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Media and Information Literacy As Citizen Management

This document discusses media and information literacy. It defines literacy as not just reading and writing, but as the ability to engage meaningfully with media and information sources. It introduces the concept of media literacy and outlines five key questions for analyzing media messages: who created the message, what techniques were used, how might people understand it differently, what values and perspectives are represented or omitted, and why is the message being sent. Finally, it provides a working definition of media literacy as the ability to access, analyze, and respond to various media forms, including print, images, and online content.

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Jem Cat
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274 views

Media and Information Literacy As Citizen Management

This document discusses media and information literacy. It defines literacy as not just reading and writing, but as the ability to engage meaningfully with media and information sources. It introduces the concept of media literacy and outlines five key questions for analyzing media messages: who created the message, what techniques were used, how might people understand it differently, what values and perspectives are represented or omitted, and why is the message being sent. Finally, it provides a working definition of media literacy as the ability to access, analyze, and respond to various media forms, including print, images, and online content.

Uploaded by

Jem Cat
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 PPTX, PDF, TXT or read online on Scribd
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MEDIA AND

INFORMATION
LITERACY AS CITIZEN
MANAGEMENT
M E D I A A N D I N F O R M AT I O N L I T E R A C Y
LESSON2
LITERACY
• Is widely known as the ability to read and write. The advent of modernity and
expansion of access to general education has enabled societies t produce literate
populations. There has been a stress on functional literacy to emphasize the
idea that reading and writing skills should enable an individual to tackle tasks
that unfold the everyday life.
• Is always associated with a set of tangible skills, particularly the skills of
writing and reading. Its twin sister numeracy, which is the skill associated with
basin mathematical operations involving numbers.
LITERACY
• Is a fundamental human right and foundation for lifelong learning.
For individuals, families, and societies alike, it is an instrument of
empowerment to improve one’s health, one’s income, and one’s
relationship with the world.
• Empowerment is very significant in our appreciation of how
literacy provides us with means to access the world of knowledge,
so we can lead better lives
ACTIVITY:
Instructions: Find a women’s magazine in your house or any magazine
you can find. Now, go beyond the photographs of this printed
advertisement and answer the following guide questions:
• Who created this print advertisement? Cite an institution or
organization that created the magazine.
• What attracted you to this print advertisement?
• How do you react to this print advertisement? And how do you think
people might react to it?
• What lifestyles are presented in this print advertisement?
• What values are being promoted in this print advertisement?
IF YOU RESPONDED TO
THE FIVE QUESTIONS
A B O V E , T H E N Y O U H AV E
J U S T D E M O N S T R AT E D
YOUR ABILITY TO
M E A N I N G F U L LY E N G A G E
WITH THE IMAGES YOU
E N C O U N T E R E V E R Y D AY.
MEDIA LITERACY: AN INSTRUMENT FOR EMPOWERMENT
Let us reframe the five questions you have engaged with awhile ago to
come up with these Media Literacy’s Five Key Questions (Center of Media
Literacy, 1995) when engaging with images and information messages
around us.
• Who created this message?
• What creative techniques were used to attract my attention?
• How might different people appreciate and understand these
messages?
• What lifestyles, value systems, perspectives, and points-of-view are
represented in this messages? Conversely, what is omitted.
• Why is this message being sent?
MEDIA LITERACY: AN INSTRUMENT FOR EMPOWERMENT

Those questions are the building blocks for the analysis of


media and information texts. As we have said earlier, you
need to develop the skills od unpacking media and
information texts. Guide questions such as the five above
will lead you to an inquiry-based experience, where the mere
asking of the right questions generate an “Aha!” moment.
From there, learning ensues.
A WORKING DEFINITION OF MEDIA LITERACY
• Media literacy is most validly seen as a repertoire of skills
and capacities. The most common definition is “the ability
to access, analyze, and respond to a range of media.”
(Sargant 2004, 28)
• By range of media, includes print, moving images, and
other hybrid forms such as multimedia texts.
A WORKING DEFINITION OF MEDIA LITERACY
• Access denotes knowledge of where to find these forms of media.
Aside from that it should include the technical competence to
navigate around technology and easily adjust to the technological
advancements that happen every now and then.
• Analysis includes thinking reflectively and critically on what has
been read, seen, or experienced, and its implications to oneself and
to one’s community.
A WORKING DEFINITION OF MEDIA LITERACY
• Response includes the ability to experience and explore the
pleasures of the media text, and how these are realized
through the language of the media. It includes an
evaluation of how, as perennial media audiences, these
media texts shape our insights perspectives, and identities.
ORIGINS OF THE WORD “MEDIA”
• The original means of mass communication were print– magazines,
journals, and newspapers—and their collective name was already in
place: publications. Soon after, radio and television were added to
the mix, however, the term “publications” would not stretch to fit.
Needing a term that would encompasses;; these means of
communication, writers borrowed the term “media” from
advertising people, and used it since then to accommodate these
means of communication and even the newer ones such as the
internet. (Turow 2009)
WHAT IS INFORMATION AGE?
• Today, we live every aspects of our lives faster and easier. The
internet arose in 1969, but it was in 1989 when a fully developed
World Vide Web arose and turned it into global platform
knowledge-sharing, communication, and archiving.
• Internet is a vast chain of computer networks in which anyone who
has access to a computer with internet connection can publish their
documents.
WHO PUTS INFORMATION ON THE INTERNET?
• There are many kinds of internet sites that you might find during the
course of a search—sites created by different people or
organizations with different objectives. The three-letter code
preceded by a dot (.), simply known as the domain, gives you a
fairly good idea of who is publishing the internet site.
DOMAIN NAMES AND THEIR EQUIVALENT
SOURCES OF INFORMATION
• Popular Publication: Most of what rules in the print and non-print
media are popular publications with general public as its target
audience. Included under this category are journalistic articles,
feature articles, manuals, flyers, fact sheets and even blogs by
netizens.
• Scholarly Publications: These are well-searched articles found
mostly in academic journals and published for the specialists of a
specific field.
• Trade Publication: These are also highly specialized materials
meant for the players and specialists of a specific industry.
FORMATS OF INFORMATION
• How do you retrieve information, and in what format can they be
accused? Let us differentiate those various formats.
ACTIVITY:
Write a reflection of what you
learned from the lesson in a short
bond paper.
C O N G R AT U L AT I O N S ! Y O U
H AV E J U S T F I N I S H E D Y O U R
2ND WEEK MODULE!
P L E A S E WA I T F O R N E W
INSTRUCTIONS FROM
YOUR TEACHER VIA GROUP
C H AT ! G O D B L E S S !

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