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Essay on Media And Information Literacy

Students are often asked to write an essay on Media And Information Literacy in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Media And Information Literacy

Understanding media and information literacy.

Media and Information Literacy (MIL) is knowing how to smartly handle and use information from different sources like TV, internet, and books. It’s like learning to swim in a sea of endless news, pictures, and videos.

The Importance of MIL

It’s crucial because it helps you tell what’s true from what’s not. With MIL, you can make better choices about what to read, watch, and share. It’s like having a map in the world of media.

Learning to Check Facts

A big part of MIL is learning to check if something is correct. Before believing a story, see if trusted places also report it. It’s like double-checking your answers in a test.

Using Media Wisely

MIL teaches you to use media in a good way. It means not spending too much time on screens and knowing that not everything online is good for you. It’s about making smart media choices.

Sharing Responsibly

With MIL, you learn to think before you share something online. Ask yourself if it’s helpful, true, and kind. It’s about being a good friend in the digital world.

250 Words Essay on Media And Information Literacy

Media and Information Literacy, or MIL, is knowing how to smartly use the internet, newspapers, books, and other ways we get information. It’s like learning how to fish in a huge sea of news and facts. With MIL, you can tell which fish are good to eat and which might make you sick.

Why MIL is Important

Today, we get bombarded with tons of messages and pictures through our phones, TVs, and computers. Some of these are true, but others are not. MIL helps you sort out the truth from the lies. It’s like having a special tool that helps you know which friend is telling the truth and which is just making up stories.

One part of MIL is checking if something is true or not. Before you believe a story, ask yourself: Who wrote this? Why did they write it? Is there proof? It’s like being a detective, looking for clues to solve a mystery.

MIL also teaches you to use media in a good way. It means spending the right amount of time watching TV or playing games and also using the internet to learn new things. Think of it as a diet for your brain—you need a mix of fun, learning, and rest.

Sharing the Right Information

Lastly, MIL helps you share information the right way. Before you send a message or a picture to others, think: Is it kind? Is it necessary? Is it true? By doing this, you can be a hero who helps stop lies and spread kindness.

500 Words Essay on Media And Information Literacy

Media and information literacy is like learning how to read a map in a world full of signs and messages. It teaches us how to understand and use the information we get from television, the internet, books, and other sources. Just like knowing how to read and write helps us in school, media literacy helps us make sense of the news, advertisements, and even social media posts we see every day.

The Need for Media Literacy

We live in a time when we are surrounded by a sea of information. From the moment we wake up to the time we go to bed, we are bombarded with messages from our phones, TVs, and computers. With so much information coming at us, it’s important to know what is true and what isn’t. This is where media literacy comes in. It helps us tell the difference between facts and opinions, and it teaches us to ask questions about what we see and hear.

Spotting Fake News

One of the biggest challenges today is fake news. This is information that is made to look real but is actually made up to fool people. Media literacy gives us the tools to spot fake news by checking where the information comes from, who is sharing it, and whether other reliable sources are reporting the same thing. By being careful and checking the facts, we can avoid being tricked by false information.

Using Information Wisely

Information isn’t just about news. It’s also about understanding how to use the internet safely and responsibly. Media literacy teaches us to protect our private information online, to be respectful to others, and to understand how our clicks and shares can spread information quickly, for better or for worse. It’s like learning the rules of the road before driving a car.

Advertising and Persuasion

Advertisements are everywhere, trying to persuade us to buy things or think a certain way. Media literacy helps us see the tricks advertisers use to grab our attention and make us want something. By understanding these tricks, we can make better choices about what we buy and believe.

Creating Media

Media literacy is not just about what we take in; it’s also about what we put out into the world. With smartphones and the internet, anyone can be a creator. Media literacy teaches us how to share our own stories and ideas in a clear and honest way, and how to respect other people’s rights and feelings when we do.

In conclusion, media and information literacy is an important skill for everyone, especially students. It helps us navigate through the vast amount of information we encounter every day and use it in a smart and ethical way. By being media literate, we can be better students, smarter consumers, and more responsible citizens in our digital world.

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Media and Information Literacy: Need, Importance, Example

Home Blog Learning Media and Information Literacy: Need, Importance, Example

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The problem of educating consumers to evaluate, examine, and make use of the very diverse spectrum of media accessible in the 21st century has made media and information literacy an ambitious objective. Users now need to gain  media literacy  not just concerning conventional media and visual representation but also about the abundance of new technologies accessible and the creation of apps enabling completely novel methods of information transmission.  

The issue of who will educate our children has not yet been resolved. Is it not reasonable, in general, that  media and information literacy  become pillars of the educational curriculum since schools are the places where students learn critical thinking, analysis, and decision-making? With the best  Software Developer training  courses, you can learn diverse skills to advance your career.  

What Is Media Literacy?

Media literacy is a broad range of skills that enable individuals to consume, analyze, modify, and even create many media types. In essence,  media literacy  may assist someone in critically thinking about what they read, see, or hear in the media. In this context, the word "media" refers to a wide range of media, including the internet, movies, music, radio, television, video games, and publications.   

To be media literate, one must be capable of decoding media messages (understanding the message and the medium), assessing how the messages affect one's emotions, ideas, and behavior, and intelligently and responsibly producing media. In addition, pupils may benefit greatly from mastering  media information literacy .  

What Is Media and Information Literacy?

Media and Information Literacy (MIL) strives to empower people to engage in an inquiry process and critically think about the media and the content they receive. According to the UNESCO  meaning of media and information literacy , the goal is to empower people to take active roles in their communities and make ethical decisions. The modern media environment makes it extremely important to have media and informational competencies. Whether the news comes from reliable sources or not, it is important to consider who and what to believe critically.  

Why Is Media and Information Literacy Important?

Critical thinking is vital for citizens, particularly young learners who need to solve issues, gather information, develop views, assess sources, and more. MIL is a vital skill, especially with the abundance of data and accurate and false information accessible online. A person who knows the meaning of media literacy skills  will be able to ask inquiries and look for solutions to the internet debris because of the pace of information delivery.  

The instructors are given better information to empower the next generation of people throughout the teaching and learning process.  Media and information literacy's meaning  is to impart critical knowledge about the roles played by media and information channels in democracies, practical awareness of the circumstances, and the fundamental skills required to assess the effectiveness of media and information providers in light of their roles as expected.  

How Does Media and Information Literacy Work?

The foundation for learning media and the function of media in our society is through media and information literacy. MIL also imparts some of the fundamental abilities required for critical thinking, analysis, self-expression, and creativity, all of which are needed for members of a democratic society. From printing to radio, from video to the internet, citizens may analyze media and information in a variety of mediums.  

What Are Some Dimensions of Media and Information Literacy?

The term "media and information literacy" (MIL) refers to three often recognized dimensions:  

  • Information literacy  
  • Media literacy  
  • ICT/digital literacy.  

 As UNESCO emphasizes, MIL brings together stakeholders, such as people, communities, and countries, to contribute to the information society. In addition to serving as an umbrella, MIL also contains various competencies that must be employed properly to critically assess each of its many components.  

Media Literacy Examples

Some  media literacy examples  are:  

1. Television   

For more than 50 years, families have enjoyed watching television. Today, viewers may access a movie or television show anytime they want, thanks to the pay-per-view or no-cost on-demand options offered by many cable or satellite systems.   

2. Blog Posts   

Anyone can instantly share information through the internet, which is a constantly evolving platform for quick, decentralized communication. The internet provides venues to educate, enlighten, inspire, and connect, as well as to persuade and control, including news sources, social media, blogs, podcasts, and smartphone applications.   

3. YouTube   

The YouTube platform engages audiences throughout the globe. With more individuals accessing the internet since its 2005 launch, YouTube's popularity has risen significantly.  

4. social media   

Social media is one of the most recent platforms that media strategists might use. Social media ads have become commonplace in less than ten years.  

