UNIT 5 MEDIA AND CYBER OR DIGITAL LITERACIES.docx

**Media and Cyber or Digital Literacies** **MODULE LEARNING OBJECTIVES** **At the end of this module, pre- service teachers should be able to:** a. b. c. 1. a. Source: visit \[Media Literacy Now\]([[https://medialiteracynow.org/challenge/what-is-media-literacy/]](https://medialiteracyn...

**Media and Cyber or Digital Literacies** **MODULE LEARNING OBJECTIVES** **At the end of this module, pre- service teachers should be able to:** a. b. c. 1. a. Source: visit \[Media Literacy Now\]([[https://medialiteracynow.org/challenge/what-is-media-literacy/]](https://medialiteracynow.org/challenge/what-is-media-literacy/)). **2. Cyber Literacy** a. **3. Digital Litearcy** a. A. **MEDIA LITERACY** - Is the ability to identify different types of media and understanding the messages they are communicating, including who is the intended audience and what is the motivation behind the messages**.** - In today\'s media-dominated world, being literate entails possessing critical thinking skills that enable us to make informed decisions. across various settings, including classrooms, homes, workplaces, boardrooms, and voting booths. - Essentially, media literacy represents a contemporary approach to literacy, acknowledging the evolution in how we consume media and information. The landscape has undergone significant changes, impacting not only what we read and how we read it but also how we access information. Media literacy education thus modernizes our understanding of literacy, bringing it in line with the demands of the 21st century. - Exact type of media varies television, radio, newspapars, magazines, books handouts, flyers,, etc. but **what they all have created by someone , and that someone had a reason for creating them.** **Aufderheide(1993**) defines it as "the ability to access analyze, evaluate, and communicate messages in a wide variety of forms." while **Christ and Potter (1998)** define it has "The ability to access analyze , evaluate, and create messages across a variety of contexts." **According to Boyd (2014)**, media literacy education began in the United States and United Kingdom as a direct result of war propaganda in the 1930s and the rise of advertising in the 1960s. Despite the relatively simple and clear definition of media literacy, it should come as no surprise that scholars and educators have been debating for quite some time on how medialiteracy should be both defined and taught**. Aufderheide (1993) and Hobbs (1998)** reported.\"At the 1993 Media Literacy Notional Leadership Conference US educators could not agree on the range of appropriate goals for media education or the scope of appropriate instructional techniques. The conference did however, identify five essential concepts necessary for any analysis of media messages: 1\. Media messages are constructed. 2\. Media messages are produced within economic social, political historical andaesthetic contexts. 3\. The interpretative meaning-making processes involved in message receptionconsist of an interaction between the reader the text, and the culture 4\. Media has unique languages.\" characteristics which typify various forms,genres, and symbol systems of communication. 5\. Media representations play a role in people\'s understanding of social reality. Media literacy is a crucial skill for anyone who interacts with media, shaping how we perceive and are influenced by it. Key abilities like curiosity and the capacity to recognize our own emotions enhance our media literacy. It\'s also important to differentiate between types of media those that are technology-mediated and those that aren\'t and to understand how each influences us. This awareness helps students and others recognize the differences between various media platforms, the messages they receive, and how to approach media ethically. Media is a powerful tool that not only broadens our understanding but also enhances our abilities in various areas by providing access to information, fostering critical thinking, and encouraging creative expression. It plays a vital role in building multiple forms of literacy, which is essential in today's information-saturated world. By boosting our critical thinking, communication, cultural awareness, and digital skills, media literacy helps us navigate the world more effectively and contribute meaningfully to society. B. **WHAT IS MEDIA LITERACY IS NOT** What Media Literacy Is Not The following is a list of actions that are often mistaken for being representative of media literacy (Center of Media Literacy, n.d.) C. **CHALLENGES TO MEDIA LITERACY EDUCATION** In this generation, media literacy education has become significance. We are living in a world where information is easily accessible. It may have an advantage to us but a fact that teaching media literacy has a lot of challenges that educators need to face can\'t be deny. These challenges includes determining if the media literacy is being integrated into the curriculum effectively as well as its purpose and measurements. "How do we teach it?" Koltay (2011), Teaching media literacy as a subject itself might not be feasible given the already overburdened curriculum. While integrating it into existing subjects could be a more practical