1 Module 3 | Building & Enhancing New Literacies across the Curriculum

2 Module 3 | Building & Enhancing New Literacies across the Curriculum

INTRODUCTION

This module is conceptualized and patterned from the online learning modality to continue
learning in the new normal. Learners utilize the module for self-directed and independent
learning engagement and maximize their optimum potentials. The pandemic paved way to a new
and innovative way of delivering instruction that promotes critical and creative thinking leading to
the holistic development of every student.

The module is divided into two, namely:

• Lesson 1 (Media Literacy) includes concepts on the importance of medial literacy,

media literacy skills, and examination of the media in the 21st century.
• Lesson 2 (Financial Literacy) covers budgeting, managing debts and expenses,
savings and investment, and knowing financial networks.

Lesson 1: Media Literacy

SPECIFIC LEARNING OUTCOMES

In this lesson, you are expected to:
1. demonstrate understanding on the concepts of media and financial literacy;
2. acquire in-depth insights on the importance of media and financial literacy in the 21st century; and
3. develop competencies in harnessing media and financial literacy skills to become a 21st century
learner.

PRE-ASSESSMENT
Instruction: Create a graphic organizer that shows your prior knowledge on the topic media
literacy.
3 Module 3 | Building & Enhancing New Literacies across the Curriculum

LESSON MAP

FINANCIAL LITERACY

MEDIA LITERACY
BUDGETING

IMPORTANCE OF MEDIA
LITERACY MANAGING DEBTS &
FINANCIAL NETWORK
EXPENSES

MEDIA LITERACY SKILLS EXAMINING THE MEDIA

The map above emphasizes on the important concepts of media and financial literacy and how
these new skills play vital role in the 21st century and their impact in the field of education.

CORE CONTENTS

ENGAGE: Understanding Media & Financial Literacy

Activity 1: Media & Finances in the 21st Century
INSTRUCTIONS: Briefly answer the questions below.

1. How do you define media and financial literacy?

2. What are the impact of media and financial literacy in the 21st century?
4 Module 3 | Building & Enhancing New Literacies across the Curriculum

EXPLORE: Familiarizing Globalization & Multicultural Literacy

Activity 2: Reading Activity
INSTRUCTIONS: Read each concept closely.

What is media literacy?

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.

Media literacy encompasses the practices that allow people to access, critically evaluate, and
create or manipulate media. Media literacy is not restricted to one medium. Media literacy education
is intended to promote awareness of media influence and create an active stance towards both
consuming and creating media. Media literacy education is part of the curriculum in the United
States and some European Union countries, and an interdisciplinary global community of media
scholars and educators engages in knowledge sharing through scholarly and professional journals
and national membership associations.

Education for media literacy often uses an inquiry-based pedagogic model that encourages
people to ask questions about what they watch, hear, and read. Media literacy moves beyond the
traditional formats of written and print text and moves to examining more contemporary sources.
Some examples of media literacy include, but are not limited to television, video games,
photographs, and audio messages. Media literacy education provides tools to help people develop
receptive media capability to critically analyze messages, offers opportunities for learners to
broaden their experience of media, and helps them develop generative media capability to increase
creative skills in making their own media messages.

Media are powerful forces in the lives of youth. Music, TV, video games, magazines and
other media all have a strong influence on how we see the world, an influence that often begins in
infancy. To be engaged and critical media consumers, kids need to develop skills and habits of
media literacy. These skills include being able to access media on a basic level, to analyze it in a
critical way based on certain key concepts, to evaluate it based on that analysis and, finally,
to produce media oneself. This process of learning media literacy skills is media education.

Why Teach Media Literacy?

