Media Literacy

MEDIA
LITERACY
The ability to access,

analyze, evaluate, and
create messages
across a variety of
contexts.
Christ and Potter, 1998

text message
MEDIA
LITERACY
meme advertisement
MEDIA
LITERACY
viral video
MEDIA
LITERACY
video game social media

MEDIA
LITERACY
The process of
critically analyzing and
learning to create one’s
own messages.
Hobbs, 1998
print
MEDIA
LITERACY
audio
video
MEDIA
LITERACY
multimedia
MEDIA
LITERACY
The ability to identify

different types of media
and understand the
messages they are
communicating.
Common Sense Media

television
MEDIA
LITERACY
radio newspapers
MEDIA
LITERACY
handouts flyers
MEDIA
LITERACY
books magazines
MEDIA
LITERACY
banners posters
MEDIA
LITERACY
Media were created by someone and there are

reasons for creating them.
MEDIA
LITERACY
Essential concepts necessary for analysis of
media messages:
1. Media messages are constructed.
2. Media messages are produced within

economic, social, political, historical, and
aesthetic contexts.
MEDIA
LITERACY
3. The interpretative meaning- making processes involved in
message reception consist of an interaction between the
reader, the text, and the culture.
4. Media has unique “languages,” characteristics which typify

various forms, genres, and symbol systems of
communication.
5. Media representations play a role in people’s understanding

of social reality.
MEDIA
LITERACY
While the producer of a particular media has an

intended meaning behind the communication, what actually
gets communicated to the consumers depends not only on the
media itself but also on the consumers themselves and on
their respective cultures. The consumers perceived meaning is
what then develops into how people understand social reality.
WHAT MEDIA LITERACY
IS NOT
Actions that are often mistaken for being
representative of media literacy:
 Criticizing the media is not, in and of itself, media literacy.
However, being media literate sometimes requires that one
indeed criticize what one sees and hears.
 Merely producing media is not media literacy although part

of being media literate is the ability to produce media.
WHAT MEDIA LITERACY
IS NOT
 Teaching with media (videos, presentations, etc.)does not
equal media literacy. An education in media literacy must
also include teaching about media.
 Viewing media and analyzing it from a single perspective

is not media literacy. True media literacy requires both the
ability and willingness to view and analyze media from
multiple positions and perspectives.
WHAT MEDIA LITERACY
IS NOT
 Media literacy does not simply mean knowing what and

what not to watch, it does mean “watch carefully, think
critically.”
CHALLENGES TO MEDIA
LITERACY EDUCATION
 “How do we teach it?
 “How “to measure media literacy and evaluate the success

of media literacy initiatives?
 “Is media literacy best understood as a means of

inoculating children against the potential harms of the
media or as a means of enhancing their appreciation of the
literary merits of the media?
Also called
e- literacy
cyber literacy
information literacy
DIGITAL
LITERACY
The ability to locate,

evaluate, create, and
communicate
information on
various digital
platforms.
DIGITAL
LITERACY
The technical, cognitive, and

sociological skills needed to
perform tasks and solve
problems in digital
environments.
Eshet- Akalai, 2004
DIGITAL
LITERACY
The ability to understand and use

information in multiple formats from a
wide range of sources when it is
presented via computers. A person must
not only acquire the skill of finding
things, he/ she must also acquire the
ability to use these things in life.
DIGITAL
LITERACY
Skills and competencies comprising digital literacy
from contemporary scholars:
Bawden, 2008
 Underpinnings- skills and competencies that “support” or

“enable” everything else within digital literacy
traditional literacy and computer/ ICT literacy (the
ability to use computers in everyday life)
DIGITAL
LITERACY
 Background Knowledge- knowing where information on a
particular subject or topic can be found, how information is kept,
and how it is disseminated
 Central Competencies- skills and competencies that a majority of

scholars agree on as being core to digital literacy today
- reading and understanding digital and non- digital formats
- creating and communicating digital information
- evaluation of information
- knowledge assembly
- information literacy
- media literacy
DIGITAL
LITERACY
 Attitudes and Perspectives- skills and competencies grounded in

some moral framework
- independent learning- that initiative and ability to learn
whatever is needed for a person’s specific situation
- moral/ social literacy- an understanding of correct,
acceptable, and sensible behavior in a digital environment
SOCIO- EMOTIONAL
LITERACY WITHIN DIGITAL
LITERACY
“How do I know if another user in a chatroom is who he says he
is?
“How do I know if a call for blood donations in the internet is
real or a hoax?
Socio- emotional literacy requires users to be “very critical,

analytical, and mature”- implying a kind of richness of experience
that the literate transfers from real life to their dealings online.
DIGITAL NATIVES
 Popularized by Prensky (2001)
 generation born during the information age and who has not
known a world without computers, the internet, and connectivity
DIGITAL IMMIGRANTS
 generation that acquired familiarity with digital systems only
as adults
IMPORTANT CONCEPTS AND
PRINCIPLES OF DIGITAL
LITERACY
 Teach media and digital literacy integrally.
 Master subject matter.
 Think “multi- disciplinary”.
 Explore motivations, not just messages.
 Leverage skills that students already have.

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MEDIA

The ability to access,

Christ and Potter, 1998

video game social media

The ability to identify

Common Sense Media

Media were created by someone and there are

1. Media messages are constructed.

2. Media messages are produced within

4. Media has unique “languages,” characteristics which typify

5. Media representations play a role in people’s understanding

While the producer of a particular media has an

 Merely producing media is not media literacy although part

 Viewing media and analyzing it from a single perspective

 Media literacy does not simply mean knowing what and

 “How “to measure media literacy and evaluate the success

 “Is media literacy best understood as a means of

The ability to locate,

The technical, cognitive, and

The ability to understand and use

 Underpinnings- skills and competencies that “support” or

 Central Competencies- skills and competencies that a majority of

 Attitudes and Perspectives- skills and competencies grounded in

Socio- emotional literacy requires users to be “very critical,

 Master subject matter.

 Think “multi- disciplinary”.

 Explore motivations, not just messages.

 Leverage skills that students already have.

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