GE 1 Purposive Communication Lesson 6 & 7 PDF

POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP)...

POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP) LEARNING HANDOUT FOR PURPOSIVE COMMUNICATION LESSON 6: The Written and Spoken Language Registers/Registers of English Prepared by: Prof. Michael C. Cariaga, LPT, M.A.Ed (c) Differences between Writing and Speech From omniglot.com Written and spoken language differ in many ways. However,some forms of writing are closer to speechthan others, and vice versa. Below are some of the ways in which these two forms of language differ:  Writing is usually permanent and written texts cannot usually be changed once they have been printed/written out. Speech is usually transient, unless recorded, and speakers can correct themselves and change their utterances as they go along.  A written text can communicate across time and space for as long as the particular language and writing system is still understood. Speech is usually used for immediate interactions.  Written language tends to be more complex and intricate than speech with longer sentences and many subordinate clauses. The punctuation and layout of written texts also have no spoken equivalent. However some forms of written language, such as instant messages and email, are closer to spoken language. Spoken language tends to be full of repetitions, incomplete sentences, corrections and interruptions, with the exception of formal speeches and other scripted forms of speech, such as news reports and scripts for plays and films.  Writers receive no immediate feedback from their readers, except in computer-based communication. Therefore they cannot rely on context to clarify things so there is more need to explain things clearly and unambiguously than in speech, except in written correspondencebetween people who know one another well. Speech is usually a dynamic interaction between two or more people. Context and sharedknowledge play a major role, so it is possible to leave much unsaid or indirectly implied.  Writers can make use of punctuation, headings, layout, colors and other graphical effects in their written texts. Such things are not available in speech Speech can use timing, tone, volume, and timbre to add emotional context.  Written material can be read repeatedly and closely analyzed, and notes can be made on the writing surface. Only recorded speech can be used in this way.  Some grammatical constructions are only used in writing, as are some kinds of vocabulary, such as some complex chemical and legal terms. Some types of vocabulary are used only or mainly in speech. These include slang expressions,and tags like y'know, like, etc. VARIETIES OF ENGLISH  During your senior high school, you must have encountered the term World Englishes (WE) or varieties of English in class. WE actually stands for the localized varieties of English as they are used or spoken in certain areas. In the Asian context, the concept was introduced by Braj Kachru. The famous "Three Concentric Circles of Asian Englishes" attributed to Kachru presents the three circles: Inner Circle with ENL (English as a native language member countries; the Outer Circle with ESL (English as a second language) member countries; and the Expanding Circle with E (English as a foreign language) member countries. Examples of countries belonging to the Inner Circle are the USA, UK, Australia, Canada, and New Zealand. Kachru's Outer Circle is comprised of Singapore, Malaysia, the Philippines, and Pakistan, among while the Expanding Circle is composed of countries such as China, others Japan, Taiwan, and Thailand. Aside from the fact that the Outer and Expanding Circles are ESL and EFL speaking, respectively they have been colonized by some member countries in the Inner Circle making the varieties they speak as post-colonial. 1 PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP) LANGUAGE VARIETY In sociolinguistics, language variety—also called lect—is a general term for any distinctive form of a language or linguistic expression. Linguists commonly use language variety (or simply variety) as a coverterm for any of the overlapping subcategories of a language, including dialect, register, jargon, and idiolect.  To understand the meaning of language varieties, it's important to consider how lects differ from standard English. Even what constitutes standard English is a topic of hot debate among linguists.  Standard English is a controversial term for a form of the English language that is written and spoken by educated users. For some linguists, standard English is a synonym for good or correct English usage. Others use the term to refer to a specific geographical dialect of English or a dialect favored by the most powerful and prestigious social group.  Varieties of language develop for a number of reasons: differences can come about for geographical reasons; people who live in different geographic areas often develop distinct dialects—variations of standard English. Those who belong to a specific group, often academic or professional, tend to adopt jargon that is known to and understood by only members of that select group. Even individuals develop idiolects, their own specific ways of speaking. 