MEDIA AND INFORMATION LITERACY AS A KEY:
DEVELOPING AN OUTCOME-BASED CURRICULUM CONTENT
FOR BACHELOR OR ARTS IN COMMUNICATION PROGRAM
Jose Reuben Q. Alagaran II, Ph.D.
Associate Professor
Department of Communication
Miriam College, Philippines
Abstract
Today’s communication education still focuses on how to train students to be producers
of media messages and programs. This still remains incongruent with what students of today need in order to be more responsible media “prosumers” or the term used to both producers and consumers of media products. Training them how to be more critical and discriminating users of media messages and more empowered to make wise use of media resources in our everyday lives are still wanting in order to prepare them for a more sustained future. Understanding media and how it affects all of us is an important skill towards lifelong learning. Media and information literacy can be a framework for developing outcome-based curriculum content for Bachelor of Arts in Communication program. Outcome-based education gives more importance to what the students can do after some learning experiences. If the targeted outcome is we want our communication students to be both effective producers and consumers of media, then the competencies needed for media and information literacy could be a benchmark for developing a competency-based communication curriculum. The competencies required in today’s digital culture and actual work environment should be matched with those
needed to become responsible and ethical citizens in a contemporary society.
UNESCO (2011) has developed a Media and Information Literacy (MIL) Curriculum for
pre-service teachers. This offers five competencies that need to be developed among educators: Comprehension, Critical thinking, Creativity, Cross-cultural awareness and Citizenship. These can be seriously looked at in identifying the outcomes of a communication curriculum developed from the point of view of students. The MIL as a framework can be used to determine the program outcomes of Bachelor of Arts in Communication and the expected duties and competencies of communication professionals.
Keywords: communication curriculum, media and information literacy, outcome-based
education, competency-based curriculum
_______________
Paper presented during the 21st Asian Media Information and Communication Centre
(AMIC) Annual Conference held on July 11-14, 2012, at Hotel Concorde, Shah Alam, Selangor, Malaysia.
________
Introduction
Over the years, communication education has provided students basic training on media
production, interpersonal communication skills, and media laws and ethics. Less training is given on media literacy which allows students to think critically on media messages and reflect on the effects of media so that they would be encouraged to produce more positive media products and messages. Obviously, there is more emphasis on how to be good communicators and producers of media programs.
However, there is a need to balance such training with how to make students critical and
discriminating users of media products and messages as well. Today’s students are very much exposed to both good and bad messages from media and Internet that if we do not address them, they will become irresponsible and insensitive media consumers. This is what media education is all about as opposed to communication education which is more focused on how to be effective media producers. In developing a Bachelor of Arts in Communication program, media and information literacy should be integrated by focusing on what outcomes are needed to be both effective and efficient media producers and consumers, otherwise known as media “prosumers.”
This conceptual paper aims to provide some new directions in developing an outcomebased communication curriculum content to respond to the needs of the media industry and students of digital age who should use the digital tools wisely and more responsibly.
What is Media and Information Literacy (MIL)?
UNESCO (2008) defines media and information literacy (MIL) as “knowledge and
understanding of how the media operate, how they construct meaning, how they can be used, and how to evaluate the information they present. This also implies knowledge and understanding of personal and social values, responsibilities relating to the ethical use of technology and information, as well as participation in democratic and cultural dialogue.”
UNESCO’s Media and Information Literacy Curriculum and Competency Framework
(2011) combines two distinct areas – media literacy and information literacy – under one
umbrella term: media and information literacy. Media literacy “emphasizes the ability to
understand media functions, evaluate how those functions are performed and to rationally engage with media for self-expression (p. 18).” On the other hand, information literacy “emphasizes the importance of access to information and the evaluation and ethical use of such information (p. 18).”
Three key interrelated thematic areas guided the development of MIL curriculum as
follows:
1. Knowledge and understanding of media and information for democratic discourse and
social participation;
2. Evaluation of media texts and information sources; and
3. Production and use of media and information.
The first thematic area aims to “develop a critical understanding of how media and
information can enhance the ability of teachers, students and citizens in general to engage with media and use libraries, archives and other information providers as tools for freedom of information, pluralism, intercultural dialogue and tolerance, and as contributors to democratic ebate and good governance (p. 25).” The second thematic area focuses on how to “increase the apacity of teachers to evaluate sources and assess information based on particular public service functions normally attributed to media, libraries, archives and other information providers (p. 27).” Finally, the third thematic area dwells on the teachers’ ability “to select, adapt, and/or develop media and information literacy materials and tools for a given set of instructional
objectives and student learning needs… In addition, teachers should develop skills in helping students apply these tools and resources in their learning, especially in relation to enquiry and problem-solving (p. 28).”
In this paper, these three thematic areas will be analyzed from the point of view of
students as part of a curriculum framework and will be used as learning outcomes for developing a Bachelor of Arts in Communication program in a college or university.
