Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
Intended Learning Outcomes:
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
CONTENT
GUIDE CARD
ACTIVITY CARD
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ENRICHMENT CARD
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
GUIDE CARD
Dear students,
It is essential for you to have the basic understanding of media and information as channels of communication and tools for the development of individuals and societies. Your knowledge is indeed your preferred choice to help our society for national development.
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
GUIDE CARD
It is a Deped mandate to capacitate you to learn the appropriate ways to handle and use media and information for good wherein the school guides you to be creative and critical thinkers as well as responsible users and competent producers of media and information.
Well, this time, it is expected that you can identify the similarities and differences between and among media literacy, information literacy, and technology literacy.
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
GUIDE CARD
This MIL Competency Module has a set of activities with guide questions for you to answer after reading the articles or learning materials.
To do the activities, these are the requirements for you to pass the Subject, namely: Independent Learning Portfolio, Oral Presentation through Self Video Production, Compilation of Modules and Outputs, and School-Based Initiative Report vis-à-vis DepEd programs.
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
GUIDE CARD
And to pass the subject, Media and Information Literacy, these are the criteria for the Grading System, such as Written Works (25%), Performance Tasks (50%) and Periodical Test (25%)
GEORGE P. LUMAYAG
Teacher III
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
Engage in recognizing and recalling of facts. Please read the selection and abstract of an article: What is Technology Literacy
1. Technology literacy is the ability to effectively use technology to access, evaluate, integrate, create and communicate information to enhance the learning process through problem-solving and critical thinking. Learn more in: Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
2. Technology Literacy helps one to communicate, solve problems, and enhance life-long learning skills for future progress. Technology Skills: Technology skills are computer skills that one must possess to utilize technology effectively in any academic or non-academic setting. Learn more in: The Impact of Technology on PK-12 Teacher Preparation Programs
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
3. Technology literacy is the ability to effectively use technology to access, evaluate, integrate, create and communicate information to enhance the learning process through problem-solving and critical thinking. Learn more in: A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
4. The possession of skills to use appropriate technology to communicate and search for information, and to be able to critically evaluate the accuracy and currency of the information obtained and integrate it in the synthesizing of new information. Learn more in: Ubiquitous Learning and Handhelds
5. Ability for a person to effectively and responsibly use technology to access, manage, integrate, evaluate, create and communicate information. Learn more in: How Adults Learn Through Information Technologies
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
6. Technology Literacy helps one to communicate, solve problems, and enhance life-long learning skills for future progress. Learn more in: Individual Differences, Learning Opportunities and Learning Outcomes, Digital Equity: Bridging the Gap – Creating Learning Opportunities for All Students
7. Technology literacy represents the aptitude to use media, such as the internet to access and interact with information. Learn more in: Library Issues in Adult Online Education
8. A person’s ability to access and use technology responsibly and effectively. Learn more in: Technology-Enhanced Information Literacy in Adult Education
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
Media Literacy and Information Literacy: Similarities and Differences
December 20, 2013, Filed Under: Media & Information Literacy, Media Education Policy, Resources, Youth Media
Country: China
Language: English
Source:http://dx.doi.org/10.3916/C42-2014-13
Author:Alice Lee. Clement So
Link:https://www.revistacomunicar.com/indice-en/articulo.php?numero=42-2014-13
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Exercise 1: ENGAGE IN READING: 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.
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
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 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.
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Exercise 1: ENGAGE IN READING: Media Literacy and Information Literacy: Similarities and Differences
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.
Guide Question:
Can you write down 10 keywords in relation to information literacy and media literacy? Use five keywords in sentences stating facts and use five sentences expressing opinions. Write down your answer in the separate sheet of paper.
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Exercise 2: EXPLORE SIMILARITIES & DIFFERENCES OF MEDIA, INFORMATION, AND TECHNOLOGY
Explore the similarities and differences of media, information, and technology by understanding what the facts mean. Please read the selection below:
Similarities and differences
We can compare the two fields in terms of six aspects. The first aspect is their similar patterns of development. The two concepts have developed rather quickly in recent years. This acceleration is most obvious in the 2000s, especially from the year 2005 onwards. In the past two decades, the two fields have been young and upcoming academic areas in the literacy family (Google, 2012).
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Exercise 2: EXPLORE SIMILARITIES & DIFFERENCES OF MEDIA, INFORMATION, AND TECHNOLOGY
As for affiliated countries, the United States is the most important place for both information literacy and media literacy research. Other countries that are active in both areas include England, Australia, Canada, Spain, China, and South Africa.
The second aspect is their different academic roots. While information literacy emerged from the library and information sciences, media literacy originated from the media, education, and social sciences. The top three journals that carry information literacy publications are library journals, while those carrying media literacy publications are communication and social sciences journals. Media literacy-related journals tend to have higher impact factors, while the library journals are either non-Social Sciences Citation Index publications or have lower impact factors (table 2).
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Exercise 2: EXPLORE SIMILARITIES & DIFFERENCES OF MEDIA, INFORMATION, AND TECHNOLOGY
The third aspect is the difference of constituting members and institutions. In Table 3, of the 48 authors shown on both lists, only one of them is listed in both fields. For the top three authors on each list, they do not appear at all on the other list. This level of divergence is a good indicator that the two fields are being investigated by two entirely different groups of researchers. The institutional affiliations in Table 4 essentially repeat this finding. Of the 37 universities listed on both lists, most of them do not overlap. Of the 18 media literacy-related universities, 12 are ranked among the top 100 in the 2013 Shanghai Ranking of world universities. Of the 18 information literacy-related universities, the corresponding number is only 5.
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The fourth aspect is their overlapping scopes and subject matters. Education is the common bond between the two fields (Table 5). This overlap forms a basis for the proposed integration and cooperation, but each field also has its own emphasis, as can be seen in their major title words. In fact, they also differ in terms of their targets of study. The objects of interest for the information literacy scholars are mainly peer-reviewed publications. For media literacy, the attention is focused on mass media and media messages. In recent years, they have both focused on multimedia material and have been associated heavily with information and communication technologies. There is also an overlap between the two fields in terms of subject area. Both literacy concepts guide users to meet their information needs through locating, retrieving, evaluating, using, and communicating media and information. One is more concerned with research skills, while the other is linked with critical analysis of media products (Hobbs, 2010; Lau, 2013).
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The fifth aspect is their divergent analytical approaches. Information literacy concentrates on analyzing information (Lau, 2013). Therefore, it mainly focuses on textual analysis and emphasizes the research value of finding the truth in documents. It is concerned with the critical assessment of research-related information quality but it does not examine information audience and information effects (Lau, 2013). In contrast, media literacy has strong academic roots in media studies and social sciences. It addresses key facets of the mass media phenomena, such as media messages, media industries, media audiences, and media effects (Martens, 2010). Thus, media literacy adopts more analytical approaches. Apart from textual analysis, it also conducts institutional analysis, medium analysis, and audience analysis.
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The sixth aspect is their objectives. Information literacy and media literacy have the same objective – training people to access, understand, evaluate, communicate, use, and create media messages and information. Both highlight the importance of the ethical use of information, the critical analysis of content, the use of multimedia platforms, and knowledge production. There is a recent call for information literacy to extend its functions to build citizenship, to guarantee the survival of democratic institutions, to serve as a vital tool for lifelong learning, and to address the value of relevant information in a commercial world that is driven by a knowledge economy (Bawden, 2001). Media literacy scholars also propose that media literacy should contribute to democracy, the knowledge economy, and lifelong learning (Livingstone & al., 2005).
Guide Question: What are the six aspects of Information Literacy and Media Literacy? What are the similarities and differences in the fields of Information Literacy and Media Literacy?
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Exercise 3: EXPLAIN THE IMPORTANCE OF THE TOPICS BY APPLYING ITS FACTS, AND RULES.
