Media-Literacy and its important in the modern world

21st century Media literacy

1. MEDIA LITERACY Group 7

2. LEARNING OUTCOME 1. Define Media Literacy. 3. Explain Media Information Literacy (MIL) along with various aspects and dimensions. 2. Cite the important roles of Media Literacy. 4. Examine the advantages and disadvantages of media. 5. Demonstrate how Mil can be integrated in the curriculum. 6. Draw relevant life lessons and significant values in generating utilizing and creating media tools. 7. Analyze research abstract on media literacy and its implications on the teaching-teaching process.

3. 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

4. MEDIA LITERACY Media literacy is the ability to access, analyze. 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 educators have discovered that media literacy is an effective and engaging way to apply critical thinking. skills to a wide range of issues.

5. MEDIA LITERACY CONCEPTS

6. 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, analyzing and 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 softwares and explore the Internet.

7. 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:

8. 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 Modia, nid.)

9. 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.

10. TYPES OF SOCIAL MEDIA

11. 1. SOCIAL MEDIA NEWS WEBSITE 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

12. 2. SOCIAL MEDIA NETWORKING WEBSITES It depicts ability to upload a personal profile that usually connects with other people, such as Linkedin (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.

13. 3. SOCIAL MEDIA PHOTO AND VIDEO SHARING it allows users to upload photos through facebook, Instagram and Pinterest while videos through Youtube

14. 4. MICROBLOGGING AND BLOGGING WEBSITES Sometimes called " preserice apps ", these services let users post very short mes sages 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.

15. 5. SOCIAL MEDIA REVIEW WEBSITES It shows how social reviews can make or break a company or an organization, such as Amazon and eBay.

16. MEDIA AND INFORMATION LITERACY (MIL) Moscow Declaration on Media and Information Literacy (2012)- is a combination of knowledge, attitudes, skills and practices required to access, analyze, evaluate, use, produce, and communicate information and knowledge in creative, legal and ethical ways that respect human rights. UNESCO (2016)- as the set of competencies to search, critically evaluate, use and contribute information and media content wisely.

17. ASPECT OF MIL

18. ACCORDING TO REINECK AND LUBLINSKI (2015), MIL IS THE OPTIMAL OUTCOME OF MEDIA, INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) EDUCATION ALONG THREE ASPECTS: 1. Technical Skills, 2. Critical Attitudes and 3. Facts about Media and ICT

19. UNESCO (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. MIL also involves performative aspect that entails the competence to do rather that just to know certain things. 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. Groeben (2002)- pointed out the importance of knowledge of the inner workings (contexts, routines, contents) and effects of media.

20. SEVEN DIMENSIONS OF MEDIA INFORMATION LITERACY

21. Shapiro and Hughes (1996) identified the seven dimensions of media information literacy: 1. Tools and Literacy- ability to understand and use practical and conceptual tools of current information technology. 2. Resource Literacy- ability to understand the form, format, location and access methods of information resources. 3. Social-Structural Literacy- knowing how information is socially situated and produced, fits into the life of groups about the institutions and social networks. 4. Research Literacy- ability to understand the use IT-based tools relevant to the work of researchers and scholars.

22. 5. Publishing Literacy- ability to format and publish research and ideas electronically, in textual and multimedia forms. 6. Emerging Technology Literacy- ability to adapt to, understand, evaluate and use emerging innovations in information technology. 7. Critical Literacy- ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.

23. ADVANTAGES AND DISADVANTAGE OF MEDIA

24. ADVANTAGES 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 feel convenient in accessing information through mobile phones. 4. They become a vehicle in promoting products toward increased sales. 5. Media lead to the diffusion of diverse cultures and cultural practices. 6. They help people around the world understand each other and respect differences.

25. DISADVANTAGES 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. The internet can be a possible way for scams, fraud and hacking. 4. Media can be addictive and may result in people's decreased productivity. 5. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and others. 6. They can ruin reputation through an anonymous account, malicious scandals, false accusations and rumors.

26. INTEGRATING MEDIA LITERACY IN THE CURRICULUM

27. 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. 2. Show students where to find digital resources and databases. 3. Compare/contrast various media sources. 4. Discuss how the media edits and alters. 5. Examine the "truth" I advertisements. 6. Have students create media

28. 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. To wit:(1) reflect on and analyze 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) identify 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 and communication and for purposes of social and political advocacy.

29. 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. 2. Media Literacy Movement Approach. 3. Critical Media Literacy Approach.

30. ASSESSING AND EVALUATING MEDIA LITERACY WORK

31. Canada's Center 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.

32. 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 the depth and quality of the student's inquiry and analysis of the questions raised in the lesson, as well as his/her thoughtfulness in identifying issues and questions to examine. 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 valuation tool, or both.

33. 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. 2. The audience negotiates meaning. 3. Media have commercial implications. 4. Media have social and political implications. 5. Each medium has a unique aesthetic form.

34. ANY QUESTION OR CLARIFICATION?

35. THANK YOU