This document provides an overview of Module 1 of a course on media and information literacy. The module aims to provide an understanding of media and information literacies and is divided into 5 lessons covering types of communication, models of communication, media literacy, technology literacy, and information literacy. Key learning outcomes include being able to define communication and media, discuss elements of communication models, and identify the similarities and differences between media, information, and technology literacy. The document also outlines several classic models of communication, including the Lasswell, Shannon-Weaver, Osgood-Schramm, Westley and Maclean, and Berlo models.
The Shannon-Weaver model of communication identifies the key components of the communication process: an information source, transmitter, receiver, and destination. It was originally developed to improve technical communication but is now widely applied to communication studies. The model illustrates how a message is encoded by the sender, transmitted through a channel where it can be impacted by noise, then decoded by the receiver. An example is provided of a phone call between Evonne and Felista that is disrupted by transmission noise.
This document discusses several models of communication:
- Linear models include Aristotle's model, Lasswell's model, and Berlo's SMCR model which view communication as one-way.
- Transactional models like Shannon and Weaver's model see communication as an exchange between sender and receiver.
- Interactive models such as Schramm's model and Dance's helical model view communication as a circular process between two or more parties. Each model type is described along with their components and criticisms.
Aristotle's classical model of communication focused on the roles of the speaker and audience in public speaking. Lasswell proposed a model to describe communication acts by answering who says what through which channel to whom with what effect. Shannon and Weaver's model illustrated communication as a linear process involving an information source, transmitter, receiver and destination. Berlo's SMCR model accounted for human variables like the source, message, channel and receiver. Newcomb's triangular model introduced the role of communication in maintaining equilibrium within a social system. Westley and McLean's model considered communication as beginning when a person responds selectively to their surroundings. Gerbner's model stressed the dynamic and selective nature of the communication process. Media dependency theory views audience
George Gerbner was a pioneer in communication research and developed one of the early general models of communication in 1956 while heading the Annenberg School of Communications. His model illustrated how an event is perceived and altered at different stages of communication. It showed that the original event (E) is perceived differently by a receiver (M) based on selection, context and availability, becoming the perceived event (E1). M then acts as the source, structuring and sending a signal (SE2) about E1 through a channel they have varying control over. This process continues as subsequent receivers have their own perceptions, each message being further altered at each step.
Communication is a two way process where speaker and listener participate using different techniques and methods like sounds, gesture, symbol, sign language etc.
The document discusses several models of communication:
1. The classical model developed by Aristotle focuses on logos, pathos, and ethos.
2. The linear Shannon-Weaver model from 1948 views communication as involving a sender, encoder, message, channel, decoder, receiver, and potential noise.
3. Berlo's SMCR model adds communication skills, attitudes, knowledge, social systems, message elements and structure, codes, and channels to the basic sender-receiver framework.
4. Schramm's interactive model depicts communication as a circular process with simultaneous encoding, interpreting, and decoding between parties.
The document presents the Communication-Based Influence Components Model for describing and analyzing online behavioral interventions. The model was developed to address limitations of existing frameworks and taxonomies. It draws from communication theory, particularly the two-way communication model of Osgood and Schramm. The model structures interventions according to context, media channel, source, message, audience interpretation, and feedback. It was applied to analyze 32 online behavioral change interventions and proved a useful framework.
The Shannon-Weaver model of communication identifies the key components of the communication process: an information source, transmitter, receiver, and destination. It was originally developed to improve technical communication but is now widely applied to communication studies. The model illustrates how a message is encoded by the sender, transmitted through a channel where it can be impacted by noise, then decoded by the receiver. An example is provided of a phone call between Evonne and Felista that is disrupted by transmission noise.
This document discusses several models of communication:
- Linear models include Aristotle's model, Lasswell's model, and Berlo's SMCR model which view communication as one-way.
- Transactional models like Shannon and Weaver's model see communication as an exchange between sender and receiver.
- Interactive models such as Schramm's model and Dance's helical model view communication as a circular process between two or more parties. Each model type is described along with their components and criticisms.
Aristotle's classical model of communication focused on the roles of the speaker and audience in public speaking. Lasswell proposed a model to describe communication acts by answering who says what through which channel to whom with what effect. Shannon and Weaver's model illustrated communication as a linear process involving an information source, transmitter, receiver and destination. Berlo's SMCR model accounted for human variables like the source, message, channel and receiver. Newcomb's triangular model introduced the role of communication in maintaining equilibrium within a social system. Westley and McLean's model considered communication as beginning when a person responds selectively to their surroundings. Gerbner's model stressed the dynamic and selective nature of the communication process. Media dependency theory views audience
George Gerbner was a pioneer in communication research and developed one of the early general models of communication in 1956 while heading the Annenberg School of Communications. His model illustrated how an event is perceived and altered at different stages of communication. It showed that the original event (E) is perceived differently by a receiver (M) based on selection, context and availability, becoming the perceived event (E1). M then acts as the source, structuring and sending a signal (SE2) about E1 through a channel they have varying control over. This process continues as subsequent receivers have their own perceptions, each message being further altered at each step.
Communication is a two way process where speaker and listener participate using different techniques and methods like sounds, gesture, symbol, sign language etc.
The document discusses several models of communication:
1. The classical model developed by Aristotle focuses on logos, pathos, and ethos.
2. The linear Shannon-Weaver model from 1948 views communication as involving a sender, encoder, message, channel, decoder, receiver, and potential noise.
3. Berlo's SMCR model adds communication skills, attitudes, knowledge, social systems, message elements and structure, codes, and channels to the basic sender-receiver framework.
4. Schramm's interactive model depicts communication as a circular process with simultaneous encoding, interpreting, and decoding between parties.
The document presents the Communication-Based Influence Components Model for describing and analyzing online behavioral interventions. The model was developed to address limitations of existing frameworks and taxonomies. It draws from communication theory, particularly the two-way communication model of Osgood and Schramm. The model structures interventions according to context, media channel, source, message, audience interpretation, and feedback. It was applied to analyze 32 online behavioral change interventions and proved a useful framework.
This document discusses several models of communication:
- Aristotle's model from 300 BC focused on orators and their delivery. It emphasized content, manner, emotion, reason, credibility and arguments.
- Laswell's 1948 model examined who communicates what through which channel to whom with what effect.
- Shannon and Weaver's 1949 model focused on information theory and the transmission and reception of messages between a transmitter and receiver. It also considered noise that can interfere.
- Schramm's 1954 model stated that communication only occurs if there is common experience between the sender and receiver.
- Berlo's 1960 model identified controlling factors for the source, message, channel and receiver in communication.
- Dance's 1967 model
Lasswell's model of communication from 1948 outlines the key components of any communication process: the communicator (who), the message (says what), the medium (in which channel), the recipient (to whom), and the effect or feedback (with what effect). It is a linear and one-way model that was influential but has been criticized for not accounting for things like feedback between participants or barriers to communication. The model focused on studying media propaganda and how the presentation of facts can generate different effects or outcomes.
