Module 7: Media Literacy 105 Module 7: MEDIA LITERACY 6 LEARNING ‘media literacy roles of media literacy iteracy (MIL) sh various aspects and dimensions Examine the advantages 2nd disadvantages of media onstrate how MIL. can be integrated in the curriculum Draw relevant life lessons and significant Pres in generating, utlizing and creating media tools analyze research abstract on media literacy and its implications on teaching-teaching process ‘ Conducta research survey on media iteracy integration and draw findings and recommendations INTERACTIVE PRESENTATION Family Feud. This is an activity in which two groups of students vatch to give wordsiterms based on the given category. It denotes ‘tical thinking in connecting, collating, collecting and categorizing those terms. Procedure: 4, The students will be grouped in 2. The first two groups will match to give category. 3, The teacher challenge: people about their preferred media tools” | 4. The groups will give at least five terms based on the given to4 or 6 depending on class size 5 terms based on the given the groups by saying "we have asked 100 | category. 5. The teacher will then, say: The survey says, the top five answers are: (he/she will flash on screen through LCD projector the prepared data) 6. The group, with the highest points based on given database ratings, wins that match. 7.. The winning group will match with other wihning groups to find out whose group shall prevail 8. The class will find time for a brief reflection on the activity.106 BUILOING AND ENHANCING New Literacies Across THE CURRICULUM Sample of data: Most liked audio-visual gadgets: Most trending media apps 1. Earphones — 4% 1.Instagram- 2% 2. Ipad — 5% 2. Waze — 10% 3. Stereo — 8% 3.WantTV- 12% 4. Transistor radio— 10% 4. Spotify — 15% 5. Play station — 15% 5, Podcast — 20% CONCEPT EXPLORATION Today, information comes through an interwoven system of media technologies. The ability to read many types of media has become an essential skill in the 21 Century. Thus, schools are greatly confronted with this challenge. : 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 combinations of each. Media can be a component of active learning strategies, such as group discussions or case studies (Mateer and Ghent, n.d.). Media literacy is the ability to access, analyze, evaluate, and create media (Firestone, 1993). Media literate youth and adults can understand the complex messages received from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media. Therefore, media literacy skills are included in the educational standards in language arts, social studies, health, science, and other subjects. Many educators have discovered that media literacy is an effective and engaging way to apply critical thinking skills to a wide range of issues. (http: medialiteracyproject.org) The Ontario Ministry of Education (1989) stressed that 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 students’ understanding and appreciation how media work, how they produce meaning, how they are organized, and how they construct reality. More so, it intends t0 provide ‘students the ability to create media products (http:/mw medial org). ‘ Media literacy therefore, is the ability to identify different types of media from wide array of sources and understand the messages they bring (Hobbs, 1997).====___—"—s—=—a«—sés«=éés—wtsi‘Cwsti—“sisCOsOCS Module 7: Media Literacy 107 all, these have one thing in common: that someone of un standing that reason is the basis ted itfor a reason. Therefore, unde Gy media literacy: nedia Literacy Concepts - 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 known as Media Education, it is the ability to realize that all kinds of media show a representation of reality. 3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and electronic média (Aufderheide, 1993). 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 softwares and explore the Internet. 6. As a 21 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. 7. It represents response to the complexity of the ever-changing electronic environment and 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 schools 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. (hitps:/wwwigi-global. com/dictionary/media-literacy/18156) 1 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. Specifically, it helps individuals to: 3 1. Learn to think critically. When people evaluate media, they decide if the messages make sense, including the key ideas before being convinced on the information that they get from it. 2. Become asmart consumer of products and information. Media | literacy helps individuals learn how to determine whether something is credible, especially the advertising before they can be persuaded with the products on sale.108 Butuon avo Entancina New Literacies Across 1He CURRICULUM 3. Recognize point of view. Identifying an author's pe 1 helps individuals appreciate different ideas in the context Of Wha they already know, 4. Create media responsibly. Recognizing one’s ideas ang appropriately expressing one's thoughts lead to effectvg communication. , 5. Identify the role of media in our culture. Media Convey Something, shapes understanding of the world, and makes an individual to act or think in certain ways. 6. Understand the author’s goal. Understanding and Fecognizing the type of influence something has, people can make bette, Choices. (Common Sense Media, n.d.) Social Media Social medias a term that describes websites to connect People ang involve User-generated content, which is the hallmark of a social Media site. Itis sometimes called Web 2.0, which is currently a huge portunity to reach target audience and increase online sales (Go, 2019) Types of Social Media Websites There are different types of social media websites and the ways of using them to reach the target audience. 