What is Outcome-Based Education (OBE)? Spady (1993) as quoted by Davis (2003) defines an outcome as “a culminating demonstration of learning, it is what the student should be able to do at the end of a course.” Davis (2003) explains that “outcome-based education is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course (p.227).”
What makes it different from conventional curriculum development is that “product
defines process” and it is about “results-oriented thinking and is the opposite of input-based education” (Harden, Crosby and Davis, 1999). OBE’s instructional planning process is a reverse of that of conventional educational planning (Spady, 1988 as quoted by Acharya, 2003). Spady (1988, 1993) insists that “the desired outcome is selected first and the curriculum, instructional materials and assessments are created to support the intended outcome (p. 1).”
Outcome-based education, therefore, focuses on a reverse process where we need to
initially focus on what the students have to learn, do and become at the end of the program. Then, indicators of success should be identified which become the basis for teaching and learning strategies. After identifying these strategies, learning goals are formulated. In curriculum development, we identify the learning outcomes, then the content of curriculum, the teaching and learning process and finally the curriculum program outcomes. When we evaluate the curriculum, we focus on the factors that contribute to the achievement of the desired learning or program outcomes.
MIL as a Framework for Learning Outcomes
Why use media and information literacy as learning outcomes for curriculum
development? Communication schools usually focus their curricula on how to make students effective communicators, broadcasters, writers, reporters and researchers. They tend to disregard the fact that these students, when they produce media programs, are also consumers of media from where they get their ideas, perceptions, opinions, or insights on what to produce. If students are not trained on how to be critical and discriminating media consumers, they will be tempted to emulate the existing media programs that are usually highly-commercialized and present distorted values. Remember, media is a big business. Media programs operate for profit and do not generally think of what the different audiences prefer. Students, therefore, need the skills to locate, analyze, evaluate, use and create information that would allow them to be more productive, responsible and ethical digital citizens. Digital citizenship simply refers to the appropriate use of information and communication technology that includes mass media, Internet, mobile phone, and social media.
How then do we begin? Let us think of learning outcomes for producers and consumers
of media and Internet. These may include the needs of media industry among graduates of communication courses and the institutional needs and resources of colleges and universities. The learning outcomes may be expressed based on the three thematic areas of UNESCO’s media and information literacy curriculum as follows:
Thematic Areas
1- Knowledge and understanding
of media and information for
democratic discourse and
social participation
1- Learning Outcomes as
Producers of Media Messages
Demonstrate the ability to
identify audience needs on
media and information
Demonstrate the ability to
locate and access media and
information for production
content
Demonstrate the ability to
understand the role and
functions of media in shaping
culture, opinions and attitudes
1- Learning Outcomes as
Consumers of Media
Messages
Demonstrate the knowledge
and skills to identify useful
and valuable information and
media messages
Demonstrate the ability to
locate and access media and
information for consumption
and use
Demonstrate the ability to
understand the role and
functions of media and why
they do what they do
2- Evaluation of media texts and
information sources
2- Learning Outcomes as
Producers of Media Messages
Demonstrate the ability to
critically evaluate media and
information on how they
would impact on audience and
society
2- Learning Outcomes as
Consumers of Media
Messages
Demonstrate the ability to
critically evaluate media and
information on how these
would influence themselves as
audiences
3- Production and use of media
and information
3- Learning Outcomes as
Producers of Media Messages
Demonstrate the knowledge
and skills to manage the
production of content to
encourage social participation
on issues
Demonstrate the ability to
engage with media to raise
issues directly affecting them
3- Learning Outcomes as
Consumers of Media
Messages
Demonstrate the ability to
communicate meaningful
content more responsibly and
ethically
Demonstrate the ability to
communicate through
appropriate, ethical and
responsible use of media and
Internet
In developing the curriculum, there must be a balance of learning outcomes as producers
and consumers of media and information content that should be reflected in the curriculum program learning outcomes. These program learning outcomes will then be specifically identified in the different course subjects to be offered. There is a need, however, to strategize how to offer media and information literacy content in different subjects per year level.
Applying the Framework in Developing Communication Curriculum Content
Based on the foregoing discussion, UNESCO’s three thematic areas and their
corresponding learning outcomes as producers and consumers of media and information may be integrated in the professional competencies of a communication graduate. The following steps are adopted in developing an outcome-based communication curriculum based on MIL learning outcomes:
1. Identify the expected learning outcomes of media and information literate graduates of
Bachelor of Arts in Communication;
2. Identify the roles in terms of producer and consumer of media messages;
3. Develop a general description of expected duties for each role;
4. Identify the professional competencies based on MIL learning outcomes;
5. Identify specific or clusters of course subjects where the identified professional
competencies can be integrated;
6. Develop the curriculum;
7. Identify performance indicators to measure effectiveness and efficiency of desired
learning outcomes;
