This week’s guest speaker was Wes Fryer, and he spoke to us about the pedagogy of digital/media literacy through coding, computational thinking, the use of artificial intelligence, using Google sites to create websites, and using Padlets to create info pics. Kathleen, referencing Future Learn (2021), defines media literacy as the ability to understand information that is presented to us and represented appropriately. It encompasses a range of skills and competencies that empower individuals to critically engage with media content by discerning biases, evaluating the credibility of sources, recognizing propaganda, and understanding the context and purpose behind media messages (McNulty, 2023). Media literacy is viewed as fundamental literacy skills just like English and Mathematics. In Fryer’s presentation, he shared how engaging students in media literacy lessons can trigger students’ creativity and interests and develop their critical thinking.  In synthesizing the core ideas of media literacy, Hobb (2006) frames five interrelated competencies that are needed to participate in a digital world, including the ability to access, analyse, evaluate, create, and collaborate, as well as reflect on and act on all forms of communication.

• Access involves identifying, finding and sharing appropriate and relevant information to a task or issue using media texts and technology tools. Students need to be able to
• Analyse involves an Individual’s ability to critically analyse media messages and possibly understand the influences of these messages and their potential impact on public opinion.
• Evaluate involves the ability to assess the truthfulness and completeness of information, particularly in the context of online media where misinformation is rampant.
• Create and Collaborate has to do with the ability to responsibly and ethically create media messages and content, fostering social collaboration and participation.
• Reflect and act involves examining how media and technology influence our thoughts and behaviors. It also involves applying ethical principles to our online and offline actions and participating in local and global communities.

During the content presentation, Kathleen explained how media literacy can be taught using the currency, relevance, authority, accuracy, and purpose (CRAAP) test.

The widespread use of technology necessitates the integration of media literacy education into the curriculum, particularly at an early age. This will equip students with the skills to critically analyze media content and distinguish between real and fake information. I think this will also empower youth to express themselves creatively and confidently in media spaces, which can enhance their ability to navigate the digital landscape and become informed, responsible digital citizens. Reflecting on Wes Fryer’s presentation and resources, media literacy appears to be a cross-disciplinary concept and can be integrated into various subjects through projects like news debates, fact-checking, and school media projects. Students can also actively engage in media creation and develop their critical thinking skills as they engage in discussions that can help them understand the impact of media on society. Additionally, involving students in media creation, teaching them to question media content, and incorporating diverse media formats into lessons can also enhance their analytical abilities.