Introduction to Media and Information Literacy Shannon-Weaver’s Communication Model

(PPT 1) (1948)
Communication  Anything that interferes with the
message.
 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.
 Exchange of information and the expression of
feeling that can result in understanding.

TWO BASIC TYPES OF

COMMUNICATIONS:
Westley and Maclean’s Model of
Non Verbal:
Communication (1957)
 Signs
 Symbols
 Colors
 Gestures
 Body language
 Facial expressions
Verbal

 Oral
 Written

PROCESS OF COMMUNICATION
Communication Models:
2. Ritual or Expressive Model
Denis McQuial (2005)  Communication happens due to the need to
1. Transmission models share understanding and emotions.
 Symbolisms and euphemisms (to
2. Ritual or expressive model indirectly refer to certain things)
3. Publicity model  Meaning is suggested more than explicitly
stated.
4. Reception model 3. Publicity Model
 Communication involves audiences as
“spectators rather than participants or
1. Transmission Model information receivers (McQuial, 2005).”
 Ex: Television commercials convincing
Lasswell’s Communication Model (1948) the audience to buy the products they
 Who says what to whom, through what medium, advertise.
and with what effect? 4. Reception Model
 Communication is an open process
Messages sent and received are open to
various interpretations based on context
and culture of receiver.
Osgood- Schramm Model of Communication
(1954)
Berlo’s SMCR Model of Communication (1960)
“My belief is that communication is the best way to
create strong relationships.” - Jada Pinkett Smith
“Whatever words we utter should be chosen with care for
people will hear them and be influenced by them for good
or ill.”
Media and Information
 Media - Communication tools
Main ways that a large numbers of people receive
information and entertainment.
 Television, radio, newspapers,
Internet
 Something we use when we want to communicate
with people indirectly, rather than in person or
face-to-face
 Information - data, knowledge derived from
study, experience, or instruction, signals or
symbols.
Knowledge of specific events or situations.
“The speed of communication is wondrous to
behold. It is also true that speed can multiply the
distribution of information that we know to be
untrue.”
- Edward R. Murrow
Media, Information, and Technology Literacy
Media Literacy
Media literacy is an informed, critical understanding of
the mass media.
You understanding of the media, how it works, the way
it’s presented and your understanding.
Information Literacy
Ability to know when there is a need for information, to
be able to identify, locate, evaluate, and effectively use
that information for the issue or problem at hand.
Your understanding/comprehension of the information
presented to you, in any format (reading, television,
audio, etc.)
Technology Literacy
Ability to use new media such as the Internet to access
and communicate information effectively.
Your understanding of technology, how well you use it
and can apply it to your everyday life or job, etc.
Technology (Digital) Literacy
• Ability to use digital technology, communication
tools or networks to locate, evaluate, use, and
create information.
• Ability to understand and use information in
multiple formats
• Person’s ability to perform tasks effectively in a
digital environment.
 • Includes ability to read and interpret media, to
reproduce data and images through digital
manipulation, and to evaluate and apply new
knowledge gained from digital environments.
Introduction to Media and Information
Literacy (PPT 2)
Preference
 The selecting of someone or something over
another or others.
Habit
 A recurrent, often unconscious pattern of
behavior that is acquired through frequent
repetition.
Lifestyle
 A way of life or living of a person or group.
Media and information literate individual
(Characteristics)
 Clarify your goals and motivations for seeking
information.
 Acquiring more skills in discerning,
appreciating, and filtering information.
 A media and information literate individual
behaves properly on the internet.
 Netiquette is a combination of ’net’ (from
internet) and ’etiquette’.
 It means respecting other users’ views and
displaying common courtesy when posting your
views to online discussion groups.
 A media and information literate individual is a
critical thinker.
REMEMBER:
■ Display the ability to evaluate the kind of
information you access and share
– “Critical thinking”
Media and Information
Literacy (PPT 3)
Media Literacy
 Ability to decode, analyze, evaluate and produce
communication in a variety of forms.
 Provides a framework to access, analyze,
evaluate and create messages in a variety of
forms - from print to video to the Internet.
To understand that media literacy is not about
"protecting" kids from unwanted messages.
Therefore, media literacy is…
• About helping students become competent,
critical and literate in all media forms so that
they control the interpretation of what they see
or hear rather than letting the interpretation
control them.
• To become media literate is not to memorize
facts or statistics about the media, but rather to
learn to raise the right question.
• Len Masterman, the acclaimed author of
teaching the Media, calls it "critical autonomy"
or the ability to think for oneself.
Without this fundamental ability…
An individual cannot have full dignity as a human
person or exercise citizenship in a democratic society
where to be a citizen is to both understand and contribute
to the debates of the time.

 Critical thinking is the ability to think clearly

and rationally about what to do or what to
believe. It includes the ability to engage in
reflective and independent thinking.
 A media and information literate individual
knows how to protect himself/herself and others
on the internet.
 Fundamental elements of media literacy
(Art Silverblatt, 1995)
• An awareness of the impact of media on the
individual and society.
• An understanding of the process of mass
communication. GUIDE:
• Strategies for analyzing and discussing 1. Ignore the real argument.
media messages. 2. Create a pretend argument
3. Defeat the pretend argument
• An understanding of media content as a text 4. Claim victory over the real argument
that provides insight into our culture and our
lives.
• The ability to enjoy, understand, and
appreciate media content.
• An understanding of the ethical and moral
obligations of media practitioners.
• Development of appropriate and effective
production skills.
• A critical thinking skill enabling the
audience members develop independent
judgments about media content
Critical thinking
• Critical thinking is thinking about your
thinking while you're thinking in order to
make your thinking better (Paul, 1992).
• The ability to recognize fallacies of thinking
is one of the fundamentals of critical
thinking.

Fallacy of thinking