MEDIA

INFORMATION and

LITERACY
Why MIL
• The world is a fast-changing media and
information landscape
• Media, communication and information
provide many opportunities and present
significant impacts.
• Newer means of acquiring knowledge,
entertainment and social interactions
have made young users more susceptible
to unforeseen threats from tools,
technologies and messages.
“There has always been the need
for young people to be trained
early in being more aware in
how media works, how to
handle and control the different
forms of media, and how to
actively express oneself using the
skills learned from a media and
information literacy class.”
(Liquigan, 2016)
INTRODUCTION TO

MEDIA and
INFORMATION
LITERACY
 objectives
At the end of the lesson learners will
be able to:
1.Define the different meaning of communication.
2.Demonstrate the different communication process through
models.
3.Share the media habits, lifestyles and preferences to other
people.
Without
Without consulting other sources
consulting other sourcesof
ofinformation,
information,ask
ask
yourselfwhat
yourself whatthe
the following
following words
words mean
mean to you:
to you.

Communication Technology
Media Literacy
Information
Try to compare your own understanding of this term
to those presented in this module.
 DEFINING COMMUNICATION

• Communication is from the Latin term

communicare, which means “to share” or “to
divide out.”
• It may also be thought to originate from the
Latin word communis, which roughly means
“working together.”
Littlejohn and Foss (2008), regard
communication as “one of those
everyday activities that is intertwined
with all of human life so completely
that we sometimes overlook its
pervasiveness, importance and
complexity.”
According to Bulan and de Leon (2002), “without
speech or oral communication, societies could
not attain levels of civilization; communities
could not organize into living and working
groups, mark and ritualize practices and
traditions, debate and decide difficult issues,
and transform society for its good.”
Communication has a lot to do with a
sense of sharing
Essentially, communication functions in
more ways than we can imagine.
 COMMUNICATION

VERBAL NONVERBAL
VERBAL COMMUNICATION

• Speech
• Written
 Nonverbal communication

• Kinesics
• Proxemics
• Haptics
• Olfactory
• Gustatory
• Chronemics
• Paralinguistic
• Appearance
Kinesics
 refers to body movements and posture.

 Gestures are arm and hand movements and

include adaptors like clicking a pen or
scratching your face, emblems like a thumbs-up
to say “OK,” and illustrators like bouncing your
hand along with the rhythm of your speaking.
Eye contact is studied under the category of oculesics and specifically refers
to eye contact with another person’s face, head, and eyes and the patterns
of looking away and back at the other person during interaction. Eye contact
provides turn-taking signals, signals when we are engaged in cognitive
activity, and helps establish rapport and connection, among other things.

Head movements and posture include the orientation of movements of our

head and the orientation and positioning of our body and the various
meanings they send. Head movements such as nodding can indicate
agreement, disagreement, and interest, among other things. Posture can
indicate assertiveness, defensiveness, interest, readiness, or intimidation,
among other things.
 Facial expressions refer to the use of the
forehead, brow, and facial muscles
around the nose and mouth to convey
meaning. Facial expressions can convey
happiness, sadness, fear, anger, and
other emotions.
Haptics
refers to touch behaviours that convey
meaning during interactions. Touch
operates at many levels, including
functional-professional, social-polite,
friendship-warmth, and love-intimacy.
 Proxemics
 refers to the use of space and distance within
communication.

 Proxemics refers to the study of how space and

distance influence communication
• Proxemics
• Proxemics refers to the study of how space and distance
influence communication
olfactory system, or sense of smell,

• is the part of the sensory system used for smelling

(olfaction).
• Most mammals and reptiles have a main olfactory
system and an accessory olfactory system.
• The main olfactory system detects airborne
substances, while the accessory system senses fluid-
phase stimuli.
 Gustatory
• The Gustatory System or sense of taste allows us to perceive
different flavours from substances like food, drinks, medicine
etc. Molecules that we taste or tastants are sensed by cells in
our mouth, which send information to the brain.
• These specialized cells are called taste cells and can sense 5
main tastes: bitter, salty, sweet, sour and umami (savory). All
the variety of flavors that we know are combinations of
molecules which fall into these categories.
 chronemics
 Chronemics is the study of how time affects
communication. It is used to understand the
use of time in differing cultures, its effect on
technology and time management.
 paralinguistic

 the study of vocal (and sometimes non-vocal)

signals beyond the basic verbal message or
speech.
Ex.
A gasp is a kind of paralinguistic respiration in the form of a sudden and
sharp inhalation of air through the mouth.

A sigh is a kind of paralinguistic respiration in the form of a deep and especially audible,
single exhalation of air out of the mouth or nose, that humans use to communicate
emotion.

throat-clear
Clearing one's throat is a metamessaging nonverbal form of communication[13] used in
announcing one's presence upon entering the room or approaching a group. It is done
by individuals who perceive themselves to be of higher rank than the group they are
approaching and utilize the throat-clear as a form of communicating this perception to
others.[1
IT IS IMPOSSIBLE NOT TO COMMUNICATE.
Communication models

1.Transmission models
2.Ritual or expressive model
3.Publicity model
4.Reception model
Transmission models

Laswell’s Communication Model

Transmission models

Shannon and Weaver’s Communication Model

TRANSMISSION MODELS
RITUAL OR EXPRESSIVE MODEL
• Communication happens due to the need to
share understanding and emotions.
Communication has an integrative consequence
in the society – it is done to build social
relationships.
Reception models
IN PAIRS:

Which among the models do you

think describes your
communication habits or pattern
the most? Why do you say so?
MEDIA AND INFORMATION:
The means and the Ends in
Communication
Different definitions of media
Source Definition

