MIL for Development and Democracy PDF

TOPIC 2 MIL FOR DEVELOPMENT A ND DEMOCRACY This Learning Resource Material constitutes Fair Use of Copyrighted Works as defined in Sec. 185 of RA 8293, which states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching including m...

TOPIC 2 MIL FOR DEVELOPMENT A ND DEMOCRACY This Learning Resource Material constitutes Fair Use of Copyrighted Works as defined in Sec. 185 of RA 8293, which states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar purposes is not an infringement of copyright. xxx” INTRODUCTION We see images (pictures and text) every day all around us in books, newspapers, magazines, billboards, on television, movies, inside jeepneys and buses, and most of all online. We can’t escapethem. For advertising alone, the average person is now estimated to encounter between 6,000 to 10,000 ads every single day on traditional and new media. Before the concept of MIL, the word "literacy" usually describes the ability to read and write. Reading literacy and media and information literacy have a lot in common. Reading starts with recognizing letters. Pretty soon, readers can identify words and, most importantly, understand whatthose words mean. Readers then become writers. With more experience, readers and writers develop strong literacy skills that they can read the subtext for critical analysis. But is basic literacy enough? In the context of MIL, literacy is defined as Functional Literacy. This refers to the practical skill set needed to read, write, and do math for real-life purposes, so people can function effectively in their community. If we don’t have individuals with mathematical knowledge, reading and writing skills, or analytical abilities, we won’t have functioning businesses, governments, or communities. In other words, we need functional literacy to have a functional society. Media and Information are such a part of our everyday lives that much like air we easily forget about them. But in this era of fake news, misinformation, digital hyper-commercialism, and technology addiction, it is apt to say that MEDIA IS EITHER INCOMPLETE OR INFLATED.Therefore, it is important that we have a grip on media and information rather than the other way around. The bottom line, media and information share one thing: someone created it. And it was created for a reason. Understanding that reason is the basis of media and information literacy. And UNESCO (United Nations Educational, Scientific, and Cultural Organization) set the global definition: MIL, as a whole, is defined as: a set of competencies that empowers citizens to access, retrieve, understand, evaluate and use, create, as well as share information and mediacontent 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. Generally, MIL should spur citizens to become active producers of information and innovators of media and information products, as well as critical thinkers. The world is changing at a startling pace. Advances in Information and Communication Technology (ICT) during the past decades have enabled us to transform the ways information circulates and, increasingly, the way we interact, access information, communicate, create new knowledge, learn, and work. This transformation has created new waves of opportunities and challenges for freedom ofexpression, media development and citizens’ engagement. While technology has boosted global development, it has also made it even harder for millions of people, not only from emerging economies, but also from developed countries, to engage with media and be part of global knowledge societies. This helps to reinforce inequality between countries, and – within countries – inequality between communities and individuals. The digital age has made it easy for anyone to create media. We don't always know who created something, why they made it, and whether it's credible. This makes media literacy tricky to learn and teach. Nonetheless, media and information literacy is an essential skill in the digital age. However, levels of illiteracy are now being increased by this so-called digital divide, which affects not only those who are illiterate, but also those who may be literate and how they effectively applytheir competencies at different stages of their life. And this digital divide is not just physical, material and technical; it also includes knowledge. In order to tackle these challenges and help to bridge these divides, a new approach to literacy is needed that is more situational, pluralistic and dynamic, drawing attention to its information, communication, media, technological, and digital aspects.  Media and Information Literacy for all should be seen as a nexus of human rights. Therefore,UNESCO suggests the following Five Laws of Media and Information Literacy. In essence of course, the 5 Laws focus on competencies that address knowledge in all formats andresonate with our own professional values and standards. In summary they assert: Law 1: Information and/or media are critical to civic engagement and sustainabledevelopment and equally relevant in all forms; Law 2: Every citizen is a creator of information and knowledge; Law 3: Information/media messages are not always value neutral and truth should be madeunderstandable; Law 4: Every citizen has a right to access and understand new information, knowledge, ormessages; Law 5: Media and information literacy is acquired as a process. They are inspired by the Five Laws of Library Science proposed by S. R. Ranganathan in 1931. The Five Laws of MIL are intended as guides, together with other UNESCO resources, for all stakeholders involved in the application of MIL in all forms of development. CHAPTER 1: DEFINING MEDIA PURPOSES OF MEDIA In the 21st century, media has become more than just a medium of communication. It now includesmass media of all kinds and the continuously evolving technology. Mass media is such a part of our everyday lives that much like air we easily forget about it. To be media and information literate,knowing how we use media and understanding its purposes in daily life is extremely important. A. TO INFORM (feeds your mind) When mass media is used in this way, mass media can be an extremely powerful. People need to know. There’s a saying that Knowledge is Power. People become informed about general and universal facts through textbooks read in schools, and current events in the community and in the world through news, mostly via social media. B. TO PERSUADE (makes you take a side) This may mean to persuade a person to buy something, as in the case of advertising, or thismay simply be to persuade a person to feel or think a certain way. Features and editorials are written in magazines and newspapers to argue a case. Live debates or talk shows discussing social issues also help the audience form an opinion. Radio and television and even film were used as propaganda by the government during war. These days, the persuasion techniques are more subtle. Social media is also filled with partisan debates. C. TO ENTERTAIN (feeds your heart) Sometimes the best way to engage a large audience is through humor or an interesting story.Much of television and film these days are created as escape vehicles. A lot of companies have tried to sell their products by entertaining through their advertising. In urban areas, radio stations exist mostly to urban listeners while they serve as development toolsin rural areas. But melodrama or sentimental themes are also forms of entertainment. Peopleenjoy tearjerkers because they serve as a catharsis to the soul. D. TO ENLIGHTEN (moves you to do something) The mass media forms that most often try to achieve this goal are books and film, and publicservice messages. Most of the philosophies of modern society can be traced to great literaryworks and classic films. Novels and songs have sparked revolutions. Documentaries do notonly inform, persuade, and entertain an audience, but also to enlighten them about a currentsituation resulting into an advocacy. To enlighten means being moved so much that one iscompelled to take action or do a personal change.  What comes to mind when you hear that word? Most dictionaries and books would generally defineMedia as the communication ways or tools used to store and deliver information or data. Images and texts are media. Were you thinking of the same thing? Perhaps, not really. And that is because the term Media, though officially defined as a means of communication, is often used in several contexts. CONTEXTS OF MEDIA A. Media as INSTITUTION According to Merriam-Webster, an INSTITUTION is a significant practice, relationship, or organization in a society or culture. It is also an established organization or corporation (such as a bank or university) especially of a public character. As structures ormechanisms of social order, they govern the behavior of a set of individuals within a givencommunity. Therefore, a Media Institution is a company or organization that is accountable forinformation. If a Media company has reached Institution status, then it means that it has become a convention-setter in society alongside traditional social institutions such as the church, school, government, and family. In the Philippine context, oftentimes, when people utter the word “media” they mean giantnetworks such as ABS-CBN or GMA with the addition of TV5. For the longest time, it hasbeen a duopoly of the first two media giants, making it easy to assume that these media institutions through all their media products have played a major role in the formation of contemporary Filipino culture. Media as Institution are the gatekeepers of information, purveyors of thought, and influencers. B. Media as DATA STORAGE In the 21st century, the term media is also being used as a physical device or component in a computing system that receives and retains information relating to applications and users. In computers, a storage medium is any technology -- including devices and materials -- used to place, keep and retrieve electronic data. The plural form of this term isstorage media. There are two types of storage devices used with computers: o Primary storage device, such as RAM, and o Secondary storage device, like a hard drive. Secondary storage can be removable,internal, or external storage. Examples of computer data storage: Magnetic storage devices In the early 2000s, magnetic storage is one of the most common types of storage used withcomputers and is the technology that many computer hard drives use: Floppy diskette, HardDrive, Magnetic strip, SuperDisk, Tape cassette, Zip diskette. Optical storage devices Another common storage is optical storage, which uses lasers and lights as its method of reading and writing data: Blu-ray disc, CD-ROM disc, CD-R and CD-RW disc, DVD-R, DVD+R, DVD-RW, and DVD+RW disc. C. Media as COMMUNICATION CHANNEL We need to understand first that Media is just another way for humans to communicate. Therefore, we need to study the science of communication before anything else. In its simplest form communication is the transmission of a message from a source to receiver. Harold Lasswell (1948) said that the convenient way to describe communication is to answer these questions:  Who? Says what? Through which channel? To whom? With what effect? On the surface, this one-way transmission model looks quite adequate to explain the scienceof communication involving mass media. That is if the transmission is smooth. A year later, Shannon and Weaver, engineers working in the Bell telephone company, improved the one-way linear model by including the dysfunctional factor: NOISE. In human communication context, noise is ANYTHING that disrupts the smooth flow of communication. Noise may interrupt the reception which affects the effect. Originally, noise was only meantin the context of the electronic transmission. From this premise, Noise is understood to beblatantly disruptive. However, Noise can also be non-physical and unobservable such as negative first impressions, cultural differences, and undiagnosed learning deficiencies. 