5. News Papers   

This is the first kind of media that includes all printed materials. Reputable print media sources that are professionally produced and created to satisfy the demands of certain audiences.  

6. Magazines   

Since the middle class didn't start reading magazines until the 19th century, publishers had to start selling advertising space to cover the high cost of printing and increase circulation.  

7. Video games   

Video games have been around since the early 1980s, and kids have only become more and more fond of them. Modern video games are engaging and thrilling, and the lifelike images and audio give players the impression that they are really in the scenario.   

8. News Websites   

The internet is full of opinions from regular people who post with various intentions, which occasionally makes it difficult to distinguish fact from fiction. However, some websites host peer-reviewed information from reliable sources that are essentially digital versions of traditional print sources.   

9. Podcasts   

An audio file that your viewers may listen to whenever they want is all that makes up a podcast. As pre-recorded content, podcasts are not ideal for situations requiring audience participation.  

What Is Information Literacy?

The term "information literacy" describes certain abilities required to locate, evaluate, and effectively utilize information. Information literacy refers to a person's understanding of their interaction with the digital world and their interpretation of the information they discover. It also entails the need to utilize such knowledge morally. Study techniques and academic writing, critical analysis, evaluation, and evaluation-based thinking are some traits of information literacy.  

Information Literacy Examples    

1. Communication   

Transfer of information or exchange has done orally, in writing, or by any other means. The effective communication or exchange of ideas and emotions  

  • Verbal:  This includes face-to-face communication, telephone communication, and other media  
  • Non-verbal:  This includes things like our posture, body language, gestures, how we dress or behave, and even our fragrance.  
  • Written:  Writing comprises letters, emails, social media posts, books, periodicals, the internet, and other forms of written communication.  
  • Visual:  Graphs and charts, maps, logos, and other visuals may all be used to convey information.  

2. Computer Technology   

The term "computer skills" describes the capacity to efficiently operate a computer and associated technology, and it includes both hardware and software expertise. You can also opt for a  Full-Stack Developer course with placement  to learn more about front-end and back-end web development and start your career as a full-stack developer.  

3. Critical Thinking   

The process of learning critical thinking techniques improves one's capacity to access information and related concepts. Making a rational decision based on an objective study of information and research results is referred to as critical thinking.   

4. Research   

The capacity to identify, acquire, collect, assess, use and present knowledge on a certain issue is referred to as having research abilities. These abilities include conducting research, conducting critical analysis, and formulating theories or solutions to specific problems.   

Importance of Media and Information Literacy

People in the frame will outright deny facts if they believe that the information contradicts their beliefs, regardless of whether those beliefs are related to politics, the effectiveness of vaccines, the presence of conditions like global warming, or even the nature of reality as we currently understand it. The fact that we can often verify the integrity and correctness of the information serves to make the entire scenario more annoying and terrifying.  

But other individuals don't care because they purposefully ignore or justify certain facts since they don't agree with them. And because the internet and allied media can mislead sensitive individuals by spreading these harmful notions.  

It's critical to have the ability to sort through the abundance of information available, whether we're discussing the personal lives of individuals or a corporation's marketing plan. Media and information literacy skills are essential for personal and professional aspects of life.  

Need for Media and Information Literacy in Today's World

Individuals in 2020 will have an overwhelming variety of media sources. The 24-hour news cycle, television, videos, podcasts, blogs, specialist websites, text messages, blogs, and vlogs are now available in addition to the print and radio media that are still in use.  

For better or worse, anybody can make content thanks to technological advancements.   

Regrettably, not everyone considers ethics or a truthful way. Even if some opinions are wholly erroneous and inaccurate, when individuals band together in an organized manner, it often gives the impression that they could have a point. As a result, we are constantly surrounded with genuine and deceptive information due to today's technological advancements. Thus, media and information literacy are more important than ever in the modern world.   

Difference Between Media, Technology, and Information Literacy    

Similar to digital citizenship, several definitions and terminology are used to  define media and information literacy . Whether we refer to it as information literacy, internet literacy, digital  media literacy , or any other term, the key premise is that literacy includes the capacity to interact intelligently with media and information sources. You can check out   KnowledgeHut Software Developer training  to develop a thorough understanding of the in-demand digital technologies to launch your career in software development.  

Frequently Asked Questions (FAQs)

Individuals who are proficient in media literacy are equipped with the ability to first think critically about media. It also fosters other abilities like creativity, teamwork, and communication and improves digital literacy skills by connecting with media, information, and technology. 

Media and information literacy includes all sorts of information resources, including oral, print, and digital. In today's increasingly digital, linked, and global society, media, and information literacy is a fundamental human right that fosters greater social inclusion. 

The five elements of information literacy include identifying, finding, evaluating, applying, and acknowledging sources of information. 

Information and media literacy skills are the combination of knowledge, attitudes, and abilities necessary to understand when and what information is required, where to get it, how to organize it once obtained, and how to utilize it ethically. 

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  • Student Guide: Information Literacy | Meaning & Examples

Student Guide: Information Literacy | Meaning & Examples

Published on May 13, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Information-Literacy

Information literacy refers to the ability to find, evaluate, and use sources effectively. The term covers a broad range of skills, including the ability to:

  • Navigate databases
  • Find credible sources
  • Cite sources correctly

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Table of contents

Why is information literacy important, information literacy skills, finding sources, evaluating sources, citing sources, other interesting articles, frequently asked questions about information literacy.

The vast amount of information available online means that it can be hard to distinguish accurate from inaccurate sources. Published articles are not always credible and sometimes reflect a biased viewpoint intended to sway the reader’s opinion.

Outside of academia, think of the concept of fake news : deliberately spreading misinformation intended to undermine other viewpoints. Or native advertising , designed to match other content on a site so that readers don’t notice they’re reading an advertisement.

It’s important to be aware of such unreliable content, to think critically about where you get your information, and to evaluate sources effectively, both in your research and in your media consumption more generally.

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Information literacy is really a combination of skills and competencies that guide your research. Each stage of a research project, from choosing a thesis statement to writing your research paper , will require you to use specific skills and knowledge.

Being information literate means that you:

  • Know how to find sources
  • Can assess the authority and credibility of a source
  • Can distinguish biased from unbiased content
  • Can use relevant sources to inform your research
  • Understand what constitutes plagiarism
  • Know how to cite your sources correctly

An early stage in the research process is finding relevant sources. It’s important to understand how to search for these sources efficiently.

First, you need to consider what kind of sources you’re looking for. This will depend on the topic and focus of your project, and what stage you are at in the research process.

In the beginning, you may be looking for definitions or broad overviews of a topic. For this, you might use a tertiary source , like an encyclopedia or a dictionary, that is just for your own understanding. Further along, you might look for primary and secondary sources that you will actually cite in your paper. It’s important to ensure that all sources you consult are reliable.

  • Websites: Look for websites with legitimate domain extensions (.edu or .gov).
  • Search engines: When using search engines to find relevant academic journals and articles, use a trusted resource, like Google Scholar .
  • Databases: Check your institution’s library resources to find out what databases they provide access to. Consider what databases are most appropriate to your research.

Finding the right sources means:

  • Having a clear research problem
  • Knowing what databases and journals are relevant to your research
  • Knowing how to narrow and expand your search

Once you have a well-defined research problem, specific keywords, and have chosen a relevant database, you can use Boolean operators to narrow or expand your search. With them, you can prioritize and exclude keywords and search for exact phrases.

Evaluating the quality and credibility of a source is an important way of filtering out misinformation. A reliable source will be unbiased and informed by up-to-date research, and it will cite other credible sources.

You can evaluate the quality of a source using the CRAAP test . “CRAAP” is an acronym that informs the questions you should ask when analyzing a source. It stands for:

  • Currency: Is the source recent or outdated?
  • Relevance: Is it relevant to your research?
  • Authority: Is the journal respected? Is the author an expert in the field?
  • Accuracy: Is the information supported by evidence? Does the source provide relevant citations?
  • Purpose: Why was the source published? What are the author’s intentions?

