Media and Information Literacy Overview

Media and Information Literacy

• Media and Information Literacy encompasses various types of literacy
• Includes basic literacy, cultural diversity, digital literacy, news literacy, media literacy, ICT literacy/Internet security, information literacy, and other types of literacy
• The diagram shows interconnected relationships between different types of Media and Information Literacy

Emoticons

• This page shows different emoticons

Evaluating Emotional Responses to News

• This page presents a news story image and asks viewers to select how the story makes them feel.
• Options include happy, sad, angry, don't care, inspired, and afraid.
• The page likely investigates the emotional impact of news and media on viewers.

Examples of News Stories and Emotional Reactions

• Stories include a Chinese woman splashing a cop, a suicide bomber angle in a Jolo church attack, Pope Francis holding a mass, and other events.
• Associated with each is a list of possible emotional reactions (happy, sad, angry, don't care, inspired, afraid).
• This likely explores how different individuals might perceive and respond to similar issues.

Energy Safety Tips

• Stay away from power lines: The human body conducts electricity. Avoid power lines to prevent electrocution.
• Rainy season tips:
  • Conserve water
  • Cover water storage to prevent mosquito breeding
  • Drink plenty of water (8-12 glasses)
  • Boil water before drinking

21st Century Skills

• Categorized into three parts
  • Learning skills
    • Critical thinking, creative thinking, collaborating, communicating
  • Literacy Skills
    • Information literacy, media literacy, technology literacy
  • Life skills
    • Flexibility, initiative, social skills, productivity, leadership

Instructions for Ranking Media Forms

• Rank media forms based on frequency of use and interaction
• For each medium, answer these questions
  • Why use this medium?
  • What info is shared or received?
  • How does the medium affect sharing/receiving info?
  • How literate are you with the medium?

Terms to Understand: Literacy

• Literacy is the ability to identify, understand, interpret, create, communicate, and compute using printed or written materials
• This spans various contexts and involves continuous learning enabling achievement of goals, knowledge development, and societal contribution

Terms to Understand: Media

• Media refers to physical objects used for communication (radio, television, computers, film). This also represents objects used to convey messages
• Media Literacy: The ability to read, analyze, evaluate, and produce communication across various media forms

Terms to Understand: How to Identify Information

• Information is a broad term encompassing processed data and knowledge gained through study, experience, instruction, and signals/symbols.
• Information Literacy: The ability to recognize when information is needed, locate it, evaluate it effectively, and communicate it in different formats

Terms to Understand: Technology

• Technology refers to the knowledge used in creating and applying technical means to life, society, and the environment. This includes areas like industrial arts, engineering, applied science, and pure science
• Technology Literacy (Digital Literacy): The capacity to use digital tools, communication networks, and other technologies to locate, evaluate, utilize, and create information

Importance of Different Literacies

• Media Literacy:
  • Become a smart consumer of goods/info
  • Develop critical thinking skills
  • Recognize various viewpoints
  • Create responsibly
  • Understand the role of media in culture
  • Understand media influence, and informed choices
• Information Literacy:
  • Distinguish relevant information sources
  • Organize/classify different information forms
  • Develop effective research skills
• Technological Literacy(Digital Literacy):
  • Discover new cures for illnesses/advances
  • Save valuable time
  • Streamline operations

What Affects Perception of World and Reality?

• Media's role in shaping society and culture, including personal perceptions of reality through communicated information and images

Media Messages

• Media messages utilize persuasion techniques to influence beliefs and actions
• Media can create fantasy worlds, leading to potentially unwise, anti-social, or dangerous actions.

Media Messages: Parts of a Media Message

• "Texts" (words, pictures, sounds) - the actual components of a message
• "Subtext" (hidden meaning) - the implied or underlying meaning beyond the explicit message

Media Messages: Perspectives

• Media messages reflect the values/viewpoints of the creators
• Personal values & experiences influence how people interpret messages.
• Individuals interpret messages based on their experience and knowledge and beliefs

Deconstructing Media Messages

• Viewing media critically involves dissecting the creation and purpose of messages
• Recognising persuasion techniques used by media producers
• Identifying parts of the story not being conveyed

Media Literacy in a Digital Age

• Media-literate people consume media with a critical eye
• Evaluate sources and intended purposes
• Identify persuasion techniques.
• Analyze media's deeper meaning.

Article 19 of the Universal Declaration of Human Rights

• Guarantees everyone's right to freedom of opinion and expression, encompassing the freedom to hold opinions without interference and to receive and impart information/ideas through any media

Technology Today

• Technology significantly impacts modern life. A world without technology might lack access to various forms of communication

Activities:

• Creating an editorial cartoon is an activity in which students create an editorial cartoon related to social media's influence on students' learning.

Rubric for Oral Presentation

• Evaluation criteria for oral presentations, assessing presence, organization, subject mastery, and overall impression

Media & Information Design Framework

• Breakdown with guidelines questions enabling the creation of media content. Components include target audience, sender/author, key content, purpose, form/style, and medium/format

Editorial Cartoon Activity

• Students create an editorial cartoon based on social media's influence on student learning, providing necessary details like title, explanation, and the MIL framework.
• Students should work on short-size bond paper for the cartoon

Guide Questions for MIL Design Framework

• Questions for various components of the media and information design framework

Example Editorial Cartoons

• Examples in which editorial cartoons have been used to convey specific messages.

Explore various types of literacy, including digital, media, and information literacy. This quiz will help you understand the interconnectedness of these literacies and their impact on cultural diversity and news consumption. Assess your knowledge and see how well you can evaluate emotional responses to media content.