5 GENERAL TYPES of NOISE or BARRIERS: Technical (pertaining to channel interruptions) o Ex. choppy mobile phone signal Environmental (pertaining to external elements) o Ex. traffic noise just outside the school building Semantic (pertaining to language problems) o Ex. a Tagalog would refer a “langgam” to a crawling insect while aBisaya would mean bird Socio-Psychological (pertaining to pre-conceived notions and/or culture bias,and may also include learning disabilities) o Ex. a student finds it hard to understand the subject because he heardprior feedback that the teacher is challenging  Physiological (pertaining to physical handicaps) o Ex. a person with a lisp And these barriers or noise will raise the following questions: How accurately was the message transmitted? How precisely was meaning conveyed? How effectively did the received message affect behavior? But then again, even with this improvement in the model, another problem is that it suggeststhat the receiver is passive. The word “communicate” is from the Latin term communicare which means to share, and from another Latin term communis which means working together. Given the origin of the word, communication then must be active. The first two models usethe terms “sending” & “receiving” to define communication. These days, we prefer the word “share”. It connotes something that two or more people do together rather than something one does or gives to someone else. Here’s where Berlo’s SMCR Model (1960) comes in. The most well-known and most citedmodels. In his book Process of Communication (1961), he added the element of FEEDBACK. Berlo’s model is basically an expansion of the Shannon-Weaver model, which is considered the first model of mass communication. In this model, Berlo identifies the 6 Elements of the Communication Process: SOURCE = encoder = sender = communicator RECEIVER = target = audience = listener/reader MESSAGE = idea = purpose = intention (translated into a code or asystematic set of symbols) CHANNEL = platform EFFECT = the outcome of a communication or the response; sometimes theeffect is NOT the desired outcome. This can be OVERT (obvious/visible) orCOVERT (non-observable). FEEDBACK = response = non-verbal cues = similar with EFFECT but thistime it’s encoded back With the addition of the FEEDBACK which is also a message, communication now becomes a reciprocal and ongoing process with all involved parties engaged in creating shared meaning. So now we know that communication is the process of creating shared meaning. Because communication in this model is an ongoing and reciprocal process, all the participants or “interpreters” are working to create meaning by ENCODING and DECODING messages. A message is first encoded, that is, transformed into an understandable sign and symbol system. And that brings us to the next and more complicated paradigm of media D. Media as CONTENT & CULTURE So now we have reached the important but also most complex part. "The medium is the message" is a phrase coined by McLuhan which means that the form of a medium embeds itself in any message it would transmit or convey, creating a symbiotic relationship by which the medium influences how the message is perceived. McLuhan was talking about the effects of technology, not about the technology itself — a telephone or a radio or a computer — but what and how the technology affects people and societies. In his book, Understanding Media: The Extensions of Man (1964), he said: “The medium is the message because it is the medium that shapes and controls the scale and form of human association and action. The content or uses of such media are as diverseas they are ineffectual in shaping the form of human association. Indeed, it is only too typical that the “content” of any medium blinds us to the character of the medium.” Let’s repeat that: THE MEDIUM IS THE MESSAGE! Technically, in this case, Media is also CONTENT or INFORMATION which is generally the message – the facts, data, or knowledge obtained from a source. If media is the message itself then it needs a LANGUAGE to convey meaning. At this point, we have agreed that communication is the process of creating shared meanings. A socially constructed shared meaning is called CULTURE. According to anthropologists, culture may be seen as the learned, socially acquired traditions and lifestyles of the members of a society, including their patterned, repetitive ways of thinking, feeling and acting embodied in symbolic forms which they use to communicate,perpetuate, and develop their knowledge about and attitudes toward life. In short, creation and maintenance of a common culture occurs through communication, especially mass communication. When we talk to our friends; when a parent raises a child;when religious leaders instruct their followers; when teachers teach; when grandparents pass on recipes; when politicians campaign; when media professionals produce content thatwe read, listen to, and watch, meaning is being shared and culture is being constructed andmaintained. In other words, CULTURE is the world made meaningful; it is socially constructed and maintained through communication. It limits as well as liberates us; it differentiates as wellas unites us. It defines our realities and thereby shapes the ways we think, feel, and act. Given that definition, it cannot be denied that Media as Content is Culture in itself. And because culture can limit and divide or liberate and unite, it offers us infinite opportunities to use communication for the common good – if we choose to do so. People’s communication is affected by culture. People create culture. So, what came first? Essentially, we allow Media (mass communication) not only to occur but also to contributeto the creation and maintenance of culture. Everyone involved has an obligation toparticipate responsibly. For people working in the media industries, this means professionally and ethically creating and transmitting content. For audience members, it means behaving as critical and thoughtful consumers of that content. Now isn’t that the reason why we’re studying Media and Information Literacy? CHAPTER 2: DEVELOPMENT AND DEMOCRACY When discussing issues regarding democracy and development, we often forget that media-literate citizens are a precondition. An important prerequisite for the empowerment of citizens is a concerted effort to improve media and informationAdDU Senior–High literacy skills that| Media School help to andstrengthen Informationthe critical Literacy abilities | Page 7 of 170and communicative skills that enable the individual to use media and communication both as tools and as a way of articulating processes of development and social change, improving everyday lives and empowering people to influence their own lives. Media and information literacy is needed by all citizens, and is of decisive importance to the younger generation – in both their role as citizens and participants in society, and their learning, cultural expression and personal fulfilment. A fundamental element of efforts to realize a media and information literate society is media education. But when issues such as these are discussed, all too often the frame of reference is the media culture of the Western world. There is an urgent need for the agenda to open up much more to non- Western ideas and intercultural approaches than is the case at present. Internationalization is both enriching and necessary with regard to our common interest in broader, more all-inclusive paradigms. A. WHAT IS DEVELOPMENT? In simple terms, development is a process that creates growth, progress, positive change on a personal, professional or societal level. It involves assimilating novel skills, knowledge, and encounters to fortify individual prowess and catalyze positive impacts within communities. Furthermore, development orchestrates the transformation of societies, establishments, and nations via calculated endeavors, inventive strategies, and environmentally-friendly practices. Its mission is to surmount challenges, cultivate opportunities, and cultivate affluence for individuals and communities alike. Development epitomizes a fluid expedition necessitating continual education, adeptness at adapting to active contexts, and the pursuit of holistic well-being for individuals and collective entities. But development is not enough. That is why the United Nations has adopted the 2030 Agenda for Sustainable Development. This provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. All UN member states recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. AdDU Senior High School | Media and Information Literacy | Page 8 of 170 B. WHAT IS DEMOCRACY? Democracy, derived from the Greek words "demos" (people) and "kratos" (power), signifies the "power of the people." In the context of Media and Information Literacy, democracy is understood as a system where informed and engaged citizens have the ability to participate meaningfully in decision-making processes. This participation is not merely about the majority's rule but involves respecting and incorporating the interests and voices of minorities to ensure governance that truly reflects the collective will of all people. MIL promotes transparency and accountability by encouraging citizens to question the sources and motivations behind the information they receive. This scrutiny fosters a culture of accountability, ensuring that those in power act in the best interests of the public. Additionally, MIL encourages the appreciation of diverse perspectives, ensuring that minority voices are heard and considered in the democratic