How you evaluate a source based on these criteria will depend on the specific subject. In the sciences, conclusions from a source published 20 years ago may have been disproven by recent findings. In a more interpretive subject like English, an article published decades ago might still be relevant.

Just as you look for sources that are supported by evidence and provide correct citations, your own work should provide relevant and accurate citations when you quote or paraphrase a source.

Citing your sources is important because it:

  • Allows you to avoid plagiarism
  • Establishes the credentials of your sources
  • Backs up your arguments with evidence
  • Allows your reader to verify the legitimacy of your conclusions

The most common citation styles are:

  • APA Style : Typically used in the behavioral and social sciences
  • MLA style : Used in the humanities and liberal arts
  • Chicago style : Commonly used in the sciences and for history

It’s important to know what citation style your institute recommends. The information you need to include in a citation depends on the type of source you are citing and the specific citation style you’re using. An APA example is shown below.

You can quickly cite sources using Scribbr’s free Citation Generator .

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

  • ChatGPT vs human editor
  • ChatGPT citations
  • Is ChatGPT trustworthy?
  • Using ChatGPT for your studies
  • What is ChatGPT?
  • Chicago style
  • Paraphrasing

 Plagiarism

  • Types of plagiarism
  • Self-plagiarism
  • Avoiding plagiarism
  • Academic integrity
  • Consequences of plagiarism
  • Common knowledge

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

  • Know how to find credible sources
  • Use relevant sources to inform your research

It can sometimes be hard to distinguish accurate from inaccurate sources , especially online. Published articles are not always credible and can reflect a biased viewpoint without providing evidence to support their conclusions.

Information literacy is important because it helps you to be aware of such unreliable content and to evaluate sources effectively, both in an academic context and more generally.

A credible source should pass the CRAAP test  and follow these guidelines:

  • The information should be up to date and current.
  • The author and publication should be a trusted authority on the subject you are researching.
  • The sources the author cited should be easy to find, clear, and unbiased.
  • For a web source, the URL and layout should signify that it is trustworthy.

The CRAAP test is an acronym to help you evaluate the credibility of a source you are considering using. It is an important component of information literacy .

The CRAAP test has five main components:

  • Currency: Is the source up to date?
  • Relevance: Is the source relevant to your research?
  • Authority: Where is the source published? Who is the author? Are they considered reputable and trustworthy in their field?
  • Accuracy: Is the source supported by evidence? Are the claims cited correctly?
  • Purpose: What was the motive behind publishing this source?

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Ryan, E. (2023, May 31). Student Guide: Information Literacy | Meaning & Examples. Scribbr. Retrieved February 15, 2024, from https://www.scribbr.com/working-with-sources/information-literacy/

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Other students also liked, what are credible sources & how to spot them | examples, applying the craap test & evaluating sources, how to avoid plagiarism | tips on citing sources.

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25 Media Literacy Examples

media literacy examples definition

Media literacy refers to the ability to approach media sources with a critical and discerning eye.

In an era of new media where there are few gatekeepers to media production and dissemination, it’s increasingly important for everyone from students to pundits to journalists to be media literate.

Examples of media literacy include the ability to identify scholarly from non-scholarly sources, critique author motivations, and understand logical fallacies used by media sources to develop falsifiable arguments.

To be more media literate, I give my students the CRAAP framework and 21 examples of how to use it, which are outlined below.

Media Literacy and the CRAAP Framework

The CRAAP framework is a framework for critiquing media. It provides five broad themes of media critique:

Currency: Check whether the work is current (recently written) or recently updated. Discern whether currency is important. At times, you may want to use old texts!

Relevancy : A text may be good, but irrelevant. You may not be the intended audience or the text may be being used out of context.

Authority: If an author is a topical expert, the content may be more implicitly trustworthy. There are several ways to check for the authority of a text, outlined later in this article.

Accuracy : Use your analytical skills critical thinking skills, and fact checking to discern if the content is accurate. 

Purpose: Discern what the author’s purpose is . Sometimes, a text is designed to persuade, which may affect how biased it is.

Below, I’ll break down these five broad themes into 21 examples of media literacy questions you can use to critique media texts.

craap framework

Media Literacy Examples

Below are 21 examples of ways you can check to see if a media source is reliable.

1. Checking the Age of the Source (Currency)

  • If the information is time sensitive, you may need the newest possible sources.
  • Universities tend to prefer students cite texts that are less than 10 years old.
  • If the source is old, you may need to check newer sources to see if the information has changed.
  • Evergreen topics (topics that do not change) may be old but still relevant.
  • Remember that the newness of a source doesn’t tell you everything. It may be new, but inaccurate.

2. Finding Seminal Sources (Currency)

  • Sources may be old but still worth using. For example, a seminal source such as a philosopher’s original text or the Bible may be worth examining if it remains relevant.
  • New sources might provide up to date or culturally relevant critiques of seminal sources.

3. Identifying Update Dates (Currency)

  • If a text is older but recently updated, it may still present the newest facts and analysis.

4. Discerning Intended Audience (Relevance)

  • A source may be discussing the topic you are interested in, but it may be targeted at children or a Sub-Section of the population so the information is not directly relevant to you.

5. Discerning Context (Relevance)

  • Sometimes something can appear relevant but be out of context. A statistic about divorce rates may appear relevant until you realize it is about divorces in Indonesia and you live in Brazil.
  • Ensure all quotes are contextualized so you aren’t reading something that is being quoted out of context.

6. Checking the Type of Source – Primary vs Secondary (Relevance)

  • A primary source will generally be more authoritative than a secondary source. The farther removed an article is from the original source, the less accuracy we can presume it has.

7. Checking the Author’s Credentials (Authority)

  • Journalists are expected to adhere to journalistic ethics, especially if they are employed by respected media organizations.
  • Academics are similarly expected to adhere to standards in which they are trained.
  • If the author has first hand experience we may consider them to be more authoritative. 

8. Checking the Author’s Expertise (Authority)

  • If the author is a credentialed practitioner in the field in which they are discussing, we may find them more trustworthy.
  • A person may be an authority, but they should also be an authority in their field. I have a PhD in Education. I have no business writing articles about chemistry!
  • Appeals to authority may be a way to shield inaccurate information (known as the appeal to authority fallacy ). Be sure to keep a critical eye even if the author is credentialed, or a credentialed expert has been cited.

9. Checking the Publisher (Authority)

  • Authority is also established by quality and respected publishers. If you are on a news website with a clearly posted editorial policy, it may be more authoritative than someone’s blog.
  • Universities with .edu domains will be more respected publishers than most .com websites.

10. Checking for Gatekeepers (Authority)

  • Gatekeepers include editors, peer reviewers, and publishing houses. These gatekeepers can prevent the publication of low quality or inaccurate content.
  • Social media like twitter and blogs do not have gatekeepers, which can lower the reliability.

11. Checking for Peer Review (Authority)

  • Peer review occurs when another respectable source reads, reviews, and fact checks the content. This helps ensure high quality .
  • Double blind review refers to reviews made by anonymous experts who do not know the author of the original content. Double blind review is one of the highest standards of quality for academic sources.

12. Checking Images (Authority)

  • Original images, rather than stock photos or other people’s images, can be used as proof that the person has first hand knowledge. For example, a product review might be more highly regarded if there are pictures of the reviewer actually using the product.

13. Checking the Reference List (Accuracy)

  • Citation of sources helps readers to fact-check for accuracy of content. It also helps ensure transparency .
  • If the sources cited are respected, primary sources, or from academic texts, the references will be more reliable.

14. Checking the Evidence Used (Accuracy)

  • Citation of evidence, such as data and first-person quotes, can help demonstrate accuracy of data.

15. Checking for Author Biases (Accuracy)

  • Media literate readers keep their eye out for bias in writing. There are many types of bias, such as cultural, political, and framing bias.
  • Authors may cherry-pick data to help support their views, so keep an eye on the sources used and check their bias as well.

