The document discusses media and digital/cyber literacies. Media literacy involves understanding and analyzing messages across different media forms, while digital literacy focuses on locating, evaluating, creating and communicating information digitally. Both require critical thinking skills to analyze messages and their motivations rather than just comprehending surface content. Challenges to teaching these literacies include determining appropriate methods and purposes. The document emphasizes teaching media and digital literacy integrally and leveraging existing student skills.

1. MEDIA
AND CYBER OR
DIGITAL
LITERACIES

2. OBJECTIVES
AT THE END OF THIS CHAPTER, YOU SHOULD BE ABLE TO:
❑DEVELOP AWORKING UNDERSTANDING OF MEDIA AND
CYBER/DIGITAL LITERACY AND HOWTHEY RELATETO ONE
ANOTHER;
❑APPRECIATETHE IMPORTANCE OF DEVELOPING MEDIA AND
CYBER/DIGITAL LITERACY BOTH IN OURSELVES AND ONE
ANOTHER INTHE INFORMATION AGE; AND
❑REALIZETHAT PRACTICAL STEPS MUST BETAKENTO DEVELOP
THESE LITERACIES EARLY IN CHILDREN AND CANNOTWAIT
“UNTILTHEY ARE OLDER.”

3. MEDIA LITERACY
➢THE ABILITY TO ACCESS, ANALYZE, EVALUATE, AND COMMUNICATE
MESSAGES IN A WIDE VARIETY OF FORMS (AUFDERHEIDI (1993))
➢THE ABILITY TO ACCESS, ANALYZE, EVALUATE, AND CREATE
MESSAGES ACROSS A VARIETY OF CONTEXTS (CHRIST AND POTTER
(1998))
➢HOBS (1998) POSITS THAT IT IS A TERM USED BY MODERN SCHOLARS
TO REFER TO THE PROCESS OF CRITICALLY ANALYZING AND
LEARNING TO CREATE ONE’S OWN MESSAGES IN PRINT, AUDIO,
VIDEO, AND MULTIMEDIA.

4. IN SIMPLEST SENSE
MEDIA LITERACY CANTHUS BE
DEFINED AS “THE ABILITYTO
IDENTIFY DIFFERENTTYPES OF MEDIA
AND UNDERSTANDTHE MESSAGES
THEY ARE COMMUNICATING”
(COMMON SENSE MEDIA, N.D.)

5. MEDIA COMMUNICATION LENDS
ITSELF SO EASILY AND SO WELL TO
THE PURPOSE OF MANIPULATING
CONSUMER’S PERCEPTIONS ON
ISSUES BOTH POLITICAL AND
COMMERCIAL, BEIING ABLE TO
UNDERSTAND THE “WHY” BEHIND
MEDIA COMMUNICATION IS THE
ABSOLUTE HEART OF MEDIA
LITERACY TODAY.

6. FIVE ESSENTIAL CONCEPTS NECESSARY
FOR ANY ANALYSIS OF MEDIA MESSAGES
• MEDIA MESSAGES ARE CONSTRUCTED.
• MEDIA MESSAGES ARE PRODUCEDWITHIN ECONOMIC, SOCIAL,
POLITICAL, HISTORICAL AND AESTHETIC CONTEXTS.
• THE INTERPRETATIVE MEANING-MAKING PROCESSES INVOLVED IN
MESSAGE RECEPTION CONSIST OF AN INTERACTION BETWEENTHE
READER,THETEXT ANDTHE CULTURE.
• MEDIA HAS UNIQUE “LANGUAGES,” CHARACTERISTICS WHICH
TYPIFYVARIOUS FORMS, GENRES, AND SYMBOL SYSTEMS OF
COMMUNICATION.
• MEDIA REPRESENTATIONS PLAY A ROLE IN PEOPLE’S
UNDERSTANDING OF SOCIAL REALITY.

7. WHAT MEDIA
LITERACY IS NOT
✓CRITICIZING THE MEDIA IS NOT, IN AND OF ITSELF,
MEDIA LITERACY.
✓MERELY PRODUCING MEDIA IS NOT MEDIA
LITERACY.
✓ TEACHING WITH MEDIA (VIDEOS, PRESENTATIONS,
ETC.) DOES NOT EQUAL MEDIA LITERACY.

8. WHAT MEDIA
LITERACY IS NOT
✓VIEWING MEDIA AND ANALYZING IT FROM A
SINGLE PERSPECTIVE IS NOT MEDIA LITERACY.
✓MEDIA LITERACY DOES NOT SIMPLY MEAN
KNOWING WHAT AND WHAT NOT TO WATCH; IT
DOES MEAN “WATCH CAREFULLY, THINK
CRITICALLY.”

