Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE

[Link] | op@[Link]

Module 6: Media Literacy for Educators

Welcome to Module 6!
Good day, class! This week, we are tackling an incredibly important topic that builds
directly on our previous discussions of digital and information literacy: Media Literacy.

In a world where we are constantly surrounded by messages—from news articles and

social media posts to advertisements and films—it is no longer enough to simply consume
media. We must be able to critically analyze, evaluate, and create it. As future educators,
our role is to equip our students with the skills to become not just passive consumers, but
empowered, critical, and responsible participants in the media landscape.

All materials and submission links for this module are in our Google Classroom. Our
Messenger Group Chat is always open for quick questions and clarifications. Let's get
started!

Intended Learning Outcomes (ILOs)

By the end of this module, I expect you to be able to:
● Define media literacy and information literacy (MIL) and explain their significance in
the 21st-century learning environment.
● Analyze various media forms (text, visual, audio, multimedia) and identify the
techniques used to construct meaning and convey messages.
● Evaluate media messages for accuracy, bias, credibility, and potential impact on
individuals and society.
● Create media products that are ethically sound, culturally sensitive, and aligned with
educational objectives.
● Integrate media literacy concepts and skills into lesson plans across different subject
areas.
● Empower students to become critical thinkers and responsible consumers and creators
of media.
Our Weekly Checklist & Deadlines
To succeed in this module, please complete the following tasks by their deadlines:
● By Wednesday, July 2:
○ Carefully read the Part 1: Core Learning Content & Lecture Notes I have prepared
for you.
○ Complete the Part 2.1: Personal Media Consumption Log in your personal notebook.
○ Complete the Part 2.2: Media Deconstruction Activity.
○ Post your initial response and your deconstruction photo to the "Module 6 Discussion

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 1 of 6
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
[Link] | op@[Link]

Question" on Google Classroom.

● By Sunday, July 6 (11:59 PM, Philippine Standard Time):
○ Submit your major assessment from Part 3 to the "Educational Media Project
Assignment" on Google Classroom.
I. Foundations of Media and Information Literacy (MIL)

Media and Information Literacy (MIL), as defined by UNESCO (2013), is a combined

set of competencies that empowers citizens to access, retrieve, understand, evaluate, use,
create, and share information and media content in all formats, using various tools, in a
critical, ethical, and effective way. It's not just one skill; it's an entire toolkit for navigating our
world.

To truly grasp MIL, we must start with five foundational principles that apply to all media
(Hobbs, 2010; Scheibe & Rogow, 2012).

1. All Media Messages are 'Constructed'. This is the most fundamental concept. Media
texts do not simply appear; they are meticulously built. Think of it like a house. You
don't see the wood, nails, and electrical wiring; you see the finished product. Media
is the same. The creators—journalists, filmmakers, advertisers, influencers—make
thousands of deliberate choices that are invisible to the casual consumer. They
choose what to show, what to cut, which expert to interview, which to ignore, what
angle to shoot from, and what music to play. Our job as educators is to give our
students the tools to see the "blueprint" behind the finished product and ask, "Why
was it built this way?"

2. Media Messages are Constructed Using a Creative Language with its Own Rules.
Every medium has its own unique grammar and set of conventions. To be media
literate, one must learn to read this language.

a) Film Language: Includes camera work (a low-angle shot to make a character

look powerful), editing (quick cuts to create excitement), sound design (tense
music during a suspenseful scene), and lighting (dark shadows to create
mystery).

b) Newspaper Language: Includes the size and font of a headline (bigger means
more important), the placement of a story ("above the fold" is prime real
estate), the choice of photograph, and the use of captions.

c) Social Media Language: Includes the use of hashtags to categorize content,

emojis to convey tone, memes to communicate complex ideas quickly, and
platform-specific features like Instagram Stories or TikTok's Duet function.

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 2 of 6
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
[Link] | op@[Link]

3. Different People Experience the Same Media Message Differently. There is no single,
universal interpretation of a media message. Each of us brings our own "baggage"—
our age, gender, culture, personal experiences, prior knowledge, and beliefs—to the
viewing experience. A political ad might seem inspiring to a supporter of that
candidate, but manipulative and dishonest to an opponent.

4. Media Have Embedded Values and Points of View. Media messages are never
neutral. They always carry values and a particular perspective, whether intentionally
or not. These can be cultural values (e.g., promoting consumerism), political values
(e.g., framing one party more favorably), or social values (e.g., reinforcing traditional
gender roles). A key skill is identifying these underlying values.

5. Most Media Messages are Organized to Gain Profit and/or Power. We must teach our
students that media production is often a business and an instrument of influence. A
TV network chooses shows based on ratings that attract advertisers. An influencer
promotes a product because they are being paid. Understanding these economic
and political motivations is crucial. It helps us answer the question, "Cui bono?"—Who
benefits from this message being shared?

II. Analyzing Media Messages: The Art of Deconstruction

To analyze media, we must deconstruct it. This means taking it apart to see how its
meaning is built. We can guide our students by asking these key questions about any media
text:

1. Source (Authorship & Purpose): Who created this message? What is their motivation
(to inform, persuade, entertain, sell)?
2. Audience (Intended & Actual): Who is the intended target of this message? How do
you know?
3. Text (The Message & Its Construction): What techniques, words, sounds, and images
are used? What is left out of this message?
4. Subtext (The Interpretation & Unstated Messages): What are the implicit messages?
What values and lifestyles are promoted as normal?
To do this effectively, we need to teach students how to evaluate media messages
for accuracy, bias, and credibility. This involves looking at:

1. Accuracy: Is the information factual and verifiable? Can you cross-reference it with
other credible sources?
2. Bias: What leanings or perspectives does the source have? Who created the
message and why?
3. Credibility: What is the expertise and reputation of the author or publication? Are
there potential conflicts of interest?