1. DIALECT The word dialect—which contains "lect" within the term—derives from the Greek words dia- meaning "across, between" and legein "speak." A dialect is a regional or social variety of a language distinguished by pronunciation, grammar, and/or vocabulary. The term dialect is often used to characterize a way of speaking that differs from the standard variety of the language. Types of Lects In addition to the distinctions discussed previously, different types of lects also echo the types oflanguage varieties: Regional dialect: A variety spoken in a particular region. Sociolect: Also known as a social dialect, a variety of language (or register) used by a socioeconomic class, a profession, an age group, or any other social group.  Ethnolect: A lect spoken by a specific ethnic group. For example, Ebonics, the vernacular spoken by some African-Americans, is a type of ethnolect, notes e2f, a language-translation firm.  Idiolect: According to e2f, the language or languages spoken by each individual. For example, if you are multilingual and can speak in different registers and styles, your idiolect comprisesseveral languages, each with multiple registers and styles. 2. PIDGIN  A pidgin is a new language which develops in situations where speakers of different languages need to communicate but don't share a common language. The vocabulary of a pidgin comes mainly from one particular language (called the 'lexifier'). An early 'pre- pidgin' is quite restricted in use and variable in structure. But the later 'stable pidgin' develops its own grammatical rules which are quite different from those of the lexifier.  Once a stable pidgin has emerged, it is generally learned as a second language and used for communication among people who speak different languages. Examples are Nigerian Pidgin and Bislama (spoken in Vanuatu). 3. CREOLE  When children start learning a pidgin as their first language and it becomes the mother tongue of a community, it is called a creole. Like a pidgin, a creole is a distinct language which has taken most of its vocabulary from another language, the lexifier, but has its own unique grammatical rules. Unlike a pidgin, however, a creole is not restricted in use, and is like any other language in its full range of functions. Examples are Gullah, Jamaican Creole and Hawai`i Creole English. Note that the words 'pidgin' and 'creole' are technical terms used by linguists, and not necessarily by speakers of the language. For example, speakers of Jamaican Creole call their language 'Patwa' (from patois) and speakers of Hawai`i Creole English call theirs 'Pidgin.' 2 PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/  POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP) 4. REGISTER  Register is defined as the way a speaker uses language differently in different circumstances. Think about the words you choose, your tone of voice, even your body language. You probably behave very differently chatting with a friend than you would at a formal dinner party or during a job interview. These variations in formality, also called stylistic variation, are known as registers in linguistics.  They are determined by such factors as social occasion, context, purpose, and audience. Registers are marked by a variety of specialized vocabulary and turns of phrases, colloquialisms, the use of jargon, and a difference in intonation and pace.  Registers are used in all forms of communication, including written, spoken, and signed. Depending on grammar, syntax, and tone, the register may be extremely rigid or very intimate. You don't even need to use an actual word to communicate effectively. A huff of exasperation during a debate or a grin while signing "hello" speaks volumes. Language Registers Language register refers to the formality of language which one speaks. Different registers are used in different situations. It is through register that you are able to determine the kind of lexicon or vocabulary to use as well as the kind of structure to be used. Even in writing, you may use a formal or an informal register. In some instances, even a neutral language register is identified.  The formal register then is used in formal speaking and writing situations. In a state of the nation address classified as a formal communicative situation, the speech is usually delivered using a highly-polished language, read from a manuscript. This is certainly allowed since the President occupying the highest position in the country could not afford to make mistakes. On the contrary, a priest delivering his homily, more often than not, speaks extemporaneously and uses ordinary language. This is so since the audience is composed of various audiences coming from different walks of life. The priest should be able to convey his spiritual message to the listeners without difficulty of comprehension on their part. The priest should also be able to touch the very core of the listeners' hearts so that they live the preachings they hear.  