approach, it may not be sufficient for developing essential media consumption habits, skills, and attitudes. These are learned through practice and repetition, not just classroom discussions. Introducing media literacy as a separate subject could be challenging, not only for school faculties but also for students. Integrating it into current subjects seems more feasible, but this method might still fall short in fully addressing the development of necessary skills. Media literacy requires more than just discussion; it needs active engagement and consistent practice, making the teaching process more complex. "How to measure media literacy and evaluate the success of media literacy initiatives" Livingstone and Van Der Graaf (2010), The simple reason that if we cannot somehow measure the presence of media literacy in our students, how do we know we have actually taught them? When we are grading something or someone, we always need a guide, without a guide or without clear understanding of something, grading them will be difficult. In media literacy, assessing the students if they really acquired the skills for media literacy or not is challenging. Not only because the path we have for grading this area is not clear but because this area is new to us. "Is media literacy best understood as means of inoculating children against the potential harms of the media or as a means of enhancing their appreciation of the literary merits of the media?" (Chris & Potter, 1998) There is an argument over whether the media literacy can protect children from the possible harms of the media world, or it can enhance their appreciation of the qualities of media literacy. This discussion shows what media literacy education should focus on or what media literacy education aim to achieve as well as how these goals influence the way it is taught. D. **DIGITAL LITERACY** **Digital Literacy** Digital Literacy (also called e-literacy, cyber literacy, and even information literacy by some authors) is no different although now the \"text\" can be images, sound, video, music, or a combination thereof. Gee, Hull, and Lankshear (1996) noted how literacy always has something to do with reading a text with understanding, and that there are many kinds of texts, and each one requires a specific set of skills to understand and make meaning out of them. Digital Literacy can be defined as the ability to locate, evaluate, create, and communicate information on various digital platforms. Put more broadly, it is the technical, cognitive, and sociological skills needed to perform tasks and solve problems in digital environments (Eshet-Alkalai, 2004). It finds its origins in information and computer literacy (Bawden, 2008, 2001; Snavely & Cooper, 1997; Behrens, 1994; Andretta, 2007; Webber & Johnson, 2000), so much so that the skills and competencies listed by Shapiro and Hughes (1996) in a curriculum they envisioned to promote computer literacy should sound very familiar to readers today: - - - - - - - The term \"digital literacy\" is not new; Lanham (1995), in one of the earliest examples of a functional definition of the term described the \"digitally literate person\" as being skilled at deciphering and understanding the meanings of images, sounds, and the subtle uses of words so that he/she could match the medium of communication to the kind of information being presented and to whom the intended audience is. Two years later, Paul Gilster (1997) formally defined digital literacy as \"the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers,\" explaining that not only must a person acquire the skill of finding things, he/she must also acquire the ability to use these things in life. Bawden (2008) collated the skills and competencies comprising digital literacy from contemporary scholars on the matter into four groups: 1. 2. 3. 4. E. **Socio-Emotional Literacy Within Digital Literacy** **Socio-Emotional Literacy** - These skills include the ability not only to share formal knowledge but also to share emotions by means of digital communication, to identify pretentious people in chat rooms, and to avoid internet traps, such as hoaxes and malicious internet viruses. - According to Eshet-Alkalai (2004), this Socio-Emotional literacy requires users to be very "critical, analytical and mature\" implying a kind of richness of experience that the literate transfers from real life to their dealings online. **Socio-Emotional Literacy and Digital Literacy** - Digitally literate users can navigate cyberspace effectively because they understand the social and emotional dynamics that mirror human nature. Socio-emotional literacy (SEL) and digital literacy are two sides of the same coin in the digital world. SEL provides the emotional intelligence and ethical framework necessary for responsible online behavior, while digital literacy equips individuals with the skills to use technology effectively. Think of SEL as the inner compass that guides online choices, and digital literacy as the map that helps navigate the digital landscape. Together, they empower individuals to make informed decisions, engage respectfully with others, and contribute positively to the online community. - Eshet-Alkalai (2004) highlights a kind of Socio-Emotional Literacy needed to navigate the internet, raising questions such as \"How do I know if another user in a chatroom is who he says as is?" or \"How do I know it a call for blood donations on the internet is real or a hoax?