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Media Information Literacy: (Compare and Contrast)

Information literacy involves knowing when information is needed, where to find it, how to evaluate and use it ethically. Media literacy provides a framework to access, analyze, evaluate and create messages in various forms. Technology literacy is the ability to appropriately select and responsibly use technology. While information, media and technology literacy differ in academic origins and scopes, they share the goal of enhancing skills and could cooperate to promote new literacies in knowledge societies.

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1K views5 pages

Media Information Literacy: (Compare and Contrast)

Information literacy involves knowing when information is needed, where to find it, how to evaluate and use it ethically. Media literacy provides a framework to access, analyze, evaluate and create messages in various forms. Technology literacy is the ability to appropriately select and responsibly use technology. While information, media and technology literacy differ in academic origins and scopes, they share the goal of enhancing skills and could cooperate to promote new literacies in knowledge societies.

Uploaded by

arlene bobadilla
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Media

Information
Literacy
(Compare and Contrast)
A. Information Literacy
Information literacy is knowing when and why you need information,
where to find it, and how to evaluate, use and communicate it in an ethical
manner.

Information literacy is a crucial skill in the pursuit of knowledge. It involves


recognizing when information is needed and being able to efficiently locate,
accurately evaluate, effectively use, and clearly communicate information in
various formats. It refers to the ability to navigate the rapidly growing
information environment, which encompasses an increasing number of
information suppliers as well as the amount supplied, and includes bodies of
professional literature, popular media, libraries, the internet and much more.
Increasingly, information is available in unfiltered formats, raising questions
about its authenticity, validity and reliability. This abundance of information is
of little help to those who have not learned how to use it effectively.

Information literacy forms the basis for lifelong learning. It is common to


all disciplines, to all learning environments, and to all levels of education. It
enables learners to master content and extended investigators become more
self-directed, and assume greater control over their own learning. An
information literate individual is able to:

 Determine the extent of information needed


 Access the needed information effectively and efficiently
 Evaluate information and its sources critically
 Incorporate selected information into one’s knowledge base
 Use information effectively to accomplish a specific purpose
 Understand the economic, legal, and social issues surrounding the use of
information, and access and use of information ethically and legally.
B. Media Literacy

Media literacy provides a framework to access, analyse, evaluate and


create and participate with messages in a variety of forms- from print to video
to the internet. Media literacy builds an understanding of the role of media in
society as well as essential skills of inquiry and self-expression necessary for
citizens of a democracy.

Media literate youth adults are better able to understand the complex
messages we receive from television, radio, Internet, newspapers, magazines,
books, billboards, video games, music and all other forms of media. Media
literacy skills are included in the educational standards of every state- in
language arts, social studies, health, science and other subjects. Many
educators have discovered that media literacy is an effective and engaging way
to apply critical thinking skills to a wide range of issues.

Media Literacy skills can help youth and adults:

 Develop critical thinking skills


 Understand how media messages shape our culture and society
 Identify target marketing strategies
 Recognize what the media maker wants us to believe or do
 Name the techniques of persuasion used
 Recognize bias, spin, misinformation, and lies
 Discover the parts of the story that are not being told
 Evaluate media messages based on our own experiences, skills, beliefs,
and values
 Create and distribute our own media messages
 Advocate for media justice
C. Technology Literacy

The Colorado Department of Education defines technology literacy as the


ability to appropriately select and responsibly use technology.

Achieving technology literacy helps students function in the world they live
in. Not only is technology necessary in education and work arenas, it also
helps students learn to become better decision-makers. Learning how to use
technology enables students to access reliable and pertinent information
regarding their health, safety and attainment of life goals. Students must
understand not only how and where to look for information, but also how to
discern whether sources are reliable or exhibit bias.

Moreover, an ability to access and use technology helps to decrease the


digital divide, with students better able to access information. Without
technological literacy, students will be unable to complete with those who
have similar qualifications or skill sets.

Technology literacy requires students to demonstrate skills in several areas,


including:
 Creativity and Innovation: Students use technology to demonstrate creative
thinking, problem solving and knowledge construction
 Communication and collaboration: Students use technology to
communicate and collaborate in order to enhance their learning or the
learning of others
 Research and information fluency: Students use technology to find and use
accurate , up-to date information
 Digital citizenship: Students understand what it means to be a citizen in the
digital world and practice ethical behaviour when they use technology
 Technology operations and concepts: Students illustrate an understanding
of technological systems and concepts
Information, Media and Technology Literacy

Information, media and technology literacy differ in terms of academic


origin, scope and social concern. Information literacy has a closer tie to library
science; media literacy is more related to media content, media industry and
social effects; while technology literacy focuses on the use of technology and its
benefits on people mostly on students.

Due to their different academic orientations, the three fields adopt


different analytical approaches. Media literacy is not a subset of information
literacy as some scholars have suggested, although the three fields have
similarities. They share the same goal, and their publications overlap in terms of
subject areas, countries of origin, and titles. All of them help people to enhance
their skills at different aspects.

Information, media and technology literacy could find common ground by


cooperating together to contribute to the promotion of new literacy in knowledge
societies.

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