The formal register is likewise appropriate for use in professional writing like project proposals, position papers, and business letters as in the case of writing to a superior or to a head of a certain organization. It is more impersonal, objective, and factual. Informal register, which is more casual in tone, is appropriate for people with whom you have established a more personal relationship as in the case of friends and relatives. This type of writing may sometimes be emotional as an intimate relationship exists between the speaker and listener or writer and reader. THREE KEY FACTORS IN THE CONTEXT OF LANGUAGE REGISTER According to Halliday, in any particular situation there are three key factors in the context that affect the choices we make from the language system: the field, the tenor, and the mode. a) Field refers to the content or subject matter. In a school context, our language choices will vary depending on such matters as the curriculum area and the topic being studied. e language choices we make in science, for example, will be quite different from those made in history. e topic of crystallisation will employ quite different language features from the topic of life in ancient Rome. b) Tenor refers to the roles we take up (student, parent, customer, employee) and our relationships with others in any particular situation. e tenor will be affected by such matters as the status, level of expertise, age, ethnic background, and gender of the participants. Language choices will vary according to such factors as how well people know each other, how frequently they meet, and how they feel about each other. If you are having a conversation with a close friend with whom you meet regularly, the choices will be quite different from a tutorial session with a senior lecturer and a group of students you hardly know. c) Mode refers to the channel of communication being used: the mode and the medium. Here, we are primarily concerned with the difference between the spoken mode and the written mode and the different roles these play in the learning process. It is an important consideration as students move from the oral language of the home and schoolyard to the increasingly dense and compact language of the written mode in academic contexts. Mode can also refer to visual and multimodal texts presented through a range of media. Language Registers range on a scale from most formal to most informal. The five levels identified have been given specialized names by Linguists; frozen, formal, consultative, casual and intimate. a) Frozen: This is where the use of language is fixed and relatively static. The national pledge, anthem, school creeds and The Lord's Prayer are examples of a frozen register. In essence it is language that does not require any feedback. b) Formal: This describes language used in official and ceremonial settings. For example in court, in a business meeting, at a swearing in ceremony, in an interview or in a classroom etc. The language usedin these settings is comparatively rigid and has a set, agreed upon vocabulary that is well documented.In other words, the language used is often of a standard variety. c) Consultative: This describes language used for the purpose of seeking assistance as is suggested bythe word 'consult'. It also describes the language used between a superior and subordinate. In bothcases one person is deemed as more knowledgeable and having greater expertise and the other person is the beneficiary of such knowledge and expertise. The language dynamism between lawyer/client, doctor/patient, employer/employee and teacher/student are examples of this type of register. d) Casual/Informal: This describes language used between friends. It is often very relaxed and focused on just getting the information out. Slangs are quite often used in these instances. e) Intimate: This is used to describe language used between persons who share a close relationship or bond. This register would take into account certain terms of endearment, slangs or expressions whose meaning is shared with a small subset of persons. For example lovers 3 PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP) having special terms of endearment, mothers giving pet names to their children based on some character trait and best friends formulating slangs based on some shared past experience. 5. JARGON Jargon refers to the specialized language of a professional or occupational group. Such language is often meaningless to outsiders. Varieties of Jargon  Academese-used in institutes of higher education  Legalese- formal and technical language of legal documents that is hard to understand.  Textese- Informal used of language used in chatrooms, messaging, etc. References: ______________________________ Ronquillo et.al (2020). Learners Module for Purposive Communication. Bachelor of Arts in English Language Studies. Tarlac State University Madrunio M., (2016). Purposive Communication Using English in Multicultural context. General Education. https://www.studocu.com/ph/document/university-of-perpetual-help-system-dalta/purposive-communication/introduction-to-purposive Aronoff, Mark. (2007). Written Language and Spoken Language. Retrieved fromhttp://scholarpedia.org/article/Language_(linguistics) D'Educator Admin CAPE-Communication Studies (2011, February 9). Language registers. Retrieved from https://capecommstudies.blogspot.com/2011/02/languageregisters.html#:~:text=1%20 Frozen%3A%20This%20is%20where%20the%20use%20of,a%20superior%20and%20subordinat e.%20...%20More20items...