Media Literacy

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The first article, written by Niamh Kirk, gave me a greater perspective as to the effects of social media on the average person’s perspectives and outlooks. It also showed how effective media literacy can be as a tool against misinformation and disinformation. As shown in the survey conducted by FuJo Media, 62 percent of people have concerns about misinformation online. This statistic shows that there is a definite need for misinformation to be tackled, whether that is through teaching media literacy, empowering users, or removing it at the source.

The obligation of both governments and corporations to combat malicious information online is greater than I previously thought. The European Commission’s Code of Practice on Disinformation (ECCPD) was signed by media corporations Facebook, Twitter, Google, and Microsoft. While this shows some level of responsibility taken on their behalf, their upholding of this code isn’t perfect once examined thoroughly. The Broadcasting Association of Ireland (BAI) conducted a ‘Code Check’ report, examining how these companies were supporting users and their efforts in media literacy (Pillars D & E of the Code). While consumers are provided the tools to report disinformation, the actions taken based on these reports are completely unknown. Another example of this ambiguous behaviour is the collection and use of user’s personal data.

The second article shows that, without these supports in place, misinformation gets more attention than it should. Almost half of UK respondents to a survey had come across false information regarding COVID-19, and more than a third of NI participants said, “they found it hard to know what is true and what is false about Coronavirus”. The conclusion to this article suggests that “There is a role to play for all media literacy practitioners” in thinking about how people respond to information, and how following decisions are made. This is a very important note to make, as faults in communicating can happen at any stage. Whether the message is conveyed poorly, or the audience misinterprets it, or it is conveyed in the wrong medium to begin with, any number of issues can lead to errors in communication.

The Journal Article, “News media literacy, perceptions of bias, and interpretation of news” further solidifies this wariness of widespread media. It finds that “individuals seek out news from sources that match their political beliefs”. I think it’s important to mention that cognitive biases as shown throughout this article can have a subconscious effect on audiences, reinforcing bad media habits in some. In extreme cases, people can find themselves in ‘echo chambers’ online that exist solely to support their own worldviews, regardless of truthful journalism.

 

Sources:

Media Literacy Ireland (2020) Digital Media Companies Found Lacking In Helping Users Understand the Online Environment [online] Available from <https://www.medialiteracyireland.ie/news/digital-media-companies-found-lacking-in-helping-users-understand-the-online-environment> [accessed 10 Nov 2021]. 

Media Literacy Ireland (2020) Ofcom Research: Nearly Half of People Across the UK Nations Have Come Across False or Misleading Information About COVID-19 [online] Available from <https://www.medialiteracyireland.ie/news/ofcom-research-nearly-half-of-people-across-the-uk-nations-have-come-across-false-or-misleading-information-about-covid-19> [accessed 10 Nov 2021]. 

Media Literacy Ireland (2020) Digital Media Companies Found Lacking In Helping Users Understand the Online Environment [online] Available from <https://www.medialiteracyireland.ie/news/digital-media-companies-found-lacking-in-helping-users-understand-the-online-environment> [accessed 10 Nov 2021]. 

Tully, M. (2020) News Media Literacy, perceptions of bias, and interpretation of news. Sage Publishing [online] 2020, Vol 21(2) 209-226, available from: <https://tudublin-my.sharepoint.com/:b:/g/personal/irene_mcginn_tudublin_ie/ETLRv99FIY9Mvy-qySd5evkBBKLx-XfHp4pWLYBdFa25iA?e=bdGkAU> [accessed 10 Nov 2021].

Digital Media

 

Marshall McLuhan

I found a greater understanding of digital media and digital literacy through these three videos. The first video, ‘Digital Media are Networked’, examines a negative side to digital media, that it is interconnected and interactive. While at first glance, this could bring people together, it has many ill side effects. The most harmful of which being that “anyone can post anything online, and make it look authentic”. Anyone being able to wield such authority speaks to the potential danger of digital media. Anonymity may also have an adverse effect in situations like this. When someone exploits their anonymity online, it is virtually impossible to ensure they face accountability or repercussions of some kind.