process. By fostering critical thinking, ethical engagement, and active civic participation, MIL creates a well- informed, engaged, and critically thinking citizenry. This is essential for meaningful participation in democratic processes, ensuring that democracy truly represents the collective will of all people. Through these contributions, MIL strengthens the foundations of democracy and supports its ongoing vitality and resilience. C. MIL AND SUI GENERIS LEADERSHIP Ateneo de Davao University (AdDU) promotes a unique leadership style known as "sui generis," focusing on developing competent, compassionate, and socially committed individuals. Media and Information Literacy (MIL) is crucial to this approach, shaping informed, ethical, and engaged citizens. MIL equips students with critical thinking skills, enabling them to navigate the complex media landscape and make sound decisions. This foundation ensures leaders can distinguish credible information from misinformation, crucial for positive societal impact. Ethical and compassionate engagement, emphasized through MIL, fosters leaders who act with integrity and empathy, considering diverse perspectives. AdDU's dedication to social justice aligns with MIL's promotion of transparency and accountability, empowering students to hold power accountable and advocate for equitable policies. MIL also fosters civic responsibility, encouraging active participation in public policy and community engagement. By promoting cultural sensitivity and inclusivity, MIL helps future leaders appreciate and respect diversity, ensuring leadership that genuinely represents and serves all society members. D. CONCLUSION Media and Information Literacy is indispensable in the context of development and democracy. It creates a well-informed, engaged, and critically thinking citizenry capable of meaningful participation in democratic processes. By promoting transparency, accountability, inclusivity, and ethical engagement, MIL helps to ensure that democracy truly represents the collective will of all people. Through these contributions, MIL strengthens the foundations of democracy and supports its ongoing vitality and resilience. As an Atenean, MIL is fundamental to the sui generis leadership cultivated at Ateneo de Davao University. By developing informed, ethical, and engaged learners, MIL supports AdDU's mission to form leaders who are competent, compassionate, and committed to social justice. Through MIL, AdDU nurtures a unique leadership style equipped to address contemporary challenges while upholding transparency, accountability, and inclusivity. AdDU Senior High School | Media and Information Literacy | Page 9 of 170  TOPIC 3 DIGITAL LITERACY This Learning Resource Material constitutes Fair Use of Copyrighted Works as defined in Sec. 185 of RA 8293, which states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar purposes is not an infringement of copyright. xxx” Most of the general knowledge, universal beliefs, and scientific theories that the human population know today originally came from books. But aside from concepts, ideas, and literature, people also want to know about daily events and lifestyle. Hence, the birth of newspapers and magazines. This growing need for information and entertainment was soon satiated by radio and television. The artistic nature of books found its counterpart in film and cinema. All these forms of media that ruled our lives from 15th to 20th century became known as Traditional Media. They have influenced and carried culture throughout time. They have shaped people directly and indirectly in varying degrees. They are called “traditional” for two basic reasons: 1. The development of these media by its purveyors set the language that would make it conventional and thus easily comprehensible to the general audience, and 2. It is called such vis-à-vis its challenger, the New Media If we summarize the evolution of media as whole, we can see that it went through these specific AGES or periods:  The Prehistoric Age, wherein the medium of communication was primarily oral.  The Pre-Industrial Age, which was a long period and had an agricultural and handicraft economy. It saw the development of languages and forms of writing in specific cultures, such as the papyrus in Egypt, wooden blocks in China, the Codex of the Mayan region, andthe Acta Diurna in Rome which were stone and metal carved tablets conveying public messages. They were believed to be the earliest forms of newspapers or newsletters. Later,the first printing press was developed.  The Industrial Age, marked by invention of machines and machine manufacturers, which started in England and other European countries in the 18th century. Communication technology were the telegraph, telephone, and early radio and film.  The Electronic Age which contributed greatly to the improvement of radio and film, and the invention of television.  The Digital Age, which is also called the New Media age. It is called “new” because 1. it uses the newest means of communication, which is digital technology, and 2. this technology is still a work of progress. For this chapter, we will learn about how the digital age was ushered in by the development of theinternet and how this technology is challenging traditional media into obsolescence and forcing into convergence. Just like radio, the internet was a communication technology first before it became known as a “media platform” or mass communication channel. In the late ‘50s, the RAND Corporation, America’s foremost Cold War think-tank, faced a strangestrategic problem. How could the US authorities successfully communicate after a nuclear war? Post-nuclear America would need a command-and-control network, linked from city to city, stateto state, base to base. But no matter how thoroughly that network was armored or protected, its switches and wiring would always be vulnerable to the impact of atomic bombs. A nuclear attack would reduce any conceivable network to tatters. And how would the network itself be commanded and controlled? Any central authority, any network central citadel, would be an obvious and immediate target for an enemy missile. The centerof the network would be the very first place to go. RAND mulled over this grim puzzle in deep military secrecy and arrived at a daring solution. The RAND proposal by PAUL BARAN was made public in 1964. In the first place, the network would have no central authority. Furthermore, it would be designed from the beginning to operate while in tatters. The Internet was the result of some visionary thinking by people in the early 1960s who saw great potential value in allowing computers to share information on research and development in scientific and military fields. The Internet, then known as ARPANET, was brought online in 1969 under a contract let by the renamed Advanced Research Projects Agency (ARPA) which initially connected four major computers at universities in the southwestern US (UCLA, Stanford Research Institute, UCSB, andthe University of Utah). The Internet was designed to provide a communications network that would work even if some of the major sites were down. This was a great idea. If the most direct route were not available, routers would direct traffic around the network via alternate routes. The early Internet was used by computer experts, engineers, scientists, and librarians. There was nothing friendly about it. There were no home or office personal computers in those days, and anyone who used it, whether a computer professional or an engineer or scientist or librarian, had to learn to use a very complex system. Meanwhile also in the 1960s, IBM (International Business Machines Corporation) led the commercial computer explosion. One of its innovations was to sell rather than rent computers to customers. In 1969, rather than offer hardware, services and software exclusively in packages, marketers "unbundled" the components and offered them for sale individually. This paved the wayto how technology is sold today. But since computers were mainly large, centralized machines with mainframe and minicomputers with terminals, the “networked communication system” that Baran started with ARPA can only be used in companies and universities. Note that the term for this system wasn’t the Internet yet. In 1974, Standford University’s VINTON CERF and the military’s ROBERT KAHN coined theterm “the INTERNET.” By the 1970s, when the semiconductor replaced the vacuum tube as the essential information processor in computers, its tiny size, absence of heat, and low cost made possible the design and production of the PERSONAL COMPUTER. This of course opened the Net to anyone, anywhere. While in college during the ‘70s, STEVE JOBS and STEVE WOZNIAK, and BILL GATES, started tinkering with this new technology. GATES sensed that the power of computers would not reside in their size but in the software that ran them. He dropped out of Harvard University to set up Microsoft Corporation. They licensed the Operating System (OS) which freed users from requiring to use sophisticated operating languages like a programmer. Meanwhile, JOBS and WOZNIAK, also college dropouts from Stanford, perfected their machine APPLE II, a low-cost, easy-to-use, microcomputer designed for personal rather than business use. Its multimedia capabilities made the machine hugely successful. IBM, who failed to enter the personal computer business, partnered with Microsoft and launched the first IBM PC in 1981. All these developments paved the home computer revolution. The internet gave the computer a different purpose in the lives of its users – way beyond just computing. The ‘80s to the ‘90s saw the development of the following communication technology that we stilluse now: ▪ E-mail – (short for Electronical Mail). ▪ VoIP – (pronounced “voyp”) Voice over Internet Protocol. Think of it as voice e-mail. With broadband connection more affordable these days, more people are now making calls via the internet using apps such as Skype, Viber, and Messenger. ▪ World Wide Web (often referred to as “the web”) is a way to access information files on the Internet. The Web is NOT a physical place, nor a set of files, nor even a network of computers. The World Wide Web (WWW) uses hypertext transfer protocols (HTTP) developed in the ‘90s by TIM BERNERS-LEE (often nicknamed TBL), which he gave to the world FOR FREE! (Yup, he’s not collecting any royalty fees for this). His goal was for users to enjoy the Internet, making it a social experience and not a technical one. MEDIA CONVERGENCE Since the diffusion of personal computing in the1980s, the expansion of the World Wide Web in the 1990s, and the emergence of mobile devices and social networking sites in the 2000s, digital technology has been a catalyst for social change in contemporary