%20 General Knowledge. (2019, May 25). The most spoken languages in the world. Retrieved fromhttps://www.youtube.com/watch?v=Fzg2gdCu3Qw. 4 PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP) LEARNING HANDOUT FOR PURPOSIVE COMMUNICATION LESSON 7: The Nature of Communication Aids and Social Media Prepared by: Prof. Michael C. Cariaga, LPT, M.A.Ed (c) COMMUNICATION IN SOCIAL MEDIA  There are various modes through which we communicate with each other. In the past, these modes took the form of handwritten messages, typewritten messages, short telegrams, computer-encoded texts, as well as landline telephone conversation, and audio/video-recorded messages. Because each mode of communication is distinct from the other, the ways in which we craft our messages differ. For example, there is a greater tendencies for us to write a longer, more visually detailed message if we encode it using a computer. If we handwrite the same message, or deliver it through an audio-recording, the message will not be the same. Today, with the rapid rise and spread of Internet connectivity, the old forms of communication have given way to new forms that make communication easier and faster. EVALUATING MESSAGES AND IMAGES OF DIFFERENT TYPES OF TEXTS TEXTS – provide the means for communicating and form an important part of study in any given course. It is important to understand how the features of texts affect reading comprehension, particularly in examining similarities and differences of the traditional print-based and multimodal texts.  Pardo (2004) explains that these types of texts share characteristics that may include an understanding of the author’s intent, the social purpose of the text, how it is structured, how well it is written, the subject matter, vocabulary, language choices, the reading level, and other surface features. Hence, evaluating text types is given emphasis on these characteristic modes that offer significant information that could help enrich an available schema.  Evaluating messages and images of different types of texts requires the evaluator to comprehend the initial textual data that lie on text features. It involves the active construction of meaning through the interaction of the evaluator who is engaged on critically reading printbased or multimodal texts. Print-based refers to those texts that are prepared in prints, but any printed text is a multimodal text since it involves various communication modalities. Hence, multimodal texts refer to those types of texts that use a combination of two or more communication modes, for instance, print, image, and spoken text as in film or computer presentations. In the 21st century, however, readers tend to devote much of their time reading and comprehending multimodal texts.  Using multimodal texts requires learners to reconsider its nature, the cultural diversity of readers, and the complex technological environments. The texts should, therefore, be selected with care for the purpose of exploring one key understanding of how texts have different meanings for readers with different cultural orientations. MULTIMODAL TEXTS- When a text combines two or more semiotic systems (linguistic, visual, audio, gestural, spatial), it is considered multimodal. Semiotic is the study of meaning-making. It explores signs and symbols as important components of communication. Forms of multimodal texts: 1. Paper. This form is print based, such as, books, comics, posters, magazines. 2. Digital. It is computer-based like slide presentations, emails, ebooks, blogs, eposters, web pages, social media, animations, films, movies, video games. 3. Live. It is a form of actual performance or an event Two or more of the following semiotic systems are included in a multimodal text. 1. Linguistic system. It refers to the linguistic components like vocabulary, structure, and grammar of a text. 2. Visual system. It pertains to the color, vectors and viewpoint in still and moving images. 3. Audio system. This mode refers to the volume, pitch, and rhythm of music and sound effects of a presentation. 4. Gestural system. It denotes the movement, facial expression, and body language of the characters. 5. Spatial system. It indicates proximity, direction, position of layout, and organization of objects in space. CRITICAL READING OF MULTIMODAL TEXTS  Critical reading is the process of reading that goes beyond comprehension of a text. It means to say that one to be a critical reader must be actively involved in responding to the reading text. It is very useful at all stages of academic study but is particularly important when evaluating messages of multimodal texts. Critical Reading involves: 1. Carefully considering and evaluating a reading text; 2. Identifying the strengths and implications of the text; 3. Identifying the weaknesses of the text; and 4. Looking at the image and deciding how the reading fits into the greater academic context. EVALUATING MULTIMODAL TEXTS  Putting communication at the front of your mind and becoming more aware of how you communicate in a given situation can be informative and have many positive effects. Whenever you evaluate multimodal texts, you are able to apply what you have learned about critical reading and listening to improve your performance and overall experience.  You also consider the key elements of communication in order to evaluate messages within various relationships. Whenever you evaluate multimodal texts, communication allows you to see more of what is going on around you, which allows you to participate actively and competently in various communication in a multicultural setting.  Multimodal texts are constructed means such that they can also be deconstructed or separated into its various parts—source, message, medium, audience, and context. Using the evaluation checklist provided by Thoughtful Learning (2014) in evaluating messages, we will create a sample evaluation of texts in this section. 