-Roles-unctions-of-media.pdf

ROLES AND FUNCTIONS OF MEDIA Learning Outcome: LO2. Editorializes the roles and functions of media in democratic society MIL11/12EMIL-IIIb6  Given the available media that we now have in the world, what are its roles and functions in a democratic society? What are the roles and functions of m...

ROLES AND FUNCTIONS OF MEDIA Learning Outcome: LO2. Editorializes the roles and functions of media in democratic society MIL11/12EMIL-IIIb6  Given the available media that we now have in the world, what are its roles and functions in a democratic society? What are the roles and functions of media in democratic society? Role Play Create a scene that shows the role and function of media in democratic society CHANNEL provides opportunities for people to communicate, share ideas, speculate, tell stories and give information WATCHDOG exposes corrupt practices of the government and the private sector  Creating a space wherein governance is challenged or scrutinized by the governed It also guarantees free and fair elections  RESOURCE CENTER acts as a gateway of information for the society’s consumption Also, it becomes a keeper of memories of the community, preserver of heritage and source of academic knowledge ADVOCATE Through its diverse sources or formats, it bridges the gap of digital divide In what way does media affect your life (personal, professional, academic, social, others)? POSITIVE EFFECTS OF MEDIA POSITIVE EFFECTS OF MEDIA Earth has become a global village due to media  Media educates the people to know about their basic rights and how to use them  Advertisements help us to know the different products in the market and we can easily make our choices according to our needs  Weather forecast programs tell us about the weather so that we can take precautions or plan accordingly NEGATIVE EFFECTS OF MEDIA NEGATIVE EFFECTS OF MEDIA Studies have suggested that the exposure to violence on television, movies and video games make the children more aggressive, fearful, less trusting and more accepting of violence  News about some murder, accidents are published in an exaggerated manner to attract the attention of people  Sex and violence in media also lead towards the sex crimes in the society  Some advertisements try to influence the people by telling them the importance of branded items Learning Outcome defines information needs, locates, accesses, assesses, organizes, and communicates information “MOST INFLUENTIAL PERSON IN YOUR LIFE” Who, What, Where, When, Why, How INFORMATION Data that has been collected, processed, and interpreted in order to be presented in a useable form  A broad term that can cover processed data, knowledge derived from study, experience, instruction, signals or symbols  In the media world, information is often used to describe knowledge of specific events or situations that has been gathered or received by communication, intelligence, or news reports INFORMATION LITERACY It refers to the ability to recognize when information is needed and to locate, evaluate, effectively use and communicate information in its various formats Information Literacy a set of individual competencies needed to identify, evaluate and use information in the most ethical, efficient and effective way across all domains, occupations and professions STAGES/ ELEMENTS OF INFORMATION LITERACY  Why do you need information? To be updated with the news, for learning/education purposes, for communication, to acquire knowledge needed for decision- making FIRST STAGE: IDENTIFYING/RECOGNIZING INFORMATION NEEDS  Where do you search Information? internet, television, library, radio, newspapers, etc. SECOND STAGE: DETERMINING SOURCES OF INFORMATION How do you acquire and store information? write, print, photocopy, photograph, download, cloud storage, record, external memory drives, memory cards THIRD STAGE: CITING OR SEARCHING FOR INFORMATION  How will you determine the quality and accuracy of the information that you have? It should come from a reputable source, such as an institution FOURTH STAGE: ANALYZING AND EVALUATING THE QUALITY OFINFORMATION How do you use the information that you have? share, apply, announce, post, archive, reminder, answer a query, clarify confusion FIFTH STAGE: ORGANIZING, STORING OR ARCHIVINGINFORMATION How will you communicate information? announcement, text, post to social media, face to face session, note, chat, email, save file SIXTH STAGE: USING INFORMATION IN AN ETHICAL, EFFICIENT AND EFFECTIVE WAY SEVENTH STAGE: CREATING AND COMMUNICATING NEW KNOWLEDGE “According to the weather forecast, there is no typhoon. However, your locality is experiencing heavy rainfall, while some parts in your province /region are already flooded. There are reported incidents of landslide, evacuation, stranded vehicles and drowning. As a student, what are you going to do.”  Learning Outcome Demonstrate ethical use of information. Specific Learning Objectives: At the end of the lesson, the learners are able to: ❑ Identify the importance of proper sourcing of data ❑ Validate information ❑ Value the ethical use of communicating information Review Ask the learners to state and discuss the following in their own understanding: Information and information literacy Stages / elements of information literacy Present to class some of the best timelines or historical records of their interaction with and exposure to traditional and new media “KNOWLEDGE IS POWER”  How does information become knowledge Ethical Use of Information Plagiarism: Using other people’s words and ideas without clearly acknowledging the source of the information Common Knowledge: Facts that can be found in numerous places and are likely to be widely known. Example: John F. Kennedy was elected President of the United States in 1960. This is generally known information. You do not need to document this fact Interpretation: You must document facts that are not generally known, or ideas that interpret facts.. Example: Michael Jordan is the greatest basketball player ever to have played the game. This idea is not a fact but an interpretation or an opinion. You need to cite the source Quotation: Using someone’s words directly. When you use a direct quote, place the passage between quotation marks, and document the source according to a standard documenting style. Example: According to John Smith in The New York Times, “37% of all children under the age of 10 live below the poverty line”. You need to cite the source.  Paraphrase: Using someone’s ideas, but rephrasing them in your own words. Although you will use your own words to paraphrase, you must still acknowledge and cite the source of the information  Plagiarism has legal implications. While ideas themselves are not copyrightable, the artistic expression of an idea automatically falls under copyright when it is created.  Under fair use, small parts may be copied without permission from the copyright holder. However, even under fair use - in which you can use some parts of the material for academic or non-profit purposes - you must attribute the original source. What is considered fair use is rather subjective and can vary from country to country. Strategies in Avoiding Plagiarism Submit your own work for publication. You need to cite even your own work. Put quotation marks around everything that comes directly from the text and cite the source.  Paraphrase, but be sure that you are not simply rearranging or replacing a few words and cite the source. Keep a source journal, a notepad, or note cards- annotated bibliographies can be especially beneficial Use the style manual in properly citing sources Get help from the writing center or library What is the importance of giving credit to the source of one’s work?  Academic Field Trip 1. Instruct learners to form groups of seven to ten members. Assign a leader and an assistant leader to facilitate the group. 2. Say “Your group is tasked to plan an academic trip. List pertinent information on two possible destinations (somewhere in the country or abroad)”. 3. To present valid and reliable information, discuss with the learners the following: Identify the information needed – what, where, who, when, why, how. Determine all the possible sources, select the best sources – the world wide web, travel guide books, brochures, maps and atlases, tour bureaus, family members, and friends. Locate and find information within the sources – blogs, travel reviews, posts from social networking sites, travel features, pictures, stories, and testimonials. Extract the best relevant information and cite pertinent sources. End