societies. From economy to politics, from education to culture, practically all aspects of human life have been transformed dueto the different ways of developing and using ICT. In the specific field of media and communication, the media ecology has mutated from the traditional broadcasting system to a new environment, where the old ‘media species’ (radio, cinema, television, books, etc.) must compete with the new ones (YouTube, Twitter, Facebook, mobile devices, etc.) and adapt and change in order to survive. In this context, new media production, distribution, and consumption practices have emerged, theaudiences have fragmented, and the former passive TV viewer is now an active user that jumps from one media or platform to the next one looking for specific content or information. And last but not least, many of these new media consumers are now considered ‘prosumers’ who create andshare “user-generated” contents. We typically think of people who access a medium as audience members but the Internet has USERS and not audience. This signifies the interactive nature of the medium. At any time – or even at the same time – a person may be both reading and creating content on the Internet. E-mailand chat groups (formerly rooms) are obvious examples of online users being both audience and creators. Text-based role-playing games, or multi-user dimensions (MUDs) enable entire alternative realities to be simultaneously constructed and engaged, and computer screens that have multiple open windows enable users to “read” one site while creating another. As former NBC and PBS president Lawrence K. Grossman wrote in 1999, “Gutenberg made us all readers. Radio and television made us all first-hand observers. Xerox made us all publishers. The In ternet makes us all journalists, broadcasters, columnists, and critics.” What is MEDIA CONVERGENCE? Also called cross-media convergenceand new media, this is the stage in which older media are reconfigured in various forms on newer media.However, this does not mean thatthese older forms cease to exist. For example, you can still get the New York Times in print, but it’s also now accessible on laptops and smartphones via platforms, but we also see the fragmenting of large audiences into smaller niche markets. Media Convergence can happen in 4 WAYS (by Henry Jenkins, Convergence Culture) 1. TECHNOLOGICAL o The merging of previously distinct media technologies and media forms because of digitization and computer networking o With new technologies allowing access to more media options than ever, mass audiences are morphing into audience subsets that chase particular lifestyles, politics, hobbies, and forms of entertainment. o Clear examples of this are: print + digital = PDFs or E-books, movie prod content + TV format + digital = Netflix, radio + TV = teleradyo, and more. o This technology convergence gave way to Citizen Journalism. Before, journalists had to run back to their offices to type their stories on typewriters and/or desktop computers. Now, journalists and even non-journalists can do formal and informal reportage respectively via their smart phones and social media apps. o As a result, it broke the rules between deadlines and other time, between journalists and editors, and between content platforms. 2. INDUSTRIAL o An economic strategy in which the media properties owned by communications companies employ digitization and computer networking to work together. This is also called SYNERGY o In the context of media studies, it is the rationale behind the concentration of media in one company or organization. (Ex. ABS-CBN owning multi-media companies) making it the driving force for Mergers and Acquisitions in the media and telecom industries. Mergers and Acquisitions (M&A) is general term used to refer to the consolidation of companies. A merger is a combination of two companies to form a new company or sometimes retaining the 2 companies but operating as one. An acquisition is the purchase of one company by another in which no new company is formed. o The 1990s and early 2000s saw large mergers such as: Viacom-Paramount (1994), Disney-ABC (1995), Viacom-CBS (2000), NBC-Universal (2004), America  OnLine (AOL), and Time Warner (2000) – the biggest merger. o Cross-media convergence gave rise to giant new digital media players. 3. SOCIAL o Social media make it possible for everyone in the network to be simultaneously producer, distributor, and consumer of content. o Social media’s power comes from the connections between its users. o Social media allows users to coordinate activities between themselves “on scales and at speeds that were not previously possible.” 4. TEXTUAL o Also called TRANSMEDIA STORYTELLING which is telling stories across multiple platforms. o But this does not only refer to the adaptation of content from one platform to another. o This also pertains to a specific narrative structure that expands through both different languages (verbal, iconic, etc.) and media (cinema, comics, television, video games, etc.). o For example: Star Wars and Marvel franchise o The equation is: Brand extension = new audiences = fan engagement = selling more products = more revenues In short, Convergence brings together the “three C’s”— computing, communication, and content— and is a direct consequence of the digitization of media content and the popularization of the Internet. Digital Citizenship When you are called a CITIZEN, you are a legally recognized subject and inhabitant of a state, either native or naturalized (immigrants). As a Citizen, you are entitled to enjoy all the legal rightsand privileges granted by the particular state to its people comprising its constituency and are obligated to obey its laws and to fulfill your duties as called upon. In short, just like state citizenship, digital citizenship comes with RIGHTS TO CLAIM and RULES TO FOLLOW. TYPES OF DIGITAL CITIZENS According to Marc Prenzky, “today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a “singularity” – an event which changes things so fundamentally that there is absolutely no going back. This so-called “singularity” is the arrival and rapid dissemination of digital technology in the last decades of the 20th century.” It is now clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors. These differences go far further and deeper than most educators suspect or realize. What should we call these “new” students of today? Some refer to them as the N-[for Net]-gen or D-[for digital]-gen. But the most useful designation that Prenzky has found for them is Digital Natives. Students today are all “native speakers” of the digital language of computers, video games and the Internet. So, if this new generation is referred to as such, then what about the others who do not fall into this category? Hence, there are about 4 types of digital citizens in this community called the Internet. DIGITAL NATIVES refer to persons born or brought up during the age of digital technology and therefore familiar with computers and the Internet from an early age. For most people, the term native conjures images of the indigenous… the original dwellers or inhabitants of a land. This is why the term “native” is used in the digital world context. Digital Natives mean they are “born into this digital land”. One particular characteristic of a native is his natural ability to use the language of the land. However, native speakers do not necessarily mean they are “literate”. For example, a typical Filipino citizen may speak Bisaya or Tagalog naturally but they find it hard to write and speak it in an academic or formal setting. A native speaker doesn’t necessarily mean they are fluent in the nuances of grammar rules and literary styles. The same analogy may be applied to Digital Natives. Just because this generation was practically born with an iPad in their hands, they do not necessarily mean they are Digital Literate, as definedearlier. That is why, Senior High School students and younger learners have to be formally taughtwhatDIGITAL LITERACY is. Still in the context of citizenship, if we have native dwellers, then we also have immigrants. What’s the difference between EMIGRATION and IMMIGRATION? The former is the act of leaving one's own country to settle permanently in another; or moving abroad. While the latter is the actionof coming to live permanently in a foreign country. In the context of the digital world, the DIGITAL IMMIGRANT is an individual who was born before the widespread adoption of digital technology. The term digital immigrant may also applyto individuals who were born after the spread of digital technology and who were not exposed to itat an early age. So similar to the immigration that we know in social science, these people “movedto live permanently in a foreign place” which is the INTERNET. It is strange because they were not born and raised in this era. In gist, digital immigrants and digital natives are separated by what we call the DIGITAL DIVIDE.There’s a wall; a border that cuts in between. To cross this border is the pursuit of the Digital Immigrant. But there are also those who are OFF THE GRID. We call them DIGITAL FUGITIVES and DIGITAL ALIENS. In regular terms, a fugitive is someone who is running away or hiding while aliens are the outsiders. The same is true in the digital world. Digital Fugitives are those people who are AWARE of the new technology but refuse to adopt it; refusing to use contemporary mobile technology and other internet-based communication platforms. While Digital Aliens are those who are totally UNAWARE of the new technology but MAY BE WILLING to adopt if given the chance. Can you identify these 4 types in your immediatecircle of family and friends? RIBBLE’S ELEMENTS OF DIGITAL CITIZENSHIP Each day the world is becoming increasingly digital. You as students begin to use more and moretechnology devices at home and in the classroom. But, are you prepared to be good digital citizens?Just as you learn the rules of society, it is imperative that you learn the rules of the digital world, and how to be safe and responsible with technology. Taken from Mike Ribble’s Digital Citizenship in Schools, the nine elements of digital citizenship are not simple, stand-alone issues.They relate to each other in a dizzying variety of ways. 1. DIGITAL ACCESS – Full electronic participation in society Technology provides opportunities for large numbers of people to communicate and interact very quickly. However, not everyone has access to all the tools of this new digital society. Because of socioeconomic status, disabilities, and physical location (among other factors), these opportunitiesare not equally available to all students or teachers. Groups that are disenfranchised by lack of technology access include families who do not have the financial ability to have technology in thehome, school districts that have too few computers for their students (while others have more thanenough), and rural schools that lack access to high-speed Internet connections. Educators need to evaluate the use of computers within their schools. Do all students have access throughout the dayto technology? 