Why teach media literacy? Here are ten good reasons:

1. Media literacy encourages young people to question, evaluate, understand and appreciate
their multimedia culture. It teaches them to become active, engaged media consumers
and users.
2. Media education brings the world into the classroom, giving immediacy and relevance to
traditional subjects such as History, English, Health, Civics and the Creative Arts. It serves as
a perfect bridge for subject integration and interdisciplinary studies.
3. Media education embodies and furthers current pedagogy, which emphasizes student-
centred learning, the recognition of multiple intelligences, and the analysis and management
– rather than just the simple storing – of information.
4. Media education is grounded in the sound pedagogical approach of starting learning where
kids are at. The media – music, comics, television, video games, the Internet and even ads –
are a part of life that all kids enjoy. Media create a shared environment and are, therefore,
catalysts for learning.
5. Media education encourages young people to use multimedia tools creatively, a strategy that
contributes to “understanding by doing” and prepares them for a workforce that increasingly
demands the use of sophisticated forms of communication.
5 Module 3 | Building & Enhancing New Literacies across the Curriculum

6. In a society concerned about growing youth apathy to the political process, media education
engages young people in “real-world” issues. It helps young people to see themselves as
active citizens and potential contributors to public debate.
7. In a diverse and pluralistic society, the study of media helps youth understand how media
portrayals can influence how we view different groups in society: it deepens young people’s
understanding of diversity, identity and difference.
8. Media literacy helps young people’s personal growth and social development by exploring
the connections between popular culture – music, fashion, television programming, movies
and advertising – and their attitudes, lifestyle choices and self-image.
9. Media literacy helps children critique media representation, teaching them to distinguish
between reality and fantasy as they compare media violence and real-life violence, media
heroes and real-life heroes, and media role models and real-life roles and expectations.
10. With most students turning first to the Internet for research, media education is an essential
component of Information Communications Technology education, assisting young people in
developing critical thinking skills and strategies for optimizing searches, evaluating and
authenticating information and examining issues of plagiarism and copyright.

Key Concepts for Media Literacy

1. Media are constructions

Media products are created by individuals who make conscious and unconscious choices
about what to include, what to leave out and how to present what is included. These
decisions are based on the creators’ own point of view, which will have been shaped by their
opinions, assumptions and biases – as well as media they have been exposed to. As a result
of this, media products are never entirely accurate reflections of the real world – even the
most objective documentary filmmaker has to decide what footage to use and what to cut, as
well as where to put the camera – but we instinctively view many media products as direct
representations of what is real.
Ask:
• Who created this media product?
• What is its purpose?
• What assumptions or beliefs do its creators have that are reflected in the content?

2. Audiences negotiate meaning

The meaning of any media product is not created solely by its producers but is, instead, a
collaboration between them and the audience – which means that different audiences can
take away different meanings from the same product. Media literacy encourages us to
understand how individual factors, such as age, gender, race and social status affect our
interpretations of media.
Ask:
• How might different people see this media product differently?
• How does this make you feel, based on how similar or different you are from the people
portrayed in the media product?

3. Media have commercial implications

Most media production is a business and must, therefore, make a profit. In addition, media
industries belong to a powerful network of corporations that exert influence on content and
distribution. Questions of ownership and control are central – a relatively small number of
individuals control what we watch, read and hear in the media. Even in cases where
media content is not made for profit – such as YouTube videos and Facebook posts – the
ways in which content is distributed are nearly always run with profit in mind.
Ask:
• What is the commercial purpose of this media product (in other words, how will it help
someone make money)?
• How does this influence the content and how it’s communicated?
6 Module 3 | Building & Enhancing New Literacies across the Curriculum

• If no commercial purpose can be found, what other purposes might the media product
have (for instance, to get attention for its creator or to convince audiences of a particular
point of view).
• How do those purposes influence the content and how it’s communicated?