5 PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP) 1. SOURCE Readers or listeners of a text should ask first about its authorship. There is a need to identify if the source is an individual or a team although the number of writers does not warrant credibility of the text. Examine if the source is reliable. You always have the hunch in determining if the source is reliable or not. This can be determined through the background information about the source. Evaluate the choices about content did the source make. a) Who created the message? b) Is the source reliable? c) What choices did the source make? 2. MESSAGE After evaluating the source, the content of the text should be examined in order to get its message. There are various questions that one may ask in getting the message of the text (Thoughtful Learning, 2014). a) What does the message say? You may ask questions such as: What is the subject? What is the main point? How is the main point supported? b) Is the information fair and logical? c) What points of view are shared in the message? Which ones are left out? d) What images or sounds catch your attention? Identifying the Subject, Main Point, and Support  The subject of the message may be a person, product, service, place, program, among others. It concerns on what is talked about in the text. It is the reason that makes a claim or a main point.  The main point is no less the main idea or the claim of the source. It can be explicitly or implicitly expressed in the text.  An explicit main point is well expressed in the text. Certain features of the text would lead to an overt statement of the main point, for instance, orthographic features like sentences, phrases, clauses that provide an immediate extract of the main point is an explicit expression of the main point.  Whereas the implicit main point is covertly expressed in the text and can only be extracted based on suggestive features such as, graphics, images, or sound effects. 3. MEDIUM The medium in transmitting the message may be conventional or digital although they are often mixed up in a communication situation. Sometimes, print-based communication needs to be backed up by a digital form in order to achieve a better and faster communication. 4. AUDIENCE The audience in the communication situation refers to the receiver of the message. It may be a person or a group for whom a message is created. Some texts like a personal email, an invitation to deliver a talk, or a thank-you note target just one person, but other texts are meant for larger audiences like research reports, advertisements, signages, books, brochures, among other communication forms. Two important questions guide audience adaptation in multimodal communication: (1) Who is the target audience of the text? and (2) How might other people interpret its message? 5. CONTEXT. Context in this section includes the purposes and authorship of the text. A text serves at least one of three purposes: to inform, to entertain, or to persuade. Often, a text fulfills all three purposes at once. Magazines, for example, may entertain its readers, but it may also inform and persuade them. Consider and analyze the purpose before sending any messages. The following are questions that may be used in evaluating context: What is the purpose of the message? 1. To inform. The message provides the audience with a clear understanding of the concept presented by the source. Most of these multimodal texts like books, ebooks, letters, blogposts, emails, magazines, newspapers, video tutorials, television newscasts, documentaries, presentations are created for information dissemination. These multimodal texts were built on society’s interest in learning and keeping us abreast of what is happening in the world. Messages that are meant to inform or educate are typically free from biased messages. Those messages that aim to entertain or persuade readers are more prone to biased language. Therefore, the audience should be sensitive to any organizational bias that might accompany the message. 2. To entertain. The message or the text amuses the audience. Some of these multimodal texts that aim to entertain are television sitcoms or primetime shows, movies, music, sports and travel broadcasts, social networks, magazines, and comics. Popular entertainment media are appealing and inviting to advertisers because they are read and viewed by large audiences who can also be their potential subscribers or customers. 3. To persuade. The audience is provided with well-argued ideas that can influence their own beliefs and decisions. Persuasive devices are easy to recognize in advertisements and commercials, but they are subtle in other media forms. For instance, a product endorsement may influence you to think one way because the endorser only talks about the benefits of the product. Media-literate individuals are able to weigh the pros and cons, the advantages and disadvantages, or the benefits and harmful effects of a certain product; hence, they make up their minds on an issue before subscribing or trying it. Who controls the transmission of the message? One critical question in evaluating messages is on authorship. The creator of the message was already identified in the earlier section of this topic, but the question on ownership is another layer of analysis. The message is created by an author who controls the distribution or dissemination of the message. The three main categories of ownership are identified as: 1. Government. Multimodal texts that were created by government offices are stateowned and must be carefully evaluated for propaganda—publicity, advertising, marketing, and information dissemination. Most of the texts are available for references and have their predetermined retention periods. There are countries that do not allow freedom of the press and have even censored the Internet. However, other nations restrict independent voices and use the state-owned media as their mouthpiece. 