AMSIC INTEGRATED SCHOOL

Purok 3, Brgy Amsic Angeles City, Pampanga

Angeles City Pampanga

MEDIA AND INFORMATION LITERACY

INTRODUCTION TO MEDIA AND INFORMATION LITERACY

Presented by:

Ompad, Mary Rose P.

Mesina, Aileen

Carpio, Juvilyn
Vista, Jessica

Regajal, Patrick Earvin

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 Submitted to:

Mr. Cynreck Susmeña

Overview of the topic:

Introduction to Media and Information
Literacy
In this platform, we were going to deepen our knowledge and understanding about
how the communication is affected by media and information.We will discuss the Media
Literacy, Information Literacy, Technology Literacy and the similarities and differences of
these three.

Media Literacy uses forms of communication and produces ways

of communication. It is about media content. It refers to all
electronic or digital means and print or artistic visuals used to

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transmit messages. Also, media literacy builds an understanding
of the role of media in society as well as essential skills of inquiry
and self-expression needed for democratic citizens.

(Example of Media Literacy)

Information Literacy is the set of integrated abilities

encompassing the reflective discovery of information, the
understanding of how information is produced and valued, and
the use of information in creating new knowledge and
participating ethically in communities of learning. It is used in
managing, gathering, and verifying information. Information
literacy is important for today’s learners, it promotes problem
solving approaches and thinking skills -asking questions and
seeking problems, finding information.

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. (Example of Information Literacy)

Technology Literacy is the ability to use, manage, understand,

and assess technology. Technology literacy is more capacity to
understand the broader technological world than it is the ability
to work with specific pieces of it. It gives people the opportunity
to educate themselves, and all from the comfort of their own
home if they wish.

. (Example of Technology Literacy)

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Similarities and Differences of Media Literacy, Information
Literacy, and Technology Literacy, literacy is an understanding
of something. In the case of reading literacy, your comprehension
level, understanding of the material read and the level at which
you read. It help us to evaluate, transmit and understand the
information. Media Literacy, is your understanding of the media,
how it works, the way it’s presented and the understanding that is
not all objective or accurate all the time. Much of it can be
misinformed and biased. Information Literacy it is your
understanding/comprehension of the information presented to
you, in any format, whether it’s reading, television, audio, etc.
Lastly, Technology Literacy it is your understanding of
technology, how well you use it and apply it to your every day life
or job, etc.

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Handout/ Lecture:
Technological literacy
Technological literacy (Technology Literacy) is the ability to use, manage,
understand, and assess technology.[1] Technological literacy is related to digital
literacy in that when an individual is proficient in using computers and other
digital devices to access the Internet, digital literacy gives them the ability to use
the Internet to discover, review, evaluate, create, and use information via various
digital platforms, such as web browsers, databases, online journals, magazines,
newspapers, blogs, and social media sites.

Information literacy
The United States National Forum on Information Literacy defines information
literacy as "... the hyper 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."[1][2] The American Library Association defines
"information literacy" as a set of abilities requiring individuals to "recognize when
information is needed and have the ability to locate, evaluate, and use effectively
the needed information.[3] Other definitions incorporate aspects of "skepticism,

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judgement, free thinking, questioning, and understanding..."[4] or incorporate
competencies that an informed citizen of an information society ought to possess
to participate intelligently and actively in that society.[5]

A number of efforts have been made to better define the concept and its
relationship to other skills and forms of literacy. Although other educational goals,
including traditional literacy, computer literacy, library skills, and critical thinking
skills, are related to information literacy and important foundations for its
development, information literacy itself is emerging as a distinct skill set and a
necessary key to one's social and economic well-being in an increasingly complex
information society.[6] According to McTavish (2009), in order to increase and
maximize people's contributions to a healthy, democratic and pluralistic society
and maintain a prosperous and sustainable economy, governments and industries
around the world are challenging education systems to focus people's attention
on literacy.[7] In Canada, because of a great focus on a supposed literacy crisis, it
has caused some alarm in some educational sectors. Brink (2006) researched
government organization, such as Human Resources and Skill Development
Canada, claims that almost half of working-age Canadians do not have the literacy
skills they need to meet the ever-increasing demands of modern life.
Media literacy: the ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT using
all forms of communication is interdisciplinary by nature. Media literacy
represents a necessary, inevitable, and realistic response to the complex, ever-
changing electronic environment and communication cornucopia that surround
us.

To become a successful student, responsible citizen, productive worker, or

competent and conscientious consumer, individuals need to develop expertise
with the increasingly sophisticated information and entertainment media that
address us on a multi-sensory level, affecting the way we think, feel, and behave.

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Today’s information and entertainment technologies communicate to us through
a powerful combination of words, images, and sounds. As such, we need to
develop a wider set of literacy skills helping us to both comprehend the messages
we receive and effectively utilize these tools to design and distribute our own
messages. Being literate in a media age requires critical thinking skills that
empower us as we make decisions, whether in the classroom, the living room, the
workplace, the boardroom, or the voting booth.

Finally, while media literacy does raise critical questions about the impact of
media and technology, it is not an anti-media movement. Rather, it represents a
coalition of concerned individuals and organizations, including educators, faith-
based groups, health care-providers, and citizen and consumer groups, who seek
a more enlightened way of understanding our media environment.