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 3 of 6
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
[Link] | op@[Link]

4. Potential Impact: How might this message influence individuals and society? What
are the real-world consequences of this media?
III. Creating Media for Learning: From Consumer to Creator

Media literacy is not just about critical consumption; it is also about responsible creation.
When we ask students to create their own media—a podcast, a short documentary, an
infographic—we empower them to find their own voice. When creating media, we must
guide our students to be:

1. Ethical: Emphasize honesty, integrity, and respect. This includes respecting privacy,
avoiding plagiarism by citing sources, and ensuring factual accuracy.
2. Culturally Sensitive: Promote awareness and appreciation of diverse cultures,
avoiding stereotypes or misrepresentations.
3. Purposeful & Aligned with Educational Objectives: Ensure that media products serve
a clear learning purpose. Media creation should be a tool for demonstrating
knowledge, not merely an exercise in technology use.
IV. Empowering Students as Media Consumers and Creators

Our ultimate goal is to move students through a continuum of learning. This journey
starts with basic awareness, progresses to critical analysis, then to responsible creation, and
finally, to civic action. Integrating MIL into our lesson plans is key. We can empower students
by designing activities that require them to:

1. Analyze real-world media like news articles, ads, or social media posts for bias and
credibility.
2. Create their own media, such as short educational videos or podcasts, to practice
ethical communication.
3. Develop classroom policies for responsible technology use, fostering digital
citizenship.
4. Design their own media literacy games or activities, encouraging peer-to-peer
learning.
By doing this, we teach students to question, investigate, and verify information, preparing
them for active and informed participation in a digital world.

PART 2: INTERACT & APPLY

2.1 Reflection on Personal Media Consumption Habits and Biases Instructions: In your
personal notebook, reflect on your own media consumption. Consider the types of media
you engage with daily (news, social media, entertainment, etc.). This activity involves a
reflection on personal media consumption habits and biases.
• Identify at least three sources you regularly consume.
• For each source, consider:
o What kind of information do you typically get from it?

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 4 of 6
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
[Link] | op@[Link]

o Do you perceive any biases in this source? If so, what are they?
o How do your personal biases or previous beliefs influence how you interpret
messages from this source? This is a private reflection for your own benefit.

2.2 OFFLINE ACTIVITY: ANALYZING NEWS ARTICLE OR ADVERTISEMENT

Task: To practice your media analysis skills. Instructions:
1. Choose one current news article or a prominent advertisement (print or digital). This
activity is called "Analyzing News Article or Advertisement".
2. On a piece of paper, briefly write down your analysis based on the following
questions:
o What is the main message of the article/advertisement?
o What media form(s) are used (text, visual, audio, multimedia)?
o What techniques are used to construct meaning (e.g., word choice, imagery,
music, emotional appeal)?
o Do you detect any bias in the message or presentation? If so, what is it and
why do you think it's there?
o Who is the intended audience, and what might be the potential impact on
them?
3. Take a clear photo of your analysis. You will upload this in our Google Classroom.
4. In the section for your answer, you must do two things:
o Attach the photo of your completed analysis.
o Write your answer to the following prompt (minimum 150 words): Prompt: Share
the link to the news article or a description/screenshot of the advertisement
you analyzed. Discuss what you learned about media messages and their
construction through this exercise. Why is it important for future educators to
be skilled in analyzing media messages?

PART 3: APPLY & CREATE (MAJOR ASSESSMENT TASK)

Major Assessment: Media Literacy for Learning Package
Description: Your task is to create a small "instructional package" that you could use to
introduce a media literacy concept to a specific grade level. This package will have two
parts. This includes the creation of a short instructional video or presentation and the
development of a classroom policy.

Instructions:
1. Choose a Grade Level (e.g., Grade 5, Grade 10).
2. Choose one specific topic from our "Analyzing Media Messages" notes (e.g.,
Identifying Bias in News, Understanding Advertising Techniques, Evaluating Online
Visuals).
3. Create your package:
Part A: Short Educational Video or Podcast: Create a short (2-5 minute) video or
podcast explaining your chosen topic in a way that is engaging for your chosen
grade level. You can use simple tools like your phone's camera, screen recording
software, or free audio recording apps.

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 5 of 6
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
[Link] | op@[Link]

Part B: Supporting Document: Create a single-page document (Word or Google

Doc) that contains:
▪ A mini-lesson plan explaining how you would use this video/podcast in a
classroom activity.
▪ A short list of 3-5 guiding questions students should ask themselves when
encountering media related to your chosen topic.
Submission:
• Upload your video/audio file (MP4 or MP3) and your one-page supporting document
(PDF) to the "Media Literacy for Learning Assignment" on Google Classroom.

PART 4: REFLECT & FINALIZE (WRAP-UP)

4.1 Module 6 Quiz Instructions: To check your understanding of Media Literacy, please
complete the short quiz.
Need Help? For quick questions or clarifications, please send me a message in our
Messenger Group Chat. For more detailed questions about your assignments, please use
the "Private Comments" feature on the specific assignment in Google Classroom so I can
assist you directly.

References
Common Sense Media. Digital Citizenship Curriculum.

Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.

Oxfam. (2022). A Curriculum for Global Citizenship: A Guide for Teachers. Retrieved from
the official Oxfam Education website.

Scheibe, C., & Rogow, F. (2012). The teacher's guide to media literacy: Critical thinking in
a multimedia world. Corwin Press.

UNESCO. (2013). Global media and information literacy assessment framework: Country
readiness and competencies. [Link]
48223/pf0000224655

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Prepare by: Severo B. Talipo