9. CHALLENGES TO MEDIA LITERACY
EDUCATION
❑ HOW DO WE TEACH IT?
❑ PURPOSE

10. DIGITAL LITERACY
(E-LITERACY, CYBER LITERACY, INFORMATION LITERACY)
THE ABILITY TO LOCATE,
EVALUATE, CREATE AND
COMMUNICATE INFORMATION
ON VARIOUS DIGITAL PLATFORMS.

11. IT FINDS ITS ORIGINS IN
INFORMATION AND COMPUTER
LITERACY, SO MUCH SO THAT THE
SKILLS AND COMPETENCIES LISTED
BY SHAPIRO AND HUGHES (1996) IN
A CURRICULUM THEY ENVISIONED
TO PROMOTE COMPUTER LITERACY
SHOULD SOUND VERY FAMILIAR TO
READERS TODAY:

12. •TOOL LITERACY
•RESOURCE LITERACY
•SOCIAL-STRUCTURAL LITERACY
•RESEARCHLITERACY
•PUBLISHING LITERACY
•EMERGING TECHNOLOGIES LITERACY
•CRITICAL LITERACY

13. DIGITAL LITERACY
CAN BE SEEN AS A
SUBSET OF MEDIA
LITERACY, DEALING
MEDIA IN DIGITAL
FORM.

14. DIGITAL LITERACY
AS THE ABILITY TO
UNDERSTAND AND USE
INFORMATION INMULTIPLE
FORMATS FROM A WIDE
RANGE OF SOURCES WHEN IT
IS PRESENTED VIA
COMPUTERS.

15. BAWDEN (2008) COLLATED THE SKILLS AND
COMPETENCIES COMPRISING DIGITAL
LITERACY FROM CONTEMPORARY SCHOLARS
ON THE MATTER INTO FOUR GROUPS:
•UNDERPINNINGS
•BACKGROUND KNOWLEDGE
•CENTRAL COMPETENCIES
•ATTITUDES AND PERSPECTIVES

16. CHALLENGES TO DIGITAL LITERACY
EDUCATION
• HOW SHOULD IT BE TAUGHT?
• HOW CAN IT BE MEASURED AND EVALUATED?
• SHOULD IT BE TAUGHT FOR THE PROTECTION OF
STUDENTS IN THEIR CONSUMPTION OF
INFORMATION OR SHOULD IT BE TO DEVELOP
THEIR APPRECIATION FOR DIGITAL MEDIA?

17. CONCEPTS AND PRINCIPLES
OF MEDIA LITERACY
• TEACH MEDIA AND DIGITAL LITERACY INTEGRALLY
• MASTERYOUR SUBJECT MATTER
• THINK “MULTIDISCIPLINARY”
• EXPLORE MOTIVATIONS, NOT JUST MESSAGES
• LEVERAGE SKILLS THAT STUDENTS ALREADY HAVE

18. WRAP UP
❖MEDIA LITERACY IS THE ABILITY TO IDENTIFY DIFFERENT
TYPES OF MEDIA AND UNDERSTAND THE MESSAGES THEY ARE
COMMUNICATING, INCLUDING WHO IS THE INTENDED
AUDIENCE AND WHAT IS THE MOTIVATION BEHIND THE
MESSAGE.
❖DIGITAL/CYBER LITERACY IS A SUBSET OF MEDIA LITERACY;
THE ABILITY TO LOCATE, EVALUATE CREATE, AND
COMMUNICATE INFORMATION ON VARIOUS DIGITAL FORMS.
THIS INCLUDES THE ABILITY TO VERIFY INFORMATION AS A
FACTUAL AS WELL AS IDENTIFY AND AVOID COMMUNICATION
WITH DECEITFUL, MALICIOUS, EXPLOITATIVE CONTENT.

19. ❖INFORMATION LITERACY IS A SUBSET OF MEDIA
LITERACY;THE ABILITY TO LOCATE, ACCESS, AND
EVALUATE INFORMATION FROM A VARIETY OF MEDIA
SOURCES.
❖OF UTMOST IMPORTANCE TO BOTH LITERACIES
(MEDIA AND DIGITAL) IS THE ABILITY TO ANALYZE
AND THINK CRITICALLY ABOUT WHAT IS BEING
COMMUNICATED.THIS MEANS MAKING VALUE
JUDGEMENTS ABOUT THE MESSAGE (I.E., IDENTIFYING
TRUTH FROM FALSEHOOD, RIGHT FROM WRONG, ETC.),
AND GOES BEYOND SIMPLY COMPREHENDING THE
WHAT IS BEING SAID.