Over the years, many definitions and visions of media literacy have been created
to reflect different points of view, different approaches and goals, and different
audiences. Through the postings in various sections of the NAMLE web site, we
will try to present many of these definitions along with their sources. We
welcome input from visitors to the web site.
Media Literacy and Information Literacy: Similarities and Differences.In
knowledge society, there is currently a call for cultivating a combination of media
literacy and information literacy. This, however, requires cooperation from these
two separate fields of study, and uncertainty regarding their boundaries hinders a
smooth merger. It is unclear whether they are subsets of each other or separate
entities. In this study, we have explored the relationship between these two fields
by empirically mapping out their territories and discussing their similarities and
differences. We have made use of the Web of Science database to delineate the
content and boundary of these two fields. Our findings from 1956 to 2012 show
that the two fields have different authors, university affiliations, and journals;
they also differ in terms of academic origin, scope, and social concern.
Information literacy has a closer tie to library science, while media literacy is more
related to media content, media industry, and social effects. Due to their different

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academic orientations, the two fields adopt different analytical approaches. We
have found that media literacy is not a subset of information literacy as some
scholars have suggested, although the two fields have similarities. They share the
same goal, and their publications overlap in terms of subject areas, countries of
origin, and titles. The two fields could find common ground by cooperating
together to contribute to the promotion of new literacy in knowledge societies

Documentation:
Information and media literacy (IML) enables people to interpret and make
informed judgments as users of information and media, as well as to become
skillful creators and producers of information and media messages in their own
right.[1]

Prior to the 1990s, the primary focus of information literacy was research
skills.[2] Media literacy, a study that emerged around the 1970s, traditionally
focuses on the analysis and the delivery of information through various forms of
media.[3] Nowadays, the study of information literacy has been extended to
include the study of media literacy in many countries like the UK,[4] Australia and
New Zealand.[5] The term "information and media literacy" is used

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by UNESCO[1] to differentiate the combined study from the existing study of
information literacy. It is also referred to as information and communication
technologies (ICT) in the United States.[6][7] Educators such as Gregory
Ulmer have also defined the field as electracy.

IML is a combination of information literacy and media literacy. The purpose of

being information and media literate is to engage in a digital society; one needs to
be able to understand, inquire, create, communicate and think critically. It is
important to effectively access, organize, analyze, evaluate, and create messages in
a variety of forms.[8] The transformative nature of IML includes creative works
and creating new knowledge; to publish and collaborate responsibly requires
ethical, cultural and social understanding.

The IML learning capacities prepare students to be 21st century literate. According
to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being
able to use the latest electronic technologies has everything to do with being
literate."[9] He supports his argument with J. David Bolter's statement that "if our
students are not reading and composing with various electronic technologies, then
they are illiterate. They are not just unprepared for the future; they are illiterate
right now, in our current time and context".[10]

Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II)
survey conducted by the Media Awareness Network of Canada[11] on 5000 Grade
4 – 11 students.

Marc Prensky (2001) uses the term "digital native" to describe people who have
been brought up in a digital world.[14] The Internet has been a pervasive element
of young people's home lives. 94% of kids reported that they had Internet access at
home, and a significant majority (61%) had a high-speed connection.

By the time kids reach Grade 11, half of them (51 percent) have their own Internet-
connected computer, separate and apart from the family computer.[15] The survey
also showed that young Canadians are now among the most wired in the world.
Contrary to the earlier stereotype of the isolated and awkward computer nerd,
today's wired kid is a social kid.[16]

In general, many students are better networked through the use of technology than
most teachers and parents, who may not understand the abilities of technology.

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Students are no longer limited to desktop computera. They may use mobile
technologies to graph mathematical problems, research a question for social
studies, text message an expert for information, or send homework to a drop
box.[17] Students are accessing information by using MSN, personal Web
pages, Weblogs and social networking sites.

One barrier to learning to read is the lack of books, while a barrier to learning IML
is the lack of technology access. Highlighting the value of IML helps to identify
existing barriers within school infrastructure, staff development, and support
systems. While there is a continued need to work on the foundations to provide a
sustainable and equitable access, the biggest obstacle is school climate.

Marc Prensky[32] identifies one barrier as teachers viewing digital devices as

distractions: "Let's admit the real reason that we ban cell phones is that, given the
opportunity to use them, students would vote with their attention, just as adults
would 'vote with their feet' by leaving the room when a presentation is not
compelling."[clarification needed]

The mindset of banning new technology, and fearing the bad things that can
happen, can affect educational decisions. The decision to ban digital devices
impacts students for the rest of their lives.

Any tool that is used poorly or incorrectly can be unsafe. Safety lessons are
mandatory in industrial technology and science. Yet safety or ethical lessons are
not mandatory to use technology.

Not all decisions in schools are measured by common ground beliefs. One school
district in Ontario banned digital devices from their schools. Local schools have
been looking at doing the same. These kinds of reactions are often about
immediate actions and not about teaching, learning or creating solutions. Many
barriers to IML exist.

Knowledge can be created and disseminated in all forms and formats.

Media and information increases everyday and it becomes so abundant
that it can be found anywhere, anytime specially in the booming era of data
and information explosion. Becoming media and information literate
individuals will test our patience on how we deal with information. It
includes a certain level of respect towards those who need and request for

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it. Respect for information need means we allow each and everyone to
express their ideas, opinions and expressions fully without any judgment or
prejudice. MIL teaches us to use information and media content in an
ethical, efficient and effective manner.

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