2. DIGITAL COMMERCE – The electronic buying and selling of goods Digital commerce is often the most difficult element of digital citizenship for educators to addressin the classroom. Teachers may believe it is not their responsibility to teach students to be informed, careful consumers (except in certain business courses). However, online purchasing has become an important factor in students’ lives. According to Harris Interactive, in 2009 America’s youth ages 8–24 (Generation Y) spent $220 billion online. Digital commerce plays a large role in students’ lives, so they need to understand all aspects of these online transactions. Learning to become an intelligent consumer is an important aspect of good citizenship. Unfortunately, it is not uncommon for students to go online and purchase items without thinking about the consequences. Often, the consequences extend beyond accumulation of debt. Forexample, not knowing how and where to buy items online can leave kids vulnerable to Internet scams and identity theft. If teachers hope to prepare students for the rest of their lives, digital commerce is an important issue that needs to be addressed. 3. DIGITAL COMMUNICATION – The electronic exchange of information Cell phones, social networking, and texting have changed the way people communicate. These forms of communication have created a new social structure governing how, when, and with whompeople interact. Digital communication provides users with instant access to others on an unprecedented level. Many businesses prefer using email over a phone call because email providesa record of the message. But there are consequences to this built-in record-keeping feature. Users forget that even though they may delete a message it is usually stored on a server or is backed up for future review. This means users need to think about what they say when using email. This is the same for many other communication methods like texting and social networking sites: even after the information is deleted it continues to “live on” in cyberspace. Any of these technologies can be used inappropriately. Too often, people sent emails, texts, or posts without considering who might see them or how they might be interpreted. It is easy to write the first thingthat comes to mind and then send it before considering the long-term consequences. In some situations speaking to someone face-to-face can solve a situation faster than multiple emails or other communication methods. 4. DIGITAL LITERACY – The process of teaching and learning about technology and the use of technology One of the most important aspects of technology is understanding how that technology works so that it can be used in the most appropriate manner. Although many agree this is important, it is often overlooked. How many people were “taught” how to use a cell phone while they are in the cellular store or kiosk? This is becoming even more of an issue for education. Technology-infused learning is becoming more commonplace every year and is becoming as transparent as the chalkboard and pencil. However, teaching how to use technology appropriately has not kept pace. Learning with technology does not always include instruction on appropriate and inappropriate use. Too often, the focus is on learning the technology itself, with little time given to discussing what is or isn’t appropriate. The ISTE stands for INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION. It is formerly known as the National Educational Technology Standards. ISTE Standards are standards or criteria or principles for the use of technology in teaching and learning. 5. DIGITAL ETIQUETTE – The electronic standards of conduct or procedure Responsible digital behavior makes every user a role model for students. Students watch how others use a technology and assume if others can use it in that manner, so can they. The problem with teaching digital technology is that few rules have been established for the proper use of thesedevices. The proliferation of new technologies has created a steep learning curve for all users. Some users are more adept and in tune than others, and those who lag behind often do not understand thesubtle rules that have emerged among early adopters. In the past, it was up to parents and families to teach basic etiquette to their children before they reached school. The problem with the new technologies is that parents have not been informed about what is appropriate and what is not. Very often, parents and students alike are learning thesetechnologies from their peers or by watching others use the technology. School technology teams are in a better position to teach kids appropriate digital etiquette. 6. DIGITAL LAW – The electronic responsibility for actions and deeds The Internet has made it easy to post, locate, and download a vast array of materials. Indeed, this ability to share information easily is one of the strengths of the Internet. However, users often do not consider what is appropriate, inappropriate, or even illegal when posting or accessing information on the Internet. Users often remark, “We did not think it was wrong—all we were doing was sharing information.” The issues of intellectual property rights and copyright protection are very real, and have very real consequences for violations. These issues were brought to the forefront when the Recording Industry Association of America (RIAA) fined students and others for downloading music illegally (Wired News, 2003). This action caused some technology users to think twice about what is appropriate and illegal for online file sharing. However, in 2009 a three-year compilation of 16 countries by the International Federationof the Phonographic Industry (IFPI) found that 95% of music files were illegally shared (IFPI, 2009). Ironically, a 2003 survey conducted by Ipsos (a market research company) for Business Software Alliance indicated that two-thirds of college faculty and administrators said it is wrong to download or swap files while less than one-quarter of students felt the same way (CyberAtlas, 2003). 7. DIGITAL RIGHTS AND RESPONSIBILITIES – Those requirements and freedoms extended to everyone in a digital world When discussing the membership within a group, people often note that certain rights or privilegescome with membership in that group. When someone is given membership rights, there is an assumption that the person will act in accordance with the rules that govern that group. This is truefor digital society as well, in which membership allows users to use digital content while enjoying certain protections. In the digital world, users should expect that if they post information to a site (whether it is a poem, a picture, a song, or some other form of original research or creative expression), others will enjoy it without vandalizing it, passing it off as their own, or using it as a pretext to threaten or harass. Being a full member in a digital society means that each user is afforded certain rights, and these rights should be provided equally to all members. Digital citizens also have certain responsibilitiesto this society; they must agree to live according to the parameters that are mutually agreed upon by members. These boundaries may come in the form of legal rules or regulations, or as acceptableuse policies. In a perfect world, those who partake in the digital society would work together to determine an appropriate-use framework acceptable to all. The alternative is to have laws and rulesthrust on them. 8. DIGITAL HEALTH AND WELLNESS – Physical and psychological well-being in a digital technology world Students need to be aware of the physical dangers inherent in using digital technology. According to Alan Hedge, director of the Human Factors and Ergonomics Research Group at Cornell University, “… carpal tunnel syndrome isn’t the only injury to worry about when working at a computer”. Eyestrain and poor posture are not uncommon in digital technology-related activities. Too often, technology safety concerns relate only to the security of equipment and not the physicalwell- being and security of students. Sometimes computers are set on tables that are too high or toolow for younger users. Adults should not hope that students will simply adapt to the surroundings,nor should they think that students will stop using a given digital device before it causes problems. In addition to the physical dangers, another aspect of digital safety that is receiving more attentionis the topic of “Internet addiction.” It’s a double-edged problem: Not only do users become dependent on the online experience, but they may also irreparably harm themselves physically. Taken to its extreme, Internet addiction can cause both psychological as well as physical problems.This is an issue that is being recognized around the world. Some addiction experts are finding thatthe withdrawal symptoms associated with Internet addiction are similar to those of alcoholics. 9. DIGITAL SECURITY – The electronic precautions to guarantee safety As more and more sensitive information is stored electronically, a correspondingly robust strategyshould be developed to protect that information. At the very least, students need to learn how to protect electronic data (e.g., using virus protection software, erecting firewalls, and making backups). The idea of protecting what we have should not be foreign to anyone. We put locks on our doors, mount smoke detectors in our homes, and install security systems designed to protect our families and possessions. As a repository of personal information, a personal computer should have as many(if not more) security features as the home that surrounds it. Why should anyone go to the trouble of installing these additional protections? Because technology intruders do not break in through thefront door—they hack in through your Internet connection. Any computer that does not have virusprotection (with up-to-date virus definitions) is vulnerable. Any computer connected 24/7 to the Internet without firewall protection is defenseless against a snooper on the prowl. Having a wirelessnetwork without encryption is tantamount to offering free access to any and all comers. More often than not, security faults occur not because of flaws in the equipment but because of theways people use it. We give away our passwords without thinking of the consequences. We do nottake the time to speak to our children about the possible dangers of meeting people on the Internet.Young people often view strangers on the Internet as potential friends they have not yet met (Gross,2009). Too often, students correlate their social status in the digital world with the number of online“friends” they have linked to their Social Media accounts.  