2. MEDIA LITERACY
• Lynch (2018) coined 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 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.
3. MEDIA LITERACY
• Media literacy is the ability to access, analyze, evaluate,
and create media.
• 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 a discovered that media literacy is an
effective and engaging way to apply critical
thinking skills to wide range of issues.
4. MEDIA LITERACY
• The Ontario Ministry of Education (1998) 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
student's understanding and appreciation how media work,
how they produce meaning, how they are organized, and how
they construct reality.
• Media literacy therefore, is the ability to identify
different types of media from wide array of sources and
understand the messages they bring.
• But most of all, these have one thing in common:
that someone created it for a reason. Therefore,
understanding that a reason is the basis of media literacy.
5. MEDIA LITERACY CONCEPT
1. 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 us the process of accessing, decoding, evaluating,
analyzing, and creating both print and electronic
media.
4. It depicts experience of reading texts and designing
6. MEDIA LITERACY CONCEPT
5. It pertains to understanding how to use today's
technology, how to operate equipment, use various
software's and explore the internet.
6. As a 21st Century approach to education,
media literacy builds understanding of the role of
media literacy 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.
7. MEDIA LITERACY CONCEPT
• 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.
8. 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:
• 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 A SMART CONSUMER OF PRODUCTS
ANDINFORMATION. 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.
9. ROLES OF MEDIA LITERACY
3. RECOGNIZE POINT OF VIEW. Identifying an author's
perspective helps individuals appreciate different ideas in
the context of what they already know.
4. CREATE MEDIA RESPONSIBLY. Recognizing one's ideas
and appropriately expressing one's thoughts lead to
effective communication.
5. IDENTIFY THE ROLE OF MEDIA IN OUR CULTURE. Media
conveys 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
recognizing the type of influence something has, people can
make better choices.
10. SOCIAL MEDIA
• Social Media is a term that describes websites to
connect people and involve user-generated content,
which is the hallmark of social media site. It is
sometimes called Web 2.0, which is currently a huge
opportunity to reach target audience and increase
online sales.
11. TYPES OF SOCIAL MEDIA WEBSITES
• These 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 a 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 be lead to joint-
12. TYPES OF SOCIAL MEDIA WEBSITES
3. Social Media Photo and Video Sharing. It allows users to
upload photos through Facebook, Instagram and Pinterest
while videos through You Tube.
4. Microblogging and Blogging Websites. Sometimes called“
presence apps" these services let users post very short
messages like blogging, and easily keep up with what their
friends are posting. Twitter is the most popular
microblogging service that limits to 280 characters per post
and allows following a set of users from one dashboard.
Another popular social media app is Snapchat, which is
video-based.
5. Social Media Review Websites. It shows how social
13. MEDIA AND LITERACY INFORMATION
LITERACY (MIL)
It 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 (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 right's online,
refraining from cyber bullying understanding related ethical
issues, and engaging with media and ICTs to promote equality,
14. ASPECTS OF MIL
• According to Reineck and Lublinski (2015). MIL is the optimal out
come 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. UNESCOs(2011) MIL curriculum
device on accessing information effectively and efficiently as an
aspect put into practice.
• Baacke (1996) included 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 aspects that entail the competence to
do rather than just to know certain things.
• Moeller (2009) summarized the facets of MIL from the user
perspective, emphasizing media consumer's in identifying news and
understanding media's role in reshaping the global issues. Norbert
15. SEVEN (7) DIMENSIONS OF MIL
Shapiro and Hughes (1996) identified the seven dimensions
of media information literacy:
1. 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.
2. Resource Literacy. This is the ability to understand the
form, format, location and access methods of information
resources.
3. Social-Structural Literacy. This knows how
information is socially situated and produced, fits into the
16. SEVEN (7) DIMENSIONS OF MIL
4. Research Literacy. It is the ability to understand and use
IT. Based tools relevant to the work of researchers
and scholars that include computer software to
quantitative analysis, qualitative analysis and
simulation.
5. Publishing Literacy. It is the ability to format and publish
research and ideas electronically, in textual and multimedia
forms.
6. Emerging Technology Literacy. It is the ability to
adapt to, understand, evaluate and use emerging
innovations in information technology.
7. Critical Literacy. It is the ability to evaluate critically the
intellectual human and social strengths and
17. ADVANTAGES AND DISADVANTAGES OF
MEDIA
Media are powerful tools of communication
which entail positive andnegative impacts.
18. ADVANTAGES OF MEDIA
1. Media educate people on health matters,
environmental conservation and others through various
forms.
