Lesson 1 Introduction to Media and Information Literacy Learning Objectives: ▪ ▪ ▪ ▪
define and describe the key concepts (media literacy, information literacy, technology literacy and media and information literacy; identify and enumerate the similarities and differences of the three literacies; create a log that reflects current use and interaction with media and information providers; and create a mind map to present media habits.
Introduction to Media and Information Literacy ▪
UNESCO (United Nations Educational, Scientific and Cultural Organization) defines Media and Information Literacy as: the essential competencies (knowledge, skills and attitudes) that allow citizens to engage effectively with media and other information providers and develop critical thinking and lifelong learning skills for socializing and becoming active citizens.
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The study of media and information literacy or MIL basically focuses on how human communication processes are greatly affected by media and information. Some of these effects are good, while some are worrisome. MIL studies try to unravel both sides of this media story.
KEY CONCEPTS Media. Physical objects used to communicate including mass media (radio, television, computers, film, etc.). Traditionally, media are source of credible information in which contents are provided through an editorial process determined by journalistic values and where editorial accountability can be attributed to an organization or a legal person. In more recent years the term ‘media’ is often used to include new online media. Media entails the technical and artistic creation and delivery of information. Information. A broad term that covers processed data, knowledge derived from study, experience, instruction, signals, or symbols. Literacy. The ability to read and write with understanding. Media Literacy, Information Literacy and Technology Literacy are the three most prevailing skills in the 21st century that focus on critical skills towards media and information. Let us define and describe them one by one. ▪ Media Literacy. The ability to access, analyze, evaluate, and create media in a variety of forms. It aims to empower citizens by providing them with the competencies (knowledge and skills) necessary to engage with traditional media and new technologies. ▪ Information Literacy. The ability to recognize when information is needed, and to locate, evaluate, and effectively communicate information in its various formats. ▪ Technology Literacy. The ability of an individual, either working independently or with others, to use technological tools responsibly, appropriately, and effectively. Using these tools an individual can access, manage, integrate, evaluate, create, and communicate information. IDENTIFYING SIMILARITIES AND DIFFERENCES Aspects
Media Literacy
Information Literacy
Technology Literacy
OBJECTIVES
locating, retrieving evaluating, using and communicating media and information
to access, understand, evaluate, communicate and create media messages and information, ethical use of information and use of multimedia platforms
to access, understand, evaluate, communicate, and create media messages and information, ethical use of technology and use of formats and networks
TARGET OF STUDY
Mass media and media messages, Information and Communications Technology (ICT), multimedia materials
Peer-reviewed publications, multimedia materials, Information and Communications Technology (ICT
Multimedia materials, technological networks and infrastructures, Information and
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Lesson 1 Introduction to Media and Information Literacy Communications Technology (ICT
SUBJECT AREAS
ANALYTICAL APPROACH
locating, retrieving evaluating, using and communicating media and information (critical analysis of media products)
locating, retrieving, evaluating, using and communicating media and information (use of research skills)
use of different tools and infrastructures as well as to understand how the technology and systems work for information processing
Textual analysis, medium analysis, institutional analysis, audience analysis
Textual analysis, critical assessment of texts and documents, does not examine information audience and effects
Multimedia materials, technological networks and infrastructures, Information and Communications Technology (ICT
“We are all media consumers, and that gives us enough right – and responsibility – to practice media literacy in our daily lives.” References: ▪ Cantor, Olivia Linsangan. Media and information Literacy. Quezon City: Vibal Group Inc., 2016. ▪ Pitagan, F., Andres, V. P., Rotor, C., Vilbar, A., Villanueva, C. (2016). Media and Information Literacy-Teaching Guide. Diliman, Quezon City: Commission on Higher Education. Retrieved from e-mail: k12@ched.gov.ph
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Lesson 1 Introduction to Media and Information Literacy ACTIVITY 1. 1 Weekly Interaction Log with Media and Information Providers Direction: Think of the past week and record your use and interaction with media and information providers (such as internet, social media, TV, radio, newspaper, etc.). Indicate how many hours were spent or engaged with each one. These do not have to be exact; you can estimate the number of hours you spend each week. You have 5 minutes for this activity. Refer to the table as your guide. Weekly Interaction Log with Media and Information Providers Media or Information Providers No. of hours in a week Purpose Facebook YouTube Twitter Television Radio Books Others, please specify ✓ Prepare a report by answering the following questions: • Which media provider did you spend the most time? • What roles does media play in your life? (leisure, learning, communication, etc.) ✓ Present your answers to class.
ACTIVITY 1. 2 Analyzing Media Habits ▪ ▪ ▪ ▪ ▪
How much of a media consumer are you? This exercise will enable you to share some of your media habits, lifestyle, and preferences. Complete the table below by giving your comments or observations in using different forms of media. After completing the table, create a mind map with #IAmMedia. This mind map should represent at least most of the media habits included in the media habits table. Use Microsoft Word in accomplishing the table below and submit output in our digital folder for MIL. Refer to rubric on how you will be graded.
A. Complete the table PRINT When reading books When reading magazines The story: The models: The main characters: The design and layout: The story’s message: The overall theme of the magazine: The price: The price: AUDIO When listening to the radio When listening to music The nature of the program: The singer/band: The commercials: The song as a whole: The DJ or radio commentator: The lyrics: Message of the program: How did you get the copy of the song: The time and day you listened to the program: The device or gadget you use to play the song: AUDIOVISUAL When watching TV shows When watching movies The program’s story: The story: The characters (fictional or documentary): The characters and the lessons you got: The commercials shown in between, how often are The price of the ticket(cinema) or the cost of access the commercial breaks: (if cable/pay per view): The channel: How and where you watched the movie: B. Mind Map Refer to rubric below for scoring.
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Lesson 1 Introduction to Media and Information Literacy Mind Map Rubric CRITERIA 4 Originality / Product shows a Creativity large amount of original thought.
3 Product shows some original thought.
2 Uses other people’s idea but giving them credit.
The mind map includes all major contents in the illustration. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
The mind map includes some major contents in the illustration. Makes good use of font, color, graphics, effects, etc. to enhance the presentation.
The mind map includes limited contents in the illustration. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Work Ethics
You worked very hard on your assignment and were always on task.
You worked hard on your assignment but sometimes got off task.
You worked on your assignment but were off task and needed to be redirected by the teacher.
You did not seriously work on your assignment, you frequently were off task, and did not refocus when redirected by the teacher.
Efficiency
The student was able to finish the task in the most effective way without wasting time and effort.
The student was able to finish the task in the projected amount of time.
The student was able to complete the task but used methods that consumed more time or resource.
The student used the least effective method in finishing task.
Illustration / Content
Attractiveness
1 Uses other people’s idea but does not give them credit. The mind map includes no relevant illustrations. Makes use of font, color, graphics, effects, etc. but these often distract from the presentation content.
TOTAL SCORE
SCORE
20
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