1. Social Media News Websites. it entails users to submit links to Web content like articles, podcasts, videos, etc. that they find interesting, such as Digg, Reddit and Stumble Upon. 2. Social Media Networking Websites. It depicts ability to upload & Personal profile that usually connects with other People, such as LinkedIn (social networking for Professionals) and facebook (Social networking for everyone). These sites serve as avenue for meeting people and developing relationships that can lead to joint-venture partnerships, Career opportunities, and research. 3. Social Media Photo i load photos through facebook, Instagram and Pinterest while videos through YouTube. 4. Microblogging and Blog; “presence apps”, these se ging Websites. Sometimes called vices let users post very short mes sily keep up with what their friends are ‘SnapChat, which is video-based. : 5. Social Media Review Websites. It shows how social reviews can make or break a company or an organization, such as Am® zon and eBay.Module 7: Media Literacy 109 media and Information Literacy (MIL) Media and Information Literacy (MIL) is a combination of knowledge, tudes, skills, and practices required to access, analyze, evaluate, use, atte and communicate information and knowledge in creative, legal and rathical ways that respect human rights (Moscow Declaration on Media and Information Literacy, 2012). 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/interreligious dialog, peace, etc. (UNESCO, 2016). Aspects of MIL According to 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. UNESCO's (2011) MIL curriculum delves on “accessing information effectively and efficiently” as an aspect put into practice. Baacke (1996) included compositional skills in his media competence model that involves creating new kinds of media content, encouraging self-determination, and increasing individuals’ chances for participation. MIL also involves performative aspect that entails the competence to do rather than just to know certain things. Moeller (2009) summarized the facets 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 (contexts, 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 Dimensions of MIL Shapiro and Hughes (1996) identified the seven dimensions of media information literacy: 4. Tool Literacy. This is the ability to understand and use practical and conceptual tools of current information technology, including software, hardware and multimedia that are relevant to education and the areas of work and professional life.110 Buwons avo Extancate New Literacies Across THe CURRICULUM xX Resource Literacy. This is the ability to understand the form, format, location and access methods of information resources, Social-Structural Literacy. This is knowing how information is socially situated and produced, fits into the life of groups about the institutions and social networks. Research Literacy. It is the ability to understand and use |y, based tools relevant to.the work of researchers and scholars tha, include computer software for quantitative analysis, qualitatiyg analysis and simulation. . Publishing Literacy. Itis the ability to format and publish research and ideas electronically, in textual and multimedia forms. Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use emerging innovations in information technology. Critical Literacy. Itis the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials ang limits, benefits and costs of information technologies. Advantages and Disadvantages of Media Media are powerful tools of communication which entail positive and negative impacts. Advantages of Media 4. 2. 10. 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, 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. They become a vehicle in promoting products toward increased sales. They serve as a good source of entertainment. . Television allows electronic duplication of information that reduces mass education costing. Media lead to the diffusion of diverse cultures and cultural practices. They help people around the world understand each other and respect differences.Motiule 7: Media Literacy pisadvantages of Media 4, They lead to individualism. Spending too much time on the In- ternet and watching television usually impedes socialization with friends, family and others. 2. Some media contents are not suitable for children. 3, Anewspaper is geographically selective. 4. The increase in advertisements in television and radio makes them less attractive. 5, The internet can be a possible way for scams, fraud and hacking. 6. Media can be addictive that may result in people's 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 an anonymous account, malicious scandals, false accusations and rumors. (https:/www.importantindia.com/22940/media-advantages-disadvantages/) Integrating Media Literacy in the Curriculum Although media literacy is now a part of the curricula, it is confronted with a variety of factors, such as limited access to equipment, teachers’ lack of confidence with the material, and perception of media education as just an accessory to 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 integrated part of classroom practice. 1. 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 be attributed to:the source. 2. Show students where to find digital resources and databases. Teachers should provide students with reliable and safe media sources and trustworthy content. 3. Compare/contrast various media sources. In the discussions, distinguish various media sources and compare elements. 4. Discuss how the media edits and alters. Purposely point out to students examples of media altering photographs or stories while teaching them to be critical of what they see or read at face value. 