6 PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN Pag-asa Street, Malhacan, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/ PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan TEACHER EDUCATION PROGRAM (TEP) 2. Corporations. Most of the media messages are controlled by private companies. Different forms of multimodal texts like videos, newspapers, magazines, movies, web sites are controlled by giant corporations. These media forms are business motivated by commercial interests, which are gained through advertising. Audiences, readers and viewers alike should evaluate the message if it serves their best interests or the corporation’s interest. 3. Individuals. Personal creations are independent media forms. Texts and other media forms that are free of government and corporate influences are controlled by individuals. Digital-based technologies have greatly helped and promoted independent media voices. Citizen journalism is a practice that has gained momentum and is now easy for the journalist to report meaningful news to a large audience due to digital media. Likewise, a widespread of audience has already advancing and enjoying to spread information through social media. All of these means of technology have brought an individual source to be capable producer and creator of meaningful, timely, and interesting messages. MEDIA AND INFORMATION LITERACY Variety of terminology – Some definitions and clarification The term “media literacy” is often used interchangeably with other terms related to media and media technologies.  Media refers to all electronic or digital means and print or artistic visuals used to transmit messages.  Literacy is the ability to encode and decode symbols and synthesize and analyze messages.  Media literacy is the ability to encode and decode the symbols transmitted via media and the ability to synthesize, analyze and produce mediated messages.  Media education is the study of media, including ‘hands-on’ experiences and media production.  Media literacy education is the educational field dedicated to teaching the skills associated with media literacy. THE CORE PRINCIPLES OF MEDIA LITERACY EDUCATION 1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create. 2. Media Literacy Education expands the concept of literacy to include all forms of media (i.e., reading and writing). 3. Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice. 4. Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society. 5. Media Literacy Education recognizes that media are a part of culture and function as agents of socialization. 6. Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages. Integrating Media Literacy in the Curriculum 1. Teach students to evaluate media. 1. Discuss how media edits and alters 2. Show students where to find digital resources and 2. Examine the truth in advertisement databases. 3. Have students create media 3. Compare/Contrast various media sources MEDIA VIS-À-VIS INFORMATION LITERACY  The main difference between information literacy and media literacy is that information literacy is the ability to identify that there is a need for information and locate, evaluate, and use information effectively to solve a problem whereas, media literacy is the ability to access, evaluate, manipulate, and produce media in a variety of forms.  In its simplest terms, media literacy builds upon the foundation of traditional literacy and offers new forms of reading and writing. Media literacy empowers people to be critical thinkers and makers, effective communicators and active citizens. References: ______________________________ Ronquillo et.al (2020). Learners Module for Purposive Communication. Bachelor of Arts in English Language Studies. Tarlac State University Madrunio M., (2016). Purposive Communication Using English in Multicultural context. General Education. https://www.studocu.com/ph/document/university-of-perpetual-help-system-dalta/purposive-communication/introduction-to-purposive Aronoff, Mark. (2007). Written Language and Spoken Language. Retrieved fromhttp://scholarpedia.org/article/Language_(linguistics) D'Educator Admin CAPE-Communication Studies (2011, February 9). Language registers. Retrieved from https://capecommstudies.blogspot.com/2011/02/languageregisters.html#:~:text=1%20 Frozen%3A%20This%20is%20where%20the%20use%20of,a%20superior%20and%20subordinat e.%20...%20More20items...%20 General Knowledge. (2019, May 25). The most spoken languages in the world. Retrieved fromhttps://www.youtube.com/watch?v=Fzg2gdCu3Qw 7 PCCM ANNEX CAMPUS Sitio Cabatuhan, Camalig, City of Meycauayan, Bulacan Tel. No.: (044) 320-5653 / [email protected] / https://pccm.edu.ph/