4. Media have social and political implications

Media convey ideological messages about values, power and authority. In media literacy,
what or who is absent may be more important than what or who is included. These
messages may be the result of conscious decisions, but more often they are the result of
unconscious biases and unquestioned assumptions – and they can have a significant
influence on what we think and believe.
As a result, media have great influence on politics and on forming social change. TV news
coverage and advertising can greatly influence the election of a national leader on the basis
of image; representations of world issues, both in journalism and fiction, can affect how much
attention they receive; and society’s views towards different groups can be directly influenced
by how – and how often – they appear in media.
Ask:
• Who and what is shown in a positive light? In a negative light?
• Why might these people and things be shown this way?
• Who and what is not shown at all?
• What conclusions might audiences draw based on these facts?

5. Each medium has a unique aesthetic form

The content of media depends in part on the nature of the medium. This includes the
technical, commercial and storytelling demands of each medium: for instance, the interactive
nature of video games leads to different forms of storytelling – and different demands on
media creators – that are found in film and TV.
Ask:
• What techniques does the media product use to get your attention and to communicate
its message?
• In what ways are the images in the media product manipulated through various
techniques (for example: lighting, makeup, camera angle, photo manipulation)?
• What are the expectations of the genre (for example: print advertising, TV drama, music
video) towards its subject?

Media Literacy Skills

Media literacy is our awareness regarding our mediated environment or consumption of

mass communication. It is our ability to responsibly comprehend, access, and use mass
communication in our personal and professional lives. Potter states that we should maintain
cognitive, emotional, aesthetic, and moral awareness as we interact with media. Baran
suggests a number of skills we can develop in order to be media literate.

• Understand and respect the power of mass communication messages. An important

skill for media literacy is to acknowledge just how dominant mass communication is in our
lives and around the globe. Through mass communication, media shape, entertain, inform,
represent, reflect, create, move, educate, and affect our behaviors, attitudes, values, and
habits in direct and indirect ways. Virtually everyone in the world has been touched in some
way by mass communication, and has made personal and professional decisions largely
based on representations of reality portrayed though mass communication. We must
understand and respect the power media have in our lives and understand how we make
sense of certain meanings.

• Understand content by paying attention and filtering out noise. As we learned in

Chapter 1, anything that hinders communication is noise. Much of the noise in mass
communication originates with our consumption behaviors. How often do you do something
7 Module 3 | Building & Enhancing New Literacies across the Curriculum

other than pay complete attention to the media that you’re accessing? Do you listen to the
radio while you drive, watch television while you eat, or text message a friend while you’re in
class? When it comes to mass communication we tend to multitask, an act that acts as noise
and impacts the quality of the messages and our understanding of their meanings. We often
turn ourselves into passive consumers, not really paying attention to the messages we
receive as we perform other tasks while consuming media.

• Understand emotional versus reasoned reactions to mass communication content in

order to act accordingly. A great deal of mass communication content is intended to touch
us on an emotional level. Therefore, it’s important to understand our emotional reactions to
mass communication. Advertising often appeals to our emotions in order to sell products
(Jhally). “Sex sells” is an old advertising adage, but one that highlights how often we make
decisions based on emotional reactions, versus reasoned actions. Glance through
magazines like Maxim or Glamour and you’ll quickly realize how the emotions associated
with sex are used to sell products of all kinds. Reasoned actions require us to think critically
about the mass communication we consume before we come to conclusions simply based on
our emotional responses.

• Develop heightened expectations of mass communication content. Would you consider

yourself an informed consumer of mass communication? Do you expect a lot from mass
communication? You may like a mystery novel because it’s “fun,” or a movie might take your
mind off of reality for a few hours. However, Baran challenges us to require more from the
media we consume. “When we expect little from the content before us, we tend to give
meaning making little effort and attention” (57). It depends upon you what you’re willing to
accept as quality. Some people may watch fewer and fewer mainstream movies because
they think the current movies in theaters are low culture or are aimed at less educated
audiences. They may begin to look for more foreign films, independent films, and
documentaries rather than go to see the popular movies released by Hollywood. We’ve even
seen a backlash against television programming in general. With the rise of services like
Netflix, Hulu and Amazon On-Demand, many media consumers have chosen to become
what’s known as “cord cutters” and cancel their cable subscriptions. These new services
often offer popular tv shows and sometimes even the most current episodes available to
watch at your own leisure.