16. Reflecting on Personal Biases (Accuracy)

  • Ensure you read texts from a variety of sources to avoid falling into confirmation bias by only reading texts that support your views.

17. Being Aware of Fallacies (Accuracy)

  • Read the arguments made by authors and keep an eye on the use of logic and reason. Authors may use logical fallacies and heuristics that readers should critically analyze.

18. Checking for Spelling and Grammar (Accuracy)

  • Many librarians will recommend checking a source’s spelling and grammar with the assumption that poor spelling and grammar is a sign of low quality content. While this may demonstrate poor editorial standards, beware of falling into a fallacy: the spelling may be bad, but the content may be good.

19. Independently Fact-Checking (Accuracy)

  • Fact check dubious claims by triangulating against other sources, including sources from other media outlets with different potential biases.

20. Checking for Inclusion of Multiple Perspectives (Accuracy)

  • An article that explores multiple perspectives, competing perspectives, and weaknesses in their own arguments, demonstrate reflectiveness that may demonstrate reliable and responsible reporting.

21. Checking for Right of Reply

  • A text that is critical of someone but has approached them for comment or given them right of reply may be respected for their journalistic ethics.

22. Checking for Persuasive Intent (Purpose)

  • Reflect on whether the text aims to be objective or persuasive. If the text is arguing for a particular point of view, then it may not be presenting the full story.

23. Checking for Commercial Intent (Purpose)

  • If the source is trying to sell a product or service, it may have financial interests that make it biased.

24. Checking for Entertainment Intent (Purpose)

  • A source designed to entertain my be more willing to bend the truth or may engage in hyperbole, exaggeration, or sarcasm.

25. Checking for Content Sponsorship (Authority)

  • If an article or video is sponsored, it may be less likely to be critical of the sponsor, which may lower the source’s authority.

Other Considerations

26. have you considered source diversity.

  • If you are reading multiple sources, ensure you are engaging with a diversity of authors. This may include diversity of: publications, political biases, genders, social classes, races, and so on. Diversity of social positions may demonstrate diversity of perspectives.

Media literacy is increasingly necessary in an era of new and social media . But it is required no matter the medium – newspaper, website, YouTube video, blog, tweet, or anything in between.

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Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons
  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 17 Adversity Examples (And How to Overcome Them)

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Media and Information Literacy

Media and Information Literacy

What does unesco do to promote media and information literacy.

UNESCO supports the development of Media and Information Literacy and Digital Competencies for all to enable people’s ability to engage critically with information, navigate the online environment safely and responsibly and ensure there can be trust in our information ecosystem and in digital technologies. 

Media and Information Literacy provides a set of essential skills to access, analyze, create and consume information in various formats from print to radio, from video to the internet. It enables individuals to navigate the complexities of the modern information environment, discern truth from misinformation, and participate actively in democratic processes.

Media and Information Literate Citizens: Think Critically, Click Wisely!

UNESCO particularly strives to:

  • Enhance the Media and Information Literacy and digital capacities of policymakers, educators and learners, information and media professionals, youth organizations, city actors, and vulnerable communities.
  • Assist Member States to formulate national Media and Information Literacy policies and strategies.
  • Connect the Media and Information Literacy communities around the globe to promote collaboration, exchange good practices and speak as one voice to overcome challenges.

Our Challenges

Our media and information literacy resources, facts and figures.

Wide-scale and sustainable Media and Information Literacy training for all is still missing.

Global Media and Information Literacy Week 2021.

on media and information literacy.

trained to integrate media and information literacy in their policies and operations.

UNESCO and TikTok collaborate on Safer Internet Day to support media literacy

Upcoming Events

Orientation Meeting of the Information for All Programme (IFAP)

Publications

Publication

Module 1 : Citizenship, Freedom of Expression and Information, Access to Information, Democratic Discourse and Life-long Learning

  • Unit 1: Understanding Media and Information Literacy – An Orientation

Duration: 2 Hours

KEY TOPICS:

  • Defining ‘information’ and ‘media’
  • Exploring the importance of the media and other information providers
  • Describing key learning outcomes of media and information literacy

LEARNING OBJECTIVES

At the end of this module teachers should be able to:

  • Identify key learning outcomes/elements of media and information literacy
  • Understand media and information literacy, and its importance and relevance in the lives of students and teachers today
  • Explore the roles of media and other information providers such as libraries, archives and Internet
  • Explore these roles in a variety of media and information texts

PEDAGOGICAL APPROACHES and ACTIVITIES

Multiple roles of media.

Media and other information providers play a central role in information and communication processes. They are one way of communicating information, although their role is much broader than that. For the purpose of the MIL curriculum, media are defined (irrespective of the nature and technologies used) as sources of credible and current information created through an editorial process determined by journalistic values whereby editorial accountability can be attributed to a specific organization or a legal person. To the extent that media are an important part of every society’s communication system, their institutional make-up can mesh with a variety of non-media information providers, such as libraries, museums, archives, Internet information providers, other information organizations and citizens who produce their own content.Media play several roles. They:

  • act as channels of information and knowledge through which citizens communicate with each other and make informed decisions
  • facilitate informed debates between diverse social actors
  • provide us with much of what we learn about the world beyond our immediate experience
  • are means by which a society learns about itself and builds a sense of community
  • function as a watchdog of government in all its forms, promoting transparency in public life and public scrutiny of those with power through exposing corruption, maladministration and corporate wrong-doing
  • are essential facilitators of democratic processes and one of the guarantors of free and fair elections
  • are a vehicle for cultural expression and cultural cohesion within and between nations
  • function as an advocate and social actor in its own right while respecting pluralistic values

Sourcing Information

The proper use of information made available by media and various information providers depends on people’s abilities to understand their information needs, and to locate, retrieve and evaluate the quality of the information they can access. Today, there is an extremely wide and diverse selection of information material, content, and resources available, particularly on the Internet, varying greatly in accuracy, reliability, and value. In addition, this information exists in a variety of forms (e.g. as text, image or statistic, electronically or in print), that can be made available through online repositories and portals, virtual and real libraries and documentary collections, databases, archives, museums, etc. The most important factor, however, is that the quality of this information can range from ‘very good’ to ‘very bad’.

Before evaluating information sources, it is important to think about what the information is for. This will help you to identify credible information sources. The key questions might be:

What source or what kind of source would be the most credible for providing information in this particular case? Which sources are likely to be fair, objective, lacking hidden motives, showing quality control?

We can think of information as being held by media and other information providers, such as libraries, museums, archives and the Internet. These information providers have a number of roles, including to:

