80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
MIL 11_12 Q3 0102 What Is Media and Information Literacy PS.pptx
1. Media and Information Literacy
1
Unit 1
Introduction to Media and
Information Literacy
2. 2
LEARNING TARGETS
At the end of this unit, the learners should be
able to do the following:
● Describe how much media and information affect communication.
● Identify the similarities and differences between media literacy,
information literacy, and technology literacy.
● Editorialize the value of being literate in media and information.
● Identify characteristics and describes responsible uses and competent
producers of media and information.
● Share with the class their media habits, lifestyles, and preferences.
3. 3
VALUES AND ATTITUDES
● Understand the value and limit of one’s freedom of speech and
expression.
● Be mindful of the proper ways to communicate with others.
● Be a responsible consumer and contributor of information in the
different forms of media.
In this unit, the learners should be able to do the
following:
4. 4
What Is Media and Information
Literacy?
Lesson 2
Unit 1| Introduction to Media and Information Literacy
Media and Information Literacy
5. Literacy refers to one’s cognitive
ability to process information
using written materials in various
contexts.
What Is Media and
Information Literacy?
5
6. What Is Media and Information Literacy?
Information literacy refers to one’s ability to search, access, consolidate,
utilize, and create relevant information for varying purposes.
Media literacy focuses on how a person identifies and scrutinizes the roles
and functions of media institutions, how he scrutinizes the content and even
various information providers, and how he makes use of media in a
responsible, ethical manner.
Technology literacy refers to skills in effectively using technology, including
hardware and software, to communicate, manipulate, store, and access
information.
6
7. What Is Media and Information Literacy?
Media and information literacy is a set of integrated skills, attitudes, and
competencies that empower citizens to understand and communicate
information for democratic discourse and to evaluate, produce and use all of
these resources effectively, competently, and ethically.
7
9. 9
In his reaction paper about
the movie he watched,
Anton noted how the
lighting was used to help
communicate the film's
theme
10. 10
A learner is writing
a research paper
about climate
change
11. 11
Andrea watched a video from a social
media site that centers on a specific
type of diet. Curious if the result in the
video was achievable, she went online to
research other resources before
deciding whether to try the dietary plan
12. 12
Dianne conducts a seminar
for teachers to help them
become familiar with new
technology that will be
implemented in the school
13. Based on UNESCO’s framework,
media and information literacy is
essential for the following:
● making informed decisions
● learning about the world around
us
● building a sense of community
● maintaining public discourse
● engaging in lifelong learning
UNESCO’s MIL Framework
What Is Media and Information Literacy?
13
14. 14
During the height of the COVID-19
pandemic, we saw a rise in the
use of technological tools. These
tools aided us in maintaining
some semblance of normalcy in
our lives during lockdowns.
CONTEMPORARY EXPERIENCE
16. 16
PHOTO CREDITS
Slide 6: Tiktok Social Media Social Marketing Internet by Jubjang is licensed underPixabay Licensevia Pixabay.
Slide 12: Ultrastructural illustration of coronavirus by Jubjang is licensed under CC0 1.0 via Rawpixel.
17. 17
REFERENCES
Austen, Jane. Persuasion. London, England: Penguin Classics, 2012.
de Saint-Exupéry, Antoine. The Little Prince. Translated by Katherine Woods. Harcourt Brace, 1943.
"Fighting Fake News: How Youth Are Navigating Modern Misinformation and Propaganda Online." Canadian
Commission for UNESCO. Updated November 12, 2021. https://en.ccunesco.ca/blog/2018/11/fighting-fake-
news.
Licuanan, Patricia. "Teaching Guide for Senior High School: Media and Information Literacy." Commission on Higher
Education & Philippine Normal University, 2016.
“1.3 The Evolution of Media.” University of Minnesota Libraries. University of Minnesota Libraries Publishing
Services, March 22, 2016. https://open.lib.umn.edu/mediaandculture/chapter/1-3-the-evolution-of-media/.
Wilson, Carolyn. "Media and Information Literacy: Challenges and Opportunities for the World of Education." The
Canadian Commission for UNESCO’s IdeaLab, November 2019, 1–17.
Orwell, George. Animal Farm. London, England: William Collins, 2021.
Tolstoy, Leo. Anna Karenina. Translated by Aylmer Maude and Louise Maude. Wordsworth Editions, 1995.
Editor's Notes
Teacher’s Script: Instruct the students to refer to page 10 of the study guide.
Teacher’s Script: Ask the students to refer to pages 11–12 of the study guide.
Teacher’s Script: Ask the learners to refer to page 12 of the study guide.
Teacher’s Script:
Purpose: In this activity, the learners are expected to apply the media and information literacy concepts they learned from Lesson 2.
Instructions:
Distribute strips of paper that contain different scenarios.
Then, present a table with the following columns: information literacy, media literacy, technology literacy, and media and information literacy.
Ask the learners to put the strips of paper assigned to them under the correct columns.