\" - - - **Social-Emotional Learning (SEL) and Digital Literacy: Benefits for Students** - Social-emotional learning (SEL) helps students develop essential skills like coping with feelings, setting goals, working in teams, and resolving conflicts. For students who learn and think differently, SEL can be particularly valuable in helping them discuss their challenges and build self-esteem. In today's digital age, students must navigate online spaces that require both technical skills and emotional intelligence. Integrating SEL into digital literacy equips students with the tools to engage responsibly, think critically, and interact positively online. The benefits include: **Strategies and Roles for Integrating Socio-Emotional Literacy into Digital Literacy Education** - The connection between socio-emotional development and academic achievement is well established, yet the pressure for continuous academic progress often limits the time allocated for SEL in the school day. To address this challenge, integrating SEL within academic subjects, especially in primary grades, is practical. Combining universal SEL instruction with targeted small group lessons provides additional support for students at risk for emotional and behavioral difficulties. This approach ensures that SEL is effectively embedded in students\' learning experiences, allowing them to develop emotional intelligence alongside their academic skills. Ultimately, this integration supports students' overall development and better prepares them for the complexities of the digital world. F. **DIGITAL NATIVES** The term digital native has become something of a buzzword in the education sector over the past decade. This was popularized by Prensky (2001) in reference to the generation that was born during the information age (as opposed to digital immigrants -- the generation prior that acquired familiarity with digital systems only as adults) and who has not known a world without computers, the Internet, and connectivity. The article explores the characteristics of digital natives, misconceptions about them, and barriers to their attainment of real digital literacy. Who are Digital Natives? A digital native is a person who grew up with the presence of digital technology or in the information age. Having grown up in IT\'s presence, digital natives are comfortable with and fluent in technology. The term contrasts with people who were born before the digital age, who may have more difficulty and be hesitant around learning how to use new technology. Generally, millennials are seen as the first digital natives, followed by any generations that occur after. Misconceptions About Digital Natives One common misperception is that just because a person has grown up in an age of technology, they are naturally digitally literate. But just because someone can use a computer, smartphone, and the internet doesn\'t guarantee they know how to use these devices for more difficult tasks. Digital literacy is more than just being a digital native, it also includes the capacity to think critically, use information ethically, and communicate and analyze data in meaningful ways. While digital natives are often highly skilled at using technology for hobbies like gaming, social media, and streaming, they could find it difficult to use it for work-related or academic objectives. For example, a lot of students find it difficult to conduct research on the internet, particularly when the subjects are foreign or boring to them. This skill gap demonstrates that digital literacy encompasses more than simply device operation; it also includes knowing how to use gadgets efficiently for business and education. Another common misunderstanding is that everyone who is digital native has the same level of proficiency with technology. Although it\'s simple to believe that members of this generation are all on equal footing, the truth is considerably different. Digital natives\' levels of digital literacy vary widely based on their access to education and technology. Families with more money tend to have more technologically literate children than less fortunate ones because they have greater access to digital tools and educational resources. This disparity emphasizes how critical it is to solve educational gaps in digital literacy. What Does This Mean for Teaching? Teachers need to understand that being familiar with technology does not mean that they have mastered it, especially in light of these misunderstandings. Instructors are essential in helping students acquire true digital literacy. Educating pupils on the ethical, practical, and significant uses of technology that go beyond amusement is part of this. Teachers can, for example, concentrate on teaching students how to use digital technologies for effective communication, do research, and evaluate material. In conclusion, although digital natives have grown used to using technology, they still require guidance in order to develop the kind of true literacy that allows them to use digital tools for both learning and