Media and Information Literacy - MIL Module 1 PDF

Media and Information Literacy QUARTER 3 SUBJECT TEACHER: ely prose a. valenton QUARTER 3 – MODULE 1: INTRODUCTION TO MEDIA AND INFORMATION LITERACY MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  LESSON 1 The Role of Media IN THE C...

Media and Information Literacy QUARTER 3 SUBJECT TEACHER: ely prose a. valenton QUARTER 3 – MODULE 1: INTRODUCTION TO MEDIA AND INFORMATION LITERACY MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  LESSON 1 The Role of Media IN THE Communication Process MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  to share COMMUNICARE to make common (Latin) (Weekley, 1967) COMMUNICATION MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  COMMUNICATION ❑ is defined as the process of understanding and sharing meaning (Pearson & Nelson, 2000). ❑ With this, we can see how communication has a lot to do with information sharing and arriving at a common understanding. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton COMPONENTS OF COMMUNICATION The book “Business Communication for Success” lists eight essential components of communication: 1. SOURCE – a person, group, or entity that forms, creates, sends, or forwards a message or information. 2. MESSAGE – the stimulus or meaning produced by the source for the receiver or audience (McLean, 2005) MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. CHANNEL – the tool or manner in which the messages will be carried through from the source to the receiver. 4. RECEIVER – receives the message from the source, analyzing and interpreting the message in ways both intended and unintended by the source (McLean, 2005) 5. FEEDBACK – the message or response of the receiver which is sent back to the source MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 6. ENVIRONMENT – the atmosphere, physical and psychological, where you send and receive messages (McLean, 2005) 7. CONTEXT – the communication interaction involves the setting, scene, and expectations of the individuals involved (McLean, 2005) 8. INTERFERENCE – anything that blocks or changes the source’s intended meaning of the message (McLean, 2005) MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton THE COMMUNICATION PROCESS THROUGH MODELS 1.HAROLD LASSWELL’S COMMUNICATION MODEL MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton FIGURE 1.1 LASSWELL’S COMMUNICATION MODEL Harold Lasswell’s communication model shows a one- way transmission of information and simply illustrates how communication starts from a sender who transmits their message through a channel to an intended receiver, consequently with a corresponding effect. These channels may come in the form of spoken medium or through digital or technological instruments like phones, computers, and the like. This model attempts to answer the question, “Who says what to whom, through what medium, and with what effect?” MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. SHANNON AND WEAVER’S COMMUNICATION MODEL MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton FIGURE 1.2 SHANNON AND WEAVER’S COMMUNICATION MODEL A development of Lasswell’s model is a version by Claude Shannon and Warren Weaver, which takes into account the concept of noise. Much like in Lasswell’s, this model also indicates how communication starts with the information source who then sends a message with the use of a transmitter (channel). The signals that are sent and received can vary depending on the method of communication. However, the difference between the models comes from the incorporation of the “noise.” Noise refers to anything that may interfere – stop or alter – the message being carried. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. DAVID BERLO’S SMCR COMMUNICATION MODEL MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton FIGURE 1.3 BERLO’S COMMUNICATION MODEL Years later, David Berlo developed Shannon and Weaver’s model, shifting the focus to the context, environment, and other factors surrounding the participants involved in the communication process. These factors include the following: Communication skills, such as reading, writing, speaking, listening, and watching. Knowledge about a subject or topic Attitude toward the topic and the audience Social and cultural aspects that influence the content of the message and the manner by which it is sent MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  FORMS OF COMMUNICATION MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 1. INTRAPERSONAL COMMUNICATION ❑ It is a form of communication with oneself using internal vocalization or reflective thinking (Communication in the Real World, 2010). ❑ We exercise intrapersonal communication more often than we consciously remember. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. INTERPERSONAL COMMUNICATION ❑ a form of communication between two different people who may or may not have a direct relationship with each other but are mutually and actively part of the communication process. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. GROUP COMMUNICATION ❑ It is a type of communication between three or more people interacting to achieve a specific objective or a certain goal. ❑ This form of communication often happens during team-based tasks mostly done in school works or organizational endeavors. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 4. PUBLIC COMMUNICATION ❑ This is a sender-focused form of communication in which one person is typically responsible for conveying information to an audience. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 5. MASS COMMUNICATION ❑ Public communication becomes mass communication when it is transmitted to many people through print or electronic media. ❑ In the past, print media such as newspapers and magazines and broadcast media like TV and radio have been the most used channels for mass communication. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  THE ROLE OF MEDIA AND INFORMATION IN COMMUNICATION MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  TABLE 1.1 DEFINITIONS OF MEDIA SOURCE DEFINITION the main ways that large numbers of people receive Oxford Learner’s information and entertainment that is television, radio, Dictionaries newspapers, and the internet refers to the combination of physical objects used to communicate or mass communication through physical UNESCO Media and objects such as radio, television, computers, or film, etc. Information Literacy source of credible information in which contents are Curriculum for provided through an editorial process determined by Teachers journalistic values, and therefore editorial accountability can be attributed to an organization or a legal person MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  SOURCE DEFINITION David Buckingham (2003), Director of the something we use when we want to communicate with London University people indirectly, rather than in person or by face-to-face Centre for the Study of contact Children, Youth and provide channels through which representations and images Media (Callison & Tilley, of the world can be communicated indirectly 2006) refers to the print medium of communication, which includes all newspapers, periodicals, magazines, journals, and publications and all advertising therein, and billboards, neon Presidential Decree No. signs, and the like and the broadcast medium of 1019 (1976) communication, which includes radio and television broadcasting in all their aspects and all other cinematographic or radio promotions and advertising. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  MEDIA ❑ is an instrument for transmitting information – it’s the vehicle for a message. ❑Books, films, paintings, songs, TV shows, poems, video games, magazines, radio podcasts, music videos, vlogs, newspapers, e-mails, tweets, posts, letters, traffic signs, graphics, Instagram stories – these are all media. ❑It may range from print media, broadcast media, film or cinema, and new media or the Internet. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 1. IT MAKES THE WORLD A SMALLER PLACE ❑ Today, the world seemed like a smaller place than before, as through digital media, a person can be connected to anyone else in the world at any given time. ❑ Social media platforms bring people from different locations, backgrounds, cultures, and races together. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. IT MAKES COMMUNICATION CONVENIENT ❑ In the past, communicating with someone from far away meant sending telegrams and snail mails. ❑ These modes of transfer compel people to wait for days, weeks, months, and even years before their intended receivers obtain their message. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. IT SHAPES PUBLIC OPINION ❑ In his book “Setting the Agenda,” Maxwell McCombs explained that mass media shapes public opinion through its wide reach, not to mention the perceived credibility of the media, they can sway the opinion of their audience according to the message they convey. ❑ This is perfectly illustrated in surveys conducted before elections. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  LESSON 2: MEDIA LITERACY, INFORMATION LITERACY, AND TECHNOLOGY LITERACY MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  LITERACY ❑ UNESCO defines as the “ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts.” ❑ It involves a wide range of learning, wherein individuals able to develop their knowledge and skills, achieve their goals, and participate fully in their community and wider society. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  INFORMATION ❑ “broad term that can cover data, knowledge derived from study, experience, or instruction, signals, or symbols.” (The UNESCO Media and Information Literacy Curriculum for Teachers). ❑ When you use media, information is referred to as the “knowledge of specific events or situation that has been gathered or received by communication, intelligence, or newspapers.” MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton)  TABLE 2.1. DEFINITION OF MEDIA LITERACY, INFORMATION LITERACY, AND TECHNOLOGY LITERACY LITERACY DEFINITION The ability to access, analyze, evaluate, and create media in a variety of forms. It aims to empower citizens by providing them Media Literacy with the competencies (knowledge and skills) necessary to engage with traditional media and new technologies. The ability to recognize when information is needed and to Information locate, evaluate, and effectively communicate information in its Literacy various formats. The ability of an individual, either working independently or with others, to responsibly, appropriately, and effectively use Technology technological tools. Using these tools, an individual can access, (Digital) Literacy manage, integrate, evaluate, create, and communicate information. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton MEDIA AND INFORMATION LITERACY ❑ UNESCO defines Media and Information Literacy as “a set of competencies that empowers citizens to access, retrieve, understand, evaluate and use, to create as well as share information and media content in all formats, using various tools, in a critical, ethical and effective way, in order to participate and engage in personal, professional and societal activities.” MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  MIL DEFINED to access & retrieve, set of competencies information and understand & that empowers media content in all evaluate, & use, citizens formats create, and share in order to participate in a critical, ethical and engage in and effective way personal, professional and societal activities MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: JOCHELLE CAPATI EVANGELISTA (jochellecapati.cher.educ@gmail)  Taking into consideration the definitions in Table 2.1 in the previous page, try to think back to the kinds of media you spent your time today. Reflect on the following actions and questions: Access – What kind of media were you absorbing? How did you get to it? Analyze – Were you making sense of its messages? Do you need this information? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  Evaluate – Were you aware that each message was created by someone with their own goals and opinions? Create – When you create media, like a Facebook post or an Instagram story, what is your responsibility to those who view it? Act – What do you do with all that information you just received? Can you access or locate other credible information sources? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  KEY CONCEPTS OF MIL 1. ALL MEDIA MESSAGES ARE CONSTRUCTED ❑ Messages, as products of media, are created by sources who deliberately or unconsciously choose the quality and quantity of content they wish to send or disseminate – what to include, what to leave out, and how to portray such information. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton ❑ Thus, media products are never entirely accurate reflections of the real world. We should ask: Who created this media product? What is its purpose? What assumptions or beliefs do its creators have that are reflected in the content? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. AUDIENCES NEGOTIATE MEANING ❑ Meanings are truly in people. ❑ The meaning of any media product is not solely formed by the source or its creators but a collaboration between them and the audience – which means that the different audiences may have varied takeaways from the same content. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton MIL encourages us to understand how individual factors, such as age, gender, race, and social status, affect our interpretations of media. We should ask: How might different people see this media product differently? How does this make you feel, based on how similar or different you are from the people portrayed in the media product? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. MEDIA MESSAGES HAVE COMMERCIAL IMPLICATIONS ❑ A lot of the media messages that we consume every day are funded by advertisements or financed by businesses. ❑ Thus, some of these content is bound to sell a product or service or make a profit. ❑ For instance, some advertisements come in the guise as informative articles but are actually luring audiences to buy their product. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton ❑ Even in cases where media content is not deliberately made to make money – such as YouTube videos and Facebook posts – the ways in which content is distributed may still run with profit in mind. Thus, we should ask: What is the commercial purpose of this media product (in other words, how will it help someone make money)? How does this influence the content, and how it’s communicated? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 4. MEDIA MESSAGES HAVE SOCIAL AND POLITICAL IMPLICATIONS ❑ The media, as vehicles of information, may convey ideological messages about values, power, and authority. ❑ The media, as the press, being the fourth estate, also has an explicit capacity of advocacy and implicit ability to frame social and political issues. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton ❑ These messages may be packaged out of conscious decisions, but more often than not, they are the results of unconscious biases and unquestioned assumptions – and they can have a significant influence on what we think and believe. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton ❑ In consequence, media have a great influence on politics and on forming social change. ❑ TV news coverage and advertising can have a huge influence on people’s political decisions, social views, and cultural perspectives. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 5. EACH MEDIUM HAS A UNIQUE AESTHETIC FORM ❑ You must remember that the kind, quality, and quantity of information that you can communicate is determined by the media that you use. ❑ This includes the technical, commercial, and creative demands of each medium. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton SO ASK YOURSELF: ❑ What techniques does the media product use to get your attention and to communicate its message? ❑ In what ways are the images in the media product manipulated through various techniques (for example, lighting, makeup, camera angle, photo manipulation)? ❑ What are the expectations of the genre (for example, print advertising, TV drama, music video) towards its subject? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton ❑ In general, always remember that critical thinking is immensely necessary for discerning the media source and the kind of information that you consume. ❑ Critical thinking trains us to take a step back, evaluate facts, and form evidence-based conclusions. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton Below is an illustration of other concepts that are interconnected with Media and Information Literacy: Composite concept of Media and Information Literacy (Source: UNESCO Communication and Information Sector) MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton BENEFITS OF MEDIA AND INFORMATION LITERACY 1. It teaches you how to verify the information and acknowledge others’ perspectives. ❑ Is this photo real or edited? ❑ Did this person really say this statement? ❑ Is the source of this article credible? ❑ Is this post backed with evidence? ❑ These are the things the MIL teaches you to ask. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. It encourages audiences to think critically. ❑ With critical thinking, you are able to wisely use the information you have with you to objectively form an informed opinion or perspective about a certain matter or issue. ❑ You are also able to discern whether this information makes sense, what it contains, and what it lacks. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. It promotes responsible information sharing and dissemination. ❑ With the spread of false information nowadays, MIL encourages you to step back and evaluate the truthfulness of the things you share in social media and even those that you speak of to your friends, relatives, or colleagues. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton) 4. It helps you identify and understand the media’s role in our culture. ❑ From the billboards to the texts and the videos that we see around us, media tend to promote our culture in various ways. ❑ MIL makes you conscious of these influences on your preferences, tastes, choices, and even lifestyles. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 5. It teaches you to think and decide objectively, factually, and reasonably. ❑ Each story and information that you see everywhere you go has aside. ❑ MIL reminds us that the messages we encounter often have more than one side and that it is our responsibility to explore these other angles. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 6. It encourages you to participate in public affairs as a citizen actively. ❑ Media keeps you updated with what’s happening in current affairs. ❑ Have the opportunity to voice out your opinions, whether literally or in social media, gives you the ability to actively engage in public discourse, healthy conversations, where the views of people may affect the collective opinion of others regarding a certain issue. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 7. It teaches you to create your own content responsibly ❑ Media creators aren’t only those who work under the media industry. In reality, even our Facebook posts or tweet are already a form of media. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 8. It makes you better appreciate media products ❑ MIL makes you more familiar with how media messages and productions are created, developed, improved, packaged, advertised, and disseminated. ❑ Your knowledge of these makes you value more the work and effort poured into making such products. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton Impact of Media and Information Literacy to Society It will “empower people to exercise their universal rights and fundamental freedoms, such as freedom of opinion and expression, as well as to seek, impart and receive information, taking advantage of emerging opportunities in the most effective, inclusive, ethical and efficient manner for the benefit of all individuals (UNESCO, 2013).” MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton LESSON 3: RESPONSIBLE USE OF MEDIA AND INFORMATION  INFORMATION DISORDER ❑ refers to the ways our information many environment is polluted – content is fake, used out of context, or weaponized to attack certain individuals or groups of people. ❑ Understanding this landscape is the first step towards better and responsible use of media and information. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton THREE CATEGORIES OF INFORMATION DISORDER 1. MISINFORMATION – refers to information that is false, but the person sharing or disseminating it unknowingly perceives it as something true. A. FALSE CONNECTION – when headlines or visuals do not support the content B. MISLEADING CONTENT - by cropping photos or choosing quotes or statistic selectively. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. DISINFORMATION – refers to content that contains false information with the deliberate intention to mislead or deceive the audience. A. FALSE CONTEXT – when genuine content is re- circulated out of its original context. B. IMPOSTER CONTENT – persons’ bylines used alongside articles they did not write, or organizations’ logos used in videos or images they did not create MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton C. MANIPULATED CONTENT ❑ when genuine content is manipulated to deceive. D. FABRICATED CONTENT ❑ fabricated “news sites” or fabricated visual. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. MAL-INFORMATION – refers to information that is based on reality but is used to inflict harm Examples: A. Leaks to the press of private information for personal or corporate interest (e.g., revenge porn) B. Using a picture (e.g. of a dead child, with no context or false context) in an effort to ignite hatred of a particular ethnic group MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  SEVEN (7) MIL SKILLS THAT YOU, AS A MEDIA USER AND PRODUCER, SHOULD DEVELOP: 1. The ability and willingness to make an effort to understand the content, to pay attention, and to filter out noise The quality of our meaning-making is related to the effort we give it. If you want to see and hear quality content, you should have exerted effort to look for such and understand it. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. An understanding of and respect for the power of media messages We need to be self-aware of the influence of media on our lives. For instance, how media affects our choices in the clothes we wear, the shows we watch, the songs we listen to, the words we use. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  3. The ability to distinguish emotional from reasoned reactions when responding to content and to act accordingly Some media products are intentionally shot and broadcasted for their emotional impact. However, media consumers must still be able to channel this emotional influence to a reasonable reaction. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 4. Development of heightened expectations of media content When we expect little from the content before us, we tend to give meaning-making little effort and attention. Moreover, expectations lead to pressure for media outlets to produce factual and quality media content. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 5. A knowledge of genre conventions and the ability to recognize when they are being mixed Genre is a category of expressions within the different media, i.e., “evening news,” “documentary,” “horror movie,” or “entertainment.” Meanwhile, genre conventions are distinctive, standardized style elements that characterize a particular genre (Example: music, style, “tatak”). Knowledge of these conventions is important because they cue us or direct our meaning- making. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 6. The ability to think critically about media messages, no matter how credible their sources The news media is sometimes referred to as the fourth branch of the government, but this does not mean, however, that we should believe everything they report. It is important to “triangulate” or look for other credible sources that may contain the same information. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 7. A knowledge and appreciation of the internal language of various media and the ability to understand its effects, no matter how complex Each medium has its own specific internal language, and this language is expressed in production values – choice of lighting, editing, special effects, music, camera angles, location on the page, and size and placement of headline. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton To put it briefly, the skills MIL teaches you boils down to these four components: MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton MY RESPONSIBILITY AS A MEDIA CONSUMER ❑ As a media consumer, you’re not just a helpless sponge, absorbing all kinds of messages without a second thought. ❑ Ultimately, media literacy teaches us that the content we see or hear is constructed with various aims and that an equally important task falls to the audience, the receivers of such content, to evaluate and give meaning to these media messages. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton ❑ Indeed, “meanings are people.” Although a sender intends to relay information with meaning and purpose in mind, there will always be variances to how the receiver interprets it, an interpretation that is influenced by his life experience, education, cultural background, social standing, biases, and other factors. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  FIVE KEY QUESTIONS RELATED TO THE FIVE CORE CONCEPTS OF MEDIA LITERACY 1. Who created this message? (Author) Exploring the creator of a message is more than just knowing their name. This question introduces two fundamental insights about all media – “constructedness” and choice. No matter how real or natural messages or media products can be, they are always constructed and packaged by an individual or a group of people. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton Guide questions: Is it from a news organization, a corporation, or an individual? What links do they have to the information they are providing? If the author claims something to be true, does he or she have the expertise and background to claim such? Consider who is presenting the information and evaluate its credibility. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. What creative techniques are used to attract my attention? (Format) ❑ Looking at the format of a media message means analyzing the way it is constructed, the creative components that are used in putting it together – words, music, color, movement, camera angle, and many more. Most media tools and outlets use creative techniques – images, videos – to grab people’s attention. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton Guide questions: Does the message include persuasive elements to convince you its story is true? Is the footage overly graphic or designed to provoke a specific reaction? Which celebrities or professionals are endorsing this message? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. How might other people understand this message differently than me? (Audience) ❑ As cited from the Center for Media Literacy, “our differences influence our various interpretations of media messages and second, that our similarities create common understandings.” Each individual media consumer brings to each media encounter a unique set of ideas, experiences, and backgrounds. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton Guide questions: Imagine yourself in another’s shoes. Would someone of the opposite gender feel the same way as you do about this message? How might someone of a different race or nationality feel about it? How might an older or younger person interpret this information differently? Was this message made to appeal to a specific audience? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 4. What values, lifestyles, and points of view are represented in, or omitted from, this message? (Content) As mentioned previously, the way information is sent, packaged, and received is influenced by academic, social, cultural, and political principles – all media content carries subtle messages that may sway our opinions, even content providers that try to present information objectively can have an unconscious slant. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton Guide questions: What ideas or values are being “sold” to us in this message? What are the political ideas communicated in the message? Economic ideas? What ideas or perspectives are left out? How would you find what’s missing? What judgments or statements are made? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 5. Why is this message being sent? (Purpose) Examining the purpose of a message uncovers how it may have been influenced by money, ego, or ideology and gives you knowledge on how to interpret and respond to a message appropriately. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton Guide questions: Who’s in control of the creation and transmission of this message? Why are they sending it? How do you know? Who profits from this message? Who pays for it? Who is served by or benefits from the message: o The public? o Private interests? o Individuals? o Institutions? MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  My Responsibility as a Media Producer ❑ In its most technical meaning, media producers are described as people who oversee media projects (like films, TV shows, etc.) from conception to completion and may also be involved in the marketing and distribution process (Gonzales, 2016). MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton ❑ However, throughout the years, the term has evolved to take in those who contribute intellectual or creative content through and in media, even including your Facebook posts, tweets, Instagram photos, or vlogs. Simply put, in today’s context, media producers are people who are capable of creating and sharing information through a media channel – that includes you. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton  RESPONSIBILITIES AS A MEDIA AND INFORMATION LITERATE CONTENT PRODUCER 1. Give credit where credit is due. Today, information is right on the tip of our fingers. With the use of technological innovations like cellphones, laptops, the Internet, we can easily access and share information and media content – share a post, pass an image, forward a text message, However, always remember that although some of this information is available to us, their rights still rest on their original creators. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 2. Avoid sharing raw and unverified information ❑ Raw and unverified information are those that have yet to be examined or confirmed. An example is an announcement of a new COVID-positive case from a random person on Facebook without a formal statement from the Department of Health or proper authorities. While this information may be true, still, they are not yet proven so and so it may also be false or incomplete. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 3. Think about who can see what you have shared ❑ Always assume that anything that you online can be seen by other people – people who may be influenced by your words or opinions or people who may disagree. Moreover, always be aware of how your messages may be interpreted. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 4. Be open to learning and constructive criticisms ❑ As previously discussed, each individual media consumer brings to each media encounter a unique set of ideas, experiences, and backgrounds, and these factors influence how they understand and interpret the media they consume. Meaning, some people may share our view while some will disagree. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 5. Share expert knowledge ❑ The Internet is a great platform for sharing good information. However, it can also be used to spread misinformation and distortions. If you hold a lot of knowledge about a certain topic or subject, don’t be afraid to share it online in a manner that is helpful and accurate. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 6. Respect other people’s privacy Do not share information that friends or family entrusted you to keep confidential or information that is private in nature, especially without their consent. Moreover, remember not to share information about others that could get them -- or yourself -- into trouble, both personally and professionally. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton 7. Always be respectful Being respectful should be your default manner, whether talking to a friend or dealing with someone professionally. Being respectful includes accepting constructive criticisms, politely disagreeing, and never resorting to bullying or personal attacks. No matter how differing opinions may be, you should always try to cultivate an environment for a healthy and respectful discussion. MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton MEDIA AND INFORMATION LITERACY SUBJECT TEACHER: ely prose a. valenton