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MEDIA AND INFORMATION LITERACY (MIL) 1. INTRODUCTION TO MEDIA AND INFORMATION LITERACY (PART 1) Communication Models Media Literacy Information Literacy Technology (Digital) Literacy  LEARNING COMPETENCIES...

MEDIA AND INFORMATION LITERACY (MIL) 1. INTRODUCTION TO MEDIA AND INFORMATION LITERACY (PART 1) Communication Models Media Literacy Information Literacy Technology (Digital) Literacy  LEARNING COMPETENCIES THE LEARNERS WILL BE ABLE TO… ▪ DESCRIBE THE NATURE OF COMMUNICATION AND THE CONCEPTS RELATED TO IT (SSHS); ▪ DESCRIBE HOW COMMUNICATION IS AFFECTED BY MEDIA AND INFORMATION (MIL11/12IMIL-IIIA-1); AND ▪ IDENTIFY THE SIMILARITIES AND DIFFERENCES OF MEDIA LITERACY, INFORMATION LITERACY, AND TECHNOLOGY LITERACY (MIL11/12IMIL-IIIA- 2).  TOPIC OUTLINE I- INTRODUCTION TO MEDIA AND INFORMATION LITERACY A- COMMUNICATION 1. DEFINITIONS 2. COMMUNICATION MODELS B. HOW MEDIA AND INFORMATION AFFECT COMMUNICATION C. MEDIA LITERACY, INFORMATION LITERACY, AND TECHNOLOGY (DIGITAL) LITERACY FORMATIVE ASSESSMENT: RECITATION What is communication? How do we communicate? Why do we communicate?  the act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else Communication (http://www.merriam-webster.com) the exchange of information and the expression of feeling that can result in understanding (http://dictionary.cambridge.org)  TRANSMISSION MODELS Lasswell’s Communication Model (1948) In Which To Whom With what Who Says What Channel effect? COMMUNICATOR MESSAGE MEDIUM RECEIVER EFFECT  IDENTIFY THE FOLLOWING: ▪COMMUNICATOR/ SENDER? ▪MESSAGE? ▪MEDIUM/ CHANNEL? ▪RECEIVER? ▪EFFECT?  TRANSMISSION MODELS SHANNON-WEAVER’S COMMUNICATION MODEL (1948)  TRANSMISSION MODELS WESTLEY AND MACLEAN’S MODEL OF COMMUNICATION (1957) Event or Information (X1, X2, X3 and X4…Xn) Feedback (f) Advocate (A) Channel (C) Audience (B) TRANSMISSION MODELS GERBNER’S MODEL OF COMMUNICATION (1956)  PUBLICITY MODEL COMMUNICATION AS DISPLAY AND ATTENTION AUDIENCE AS “SPECTATORS” RATHER THAN PARTICIPANTS OR INFORMATION RECEIVERS  RECEPTION MODEL “ENCODING/ DECODING" MODEL OF COMMUNICATION BY STUART HALL (1993) MESSAGES ARE OPEN TO VARIOUS INTERPRETATIONS.  RECEPTION MODEL OSGOOD- SCHRAMM MODEL OF COMMUNICATION (1954)  RECEPTION MODEL BERLO’S SMCR MODEL OF COMMUNICATION (1960)  WHAT HAVE YOU LEARNED ABOUT COMMUNICATION AFTER STUDYING THE DIFFERENT MODELS? SENDER MESSAGE MEDIUM RECEIVER EFFECT  HOW IS COMMUNICATION AFFECTED BY MEDIA AND INFORMATION? MEDIA INFORMATION ▪ Communication ▪ data, knowledge Tools derived from study, experience, or instruction, signals or symbols ▪ knowledge of specific events or situations FORMATIVE ASSESSMENT: RECITATION HOW DOES FACEBOOK SERVE AS A TOOL FOR COMMUNICATION? HOW DID FACEBOOK AFFECT THE WAY PEOPLE COMMUNICATE WITH EACH OTHER? HOW DID FACEBOOK AFFECT THE QUANTITY AND QUALITY OF INFORMATION AVAILABLE TO PEOPLE?  ANALYZE AND EXPLAIN THIS ILLUSTRATION. DIGITAL MEDIA SHARE SHARE INFORMATION INFORMATION RECEIVE RECEIVE TRADITIONAL INFORMATION INFORMATION LOOK FOR LOOK FOR INFORMATION INFORMATION  MEDIA AND INFORMATION LITERACY (MIL) The ability to read, analyze, evaluate Media Literacy and produce communication in a variety of media forms. The ability to recognize when information Information is needed and to locate, evaluate, Literacy effectively use and communicate information in its various formats. Technology The ability to use digital technology, communication tools or networks to (Digital) locate, evaluate, use, and create Literacy information. MEDIA AND INFORMATION LITERACY (MIL)  VIDEO PRESENTATION INTRODUCTION TO MEDIA AND INFORMATION LITERACY YOUTUBE CHANNEL: ARNIEL PING RETRIEVED OCTOBER 26, 2016 FROM HTTPS://WWW.YOUTUBE.COM/WATCH?V=B-Y6LRIPPU4  FORMATIVE ASSESSMENT: GRAPHIC ORGANIZER COMPLETE THE VENN DIAGRAM. Media Literacy Technology Information (Digital) Literacy Literacy  REFERENCES ▪ MEDIA AND INFORMATION LITERACY CURRICULUM GUIDE BY DEPED ▪ MEDIA AND INFORMATION LITERACY BY BOOTS C. LIQUIGAN, DIWA LEARNING SYSTEMS INC. ▪ UNESCO MEDIA AND INFORMATION LITERACY CURRICULUM FOR TEACHERS ▪ HTTP://FACULTY.GEORGETOWN.EDU/IRVINEM/CCTP748/CAREY- SUMMARY-COMM-CULTURE.HTML  MEDIA AND INFORMATION LITERACY (MIL) INTRODUCTION TO MEDIA AND INFORMATION LITERACY (PART 2)  Learning Competencies Learners will be able to:  identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and  editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3). Topic Outline 1. Introduction to Media and Information Literacy (Part 2) A. Characteristics of a Media and Information Literate Individual B. Importance of Media and Information Literacy (MIL)  Poster Analysis  What is the message of this poster?  