work. G. **CHALLENGES TO DIGITAL LITERACY EDUCATION** Digital Literacy Education shares many of the same challenges to Medio Literacy For example: - How should it be taught? - How can it be measured and evaluated? - Should it be taught for the protection of students in their consumption of information, or should it be to develop their appreciation for digital media? Brown (2017) also noted that despite widespread acknowledgment of the need for digital literacy, there is currently no single, comprehensive model or framework for teaching it effectively. This lack of a unified approach means that educators do not have a clear, all-encompassing plan for what digital literacy education should involve and how it should be taught. accordingly, he asked. - **What assumptions and theories guide these frameworks?** - **Whose interests are served by these frameworks?** - **Beyond visually appealing models, how can we reimagine digital literacies to promote critical mindset and active citizenry in order to reshape our societies for new ways of living , learning and working for a better future for all?** Despite the challenges posed by the broad and fluid nature of media (and therefore digital) literacy, educators in the Philippines can spearhead literacy efforts by doubling-down on those concepts and principles of Media Literacy that are of utmost importance, namely, critical thinking and the grounding of critical thought in a moral framework. 1. **Teach media and digital literacy integrally.** Koltay (2011) said that the teaching of the fundamental principles of these and other literacies should be done integratively with other subjects in school however difficult the process might be. For instance , instead of teaching media literacy as a separate subject, it should be incorporated into mathematics, sciences, language arts, and social studies. This approach ensures that media literacy becomes a natural part of the curriculum and daily life. 2. **Master your subject matter.** Whatever it is you teach, you must not only possess a thorough understanding of your subject matter, you must also understand why you are teaching it, and why it is important to learn. **3.Think \"multi-disciplinary.\"** According to Merriam Webster, multi-disciplinary is combining or involving more than one discipline or field of study. this means, to think multi-disciplinarily is to integrate media and digital literacy with abstract subjects. So, how can educators integrate media and digital literacy in a subject as abstract as Mathematics, for example? We can integrate media and digital literacy in math subject by having students create a webpage detailing what systems of linear equations are, why they are important, and the techniques for solving them. Alternatively, they can create poster infographics that explain the same things. **4.Explore motivations, not just messages.** While it is very important that students learn what is the message being communicated by any media text, it is also important to develop in them a habit for asking why the message is being communicated. For example : In the case of an information pamphlet warning against some infectious disease, we can ask our students, is there an outbreak we are being warned of ? If not, could this then be an attempt to sow panic and discord in the target populace? Why? Who stands to gain from doing such things? **5. Leverage skills that students already have.** It is always surprising how much a person can do when they are personally and affectively motivated to do so in other words, a person can do amazing things when they really want to. For example : Students can produce remarkably well- researched output for things they are deeply interested in, even without instruction. This module discusses Media and Cyber or Digital Literacies, highlighting key aspects of each. Media Literacy involves the ability to decode, assess, and create media messages, focusing on understanding media messages, their construction, and the contexts in which they are produced. The module also addresses common misconceptions about media literacy and the challenges associated with media literacy education. Cyber Literacy, or Digital Literacy, on the other hand, refers to the ability to access, manage, understand, and create information using digital technologies. This module also discussed the concept of digital natives, the Socio-Emotional Literacy Within Digital Literacy and the challenges in digital literacy education, including finding effective teaching methods, measuring and evaluating literacy, and deciding whether to focus on the protection or appreciation of digital media. Overall, this module addresses that Media and Digital Literacy extends beyond merely understanding and using media and technology. It is about developing critical thinking, ethical behavior, and socio-emotional skills. It emphasizes the need to integrate these literacies into various subjects, ensuring that education encompasses not just technical skills but also moral and practical dimensions. \"Media and Digital Literacy education is not merely about teaching how to use media and technology but about fostering critical and responsible engagement with the digital world. **REFERENCES** **Electronic Sources** - - - - - - - - -