Note: Take note that this is an individual activity. Make sure to distribute the paper strips randomly.
Examples (Scenarios):
A learner is writing a research paper about climate change (information literacy).
In his reaction paper about the movie he watched, Anton noted how the lighting was used to help communicate the film's theme (media literacy).
Dianne conducts a seminar for teachers to help them become familiar with new technology that will be implemented in the school (technology literacy).
Andrea watched a video from a social media site that centers on a specific type of diet. Curious if the result in the video was achievable, she went online to research other resources before deciding whether to try the dietary plan (media and information literacy).
Note: You may add as many scenarios as possible.
Teacher’s Script:
Purpose: In this activity, the learners are expected to apply the media and information literacy concepts they learned from Lesson 2.
Instructions:
Distribute strips of paper that contain different scenarios.
Then, present a table with the following columns: information literacy, media literacy, technology literacy, and media and information literacy.
Ask the learners to put the strips of paper assigned to them under the correct columns.
Note: Take note that this is an individual activity. Make sure to distribute the paper strips randomly.
Examples (Scenarios):
A learner is writing a research paper about climate change (information literacy).
In his reaction paper about the movie he watched, Anton noted how the lighting was used to help communicate the film's theme (media literacy).
Dianne conducts a seminar for teachers to help them become familiar with new technology that will be implemented in the school (technology literacy).
Andrea watched a video from a social media site that centers on a specific type of diet. Curious if the result in the video was achievable, she went online to research other resources before deciding whether to try the dietary plan (media and information literacy).
Note: You may add as many scenarios as possible.
Teacher’s Script:
Purpose: In this activity, the learners are expected to apply the media and information literacy concepts they learned from Lesson 2.
Instructions:
Distribute strips of paper that contain different scenarios.
Then, present a table with the following columns: information literacy, media literacy, technology literacy, and media and information literacy.
Ask the learners to put the strips of paper assigned to them under the correct columns.
Note: Take note that this is an individual activity. Make sure to distribute the paper strips randomly.
Examples (Scenarios):
A learner is writing a research paper about climate change (information literacy).
In his reaction paper about the movie he watched, Anton noted how the lighting was used to help communicate the film's theme (media literacy).
Dianne conducts a seminar for teachers to help them become familiar with new technology that will be implemented in the school (technology literacy).
Andrea watched a video from a social media site that centers on a specific type of diet. Curious if the result in the video was achievable, she went online to research other resources before deciding whether to try the dietary plan (media and information literacy).
Note: You may add as many scenarios as possible.
Teacher’s Script:
Purpose: In this activity, the learners are expected to apply the media and information literacy concepts they learned from Lesson 2.
Instructions:
Distribute strips of paper that contain different scenarios.
Then, present a table with the following columns: information literacy, media literacy, technology literacy, and media and information literacy.
Ask the learners to put the strips of paper assigned to them under the correct columns.
Note: Take note that this is an individual activity. Make sure to distribute the paper strips randomly.
Examples (Scenarios):
A learner is writing a research paper about climate change (information literacy).
In his reaction paper about the movie he watched, Anton noted how the lighting was used to help communicate the film's theme (media literacy).
Dianne conducts a seminar for teachers to help them become familiar with new technology that will be implemented in the school (technology literacy).
Andrea watched a video from a social media site that centers on a specific type of diet. Curious if the result in the video was achievable, she went online to research other resources before deciding whether to try the dietary plan (media and information literacy).
Note: You may add as many scenarios as possible.
Teacher’s Script:
Purpose: In this activity, the learners are expected to apply the media and information literacy concepts they learned from Lesson 2.
Instructions:
Distribute strips of paper that contain different scenarios.
Then, present a table with the following columns: information literacy, media literacy, technology literacy, and media and information literacy.
Ask the learners to put the strips of paper assigned to them under the correct columns.
Note: Take note that this is an individual activity. Make sure to distribute the paper strips randomly.
Examples (Scenarios):
A learner is writing a research paper about climate change (information literacy).
In his reaction paper about the movie he watched, Anton noted how the lighting was used to help communicate the film's theme (media literacy).
Dianne conducts a seminar for teachers to help them become familiar with new technology that will be implemented in the school (technology literacy).
Andrea watched a video from a social media site that centers on a specific type of diet. Curious if the result in the video was achievable, she went online to research other resources before deciding whether to try the dietary plan (media and information literacy).
Note: You may add as many scenarios as possible.
Teacher’s Script: Ask the learners to refer to pages 12–13 of the study guide.
Teacher’s Script: “During the height of the COVID-19 pandemic, we saw a rise in the use of technological tools. These tools aided us in maintaining some semblance of normalcy in our lives during lockdowns. The use of online communication and education applications has also increased notably.”
You may also ask the learners how they think communication and reception of information have changed at the height of the pandemic.
Teacher’s Script:
Randomly call learners for their key takeaways.
Use these questions as your guide:
What things will you stop doing?
What things will you start doing?
What things will you continue doing?