8. Determine the specific administrative, andragogical and instructional strategies and/or
activities based on indicators; and
9. Develop the curriculum program learning outcome/s; and
10. Develop the course syllabi and materials.
A matrix may also be used to guide the curriculum designer in developing an outcomebased curriculum as follows:
1- Role
Producer of
media
messages and
information
2- General Duties
To research,
conceptualize,
write/broadcast,
manage/produce,
evaluate
communication
messages or programs
intended for specific
audiences of various
media formats
3- Professional Competencies
Based on MIL Framework
Ability to identify audience
needs on media and
information before
producing communication
materials and programs
Ability to locate and access
media and information for
production content from
reliable and credible sources
Ability to understand the
role and functions of media
in shaping culture, opinions
and attitudes in
communicating to specific
audiences
Ability to critically evaluate
media and information how
they would impact on
audience and society
especially in choosing the
topic, writing the script, and
doing the actual production
work
Ability to manage the
production of content by
balancing profit with social
responsibility to encourage
social participation on issues
Ability to communicate
meaningful content more
responsibly and ethically
within the bounds of legal
and moral orders
Ability to identify useful and
valuable information and
media messages in doing
research and writing scripts
and other communication
materials
Ability to locate and access
media and information for
consumption and use from
reliable and credible sources
Ability to understand the
role and functions of media
and why they do what they
do to become more critical
and discriminating
Ability to critically evaluate
media and information on
how these would influence
themselves as audiences
before using these messages
and information for making
good choices and decisions
Ability to engage with media
to raise issues directly
affecting them by
writing/appealing to
producers, editors and media
managers
Ability to communicate
through appropriate, ethical
and responsible use of media
and Internet within
the bounds of legal and
moral orders
4- Course Subjects
where Integrated
Communication
theory and research
Social sciences
Communication
research
Production courses
ICT literacy
Introductory
communication
courses
Communication
theory and research
Communication
issues courses
Social sciences
Language and
Literature
Introductory
communication
courses
Communication
theory and research
Media critiquing and
analysis courses
Production and
writing courses
Media and Internet
laws and ethics
Social sciences
Humanities
Communication
management
Production courses
Social sciences
Introductory
communication
courses
Production and
writing courses
Language and
literature
Humanities
Social sciences
Consumer of
media
messages and
information
To locate/access,
analyze, evaluate, use
and communicate
media messages and
programs to make
wise use of these
resources for better
decision-making,
participation in
community and
intercultural dialogue
and planning for their
future.
Introductory
communication
courses
Communication
theory and research
Production courses
Language and
literature
Social sciences
Introductory
communication
courses
Communication
theory and research
ICT literacy
Language and
literature
Social sciences
Humanities
Introductory
communication
courses
Communication
theory and research
Communication
issues courses
Social sciences
Language and
literature
Introductory
communication
courses
Communication
theory and research
Media critiquing and
analysis courses
Production and
writing courses
Humanities
Language and
literature
Social sciences
Introductory
communication
courses
Communication
theory and research
Communication
issues courses
Production and
writing courses
Language and
literature
Social sciences
Introductory
communication
courses
Communication
theory and research
Media laws and ethics
Communication
issues courses
Production and
writing courses
Language and
literature
Social sciences
After identifying the subject courses where the professional competencies can be
integrated, the curriculum may now be developed with all other needs of communication
graduates to be more holistic, responsible and ethical citizens. The professional competencies discussed above are only based on media and information literacy. Other competencies have to be added to include those related to languages, natural sciences and mathematics, social sciences, liberal arts and humanities. When these competencies have already been identified, the curriculum program learning outcomes, course syllabi and materials to be developed will be more focused and strategic.
Conclusion
Media and information literacy is indeed a good starting point on how to do outcome based communication curriculum content. This ensures that we produce graduates with theoretical and practical knowledge, technical skills and good sense of media values and
citizenship. So let us now take on the challenge of producing a new breed of students who are ready to face the new requirements of media age.
References
Acharya, C. (2003). Outcome-Based Education (OBE): A New Paradigm for Learning.
Retrieved from http://www.cdtl.nus.edu.sg/link/nov2003/obe.htm
Davis, M.H. (2003). Outcome-Based Education. Educational Strategies. JVME 30(3):227-232
Harden, R.M. Crosby, J.R. Davis, M.H. (1999), An Introduction to Outcome-Based Education. Med Teacher 21(1):7-14
Moore, P. (2008). Teacher Training Curricula for Media and Information Literacy: Report of the International Expert Group Meeting. Paris: UNESCO
Spady, W. (1988). Organizing for Results: The Basis of Authentic Restructuring and Reform.Educational Leadership. 46(2):4-8
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K. and Cheung, C. (2011), Media and
Information Literacy Curriculum for Teachers, Paris: UNESCO