Do you agree with the message? Why or why not?  Poster Analysis  What is the message of this poster?  Do you agree with the message? Why or why not?  Poster Analysis  What is the message of this poster?  Do you agree with the message? Why or why not?  Poster Analysis  What is the message of this poster?  Do you agree with the message? Why or why not? Responsible Use of Social Media THINK by Projonmo Agami FORMATIVE ASSESSMENT BOARD WORK: TABLE COMPLETION CHARACTERISTICS Responsible User of Competent Media Information Producer of Media Information FORMATIVE ASSESSMENT : RECITATION Do you consider yourself as a media and information literate individual? Why or why not?  Why is media and information literacy very important?  Cartoon Analysis What is the message in this cartoon? Do you agree with the message? Why or why not? Importance of Media and Information Literacy The Danger of Desensitization Importance of Media and Information Literacy Importance of Media and Information Literacy Importance of Media and Information Literacy Importance of Media and Information Literacy  Performance Task: Written Work  Write an essay about the value of being a media and information literate individual.  Your essay must have a title, an introduction, a body paragraph (1 main argument with 2 examples), and a conclusion.  Not less than 12 sentences  Refer to the rubric for criteria and grading.  Rubric Very Good Good Poor Needs Improvemen t INTRODUCTIOWell- Introductory Introduction Introduction N developed paragraph does not was not Background introductory contains adequately presented. / paragraph some explain the Define the contains background background Problem detailed information of the background and states problem. Th information, a the problem, e problem is clear but does not stated, but explanation or explain using lacks detail. definition of details. the problem. (2 points) (0 points) (4 points)  Rubric (cont.) Very Good Good Poor Needs Improvemen t BODY Argument is Argument Argument Argument PARAGRAPH well was was was not S developed presented presented presented. Main with with some but lacks Argument supporting supporting examples. examples. examples. (4 points) (2 points) (0 points) (5 points) CONCLUSIO Conclusion Conclusion Conclusion Conclusion N was was was was not presented. presented presented presented. Opinions and with some but no suggestions for suggestions suggestions change are for change for change logical and are evident. and/or  References  Media and Information Literacy by Boots C. Liquigan, Diwa  http://www.digitalliteracy.gov/  http://www.edweek.org/tm/articles/2014/ 10/29/ctq_crowley_digitalliteracy.html  http://www.uis.unesco.org/Communicatio n/Documents/media-and-information- literacy-assessment-framework.pdf  https://uk.sagepub.com/sites/default/files/ upm-binaries/34589_2.pdf MEDIA AND INFORMATION LITERACY (MIL) 1. INTRODUCTION TO MIL (Part 4) Key Concepts and Questions in Media Analysis LEARNING COMPETENCIES Learners will be able to: Identify and explain the key concepts in media analysis (SSHS); Discuss key questions to ask when analyzing media messages (SSHS); and apply the discussed strategies in analyzing media messages (SSHS). TOPIC OUTLINE I- Media and Information Literacy A. Key Concepts In Media Analysis B. Key Questions to Ask When Analyzing Media Messages C. Formative Assessment: Analyzing Media Messages  VIDEO PRESENTATION Top 10 Misleading Marketing Tactics by mojo.com https://www.youtube.com/watch?v=M-HrTC8QCbM  CLASS DISCUSSION 1. What valuable lessons can we learn from the video? 2. How is being a media and information literate related to being a wise consumer? 