TOPIC 4 MEDIA LITERACY This Learning Resource Material constitutes Fair Use of Copyrighted Works as defined in Sec. 185 of RA 8293, which states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar purposes is not an infringement of copyright. xxx” The 6 Principles of Media Earlier, we learned that media has 4 purposes. We also learned that media forms culture. Some callthe media as the sword arm of democracy as it can act as watchdog protecting public interest againstany oppression, and it also creates awareness. The media's aim therefore should be to facilitate to people an understanding on issues relevant to their lives so they can participate in their communityand the country. Given the media's reach and its power over information, it can play a very crucial role in the discussion of issues. When reporters and editors choose what to report and how to report it, they immediately filter information and thereby significantly impact how issues are portrayed. Therefore, it is imperative to know the foundational principles in the creation of media – its scope,its influence on decision-makers and its influence on communities. According to Turow (2009) in Media Today: An introduction to Mass Communication, we need to understand media under the following premises with its corresponding principle inshorthand: The 6Ps 1) PRODUCTION: Media Materials are Constructed 2) PROFIT: Media Materials are Created and Distributed within a Commercial Environment 3) POWER: Media Materials are Created and Distributed within a Political Environment 4) PLATFORM: Mass Media Present their Ideas within Primary Genres of Entertainment, News, Information, Education, and Advertising 5) PARTICIPATION: People are Active Recipients of Media Messages 6) PERCEPTION: Media Representations Play a Role in the Way Society Understands its Reality 1) Principle of PRODUCTION: Media Materials are constructed. The media present “constructed realities” that are not always the same as our own personal experiences of the world. As we already know, when we read newspapers, watch TV, and surf the Web we should continually be aware that what we are seeing and hearing is not any kind of pure reality. Rather, it is a construction—that is, a human creation that presents a kind of script about the culture. For example, the TV series Crash Landing on You gives us a picture of life in North Korea, but it is only a depiction; it’s the director’s decision on how he wants to show NoKor. Your Facebook page is another media text that is a construction – this time of who you are. Instead of having every possible aspect of our lives available for our friends to view on our Facebook pages, we have carefully selected photos and written status updates that present part of who we are, not our actual selves. BIAS is prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair; usually formed by the social and cultural background of the person. And because it’s created by an imperfect human with biases then we can assume that these media messages are value-laden with their intentions and imperfections. 2) Principle of PROFIT: Media Materials are Created and Distributed within a Commercial Environment The media are influenced by industrial pressures and economic decisions. When we try to understand media materials as human-created cultural scripts, we must look at many considerations that surround and affect the humans who are involved in creating and releasing the media materials. One consideration is that mass media materials are produced by organizations that exist in a commercial setting. The need to bring in profit or revenues, often to sell advertising, is foremost in the minds of those who manage these organizations. For example, advertising is necessary for free television because it sustains the economic needs of the company. Cable channels and streaming platforms like Netflix earn through subscription fees. Cinema earns primarily through ticket sales but film and television also earn from subtle, and sometimes blatant product placements embedded within their content. But how much money is really going around? The picture below will give us an idea how money talks among media networks. The moral question: if a high-paying advertiser commits a crime, will the media company report it on their evening news? 3) Principle of POWER: Media Materials are Created and Distributed within a Political Environment Politics which is derived from Greek is actually defined as the set of activities that are associated with making decisions in groups, or other forms of power relations between individuals, such as the distribution of resources. “Political” refers to the way a society is governed. The media are influenced by political pressures and government regulations. When it comes to mass media, the term refers to a variety of activities. These range from the specific regulations that governments place on mass media, to decisions by courts about what restrictions the government can place on the media, to the struggle by various interest groups to change what media do (often using government leverage). For many media observers, being aware that media operate within a political environment leads to the idea that this environment deeply influences the media content itself leading to partisan politics. To them, it means being aware that the ideas in the media have political implications—that they are ideological. And this political structure depicts a power struggle. In social studies, a political ideology is a certain set of ethical ideals, values, principles, doctrines, myths or symbols of a social movement, institution, class or large group that explains how society should work and offers some political and cultural blueprint for a certain social order. And these political ideologies are embedded in media messages, either subtly or blatantly. 4) Principle of PLATFORM: Mass Media Present their Ideas within Primary Genres of Entertainment, News, Information, Education, and Advertising The media are constructed by format. Media scholars note that every medium—the television, the movie, the magazine—has its own codes and conventions; its own ways of presenting cultural reality. Although you probably haven’t thought about it, it’s a good bet that you recognize the differences between the ways these media do things. A report of a presidential press conference looks different depending on whether it was written for a newspaper or a magazine, presented on TV as news, described on a website’s blog, or put together for the big screen. You probably also recognize, though, that mass media are similar in some of their approaches to presenting the world. The most important commonality is that they organize the world into a number of basic storytelling forms that we recognize as entertainment, news, information, education, and advertising that act as platforms for messages. 5) Principle of PARTICIPATION: People are Active Recipients of Media Messages As we noted earlier, the process of meaning-making out of media forms consists of an interaction between the reader and the materials; a shared activity – a participation of parties. People bring their own personalities to the materials they read and watch. They may get angry at some ideas and reject or change them, hence the funny and nasty and rhetorical comments. Facebook has even made participation easier by coming up with emoji reactions. One can simply like, love, wow, laugh, cry, and get angry at a certain content or post. Let’s take note though that emphasizing the input of the individual does not take away from the broad social importance of the media. Because so many people share mass media materials, we expect that large segments of the society see mass media as having cultural importance. The meme as an example of active participation, albeit mostly funny and gag-like, provide a society’s satirical view on news, current events, and pop culture. That realization points to the final foundation principle. 6) Principle of PERCEPTION: Media Representations Play a Role in the Way Society Understands its Reality The media tells us about who we are as a society. People may like what they see about their society or they may complain about it. They may want people to view media images about themselves and others, or they fear that others will be influenced by presentations (for example, stereotypes and violence) in ways that could cause problems. Even with an active audience, then, mass media hold crucial importance for society’s visions of itself. Perceptions form through time. It goes through something like a crystallization process. Crystallization is when a chemical is converted from a liquid solution into a solid crystalline state. We can say that perceptions can begin as “fluid-like” ideas; it does not have a permanent form yet. Instead, it takes the form of the container. If this fluid is the message, then the container can be the person receiving the message. The fluid idea is taken differently by different people or perhaps by the same person in his/her various states of mind. The idea easily spills or evaporates or gets forgotten in a fluid state. But once the fluid or the message or idea stays with one person for a long period of time, crystallization occurs. The now hardened matter may be stuck inside the container forever or wouldn’t need the container to hold itself. And that is how a perception is formed. Media Effect Theories Earlier in our lessons on media as communication and culture, we learned that many factors affectthe effect of a message such as NOISE or Communication Barriers, and in this module, you will learn about FILTERS or Media Gatekeepers. Early media studies focused on the use of mass media in propaganda and persuasion. However, journalists and researchers soon looked to behavioral sciences to help figure out the effect of mass media and communications on society. Scholars have developed many different approaches and theories to figure this out. For now, we shall only investigate deeper the basic theories that explain the construction of media messages. 