  • facilitate teaching and learning processes
  • provide access to all types of information (often free of charge, plural, reliable and without restrictions)
  • serve as a gateway to information
  • promote universal values and civil rights, such as freedom of expression and information
  • serve as society’s collective memory
  • gather information
  • preserve cultural heritage
  • Survey the media to find resources or media texts that are examples of the functions listed above. Identify texts that illustrate these roles on a local, national and global level. Survey college/university or public libraries to find books or other resources available which provide information about democracy, other parts of the world, different cultures, social and economic life, etc. Explore questions such as: Who decides on the level of resources that should be allocated to libraries? Who decides which books should be included in the library and which should be excluded? Who decides which books are more important than others? Are libraries serving their purposes? (A similar activity could be organized for museums or archives)
  • The media play an important role in helping to encourage the development and building of a nation. Discuss how undue restrictions that might be imposed on media can prevent the media from exercising this function. Think about the content of media in your country. How many different points of view can you find on development, nation building and national interests and from which perspective?
  • Search the web to find stories relating to the deliberate destruction of libraries, museums or archives or certain books due to war, ethnic conflicts, etc. How can you verify that this story is true? Given that this is the first unit, teachers may not have been exposed to the requisite skills to answer this question, so should not spend too much time on it but move on to the other questions. How could the destruction of media, libraries, archives and other information providers, resources available and services offered by those institutions affect people, their history or culture? What are some other implications, based on your observation, of such actions?
  • What is public demain information? Research how public domain information is treated by two government institutions in your country. Debate the adequacy (or lack thereof) of information provided by these institutions. Are there national policies for how information should be made public? Does access to information laws exist in your country? Are these being used? What are citizens’ entitlements as mentioned in Article 19 of the Universal Declaration of Human Rights?
  • Based on the answers provided from the activity suggested above, indicate the outcomes for media and information literacy (what the media and information literate person should be able to do). What does each individual term mean?
  • Make a list of media that are present in the daily lives of students and teachers today. What are the key roles and functions that each of these media perform? What do you think it means to be ‘literate’ when it comes to using the media and other information providers? What knowledge, skills and attitudes are necessary?
  • Keep a journal for one day in which you record your daily use and interaction with media and information providers, such as public and private Internet information providers. What patterns emerge in your personal use? How many hours do you spend engaged with media and technology such as the Internet, television or radio? What roles are these media and other information providers playing in your life?
  • Take a walking tour of your school or neighbourhood. List the examples of media and other information providers that are present in these environments. Which of the roles listed above do these examples illustrate?
  • How would they be informed now?
  • How would they communicate news, facts, and events?
  • What would happen with the decisions you usually make?
  • What would you – personally – most miss in such a situation?
  • What would society lose with this kind of problem?
  • Write a ‘letter to the editor’ with your conclusions on the value of the media and information in a democratic society.

IMPORTANCE OF MIL FOR CITIZENS

Media and information literacy (MIL) brings together disciplines that were once separate and distinct. MIL is concerned with giving people an understanding of the importance of media and other information providers in order to:

  • make informed decisions
  • learn about the world around them
  • build a sense of community
  • maintain public discourse, and
  • engage in lifelong learning

Further, MIL should spur citizens to become active producers of information and innovators of media and information products, as well as critical thinkers. MIL should incite them to use new and traditional media for self-expression, creativity and greater participation in their country’s democracy and the global information network. ACTIVITIES

  • Consider the characteristics of MIL described in Figure 1 in the Media and Information Literacy Curriculum and Competency Framework for Teachers (Part 1). Discuss each characteristic. Write down what each of these means to you. Do you think this description is complete? What do you think should be included?
  • Media literacy
  • Library literacy
  • Computer literacy
  • Freedom of expression literacy
  • Internet literacy
  • Digital literacy
  • News literacy
  • Cinema literacy
  • Games literacy
  • What do you observe about the relationship between and among these individual terminologies or notions of MIL? Write one paragraph describing what would be your rationale for combining media literacy and information literacy as MIL.
  • Unit 2: MIL and Civic Participation
  • Unit 3: Interactive with Media and Other Information Providers such as Libraries, Archives and the Internet
  • Unit 4: MIL, Teaching and Learning

Table of Contents

What is media literacy, what are examples of media literacy, what is information literacy, what are examples of information literacy, the need for media literacy and information literacy in today's world, the importance of media and information literacy, what are the differences between media and information literacy, do you want to build a digital-ready business, what is media and information literacy.

What Is Media and Information Literacy?

We’re living in the Information Age, a time characterized by an overwhelming amount of content from many different media types, some of them not even having existed at the turn of the 20th century. That's why people today need to increase their media and information literacy.

But what exactly do media literacy and information entail? Are they different from social media literacy or digital media literacy? It appears that this topic can get confusing rather quickly!

That’s why we’re here today. This article explores media and information literacy, giving examples of each form and how they differ, and why they're important and needed.

Let’s begin with media literacy.

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As we explore the media literacy meaning, it will sometimes seem that it’s interchangeable with the meaning of information literacy, but they are two different animals. The Aspen Media Literacy Institute came up with this definition in 1992:

“Media Literacy is the ability to access, analyze, evaluate and create media in a variety of forms.”

The term is typically used when discussing education and raising media-savvy children in the 21st century.

Medialiteracynow.org offers us an expanded definition more appropriate for today’s media-saturated environment. Media literacy is the ability to:

  • Decode media messages (including the systems in which they exist).
  • Assess the influence of those messages on thoughts, feelings, and behaviors.
  • Create media thoughtfully and conscientiously.

Additionally, media literacy encompasses ten vital skills:

  • Identifying fake news: This skill involves reading past the headlines, checking the author’s credentials and the date of the news, finding corroborating sources, and identifying biases
  • Using multiple sources: This skill involves checking other sources for the same news story
  • Gauging tone and language: This skill entails developing an ear for credible language
  • Questioning numbers and figures: Numbers need to be scrutinized as much as words do. Where did they come from? How did people arrive at the figures?
  • Understanding images and their effect on the brain: We are a visually oriented species, and we need to teach people how powerful media images can be
  • Cultivating multimedia skills: Media comes in many forms today, and we need to be well-versed in as many of them as possible
  • Recognizing bias: This skill includes confirmation bias, which involves only looking at sources that confirm the views you already have
  • Shaping media ourselves: This skill covers creating rules of engagement and other standards and enforcing them
  • Curating information: So much information, so little time! This skill covers effectively filtering, choosing, organizing, saving, and using information gained from the media
  • Becoming responsible media creators: This skill promotes the creation of relevant, accurate information

Put simply, media literacy is the ability for people to evaluate and analyze messages conveyed through today's media critically and how they impact us.

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Here are examples of the kinds of media that people today should cultivate literacy in, to one degree or another:

  • Video games
  • Photographs
  • YouTube videos
  • News-related websites
  • Social media
  • Magazines and newspapers

The American Library Association defines information literacy as “…a set of abilities requiring individuals to 'recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.'"

Information literacy requires that people today develop the following skills:

  • Awareness of how to engage with today’s digital world
  • Finding meaning in the information you discover
  • Articulating the kinds of information you need
  • Using information ethically
  • Understanding the role we can play in communicating in the context of our professions
  • Evaluating information in terms of credibility and authority

Additionally, we can identify five components of information literacy:

  • Define: Identify the need, question, or problem
  • Find: Locate, access, and retrieve the information from whatever sources are necessary
  • Evaluate: Assess the information’s credibility. Is it reliable and relevant to your situation?
  • Organize: When we look for information, we are often inundated with material. It needs to be organized and compiled
  • Communicate: Communicate your newfound information to the appropriate audience in a clear, ethical, and legal manner

This Venn diagram, courtesy of Madison College Libraries , shows the position of information literacy in relation to other forms of literacy. Note the overlap with media literacy!

Here are some examples of information literacy skills:

  • Communication : Receiving and relating different types of information, further divided into:
  • Critical Thinking:  Evaluating facts to fully understand an issue, problem, or topic and create an effective solution
  • Computer Technology: Using computers/the Internet to find the information and determine its validity
  • Research: Gathering, analyzing, and interpreting information related to a given topic. This skill is further divided into:
  • Attention to detail
  • Note-taking
  • Problem-solving
  • Time management

Look at how life was in the 1920s. Then, people acquired information through just four forms of media: newspapers, magazines, movies, and radio. Perhaps that's what folks mean when they say that life was simpler back in "the old days"!

Push the clock ahead an entire century, and the average person in the 2020s has a dizzying array of media sources. Not only do we still have printed media and radio, but that’s also now supplemented by television, videos, podcasts, blogs, specialized websites, text messages, blogs, vlogs, and the 24-hour news cycle.

Furthermore, for good or bad, technology has advanced to such a point that anyone can create content. All that people need is a laptop, tablet, or mobile phone and some means of recording and presenting their thoughts. Unfortunately, not everyone pays attention to accuracy or ethics. However, thanks to the community-building power of the Internet and social media , like-minded people can now gather and organize into groups. It doesn’t matter if their ideas are grossly misguided or outright wrong; when people collect themselves into an organized unit, it implies that they may have a valid point.