5. Examine the “truth” in advertisements. Let students identify what advertisements are trying to sell and what promises or ideas are they using to convince them to buy the product. 111112 Bunoms avo Enraon New LiTeRacies Across THE CURRICULUM 6. Have students create media. Let students create meg appropriate to their levels such as presentations, videos websites. Media skills. Although this is given litte emphasis in Classroom, Hobbs and Frost (1994) present the skills that students able to possess with the media they use in class. To wit: (1) refleg 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 Tange of production techniques that are used to) Communicate opinions and shape audience's response; (4) identi, | and evaluate the Quality of media's representation of the world | examining pattems, Stereotyping, emphasis and omission in print and television news and other media; (6) appreciate the economic underpinnings of mass media industries to make distinctions between those media which sell’ audiences 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 three approaches to teaching media literacy that would utilize 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 us- ing their creativity for self-expression through creating art and media. 2. 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. 3. Critical Média Literacy Approach. critiquing and analyzing the politics of dimensions of gender, race, class, and sexuality; incorporating alternative media production; and expanding the textual analysis to include issues of social Context, control, resistance, and pleasure. lt focuses on ideology Tepresentation of crucial i Utilizing Media across disciplines. Media education can be i it ipline. following are examples o! integrated in every course discipline. The 9 using media in different subject areas using PPPP (Purpose, Process, Performance, Product) ‘@Module 7: Media Literacy “143, E-mail Lesson MEDIA Form | Tool | Purpose | Process | Performance Product wirange | Onina’ | Emaw | Tocommunt | Compose etter |Letermeking | Comptaton ceters cate and send to a inthe E-pontotio Loter” | imoracive | Chet itand tru onioe nal eratoon! Good hangout Ziecronie | Youtube | Topresent | Videoshoot a | Dramatization’ | Uploaded video to fotore | Visual | twuMovie | drama play | scone from Nol Youtube to obtain Med maker | using video | Me Tangere tole Playing in| eumber of views App then, upload to | a chosen venue ‘Youtube and ‘with back- count the number, | ground prot ctwowa atte *| UM POP end : mien TAxde | Spotty | Tolstento | Listen toand | Compose own, | Aucio-video of mmontal | visual | and ‘andreflect | reflect onan | environmental | composed song Betnaton | media | Youtube | onmusic | environmental | song with ‘Uploaded to Youtube song played thru | visuals and —_| to obtain number of Spotty Upload to views ‘Youtube Fomiy [Visual | Wanttv [Tocom- | Watch the Upload the | Family photos Media | Appand | municate | segment‘Ang | photos to uploaded to message | Pamiya Ko" from | Instagram Instagram to obtain Using | Instagram | @ndrefiect | Want TV App ‘number of Likes Photos on picture | and “Take picture of afamiy Curent | Print Publisher | Toinfom | Browse and Make own ‘Neweltter posted on | Issues| Visual | App and update | analyze newsletter win | Facebook for sharing avdence | newspaper cip | current events fon currentissues | using Publisher ‘and post itn Facebook ‘Audio. | Youtube | To convince | Make @ ‘Video on Commercial visual ‘audience | commercial ‘ownmade _| advertisement of Media fobuythe | segmentofa_ | commercial __| product uploaded to product | productiproject | advertisement | Youtube to obtain . made inclass | of the product | number of views {and upload to Youtube, ‘Sowing | Audio- | Podcast | To Waich and isien | Solve algebraic | Submittal of answers Aigebraic | visual demons | toe newest | expraasions | and compuatons Expres. | Media lesson and. | m by tallowing —_| through sion inform Savoy agebeaic | tre matnoss | hangeutscsaust expression watched : Hi through Podcast. | through Podcast Taking | Audio-vi- | TV To inform, | Watch TV Make a blog | Blog with posted Care of | sualand | segment | communi- | segment that contains _| opinions on given Body | Inter- cate and | *Salamat Doc” | opinions. on | health issue Organs | active express | thru Youtube | health issue _| for sharing and Online opinion | channel viewedon | threading - Media Youtube TV channel ‘Online | Re- ‘Online| Togather | Prepare Online survey | Filed out Survey | search’ | research | data a survey using posted | online survey Media | survey ‘questionnaire | questionnaire | questionnaire and upload it ‘on Facebook or114 Button Ano Enancins New Literacies Across THE CURRICULUM Assessing and evaluating media literacy work. eae any student outputs, media-oriented works should also be ape led assess quality based on standards. Students need regul edback to be able to reflect on their progress and develop mastery and tha, would remind them that it is an important part of the course However, for some teachers, creating assessment and evaluation tools for media education is more challenging than traditional meang due to the lack of technical skills. Also, it is because media education is all about finding the right questions to ask, rather than learning previously determined answers. : Canada’s Center for Digital and Media Literacy prescribed two important steps in creating objectives, comprehensive and meaningfy| assessment and evaluation tools for media literacy work, namely: (1) by using a rubric to assess the work of students; and (2) by framing the expectations within the rubric in terms of key concepts of media literacy. In general, media literacy work can be evaluated in three ways: 1. Based on how well the student understands the key concepts of media literacy and the specific concepts and ideas being explored in the lesson. 