MODULE 7:

MEDIA LITERACY
Reporters:
Gerlie B. Dawigoy
Jona B. Lacaden
 MEDIA LITERACY
Lynch (2018) coined the term “media” that refers to
all electronic or digital means and print or artistic visuals
used to transmit messages through reading (print media);
seeing (visual media), hearing (audio media), or changing
and playing with (interactive media), or some
combinations of each. Media can be a component of active
learning strategies, such as group discussions or case
studies (Mateer and Ghent, n.d.).
 Media literacy is the ability to access, analyse, evaluate,
and create media (Firestone, 1993). Media literate youth and
adults can understand the complex messages received from
television, radio, internet, newspapers, magazines, books,
billboards, video games, music, and all other forms of media.
Therefore, media literacy skills are included in the educational
standards in language arts, social studies, health, science, and
other subjects. Many educator shave discovered that media
literacy is an effective and engaging way to apply critical
thinking skills to a wide range of issues.(
 The Ontario Ministry of Education (1989) stressed that
media literacy means helping students develop an informed and
critical understanding of the nature of mass media, the
techniques used and their impact. It aims to enhance students’
understanding and appreciation how media work, how they
produce meaning, how they are organized, and how they
construct reality. More so, it intends to provide students the
ability to create media products(http://www.medialitorg).
 Media literacy therefore, is the ability to identify
different types of media from wide array of sources and
understand the messages they bring (Hobbs, 1997).
But most of all, these have one thing in common: that
someone created it for a reason. Therefore, understanding
that reason is the basis of media literacy.
 MEDIA LITERACY CONCEPTS
1. It is the ability to critically assess the accuracy and validity of information
transmitted by the mass media and produce information through various
forms.
2. Also known as Media Education, it is the ability to realize that all kinds of
media show a representation of reality.
3. It is the process of accessing, decoding, evaluating, analysing creating both
print and electronic media (Aufderheide, 1993).
4. It depicts experience of reading texts and designing hypertexts made
possible through technology (Hobbs, 2007).
5. It pertains to understanding how to use today’s technology, how to operate
equipment, use various software and explore the internet.
6. As a 21st century approach to education, media literacy builds understanding of
the role of media in society, as well as the essential skills of inquiry and self-
expression necessary for democratic citizens.
7. It represents response to the complexity of the ever-changing electronic
environment and communication channels.
8. Critical evaluation of media requires the ability to analyse and disseminate
various features to others.
9. It is about teaching critical media management strategies, including ICTs in
schools and learning centres.
10. It includes the ability to perform effective internet searches, awareness and
respect of intellectual property and copyright law and the ability to identify
truth from fake news.(
https://www.igi-global:com/dictionary/media-literacy/18156)
 ROLES OF MEDIA LITERACY
It becomes easy to create media, however, it is difficult to know the creator
of this, his/her reason, and its credibility. Specifically, it helps individuals to:
1. Learn to think critically. When people evaluate media, they decide if’ the
messages make sense, including the key ideas before being convinced on the
information that they get from it.
2. Become a smart consumer of products and information. Media literacy
helps individuals learn how to determine whether something is credible,
especially the advertising before they can be persuaded with the products on
sale.
3. Recognize point of view. Identifying an author’s perspective helps individuals
appreciate different ideas in the context of what they already know.
4. Create media responsibly. Recognizing one’s ideas and appropriately
expressing one’s thoughts lead to effective communication.
5. Identify the role of media in our culture. Media conveys something,
shapes understanding of the world, and makes an individual to act or think
in certain ways.
6. Understand the author’s goal. Understanding and recognizing the type of
influence something has, people can make better choices. (Common Sense
Media, n.d.)
 SOCIAL MEDIA
Social media is a term that describes websites to connect people and
involve user-generated content, which is the hallmark of a social media site. It
is sometimes called Web 2.0, which is currently a huge opportunity to reach
target audience and increase online sales (Go,2019).

