1st MIL

• Communication


  The act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thought, feelings, etc., to someone else
• Transmission models


  • LASSWELL'S COMMUNICATION MODEL (1948)
  • SHANNON-WEAVER'S COMMUNICATION MODEL (1948)
  • WESTLEY AND MACLEAN'S MODEL OF COMMUNICATION (1957)
  • OSGOOD- SCHRAMM MODEL OF COMMUNICATION (1954)
  • BERLO'S SMCR MODEL OF COMMUNICATION (1960)
• Sender


  The source of the message. The sender has some information or content material they want someone else to know. It is generally acknowledged that the sender of the message has the primary responsibility for the success or failure of the communication act
• Encoding


  The process by which the source takes an idea or thought and selects verbal and non-verbal symbols from his or her environment to send which he/she feels accurately represents that idea or thought
• Message


  The content of the communication. This is what the sender wants his/her audience to know
• Channel


  The medium through which the message must pass. The channels of communication are our senses: sight, sound, touch, taste and smell
• Receiver


  The target audience of the message. There may be a chosen or primary audience for whom the message is intended, and a secondary audience, of all others who gain access to the communication
• Decoding


  The ability to translate the message code into symbols that the receiver can understand. The object is for the receiver to interpret the message as the sender encoded it
• Noise


  Anything that disrupts or distorts the communication process. Noise may include an external annoyance such as someone coughing next to you or something psychological like a pessimistic attitude, which distorts any message sent
• Feedback


  Information that is sent back to the source. It can come in many forms, from the receiver falling asleep to a verbal message. Feedback tells the sender how accurately you have decoded the message, and how you have decided to respond to it
• Encoder


  The sender of the message, from where the message originates
• Content


  The body of a message, from the beginning to the end
• Elements


  Various things like language, gestures, body language, etc. They constitute all the elements of a particular message
• Treatment


  The packing of the message and the way in which the message is conveyed or the way in which it is passed on or delivered
• Structure


  How the message is arranged; the way people structure the message into various parts
• Code


  The means through which the message is sent and in what form. It could be, for example, language, body language, gestures, music, etc. Even culture is a code
• Channels


  • Hearing
  • Seeing
  • Touching
  • Smelling
  • Tasting
• Decoder


  The person who receives the message and decodes it
• Receiver


  The receiver needs to think all the contents and elements of the source, so as to communicate/responds to sender effectively
• Berlo's model believes that for effective communication to take place, the source and the receiver need to be on the same level. Only then communication will happen or take place properly. Hence, the source and the receiver should be similar
• Media and Information Literacy (MIL)


  The essential competencies (knowledge, skills, and attitude) that allow citizens to engage with media and other information providers effectively and develop critical thinking
• Media Literacy


  The ability to read, analyze, evaluate, and produce communication in a variety of media form
• Information Literacy


  The ability to recognize when information is needed and to locate, evaluate, effectively use and communicate information in its various formats
• Technology (Digital) Literacy


  The ability to use digital technology, communication tools or networks to locate, evaluate, use, and create info
• Personal Aspect of MIL


  • Know his/her rights to information (i.e. freedom of information, copyright, etc.)
  • Distinguish truths from untruths
  • Create decisions based on well-evaluated information (RESEARCH-EVALUATION-LEARNING)
  • Mirror the values and attitudes represented in media against his/her own
  • Express his/her personal and style through media content
  • Protect his/her own information
• Professional Aspect of MIL

  • Use information ethically and creatively
  • Respect producers and consumers of information
  • Adapt to the dynamics of any medium
• Educational Aspect of MIL


  • Think critically and learn knowledge based on fact
  • Proliferate information that are based on academic or factual source
  • Utilize media in exploring knowledge
  • MIL does not only bring benefits to an individual but to the society as a whole
• Information Disorder


  Refers to the many ways our information environment is polluted- content are fake, used out of context, or weaponized to attack certain individuals or groups of people
• Three Categories of Information Disorder

  • Misinformation - information that is false, but the person sharing or disseminating it unknowingly perceives it as something true
  • Disinformation - content that contain false information with the deliberate intention to mislead or deceive the audience
  • Mal-information - information that is based on reality but is used to inflict harm
• Five Core Concepts of Media Literacy

  • All media messages are constructed
  • Media messages are constructed using a creative language with its own rules
  • Different people experience the same media message differently
  • Media have embedded values and points of view
  • Most media messages are organized to gain profit and/or power
• Seven MIL Skills to Develop

  • The ability and willingness to make an effort to understand content, to pay attention, and to filter but noise
  • An understanding of and respect for the power of media messages
  • The ability to distinguish emotional from reasoned reactions when responding to content and to act accordingly
  • Development of heightened expectations of media content
  • A knowledge of genre conventions and the ability to recognize when they are being mixed
  • The ability to think critically about media messages, no matter how credible their sources
  • Responsible use of media
• Self-aware


  Aware of the influence of media in our lives
• Ability to distinguish emotional from reasoned reactions


  When responding to content, act accordingly
• Some media products are intentionally shot and broadcasted for their emotional impact
• Heightened expectations of media content

  When we expect little from the content before us, we tend to give meaning-making little effort and attention
• Components of responsible use of media and information

  • ACCESS - to inform; to communicatiol tool
  • ANALYSIS- how media is constructed
  • EVALUATION- a content meaning, values, purpose, and point of view
  • CREATION- media content or message
• Key questions for media literacy

  • Who created this message?(AUTHOR)
  • What creative techniques are used to attract my attention? (FORMAT)
  • How might other people understand this message differently than me? (AUDIENCE)
  • What values, lifestyles and pov are represented in, or omitted from, this message? (CONTENT)
  • Why is thiis message being sent? (PURPOSE)
• Media


  Channels or ways we use to transmit or communicate messages; communication tools
• Roles of media in society

  • Entertaining and providing an outlet for the imagination
  • Education and informing
  • Serving as a public forum for the discussion of important issues
  • Acting as a watchdog for government, business, and other institutions
• Media evolution: Pre-industrial age (before 1700s)


  • Cave paintings (35,000 BC)
  • Pictograph and petroglyphs
  • Papyrus in Egypt (2500 BC)
  • Clay tablets in Mesopotamia (2400 BC)
  • Acta Diurna in Rome (130 BC)
  • Dibao in China (2nd century)
  • Codex in the Mayan Region ( 5th century)
  • Printing press using wood blocks (220 AD)