Models of Communication: Shannon Weaver and Wendell Johnson's Model �LumantiMaharjan1
Shannon and Weaver proposed a linear model of communication in 1949 that defined key concepts like information source, transmitter, receiver, noise, and encode/decode. It viewed communication as a technical process and identified three levels of potential problems: technical issues with the channel, semantic differences between sent and received messages, and effectiveness issues. While effective for person-to-person communication, it was criticized for treating the receiver as passive and feedback as less important. Wendell Johnson later proposed an interrelated 5-stage model of communication in 1951 that emphasized the external context and saw the process as transforming the event through the receiver's experience and bodily changes into selected words and patterns.
The Shannon-Weaver model of communication outlines the basic elements of the communication process, including an information source, transmitter, receiver, and destination. It also identifies potential sources of noise that can interfere during message transmission via a channel. Originally developed by Claude Shannon in 1948 to improve technical communication, the model is now widely used in communication studies. It provides a framework for understanding how a message is encoded by a sender, transmitted through a medium, potentially distorted by noise, and then decoded by the receiver.
This document discusses several models of communication:
1) The linear model depicts a one-way process from sender to receiver with no feedback. It is used in mass media.
2) The interactive model involves two-way communication between humans or machines through verbal or non-verbal exchanges.
3) The transactional model features an exchange of messages where the roles of sender and receiver alternate as they communicate.
4) The gatekeeper model represents how media outlets control the flow of information to audiences as gatekeepers.
5) The ecological model portrays a complex system of mediated communication between individuals, groups, messages, and language within different media environments.
Basic Linear Communication Models: Lasswell, Shannon and WeaverEarl Guzman
Earl Guzman holds a Bachelor's Degree in Political Science and has 5 years of professional experience. His notable roles include Legislative Staff Officer at the Senate Electoral Tribunal and Catalog Writer for ABS-CBN. He currently works as an Online Content Writer for a tech merchandising company.
types & essential features,Models of communication,Barlo's Model of Communication,transaction Model of Communication,Lasswell's Model,Schramm's Interactive Model,Sawtooth model of communication,Foulger's
Communication involves a sender, receiver, and message. The sender encodes a message using symbols like words or gestures and transmits it through a channel to the receiver. The receiver then decodes and interprets the message. There are several potential sources of noise that can interfere with the message being received clearly, such as environmental distractions, physiological factors, or social/cultural differences between the sender and receiver. Feedback from the receiver in response to the message is also part of the communication process. The overall context surrounding the communication influences how the message is received and interpreted.
Deviprasad Goenka Management college of Media Studies
http://www.dgmcms.org.in/
Subject:Communication
Lesson : Sociological model of communication
Faculty Name: Saurabh Deshpande
The document discusses three models of communication:
1) The Continuous Loop Model is the earliest and simplest model, showing the basic parts of the communication process including sender, message, channels, receiver, and feedback. However, it assumes continuous communication.
2) The Shannon and Weaver Model was developed in 1949 based on a study of telephone conversations. It includes a sender, transmitter, receiver, noise, and how noise can alter the message.
3) Berlo's model was intended to be all-inclusive but was never tested. It is therefore considered a theory rather than a true model, showing elements like content, code, and characteristics of both the sender and receiver.
The document discusses several models of communication that were developed over time:
1) The earliest model was the "Continuous Loop Model" which depicted communication as a machine with feedback loops. It had flaws in assuming communication is always continuous.
2) Shannon and Weaver's 1949 model was more practical, studying phone conversations over 2 years. It depicted information sources, transmitters, receivers, noise sources, and feedback.
3) Berlo's late 1970s/early 1980s model tried to be all-inclusive but was never tested, so it is considered a "theory" rather than a true model. It depicted the roles of senders and receivers.
This document discusses the evolution of communication theory models from Aristotle's original linear model to more modern conceptualizations. Aristotle's model proposed a straightforward, one-way transmission of information from speaker to audience. Later models, like those developed by Shannon and Weaver, incorporated the concept of "noise" or interference. Structural models accounted for the relationship between sender and receiver, and how their interaction results in a cyclical communication process. The most influential current model focuses on how messages are encoded as "representations" of reality, and how understanding the cultural context helps the receiver connect with the message.
This document defines communication and describes its key elements and processes. Communication is defined as the sharing of meaning between a sender and receiver. The linear and circular models of communication are described. Communication has elements including a sender, message, medium, receiver, feedback. Barriers to communication can occur at the encoding and decoding stages due to factors such as noise, culture, attitudes. Communication occurs at various levels from intrapersonal to societal. Different styles such as passive, assertive and aggressive are covered.
This document discusses several models of communication including the Shannon and Weaver model, a modified Shannon and Weaver model, and Berlo's SMCR model. The Shannon and Weaver model describes the basic elements in a communication process. The modified version adds different types of noise that can interfere. Berlo's SMCR model outlines four key elements - source, message, channel, and receiver - and describes factors that influence each element, such as communication skills, attitudes, knowledge, and culture. Models help simplify and provide an organized framework for understanding complex communication processes.
Barnlund's transactional model of communication was proposed in 1970 and presents a multi-layered feedback system where anyone can be a sender and receiver. It includes both verbal and non-verbal layers of feedback and is considered the most systematic of the functional models. The model accounts for public cues, private cues, behavioral cues, filters, noise and feedback in the communication process between sender and receiver.
Lasswell's communication model outlines 5 components of communication: who the communicator is, what message they convey through a specific channel, to whom the message is directed, and the effect of the message. Developed by Harold Lasswell in 1948, it is a linear model that examines the communication process but ignores feedback and barriers to communication. While simple and widely adopted, it is criticized for being too simplistic and not accounting for more complex dynamics in real-world communication exchanges.
It explains the Shannon and Weaver model which is also called the mathematical model of communication. The ppt explains the criticism and strengths of the model too
Wilbur Schramm introduced an influential model of communication that illustrated the importance of interpersonal communication. He is considered the father of communication studies. Schramm's model evolved over time, starting as a simple model of a message being sent from a source and encoded, then received and decoded at the destination. Later versions incorporated the idea that only shared experiences between parties can truly be communicated, and an even more advanced model viewed communication as an interactive process with feedback between both parties. Schramm made significant contributions to establishing the academic field of communication studies.
A communication model describes how information is transmitted from a sender to a receiver through a medium. There are three main models:
The linear model involves a one-way transmission of a message from sender to receiver without feedback. The interactive model is circular, with both parties alternately sending and receiving messages and providing feedback. The transactional model builds on the interactive model by incorporating non-verbal cues like gestures and body language. Effective communication depends on the shared experiences between parties.
This document discusses several influential models of communication proposed by theorists over time. It describes Aristotle's view that the receiver determines the objective of a message. It also outlines Laswell's model that communication can be explained by "who says what to whom, in what channel, with what effect." Shannon and Weaver's transmission model introduced elements like a transmitter, receiver, and noise. Schramm's models emphasized common background/culture for correct interpretation and that communication is reciprocal with feedback.
