Media Literacy, is it important? (Code MLL1WA1W2) 

IO4. Media Literacy

Work Area 1

Workshop 1: Media Literacy, is it important?

1. General Information

Name of the key competence:
Influence of Media Literacy in everyday life

Name of the workshop:

Media Literacy, is it important?

Main learning outcomes:

1.2.1    Argue the media’s influence in society from a personal perspective

1.2.1    Describe how media is used to influence opinions and form judgements

Work area{s):

WA1: Forms of Media and Media Skills


4 hours

AC entry level


Class room activity

Outward bound activity

E-learning activity

Min. training materials:

Online connection

Beamer and PC

White board

Paper/pencils, post its etc

Extra rooms


Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required



2. Didactical Methodology

Part of workshop

Innovative didactical methodology used:

What it means:

1st part

2nd part

3rd part

1. Spaced learning

Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students

2. Cross Over learning

Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives

3. Learning through argumentation

Argumentation as means to attend to contrasting ideas, which can deepen their learning.  Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations

4. Incidental learning

Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher

5. Context based learning

By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning

6. Computational thinking

Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).

7. Learning by doing

A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn

8. Embodied Learning

Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process

9. Adaptive Teaching

Using data of learner’s previous and current learning to create a personalized path through educational content.

Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study

10. Analytics of Emotions

Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner

3. Type of training activities used

Type of activity
Part of workshop

1st part

2nd part

3rd part

1. Q-A session

2. Case studies

3. Small group discussions

4. Active summaries

5. Demonstrations

6. Real world learning / real life scenario

7. Apprenticeship

8. Story board teaching

9. Out of class activity

10. Problem-based learning activity / problem solving

11. Collaborative preparation

12. Discussion questions / group discussion

13. Group activity

14. Story telling

15. Mind mapping

16. Brainstorming

17. Instructional video

18. Role playing

19. Self-assessment

20. (Mentor) work shadowing

21. Instruction

22. Event organisation

23. Online training

24. Learning game

25. Reflection

26. Coaching

4. Organization of the workshop

1.5 hours


Learning Outcome 1.2.1 Argue the media’s influence in society from a personal perspective.


Activity 1

  • Video No1:The Facilitator introduces the workshop by informing participants that they will be watching an animation video that will introduce Media Literacy/The Media, and that notes should be taken.
  • At the end of the video, the Facilitator will ask the entire group to share the notes that they took. The Facilitator will make notes of key words, phrases, comments or observations on a flipchart or whiteboard, so that the entire group can see the key words, phrases or observations being noted.
  • At the end of this part of the activity, the Facilitator should divide the group into two smaller groups. Group One is to discuss and note ideas and comments on the following: “Everyone’s an expert.” And Group Two is to discuss “Everyone has something to say.”
  • At the end of the small group activity, the Facilitator will encourage the groups to give back on their discussions.
  • The Facilitator will bring this activity to a close by engaging the group in a reflective discussion that includes the comments from the video and from the group exercises.




Video No1:

1 hour, 15 minutes


1.2.2 Describe how the media is used to influence opinions and form judgements.


  • Video No2: The Facilitator will show the video up until 0:23 which ends in asking participants to think about how many hours they use up consuming media.
  • At this point, the Facilitator will show the group the You Are the Media You Eat infographic and will discuss the example with the group. Then, everyone is asked to use the example of the infographic ‘Media Pyramid’ to think about their own media consumption, with the task of totalling the number of hours on each activity. The Facilitator brings this exercise to a close by inviting each participant to tell the group their total number of hours and the types and forms of media used.  The Facilitator should allow ample time for a Q&A session, discussion and debate.
  • Working in pairs, participants are given sufficient time to fully explore how they feel society is influenced by the media, perhaps looking at how women are portrayed differently from men, or how women from different cultures are portrayed from the indigenous population. Each pair supports one another in preparing a short presentation on how they feel the media influences society. The Facilitator takes notes and makes a summary to conclude the discussion with the entire group.


Annex 1 You are the media you eat


Video No2:​

1 hour, 15 minutes


Activity 3

  • Depending on the level and confidence of the group, the Facilitator can select one of the following options:
  • Option (1): The Facilitator provides examples of a range of images/stories that participants are asked to select the one that appeals to them most. The images can be of women in the media or contemporary media story headlines, for example.
  • Option (2): The Facilitator provides the resources and time so that individual participants are able to search for the most appealing image/story that they can find on the Internet or from newspapers/magazines that they have been provided.
  • Each participant is given sufficient time to think about why the image appeals to them and to consider how the image/story helps form their opinion or make judgement.
  • Working in pairs, the individual discusses their image/story and why they have chosen it and this is discussed through questions and answers. At the end of this exercise, each person introduces their partner’s image/story and why it was chosen.
  • To conclude this session, the Facilitator will show the video, and on its end, will engage the group in a reflective discussion on women in the media.


Annex  2 Image of Women


Video No3: