Quarter 1- Module 1 – Introduction to Media and Information Literacy Information Literacy
After going through this module, you are expected to:
1. Describe how communication is affected by media and information. 2. Identify the similarities and differences of media, information, literacy, and technology literacy. 3. Discuss responsible use of media and information.
LESSON 1: Introduction to Media and Information Literacy
In today’s age of misinformation and fake news, one of the most critical 21st century skills you need to learn is information literacy.
The reality is, we live in a world where the quality of information we receive largely determines our choices and ensuing actions, including our capacity to enjoy fundamental freedoms and the ability for self- determination and development. Driven by technological improvements in telecommunications, there is also a proliferation of media and other information providers through which vast amounts of information and knowledge are accessed and shared by citizen (Karklins, J., UNESCO).
In this fast-paced technology-driven time, we are bombarded with various information here and there, in the convenience of a click, right in the comforts of our very own homes. Being Senior High School students, you are expected to be literate, not just in terms of numbers and letters, but to be able to fully grasp up to what extent information may be used and distributed.
What is communication? Communication is a process by which information is exchanged between individuals through a common system, signs, or behavior (Merriam Webster dictionary). It the process by which messages or information is sent from one place or person to another, or the message itself. (Cambridge.org Dictionary). The Two (2) Basic Types of Communication
1. Verbal – it can be oral and written
communication.
2. Non-verbal – are signs, symbols,
colors, gestures, body language, facial expression.
Video presentation about the two (2) basic types of communication.
Elements Descriptions 1. Source -The source is the person (or thing) attempting to share information - The only qualifications necessary for a source: an origin of information An ability to transmit this information, through a channel, to a receiver. 2. Message -It is simply the information you want to communicate - Producing meaning has several criteria: First, the object or the speaker has an inherent meaning, maybe through being a local celebrity. Second criterion would be his or her image, activing as a symbol or representation of the meaning of the object (a well-dressed, professional and successful person) Third criterion is interpretation or derived meaning. If the object and image are successful, then audience will leave with an understanding of how to proceed toward a life of personal fulfillment.
3. Encoding -It is the process of assembling the message into a representative design with the objective of ensuring that the receiver can comprehend it. - Communication is only established when it results in both the source and the receiver understanding the same information
4. Channel -An encoded message is conveyed by the source through a channel.
- There are numerous channel categories, verbal, non-verbal, or non-personal, etc. - A channel could be the paper on which words are written, or the Internet acting in the client-server model that is allowing you to read these words right now. - A good communicator is one who understands which channels to use under different circumstances. Unfortunately, there is no perfect channel. All channels have strengths and weaknesses (smartphones are great, for example, but a marriage proposal is best done in person).
5. Decoding - This is where listening, and reading directions carefully, makes its claim to fame. - As we discussed in Encoding, communication is only successful when it results in both the source and the receiver understanding the same information - For this to happen, there can be no errors inn processing. - The most common among there would be, for example, a first-grader sitting in on a lecture on different equations, i.e. decoding is impossible if the decoder cannot even understand the message.
6. Receiver -Ultimately, the message is delivered to the receiver.
- A good communicator takes the receivers preconceptions, and frames of reference into consideration; how they will react, where common ground is shared, their sense of humor, their moral conduct, etc. - All of these things will affect how the receivers decode messages.
7. Feedback -A better word might be ‘reaction” or “responses”.
- The source judges its success based on the feedback it receives, so pay close attention. - If Google’s servers crashed tomorrow, there would be a lot of confused sources. - The same would be true if you delivered a flawless marriage proposal, only receive a look of bewilderment and horror. - Feedback is moment of reckoning. Whether things go right or wrong it serves as one of the most important learning opportunities we have.
Comparison Between Feedback and Response
As nouns, the difference between response and feedback is that response is (senseid) an answer or reply, or something in the nature of an answer or reply while feedback is critical assessment on information produced. Below are some examples of feedback, and replies.