1) The document discusses three general models of communication: linear, interactive, and transactional.
2) The linear model describes one-way communication from sender to receiver. Examples given are the Shannon-Weaver and Aristotle models.
3) The interactive model incorporates feedback, making communication two-way. Examples are the Schramm and White models.
4) The transactional model views communication as reciprocal with both parties as communicators. Examples include the Barnlund and Helical models.
The document provides an overview of media and information literacy lessons on communication. It discusses the key concepts of communication including the communication process, types of communication (verbal and nonverbal), parts of the communication model, and several models of communication. The goals are for students to understand the nature of communication, identify the different parts of the communication process, differentiate communication models, and appreciate the importance of effective communication.
This document discusses several models of communication:
- Aristotle's model from 300 BC focused on orators and their delivery. It emphasized content, manner, emotion, reason, credibility and arguments.
- Laswell's 1948 model examined who communicates what through which channel to whom with what effect.
- Shannon and Weaver's 1949 model focused on information theory and the transmission and reception of messages between a transmitter and receiver. It also considered noise that can interfere.
- Schramm's 1954 model stated that communication only occurs if there is common experience between the sender and receiver.
- Berlo's 1960 model identified controlling factors for the source, message, channel and receiver in communication.
- Dance's 1967 model
Lasswell's model of communication from 1948 outlines the key components of any communication process: the communicator (who), the message (says what), the medium (in which channel), the recipient (to whom), and the effect or feedback (with what effect). It is a linear and one-way model that was influential but has been criticized for not accounting for things like feedback between participants or barriers to communication. The model focused on studying media propaganda and how the presentation of facts can generate different effects or outcomes.
Models of Communication: Shannon Weaver and Wendell Johnson's Model �LumantiMaharjan1
Shannon and Weaver proposed a linear model of communication in 1949 that defined key concepts like information source, transmitter, receiver, noise, and encode/decode. It viewed communication as a technical process and identified three levels of potential problems: technical issues with the channel, semantic differences between sent and received messages, and effectiveness issues. While effective for person-to-person communication, it was criticized for treating the receiver as passive and feedback as less important. Wendell Johnson later proposed an interrelated 5-stage model of communication in 1951 that emphasized the external context and saw the process as transforming the event through the receiver's experience and bodily changes into selected words and patterns.
The Shannon-Weaver model of communication outlines the basic elements of the communication process, including an information source, transmitter, receiver, and destination. It also identifies potential sources of noise that can interfere during message transmission via a channel. Originally developed by Claude Shannon in 1948 to improve technical communication, the model is now widely used in communication studies. It provides a framework for understanding how a message is encoded by a sender, transmitted through a medium, potentially distorted by noise, and then decoded by the receiver.
This document discusses several models of communication:
1) The linear model depicts a one-way process from sender to receiver with no feedback. It is used in mass media.
2) The interactive model involves two-way communication between humans or machines through verbal or non-verbal exchanges.
3) The transactional model features an exchange of messages where the roles of sender and receiver alternate as they communicate.
4) The gatekeeper model represents how media outlets control the flow of information to audiences as gatekeepers.
5) The ecological model portrays a complex system of mediated communication between individuals, groups, messages, and language within different media environments.
Basic Linear Communication Models: Lasswell, Shannon and WeaverEarl Guzman
Earl Guzman holds a Bachelor's Degree in Political Science and has 5 years of professional experience. His notable roles include Legislative Staff Officer at the Senate Electoral Tribunal and Catalog Writer for ABS-CBN. He currently works as an Online Content Writer for a tech merchandising company.
types & essential features,Models of communication,Barlo's Model of Communication,transaction Model of Communication,Lasswell's Model,Schramm's Interactive Model,Sawtooth model of communication,Foulger's
Communication involves a sender, receiver, and message. The sender encodes a message using symbols like words or gestures and transmits it through a channel to the receiver. The receiver then decodes and interprets the message. There are several potential sources of noise that can interfere with the message being received clearly, such as environmental distractions, physiological factors, or social/cultural differences between the sender and receiver. Feedback from the receiver in response to the message is also part of the communication process. The overall context surrounding the communication influences how the message is received and interpreted.
Deviprasad Goenka Management college of Media Studies
http://www.dgmcms.org.in/
Subject:Communication
Lesson : Sociological model of communication
Faculty Name: Saurabh Deshpande
The document discusses three models of communication:
1) The Continuous Loop Model is the earliest and simplest model, showing the basic parts of the communication process including sender, message, channels, receiver, and feedback. However, it assumes continuous communication.
2) The Shannon and Weaver Model was developed in 1949 based on a study of telephone conversations. It includes a sender, transmitter, receiver, noise, and how noise can alter the message.
3) Berlo's model was intended to be all-inclusive but was never tested. It is therefore considered a theory rather than a true model, showing elements like content, code, and characteristics of both the sender and receiver.
The document discusses several models of communication that were developed over time:
1) The earliest model was the "Continuous Loop Model" which depicted communication as a machine with feedback loops. It had flaws in assuming communication is always continuous.
2) Shannon and Weaver's 1949 model was more practical, studying phone conversations over 2 years. It depicted information sources, transmitters, receivers, noise sources, and feedback.
3) Berlo's late 1970s/early 1980s model tried to be all-inclusive but was never tested, so it is considered a "theory" rather than a true model. It depicted the roles of senders and receivers.
This document discusses the evolution of communication theory models from Aristotle's original linear model to more modern conceptualizations. Aristotle's model proposed a straightforward, one-way transmission of information from speaker to audience. Later models, like those developed by Shannon and Weaver, incorporated the concept of "noise" or interference. Structural models accounted for the relationship between sender and receiver, and how their interaction results in a cyclical communication process. The most influential current model focuses on how messages are encoded as "representations" of reality, and how understanding the cultural context helps the receiver connect with the message.
This document defines communication and describes its key elements and processes. Communication is defined as the sharing of meaning between a sender and receiver. The linear and circular models of communication are described. Communication has elements including a sender, message, medium, receiver, feedback. Barriers to communication can occur at the encoding and decoding stages due to factors such as noise, culture, attitudes. Communication occurs at various levels from intrapersonal to societal. Different styles such as passive, assertive and aggressive are covered.
This document discusses several models of communication including the Shannon and Weaver model, a modified Shannon and Weaver model, and Berlo's SMCR model. The Shannon and Weaver model describes the basic elements in a communication process. The modified version adds different types of noise that can interfere. Berlo's SMCR model outlines four key elements - source, message, channel, and receiver - and describes factors that influence each element, such as communication skills, attitudes, knowledge, and culture. Models help simplify and provide an organized framework for understanding complex communication processes.
Barnlund's transactional model of communication was proposed in 1970 and presents a multi-layered feedback system where anyone can be a sender and receiver. It includes both verbal and non-verbal layers of feedback and is considered the most systematic of the functional models. The model accounts for public cues, private cues, behavioral cues, filters, noise and feedback in the communication process between sender and receiver.
