Lesson-Evaluation-of-Texts-in-Multicultural-Contexts.pdf
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GE5- Purposive Communication | Module 4 |Evaluation of Texts and Images in Multicultural Contexts I. Objectives: At the end of the lesson, you should be able to: (1) Apply critical thinking in evaluating text and images; (2) Discuss strategies in...
GE5- Purposive Communication | Module 4 |Evaluation of Texts and Images in Multicultural Contexts I. Objectives: At the end of the lesson, you should be able to: (1) Apply critical thinking in evaluating text and images; (2) Discuss strategies in evaluating texts and images in multicultural contexts; (3) Convey ideas through oral, audio-visual, or web-based presentations; (4) Reflect on a learning experience. II. Warm-up: Come up with a slogan that best represents the image. Slogan: __________________________________________________ Debriefing questions: What is the message of the image? What contributes to the message of the image? Is your interpretation of the image different from those of others? Why? III. Self-audit: After completing the warm-up activity, tick the column that best describes your ability to evaluate texts and images in a multicultural context. Answer the section as objectively as possible. Bear in mind that there are no wrong answers. Usually Sometimes Seldom Never (3) (2) (1) (0) 1. I analyze organizational pattern used by the author in writing the text. 2. I analyze the visual and technical quality of the image. 3. I annotate the text. 4. I assess the usefulness, relevance, and credibility of the text or image. 5. I determine the context. 6. I determine the organizational pattern of the text. 7. I determine the target audience. 18 | P a g e GE5- Purposive Communication | Module 4 |Evaluation of Texts and Images in Multicultural Contexts 8. I evaluate the author‟s credibility. 9. I evaluate the source. 10. I make inferences. TOTAL GRAND TOTAL Interpretation: Score Level of Proficiency 26-30 Advanced 25-27 Proficient 23-24 Approaching Proficiency 21-22 Developing 20 and below Beginning IV. Input: Today, evaluating texts and/or images is essential because of the proliferation of information resources and rapid technological change. As you have noticed, you are always confronted with a diverse wealth of information for personal, academic, or professional use that can be accessed in multicultural settings. With the advent of a digital environment or the Internet, most of the information is unfiltered making its authenticity, validity, and reliability questionable. The abundance of information from various media, namely short message service, electronic mail, social media, print and electronic journals, periodicals, and advertisements also poses a challenge for you in terms of evaluating and understanding it fully. As a competent communicator, you should be able to evaluate, manage, and use information effectively to enhance your message, improve your receptive skills such as listening, reading, and viewing skills, and accomplish a specific purpose. One best way to evaluate messages and images is through critical reading. CRITICAL READING As one of the categories of reading skills along with rapid reading, previewing, literal reading and inferential reading, critical reading involves studying and evaluating the text closely in terms of relevance, validity, and logic. The goal of critical reading is to examine not only what message is conveyed but also how the message is conveyed as well as its purpose, target audience, and other ways of presenting it. Essentially, critical reading requires you to be an investigator and “break down” a text to appreciate and understand it better. QUALITIES OF A CRITICAL READER A critical reader… annotates the text by writing or using sticky notes. determines and analyzes the organizational pattern (compare-contrast, cause- effect, description, narration, definition, or persuasion) of the text. 19 | P a g e GE5- Purposive Communication | Module 4 |Evaluation of Texts and Images in Multicultural Contexts asks critical questions that promote analysis, synthesis, and evaluation of a text. considers the cultural and historical background of the text or image. distinguishes facts from opinions. evaluates the author‟s credibility by checking in his/her credentials or academic and scholarly background. evaluates the source of the text and image. looks beyond the text or ideas that are not explicitly stated. makes inferences about the text or images and the author‟s ideas, biases, claims, agenda, or views. assesses the usefulness and relevance of the text by previewing or reading the titles, table of contexts, summaries and abstracts, introductions, conclusions, headings, and subheadings. reads with specific question in mind that he/she wants the text or image to answer. reads with an open mind. GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT Source What is the source? When was the text published? Are there titles or headers, table of contents, summaries and abstracts, introductions, conclusions, headings, and subheadings in the source? Is the source useful? Is the source relevant? Is the source reliable? Context What is the context of the text? What pieces of information are given that provide the context of the text? Contents What is the image? What is the purpose of the message? What are the facts or figures that support the message? How is the message conveyed by the text? What is the tone of the text? What words contribute to frame the message of the text? How do you think the audience might be affected the way the text is written? Audience Who is the target audience? What information is provided that give you the idea about the target audience of the text? Author Who is the author? What are the credentials of the author? What is the author‟s purpose of writing (informational, persuasive, or entertainment?) What is/are the author‟s major idea/s? 20 | P a g e GE5- Purposive Communication | Module 4 |Evaluation of Texts and Images in Multicultural Contexts GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES Source What is the source of the image? How did you find the source? Are there pieces of information about the source of the image? How did you know the source? Is the information reliable? Context Can you determine the information which accompanies the image? Does the information provide the context of the image or where, when, why, how, and or for whom the image is? Contents What are contained in the image? Are there people/animals/objects in the image? How are they presented? What message does the image convey? Is the message clear? What elements in the image support of the message? What feelings does the image evoke? How do others see the image? Audience Who is the target audience? What information is provided that gives you an idea about the target audience of the image? Author Is the name of the author given? Who is the author? What are the credentials of the author? What is the author‟s purpose (informational, persuasive, or entertainment)? Visual How do you find the layout, design, and color? How are they used? Are they helpful in framing the message of the image? Can you identify what is in the foreground and in the background? What are they? Technical Quality What can you say about the color and size of the image? What can you say about the quality of the image? Is it copyrighted? V. Delving Deeper: Watch the videos below in order to deeply understand the lesson. 1. „Fake News‟ explained: How disinformation spreads? https://www.youtube.com/watch?v=8fQdzVbQlaU 2. Identifying Bias https://www.youtube.com/watch?v=ccK9TTA6xiw 21 | P a g e GE5- Purposive Communication | Module 4 |Evaluation of Texts and Images in Multicultural Contexts VI. Task: Look closely the image below. In a maximum of 2 paragraphs, evaluate the context of the image. Is this a legit? Is this from a reliable source? etc. Post your answers on the thread of our FB group. VII. Reflection: Reflect on the learning that you gained from this lesson by completing the given chart. What were your misconceptions about the What new or additional learning have you topic prior to taking up this lesson? gained from this lesson in terms of skills, content, and attitude. I thought… I learned that… 22 | P a g e