3. How can media and information literacy make producers or companies be more honest in their advertisements?  SIX KEY CONCEPTS IN MEDIA ANALYSIS 1. All media messages are “constructed.”  SIX KEY CONCEPTS IN MEDIA ANALYSIS 1. All media messages are “constructed.”  SIX KEY CONCEPTS IN MEDIA ANALYSIS 1. All media messages are “constructed.” Instagram Vs. Real Life By BuzzFeedViolet https://www.youtube.com/watch?v=zgWIxv5_6SE  SIX KEY CONCEPTS IN MEDIA ANALYSIS 2. Each medium has different characteristics, strengths, and a unique “language” of construction.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 3. Media messages are produced for particular purposes.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 4. All media messages contain embedded values and points of view.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 6. Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 6. Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 6. Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.  SIX KEY CONCEPTS IN MEDIA ANALYSIS 6. Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process.  KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES AUDIENCE & AUTHORSHIP AUTHORSHIP Who made this message? Why was this made? PURPOSE Who is the target audience (and how do you know)? ECONOMICS Who paid for this? Who might benefit from this message? IMPACT Who might be harmed by it? Why might this message matter to me? What kinds of actions might I take in response to this RESPONSE message?  KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES MESSAGES & MEANINGS What is this about (and what makes you think that)? What ideas, values, information, and/or points of view CONTENT are overt? Implied? What is left out of this message that might be important to know? What techniques are used? TECHNIQUES Why were those techniques used? How do they communicate the message?  KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES MESSAGES & MEANINGS (Continuation) How might different people understand this message differently? INTERPRETATIONS What is my interpretation of this and what do I learn about myself from my reaction or interpretation?  KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES REPRESENTATIONS & REALITY When was this made? CONTEXT Where or how was it shared with the public? Is this fact, opinion, or something else? How credible is this (and what makes you think CREDIBILITY that)? What are the sources of the information, ideas, or assertions?  Formative Assessment Analyzing Media Message: FB Post  Formative Assessment Analyzing Media Message: FB Post  FORMATIVE ASSESSMENT ANALYZING MEDIA MESSAGE: TV AD JolliSavers Meals By Jollibee Philippines https://www.youtube.com/watch?v=0Wh-nrEkBD8  FORMATIVE ASSESSMENT ANALYZING MEDIA MESSAGE: JOLLISAVERS MEALS TV AD 1. Who made the ad? On what purpose? 2. Who do you think is the target audience? Why? 3. What is this ad about? 4. What ideas, values, information, and/or points of view are overt? Implied? 5. What is left out in the ad that might be important to know? 6. What is your conclusion about this ad after answering questions no. 1- 5?  AGREEMENT 1. Watch this in video uploaded on YouTube: Behind the Scenes at a McDonald's Photo Shoot by McDonald's Canada (YouTube) Link https://www.youtube.com/watch?v=oSd0keSj2W8 REFERENCES Media and Information Literacy by Boots C. Liquigan, Diwa http://www.projectlooksharp.org/ http://highered.mheducation.com/sites/dl/free/007 2827580/88223/bar27580_ch02.pdf http://depts.washington.edu/nwmedia/sections/nw _center/curriculum_docs/stud_combine.pdf  Media and information literacy (MIL) 1. Introduction To Media and Information Literacy (Part 3): Fundamental Elements of Media Literacy Critical Thinking  Learning competencies Learners will be able to…  discuss the fundamental elements of media literacy (SSHS);  relate critical thinking with media and information literacy in the production, consumption, and transfer of media and information products by the society (SSHS); and  continuously develop their critical thinking skills (SSHS).  