MIL-Prelim-Reviewer-24-25.docx

**Introduction to Media and Information Literacy** 1. **Transmission Models**. Perhaps the most popular among these is Harold Laswell's representation of communication as an attempt to answer the question "Who says what to whom, through what medium, and with what effect?" Figure 1.2 S...

**Introduction to Media and Information Literacy** 1. **Transmission Models**. Perhaps the most popular among these is Harold Laswell's representation of communication as an attempt to answer the question "Who says what to whom, through what medium, and with what effect?" Figure 1.2 Shannon and Weaver's Communication Model Figure 1.3 Westley and Mclean Model of Communication 2. **Ritual or Expressive Model.** This is an alternative way of looking at how communication works. In the expressive model, communication happens due to the need to share understanding and emotions. Communication has an integrative consequence in the society -- it is done to build social relationships. An example would be when you use certain symbolism or euphemisms to indirectly refer to certain things, but you are sure that your audience still understand what you are trying to say. The communication is ritualized because the meaning is suggested more than explicitly stated and understanding of it, though connotative, is mutual. 3. **Publicity Model.** This model explains that communication involves audiences as "spectators rather than participants or information receivers (McQuail, 2005)." Attention is important because it is measure of how successful the communication has transpired. Imagine yourself telling a friend about potentially boring story but you tell it in compelling and animated manner to keep his interest and attention. Another example is how television commercial aggressively convince the audience to buy the products that they advertise. 4. **Reception Model.** In this model, you come to understand communication is an open process, which means that the messages sent and received are open to various interpretations based on the context and the culture of the receiver. In other words, there might be various meaning to a single statement that is communicated. One such model illustrating this is the Wilbur Schramm's depiction of cyclical communication where the sender and the receiver have alternating roles in the loop. A communicator who produces and sends the message is called an *"encoder"* and the one who receives and interpret is the *"decoder."*  Figure 1.4 Schramm's Model Another reception model is the one by David Berlo that accounted for factors that affect how communicators are influenced when they send and receive a message. 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 **Category** **Examples** ---------------------- -------------------------------------------------- Modality Text, audio, video, graphics, animation Format Digital or analog Ways of transmitting Electromagnetic or radio waves, light waves Mass media form TV, radio, print, Internet, telephone, or mobile **Media Modality** refers to the nature of message, whether it is relayed using text, audio, video, graphics, animation, or a combination of any of these things. The **media format** is the way the data is arranged. The data or message may be transmitted through radio waves (for audio) and light waves for other modalities. The mass media form refers to the particular media technology to which the message is transmitted. **Media, Information, and Technology Literacy: Laying the Groundwork** +-----------------------------------+-----------------------------------+ | Media Literacy (UNESCO) | - This involves understanding | | | and using mass media in | | Media and Information Literacy | either and assertive or | | | non-assertive way, including | | Curriculum for Teachers) | an informed and critical | | | understanding of media, what | | | techniques they employ and | | | their affects. | | | | | | - The ability to read, analyze, | | | evaluate and produce | | | communication in a variety of | | | media forms, e.g. television, | | | print, radio, computers etc. | | | | | | - Another understanding of the | | | terms is the ability to | | | decode, analyze, evaluate, | | | and produce communication in | | | a variety of forms. | +===================================+===================================+ | Information Literacy (UNESCO | - Refers to the ability to | | | recognize when information is | | Media and Information Literacy | needed and locate, evaluate, | | | effectively use, and | | Curriculum for Teachers) | communicate information in | | | its various formats. | +-----------------------------------+-----------------------------------+ | Technology (Digital) Literacy | - This is the ability to use | | | digital technology, | | (University of Illinois) | communication, tools or | | | networks to locate, evaluate, | | | use, and create information. | | | | | | - It also refers to the ability | | | to understand and use | | | information in multiple | | | formats from wide range of | | | sources when it is presented | | | via computers and to a | | | person's ability to perform | | | tasks effectively in a | | | digital environment. | | | | | | - Digital literacy includes the | | | ability to read and interpret | | | media, to reproduce data and | | | images through digital | | | manipulation, and evaluate | | | and apply new knowledge | | | gained from digital | | | environment. | +-----------------------------------+-----------------------------------+ - Pose worthwhile questions - Evaluate the adequacy of an argument - Recognize facts, inferences, and opinions and use each appropriately - Deal with quandaries and ill-formed problems that have no fixed or unique solutions - Give and receive criticism constructively - Agree or disagree in degrees measured against the merits of the issue and audience - Extend a line of thought beyond the range of first impressions - Articulate a complex position without adding to its complexity **Hot and Cold Media** 1. ***Tribal Age*** -- where hearing was predominant and most valuable sense of reception. 2. ***Literacy Age*** -- where the sense of sight was dominant. If the tribal age was highly acoustic, the literate age was highly visual. 3. ***Print Age*** -- where the printing press was invented, which meant mass -- producing written text. Having more copies of text gave to humans the liberty to read them at their own pace to share them to others. 4. ***Electronic* Age** -- in this period, the telegraph was invented which paved a way to the invention of more recent technologies such as telephone, television, mobile phone, and the Internet. **Culture Shapes Technology** **Types of Media** - ***PRINT MEDIA*** Written advertising that are included in everything from newspaper and magazines to direct mail, signs and billboard. They are among the oldest and most effective types of advertising. - ***BROADCAST* MEDIA** The term \'broadcast media\' covers a wide spectrum of different communication methods such as television or radio and or other materials supplied by the media and press. - ***ONLINE MEDIA*** Known as "Digital Media", which includes photos, video and music, distributed over the Internet, which are either non-copyrighted or copyrighted materials provided either freely or with fee. - ***SPECIALTY MEDIA*** Relatively inexpensive, useful items with an advertiser's name printed on them. Given away with no obligation attach. (Calendars, pens, pencils, key chains, souvenir memo pads etc.)