• Understand genre conventions and recognize when they are being mixed. All media
have their own unique characteristics or “certain distinctive, standardized style elements” that
mark them as a category or genre (Baran 57). We expect certain things from different forms
of mass communication. Most of us believe, for example, that we are able to tell the
difference between news and entertainment. But, are we? Television news shows often
recreate parts of a story to fill in missing video of an event. Do you always catch the “re-
enactment” disclaimer? Shows such as The Daily Show or Last Week Tonight effectively
blurred the lines between comedy and news, and both became recognized as credible
sources for news information. Even eighty years ago, Walter Lippmann recognized that
media are so invasive in our lives that we might have difficulty distinguishing between what is
real and what is manipulated by the media. The “reality TV” genre is now blurring these lines
even more. Another example is the election of Arnold Schwarzenegger as governor of
California. He, and others, often refer to him as the “governator,” a blurring of his fictional role
as the Terminator and his real role as California’s governor.

• Think critically about mass communication messages, no matter how credible their
source. It is essential that we critically consider the source of all mass communication
messages. No matter how credible a media source, we can’t always believe everything we
see or hear because all mass communication is motivated by political, profit, or personal
factors. Publicists, editors, and publishers present the information from their perspective–
informed by their experiences and agendas. Even if the motive is pure or the spin is minimal,
8 Module 3 | Building & Enhancing New Literacies across the Curriculum

we tend to selectively interpret meanings based on our own lived experiences. Audiences do
not always hold similar perceptions regarding mediated messages.

• Understand the internal language of mass communication to understand its effects, no

matter how complex. This skill requires us to develop sensitivity to what is going on in the
media. This doesn’t just refer to whether you can program a DVR or surf the internet. This
means being familiar with the intent or motivation behind the action or message. “Each
medium has its own specific internal language. This language is expressed in production
values–the choice of lighting, editing, special effects, music, camera angle, location on the
page, and size and placement of headline. To be able to read a media text, you must
understand its language” (Baran 58). What effect do these have on your interpretive or sense
making abilities? Most news coverage of the Iraq war included background symbols of
American flags, eagles, as well as words like “Freedom,” and “Liberation.” What is the impact
of using these symbols in “objective” coverage of something like war? Shows
like Scandal makes editorial choices to glamorize and demoralize politics while making it
appear provocatively thrilling. On the surface, we might not realize the amount of effort that
goes into dealing with political scandals, but shows like Scandal shed a light on these
unspoken issues.

Examining the Media

The benefits of media literacy for students are multiple. First and foremost, media literacy
helps students become wiser consumers of media as well as responsible producers of their
own media. Along those same lines, teaching media literacy helps to foster critical thinking in
students. This type of thinking can eventually become second nature, which will help them in
many areas as they grow older. The focus is more on strengthening process skills, not
content knowledge.
In a larger context, media literacy also fosters the skills that help people work together in
collaboration because it encourages respectful discourse and builds citizenship skills.
Media literacy will continue to play a key role in creating a new generation that can retain
critical thinking skills in the midst of a media blizzard. It’s an area where teachers who learn
about media literacy can have a profound impact.

In 1960, communications scholar and theorist Marshall McLuhan wrote the following:
"Without an understanding of media grammars, we cannot hope to achieve a contemporary
awareness of the world in which we live" (Carpenter & McLuhan, 1960, p. xii). His point
remains relevant today, even though the context has changed to a remarkable extent.
Educators in the 21st century are slowly starting to appreciate that we no longer live solely in
a print-centric world; we are surrounded by a culture filled with visual images and messages,
many of which work on a subconscious level. In the 21st century, "texts" and "literacy" are not
limited to words on the page: they also apply to still and moving images, such as
photographs, television, and film. Today, being literate also means understanding wikis,
blogs, nings, digital media, and other new and emerging technologies. Unfortunately, many
K–12 educators have yet to realize the benefits of teaching students with and about nonprint
media, what is today recognized as an important part of "media literacy."

