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Print media – consisting of paper and ink, reproduced in printing process that is traditionally mechanical.

Broadcast media – media such as radio and television that reach target audiences using airwaves and the transmission medium.

New Media – content organized and distributes on digital platforms.

Media Convergence - the combination of new media and old media within a single piece of media work - the coming together of different media product /technology.

The co-existence of traditional and new media.

The co-existence of print, broadcast media (radio and television), the internet, mobile phones, as will as others, allowing media content to flow across various platforms.

The ability to transform different kinds of media into digital code, which is then accessible by a range of devices (ex. From the personal computer to mobile phone), thus creating a digital communication environment.

An information Literate individual is one who can do the following:

Determine the extent of information needed

Access the needed information efficiently and effectively

Evaluate information and its sources critically

Incorporate selected information into his or her knowledge base

Use information to accomplish a specific purpose

Understand the economic, legal, and social issues surrounding access and use of information

Access and use information ethically and legally.

Information literacy is an important skill in life. An individual who is literate in the location, access, evaluation, and use of information also display a certain sense of critical literacy. When you are information literate, you are able to evaluate what information you need, what to disregard, and how to use the information you selected. As a students, you unknowingly and unwittingly display information literacy when you search for information to address certain tasks such as projects, assignments, or research papers  

information takes many forms. It is often interchanged with data which is essentially “raw information” and knowledge which is characterized by effective use of information.

What determines your need for information?

Information seeking is relatively synonymous to the idea of research. When you locate information, you employ the necessary skills to engage in the research process. You need for information depends on your prior knowledge and experiences, as well as your goals and objectives. Your information needs to rely on what questions or problems you would like to solve, simply, what you need the information for. These needs also depend on the relevance of the information you seek to the task you are supposed to accomplish.

The effective and efficient information seeker:

A successful search strategy in one that allows you to judge at the onset what information is relevant, thus, limiting the possible overload of information sought. It also involves an understanding of information search systems such as indexes, online catalogs, or Boolean logic. When you are able to judge the “potential value of information,” you will be able to maximize its use. According to Callison and Tilley (2006), an effective and efficient information seeker is one who can do the following:

Understand how to utilize a variety of information sources and agencies, as well as human resources, in order to gain useful information.

Understand the value of consulting with resource specialists and critical peers to reframe and refine questions and inquiries, if necessary.

Identifies information important to a need and assesses its reliability, bias, authority, and intent.

Organizes new information in meaningful ways to determine where gaps may exist and to formulate the central question or thesis that can be addressed (Doyle, 1994)

Aside from being information literate, you are also expected to display information fluency which refers to the “ability to analyze information needs and to move confidently among media, information, and computer literacy skills, resulting in the effective application of a strategy or strategies that will best meet those needs (Callison & Tilley, 2016)”

Typology of information

According to www.lib.odu.edu, the kind of information you are looking for may be categorized as the following:

Factual vs. Analytical

Factual information is based on evidences and findings provided by reliable sources. These sources may include academic texts such as books, encyclopedias, periodicals, or technical supports by agencies and institutions.

Analytical information, on the other hand, is an analysis or interpretation of facts by an individual, usually an expert on the subject. 

Examples of such would be feature articles, commentaries, or reviews.

Subjective vs. Objective

when you consult an expert opinion, such as those found in the editor

Four main Categories of new Media

1. Interpersonal communication media.

-Example would be the telephone, mobile phone, and email where “content is private and perishable and relationship established and reinforce may be more important than the information conveyed.”

2. Interactive play media.

- Video and computer-based games, plus virtual reality devices compose this category.

3. Information search media.

- The internet and the world wide web become repositories or sources of a vast collection of information that can be accessed real-time despite geographical location. Boadcast teletext and radio data services are also examples.

4. Collective participatory media.

- This refers to the use of the internet for “sharing and exchanging information, ideas, and experiences and developing active (computer-mediated) personal relationship (McQuail, 2010)

Key Characteristics of new media, according to McQuail, include interactivity, social presence (or sociability), media richness, autonomy, playfulness, privacy, and personalization. New media use expanded opportunities for self-expression especially among the youth through Web logs, online forums, Web discussion boards, social media, and messaging applications.