Types of Social Media Websites

There are different types of social media websites and the ways of using
them to reach the target audience.
1. Social Media News Websites. It entails users to submit links to Web
content like articles, podcasts, videos, etc. That they find interesting, such as
Digg, Reddit and Stumble Upon.
2. Social Media Networking Websites. It depicts ability to upload a personal
profile that usually connects with other people, such as Linkedln (social
networking for professionals) and Facebook (social networking for
everyone). These sites serve as avenue for meeting people and developing
relationships that can lead to joint-venture partnerships, career
opportunities, and research.
3. Social Media Photo and Video Sharing. It allows users to up-load photos
through Facebook, Instagram and Pinterest while videos through YouTube.
4. Microblogging and Blogging Websites. Sometimes called “presence
apps”, these services let users post very short messages like blogging, and
easily keep up with what their friends are posting. Twitter is the most
popular microblogging service that limits to 280 characters per post and
allows to follow a set of users from one dashboard. Another popular social
media app is SnapChat, which is video-based.
5. Social Media Review Websites. It shows how social reviews can make or
break a company or an organization, such as Amazon and eBay.
 MEDIA AND INFORMATION LITERACY(MIL)
Media and Information Literacy (MIL) is a combination of knowledge,
attitudes, skills, and practices required to access, analyse, evaluate, use,
produce, and communicate information and knowledge in creative, legal and
ethical ways that respect human rights (Moscow Declaration on Media and
Information Literacy, 2012).
The UNESCO defines it as the set of competencies to search, critically
evaluate, use and contribute information and media content wisely; the
knowledge of one’s rights online; refraining from cyberbullying;
understanding related ethical issues; and engaging with media and ICTs to
promote equality, free expression, intercultural/interreligious dialog, peace,
etc. (UNESCO, 2016).
 ASPECTS OF MIL
According to Reineck and Lublinski (2015), MIL is the optimal outcome
of media, information and communication technology (ICT) education along
three aspects: technical skills, critical attitudes and facts about media and ICT.
Technical skills involve ability to access and use computers, mobile and other
technical devices that offer media and information content. UNESCO’s (2011)
MIL curriculum delves on “accessing information effectively and efficiently” as
an aspect put into practice.
Baacke (1996) included compositional skills in his media competence
model that involves creating new kinds of media content, encouraging self-
determination, and increasing individuals’ chances for participation.MIL also
involves per formative aspect that entails the competence to do rather than just to
 Moeller (2009) summarized the facets of MIL from the user perspective,
emphasizing media consumers in identifying news and understanding media’s
role in reshaping the global issues. Norbert Groeben (2002) pointed out the
importance of knowledge of the inner workings (contexts, routines, contents)
and the effects of media. Fostering certain attitudes toward media and other
information sources involves both being critical on the negative impact of
media and defending it against sources of influence.

Seven Dimensions of MIL

Shapiro and Hughes (1996) identified the seven dimensions of media
information literacy:
1. Tool Literacy. This is the ability to understand and use practical and
conceptual tools of current information technology, including software,
hardware and multimedia that are relevant to education and the areas of
work and professional life.
2. Resource Literacy. This is the ability to understand the form, format,
location and access methods of information resources.
3. Social-Structural Literacy. This is knowing how information is socially
situated and produced, fits into the life of groups about the institutions and
social networks.
4. Research Literacy. It is the ability to understand and use IT-based tools
relevant to the work of researchers and scholars that include computer
5. Publishing Literacy. It is the ability to format and publish research and
ideas electronically, in textual and multimedia forms.
6. Emerging Technology Literacy. It is the ability to adapt to, understand,
evaluate and use emerging innovations in information technology.
7. Critical Literacy. It is the ability to evaluate critically the intellectual,
human and social strengths and weaknesses, potentials and limits, benefits
and costs of information technologies.

Advantages and Disadvantages of Media

Media are powerful tools of communication which entail positive and
negative impacts.
 ADVANTAGES OF MEDIA
1. Media educate people on health matters, environmental conservation and
others through various forms.
2. People get the latest world news in a very short time regardless of distance.
3. People can bring out their hidden talents in the multimedia and visual arts,
comedy, acting, dancing and singing.
4. Media increase knowledge learned from quiz programs, educational shows
and other information-giving programs.
5. People feel convenient in accessing information through mobile phones.
6. They become a vehicle in promoting products toward increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of information that reduces mass
education costing.
9. Media lead to the diffusion of diverse cultures and cultural practices.
10. They help people around the world understand each other and respect
differences.
 DISADVANTAGES OF MEDIA
1. They lead to individualism. Spending too much time on the Internet and
watching television usually impedes socialization with friends, family and
others.
2. Some media contents are not suitable for children.
3. A newspaper is geographically selective.
4. The increase in advertisements in television and radio makes them less
attractive.
5. The internet can be a possible way for scams, fraud and hacking.
6. Media can be addictive that may result in people’s decreased productivity.
7. They can cause health hazards, such as radiation effects, poor eyesight, hearing
8. They may induce drugs and alcohol use.
9. They can lead to personal injury by imitating the stunts showcased in
media.
10. They can ruin reputation through an anonymous account, malicious
scandals, false accusations and rumours.

Integrating Media Literacy in the Curriculum

Although media literacy is now a part of the curricula, it is confronted
with a variety of factors, such as limited access to equipment, teachers’ lack of
confidence with the material, and perception of media education as just an
accessory to the curriculum.
 Lynch (2018) presents six ways to integrate media literacy into the
classroom for students to become media literate while making media
education a meaningful and integrated part of classroom practice.