Media Literacy and 21st-Century Skills

Teaching media literacy provides students with skills that will help them foremost think
critically about media. It also cultivates other 21st-century skills like creativity, collaboration,
and communication, as well as increasing digital literacy skills through interacting with media,
information, and technology. Media literacy instruction can also help your students develop
into active consumers of information, determine credible sources, acknowledge biases in
media, and be responsible creators of media.
9 Module 3 | Building & Enhancing New Literacies across the Curriculum

FINANCIAL LITERACY

What Is Financial Literacy?

Financial literacy is the ability to understand and effectively use various financial skills,
including personal financial management, budgeting, and investing. Financial literacy is the
foundation of your relationship with money, and it is a life-long journey of learning. The earlier
you start, the better off you will be, because education is the key to success when it comes to
money.
Read on to discover the ways in which you can become financially literate and able to
navigate the challenging, but critical waters of personal finance. And once you have educated
yourself, try to pass the knowledge on to your family and friends. Many people find money
matters intimidating, but they don’t have to be, so spread the news by example.

Budgeting

Financial literacy is the ability to understand how money works: how someone makes,
manages and invests it, and also expends it (especially when one donates to charity) to help
others. In-depth knowledge of financial literacy is required to understand how money works
and how it can work for you – even when you’re sleeping – by investing in profitable areas
like the stock or money market. To understand money and how it works, it’s important to
understand common financial literacy principles such as; financial goals, budgeting,
investments, superannuation, contracts and employment models.
Research studies across countries on financial literacy have shown that most individuals
(including entrepreneurs) don’t understand the concept of compound interest and some
consumers don’t actively seek out financial information before making financial decisions.
Most financial consumers lack the ability to choose and manage a credit card efficiently, and
lack of financial literacy education is responsible for lack of money management skills and
financial planning for business and retirement.

Financial education can benefit consumers of all ages and income levels. For young
adults just beginning their working lives, it can provide basic tools for budgeting and saving
so that expenses and debt can be kept controlled. Financial education can help families
acquire the discipline to save for their own home and/or for their children’s education. It can
help older workers ensure that they have enough savings for a comfortable retirement by
providing them with the information and skills to make wise investment choices with their
individual pension and savings plans. Financial education can help low-income people make
the most of what they are able to save and help them avoid the high cost charged for
financial transactions by non-financial institutions.
Your level of financial literacy affects your quality of life significantly. It affects your ability to
provide for yourself and family, your attitude to money and investment, as well as your
contribution to your community. Financial literacy enables people to understand what is
needed to achieve a lifestyle that is financially balanced, sustainable, ethical and responsible.
It also helps entrepreneurs leverage other people’s money for business to generate sales
and profits.

Managing Debts and Expenses

Being financially illiterate can lead to a number of pitfalls, such as being more likely to
accumulate unsustainable debt burdens, either through poor spending decisions or a lack of
long-term preparation. This in turn can lead to poor credit, bankruptcy, housing foreclosure,
and other negative consequences. Thankfully, there are now more resources than ever for
those wishing to educate themselves about the world of finance. One such example is the
government-sponsored Financial Literacy and Education Commission, which offers a range
of free learning resources.
10 Module 3 | Building & Enhancing New Literacies across the Curriculum