Consequently, today’s technological advances have created an environment where we are inundated on all sides by information, both false and true, 24 hours a day. That’s why we need media and information literacy more than ever today. There’s too much to process today, and we not only have to absorb it all, but we must sift through it all to find what’s true and what’s garbage.

John Adams, the second President of the United States, once said, “Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passion, they cannot alter the state of facts and evidence." Put another way, as much as we might want to believe otherwise, we can't change reality.

Unfortunately, too many people out there want to do just that. Whether it’s a political position, a belief in the efficacy of vaccines, the existence of conditions such as global warming, or even the state of reality as we know it, there are people on the fringe who will outright deny facts because that information doesn’t jibe with their opinions. What makes this whole situation more frustrating and scarier is that in many cases, we can prove the validity and accuracy of the information.

But that doesn’t matter to some people, who willfully ignore or rationalize specific facts because they don’t like them. And thanks to the Internet and related media, they have the means of expressing these poisonous ideas to impressionable people, misleading them.

That's why we need to ensure that everyone, especially children, becomes proficient with media and information. For example, how many people have thought that a global pandemic was fake news, then got sick and passed away?

Whether we're talking about people's personal lives or a corporation's marketing strategy, it's crucial to have the skills to navigate through the wealth of information out there. Both media and information literacy are essential for all aspects of life, whether personal or professional.

There is one massive difference between media and information literacy. Information literacy describes identifying a need for information and then locating, evaluating, and using the data effectively to solve a problem. On the other hand, media literacy is the ability to access, evaluate, change, and produce media in many different forms.

Information literacy is more related to library science, while media literacy relates more to media content, industry, and social effects. In addition, information literacy covers where to find and evaluate information and how to use it, while media literacy covers how it works and produces its different forms.

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Literacy Ideas

Information Literacy and Media Literacy for Students and Teachers

information_literacy.png

A Teacher’s Guide to Media and Information Literacy

What is literacy.

Up until fairly recently, when we used the term ‘literacy’ in a discussion, it would most likely be in reference to the reading and writing of texts.

These days, however, the definition of literacy extends well beyond its once conventional use in reference to words on pages. Today, we commonly talk of various types of literacies, such as financial literacy , digital literacy , or even emotional literacy .

Rather than speak of literacy as exclusively referring to the ability to read and write, it is now more accurate to think of literacy as an ability in a specific area of knowledge.

It’s in this context that we will use the term here. In this article, we will explore media and information literacy , what they are, how they intersect, and how you can approach teaching them in your classroom – either as discrete subjects, or interwoven with other areas of the curriculum.

A COMPLETE TACHING UNIT ON FAKE NEWS

fake news unit

Digital and social media have completely redefined the media landscape, making it difficult for students to identify FACTS AND OPINIONS covering:

Teach them to FIGHT FAKE NEWS with this COMPLETE 42 PAGE UNIT. No preparation is required,

The Importance of Media and Information Literacy

The importance of literacy has been well recognized by governments around the world for a for a considerable length of time. Literacy rates have long been used as an indicator of a nation’s development – such is the importance of being able to read and write for a citizen to fully engage as a functioning member of society.

Undoubtedly, we now live in an information age. Daily, we take in huge amounts of information through a vast array of largely digital media. It is essential that our students are empowered to access, organize, analyze, evaluate, and create in this context. To do this successfully, we must help them to become information and media literate.

Media and Information Literacy

If media literacy refers to the ability to access, analyze, evaluate, and create media in all its forms, then information literacy refers to the ability to recognize when information is required, how to locate and evaluate it, as well as the ability to effectively communicate that information in all its forms, both traditional and modern.

We can see here that there is already a significant crossover between the two terms. Not surprisingly, for the sake of convenience, they are often used almost interchangeably.

To help disentangle the concepts, it can be useful to think of information as being the content, with media being the tools by which that content is delivered.

We can also combine these various aspects under the umbrella term Media and Information Literacy , or MIL , though they may also appear as separate disciplines in many syllabuses and curriculum.

Developing the essential abilities listed above, enables our students to engage fully as active citizens by developing their critical thinking and communication abilities. This process begins by grasping the basic concepts of the subject. Let’s take a look at some of the most important of these.

Media and Information Literacy: Basic Concepts

It’s true to say we live in an increasingly connected world and spend more time than ever before exposed to media in all its myriad shapes and forms.

From traditional media formats such as newspapers, printed books, TV, and radio to more recent developments such as email, ebooks, online games, and apps, we have never been more inundated by the media and its messages in our day-to-day lives.

Understanding the basic concepts of media and information literacy will help students to navigate the complexities of this ever-encroaching world.

1. Types of Media

For students to begin thinking seriously about media, they first need to be able to classify media into its various types. Broadly speaking, there are 3 types of media:

i. Print Media

ii. Broadcast Media

iii. New Media

i. Print Media refers, unsurprisingly, to the printed word, that is, media reproduced mechanically via the printing process which is then physically distributed.

ii. Broadcast Media refers to media that is distributed or transmitted to its audience via the airwaves, such as TV and radio.

iii. New Media refers to media that is organized and distributed via the various digital platforms.

A good explainer video on Information literacy for students and teachers

Types of Media: Reinforcement Activity

This is an effective exercise to help students learn to distinguish between these different forms of media. First, brainstorm with the class the different specific examples of media they can think of, for example, newspapers , radio , podcasts, etc. List these on the whiteboard. Then, have students sort the items listed on the whiteboard into one of 3 columns printed on a worksheet as follows:

media_literacy_task.png

Media Convergence

As well as understanding these 3 main types of media as defined above, it may arise during discussion that some examples don’t easily fit into one single category. The term media convergence refers to media that coexists in traditional and new media forms.

We can see this clearly in the existence of print and online versions of newspapers, for example, where content can exist in both paper and digital forms. The underlying concept of media convergence is that the various media platforms become more similar over time.

2. The Purpose of Information

information_literacy

Before students begin to do the deeper level work of evaluating information, they should learn to give some thought to the purpose of various forms of information. Drawing out the purpose of the information in the first place will help enormously when it comes to assessing its credibility at a later stage.

There are a number of legitimate reasons for information to be held by media and other information providers such as museums, archives, the internet, and libraries.

These reasons include to:

●     Inform

●     Educate

●     Entertain

●     Gather together

●     Provide access

●     Facilitate teaching and learning

●     Promote values and rights

●     Preserve cultural heritage

Purpose of Information: Reinforcement Activity

This exercise is best undertaken as a group project over a period of time such as a week or two.

Instruct students to gather together a broad range of information and media and perform a survey of each sample to assess the reason behind its creation and/or existence. The reasons listed above as bullet points will provide a good starting point, though also allow for the possibility the students may uncover reasons other than those listed above.

Opening each item to a whole class discussion can be a rewarding way to encourage the sharing of different perspectives on the purpose of each sample.

For higher-level students, on completion of this activity you may wish to engage in a discussion on what restrictions, if any, could justifiably be placed on media and information and in what contexts those would be.

COMPLETE TEACHING UNIT ON INTERNET RESEARCH SKILLS USING GOOGLE SEARCH

Information literacy,media literacy | research skills 1 | Information Literacy and Media Literacy for Students and Teachers | literacyideas.com

Teach your students ESSENTIAL SKILLS OF THE INFORMATION ERA to become expert DIGITAL RESEARCHERS.

⭐How to correctly ask questions to search engines on all devices.

⭐ How to filter and refine your results to find exactly what you want every time.

⭐ Essential Research and critical thinking skills for students.

⭐ Plagiarism, Citing and acknowledging other people’s work.

⭐ How to query, synthesize and record your findings logically.

3. Mass Media and Critical Thinking

With video streaming sites, social platforms, digital billboards, and podcasts, electronic media infiltrates many of our waking hours. And, though we have benefited from this mass and instant communication in our personal and business lives, it poses many challenges for us as individuals.

With 4.2 billion people inhabiting the online world, all sending and receiving innumerable messages, our students need to develop specific strategies to navigate and filter this potentially overwhelming sea of information.