The Origin of the Word “Media”
The original means of mass communication were print – magazines, journals, and newspapers – and their collective 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 encompass all these means of communication, writers borrowed the term ‘media” from advertising people, and used it since then to accommodate there means of communication and even the newer ones, such as the internet. (Turow 2009)
Categories of Media
The media modality refers to the nature of message, whether it is relayed using text, audio, video, graphics, animation, or a combination of any of this. The media format is the way the data is arranged. The or massage may be transmitted through radio waves (for audio) and light for other modalities. The mass media form refers to the particular media technology to which the message is transmitted.
Media Literacy
Media Literacy is the ability to access, analyze, response to a range of media. It also evaluates 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.
Media literacy uses forms of communication and produces ways of communication. It is about media content. It builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression needed for democratic citizens.
Example of “range of media” are: print, moving images, other hybrid forms such as multimedia text.
Access – denotes the knowledge of where to find these forms of media. It might mean having access to cable, knowing how to play the DVD player, knowing how to adjust setting and knowledge where to access the media texts that are crucial to your life and to your community. Analysis – includes thinking reflectively and critically on what has been read, seen or experienced, and its implications to oneself and to one’s community.
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.
If you have access to the internet, follow this YouTube video link about” What is media literacy?
Information Literacy Information Literacy is the ability to recognize when information is needed, and to locate, evaluate, and effectively communicate information in its various formats.
The information literacy is about using, managing, gathering, and verifying information. It is about library science. Students learn how to evaluate the quality, credibility, validity of websites, and give proper credit from effective search strategies to evaluation techniques.
Technology (Digital) Literacy
Technology Literacy is the ability of an individual, either working independently or with others, to responsibly, appropriately, and effectively use technological tools. Using these tools an individual can access, manage, integrate, evaluate, create and communicate information.
Technology literacy is applying new found knowledge from digital environments, participating in digital media, organizing, and evaluating information. Also, it is the ability to effectively use technology to access, evaluate, integrate, create, and communicate information to enhance the learning process through problem-solving and critical thinking. Source: MIL Curriculum Guide for Teachers by UNESCO, 2011
Media and Information Literacy
Our brains depend on information to work optimally. The quality of information we engage with largely determines our perceptions, beliefs and attitudes. It could be information from other persons, the media, libraries, archives, museums, publishers, or other information providers including those on the internet.
Media and information literacy (MIL) provides answers to the questions that we all ask ourselves at some point. How can we access, search, critically assess, use and contribute content wisely, both online and offline? What are the ethical issues surrounding the access and use of information? How can we engage with media and ICTs to promote equality, intercultural and interreligious dialogue, peace, freedom of expression and access to information?
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 user and producer of information and media content. Media literacy, information literacy, and technology literacy are all similar in terms of goals. They all share the common goal of cultivating people’s ability to access, understand, use, evaluate, and create media messages, information, or content using information technology. They are all similar to the mastery and understanding of a thing.
Being Media and Information Literate Individual
There are two factors that can influence you to become a media and information literate individual. One is clarifying your goals and motivations for seeking information. The greater your need, the more effort you exert to become selective of the information at your disposal. Second is acquiring more skills in discerning, appreciating, and filtering information. This involves being more media savvy and better acquainted with information sources. For more information about media and information literate individual, visit this link: http://uk.sagepub.com/sites/default/files/upm-binaries/34589_2.pdf
When you are literate, you are expected to be intellectually critical in interpreting the things that you see and experience around you. You are able to decode and have a deeper understanding of how things are and how they work, being literate means empowering you to be able to affect change to yourself and to others.
Critical Thinking Skills
The critical thinking is the ability to evaluate the kind of information you access and share which is very vital skill as producers and consumers of information. Being critical means being capable of judging the merit of something based on certain standards or parameters.
Eight (8) Fundamental Elements of Media Literacy
(by Art Silverblatt, the media scholar)
1. A critical thinking skill enabling audience members to develop independent judgments about media content. 2. An understanding of the process of mass communication. 3. An awareness of the impact of media on the individual and society. 4. Strategies for analyzing and discussing media messages. 5. Understanding of media content as a text that provides insight into our culture and our lives. 6. The ability to enjoy, understand, and appreciate messages. 7. Development of effective and responsible production skills. 8. An understanding of the ethical and moral obligations of media practitioners.
The media literate person is in control of his or her media experiences because he or she understands the basic conventions of various media and enjoys their uses in the deliberately conscious manner.