Lasswell's communication model outlines 5 components of communication: who the communicator is, what message they convey through a specific channel, to whom the message is directed, and the effect of the message. Developed by Harold Lasswell in 1948, it is a linear model that examines the communication process but ignores feedback and barriers to communication. While simple and widely adopted, it is criticized for being too simplistic and not accounting for more complex dynamics in real-world communication exchanges.
It explains the Shannon and Weaver model which is also called the mathematical model of communication. The ppt explains the criticism and strengths of the model too
Wilbur Schramm introduced an influential model of communication that illustrated the importance of interpersonal communication. He is considered the father of communication studies. Schramm's model evolved over time, starting as a simple model of a message being sent from a source and encoded, then received and decoded at the destination. Later versions incorporated the idea that only shared experiences between parties can truly be communicated, and an even more advanced model viewed communication as an interactive process with feedback between both parties. Schramm made significant contributions to establishing the academic field of communication studies.
A communication model describes how information is transmitted from a sender to a receiver through a medium. There are three main models:
The linear model involves a one-way transmission of a message from sender to receiver without feedback. The interactive model is circular, with both parties alternately sending and receiving messages and providing feedback. The transactional model builds on the interactive model by incorporating non-verbal cues like gestures and body language. Effective communication depends on the shared experiences between parties.
This document discusses several influential models of communication proposed by theorists over time. It describes Aristotle's view that the receiver determines the objective of a message. It also outlines Laswell's model that communication can be explained by "who says what to whom, in what channel, with what effect." Shannon and Weaver's transmission model introduced elements like a transmitter, receiver, and noise. Schramm's models emphasized common background/culture for correct interpretation and that communication is reciprocal with feedback.
1) The document discusses three general models of communication: linear, interactive, and transactional.
2) The linear model describes one-way communication from sender to receiver. Examples given are the Shannon-Weaver and Aristotle models.
3) The interactive model incorporates feedback, making communication two-way. Examples are the Schramm and White models.
4) The transactional model views communication as reciprocal with both parties as communicators. Examples include the Barnlund and Helical models.
The document provides an overview of media and information literacy lessons on communication. It discusses the key concepts of communication including the communication process, types of communication (verbal and nonverbal), parts of the communication model, and several models of communication. The goals are for students to understand the nature of communication, identify the different parts of the communication process, differentiate communication models, and appreciate the importance of effective communication.
This document outlines the key topics and objectives covered in Chapter 3 of a Principles of Communication course. It discusses different models of the communication process, including Shannon's model, the interactive model, the gatekeeper model, and the trans-active model. It also covers signals, systems, communication systems types, noise and its impact on communication, and a brief history of communication systems. Students are assigned homework to read Chapter 4 and complete exercises to help summarize their understanding.
This document provides an introduction to media and information literacy. It discusses the key components of communication including the source, message, channel, receiver, feedback, environment, context, and interference. Several models of communication are presented, including Lasswell's, Shannon and Weaver's, and Berlo's models. The different forms of communication - intrapersonal, interpersonal, group, public, and mass communication - are defined. The role of media and information in the communication process is also explained. Media is defined as the physical objects used to transmit information to large audiences through channels like television, radio, newspapers, and the internet.
media and information literacy: Media and information languagesMarkdelJohnEspino
This document provides an overview of a lesson on media and information languages. The learning outcome is for students to evaluate everyday media and information with regard to codes, conventions, and messages. The lesson introduces key concepts like media codes, conventions, and messages. It discusses how media messages are designed for audiences and how audiences and producers/stakeholders interact with media. The lesson is divided into three chunks which explore media codes and conventions, media messages, and the relationships between media/audiences and media/producers. Students are asked to analyze examples, discuss scenarios, and create their own media presentations to demonstrate their understanding of these concepts.
Mass media means technology that is intended to reach a mass audience. It is the primary means of communication used to reach the vast majority of the general public. The most common platforms for mass media are newspapers, magazines, radio, television, and the Internet.
The document discusses three communication models:
1) The linear model presents a one-way flow of information from sender to receiver with no feedback. The Shannon-Weaver model is an example.
2) The interactive model shows a two-way process with feedback. The Schramm model added feedback to the Shannon-Weaver model.
3) The transactional model presents communication as a simultaneous two-way process where senders and receivers can exchange messages anytime. The helical model similarly shows communication as an evolving process that depends on past experiences.
The document summarizes several models of communication:
- Aristotle's model focuses on the speaker and sees communication as a one-way process from speaker to passive audience.
- Shannon and Weaver's model conceptualizes communication as involving a sender, encoder, message, channel, decoder, receiver, and potential noise.
- Berlo's SMCR model examines the sender, message, channel, and receiver and the factors that influence each component.
- Schramm's model incorporates feedback and emphasizes that the background and relationship between communicators shapes the communication process. It sees communication as interpretive and context-dependent.
In 1948, Shannon was an American mathematician, Electronic engineer, and Weaver was an American scientist both of them joined together to write an article in “Bell System Technical Journal” called “A Mathematical Theory of Communication” also called as “Shannon-Weaver model of communication”.
This model is specially designed to develop effective communication between sender and receiver. Also, they find factors that affect the communication process called “Noise”. At first, the model was developed to improve Technical communication. Later it was widely applied in the field of Communication. The model deals with various concepts like Information source, transmitter, Noise, channel, message, receiver, channel, information destination, encode, and decode.
*Sender: The originator of the message or the information source selects the desired message. *Encoder: The transmitter which converts the message into signals.
*Decoder: The reception place of the signal which converts signals into messages. A reverse process of encoding.
*Receiver: The destination of the message from the sender.
*Noise: The messages are transferred from encoder to decoder through a channel. During this process the messages may distract or be affected by physical noise like horn sounds, thunder, and crowd noise or encoded signals may distract the channel during the transmission process which affects the communication flow, or the receiver may not receive the correct message.
Practical Example of Shannon-Weaver model of communication :Thomson made a call to his assistant “come here I want to see you”. During his call, noise appeared (transmission error) and his assistant received “I want” only. Again Assistant asked Thomson (feedback) “what do you want Thomson”.
Sender: Thomson
Encoder: Telephone (Thomson)
Channel: Cable
Noise: Distraction in voice
Reception: Telephone (Assistant)
Receiver: Assistant.
Criticism of the Shannon-Weaver model of communication :
1. One of the simplest models and its general application in various communication theories.
2. The model attracts both academics of Human communication and Information theorists to lead their further research in communication.
3. It’s more effective in person-to-person communication than in a group or mass audience.
4. The model is based on “Sender and Receiver”. Here sender plays the primary role and the receiver plays the secondary role (receive the information or passive).
5. Communication is not a one-way process. If it’s behaved like that, it will lose its strength. For example, The audience or receiver who listens to the radio reads books, or watches television is a one-way communication because of the absence of feedback.