2. Based on the depth and quality of the student's inquiry and analysis of the questions 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 in the evaluation tool, or both (hitp:/mediasmarts.ca/digital-media- Iteracy). However, whenever any form of media is being utilized, there should be a reflection at the end by asking students how media form has shaped their thinking, decision-making, analysis, choices, values and interrelationships. Thus, media educators base their teaching on key concepts for media literacy, which provide an effective foundation for examining mass media and popular culture. These key concepts act as filters that any media text has to go through in order to critically respond. 1. 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 creators’ beliefs or assumptions reflected in the content.Module 7: Media Literacy 115, R: The audience negotiates meaning. The meaning of any media product is a collaboration between the producers and the audience. It can assess students’ understanding of concepts and the elements in a relevant medium or product 3. Media have commercial implications. Since most media production is a business, it makes profits and it belongs to a powerful network of corporations that exert influence on content and distribution. It can assess students’ knowledge and understanding of the commercial factors influencing the creation of media product and analysis of how media product is influenced by commercial factors or the owner. 4. Media have social and political implications. Media convey ideological messages about values, power and authority and they can have a significant influence on what people think and believe. It can assess students’ knowledge and understanding of how this medium communicates ideas and values. 5. Each medium has a unique aesthetic form. The content of media depends in part on the nature of the medium that includes technical, commercial and storytelling demands. It can assess students’ knowledge and understanding of the technical elements of the medium and the tropes, clichés, codes and conventions of the medium and genre (htip// mediasmarts.ca/digital-media-literacy). Ba QUESTIONS FOR DISCUSSION 4. What is media literacy? Explain. 2. What are the important roles of media literacy? 3. Discuss Media Information Literacy (MIL), dimensions. 4, What are the advantages and disa 5. How can you integrate MIL in the curricu Cite examples. its aspects and dvantages of media? Jum across disciplines?oe oe 116 Bunoins ano Entancins New Literacies Across THE CURRICULUM (§9CF RESEARCH ANALYSIS AND IMPLICATION Direction: Analyze the following research abstract and cite its implication ‘on teaching-learning. You may download the full paper of this research on the website given below. Study of digital media literacy of the 5" and 6" grade primary students in Beijing Zhang (2016) ‘ Abstract With the aim of examining the digital media literacy of primary school students, a perceived digital media literacy of primary student scale was developed. A cluster sampling was conducted, and 796 primary students in Beijing took part in this study. Results indicated that the instrument demonstrated good reliability and validity. The participants (the 5” and 6" grade primary students) reported rather a high level of critical understanding and technical skills. Regarding digital media literacy, although significant differences appeared within different grades and age groups, there was no significant difference between female and male students. Moreover, primary students’ digital media literacy was significantly influenced by students’ digital media experience and parental mediation. The implications regarding the findings of the digital media literacy of primary students were discussed. (Source: Zhang, H. (2016). Study of digital media Iteracy of the 5” and 6” grade primary students in Beijing. The Asia-Pacific Education Researcher 25(4). March 2016 doc 10.1007/s40299-016-0285-2) Analysis: .How do you describe the digital media literacy in the primary student scale that was developed in this study? pee GLa pede cee nee eee Pisco anigede emer meses n arene eter neem a eee ee ore oceans ee ene ee Implication: How does the result of the study impact student learning? ena a A wis Boe ieee esr anne ee eee ee eee A MRE 55 8 IER RS (ie ee eSModule 7: Media Literacy SYNTHESIS AND LEARNING REFLECTION MEDIA LITERACY > Media literacy is the ability to access, analyze, evaluate, and create media thereby, It performs a great role in education, development and innovation. > Media and Information Literacy (MIL) is a combination of knowledge, attitudes, skills, and practices required to access, analyze, evaluate, use, produce, and communicate information and knowledge in creative, legal and ethical ways that respect human rights. > While there are aspects of MIL, it has also seven dimensions that include tool literacy, resourca literacy, social-structural literacy, research literacy, publishing literacy, emerging technology literacy, and critical literacy. > Media are powerful tools of communication. They are used to interact and interrelate with people. They entail a two-sided impact - the positive side and the downside. Considering the role of media literacy, it is necessary to integrate this meaningfully in class. SYNTHESIS Direction: Give the advantages and disadvantages of Media. Write them in the fishbone below. 117 ADVANTAGES . DISADVANTAGES LEARNING REFLECTION CURRICULUM APPLICATION Direction: Conduct a research survey on media literacy integration. Present the data using a table, graph, chart, etc. Then, interpret the data, draw conclusions and recommendations.