MIL01S MEDIA AND INFORMATION

LITERACY

MODULE 1
INTRODUCTION TO MEDIA
AND INFORMATION
LITERACY
L E A R N I N G OBJECTIVES
At the end of this module, you will be able to:
- Describe how communication
is influenced by media and
information.
- Identify the similarities and
differences between and
among media literacy,
information literacy, and
technology literacy;
- Describe a responsible user
and competent producer of
media and information.
 DISCUSSION
WHAT IS MEDIA?
The word “media” comes from the Latin medius, which means “middle.” Media is
the plural form of “medium” though in actual usage it is acceptably understood as
a singular subject as well. Thus, we could say, “Media are responsible for the
information that they disseminate.” And we could also say, “Media is trying to
influence us all.”

In the use of the term as a collective noun, “media” has been associated with mass
communication, or forms of communication that are able to disseminate
information widely and simultaneously to masses of people. The term “mass media”
achieved currency in the late nineteenth and early twentieth centuries with
reference to the proliferation of inexpensive newspapers and magazines. As such,
we now tend to think of television, radio, newspapers, and the like when we hear
the word “media” even if the term is not limited to “mass communication” and “mass
media.”

The many-layered meanings of the word “media” can help us appreciate how media
mediates the world. One way we can imagine media is by thinking of it as being in
the middle, intervening. It is like a window, situated in between you and the world
you are looking at. As a metaphor, the window captures the shape and function of
the screen. You could say you are looking at the screen of the television or your
laptop, but you could also very well say you are looking at the world through the
screen. The latter suggests that you are not seeing the world as a fact but only a
part of the world as a perspective from your side of the window.

Media, as such, is not only the passive framing of the window or the mere coloring
of the lenses, but something active and alive. It is a means to make things possible-
 DISCUSSION
or impossible. You have power if you wield the camera; think about how much
power the businessman has who owns a media company with a battalion of
cameramen. And because the media is so powerful, many want to use it. Some want
to use it to affirm the world, while others to negate it.

1. What is Media Literacy?

Media Literacy is a 21st Century approach to education and a set of skills that
anyone can learn. It is the ability to access, analyze, evaluate, and create media
messages of all kinds. Today, many people get most of their information through
complex combinations of text, images and sounds we receive from television,
radio, newspapers, magazines, books, billboards, signs, packaging, marketing
materials, video games, recorded music, the Internet and other forms of media.

Media Literacy Skills can help you do the following:

a. Understand how media messages create meaning
b. Identify who created a particular media message
c. Recognize what the media maker wants us to believe or do
d. Name the “tools of persuasion” used
e. Recognize bias, spin, misinformation, and lies
f. Discover the untold part of the story
g. Evaluate media messages based on our own experiences, beliefs, and values h.
Create and distribute our own media messages
i. Become advocates for change in our media system
 DISCUSSION
2. What is Information Literacy?
Information Literacy is a transformational process in which the learner needs to
find, understand, evaluate, and use information in various forms to create for
personal, social, or global purposes. It is a set of skills needed to find, retrieve,
analyze, and use information. The beginning of the 21st century has been called
the Information Age because of the explosion of information output and
information sources.

Importance of Information Literacy

- Develop and execute an effective research strategy using a
wide range of search tools, accurately interpret results, and
find authoritative information pertinent to the topic.
- Evaluate the relevance, quality, authoritativeness, and
credibility of information retrieved.
- Access and use information ethically and legally.

LEARN MORE ABOUT INFORMATION LITERACY

3. What is Technology Literacy?

Technology Literacy is the ability of an individual, working independently and with
others, to responsibly, appropriately and effectively use technology tools to access,
manage, integrate, evaluate, create and communicate information.
Text lifted from: Mark N. Abadiano (2016)
Media and Information Literacy (p. 2-6)
 DISCUSSION
Below are areas of accountabilities imposed on journalists which serve as
model behaviors for MIL to thrive among ordinary citizens from one of the modules
of United Nations Alliance of Civilizations’ (UNAOC) Media Information Literacy for
Teachers.

1. Organizing Knowledge- making chaotic information organized and

comprehensible, and going behind official positions to uncover special interests.

2. Truthfulness- in the media, sources of information should be clearly stated so

that citizens can judge relevance, reliability, and potential biases; important
unanswered questions should be noted with an expectation of a follow-up if
controversy exists.

3. Public Interest- in the work they do, journalist can do much to further the public
interest by equipping citizens with the information they need to take part in public
affairs.

4. Independence- it should be clear that the citizen debate should take place over
and above personal biases; commentators must examine “both sides of the coin”;
and journalists must show independent thinking in their work.

5. Forum for public criticism and problem solving- the media should offer several
channels for public interaction (letters, e-mail, phone contact, or public forum);
citizens also expect that the media give them access to space or airtime to allow
conversations in their own ‘language’ with fellow citizens.