6. Understanding Noise will help to solve the various problems in communication.
LESSON 1 introduction to media and information Literacy.pptxTeacherRen
The document discusses the seven stages of information literacy. These include: 1) identifying information needs, 2) determining information sources, 3) searching and citing information, 4) analyzing and evaluating information quality, 5) organizing and storing information, 6) using information ethically and effectively, and 7) creating and communicating new knowledge. The stages outline the process of finding, assessing, organizing, applying, and sharing information.
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
The document discusses different models of the communication process including Aristotle's model which identifies 5 elements, Shannon-Weaver's technological model which adds encoder/decoder and feedback, and Osgood-Schramm's two-way model. It also defines communication, lists its elements such as source/message/receiver, and emphasizes the importance of understanding cultural differences for effective communication. The learning outcomes are to describe communication models, understand its changes over time, and adopt cultural differences.
MIL_Lesson 2_The Communication Process.pdfranniejhon
The document discusses several models of the communication process. It describes Shannon and Weaver's model which outlines that a message originates from a sender and is transmitted through a medium to a receiver, who is affected by the message. Berlo's model is also mentioned, identifying factors that influence each element of communication, including communication skills, knowledge, attitudes, and the social system. The goal of the models is to improve understanding of effective communication by outlining the key parts and influences within the process.
This chapter introduces key concepts about communication processes and mass media. It discusses the elements of communication including sources, encoding, messages, channels, decoding, receivers, feedback and noise. It describes three main communication settings - interpersonal, machine-assisted interpersonal, and mass communication. It also explains how technological, economic and social forces are transforming traditional mass media and discusses models of mass communication including trends like audience segmentation, convergence, user-generated content and social media.
Genre-based language learning is proposed to enable the learners to write a language linguistically accurate and socially appropriate. English teachers realize that writing is an important skill that foreign language learners need to develop.
The document discusses the concepts of communication, media, and information literacy. It defines communication as the process of understanding and sharing meaning. Media is defined as the tools or channels used to transmit messages, such as newspapers, television, radio, and the internet. The roles of media and information are integral to the communication process. Media shapes the messages we communicate and how much/what type of information we can share, while our understanding of information is one of the main reasons for communication. The document also outlines models of communication and different forms it can take, such as interpersonal, group, public, and mass communication.
This document provides an overview of communication in the 21st century. It defines communication and describes the main steps, including message composition, encoding, transmission, reception, decoding, and interpretation. It discusses models of communication, such as the Shannon-Weaver model. It also covers key topics like nonverbal vs verbal communication, feedback, elements of communication, principles of communication, and ethics in communication. Globalization has increased communication through a common language of World Englishes. Using culturally sensitive and bias-free language is important.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
MODULE 1
INTRODUCTION TO MEDIA AND INFORMATION LITERACY (Part 1)
Overview
In this module, you will acquire an understanding of media and information
literacies. This module is designed into one (1) module consisting of four (4) topics, as
shown below.
Module 1:
Lesson 1. Types of Communication
Lesson 2. Models of Communication
(Lesson 1 and 2 will be lectured by Mr. Hersil Terence Sean C. Villamor, SBE English
Subject Area Coordinator)
Lesson 3. Media Literacy
Lesson 4. Technology Literacy
Lesson 5. Information Literacy
Learning Outcomes
After this module, you should be able to:
define communication and media;
identify the two basic types of communication;
discuss the elements of communication and communication models;
describe how media and information influence communication;
identify the similarities and differences of media literacy, information literacy, and
technology literacy;
expound on the value of being literate in media and information; and
share to the class media habits, lifestyle, and preferences.
ELICIT
Learning Activity 1
Note: Prior to answering the assessment questions, you will be given a short review quiz on
library and information science-related concepts. Click on the link to answer the short review
quiz: https://forms.gle/tPt5EF3BALDcdXcY9
Library Library and Information Science
Library Services Librarianship
Reference Service Collection Management
Current Awareness Services School Library and Media Center
2. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
Assessment Questions:
1. Pick at least three (3) terms or concepts from the list above.
2. Explain your understanding of each concept based on prior knowledge. Write your answers
via google forms.
ENGAGE
Learning Activity 2
2.1. Based on your own understanding, write a one-sentence definition of:
Note: Click on the link to answer the activity: https://forms.gle/RRJSxHbHCbvkZdzG8
a. communication
b. information
3. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
c. literacy
2.2. If you were given a research topic or an assignment to report in class, how do you
search for information? List the steps in searching for the topic/assignment given to you.
Number them in order starting with one (1), and provide a brief description for each
step.
2.3. Why do we communicate? How do we communicate? Write via google forms your
idea.
EXPLORE
Please read the content of Module 1 and answer the following questions or perform the
activity as indicated.
________________________________________________________________________
1. Definition of Communication
________________________________________________________________________
1.1. The act or process of using words, sounds, signs, or behaviors to express or
exchange information or to express your ideas, thoughts, feelings, etc., to someone else.
(http://www.merriam-webster.com)
1.2. The exchange of information and the expression of feeling that can result in
understanding. (http://dictionary.cambridge.org)
4. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
______________________________________________________________________
2. Basic Types of Communication
______________________________________________________________________
Photo Credit: http://www.martina-gleissenebner-teskey.com/services/the-power-of-non-verbal-
communication
______________________________________________________________________
3. Transmission Models / Models of Communication
______________________________________________________________________
NON-VERBAL COMMUNICATION VERBAL COMMUNICATION
Signs Oral
Symbols Written
Color
Gestures
Body Language
Facial Expressions
5. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
A. LASSWELL MODEL OF COMMUNICATION
Harold Dwight Lasswell, the American political scientist states that a convenient way to describe
an act of communication is to answer the following questions
Who
Says What
In Which Channel
To Whom
With what effect?
This model is about process of communication and its function to society, According to Lasswell
there are three functions for communication:
1. Surveillance of the environment
2. Correlation of components of society
3. Cultural transmission between generation
Lasswell model suggests the message flow in a multicultural society with multiple audiences. The
flow of message is through various channels. And also this communication model is similar to
Aristotle’s communication model.
In this model, the communication component who refers the research area called “Control
Analysis”,
Says what is refers to “Content Analysis”,
In which channel is refers to “Media Analysis”,
6. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
To Whom is refers to “Audience Analysis”
With What Effect is refers to “Effect Analysis”
Example:
CNN NEWS – A water leak from Japan’s tsunami-crippled nuclear power station resulted in about
100 times the permitted level of radioactive material flowing into the sea, operator Tokyo Electric
Power Co said on Saturday.
Who – TEPC Operator
What – Radioactive material flowing into sea
Channel – CNN NEWS (Television medium)
Whom – Public
Effect – Alert the people of japan from the radiation.
B. SHANNON-WEAVER’S MODEL OF COMMUNICATION
In 1948, Shannon was an American mathematician, Electronic engineer and Weaver was an
American scientist both of them join together to write an article in “Bell System Technical Journal”
called “A Mathematical Theory of Communication” and also called as “Shannon-Weaver model of
communication”.
