Media Literacy, is it important? (Code MLL2WA1W3)

IO4. Media Literacy

Work Area 1

Workshop 3: 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:

1.2.3 Relate how the media can influence perceptions of different groups

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 hour


Learning Outcome 1.2.3 Relate how the media can influence perceptions of different groups.


Activity 1

  • The Facilitator provides examples of a range of images 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.
  • Everyone within the group should select just one image.
  • Once the image has been chosen, the individual is given time to write down words or expressions that they consider associated with the image.
  • On completion of the task above, the Facilitator then forms the group into smaller groups.
  • Within the small group, everyone gives a short presentation of their image and the words or expressions that they think are associated with the image. Members of the group are encouraged to say why they agree or disagree with the presentation, giving their constructive opinions.
  • On completion of the small group task, the Facilitator asks for everyone to reflect on their small group discussions, especially the feedback that they received, making note of any comments that either influenced or reinforced their original thinking/ideas.
  • The Facilitator encourages reflective feedback from the group.


Annex 1: Images of Women in the Media



1.5 hours


Learning Outcome 1.2.3 Relate how the media can influence perceptions of different groups.


Activity 2


  • The Facilitator provides the resources and time so that individual participants are able to search for the most appealing ‘women’s 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 their chosen story appeals to them and to consider how the story helps form their opinion or make judgement.
  • Working in pairs, the individual discusses their chosen 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 story and why it was chosen.
  • The Facilitator concludes this part with a reflective discussion to capture group and individual learning.


Annex 2: Meaning of “Baggage”


1.5 hours, Meaning, Symbols and Definitions


1.2.3 Relate how the media can influence perceptions of different groups


Activity 3

  • Video No1: from 3:51 the Facilitator shows the video until 4:34 noting that each participant should think about Media Messages and Media Effects – exploring this first with the group to ensure understanding before the video is shown. Participants are encouraged to take notes, as there will be a focus group exercise to follow later in the workshop.
  • The Facilitator should discuss the content of the video especially in terms of the ‘baggage’ of the person writing the media story and the ‘baggage’ of the recipient of the message. The Facilitator should take time to explore the meaning of “baggage” and how this can influence how the story is told and received and how these combined shapes meaning.
  • After the completion of the points above, the Facilitator will form the group into two focus groups, with the purpose of encouraging the participants to build on each other’s perspectives on how the media communicates meaning, symbols and definitions. Each group will come to a consensus and present their conclusions.
  • Video No2: should be introduced by the Facilitator to ensure that the participants understand that they are watching the video to further an understanding of symbols in the media. Specifically, participants should take note of what the video is communicating about the image of women in the media.

The Facilitator will introduce the Interview Activity where an interviewer and an interviewee will use a pre-determined set of questions, which will help participants share practical experience and enable sharing.


Annex 3: Interview Questions