Abstract
The chapter discusses the impact of some of the selected the literacy of media literacy. It supports the students in developing the attitudes, values, and skills to solve the problems, decision making, and building their knowledge. The objective of the present study is to understand the practices on media literacy in college students in Sivagangai District. The chapter shows the respondent frequency of using the social media sites among the college students. Out the 112 respondents, 66 (58.93%) were female and 46 (41.07%) were male. Age wise distribution of respondents the table indicate 51.79% of respondents using social media of 17-20 category, 34.82% of respondents using social media of 21-25, 11.61% of the respondents in 26-30, 1.79% of respondents in above 31. As to the effects of using social media, location-wise distribution of the majority of respondents among 33 respondents, 35% village, 27.12% town, and 23.08% taluk are effects of waste of time. Among 32 respondents, 25% village, 32.20% town, and 23.08% taluk are effects of affecting academic performance.
TopMedia Literacy refers to your ability to understand the messages you are being told on television, radio, video games, movies, news programs, social media, and more. Essentially, media literacy means understanding:
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Media is constructed with a specific purpose in mind - it's designed to make you think something.
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People will see the same thing and understand it differently.
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Constructing media is a business.
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It reflects political and cultural ideas.
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The type of story changes depending on the type of media.
Media literacy has been most commonly defined as the skills of accessing, analyzing, evaluating, and communicating messages in a number of, Davies (1996) has emphasized listening, viewing, or reading audiovisual texts as basic skills that need to be learned by young audiences. The need for learning technical skills to decode the meanings behind the media, and developing a critical understanding of the relationship between different message content, forms the backbone of media literacy education.
Kubey (2004) notes that media literacy involves critical analysis of media messages, evaluation of sources of information for bias and credibility, increased awareness about how media messages influence people’s beliefs, attitudes, and behaviors, and production of messages using different forms of media. Similarly, the website of the National Association for Media Literacy Education describes the functions of media literacy in this way.
The Center for Media Literacy (2007) has endorsed the following five core concepts as central to media literacy:
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All media messages are social constructions (i.e., constructed by somebody and never able to reflect reality entirely).
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People who make media messages use creative languages that have rules (i.e., creative components such as words, music, movement, camera angle, and others are utilized to develop a media message in different formats such as a magazine cover, advertisement, etc.).
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Different people experience the same media messages differently.
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Producers of media messages have their own values and points of view.
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Media messages are constructed to achieve a purpose, usually for profit and/or power.
What is the role of media literacy in education, Much was written on this topic by both European and American scholars. As for the European tradition, Alvarado et al., (1993) edited an anthology of 20 essays originally published in the journal Screen Education during the 1970s and early 1980s.
Key Terms in this Chapter
News Literacy: A little skepticism goes a long way. We learn the difference between fact and fiction at a young age, but in the digital world, it’s hard even for adults to be confident about what to believe. Rich news literacy learning experiences should be available to students throughout K-12, helping them learn not only how to find and read the news, but also how to think about it and evaluate it.
Visual Literacy: We take in more visual information than ever. The ability to comprehend—and to create—videos, photos, infographics, and other visuals has become essential for daily life and career success.
Media Literacy: Media creation and consumption is changing at a rapid pace. Someone who is “media literate” can adapt to new communication formats—whether that’s instant messaging, push notifications, wikis, online communities, blogs, or vlogs—and knows how to choose the most effective medium for communication in any given situation.
Data Literacy: With the right tools and training, it’s easier than ever for students, parents, teachers, school leaders, and school partners to make informed decisions. Whether this looks like a student taking charge of her own growth or a teacher pinpointing specific skills his students need to enhance, data literacy could lead to a sea change in education.
Digital Literacy: These days, digital illiteracy is nearly as debilitating as traditional illiteracy. Digital devices like smartphones, tablets, and laptops have permeated every corner of our lives from work to school to personal relationships, and part of a well-rounded education includes being able to use these devices to achieve a variety of goals.