Questioning Media Content (Code MLL2WA3W2)

IO4. Media Literacy

Work Area 3

Workshop 2: Questioning Media Content

1. General Information

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

Name of the workshop:

Questioning Media Content

Main learning outcomes:

3.2.1 Assess how people understand media messages from different perspectives

3.2.2 Evaluate the relevance, credibility and purpose of the media source

3.2.3 Distinguish between sources of genuine information and fake news

Work area{s):

WA3: Analyzing Media Messages


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, The Function of Mass Media


3.2.1 Assess how people understand media messages from different perspectives


Activity 1

  • Video No3: The Facilitator will need to watch the video so that s/he is able to introduce the video and the activity.
  • Video No3: The Facilitator will show the video asking all participants to take notes throughout, make notes of words, images, sentences or messages that they do not understand (for further discussion).
  • Working in pairs, participants are given sufficient time to fully explore how they felt about the content of the video, looking at how it is suggested that women are treated differently from men, and how that can influence 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 about how media messages can be understood from different perspectives.
  • The Facilitator takes notes and makes a summary to conclude the discussion with the entire group.




1 hour 30 minutes, Media Messages

3.2.1 Assess how people understand media messages from different perspectives


Activity 2

  • Depending on the level and confidence of the group, the Learning Facilitator can select one of the following options:
  • Option (1): The Learning Facilitator provides examples of a range of media messages that participants are asked to select the one that appeals to them most. The messages can be related to women in the media or contemporary media story headlines, for example.
  • Option (2): The Learning Facilitator provides the resources and time so that individual participants are able to search for a media message that they can find on the Internet or from newspapers/magazines that they have been provided, so that they can capture the same media message from different perspectives.
  • Each participant is given sufficient time to think about why the message appeals to them or offends them and to consider how the message helps form their opinion or make a judgement.
  • Working in pairs, the individual discusses their media message 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 media message and why it was chosen.


Annex 1: What is the media message?


1 hour, 30 minutes Message and Media Credibility


3.2.2 Evaluate the relevance, credibility and purpose of the media source

3.2.3 Distinguish between sources of genuine information and fake news


Activity 3

  • The Facilitator will build upon the previous exercise by asking the group to research into the credibility and purpose of the media source.
  • So that all participants can progress confidently, the Facilitator will give a presentation on the need to distinguish genuine information from fake information, focusing on: 1. The Media have embedded values and points of view. 2. Media messages are constructed and carry a subtext of who and what is important. Also, that media messages are a. Constructions, b. Represent a social reality. c. Have economic, social, political, historic and aesthetic purposes. d. Different people respond differently depending on attitudes, life experiences, needs, knowledge and more. Therefore, all participants must ask “How am I responding to this information and why?”
  • Working in pairs, the use the following questions to make an evaluation on authenticity, especially looking at whether the information in genuine or fake: 1. Who created or paid for the message? 2. Who is the target audience? 3. What are the direct messages? 4. What are the indirect messages? 5. What is omitted from the message? 6. Is it fake or genuine?


Annex 2:  Fake News: How to spot it