Topic outline I- Fundamental Elements of Media Literacy II- Critical Thinking A. Definition B. Fallacies of Thinking C. Importance of Critical Thinking III- Formative Assessments A. Applying Critical Thinking  Video presentation What is Media Literacy? by Center for Media Freedom & Responsibility, Philippines https://www.youtube.com/watch?v=q8ntNPXQnS0 FORMATIVE ASSESSMENT: Recitation What is media literacy? How is media literacy related to information literacy and digital literacy? Why is media and information literacy very important for democracy?  fundamental elements of media literacy (Art Silverblatt, 1995) 1. An awareness of the impact of media. 2. An understanding of the process of mass communication. 3. Strategies for analyzing and discussing media messages. 4. An understanding of media content as a text that provides insight into our culture and our lives. 5. The ability to enjoy, understand, and appreciate media content. TEXTBOOK P. 15  fundamental elements of media literacy (added to Silverblatt’s 5 elements) 6. An understanding of the ethical and moral obligations of media practitioners. 7. Development of appropriate and effective production skills. 8. Critical thinking skills enabling the development of independent judgments about media content TEXTBOOK P. 15  Relate the fundamental elements of media literacy in the following controversial and viral events/ issues: Controversial and viral FHM Philippines, Cover of March Issue, 2012 Uploaded on FHM official Facebook page on Feb. 25, 2012 Issue: Racist Result: FHM recalls 'racist' cover of March issue and apologized, Bella Padilla apologized on Twitter Controversial and viral "The Naked Truth“, Bench Philippines fashion show in 2014 Issue: Sexist Result: Bench made a public apology on Facebook, Coco Martin issued a public apology through an official statement  Controversial and viral T- Shirt at SM Store, SM Megamall (2014) The issue was posted on Facebook by Karen Kunawicz Issue: Trivialization of Rape, Promoting Rape Culture Result: SM respond to the issue via Twitter account @smsupermalls, immediately pulled out all the t-shirts of the https://www.facebook.com/photo.php?f consignor that distributes them. bid=10154573238555361&set=a.101522039 10670361.913399.590115360&type=3 What is Critical thinking? this is not Critical thinking! What is Critical thinking?  Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action ( Scriven and Paul, 1987) What is Critical thinking? Critical thinking is thinking about your thinking while you're thinking in order to make your thinking better (Paul, 1992) Why is critical thinking very important? The ability to recognize fallacies of thinking is one of the fundamentals of critical thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking. Give an example of this fallacy of thinking.  Fallacies of thinking You can learn more about fallacies by visiting these sites: http://www.iep.utm.edu/fallacy/ http://www.nizkor.org/features/fallacies/  Formative assessment applying critical thinking What message or argument is presented in this poster? Do you agree with the message or argument? Why or why not?  Video presentation Current events WATCH: 10 Biggest Scams in PH by ABS-CBN News https://www.youtube.com/watch?v=0d33x7VMv0g How can media and information literacy save Filipinos from investment scams? FORMATIVE ASSESSMENT: recitation Why is it important for students to develop their critical thinking skills? How is critical thinking related to media and information literacy? References  Media and Information Literacy by Boots C. Liquigan, Diwa  http://www.projectlooksharp.org/  http://highered.mheducation.com/sites/dl/free/007 2827580/88223/bar27580_ch02.pdf  http://depts.washington.edu/nwmedia/sections/nw _center/curriculum_docs/stud_combine.pdf  http://www.iep.utm.edu/fallacy/  https://churchm.ag/logic-fallacy/ References  http://www.skillsyouneed.com/learn/critical- thinking.html  http://www.gmanetwork.com/news/story/380375/h ashtag/rape-t-shirt-at-sm-store-draws-outrage- online  http://www.gmanetwork.com/news/story/249620/s howbiz/fhm-recalls-racist-cover-of-march-issue- apologizes  http://www.gmanetwork.com/news/story/380375/h ashtag/rape-t-shirt-at-sm-store-draws-outrage-