2. People get the latest world news in a very short time
regardless of distance.
3. People can bring out their hidden talents in the
multimedia and visual arts, Comedy, acting, dancing
and singing.
4. Media increase knowledge learned from quiz
programs, educational shows and other information-
giving programs.
19. ADVANTAGES OF MEDIA
6. They become a vehicle in promoting products toward
increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of
information that reduces mass education costing.
9. Media lead to the diffusion of diverse cultures and
cultural practices.
10. They help people around the world understand each
other and respect differences.
20. DISADVANTAGES OF MEDIA
1. They lead to individualism. Spending too much time
on the internet and watching television usually impedes
socializing with friends, family and others.
2. Some media contents are not suitable for children.
3. A newspaper 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.
21. DISADVANTAGES OF MEDIA
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.
22. 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.
23. 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.
24. SIX WAYS TO INTEGRATE MEDIA
LITERACY INTO THE CLASSROOM
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 ANDDATABASES. Teachers should provide
students with reliable and safe media sources and
trustworthy content.
3. COMPARE/CONTRAST VARIOUS MEDIA SOURCE. In
25. SIX WAYS TO INTEGRATE MEDIA
LITERACY INTO THE CLASSROOM
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.
6. HAVE STUDENTS CREATE MEDIA. Let students create
media appropriate to their levels such as presentations,
26. MEDIA SKILLS
Although this is given little emphasis in the
classroom, Hobbs and Frost(1994) present the skills
that students are able to possess with the media they
use in class. To:
1. Reflect 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's , editorial and advertising.
3. Identify the range of production techniques that are
27. MEDIA SKILLS
4. Identify and evaluate the quality of media's
representation of the world by examining patterns,
stereotyping, emphasis and omission in print television
and news and other media.
5. 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
28. 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 toevaluate the aesthetics qualities
of media and the arts while usingtheir creativity
for self-expression through creating art and media
29. 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, and etc.) while still working within a print
literacy tradition.
3. Critical Media Literacy Approach. It focuses on
ideology critiquing and analyzing the politics of
representation of crucial dimensions of gender, race,
class, and sexuality, incorporating alternative media
production, and expanding the textual analysis to
include issues of social content, control, resistance and
30. UTILIZING MEDIA ACROSS DISCIPLINES
Media education can be integrated in every course
discipline. The following are examples of using media
in different subject areas using PPPP (purpose, process,
performance, and product)
31. Assessing and evaluating media literacy work. Just like
any student outputs, media-oriented work should also be
evaluated to assess quality based on standards student
need regular feedback. To be able to reflect on their
progress and develop mastery and that would remind them
that it is an important part of the course.
However for some teachers creating assessments and
evaluation tools for media education is more challenging
than traditional means due to the lack of technical skills
also it is because media education is all about finding the
right question to ask rather than learning.
Canada's Center for digital and media literacy
prescribed two important steps in creating objectives
comprehensive and meaningful assessment and evaluation
tools for media literacy work namely (1) by using a rubric to
32. MEDIA LITERACY WORK CAN BE EVALUATED
IN THREE WAYS.
1. Based on how well the students understand the key
concepts of the media literacy and the specific concepts
and ideas being explored in the lesson.
2. Based on the depth and quality of the student inquiry
and analysis of the questions raised in the lesson as
well as his thoughts fullness in identifying issues and
questions to examine.
3. Based on how well the students applies specific
technical skills associated with either the medium being
studied (movie, TV, videogames, etc.) the medium used
33. However whenever any form is being utilized there
should be a reflection at the end by asking student how
media form has shaped their thinking decisions
analysis choices values and inter relationship.
Thus, media educators base their teaching on key
concepts for media literacy which provide an effective
foundation for examining Mass media popular culture
these key concepts act as filters that any media text has
to go through in order to critically respond
34. 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 can
assess student understanding of how media product
was created and the analysis of creator beliefs or
assumptions reflected in the content.
2. The audience negotiates. Meaning of any media
product is collaboration between the producers and the
audience. It can assess student’s understanding of
concept and the elements in a relevant medium or
product.
35. 3. Media have commercial implications. Since most media
production is a business it makes profits and it belongs to a
powerful network of corporations the exert influence on
content and distribution. It can access student’s 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 significant influence on what
people think and believe it can assess student’s knowledge
and understanding of how this medium communicates idea
and value.
5. Each medium has a unique aesthetic form. The content of
media depends in the part on the nature of the medium that
includes technical commercials and storytelling demands it