The second video explored the use of digital literacy in the everyday lives of most people. This has made me consider the various aspects of digital literacy and how they come into ordinary use. In recent years, digital media has come into use in many workplaces and as a result is developing a greater presence in education. As internet infrastructure developed, the number of tasks possible digitally has increased. For example, workplace communication and assignments are generally handled with virtual environments, in addition to a worldwide reliance on Zoom in recent memory. Despite the length of this video, it had me considering the vast presence of digital media in society, and how it’s going to evolve in the years to come.

The third video, a TEDx talk held by Doug Belshaw establishes the idea of regular literacy before homing in on digital literacy. An anecdote of a child’s ‘pre-literacy behaviour’ gives an idea of how basic literacy comes about in children and how that can correspond to digital literacy. I found it interesting how the connection is made between instinctual learning methods and his proposed ‘progressive’ teaching of digital literacy. This human behaviour is extended into menu systems such as an iPad interface. This style of interface differs from most that rely on branching logic. By simplifying menus into a home screen of icons, Apple has created “elegant consumption”.

He goes on to mention the effect of memes on digital literacy, more specifically the ‘remixing’ aspect of the internet. I see now that the speed at which communication happens on the internet has impacted the face of digital media over the past few decades. While memes are primarily comedic, they can have a real impact on the world around us. A suitable example of this is shown in the ‘Pepper Spray Cop’, John Pike, who ended up suspended from the police force because of his actions being publicised by the internet.

 

Sources:

MediaSmarts (2018) Digital Literacy 101 [online] Available from <https://youtu.be/b-HXiObDDnA> [accessed 10 Nov 2021]. 

University of Derby (2014) Digital Literacy and why it matters [online] Available from <https://youtu.be/p2k3C-iB88w> [accessed 10 Nov 2021].

TEDxWarwick (2012) The essential elements of digital literacies [online] Available from <https://youtu.be/A8yQPoTcZ78> [accessed 10 Nov 2021].

Active Reading

 This paper, examining the role of student-constructed questions in encouraging active reading has given me a new perspective on how to digest information in an effective, captivating manner. Ernest Balajthy posits that self-questioning has “demonstrated its classroom usefulness and its place in models of learning by reading”. Upon first seeing this text, I had scanned over the general layout, as suggested by the first text assigned. The headings and title had given me the impression that the author had intended to examine the effectiveness of critical thinking as a means of absorbing information. In the opening few paragraphs, the author acknowledges the views that “retention is automatic with comprehension” and that “retention is influenced by interacting factors”. Presumably, the addition of these perspectives shows that public opinion is not unanimous on the matter and offers a consensus to be juxtaposed later in the paper. I felt it was important that Balajthy mentioned the early studies on self-questioning. Without its inclusion, the piece may lack a sense of credibility.

Using the notetaking tips from the video task this week, I was able to break the paper down into simple to grasp concepts, as opposed to rote memorisation or parsing the text repeatedly. I do believe that keeping my mind active while intaking information is more effective than more traditional techniques, and I will keep this in mind in the future.

The idea presented that questioning can “arouse interest,” and “trick the mind into maintaining attention,” was something I found noteworthy. I had felt like I was able to engage with the text more easily once I used critical reading methods as outlined in the first assigned text. Of course, that’s just my personal experience; the studies mentioned later in the paper offer more reliable evidence of this technique’s usefulness. In the past, I had done little more than run through a text quickly, highlighting what I deemed necessary, and I felt an internal change as to how I processed this text when I started thinking effectively while reading.

Balajthy notes the use of SQ3R as a useful reading technique. This contrasts with Thomas Frank’s suggestions as listed in this week’s video task, who claimed it wasn’t particularly useful in an academic setting. So, it is possible that the consensus on this has evolved since the publishing of this paper. I have yet to make proper use of SQ3R/SQ4R, but I will trust that other techniques prove more fruitful. Overall though, I found this paper helpful in developing study skills and critical thinking through reading.

Sources:

- https://help.open.ac.uk/use-an-efficient-approach

- https://help.open.ac.uk/active-reading

- Balajthy, E. (1984). Using Student-Constructed Questions to Encourage Active Reading. Journal of Reading, 27(5), 408-411.

- https://youtu.be/JL0pqJeE4_w