6. Accountability- the media should monitor all those who exercise power, not only
governments, but also important public and private bodies; by holding the powerful
to account, the media can inform community thinking.
 DISCUSSION
7. Proportional and relevant news- citizens have a need for timely knowledge of
important issues and trends; reports should not overstate or understate the true
nature of threats and risks.

8. Balancing privacy and right to know-citizens expect media professionals to

balance the right to know with personal right to privacy.
Text lifted from: Joel C. Yuvienco (2016)
Media and Information Literacy: Being a B.E.S.T. Digital Citizen for Senior High School (p. 11-12)

What is Media Literacy?

Media Literacy is a 21st century approach to education that provides framework to

access, analyze, evaluate and create messages in variety of forms. It builds an
understanding of the role of media in society as well as essential skill of inquiry
and self-expression necessary for citizens of a democracy.
Center for Media Literacy

Being media literate entails using media wisely and effectively, including being able
to judge the credibility of information from different sources. A media literate
student will be aware of the media’s influence on beliefs, attitudes, values,
behaviors, and the democratic process. Media literacy also emphasizes producing
effective communication through a variety of different media forms.
 DISCUSSION
There are seven media literacy Skills ( Baran)

1. The ability and willingness to make an effort to understand the content, to

pay attention and filter out noise. This means consumers should distinguish
the points an article is trying to make and ignore factors that could influence
their thinking. Thus, changing the way we consume media.

2. Having an understanding and respect for the power of media messages.

There’s so much media content in circulation and it’s important to
understand how many people the content is available for. It is imperative not
dismiss that fact, because it can be very powerful. It is important that we
recognize and stand up against it.

3. Ability to distinguish emotional from reasoned reactions when responding

to content and act accordingly. Sometimes, we connect with certain media
like songs and books because we can relate to them on an emotional level.
But, it’s important to keep in mind that content like this may not always be
true, despite our emotional ties with it. Some media content may be trying
to persuade you by keying into your emotional reactions; it’s essential to
keep this in mind when analyzing media messages.

4. Development of heightened expectations of media content. This is referring

to viral videos or articles on the internet that are the “most viewed” or “top
ten” that we settle on and give meaning to, when we are not searching for
anything specific. When on the internet if there is not a specific thing you’re
looking for, it’s easy to give meaning to the random content you fall upon.
 DISCUSSION
5. The knowledge of genre conventions and the recognition of their mixing.
This means to its necessary to understand different genres and how
information is given by those sources.

6. The ability to think critically about media messages. This means not
everything you read on the internet will be true, even if it comes from a
credible source.

7. The knowledge of the internal language of various media and the ability to
understand its effect. This comes down to understanding how media is
produced; to pay attention to camera angles, lighting, text sizes, and
location. Understanding this language will help you deceiver through media.
As the media continues to grow, it continues to matter.

UNESCO (United Nations Educational, Scientific and Cultural Organisation) have

launched their Five Laws of Media and Information Literacy. It aims to bring together
the fields of information literacy and media literacy into a combined set of
knowledge, skills and attitudes required for living and working in the 21st century.

Media and Information Literacy recognizes the primary role of information and
media in our everyday lives. It lies at the core of freedom of expression and
information – since it empowers citizens to understand the functions of media and
other information providers, to critically evaluate their content, and to make
informed decisions as users and producer of information and media content.
 DISCUSSION
Five Laws of Media and Information Literacy

Law One Information, communication, libraries, media, technology, the Internet as

well as other forms of information providers are for use in critical civic engagement
and sustainable development. They are equal in stature and none is more relevant
than the other or should be ever treated as such.

Law Two Every citizen is a creator of information/knowledge and has a message.

They must be empowered to access new information/knowledge and to express
themselves. MIL is for all – women and men equally – and a nexus of human rights.

Law Three Information, knowledge, and messages are not always value neutral, or
always independent of biases. Any conceptualization, use and application of MIL
should make this truth transparent and understandable to all citizens.

Law Four Every citizen wants to know and understand new information, knowledge,
and messages as well as to communicate, even if she/he is not aware, admits or
expresses that he/she does. Her/his rights must however never be compromised.

Law Five Media and information literacy is not acquired at once. It is a lived and
dynamic experience and process. It is complete when it includes knowledge, skills
and attitudes, when it covers access, evaluation/assessment, use, production and
communication of information, media and technology content.

LEARN MORE ABOUT MEDIA LITERACY

 A CT I V I T Y 1

COMPARE AND
CONTRAST

PART 1. Using the Venn Diagram below, compare and contrast Media
literacy, Information literacy, and Technology literacy. Give at least
three similarities and differences.
PART 2. What is the importance of Media and Information Literacy
as a citizen? Name three specific application in real-life scenario
appropriate as SHS student.
________________________________________________________________________
________________________________________________________________________
PART 3. Write the characteristics of responsible user and
competent producer of Media and Information

CHARACTERISTICS
Responsible User of Media and Competent Producer of Media and
Information Information
1 1

2 2

3 3

4 4

5 5