This document provides an overview of media literacy. It defines media literacy as the ability to access, analyze, evaluate, and create media in various forms. It discusses how media literacy skills have become essential for navigating today's media-saturated world. It also outlines some of the key concepts of media literacy, including the eight basic concepts, the media literacy process skills of access, analyze, evaluate, create and participate, and the empowerment spiral model of media literacy education. Finally, it discusses some of the benefits of media literacy education, such as engaging students, integrating subjects, and providing tools for respectful discourse.

1. Media Literacy
Presented By:
Kamal Bahadur Budha
Roll No.: 11
MPH (HPE)
School of Health and Allied Sciences
Pokhara University
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2. Media Literacy -1
• Literacy has referred to the ability to read and write.
• Today, we get most of our information through an
interwoven system of media technologies.
• The ability to read many types of media has become
an essential skill in the 21st Century.
• Media literate youth and adults are better able to
understand the complex messages we receive from
television, radio, Internet, newspapers, magazines,
books, billboards, video games, music, and all other
forms of media.
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3. Media Literacy -2
• Media literacy has been defined as ‘the ability to
access, analyze, evaluate, and create media in a
variety of forms’ (Medialit, 2018)
• Media literacy has become as essential a skill as the
ability to read the printed word. (Media Literacy)
• Media literacy concepts should be integrated into
language arts, social studies, visual art, health, and
information technology curricula. (Media Literacy)
• “Many teachers... have found that students are
unresponsive to the idea that they are helpless
victims of media influence.”- Renee Hobbs
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4. Media Literacy -3
• Media literacy skills are included in the educational
standards of every state in language arts, social
studies, health, science, and other subjects.
• Media literacy has been recommended as an
effective health promotion strategy by a number of
respected organizations
• In this scenario, media literacy is an important
response to a media saturated society.
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5. Media Literacy -4
• Health professionals have increasingly recognized
that the media have a significant influence on the
health of young people. (Bergsma, 2008)
• Some research estimated that youth spend 33– 50%
of their waking hours with some form of mass
media.
• According to the Kaiser Family Foundation children
and teens are spending an increasing amount of time
using ‘new media’ like computers, the Internet and
video games, without cutting back on the time they
spend with ‘old’ media like television, print and
music.
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6. Media Literacy -5
• Media literacy education has come a long way since
the 1970s, when the first “critical thinking” courses
were introduced in a few American schools. (Media
literacy)
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7. History of Media Literacy-1
• The history of media education cannot be told
without correlating it with the rise and development
of the mass media themselves
• 1833: modern day Zoetrope (a device that produces
the illusion of motion from a rapid succession of
static pictures)
• 1877: the Praxinoscope, an early animation device,
was invented
• 1888: One of the first patented motion-picture film
cameras was designed by Louis Le Prince
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8. History of Media Literacy-2
• 1891: Thomas Edison creates/patents the
kineotographic camera: The first motion picture camera
patented in the United States
• 1900: The first known public exhibition of projected
sound films took place in Paris
• 1905: Variety begins covering entertainment industries
such as films, television, radio, music, and theater
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9. History of Media Literacy-3
• .
• 1993: New Mexico Media
literacy Project formed
• Health literacy is a term introduced in the 1970s and of
increasing importance in public health and healthcare.
• Manganello (2008) added media literacy as functional
health literacy; Interactive health literacy; Critical
health literacy
1911: The Motion Picture Story
Magazine begins publication, later
(1914) shortened to Motion Picture
Magazine, continued publication
until 1951
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10. Eight basic concepts of media literacy
• All media are constructions
• The media construct reality
• Audiences negotiate meaning in media
• Media have commercial implications
• Media contain ideological and value messages
• Media have social and political implications
• Form and content are closely related in the media
• Each medium has a unique aesthetic form
(Ontario Ministry of Education, 1989)
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11. Media Literacy Process Skills-1
Analyze
Access Evaluate
Participate Create
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12. Media Literacy Process Skills-2
Access
When people access messages, they are able to collect
relevant and useful information and comprehend its
meaning effectively. They can:
• Recognize and understand a rich vocabulary of
words, symbols and techniques of communication
• Develop strategies for locating information from a
wide variety of sources.
• Select an assortment of types of information
relevant to the purpose of a task
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13. Media Literacy Process Skills-3
Analyze
Able to examine the design of the message’s form,
structure and sequence. People can make use of
artistic, literary, social, political and economic
concepts to understand the context in which the
message occurs. For example,
• Use prior knowledge and experiences to predict
outcomes.
• Interpret a message using concepts such as purpose,
audience, point of view, format, genre, character,
plot, theme, mood, setting, context.
• Use strategies including compare, fact/opinion,
cause/effect, listing and sequencing.
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14. Media Literacy Process Skills-4
Evaluate
People are able to relate messages to their own
experience and make judgments about the veracity,
quality and relevance of messages. This includes
being able to:
• Appreciate and take pleasure in interpreting
messages in different genres and forms.
• Evaluate the quality of a message based on its
content and form.
• Judge the value of a message based on one’s ethical,
religious or democratic principles.