Strategies to Improve Your Financial Literacy Skills

Developing financial literacy to improve your personal finances involves learning and
practicing a variety of skills related to budgeting, managing and paying off debts, and
understanding credit and investment products. Here are several practical strategies to
consider.
• Create a Budget—Track how much money you receive each month against how much you
spend in an Excel sheet, on paper, or in a budgeting app. Your budget should include income
(paychecks, investments, alimony), fixed expenses (rent/mortgage payments, utilities, loan
payments), discretionary spending (nonessentials, such as eating out, shopping, travel), and
savings.
• Pay Yourself First—To build savings, this reverse budgeting strategy involves choosing a
savings goal—say, a down payment for a home—deciding how much you want to contribute
toward it each month, and setting that amount aside before you divvy up the rest of your
expenses.
• Pay Bills Promptly—Stay on top of monthly bills, making sure that payments consistently
arrive on time. Consider taking advantage of automatic debits from a checking account or
bill-pay apps and sign up for payment reminders (by email, phone, or text).
• Get Your Credit Report—Once a year, consumers can request a free credit report from the
three major credit bureaus—Experian, Equifax, and TransUnion—through the federally
created website AnnualCreditReport.com.5 Review these reports and dispute any errors by
informing the credit bureau of inaccuracies. Since you can get three of them, consider
spacing out your requests throughout the year to monitor yourself regularly.
• Check Your Credit Score—Having a good credit score helps you obtain the best interest
rates on loans and credit cards, among other benefits. Monitor your score via a free credit
monitoring service (or, if you can afford to and want to add an extra layer of protection for
your information, one of the best credit monitoring services). In addition, be aware of the
financial decisions that can raise or lower your score, such as credit inquiries and credit
utilization ratios.
• Manage Debt—Use your budget to stay on top of debt by reducing spending and increasing
repayment. Develop a debt-reduction plan, such as paying down the loan with the highest
interest rate first. If your debt is excessive, contact lenders to renegotiate
repayment, consolidate loans, or find a debt-counseling program.
• Invest in Your Future—If your employer offers a 401(k) retirement savings account, be sure
to sign up and contribute the maximum to receive the employer match. Consider opening an
individual retirement account (IRA) and creating a diversified investment portfolio of stocks,
fixed income, and commodities. If necessary, seek financial advice from professional
advisors to help you determine how much money you will need to retire comfortably and to
develop strategies to reach your goal.

NOTES:
11 Module 3 | Building & Enhancing New Literacies across the Curriculum

EXPLAIN: Deeping of My Understanding

Activity 3: Defining Key Concepts!
INSTRUCTIONS: In the context of education, define and elaborate the following key terms:

1. MEDIA- ___________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. MEDIA LITERACY-
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3.FINANCIAL LITERACY
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. 21st CENTURY LITERACY- ____________________________________________

____________________________________________________________________
____________________________________________________________________

5. MEDIA LITERATE- __________________________________________________

_____________________________________________________________________

6. FINANCIAL LITERATE-________________________________________________
____________________________________________________________________
___________________________________________________________________
12 Module 3 | Building & Enhancing New Literacies across the Curriculum

Activity 4: Journal Reading

Instructions: Research and explore a journal about media and financial literacy. Make a summary
of the topic discussed on the journal by highlighting the important and significant concepts. Create a
Powerpoint Presentation of your summary.

Note: This will be presented virtually.

SCORING CRITERIA:

Substance------------- 10
Organization---------- 10
Mechanics-------------- 10

EXTEND: Synthesizing New Learning

Activity 5: Reflective essay
Instructions: Create a reflection paper about the given text.

Case In Point

THE TAO OF MEDIA LITERACY

How do media affect us? Are we media literate? Werner Heisenberg in The Physicist’s
Conception of Nature relates a timeless, allegorical story about the role of technology in our lives
and questions if our interactions are mindful or thoughtless in regards to change. In Heisenberg’s
analogy, the wise old, Chinese sage warns us about the delicate balance between humans, nature,
and technology.

