Mass Media Literacy Reflections for Language Instructions

“You can’t teach a person anything, you can only help him find it in yourself.” Galileo

Media forms are thriving these days. Because development shows itself from a scientific point of view, students experiment with different forms of media using technology. These flowering issues should not be ignored; The role of ESL teachers is to be aware of current language instructions that coincide with media forms, as steps to originally planned language tasks to align the interests of students, as the real situation constantly reveals them. There is an individual approach between technology and the media. As technology evolves, the media are developing different forms that can be used as working material for intellectual influence on those interested. To unlock the educational potential of these materials, teachers need to reveal the essence of media literacy, independently assessing their viability.

Changes in the environment affect students who lead creative initiatives by teachers to innovate in the development of activities that benefit students in promoting interactive classrooms. Creating a collaborative learning environment eliminates student boredom and welcomes new ideas that ensure learning. This concept is not a complete substitute for compulsory textbooks, but creativity through the media can serve as a tool to broaden the horizons of students. Classes facilitate basic learning, not to mention the fact that they are not the only direct sources of information for students. Thanks to today’s technological breakthrough, students find the media at home. The teacher is obliged to guide them so that they not only have fun, but also can be a continuation of the learning, having fun. Thus, through these media forms, English teachers can teach those for whom English is not native, through the media as facilitators, using any approach they can imagine. However, such original construction of educational materials should be consistent with the programs implemented by the educational organizations to which they belong.

Here, the writer uses practical ways to allow teachers to reflect on their media education consciousness, assessing the current or past impact of forms of media and multimedia, past and current knowledge of media and technological materials, knowledge of technological learning tools. facilitate media materials, link media materials to the programme being taught, display media materials as viable springboards for learning, identify some important indicators of integrating media literacy into learning, and have knowledge of the integrated components of educational design for media learning, in addition to film-based material.

Learning the basics of the media as a way to advance 21st century learning can lead to an assimilated awareness known as media literacy. In the practical sense used in this article, the importance of media literacy is to prepare teachers to work with different learning styles through media forms, primarily by acquiring knowledge about them, understanding their content and analyzing their impact on students as an audience. Teachers are believed to be able to use these materials for learning by intensively assessing their importance and potential to challenge critical thinking of students.

These reflections on media education can be applied to any academic discipline, but the author’s point of view here coincides with the teaching of the language.

One way to assess a person’s level of media literacy is to think about the questions that determine the degree of perception.

  1. Assessing the past impact of media and multimedia

Teachers can practically appreciate their experience with the media in the classroom and beyond.

  1. Have I read different printed materials when preparing the course entries?
  2. Am I used to the principles and types of authentic materials?

Have I tagged important TV shows/movies/videos/documentaries, etc.?

  1. Have I used audiovisual and print media?
  2. Have I used print and broadcast advertising as a springboard?
  3. Have I used print or audiovisual media?
  4. Have I received material from sources I know?
  5. Have I downloaded many useful documents from the Internet?
  6. Are examples familiar to the current student social media environment given?
  7. Do I extend the importance of the media in education?
  8. Did I create tasks using material from other social networks?
  9. Did I spread knowledge in the media form using technological tools?
  10. Have I incorporated linguistic functions in my material other than linguistic instructions?
  11. Have I achieved my educational goals through media and technology?
  12. Do I associate my lessons with topics from media reports?
  13. Have I thought about the materials? Is it a movie, an advertisement, etc.?
  14. Did I explicitly use useful material for language lessons?
  15. When using these materials, have I instilled in me the theory of media and technology studies?
  16. Have I used the media and technology-related materials in the last five years?
  17. Did I notice conflicting ideas in the planned lesson that are not appropriate for students?
  18. Have I analyzed the material history? Were they related to informative ideas?

Reflections on the media of the past and present and on logistical knowledge.

Teachers can reflect on their past and present influences and knowledge. Identifying a knowledge gap is an important compromise, and addressing the main points that are not enough to resolve.

  1. Am I familiar with media terminology?
  2. Am I familiar with the genre or classification of the media?
  3. Can I classify media types and sources of material?
  4. Do I feel the difference between broadcasting and print media?
  5. Do I know about the materials that thrive on the Internet?
  6. Do I know about the nature of advertising?
  7. Can I classify news by proximity, relevance, human importance, etc.?






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