Explain the importance of the topics by applying its facts, and rules. Please read the Discussion and Conclusion of the Article.
Discussion and conclusion
The empirical findings from the Web of Science database show that there are more differences than similarities between the fields of information literacy and media literacy. Information literacy is a much larger field than media literacy. It has a clear but narrow focus on library science and technology. On the other hand, media literacy has a broader scope and is more related to communication, health-related issues, leisure, effects, and culture. It is clear that these fields overlap to some extent, but media literacy is not a subset of information literacy, and information literacy is also not a subcategory of media literacy.
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Exercise 3: EXPLAIN THE IMPORTANCE OF THE TOPICS BY APPLYING ITS FACTS, AND RULES.
These two fields come from different academic traditions, have different concerns, and play different roles in the process of educating people and raising literacy levels. Information literacy is more related to information storage, processing, and use, while media literacy is concerned more with media content, media industry, and social effects. Despite their differences, however, they have a number of common concerns. Information literacy and media literacy share common goals and future directions. They overlap in the core skills they aim to develop. They both aim at cultivating literate individuals who can make informed judgments regarding the use of information in the digital age. Both emphasize the use of multimedia platforms and knowledge creation. While we recognize their differences, it is not difficult to find that the two fields are, in fact, linked and complementary.
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Exercise 3: EXPLAIN THE IMPORTANCE OF THE TOPICS BY APPLYING ITS FACTS, AND RULES.
The experts in these two fields should seek to learn from each other and to understand the specifics of the other field. In today’s world, neither information literacy nor media literacy alone is sufficient to equip individuals to deal with the huge volume of media messages and the abundance of information platforms. There is an urgent call to combine these two fields to develop a joint set of media and information literacy competencies needed in the new technological environment. Their integration could certainly facilitate individuals’ participation in the emerging knowledge societies.
Guide Question: Can you explain the similarities and differences of Information Literacy and Media Literacy? Write your answer in the separate sheet of paper.
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Exercise 4: ELABORATE THE SIMILARITIES AND DIFFERENCES OF MEDIA, INFORMATION, AND TECHNOLOGY
Elaborate the similarities and differences of media, information, and technology by breaking down its information into component parts. Please reread the selection: Discussion and conclusion.
Guide Question: Can you write down the component parts of Information Literacy and Media Literacy? Support your answer by citing a situation or situations. Write down your answer in the separate sheet of paper.
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
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Exercise 5: EVALUATE THE INFORMATION, IDEAS, AND SITUATIONS BY ANSWERING THE GUIDE QUESTIONS.
Media and Information Literacy
1. Based on the article, what field of study that is more related to social effects?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
2. Based on the reading material, what field of study that has a closer tie to library science?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
3. Based on the selection, what field of study that enhances a person’s ability to effectively use technology to access, evaluate, integrate, create and communicate information to enhance the learning process through problem-solving and critical thinking?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
4. Who mentioned that information literacy concentrates on analyzing information?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
5. Who mentioned that media literacy has strong academic roots in media studies and social sciences?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
6. What is an essential element of panel What is 6. Who mentioned that media literacy scholars also propose that media literacy should contribute to democracy, the knowledge economy, and lifelong learning?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
7. When do people accomplish the objectives of information literacy and media literacy?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
8. When do people give importance to media literacy and information literacy?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
9. In what particular fields did media literacy originate?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
10. Which among the given choices is not stated in the findings?
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
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Curriculum Guide
Lee, Alice and So, Clement (2013). Media Literacy and Information Literacy: Similarities and Differences. China. Retrieved @ https://www.revistacomunicar.com/indice-en/articulo.php?numero=42-2014-13 on June 10, 2020.
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Competency: Identify the similarities and differences between and among media literacy, information literacy, and technology literacy
Prepared by:
GEORGE P. LUMAYAG
Teacher 3
Date Submitted: ___________________________
Reviewed by:
ALOHA BENGCOLITA ROY R. PINTOR
Master Teacher I Principal I
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Correct
You are right!
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Wrong!
Your answer is wrong!
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