Functions of Communication and Media

According to McNair, Communication and Media function to

1. Inform citizens of what is happening around them (also called the monitoring function);

2. Educate the audience as to the meaning and significance of the “facts”

3. Provide a platform for public political discourse, facilitating the formation of “public opinion” and feeding that opinion back to the public from whence it came, including the provision of space for the expression of dissent;

4. Give publicity to governmental and political institutions (known as the “watchdog” role of journalism); and

5. Serve as a channel for the advocacy of political viewpoints.

Media and Government: A Love-Hate Relationship

The relationship of media and government is oftentimes adversarial. This is normal and healthy because media, being a “watchdog” keeps everything at bay. Normative theories of the Press View Proposition

Authoritarian - All form of communications are under control of the governing elite, authorities, or influential bureaucrats.

- Controlling the media is necessary to protect and prevent the people from national threats trough any form of communication (information or news).

- The government has all the rights to restrict/censor any sensitive issue from press to maintain peace and security in the nation

- Different types of censors include political censor, moral censor, religious censor, military censor, and corporate censor.

Soviet Media - The government undertakes or controls the total media and communication to serve and educate working classes and

their interests.

- The state has the absolute power to control any media for the benefits of the people.

- The state puts an end to private ownership of the press and other media.

- Government media provides positive thoughts to create a strong socialized society as well as providing information, education, entertainment, motivation, and mobilization.

Definition of Terms:

1. Literacy - The ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying context. Literacy involves a continuum of learning, wherein individuals are able to achieve their goals, develop their knowledge and potentials, and participate fully in their community and wider society.

2. Media - The physical objects used to communicate with, or the mass communication through physical objects such as radio, television, computers, film, etc. It also refers to any physical object used to communicate messages.

3. Media Literacy - The ability to access, analyze, evaluate, and create media in a variety of forms. It aims to empower citizens by providing them with the competencies (Knowledge and skills) necessary to engage with traditional media and new technologies.

4. Information - A broad term that covers processed data, knowledge derived from study, experience, instruction, signal or symbols.

5. Information Literacy - The ability to recognize when information is needed, and to locate, evaluate and effectively communicate information in its various formats.

6. Technology Literacy - The ability of an individual, either working independently or with others, to responsibly, appropriately, and effectively use technological tools. Using these tools an individual can access, manage, integrate, evaluate and communicate information.

7. Media and Information Literacy - the essential skills and competencies that allow individuals to engage with media and other information providers effectively, as will as develop critical thinking and life-long learning skills to socialized and become active citizens.

Introduction to Media and Information Literacy

Defining Communication

Communication is from the Latin term commūnicāre which means “to share” or “to divide out.” Originate from another Latin word communis which roughly means “ working together”

Communication - refers to people or group of people imparting or exchanging messages through speaking, writing, gestures, or even using other symbolic forms by utilizing a variety of channel for sending and receiving.

Explaining the Communication Process through Models

To understand better the process of communication, here are some models as discussed by communication scholar Denis McQuail (2005) in his book McQuial’s Communication Theory:

1. Transmission models Harold Laswell’s representation of communication as an attempt to answer the question “Who says what to whom, through what medium, and with what effect?”

See attachment for the figures of

Laswell's Communication Model

Shannon and Weaver's Communication Model

Westley and Maclean Model of Communication

Schramm's Model

Berlo's Model

2. Ritual or Expressive Model

This is an alternative way of looking at how communication work. In the expressive model, communication happens due to the need to share understanding and emotions.

3. Publicity Model - This model explains that communication involves audiences as "spectators rather than participants or information receivers (McQuail, 2005)"

Attention is important because is is measure of how successful the communication has transpired. imagine yourself telling a friend about a potentially boring story but you tell it in a compelling and animated manner to keep his interest and attention. another example is how television commercials aggressively convince the audience to buy the products that they advertise.

4. Reception Model. In this model, you come to understand communication as an open process, which means that messages sent and received are open to various interpretations based on context and culture of the receiver. In other words, there might be various meanings to a single statement that is communicated. One such model illustrating this is Wilbur Schramm's depiction of cyclical communication where the sender and receiver have alternating roles in the loop.