1. AGENDA—SETTING Most, if not all, of us have already attended meetings, right? And meetings are conducted with an agenda at hand. What is an AGENDA? It is basically a list of activities or topics in the order in which they are to be taken up and to be acted upon. Simply put, the Agenda-Setting Theory explains what media prioritizes to show its audience. Originally formulated in 1972 by Maxwell McCombs and Donald Shaw, it explains the relationships between the emphasis that the mass media place on issues and the importance that media audiences attribute to those issues. Bernard Cohen in 1963 was quoted to say, "The press may not be successful much of the time in telling people what to think but it is stunningly successful in telling its readers what to think about.” McCombs and Shaw provided empirical support for the claim that the news media priorities become public priorities. Their article detailed the results of a study they conducted during the 1968 presidential campaign in which they asked 100 registered yet uncommitted voters in Chapel Hill, North Carolina, a set of fairly simple questions: “What are you most concerned about these days? That is, regardless of what politicians say, what are the two or three main things which you think the government should concentrate on doing something about?” At the same time, McCombs and Shaw analyzed the political news contents of the mass media used by Chapel Hill voters during the campaign (four local newspapers, The New York Times, the news magazines Time and Newsweek, and the NBC and CBS evening news broadcasts). McCombs and Shaw found an almost perfect correlation between the issues listed by the voters as most important and the topics that were given the most space, time, and prominence in the news media. Many studies have been done on the subject since McCombs and Shaw’s seminal work, and they have given rise to a question: Who sets the media’s agenda? If you remember the Principle of Profit, you will be reminded that media companies, especially big news networks, need revenues for sustainability. In this context, news reports are not just information but are products that need to be sold to an audience.  For example, during the 2016 Presidential electoral campaign, ABS-CBN was accused of playing partisan politics by airing an ethically questionable advertisement against then candidate Rodrigo Duterte. ABS-CBN was known to be a staunch ally of the Liberal Party headed by then President Noy Aquino and candidate Mar Roxas. 2. PRIMING Nowadays, young people know the term “primer” as a beauty product that helps in the application of foundation so that makeup will stay for a longer period of time. So that the makeup will “stick”. In another but similar context, a primer is a substance applied to a surface before the first coat of paint. This process helps to fill in and smoothen the surface i.e. walls from cracks and lumps to produce a fine finish. In the media context, PRIMING is the term applied to this ability of media to provide the context for the discussion of a given issue, thereby setting the stage for audience understanding. Priming occurs when exposure to information or an event activates a construct in audience members’ memories, which then informs subsequent judgments that they make. News priming, in particular, often involves exposure to particular news stories on particular topics or issues which make that issue relevant to later political judgments. Priming is of particular importance for political evaluations because it changes the standards individuals use when making decisions, on the basis of what has been emphasized in the media. (Iyengar & Kinder, 1987). In the context of the Philippines, it is widely speculated that Benigno Aquino III, who was not even originally considered a nominee by his party, the LP, won the 2010 the presidential elections in no small part because of the massive (time and space) media coverage given to the death of his mother, former president Corazon Aquino. 3. FRAMING Media framing can simply be described as the angle or perspective from which a news story is told. While news is often thought to be objective and value free this is rarely if ever the case. In fact, most news stories are value laden in both their production and content. News is not an exact representation of reality but rather a reconstruction from various angles of a small section of reality. This is not to say journalists necessarily lie or consciously distort the truth, but that journalists by covering particular stories, using particular sources from a particular news angle are constructing reality through a selective process. Moreover, they are constrained both by the work practices, constraints of resources and their relationship to shareholders and/or managers. While agenda setting or gatekeeping decides what a newspaper or broadcaster covers or does not cover, the frame is the overarching angle of how the various stories are treated once they are covered. Framing, like agenda setting, is an inherently ideological act (whether consciously or not). The frame of a story (or group of stories) will have influence on how that story is investigated and reported, who the journalist chooses to speak to, what questions he or she asks and how information is interpreted and reported. The basisof framing theory is that the media focuses attention on certain events and then places them withina field of meaning which we call frames. Frames can be episodic, depicting social issues as limited to events only and not placed in a broader interpretation or context, or thematic. Shanto Iyengar (1991) writes: “norms and standards within news organizations and news production reinforce episodic framing. This practice simplifies complex issues to the level of anecdotal evidence and induces a topical, disorganized, and isolated, rather than general and contextual, understanding of public affairs.” Typical MEDIA FRAMES are: Human impact: focuses on descriptions of individuals and groups affected by an issue Powerlessness: refers to ‘the dominance of forces over weak individuals or groups’ Economics: reflects the preoccupation with “the bottom line”, profit and loss Moral values: the indirect reference to morality and social prescriptions Conflict: the journalistic practice of reporting stories of clashing interpretation And within these media frames, FRAMING TECHNIQUES are used in media reports: Metaphor: To frame a conceptual idea through comparison to something else. Stories (myths, legends): To frame a topic via narrative in a vivid and memorable way. Tradition (rituals, ceremonies): Cultural mores that imbue significance in the mundane, closely tied to artifacts. Slogan, jargon, catch phrase: To frame an object with a catchy phrase to make it more memorable and relate-able. Artifact: Objects with intrinsic symbolic value, a visual/cultural phenomenon that holds more meaning than the object itself.  Contrast: To describe an object in terms of what it is not. Spin: to present a concept in such a way as to convey a value judgement (positive or negative) that might not be immediately apparent; to create an inherent bias by definition. For example: In this graphic quote created by Rappler, we see an image of a woman crying over the lifeless body of a loved one. On the right side is a compelling quote by a religious leader. This is a good example of a story that used all Media Frames. There’s HUMAN IMPACT because the characters in the story represent the poor, which is a big population in the country. And being poor connects to issues of POWERLESSNESS and ECONOMICS. The MORAL VALUES of a predominantly Catholic society are reflected because the image reminds us of The Pieta, a popular marble statue by Michelangelo. It means Pity or Compassion, and represents Mary sorrowfully contemplating the dead body of her son which she holds on her lap. And finally, CONFLICT is used because this media attempts to stir partisan politics of good versus evil. The framing techniques used were METAPHOR (liking the image to The Pieta) matched with a CATCHY PHRASE using parallelism. The Pieta is also an ARTIFACT reminiscent of a strong Catholic TRADITION. There are always 2 Ways to tell 1 Event: Who is the villain and hero in each of the story? 4. CULTIVATION The cultivation analysis theory states that heavy exposure to media causes individuals to develop an illusory perception of reality based on the most repetitive and consistent messages of a particular medium. This theory most commonly applies to analyses of television because of that medium’s uniquely pervasive, repetitive nature. Under this theory, someone who watches a great deal of television may form a picture of reality that does not correspond to actual life. Televised violent acts, whether those reported on news programs or portrayed on television dramas, for example, greatly outnumber violent acts that most people encounter in their daily lives. Thus, an individual who watches a great deal of television (or news, generally) may come to view the world as more violent and dangerous than it is. Like for example, Muslims are often perceived as terrorists because for the longest time news stories on Mindanao or any other Islamic state usually focus on war and conflict. And nothing else. Or perhaps, the audience may experience the exact opposite. Medical drama series whether from Hollywood or Korea always depict hardworking, dedicated, passionate doctors who would fight tooth and nail to save patients in the ER. Many young people are inspired by shows like this to become doctors. In the real world, yes even in America and Korea, and most especially in the Philippines, the ER is often undermanned and does not have that kind of compelling “drama”. This is an example of romanticizing. 