Chapter 1 Intro. To Media and Info. Literacy 1.2

Chapter I.
Introduction to Media and Information Literacy

1.2 identifies the similarities and differences of media literacy, information literacy, and
technology literacy
Literacy
Literacy is the most standard term that applies to a person¡¯s ability to read a word. This term has
expanded because of the dynamism of technology.
Media Literacy
Media Literacy is a type of literacy that refers to our ability to expose ourselves to media to process and
interpret the meaning of the messages we encounter thru media and create media.
The Seven Skills of Media Literacy
Many consider media literacy as a skill and it relies on seven specific skills ¨C analysis, evaluation,
grouping, induction, deduction, synthesis, and abstracting.
1. Analysis - breaking down a message into meaningful elements
2. Evaluation - judging the value of an element; the judgment is made by comparing a message
element to some standard
3. Grouping - determining which elements are alike in some way, determining how a group of
elements is different from other group of elements
4. Induction - inferring a pattern across a small set of elements, then generalizing the pattern to all
elements in the set
5. Deduction - using general principles to explain particulars
6. Synthesis - assembling elements into a new structure
7. Abstracting - creating a brief, clear, and accurate description capturing the essence of a message
in a smaller number of words than the message itself
The Building Blocks of Media Literacy
There are three building blocks of media literacy - skills, knowledge structures, and personal locus. The
combination of which are necessary to create a wider set of perspectives on the media.
 Skills - tools you use to build the structure of your idea
 Knowledge structures - set of organized information in your memory
 Personal locus - your goals and drives
Media literate youth and adults are able to understand the complex messages received from the
television, radio, internet, magazines, books, billboards, music and other forms of media. They are able
to access, analyze, evaluate, and create media as a result.
Information Literacy
Information Literacy is the ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in various formats.
The nature of information literacy can be summarized by the following:
It emphasizes the need for careful retrieval and selection of information in all aspects of personal
decision-making.
It emphasizes critical thinking, meta-cognitive, and procedural knowledge used to locate information in
specific domains, fields, and context.
Gaining skills in becoming information literate multiplies the opportunity of an individual¡¯s self-directed
learning, as they became engaged in using a wide variety of information sources to expand their
knowledge, to ask informed questions, and to sharpen their critical thinking.
Media and Information Literacy
Media and Information Literacy (MIL) consists of the knowledge, the attitudes, and the sum of the skills
needed to know when and what information is needed; where and how to obtain that information; how
to evaluate it critically and organize it once it is found; and how to use it in an ethical way.
The MIL concept extends beyond communication and information technologies to encompass learning,
critical thinking, and interpretative skills across and beyond professional and educational boundaries.
Media and Information Literacy includes all types of information resources: oral, print, and digital.
Importance of Media and Information Literacy
The importance of Media and Information Literacy could be summarized into the following:
To make informed decisions

To learn about the world
To build a sense of community
To maintain public discourse
To engage in lifelong learning
Effects of Media and Information Literacy
Media and Information Literacy (MIL) is now considered as a new emerging field of human rights that
promotes greater social inclusion. It bridges the gap between the information rich and the information
poor. It endows individuals with knowledge of the functions of the media and information and the
conditions under which these functions performed. It is closely related to Lifelong Learning which
enables individuals to attain their goals and take advantage of the emerging opportunities in the
dynamic global environment.
The Similarity of Media Literacy and Information Literacy
Media literacy and information literacy are coupled also by the requirement of critical evaluation,
regarded in both cases as a kind of default quality. In the case of media literacy this can be an
examination of the contractedness of media messages (Hobbs, 2006a)
Digital Literacy
Paul Glister (1997) explained that digital literacy is an ability to understand and to use information from
a variety of digital sources. Bawden (2001) defined digital literacy as the ability to read and comprehend
hypertext.
Digital literacy has four core competencies:
 Internet searching
 Hypertext navigation
 Knowledge assembly
 Content evaluation
 Examples of Digital Literacy
Typing papers on a computer is basic non-example of digital literacy because the skill of evaluation and
analysis are not present while typing.
Examples of Digital Literacy
 Understanding how to use web browsers, search engines, and blogs

 Evaluating online resources for accuracy of information
 Using online classes to enhance learning in the classroom
 Choosing appropriate media to showcase learning
 Using technology in presenting class reports
 Using the web for researching
 Creating online content for learning
 Digital Literacy in Media Literacy
Simply, the usage of the tools represent digital literacy. Digital Literacy is intertwined with media literacy
when there is interpretation (analysis and evaluation) and creation of images in visual literacy.
The Uniqueness of Digital Literacy
What distinguishes digital literacy from other types is its focus on the skills and strategies required to
read, write, view, listen, compose, and communicate information on a screen (Carroll 2013), as well as
its recognition of users of technology as digital citizens creating digital footprints.
Digital Citizenship
Being a good digital citizen means understanding and applying appropriate and responsible uses of
internet and technology.
In digital citizenship, the top issue is plagiarism. Students are constantly sharing content, they may not
know when they have committed plagiarism when simply copying information from the internet. As
such, cyber bullying is also rampant. Cyber bullying is common among students that may be pervasive in
schools and online communities.
Plagiarism
Plagiarism is copying another¡¯s work or borrowing someone else¡¯s original idea. Copying and
borrowing can disguise the seriousness of the offense of idea theft.
Cyber Bullying
Cyber bullying is when someone is tormented, threatened, harassed, humiliated, or embarrassed using
the i nternet platform, interactive and digital technologies or mobile phones.

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Chapter I.

Introduction to Media and Information Literacy

The Seven Skills of Media Literacy

1. Analysis - breaking down a message into meaningful elements

5. Deduction - using general principles to explain particulars

6. Synthesis - assembling elements into a new structure

 Skills - tools you use to build the structure of your idea

 Knowledge structures - set of organized information in your memory

 Personal locus - your goals and drives

The nature of information literacy can be summarized by the following:

Media and Information Literacy

Importance of Media and Information Literacy

To make informed decisions

The Similarity of Media Literacy and Information Literacy

Examples of Digital Literacy

 Understanding how to use web browsers, search engines, and blogs

The Uniqueness of Digital Literacy

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