This model is specially designed to develop the effective communication between sender and
receiver. Also they find factors which affecting the communication process called “Noise”. At first
the model was developed to improve the Technical communication. Later it’s widely applied in the
field of communication.
7. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
The model deals with various concepts like Information source, transmitter, Noise, channel,
message, receiver, channel, information destination, encode and decode.
Sender : The originator of message or the information source selects desire message
Encoder : The transmitter which converts the message into signals
Note: The sender’s messages converted into signals like waves or Binary data which is
compactable to transmit the messages through cables or satellites. For example: In telephone the
voice is converted into wave signals and it transmits through cables
Decoder : The reception place of the signal which converts signals into message. A reverse
process of encode
Note : The receiver converts those binary data or waves into message which is comfortable and
understandable for receiver. Otherwise receiver can’t receive the exact message and it will affect
the effective communication between sender and receiver
Receiver : The destination of the message from sender
Note : Based on the decoded message the receiver gives their feed back to sender. If the message
distracted by noise it will affect the communication flow between sender and receiver
Noise: The messages are transferred from encoder to decoder through channel. During this
process the messages may distracted or affected by physical noise like horn sounds, thunder and
crowd noise or encoded signals may distract in the channel during the transmission process which
affect the communication flow or the receiver may not receive the correct message
Note : The model is clearly deals with external noises only which affect the messages or signals
from external sources. For example: If there is any problems occur in network which directly
affect the mobile phone communication or distract the messages
8. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
Practical Example of Shannon-Weaver model of communication :
Thomson made call to his assistant “come here I want to see you”. During his call, noise appeared
(transmission error) and his assistant received “I want” only. Again Assistant asked Thomson
(feedback) “what do you want Thomson”.
Sender : Thomson
Encoder : Telephone (Thomson)
Channel : Cable
Noise : Distraction in voice
Reception : Telephone (Assistant)
Receiver : Assistant.
Due to transmission error or noise, Assistant can’t able to understand Thomson’s messages.
*The noise which affect the communication flow between them.
Criticism of Shannon-Weaver model of communication :
1. One of the simplest model and its general applied in various communication theories
2. The model which attracts both academics of Human communication and Information
theorist to leads their further research in communication
3. It’s more effective in person-to-person communication than group or mass audience
4. The model based on “Sender and Receiver”. Here sender plays the primary role and receiver
plays the secondary role (receive the information or passive)
5. Communication is not a one way process. If it’s behaved like that, it will lose its strength. For
example: Audience or receiver who listening a radio, reading the books or watching television is a
one way communication because absence of feedback
6. Understanding Noise will helps to solve the various problems in communication
C. OSGOOD-SCHRAMM MODEL OF COMMUNICATION
It is a Circular Model, so that communication is something circular in nature.
Encoder – Who does encoding or Sends the message (message originates)
Decoder – Who receives the message
Interpreter – Person trying to understand (analyses, perceive) or interpret
Note: From the message starting to ending, there is an interpretation goes on. Based on this
interpretation only the message is received.
This model breaks the sender and receiver model it seems communication in a practical way. It is
not a traditional model.
9. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
It can happen within our self or two people; each person acts as both sender and receiver and
hence use interpretation. It is simultaneously take place e.g. encoding, interpret and decoding.
Semantic noise is a concept introduced here it occurs when sender and receiver apply different
meaning to the same message. It happens mostly because of words and phrases for e.g. Technical
Language, So certain words and phrases will cause you to deviate from the actual meaning of the
communication.
Note: When semantic noise takes place decoding and interpretation becomes difficult and people
get deviated from the actual message.
Advantage of Osgood- Schramm model of communication
1. Dynamic model- Shows how a situation can change
2. It shows why redundancy is an essential part
3. There is no separate sender and receiver, sender and receiver is the same person
4. Assume communication to be circular in nature
5. Feedback – central feature.
Disadvantage of Osgood- Schramm model of communication
This model does not talk about semantic noise and it assume the moment of encoding and
decoding.
10. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
D. WESTLEY AND MACLEAN’S MODEL OF COMMUNICATION
Introduction:
In 1957 Westley and MacLean’s model of communication is proposed by Bruce Westley (1915-
1990) and Malcolm S. MacLean Jr (1913-2001). Being one of the creators of journalism studies,
Westley served as a teacher at the University of Wisconsin, Madison, between 1946 and 1968.
Malcolm was director of University of Journalism School (1967-74) and co founder of the
University College at University of Minnesota.
This model can be seen two contexts, interpersonal and mass communication. And the point of
difference between interpersonal and mass communication is the feedback. In interpersonal, the
feedback is direct and fast. In the mass, the feedback is indirect and slow.
Model:
Westely and Maclean realized that communication does not begin when one person starts to talk,
but rather when a person responds selectively to his/her physical surroundings. This model
considers a strong relation between responds from surroundings and the process of
communication. Communication begins only when a person receives message from surroundings.
Each receiver responds to the message they received based on their object of orientation.
X1, X2, X3 and X4….—are news articles or information, Feedback (f), Clients (A), Reader or
Audience (B) and Gate Keeper (c)
Example:
A Daily News Papers will receive many Press releases from Many Public Relations Agencies on
behalf of their clients. In this case, News paper will publish the selected Press release due to the
space constraints. Then, Readers can directly respond to the client or they can respond to the
News daily which published in the Newspaper. If Readers responded to daily News paper, it will
communicate the feedback to concern PR Agency.
X1, X2 and X3—are Press Release, Feedback (f), Clients (A), Reader (B) and Daily News Paper
(Gate Keeper) (c)
11. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
1. Feedback Loop between Reader (B) and News Paper (C) – fBC
2. Feedback Loop between News Paper(C ) and Client (A)- fCA
3. Feedback loop between Reader (B) and Client (A)- fBA.
Merits and Demerits:
This model accounts for Feedback.
It can account for different modes of communication, i.e., for both interpersonal
communication and Mass communication.
It is a predictive model of communication and very descriptive also.
It also account for non binary interactions, this means that it will remain good even for
communications involving more than two sources.
Westley and Maclean communication model is Two Dimensional.
It cannot account for multi dimensions; this means this model will not be applicable for typical
communication events that involve broader context and wide range of communication
messages.
E. BERLO’S SMCR MODEL OF COMMUNICATION
Berlo’s model follows the SMCR model. This model is not specific to any particular communication.
Berlo’s model includes a number of factors under each of the elements:
1. Source: The source is situated where the message originates.
1.1 Communication skills – It is the skill of the individual to communicate. For example, the
ability to read, write, speak, listen etc.
1.2 Attitudes – This includes attitudes towards the audience, subject and towards oneself. For
example, for the student, the attitude is to learn more and for teachers, it is to help teach.
12. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
1.3 Knowledge– Communicating also means that the person needs to be knowledgeable about the
subject or topic. For e.g. a teacher needs to know about the subject in detail that he or she teaches
so that they can communicate properly such that the students understand here.
Note: It refers, not to the general knowledge, but to the knowledge of the subject that the
person is communicating and their familiarity with it.
1.4 Social system – The social system includes the various aspects of society like values, beliefs,
culture, religion and a general understanding of society. It is where the communication takes
place.
For example, classrooms differ from country to country just like people’s behaviours and how they
communicate, etc.
Note: We can communicate only to the extent that the social system allows. When we
communicate, we take the social system into account.
1.5 Culture: Culture of a particular society also comes under the social system.
According to this model, people can communicate only if the above requirements are met in the
proper or adequate proportion.
1.8 Encoder: The sender of the message, from where the message originates, is referred to as the
encoder. So the source encodes the message here.
2. Message
1.1 Content – The body of a message, from the beginning to the end, comprises its content.
For example, whatever the class teacher teaches in the class, from beginning to end, is
the content of the message.
1.2 Elements – It includes various things like language, gestures, body language, etc. They
constitute all the elements of a particular message. Any content is accompanied by
some elements.
13. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
1.3 Treatment – It refers to the packing of the message and the way in which the message
is conveyed or the way in which it is passed on or delivered.
Note: When there is too much treatment, communication will not go smoothly.
1.4 Structure– The structure of the message refers to how it is arranged; the way people
structure the message into various parts.
Note: Message is the same, but if the structure is not arranged correctly then the receiver will
not understand the message.
2.7 Code– The code of the message refers to the means through which it is sent and in what
form. It could be, for example, language, body language, gestures, music, etc. Even culture is a
code. Through this, people give and receive messages and communication takes place.
Note: Only when the code is clear, the message will be clear. The wrong usage may lead to
misinterpretation.
3. Channel– It refers to the five sense organs. The following are the five senses:
Hearing
Seeing
Touching
Smelling
Tasting
Communication occurs through one or more of these channels.
3.1 Hearing: The use of ears to receive the message. For example, orally transmitted messages,
interpersonal communication etc.
3.2 Seeing: Visual channels, for example, Watching television so the message is conveyed through
the scene/film.
3.3 Touching: The sense of touch can be used as a channel to communicate. For example, we
touch, buy food, hugging our loved ones, etc.
3.4 Smelling: Smell also can be a channel to communicate. For example, perfumes, food,
fragrances etc. Charred smell communicates something is burning. People can deduct which food
is being cooked by its smell etc.
3.5 Tasting : The tongue is a muscular organ used in the act of eat and taste food. For example,
while a food is being shared, the communication can happen regarding its taste.
Note: Despite not mentioning a medium, we need to assume that as communication is
taking place, channels can be any of the 5 senses or combination.
Decoder : The person who receives the message and decodes it is referred to a decoder.
14. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
4. Receiver: The receiver needs to think all the contents and elements of the source, so as to
communicate/responds to sender effectively.;
Berlo’s model believes that for effective communication to take place, the source and the receiver
need to be on the same level. Only then communication will happen or take place properly. Hence,
the source and the receiver should be similar.
For example, if the communication skill of the source is good, then the receiver should have
equally good listening skills.
It cannot be said that the receiver does not receive the whole message because even though he
may receive it, but may not be able to interpret its meaning. For effective communication, the
source and the receiver need to be on the same level.
Note: Self-image differs from person to person. For communication, the person should
consider the receiver, speak accordingly, and give them what they need.
Criticism of Berlo’s SMCR model of communication:
1. There is a lack of feedback. The effects are practically unknown.
2. It does not mention the barriers to communication.
3. There is no room for noise.
4. It is a rather complex model.
5. It is a linear model of communication.
6. It requires people to be on the same level for effective communication to happen. However,
that rarely happens in everyday life.
7. The main drawback of the model is that it omits the usage of sixth sense as a channel of
communication, which is an asset to human beings (thinking, understanding, analyzing etc.)
Learning Activity 3
Directions: Study the different models of communication above and answer the
following questions. Click on the link to answer:
https://forms.gle/CGJhbwpwhARXLTDB8
a. Why is communication a process?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________
b. What are the essential elements of communication?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________
15. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
c. How can we achieve effective communication with people?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
_____________________________________________________________________
4. VIDEO PRESENTATION:
WHAT IS MEDIA ANYWAY?
______________________________________________________________________
VIDEO PRESENTATION
Media Minute Introduction: What is media anyway?
Youtube Channel: MediaSmarts
DateUploaded: October 17, 2013
Link: https://www.youtube.com/watch?v=bBP_kswrtrw
FORMATIVE ASSESSMENT: RECITATION thru video sent via messenger or thru
google meet
How do you use Facebook as a tool or medium
for communication?
How did Facebook affect or change the way we
communicate with other people?
How did Facebook affect the quantity and quality
of information available to people? Is it a good thing or a bad
thing?
______________________________________________________________________
5. TERMS TO UNDERSTAND
______________________________________________________________________
Media – The physical objects used to communicate with, or mass communication
through physical objects such as radio, television, computers, fil, etc. It also
refers to any physical object used to communicate messages.
Literacy – The ability to identify, understand, interpret, create, communicate and
compute, using printed and written materials associated with varying
contexts. Literacy involves a continuum of learning, wherein individuals are
able to achieve their goals, develop their knowledge and potential, and
participate fully in their community and wider society.
Media Literacy – the ability to read, analyze, evaluate and produce communication in a
variety of media forms.
Further explanations via https://www.youtube.com/watch?v=q8ntNPXQnS0
https://www.youtube.com/watch?v=sX7EMTjMf6k
Technology (Digital) Literacy – The ability to use digital technology, communication
tools or networks to locate, evaluate, use, and create
information.
Further explanation via
https://www.youtube.com/watch?v=9JsTyhC9a58
https://www.youtube.com/watch?v=iIB5-AcazN4
16. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
Information – A broad term that covers processed data, knowledge derived from study,
experience, instruction, signals or symbols.
Information Literacy – The ability to recognize when information is needed and to
locate, evaluate, effectively use and communicate information
in its various formats.
Further explanations via https://www.youtube.com/watch?v=hbe6xBibOL4
https://www.youtube.com/watch?v=I7GybCFErJM&t=208s
____________________________________________________________________________
6. VIDEO PRESENTATION:
INTRODUCTION TO MEDIA AND INFORMATION LITERACY
____________________________________________________________________________
SOURCE:
Introduction to Media and Information Literacy for Grade 12 students
YouTube Channel: Arniel Ping Retrieved October 26, 2016 from
https://www.youtube.com/watch?v=b-Y6LRIppU4
According to United Nations Educational, Scientific and Cultural Organization
(UNESCO):
17. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
Learning Activity 4
Note: Click this link https://forms.gle/81S1A1eyNLFZJAwi9 to answer.
4. 1. Based on your understanding, what are the basic components of Media and
Information Literacy?
4.2. In your own words, define media literacy, information literacy, and
digital literacy.
18. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
Learning Activity 5. Recitation
4.3 How are these literacies connected or related to each other?
EXPLAIN
Directions: Based on what you have read in the preceding sections, answer the following
questions thru a recorded video sent via messenger:
5.1. Cite at least one practical benefit of (a) communication, (b) being a media literate
and (c) being an information literate and explain your answer.
5.2. Please examine your answers to learning activity no. 2, compare your own
definitions of communication, information and literacy with that of the definitions of
various authors. In what way are the definitions similar? different?
5.3. Please review the different models of communication. Select only (1) model of
communication. Explain its advantages and disadvantages.
(Submit the Recitation Video via Messenger on or before September 9, 2020)
ELABORATE
Learning Activity 6.
Directions: Answer the following questions via google forms [This activity will be
graded or scored. A rubric for essay is found in Appendix A of the course pack which
will be used to rate your answers] Click this https://forms.gle/dC75k8MidUmPXtjj6 to
answer the activity.
19. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
6.1. Why do different people have different approaches to communicating?
6.2. How does being media and information literate enhance your skills as a prospective
librarian?
EVALUATE
Learning Activity 7. Formative Assessment - Quiz
Directions: Read each of the questions carefully and answer the questions completely.
Answer using this link: https://forms.gle/XK9EPcSEwyJVKwEM7
TEST I. IDENTIFICATION (2 pts each)
DIRECTIONS: Answer each question and write it down on the space provided before the
number.
___________________ 1. This communication model is similar to Aristotle’s communication model.
___________________ 2.This model was developed to improve the Technical communication. Later it’s
widely applied in the field of Communication.
___________________ 3. He is an American political scientist who states that a convenient way to
describe an act of communication is to answer the following questions: Who, Says What, In Which
Channel, To Whom, With what effect?
___________________ 4. This is a Circular Model, so that communication is something circular in nature.
20. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
___________________ 5. This model of communication is proposed by Bruce Westley (1915-1990) and
Malcolm S. MacLean Jr (1913-2001).
___________________ 6. This model follows the SMCR model. This model is not specific to any
particular communication.
___________________ 7. This is a skill of the individual to communicate. For example, the ability to read,
write, speak, listen etc.
___________________ 8. The use of ears to receive the message.
___________________ 9. It refers to any physical object used to communicate messages.
___________________ 10. The ability to identify, understand, interpret, create, communicate and
compute, using printed and written materials associated with varying contexts.
___________________ 11. The ability to read, analyze, evaluate and produce communication in a variety
of media forms.
___________________ 12. The ability to use digital technology, communication tools or networks to
locate, evaluate, use, and create information.
___________________ 13. A broad term that covers processed data, knowledge derived from study,
experience, instruction, signals or symbols.
___________________ 14. The ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in its various formats.
___________________ 15. Defined as the exchange of information and the expression of feeling that can
result in understanding.
TEST II. DEFINITION OF TERMS
DIRECTIONS: Give your own definition of the following terms:
1. Media Literacy [5 points]
2. Information Literacy [5 points]
21. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
EXTEND
Learning Activity 8. Discussion and Reflection
Directions: Please watch the video on YouTube entitled "Information Literacy” presented by Kevin Arms.
You can access the said video in this link: https://www.youtube.com/watch?v=3BAfs_oDevw
Note: A rubric for the reflection paper is found in Appendix B of the course pack, which will be used to
rate your document.
Write a reflection paper about the video, like points you have learned about the presentation.
A quiz will be given about the video on September 8, 2020, via google forms, which will be
posted in our Google Classroom.
Takeaways
The following are the highlights of Module 1:
▪ Communication plays an important role not only in the organization but is equally
important in personal life.
▪ The definition of information literate extends beyond school and application to
academic challenges. It is as essential to the practical and enlightened citizenry and has
implications that can impact the lives of many people around the globe.
▪ In all cases, everybody needs to know (1) where to locate it, (2) how credible, and (3)
how to use it.
REFERENCES:
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi-Kim (2011). Media
and Information Literacy: Curriculum for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN); 978-
959-18-07; 978-959-18-0787-8 (ES)
Communication Models: Retrieved on September 4, 2020,
https://www.managementstudyguide.com/communication-models.htm
22. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
APPENDICES
APPENDIX A. ESSAY WRITING RUBRIC
FEATURES 10 5 2 0
QUALITY OF
WRITING
Piece was written
in an extraordinary
style and voice
Very informative
and well-organized
Piece was written
in an interesting
style and voice
Somewhat
informative and
organized
Piece had little
style or voice
Gives some new
information but
poorly organized
Piece had no style
or voice
Gives no new
information and
very poorly
organized
GRAMMAR, USAGE
& MECHANICS
Virtually no
spelling,
punctuation or
grammatical errors
Few spelling and
punctuation
errors, minor
grammatical errors
A number of
spelling,
punctuation or
grammatical errors
So many spelling,
punctuation and
grammatical errors
that it interferes
with the meaning
23. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
APPENDIX B. REFLECTION PAPER RUBRIC
Exceptional
10
Proficient
5
No credit
0
FOCUS Clearly states the purpose of
the activity.
Never diverges from the topic.
Implies but does not
clearly state the purpose
of the activity.
Never diverges from the
topic.
Does not state or imply
the purpose of the
activity.
Diverges from the topic.
CONTENT Demonstrates a thorough self-
reflective analysis including a
summary of the activity
supported by specific and
illustrative details.
Draws conclusions and makes
connections to future plans.
Demonstrates a reflective
analysis including a
summary of the activity
supported by details.
Draws conclusions and
makes a connection to
future plans.
Lacks development and
self-
reflection.
Does not include a
summary of the activity
or has insufficient details.
Does not make a
connection
to future plans.
ORGANIZATION Presents the reflection in a
compelling, highly-
organized
manner.
Includes the following
elements:
• Attention-getting
introduction, which
includes thesis
statement
• Effective transitions
• Reflective conclusion
Presents the reflection in
a well-organized manner.
Includes the following
elements:
• Introduction with
thesis statement
• Transitions
• Conclusion
Presents the reflection in
a poorly organized
manner.
Elements are missing
that
impact understanding:
• No introduction
• No transitions
• No conclusion
CONVENTIONS Uses articulate and
appropriate
language, sophisticated word
choice, and sentence structure.
0-1 errors in:
• Grammar
• Punctuation
• Mechanics
Uses appropriate
language,
word choice, sentence
structure.
2-3 errors in:
• Grammar
• Punctuation
• Mechanics
Uses slang and
unsophisticated word
choice. 4 or more errors
in:
• Grammar
• Punctuation
• Mechanics
24. [MODULE 1 – INTRODUCTION TO MEDIA AND INFORMATION
LITERACY (PART 1)] September 4, 2020
Southern Christian College
United Church of Christ in the Philippines
Midsayap, 9410 Cotabato
Course Number
LIS 335
Course Title
INFORMATION LITERACY