The 5 Filter Questions

Students need to exercise their critical faculties when engaging with media to avoid passively accepting the views and opinions embedded there.

They can begin this process by routinely examining new media in the light of 5 key filtering questions:

1. WHO created this message?

2. WHAT techniques were used to capture the attention?

3. HOW could this message be interpreted by different people?

4. WHY is this message being communicated?

5. WHAT values, views, lifestyles are being expressed or omitted in this message?

These 5 filter questions will help students develop a firm foundation for critically engaging with the various media they are exposed to. They will help students to distinguish between factual reporting and fake news and clickbait from measured critique.

If you are searching for an excellent article on critical thinking be sure to check out this great guide from edgalaxy.com

Mass Media and Critical Thinking: Reinforcement Activity

Be sure to offer students ample opportunities to use the 5 filter questions in the classroom. You can easily achieve this by asking one or more of these questions when discussing a text or viewing a film, for example.

You could also organize the students into small groups and assign them a media item to analyze in reference to the above 5 questions. With lots of practice, students will begin to consider all new information and media in light of these important questions, becoming in the process active rather than passive consumers of information.

4. Representation in the Media

media_literacy

In media and information literacy, the ways in which various groups, communities, thoughts, and ideas are portrayed form an important area of study within the subject.

Investigations into this area will quickly rid students of the idea that media merely reflects the reality of the world around them. Any examination of representation in media quickly reveals that the media re -presents the reality around us as much as reflects it. This examination reveals much about the media and ourselves in the process.

By examining what is presented, what is omitted, and how things are framed, students delve deeper into the attitudes, values, politics, and psychology of the media-makers. They will also shine a spotlight on some of their own perceptions, perspectives, and biases too.

Representation in the Media: Reinforcement Activity

Though examining representation in media can spark classroom discussions on some quite sensitive and even contentious topics, it can be extremely engaging and valuable for students.

While you can explore representation in any number of media, music works very well for many of our young people.

Music is central to much of youth culture. It can inform everything from young people’s attitudes to politics and sex, to the clothes they wear and the way they speak. It can also serve as fertile ground for the examination of how various groups, communities, values etc are represented.

In this activity, allow students to choose a music video to explore. This will usually be best done in small groups to keep the ideas flowing and to allow for some passionate discussion. Students should watch the video, listen to the song, read the lyrics and analyze representations of gender, race, and sexuality etc.

The 5 filter questions mentioned in the previous section can work well here to get the process started. Just be sure students maintain their focus on the central idea of representation as they ask each question.

5. Analyzing Advertising

Advertisements are pretty ubiquitous. Whether we consume old or new media, advertising will likely play a large part in what we engage with.

Indeed, advertisements often serve as the main revenue stream to fund the production of many forms of media. In this regard, they can even be considered to perform a valuable function in assisting in the dissemination of information.

No doubt about it, advertising has come a long way since the early 20th century with the obviousness of its radio jingles and roadside billboards.

Today, advertising comes in ever more subtle and sophisticated guises. At times these can be so understated or indirect that we may not even realise we are being sold to.

From sponsored content masquerading as impartial articles to cleverly placed products attempting to sneak in through the backdoor of our subconscious, the omnipresence and complexity of advertising make this is an important area of study within the subject.

Analyzing Advertising: Reinforcement Activity

With advertising intruding on so much of our lives, finding samples to use for this activity will be like shooting those proverbial barrel-dwelling fish.

For this activity, organise students into small work groups, distribute an advertisement to each group, and then encourage them to analyze how the advertisement works.

Regardless of the media used, encourage the students to look at the advertisement in terms of its emotional appeal, the technical and design components, and who the advertisement is targeted at.

When the groups have had a chance to dissect their advertisements, have them make a brief presentation to the class on what they have learned about how it works.

Video Lesson: How to analyze print media?

In this article, we have provided an introduction to some of the main concepts and ideas that form the core concerns of the subject of Media and Information Literacy. It is, however, by no means an exhaustive list.

Further reflection on some of the topics raised will open up a rich seam of interesting and important issues to explore in the classroom, whether in the form of discrete MIL lessons, or woven into other areas of the curriculum.

The fodder for lessons and learning opportunities within this area, much like media and information themselves, is practically inexhaustible.

A COMPLETE UNIT ON TEACHING VISUAL LITERACY

Information literacy,media literacy | movie response unit 1 | Information Literacy and Media Literacy for Students and Teachers | literacyideas.com

⭐ Make  MOVIES A MEANINGFUL PART OF YOUR CURRICULUM  with this engaging collection of tasks and tools your students will love. ⭐ All the hard work is done for you with  NO PREPARATION REQUIRED.

This collection of  21 INDEPENDENT TASKS  and  GRAPHIC ORGANIZERS  take students beyond the hype, special effects and trailers to look at visual literacy from several perspectives offering  DEEP LEARNING OPPORTUNITIES  watching a  SERIES, DOCUMENTARY, FILM,  or even  VIDEO GAMES.

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The content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing , can be found here.  Editing and support for this article have been provided by the literacyideas team.

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Common Sense Media

What is media literacy, and why is it important?

The word "literacy" usually describes the ability to read and write. Reading literacy and media literacy have a lot in common. Reading starts with recognizing letters. Pretty soon, readers can identify words -- and, most importantly, understand what those words mean. Readers then become writers. With more experience, readers and writers develop strong literacy skills. ( Learn specifically about news literacy .)

Media literacy is the ability to identify different types of media and understand the messages they're sending. Kids take in a huge amount of information from a wide array of sources, far beyond the traditional media (TV, radio, newspapers, and magazines) of most parents' youth. There are text messages, memes, viral videos, social media, video games, advertising, and more. But all media shares one thing: Someone created it. And it was created for a reason. Understanding that reason is the basis of media literacy. ( Learn how to use movies and TV to teach media literacy. )

The digital age has made it easy for anyone to create media . We don't always know who created something, why they made it, and whether it's credible. This makes media literacy tricky to learn and teach. Nonetheless, media literacy is an essential skill in the digital age.

Specifically, it helps kids:

Learn to think critically. As kids evaluate media, they decide whether the messages make sense, why certain information was included, what wasn't included, and what the key ideas are. They learn to use examples to support their opinions. Then they can make up their own minds about the information based on knowledge they already have.

Become a smart consumer of products and information. Media literacy helps kids learn how to determine whether something is credible. It also helps them determine the "persuasive intent" of advertising and resist the techniques marketers use to sell products.

Recognize point of view. Every creator has a perspective. Identifying an author's point of view helps kids appreciate different perspectives. It also helps put information in the context of what they already know -- or think they know.

Create media responsibly. Recognizing your own point of view, saying what you want to say how you want to say it, and understanding that your messages have an impact is key to effective communication.

Identify the role of media in our culture. From celebrity gossip to magazine covers to memes, media is telling us something, shaping our understanding of the world, and even compelling us to act or think in certain ways.

Understand the author's goal. What does the author want you to take away from a piece of media? Is it purely informative, is it trying to change your mind, or is it introducing you to new ideas you've never heard of? When kids understand what type of influence something has, they can make informed choices.

When teaching your kids media literacy , it's not so important for parents to tell kids whether something is "right." In fact, the process is more of an exchange of ideas. You'll probably end up learning as much from your kids as they learn from you.

Media literacy includes asking specific questions and backing up your opinions with examples. Following media-literacy steps allows you to learn for yourself what a given piece of media is, why it was made, and what you want to think about it.

Teaching kids media literacy as a sit-down lesson is not very effective; it's better incorporated into everyday activities . For example:

  • With little kids, you can discuss things they're familiar with but may not pay much attention to. Examples include cereal commercials, food wrappers, and toy packages.
  • With older kids, you can talk through media they enjoy and interact with. These include such things as YouTube videos , viral memes from the internet, and ads for video games.