Oxford Learner’s • the main ways that large numbers of people receive
Dictionaries information and entertainment, that is television, radio,
newspapers and the Internet
UNESCO Media and •refers to the combination of physical objects used to
Information Literacy communicate or mass communication through physical
Curriculum objects such as radio, television, computers, or film, etc.
Teachers
•source of credible information in which contents are
provided through an editorial process determined by
journalistic values and therefore editorial accountability
can be attributed to an organizational or a legal person

The Penguin •means of distributing texts and messages to a large

Dictionary of Media mass of people
Studies (2007) carries a certain degree of intellectual baggage or
currency with it
Source Definition

David • something we use when we want to

Buckingham communicate with people indirectly, rather than
(2003) in person by face-to-face contact
• provide channels through which
representations and images of the world can be
communicated directly
Encyclopedic • any means, agency, or instrument of
Dictionary of communication
Semiotics, Media
and • the physical means by which a sign or text is
Communications encoded (put together) and through which it is
(2000) transmitted (delivered, actualized)
 Categories of media
Category Examples
Modality Text, audio, video, graphics, information

Format Digital or analog

Way of Electromagnetic or radio waves, light
transmitting waves
Mass media TV, radio, print, Internet, telephone,
form mobile
Media modality
•Refers to the nature of message,
weather it is relayed using text, audio,
video, graphics, animation, or a
combination of any these things.
LITERACY
“ability to identify, understand,
interpret, create, communicate and
compute using printed and written
materials associated with varying
contexts.”
 When you are literate, you are expected to
be intellectually critical in interpreting the
things that you see and experience around
you. You are able to decode and have a
deeper understanding of how things are and
how they work. Being literate also means
empowering you to be able to affect change
to yourself and to others.”
Media Literacy (UNESCO) Media and information
Literacy Curriculum for Teachers)
This involves understanding an assertive or non-
assertive way, including an informed and critical
understanding of media
 Media Literacy (UNESCO) Information literacy
Curriculum for teachers
This involve understanding mass media in either an assertive or
non assertive way, including an informed and critical!
Understanding of media , what they techniques they employ and
their effects.
The ability to read , analyse , evaluate, and produce
communication in a variety of media forms ,e. g., television ,print ,
radio, computers etc.
Another understanding of the term is the ability to decode
analyse, evaluate, and produce communication in a variety of
forms.
Information Literacy (UNESCO) Media and
information Literacy Curriculum for Teachers

•Refers to the ability to use digital technology,

communication tools or networks to locate,
evaluate ,use and create information.
Technology (Digital )Literacy University of Illinois
• It is also refers to the ability to understand and use information
in multiple formats from a wide range of sources when it is
presented via computers and to a person’s ability to perform
tasks affectively in a digital environment.

• Digital Literacy includes the ability to read an interpret media , to

reproduce data and images through digital manipulation and to
evaluate and apply new knowledge gained from digital
environment.
 ACTIVITY
Comparison Contrast

Media Literacy vs
Information Literacy
Media Literacy vs
Technology (Digital)
Literacy

Information Literacy
vs Technology
(Digital) Literacy
THE DANGER OF DESENSITIZATION

According to Potter (2011), there is a need to be

media and information literate to counteract “the
physiological and psychological
tendency.(automaticity*) towards the many
information that are encountered every now and
then.”
 Typology of media literacy
Stage Characteristics
• Learning the meaning, of facial expressions and
1.Acquiring Fundamental natural sounds
• Recognizing shapes, size, color ,movements
and spatial relations.

• Recognizing speech sounds and attach

2.Language Acquisition meaning to them
• Being able to reproduce speech sounds

Developing understanding of differences

3.Narrative Acquisition between:
• Fiction vs. nonfiction
• Ads vs, entertainment
 • Discounting claims made in ads
• Sharpening differences between likes and dislikes for
shows characteristics characters and actions.
4.Developing Skepticism

• Strongly motivated to seek out information on certain

5.Intensive Development topics
• Developing a detailed set of information on a certain
topics
• Has high awareness of utility of information

6.Experiential Exploring

7.Critical Appreciation
8.Social Responsibility
*Automaticity or automatic
response is a “state where our
minds operate without any
conscious effort from us.’
“The programmed and predictable response
(normalization*) toward the information
that limits your opportunity to recognize and
maximize the gains of that message is
something that media and information
literacy can address.”
*Normalization is when the
mass media continually
reinforce certain behavioural
patterns of exposure until they
become automatic habits.
 8 Fundamental elements of media
literacy (silverblatt):

1. A critical thinking skill enabling audience members to develop independent judgments

about media content
2. An understanding of the process of mass communication
3. An awareness of the impact of media on the individual and the society
4. Strategies for analyzing and discussing media messages
5. An understanding of media content as a text that provides insight into our culture and our
lives
6. The ability to enjoy, understand and appreciate media content
7. Development of effective and responsible production skills
8. An understanding of the ethical and moral obligations of media practitioners
Media and information literate
individuals are also critical
thinkers because of the need
to be more discerning of the
necessary information as well
as its sources.
Reflect Upon?
1. Based on your experience, what characterizes a
responsible user and competent producer of media and
information?
2. Think about your routine when you get home from school,
what is the very first thing you do? Is this activity media-
related or media-independent? Tell the class about your
media habits, lifestyle, and preferences.
Activity 2
Based on the discussed characteristics
of a media literate individual, write a
slogan on media literacy in such a way
that the slogan can be a utilized as a
possible material for a community
advocacy.
 Rubrics for slogan
criterion percentage

content 40%

Attractiveness/Clarity 15%

Understanding 20%

Graphics/pictures 15%

Uniqueness/design 10%

total 100%
 SLOGAN

BEFORE YOU ENGAGING

YOUR MOUTH
PUT YOUR MIND IN GEAR