Media and Information Literacy: Understanding the Impact on Individuals and Society, Slides of Media Management

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Media and Information

Literate Individual

(Lec)

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Learning Competencies  (^) Identify and discuss the overall impact of media and information to an individual and society as a whole;  (^) synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) Performance Standards  (^) Synthesize the overall impact of media and information on the individual (personal, professional, educational, and others) and on the society as a whole (economic, social, political, educational, and others).

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Motivation: Video Presentation

Socialnomics 2017 by Erik Qualman YouTube Channel: equalman Published on Oct 25, 2016 Retrieved February 13, 2017 from https://www.youtube.com/watch?v=PWa8-43kE-Q A video clip about senior citizens who are technology savvy.

• Source: GMA News and Public Affairs (2013, June 28). SONA: Lola Techie, hinikayat ang ibang may edad na tulad niya na maging tech savvy. Retrieved from https:// www.youtube.com/watch?v=e7iUOIiB3Zo  (^) What is the message of this video? Do you agree with it? Why or why not?

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 (^) How did the senior citizens in the video use technology and the Internet in their daily lives?  (^) How did the government help the senior citizens become more media and information literate?  (^) What makes senior citizens, or people in general, media and information literate?  (^) How about your grandparents, or any senior citizens you personally know, and whether they are as “techie” as Lola Techie. Explain how? Answer the following questions:

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 (^) Evaluate the quality of a message based on its content and form.  (^) Judge the value of a message based on one’s ethical, religious or democratic principles.  (^) Respond orally, in print, or electronically to messages of varying complexity and content.  (^) Analyze  (^) When people analyze messages, they are able to examine the design of the messages form, structure and sequence. They can make use of artistic, literary, social, political, and economic concepts to understand the context in which the message occurs. For example:  (^) Use prior knowledge and experiences to predict outcomes.  (^) Interpret a message using concepts such as purpose, audience, point of view, format, genre, character, plot, theme, mood, setting, context.  (^) Use strategies including compare/contract, fact/opinion,

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 (^) Produce or create both print and electronic media  (^) When people create (or communicate) messages, they are able to write their ideas, using words, sounds, and/or images effectively for a variety of purposes, and they are able to make use of various technologies of communication to create, edit, and disseminate their message.  (^) Make use of brainstorming, planning, composing, and revision processes.  (^) Use writing and oral language effectively with master of rules of language usage.  (^) Create and select images effectively to achieve various goals.  (^) Use technologies of communication in the construction of messages.

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Class Activity

Part 1: Brainstorming Session

 Divide the class into seven

groups. (4 - 5 members)

 Each group will be assigned

to a topic and conduct a

brainstorming session about

it.

Photo Credit: https://www.goconqr.com/en/examtime/blog/brainstorming-with-mind-maps/

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Topic and Group Assignment Overall Implication of Media & Information Individu al Societ y Professio nal Personal Education al Economi c Social Political^ Education al Group 1 ●Group 2 ●Group 3^ ●Group 4 ●Group 5 ●Group 2 ●Group 6 ●Group 7

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Sample Brainstorming Web Source: http://www.graphic.org/squirrel.html Photo Credit: http://www.pinoychannel.co/

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Source: Photo Credit: http://www.pinoychannel.co/ Sample Cerebral Chart