In this connection it has often been said that the far-reaching changes in our environment and in
our way of life wrought by this technical age have also changed dangerously our ways of thinking,
and that here lie the roots of the crises, which have shaken our times and which, for instance, are
also expressed in modern art. True, this objection’s much older than modern technology and
science, the use of implements going back to our earliest beginnings. Thus, two and a half thousand
years ago, the Chinese sage Chuang-Tzu spoke of the danger of the machine when he said: As
Tzu-Gung was [traveling] through the regions north of the river Han, he saw an old man working in
his vegetable garden. He had dug an irrigation ditch. The man would descend into the well, fetch up
a vessel of water in his arms and pour it out into the ditch. While his efforts were tremendous the
results appeared to be very [meager]. Tzu-Gung said, “There is a way whereby you can irrigate a
hundred ditches in one day, and whereby you can do much with little effort. Would you not like to
hear of it?” Then the gardener stood up, looked at him and said, “And what would that be?” Tzu-
Gung replied, “You take a wooden lever, weighted at the back and light in front. In this way you can
bring up water so quickly that it just gushes out. This is called a draw-well.” Then anger rose up on
the old man’s face, and he said, “I have heard my teacher say that whoever uses machines does all
his work like a machine. He who does his work like a machine grows a heart like a machine, and he
who carries the heart of a machine in his breast loses his simplicity. He who has lost his simplicity
becomes unsure in the strivings of his soul. Uncertainty in the strivings of the soul is something
which does not agree with honest sense. It is not that I do not know of such things: I am ashamed to
use them.”

Substance/ Content/ Comprehensiveness------------50

Organization--------------------------------------------------25
Mechanics-----------------------------------------------------25
13 Module 3 | Building & Enhancing New Literacies across the Curriculum

EVALUATE: How Far I have Progressed?

Activity 6: College Collage
INSTRUCTIONS: Make or produce a collage that shows the concepts of MEDIA LITERACY in the
21st century.

Scoring Criteria:

Creativity-------------------------------------30
Originality/Novelty------------------------30
Relevance------------------------------------20
Completeness------------------------------20

Activity 7: I am always WRITE!

Instruction: Write an essay on the important roles played by media and financial literacy in the field
of education.

Scoring Criteria:

Creativity/ Originality/ Novelty-------------------------50

Interpretation------------------------------------------------ 30
Relevance-----------------------------------------------------20

TOPIC SUMMARY
In this lesson, you have learned that …
• Media Literacy is the ability to identify different types of media and the messages they are
sending. When we speak of media, it encompasses print media, such as newspapers,
magazines and posters, and theatrical presentations, tweets, radio broadcasts, etc.
• Media literacy helps students become wiser consumers of media as well as responsible
producers of their own media. ... In a larger context, media literacy also fosters the skills
that help people work together in collaboration because it encourages respectful
discourse and builds citizenship skills.
• Financial literacy is the ability to understand and effectively use various financial skills,
including personal financial management, budgeting, and investing.
• Financial literacy is important because it allows an individual to understand and maximize
whatever level of income they earn. It helps people transform their lives.
14 Module 3 | Building & Enhancing New Literacies across the Curriculum

POST-ASSESSMENT

Instruction: Substantially explain the following:

1. How would you achieve media and financial literacy in the 21st century?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Why do media and financial literacy play vital role in the 21st century?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. How do we apply media literacy in the field of education?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Does financial literacy help you achieve financial freedom? How?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5.As an educator, how would you help students embrace media and financial literacy?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

• REFERENCES

• Abao, E., Alda, R., Bacus, R., Dayagbi, F., Mananay, A. (2019). Building and enhancing new
literacies across the curriculum. Mutya Pubiishing House, Inc.

• Hobbs, R.; Jensen, A. (2009). "The past, present and future of media literacy
education". Journal of Media Literacy Education. 1 (1): 1–11.

• allis, Richard; Buckingham, David (2013-10-01). "Arming the citizen-consumer: The invention
of 'media literacy' within UK communications policy". European Journal of
Communication. 28 (5): 527–540. doi:10.1177/0267323113483605. ISSN 0267-
3231. S2CID 143521816.