Three Building Blocks of Media Literacy Quiz

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16 Questions

What are the three building blocks of media literacy according to the text?

Personal locus, Knowledge structure, and Skills

Which factor involves the awareness to know the message according to the text?

Personal locus

In which mode are people in control of information processing and meaning making, according to the text?

Conscious mode

What is the main focus of the motivation needed to consume media content, as mentioned in the text?

To drive the goal for getting information

Which two types of locus are mentioned in the text?

Conscious mode and Unconscious mode

What is part of the systematic way of thinking when consuming media contents, as per the text?

Personal locus

What is the difference between information and knowledge?

Information is not organized, while knowledge is organized

Which area does media literacy identify knowledge structure in?

Media Effects

What does 'analysis' refer to in media literacy skills?

Breaking down a message into meaningful elements

What are the components of knowledge structure in the text?

Real World and Social Information

How does the text suggest people can develop their knowledge to be more practical?

By practicing their knowledge

What are the two types of information mentioned in the text?

Factual information and social information

Which area of media literacy involves comparing media information with reality?

Real World

What does 'synthesis' refer to in the context of media literacy skills?

Creating new meaning from various messages or elements

'Induction' in media literacy skills involves:

Drawing conclusions based on specific evidence or examples

'Abstraction' in media literacy skills refers to:

Understanding the underlying meaning of a message

Study Notes

Building Blocks of Media Literacy

  • The three building blocks of media literacy are: analysis, evaluation, and production.

Factors in Media Literacy

  • Awareness to know the message is a factor that involves the cognitive aspect.

Modes of Information Processing

  • People are in control of information processing and meaning making in the active mode.

Motivation in Media Literacy

  • The main focus of the motivation needed to consume media content is to seek meaning and pleasure.

Locus Types

  • The two types of locus mentioned in the text are internal and external.

Systematic Thinking

  • Part of the systematic way of thinking when consuming media contents is to be critical and analytical.

Information and Knowledge

  • The difference between information and knowledge is that information is the raw data, while knowledge is the meaningful interpretation and organization of that data.

Knowledge Structure

  • Media literacy identifies knowledge structure in the area of cognitive processing.

Analysis in Media Literacy

  • Analysis refers to the process of identifying and understanding the components of media content.

Components of Knowledge Structure

  • The components of knowledge structure in the text are induction, abstraction, and synthesis.

Developing Knowledge

  • The text suggests people can develop their knowledge to be more practical by applying it in real-life situations.

Types of Information

  • The two types of information mentioned in the text are objective and subjective.

Media Literacy Skills

  • Evaluation involves comparing media information with reality.

Synthesis in Media Literacy

  • Synthesis refers to the process of combining and integrating information to create new meanings.

Induction and Abstraction

  • Induction in media literacy skills involves making generalizations from specific instances.
  • Abstraction in media literacy skills refers to the process of identifying patterns and relationships between pieces of information.

Test your understanding of the three building blocks of media literacy: personal locus, knowledge structure, and skills. This quiz will help you assess your knowledge and improve your media literacy skills based on the Three Building Block Model by W. James Potter.

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