5. DIFFUSION OF INNOVATION Diffusion of innovation theory states that an innovation (i.e, an idea, new technique, or new technology) diffuses or spreads throughout society in a predictable pattern. A few people will adopt an innovation as soon as they hear of it other people will take longer to try something new and still others will take much longer. The pattern is that of an S-shaped curve. When a new media technology or other innovation is adoptedrapidly by a greatnumber of people, it is said to EXPLODE into being. Social scientists haveborrowed a phrase from physicists to describe this adoption phenomenon, the concept of the critical mass. In physics, the critical mass has to do with the amount of radioactive agents needed to produce a chain reaction. In mass communication, the critical mass describes the point when adoption of an innovation takes off, when the greatest number of people begin to adopt it, and the dramatic upward line on the S- shaped curve begins its ascent. Rogers and other diffusion researchers have identified five separate innovation-adoption categories into which all people in a society will fall. INNOVATORS are described as venturesome and ready to try or start new things. Their social relationships tend to be more cosmopolitan than those of other groups. Such people tend to form cliques and communicate with one another despite geographical distances. EXAMPLE: Steve Job is the Innovator of the iPhone EARLY ADOPTERS are more localite than cosmopolite. Due to their integral part in the local society, this adopter category produces the most opinion leaders of any other category. They are sought for information about innovations, and their advices are valued. Those in this adopter category have the respect of others in the community because of their success and willingness to try innovations. EXAMPLE: Loyal fans or tech geeks line up at dawn to be be the first ones to buy the latest iPhone model  EARLY MAJORITY category includes people who do not wish to be the first to adopt new technologies or new ideas. Instead, the early majority prefers to deliberate, often for some period, before its members make a decision to adopt. These people serve the important function of legitimizing and innovation or showing the rest of the community that the innovation is useful, and adoption is desirable. EXAMPLE: When the iPhone is introduced, it is still expensive. Rich people who buy luxurious brands acquire the iPhone because of its status symbol. LATE MAJORITY people are skeptical and cautious about the benefits of adoption. They wait until most of the community has already tried and adopted the innovation before they act. Sometimes peer pressure or social pressures serve to motivate the late majority. In other cases, economic necessity induces them to adopt the innovation. EXAMPLE: Middle class people can now afford the iPhone when these are offered in cheaper installment plans. People can now buy “luxury for less.” LAGGARDS are the last to adopt. The laggards are tied to the past, to the traditional way of doing things, and are very reluctant to try anything new. Many of these people interact with others of the same mindset. Ex. microwave, mobile phones. Once a laggard adopts an innovation, the rest of society may have moved so far forward that the `innovation' has become outdated. Sometimes, being in the laggard category is due to circumstance. In the case of Third World or Developing countries, trends in technology and ideas do come in late. Most of the time, new technology is expensive and therefore we can also see that laggards may belong in the middle class of society or even lower. This is also caused by expiration of patents in countries where the technology is founded. In which case, a lot of times laggards get the fake or cheaper versions of the technology. EXAMPLE: Low-income Filipinos can join the bandwagon by buying the counterfeit version. The MIL Critical Thinking / Media Deconstruction Tool Now that we know the principles how and why media (news, ads, etc) is created and the various effects it may have on its audience, it’s safe to assume that we should consume media with care. That is called CRITICAL THINKING. According to Turrow (Media Today: An introduction to Mass Communication, 2009) to be Media and Information Literate, one must have… An Understanding of the Commercial Forces Behind Media Materials An Awareness of Political Influences That Shape Media Materials An Ability to Examine Media Content Systematically for Broadly Cultural as well as Specifically Commercial and Political Meanings An Ability to Think Through the Ethical Implications of Media Firms’ Activities An Understanding of Research on the Mass Media’s Implications for the Individual and Society An Awareness of Ways the Public Can Influence the Production and Distribution of Mass Media Materials So how we can apply these skills? The Center for Media Literacy came up with a basic framework for media literacy that provides learners with an internalized process for critical thinking and discernment that is an essential guide for lifelong learning. You will see that this framework is based on the principles, models, theories, and approaches that we have just learned. The CML MediaLit Kit™ reflect a philosophy of empowerment through education and articulate the key components of an inquiry-based media literacy education. The Center for Media Literacy advocates a philosophy of empowerment through education which incorporates three intertwining concepts: Media literacy is education for life in a global media world The heart of media literacy is informed inquiry And most importantly, Media literacy is an alternative to censoring, boycotting, or blaming ‘the media.’ Deeply committed to freedom of expression, media literacy does not promote partisan agendas or political points of view. The power of media literacy is its ability to inspire independent thinking and foster critical analysis. The ultimate goal of media education is to make wise choices possible. The cornerstone of CML's approach rests with its basic framework, called Questions/TIPS (Q/TIPS), which feature the Five Core Concepts and the Five Key Questions of Media Literacy forboth deconstruction for consumers of media, as well as construction for producers of media. Learning to apply CML's Five Key Questions and Five Core Concepts to any media message is a core skill for life in the 21st Century.  6 Ps Production Platform Participation Perception Profit Power The first half of our school term is focused on MEDIA DECONSTRUCTION. Hence for our Media Analysis, we will be using the 5 Key Questions for the Consumer.  TOPIC 5 INFORMATION LITERACY This Learning Resource Material constitutes Fair Use of Copyrighted Works as defined in Sec. 185 of RA 8293, which states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar purposes is not an infringement of copyright. xxx” Information Literacy A. Standards, Performance Indicators, and Outcomes Information Literacy refers to the abilities to recognize when information is needed and to locate,evaluate, effectively, and responsibly use, and communicate information in its various formats. (UNESCO MIL Curriculum for Teachers) Every day we encounter an increasingly large and diverse sea of information through the Web, mass media, and published works. You can find information in many different formats, from an endless number of sources. The quality of information varies greatly between the available information choices. Just think of a typical internet search; it is common to retrieve authoritative, current, and reliable sources alongside biased, outdated, misleading, or false sources. Furthermore, an online search is likely to result in more information than can be effectively handled. The sheer amount and variety of information available to us makes information literacy competencies important to master! Information literacy skills are vital to success in your personal, professional, and academic life. Insenior high school, you use these skills to perform well on research papers, projects, and presentations. At work you will likely encounter situations where you must seek out new information to make logical decisions. In the home, you are constantly faced with deciding consumer issues or forming opinions on social and political topics. Each situation requires engagement in the information literacy process. Because information now comes in many different forms and its quality varies enormously, students need to develop the cognitive, transferable skills to be able to work efficiently with information. Finding and evaluating information has never been more important; nor has the need to develop skills in the ethical use of information, in order to mitigate against plagiarism. The following are the STANDARDS, PERFORMANCE INDICATORS, and OUTCOMES of embedding Information Literacy in any curriculum/subject:  STANDARDS PERFORMANCE OUTCOMES INDICATORS I: Identify 1) The information literate student a) Confers with instructors and participates in The information literate defines and articulates the need for class discussions, peer workgroups, and student determines the information. electronic discussions to identify a research natureand extent of the topic, or other information need information needed. b) Develops a thesis statement and formulates questions based on the information need c) Explores general information sources to increase familiarity with the topic d) Defines or modifies the information need to achieve a manageable focus e) Identifies key concepts and terms that describe the information need f) Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information 2) The information literate student a) Knows how information is formally and identifies a variety of types and formatsof informally produced, organized, and potential sources for information. disseminated b) Recognizes that knowledge can be organized into disciplines that influence the way information is accessed c) Identifies the value and differences of potential resources in a variety of formats (e.g.,multimedia, database, website, data set, audio/visual, book) d) Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) e) Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline f) Realizes that information may need to be constructed with raw data from primary sources 3) The information literate student a) Determines the availability of needed considers the costs and benefits of information and makes decisions on broadening acquiring the needed information. the information seeking process beyond local resources (e.g., interlibrary loan;using resources at other locations; obtaining images, videos, text, or sound) b) Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline- based) in order to gather needed information and to understand its context c) Defines a realistic overall plan and timeline to acquire the needed information 4) The information literate student a) Reviews the initial information need to reevaluates the nature and extent of the clarify, revise, or refine the question information need. b) Describes criteria used to make information decisions and choices II: Find 1) The information literate student a) Identifies appropriate investigative methods The information selects the most appropriate (e.g., laboratory experiment, simulation, literate student investigative methods or information fieldwork) accesses needed retrieval systems for accessing the b) Investigates benefits and applicability of information needed information. various investigative methods effectively and c) Investigates the scope, content, and efficiently. organization of information retrieval systems d) Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system 2) The information literate student a) Develops a research plan appropriate to the constructs and implements effectively- investigative method designed search strategies. b) Identifies keywords, synonyms and related terms for the information needed c) Selects controlled vocabulary specific to the discipline or information retrieval source d) Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) e) Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters f) Implements the search using investigative protocols appropriate to the discipline a) Uses various search systems to retrieve information in a variety of formats b) Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for