• Respond orally, in print, or electronically to
messages of varying complexity and content.
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15. Media Literacy Process Skills-5
Create
• Able to “write” their ideas, using words, sounds
and/or images effectively for a variety of purposes,
and people are able to make use of various
technologies of communication to create, edit and
disseminate their message.
• Make use of brainstorming, planning, composing and
revising processes.
• Use writing and oral language effectively with mastery
of rules of language usage.
• Create and select images effectively to achieve various
goals.
• Use technologies of communication in the construction
of messages.
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16. Media Literacy Process Skills-6
Participate
• People participate in constructing messages, they
are in a constant process of engagement and
interaction which results in sometimes exponential
dissemination, circulation, connections and
collaboration
• Require interaction and engagement with others,
• Interplay between media users and usages,
• Use the work of others to create new forms and
new expressions, building on the ideas of
productions,
• Interact responsibly and ethically
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17. Empowerment Spiral-1
Awareness
Action
Reflection
Analysis
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18. Empowerment Spiral-2
• The Empowerment Spiral, based on the work of
Brazilian educator Paulo Freire, outlines how to
break complex topics or concepts into four short
term learning steps that stimulate different aspects
of the brain and enhance our ability to evolve new
knowledge from past experience.
• “Successful media education results not so much
from what is taught as how it is taught.”
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19. Empowerment Spiral-3
• Awareness step, people participate in an activity that
leads to observations and personal connections for
potential insight
• Analysis, provides time for participants to figure out
“how” an issue came to be.
• Reflection step, the group looks deeper to ask “So
what?” or “What ought we to do or think?”
• Action step gives participants an opportunity to
formulate constructive action ideas, to “learn by
doing, individually or collectively.”
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20. Benefits of Media Literacy Education-1
1. Meets the needs of students to be wise consumers of
media, ideas using the powerful multimedia tools to
actively participate in a global media culture.
2. Engages students bringing the world of media into the
classroom connects learning with “real life” and
validates their media culture as a rich environment for
learning,
3. Common approach to critical thinking that, when
internalized, becomes second nature for life,
4. Provides an opportunity for integrating all subject areas
5. Helps meet state standards while, at the same time
using fresh contemporary media content
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21. Benefits of Media Literacy Education-2
6. Increases the ability and proficiency of participants
to communicate and share their thoughts and ideas
7. Media literacy’s “inquiry process”
8. By focusing on process skills rather than content
knowledge, participats gain the ability to analyze
9. By using a replicable model for implementation,
media literacy avoids becoming a “fad” and,
instead,
10. Not only benefits individuals but benefits society
by providing tools and methods that encourage
respectful discourse
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22. Constructs of Health-Promoting
Media Literacy Education
• From a public health perspective, Bergsma (2004)
shows that the pedagogical links between health
promotion and media literacy can be traced to
Freire’s (1970, 1973) empowerment education
model.
• In addition to empowerment, three other constructs
literacy education intervention to change beliefs,
attitudes, intentions, and behaviors. These include:
1) knowledge about the media and the health issue
2) habits of inquiry,
3) critical analysis and expression skills (National
Association for Media Literacy Education 2007).
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23. Fig: Integrated Individual and Interpersonal
Health Promoting Media Literacy
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Bergsma, 2004

24. References
• Bergsma, L.J., 2004. Empowerment education: The link between media
literacy and health promotion. American Behavioral Scientist, 48(2),
pp.152-164.
• Committee on Public Education, American Academy of Pediatrics.
Children, adolescents, and television. Pediatrics 2001; 107: 423–6.
• Thoman E, Jolls T. MediaLit Kit—Literacy for the 21st Century:
• An Overview and Orientation Guide to Media Literacy Education.
Available at: http://medialit.org/medialitkit.html. Accessed: Jan 2018.
• Kaiser Family Foundation. Generation M: Media in the Lives of 8–18
Year-Olds. Available at: http://www.kff.org/entmedia/upload/Generation-
M-Media-in-the-Lives-of-8-18-Year-olds-Report.pdf. Accessed: Jan
2018.
• Ontario Ministry of Education, Media Literacy Resource Guide (Toronto,
Ontario: Ministry of Education, 1989): 8-10.
• DOHS, MoHP. Annual report 2072/73. DoHS: Kathmandu: Feb. 2017.
Accessed date: Jan 2018. Available at: http://dohs.gov.np/wp-
content/uploads/2017/06/DoHS_Annual_Report_2072_73.pdf
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25. References
• Gonzales, R., Glik, D., Davoudi, M. and Ang, A., 2004.
Media literacy and public health: Integrating theory,
research, and practice for tobacco control. American
Behavioral Scientist, 48(2), pp.189-201.
• Sørensen, K., Van den Broucke, S., Fullam, J., Doyle,
G., Pelikan, J., Slonska, Z. and Brand, H., 2012. Health
literacy and public health: a systematic review and
integration of definitions and models. BMC public
health, 12(1), p.80.
• Bergsma, L.J. 2004. “Empowerment Education: the
Link Between Media Literacy and Health Promotion.”
American Behavioral Scientist 48: 152-164.
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