Mass Media Literacy Reflections for Language Instructions

“You cannot teach a man anything, you can only help him find it within himself.” Galileo Galilei

Mass media forms thrive today. As development show itself scientifically, students experience various media forms through technologies. These flourishing materials shouldn’t be ignored; it is the role of ESL teachers to keep abreast with the present day coinciding language instructions to mass media forms as springboards of originally planned language tasks in attuning the interests of students that the real- world situation is constantly exposing them. There exist a one- to- one correspondence between technology and the mass media. As technology rises, mass media develops several forms that can be activated as operative materials in intellectually influencing interested individuals. To be able to discover these materials’ educational potentials, teachers need to discover the essence of media literacy by evaluating their viability, themselves.

Environmental changes influence learners prompting creative teacher’s initiative to employ innovation in constructing activities that cater to students’ interests for the promotion of interactive classrooms. The creation of collaborative instructional setting replaces learners’ tediousness and welcomes newly designed ideas that ensure knowledge absorption. This concept is not to absolutely replace mandated textbooks but expressing creativeness out of media forms may serve as tools to expand learning horizons of learners. Classrooms assist foundation learning not to mention that these aren’t the only outright sources of learners’ intelligence. With the breakthrough of technology currently, learners find the media in their homes. It is an educator’s accountability to guide them that these aren’t only meant for entertainment but could be extensions of learning while being amused. Thus, with the use of these media forms, English teachers may teach nonnative speakers through mass media as facilitators through any approach that they can hypothesize. However, such ingenious construction of instructional materials must be in conjunction with the curricula implemented by educational organizations where they are affiliated with. But using these materials need teachers’ readiness to aptly prepare. It is timely and pertinent that teachers’ readiness establish acceptable levels in order to maneuver learners didactically.

In here, the writer uses practical ways for teachers’ to reflect on their awareness regarding mass media literacy through evaluating present or prior exposures demonstrated to mass media forms and multimedia tools, prior and current mass media and technology material knowledge, knowledge of instructional technology tools that facilitate media materials, inter-linkages of mass media materials to the curriculum being taught, reflecting mass media materials as viable springboards for instructions, identifying some significant indicators of media literacy integration in an instruction and possessing knowledge of integrated Language of desire instruction- design components for teaching through media materials alongside exemplified example of a material derived from films.

Acquiring the rudiments of mass media as a way of promoting 21st century learning can lead to assimilated awareness known as media literacy. As operationally used in this article, media literacy’s significance is to prepare educators to process varied learning styles through media forms by primarily gaining knowledge of them, understanding their contents, and analyzing their effects to learners as audience. It is perceived that through an intensive review regarding their significance and capabilities to challenge students’ critical thinking, educators can employ these materials for instructions.

These media literacy reflections can be applied to any academic discipline but the writer’s conception in here is geared through language instructions.

One of the means to appraise one’s level of media literacy is through reflecting formulated questions that determine the extent of perception.

1. Assessing former exposures to mass media and multimedia materials

Teachers may practically evaluate their experiences on mass media in and outside the classrooms.

1. Have I read various print media materials in preparing teaching inputs?
2. Have I accustomed myself with authentic materials’ principles and types?
3. Have I reviewed essential television programs /movies/videos/ documentaries, etc.?
4. Have I employed broadcast and print media materials?
5. Have I utilized print and broadcast advertisements as springboard?
6. Have I derived materials from print or broadcast media?
7. Have I obtained materials from sources I am familiar with?
8. Have I downloaded varied viable materials from the internet?
9. Have I given examples familiar to students’ current social media environment?
10. Have I disseminated the significance of mass media in teaching?
11. Have I designed tasks out of materials from other social media?
12. Have I disseminated knowledge in media forms with the facilitation of technological tools?
13. Have I integrated language functions aside from language focus in my materials?
14. Have I achieved my teaching objectives through mass media and technological tools?
15. Have I anchored my lessons with themes from media- designed materials?
16. Have I considered the genre of materials? Is it a film, an advertisement, etc.?
17. Have I employed visibly useful materials in the conduct of language lessons?
18. Have I inculcated media and technology learning theories when using these materials?
19. Have I employed mass media and technology- related materials over the last five years?
20. Have I noticed contrasting ideas in a planned lesson that aren’t suitable for the students?
21. Have I analyzed material backgrounds? Have they been connected to informative ideas?

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