Here are the key questions to ask when teaching kids media literacy :

  • Who created this? Was it a company? Was it an individual? (If so, who?) Was it a comedian? Was it an artist? Was it an anonymous source? Why do you think that?
  • Why did they make it? Was it to inform you of something that happened in the world (for example, a news story)? Was it to change your mind or behavior (an opinion essay or a how-to)? Was it to make you laugh (a funny meme)? Was it to get you to buy something (an ad)? Why do you think that?
  • Who is the message for? Is it for kids? Grown-ups? Girls? Boys? People who share a particular interest? Why do you think that?
  • What techniques are being used to make this message credible or believable? Does it have statistics from a reputable source? Does it contain quotes from a subject expert? Does it have an authoritative-sounding voice-over? Is there direct evidence of the assertions its making? Why do you think that?
  • What details were left out, and why? Is the information balanced with different views -- or does it present only one side? Do you need more information to fully understand the message? Why do you think that?
  • How did the message make you feel? Do you think others might feel the same way? Would everyone feel the same, or would certain people disagree with you? Why do you think that?
  • As kids become more aware of and exposed to news and current events , you can apply media-literacy steps to radio, TV, and online information.

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Common Sense Media offers the largest, most trusted library of independent age-based ratings and reviews. Our timely parenting advice supports families as they navigate the challenges and possibilities of raising kids in the digital age.

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Media Literacy, Essay Example

Pages: 3

Words: 953

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Introduction

Media literacy is a complex issue that requires further investigation and evaluation in the modern era. It is important to identify the resources that are required to effectively adapt to a media-filled culture, whereby there are significant opportunities to achieve growth and change in the context of new ideas for growth and maturity for the average viewer/reader. It is known that “Interactivity as a core factor in multimedia is in some ways closely related to performance and can enable the viewer/reader/user to participate directly in the construction of meaning” (Daley 36). This quote is inspiring because it requires individuals to truly connect with the media on several levels that will have an instrumental impact on personal growth and the ability to be informative on many levels. The media saturates society through Facebook, Twitter, 24-hour news channels, and traditional forms such as magazines newspapers. Therefore, it is essential to identify a personal strategy that enables the reader/viewer to decipher through the hundreds if not thousands of messages that the media delivers on a daily basis so that individuals are better prepared to manage their own degree of literacy effectively.

For a website such as CNN.com, there appears to be a clash of sorts between that which is truly newsworthy and important to the lives of many people and that which might be deemed sensationalism to grab readers’ attention and an increased number of views, as well as ratings. This is a complex situation because the network and its accompanying website strive to remain competitive with the needs of its readers/viewers, while also requiring other factors to be considered that might improve their ability to decipher through the messages and to identify those which are most meaningful and appropriate within their lives. The homepage of the CNN website typically has an emerging or news-worthy story that is designed to grab the reader’s attention and to facilitate a response from the reader, perhaps a visceral reaction. This is part of the appeal of online news, as it attempts to draw viewers’ attention to what the website deems as newsworthy and of value to the reader. Although this is not always the case, the website achieves it key objective by attracting the reader enough to at least read the headlines and perhaps read some of the other stories that are listed on the homepage. Nonetheless, it is likely that many viewers will barely scratch the surface of an article because they lose interest or do not understand the backstory regarding the topic to keep reading. This is a key component of the high level of media illiteracy that exists in the modern era and that supports the development of new strategies to encourage readers to become less media illiterate and to improve their literacy regarding issues that generate much attention and focus from the masses.

There are critical factors associated with media literacy that require further consideration and evaluation, such as the tools that support the growth of individuals as they learn how to weave through the messages that they receive online, on television, and in print. Media literacy is more than merely reading stories, as it is about taking these stories in, forming opinions, developing a passion for a topic or an idea, and forming a bond with others who might share or contrast with these views (Media Literacy Project). In this context, it is important to identify the resources that are required to develop a strategy that supports media literacy on a much larger level that will impact society and its people as they develop a higher level of intelligence and/or acceptance of the ideas set forth within a given story or headline.

Overcoming media illiteracy requires the development of new strategies for individuals to take ideas that they read on a website such as CNN.com and to make them their own and perhaps apply them to their own lives in one or more ways. This is how media literacy works, as it enables individuals to transition from simply reading news stories online towards adapting them to their own lives in one way or another. This process engages readers and enables them to recognize the importance of improving their own level of literacy through these opportunities. It is imperative to recognize the value of media literacy as it applies to the human condition in the modern era, particularly as individuals have become increasingly dependent on the news as a part of their daily routines. This process supports and engages readers/viewers in the context of many different situations that enable them to cross over into a world where they have a better understanding of the media and how it impacts their lives in different ways.

Media literacy is a complex and ongoing phenomenon that has a unique impact on the lives of individuals. Many websites influence how people interpret the news, such as CNN.com, as they only tend to scratch the surface of news without any real opportunity to formulate opinions regarding the topics that are within. Therefore, it is important to identify some of the issues that are common in these stories and to recognize the importance of developing new approaches to stories that will have a positive impact on the response from readers/viewers. Media literacy is an ongoing process that requires the full attention and focus of individuals in order to accomplish the desired goals and objectives, while also considering the value of developing new perspectives that will encourage readers to take greater steps towards formulating their own opinions regarding stories and topics that may impact their own lives on many levels.

Works Cited

CNN.com. 11 May 2014: http://www.cnn.com/

Daley, Elizabeth. “Expanding the concept of literacy.” Educause, 11 May 2014: https://net.educause.edu/ir/library/pdf/erm0322.pdf

Media Literacy Project. “What is media literacy?” 11 May 2014: http://medialiteracyproject.org/learn/media-literacy

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Home / Essay Samples / Information Science and Technology / Digital Devices / Gadgets

The Importance of Being Media and Information Literate

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Science , Information Science and Technology

Digital Devices , Technology & Engineering

  • Words: 1109 (2 pages)

The Importance Of Being Media And Information Literate

Please note! This essay has been submitted by a student.

Works cited

  • Livingstone, S., & Helsper, E. J. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media & Society, 9(4), 671-696. https://doi.org/10.1177/1461444807080335
  • Miller, T., & Shepherd, R. (2004). Blogging as social action: A genre analysis of the weblog. In Proceedings of the Thirty-Sixth Hawaii International Conference on System Sciences (pp. 1-10). https://doi.org/10.1109/HICSS.2004.1265272
  • Mossberger, K., Tolbert, C. J., & Gilbert, M. J. (2006). Race, place, and information technology. Urban Affairs Review, 41(5), 583-620. https://doi.org/10.1177/1078087406287810
  • Ofcom. (2019). Children and parents: Media use and attitudes report 2019. https://www.ofcom.org.uk/research-and-data/media-literacy-research/childrens/children-parents-2019
  • Park, N., Kee, K. F., & Valenzuela, S. (2009). Being immersed in social networking environment: Facebook groups, uses and gratifications, and social outcomes. CyberPsychology & Behavior, 12(6), 729-733. https://doi.org/10.1089/cpb.2009.0003
  • Pew Research Center. (2021). Social media fact sheet. https://www.pewresearch.org/internet/fact-sheet/social-media/
  • Ruggiero, T. E. (2000). Uses and gratifications theory in the 21st century. Mass Communication & Society, 3(1), 3-37. https://doi.org/10.1207/s15327825mcs0301_02
  • Shirky, C. (2011). The political power of social media. Foreign Affairs, 90(1), 28-41. https://www.foreignaffairs.com/articles/2010-12-20/political-power-social-media
  • Tapscott, D., & Williams, A. D. (2008). Wikinomics: How mass collaboration changes everything. Penguin.
  • UNESCO. (2011). Media and information literacy for knowledge society: A conceptual framework and strategic guide. United Nations Educational, Scientific and Cultural Organization. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf

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Home / Essay Samples / Information Science and Technology / Digital Literacy / Navigating the World of Information: Media Literacy

Navigating the World of Information: Media Literacy

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