1. Teach students to evaluate media. Students learn to evaluate what they are
viewing by showing them that media changes depending on who created it,
the intended audience and the biases that may be attributed to the source.
2. Show students where to find digital resources and databases. Teachers
should provide students with reliable and safe media sources and
trustworthy content.
3. Compare/contrast various media sources. In the discussions, distinguish
4. Discuss how the media edits and alters. Purposely point out to students
examples of media altering photographs or stories while teaching them to
be critical of what they see or read at face value.
5. Examine the “truth” in advertisements. Let students identify what
advertisements are trying to sell and what promises or ideas are they using
to convince them to buy the product.
6. Have students create media. Let students create media appropriate to
their levels such as presentations, videos websites.
 MEDIA SKILLS
Although this is given little emphasis in the classroom, Hobbs and Frost
(1994) present the skills that students are able to possess with the media they
use in class.
(1) reflect on and analyse their own media consumption habits; (2) identify the
author, purpose and point of view in films, commercials, television and radio
programs, magazine and newspaper editorials and advertising; (3) identify the
range of production techniques that are used to communicate opinions and
shape audience’s response; (4) identity and evaluate the quality of media’s
representation of the world by examining patterns, stereotyping, emphasis and
omission in print and television news and other media; (5) appreciate the
economic underpinnings of mass media industries to make distinctions
between those media which sell audiences to advertisers and those which do
not: (6) understand how media economics shapes message content (7) gain
familiarity and experience in using mass media tools for personal expression
 Approaches to teaching media literacy. Kellner and Share (2007)
mentioned three approaches to teaching media literacy that would utilize
media in pedagogical practice.
1.Media Arts Education Approach. It intends to teach students to value
the aesthetic qualities of media and the arts while using their creativity
for self-expression through creating art and media.
2.Media Literacy Movement Approach. It attempts to expand the notion
of literacy to include popular culture and multiple forms of media (music,
video, Internet, advertising, etc.) while still working within a print
literacy tradition.
 3. Critical Media Literacy Approach. It focuses on ideology critiquing
and analysing the politics of representation of crucial dimensions of gender,
race, class, and sexuality; incorporating alternative media production; and
expanding the textual analysis to include issues of social context, control,
resistance and pleasure.

Utilizing Media across disciplines. Media education can be integrated

in every course discipline.
 Assessing and evaluating media literacy work. Just like any student
outputs, media-oriented works should also be evaluated to assess quality based
on standards. Students need regular feedback to be able to reflect on their
progress and develop mastery and that would remind them that it is an
important part of the course.
However, for some teachers, creating assessment and evaluation tools
for media education is more challenging than traditional means due to the lack
of technical skills. Also, it is because media education is all about finding the
right questions to ask, rather than learning previously determined answers.
 Canada’s Centre for Digital and Media Literacy prescribed two
important steps in creating objectives, comprehensive and meaningful
assessment, and evaluation tools for media literacy work, namely: (1) by using
a rubric to assess the work of students; and (2) by framing the expectations
within the rubric in terms of key concepts of media literacy.

In general, media literacy work can be evaluated in three ways:

1. Based on how well the student understands the key concepts of media
literacy and the specific concepts and ideas being explored in the lesson.
2. Based on how well the student applies specific technical skills associated
with either the medium being studied (movies, TV, video games, etc.), the
medium used in the evaluation tool, or both.
3. Based on how well the student applies specific technical skills associated
with either the medium being studied (movies, TV, video games, etc.), the
medium used in the evaluation tool, or both.

However, whenever any form of media is being utilized, there should be

a reflection at the end by asking students how media form has shaped their
thinking, decision-making, analysis, choices, values and interrelationships.
Thus, media educators base their teaching on key concepts for media
literacy, which provide an effective foundation for examining mass media and
popular culture. These key concepts act as filters that any media text has to go
through in order to critically respond.
1.Media are constructions. Media products are created by individuals who make
conscious and unconscious choices about what to include and how to present it. It
can assess students’ understanding of how media product was created and the
analysis of creators’ beliefs or assumptions reflected in the content.
2.The audience negotiates meaning. The meaning of any media product is a
collaboration between the producers and the audience. It can assess students’
understanding of concepts and elements in a relevant medium or product
3.Media have commercial implications. Since most media production is a business,
it makes profits and it belongs to a powerful network of corporations that exert
influence on content and distribution. It can assess students’ knowledge and
understanding of the commercial factors influencing the creation of media product
and analysis of how media product is influenced by commercial factors or the
4. Media have social and political implications. Media convey
ideological messages about values, power and authority and they can
have a significant influence on what people think and believe. It can
assess students’ knowledge and understanding of how this medium
communicates ideas and values.
5. Each medium has a unique aesthetic form. The content of media
depends in part on the nature of the medium that includes technical,
commercial and storytelling demands.. It can assess students’
knowledge and understanding of the technical elements of the medium
and the tropes, clichés, codes and conventions of the medium and genre.