

It aims to enhance student’s understanding and appreciation how media work,

how they produce meaning, how they are organized, and how they construct
reality. More so, it intends to provide students the ability to create media
products.

Media literacy is the ability to identify different types of media from wide
array of sources and
understand the messages they bring.
Integrating Media Literacy in the Curriculum
(Lych, 2018)
 Teach students to evaluate media. Students learn to evaluate what they
are viewing by showing them that media changes depending on who
created it, the intended audience and the biases that may attributed to
the source.

 Show students where to find digital resources and databases. Teachers

should provide students with reliable and safe media sources and
trustworthy content.

 Compare / contrast various media sources. In the discussions,

distinguish various media sources and compare elements.
What is the importance of
media literacy?
The media sources an average person consumes
unconsciously affects their opinions, behavior, and
relationships.

Media literacy is important because it will protect the

consumer from manipulation and allow them to be
informed citizens who make conscious and educated
decisions about what they value and trust.
Approaches to teaching media literacy
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_x0002_expression through creating art and
media.
Media Literacy Movement Approach. It attempts to
expand the notion of literacy to include popular culture
and multiple forms of media (music, Video, Internet,
Advertising, etc.) while still working within a print literacy
tradition.
Critical Media Literacy Approach. It focuses on
ideology critiquing and analyzing the politics of
representation of crucial dimensions of gender, race,
class, andsexuality; incorporating alternative media
production; and expanding the textual analysis to include
issues of social context, control, resistance, and pleasure.
 The Importance of Digital Literacy in our
Lives
Media literacy is actually not a new
phenomenon. Starting with the invention
of the printing press in the 1400s, media
has developed as a form of communication
beyond the interpersonal. Newspapers and
magazines were a media force in the
Industrial Era.
Continual advances in technology expose us to
more and more media. The use of technology
and digital literacy go hand in hand. Technology
allows for greater expansion of mass media
outlets, starting with the Internet, but we also
must consider Facebook, Twitter, Instagram,
and the list goes on and on.
There are different purposes for mass
communication, including to inform, to amuse,
to persuade, and to enlighten.
 WHAT IS THE FUNCTION OF
MEDIA LITERACY?
Media Literacy education helps people of all ages to be critical thinkers,
effective communicators, and active citizens.

Effective media analysis recognizes that:

 All media messages are constructed
 each medium has different characteristic
and strengths& unique language of
constuction
 media messages are producted for
particular purposes
 all media messages contain embedded
values and point of views
 people use their individual skills,beleifs,
and experiences to contruct their own
meaning from media messages
 media and media messages can influence
beleifs,attitudes,values,behaviors,and the
democratic process.
PRINCIPLES
OF MEDIA
LITERACY
 EMPLOYING COPYRIGHTED
MATERIALS IN MEDIA LITERACY
LESSONS:
 Eduactors use television
news,advertising,movies,still images,
newspapers and magazine
articles,Web sites, Video games,and
other copyrighted material to build
critical-thinking and communication
skills.
 Common instructional activities
include comparison-contrast
analysis,deconstruction(close
analysis) of the form and content of a
message, illustration of key points,
and examination of the historical,
economic, political, or social contexs
in which a particular message was
produced and is received.
PRINCIPLES
Under fair use,educators using the concepts
and techniques of media literacy can choose
illustrative materials from the full range of
copyrighted sources and make them
available to learnersm in class, in
workshops, in informal mentoring and
teaching settings, and on school-related Web
sites.
LIMITATIO
NS Educators should choose material that is
germane to the projects ot topic,using only
what is necessary for the educational goal or
purpose for which it is being made.

 In some cases, this will mean using a clip or

excerpt; in other cases, the whole work is
needed. Whenever possible, educators
should provide proper attribution and model
citation practices that are appropriate to the
form and context of use.

 Where illustrative material is made availbale

in digital formats, educators should provide
reasonable protection against third-party
access and dowloads.
SHARING MEDIA LITERACY
CURRICULUM MATERIALS

"Media literacy curriculum materials always include

copyrighted content from mass media and popular
culture.

Informal sharing of these material occurs at

educational conferences and through professional
development programs,as well by electronic means

Media Literacy curriculum materials are also

developed commercially in collaboration with
publishers or nonprofit organizations.
 PRINCIPL
ES

Educators using concepts and
techniques media literacy
should be able to share effective
examples of teaching abot
media and meaning with one
another, including lessons and
resources materials.
If curriculum developers are
making sound decisions on fair
use when they create their
materials, then their work
should be able to be seen, used
and even purchased by anyone.
Since fair use apllies to
commercial materials as well as
those produced outside the
marketplace model.
LIMITATIONS
In materials they wish to share,curriculum
developers should be especially careful to
choose illustrations from copyrighted
media that are necessary to meet the
educational objectives of the lesson using
only furthers the educational goal or
purpose for which it is being made.

Curriculum developers should not rely

fair use when using copyrighted third-
party images or texts to promote their
materials.
For promotional purposes, the
permissions process is appropriate in
addition, if a teacher or a school has
specifically agreed to a license, then it’s
term are likely to be binding even if they
impinge on what would otherwise be
considered fair use.
 Key Concepts for Media
Media are constructions.
Media products are created
by individuals who make
conscious and unconscious
choices about what to
include and how to present
it.
It can assess students’
understanding of how media
product was created and the
analysis of creator’s beliefs
or assumptions reflected in
the content.
Literacy
Media have commercial
The audience negotiates implications. Since most media
meaning. The meaning of production is a business, it
any media product is a makes profits and it belongs to a
collaboration between the powerful network of
corporations that exert influence
producers and the on content and distribution. It
audience. It can assess can assess students’ knowledge
students’ understanding and understanding of the
of concepts and the commercial factors influencing
the creation of media by
elements in a relevant commercial factors influencing
medium or product. the creation of media product
and analysis of how media
product is influenced by
commercial factors or the
owner.
 STUDENT USE OF
COPYRIGHTED
MATERIAL IN THEIR
OWN ACADEMIC AND
CREATIVE WORK

Students strengthen media literacy
skills by creating messages and
using such symbolic forms as
language,images,sound,music and
digital media to esxpress an share
meaning.
Students include excerpts from
copyrighted material in their own
creative work for many purposes,
including comment and criticism,fro
illustration, to stimulate public
discussion, or in incidental or
accidental ways.
For Example:
When they make a video capturing a
scene from everyday life where
copyrighted music is playing.
 PRINCIPLES

Media Literacy education cannot

thrive unless learners themselves have
the opportunity to learn about how
media functions at the most practical
level, educators using concepts and
techniques of media literacy should be
free to enable learners to
incorporate,modify and re present
existing media objects in their own
classroom work.
 LIMITATIONS
 Students use of copyrighted material
should not be a substitute for creative
effort.

 Students should be able to understand

and demonstrate, in manner appropriate
to their developmental level, how their
use of copyrighted work repurposes of
transform the original.

 Material that is incorporated wherever

under fair use should be properly
attributed wherever possible.
 MEMBERS:
ANGAT, JASMINE S.
CONDE, IVY JOY R.
DUMRIQUE, KASSEL KATE
MANUEL, GEMMA ROSE F.

Credit | Image: Unsplash

OLBAN, HERNDON P.
Credit | Image: Unsplash