Name: CATAT, KHESSIA MARIE F. Degree Program: BSED-ENGLISH 3 A. 1. Can I read/write? Do I know how to write and send emails, create documents and simple spreadsheets, use a web browser, and make sense of the search results returned by a search engine? As a 21st century learner, I can loudly and proudly claim that I am literate both with basic to technical know-how. Reading and writing has have been our choreographed dance in the field of schooling. We were meticulously taught on how to do it, eventually gets used to it. In a broader sense, in quite a short period of time, ICT have had a marked effect on schools, on teaching and on learning. In no time, the current systems employ technologies by integrating ICT tools and applications in education and in instruction. Characterized by adaptability, the learners of this generation are a new kind of breed. We seem to thrive in collaborative learning. We like to connect to the social networking sites. Creating and producing something such as writing emails, creating documents and spreadsheets are what we prefer to do rather than become consumers of information inside the classroom. 2. Do I know where to find information on local and national news, politics, and events? Do I know where I am likely to find reliable, factual information on a given topic? Do I understand the relationship between what the information is about and its ability to make it stand-out? National TVs have now the power to gather all relevant information happening worldwide. It gives accurate news 24 hours a day, 7 days a week. Nevertheless, apart from this national television as the source of information, the rising verified websites or portals keeps me updated from time to time. Technically, these sources also give up-to-date information and cite for sources used. Author has to also provide completely all the necessary and relevant information to make it stand-out upon fact/information-checking. 3. Can I make sense of documents and images that must be scrolled through rather than flipped (i.e., like the pages of a book)? Do I have the stamina and ability to listen and understand videos of people talking? How about animation? Do I know at least three ways to share information online? Do I know how to synthesize the contents of several texts on the same topic into a coherent whole? Do I know how to best match the way I communicate information to my intended audience? With the advent of newer technologies, I think it is safe to consider this as simple and easy to-do task. The millennial students are generally techy-savvy, digital natives. Meaning, with technological breakthrough, we can search the web and discover a breath of information related to the task. We can invest a huge amount of our time in a digital social environment exploring varieties of ways we can do to make things work. For instance, watching videos repeatedly is much preferable – not only we enjoyed it but also understand it eventually in the long run. Technically, 21st Century learners love to be in the world of cyberspace. Perhaps, I personally have tried making infographics, blogging, and video recording for school purposes. I was able to convey my thoughts in a more unique yet complex way. Not to mention, it may not appear a bit odd to the part of the viewers. 4. Do I understand and accept the fact that will all these digital tools at my command, I have both the ability and responsibility to learn whatever I must learn, and to do so on my own? Do I understand and agree that there are morally acceptable and unacceptable behaviors that ought to govern what, how, why and with whom I communicate online? Considering the variations of digital tools available nowadays, individuals like me could use energy surrounding electronics to efficiently and at the same time accomplished the given tasks more effectively. And yes, I firmly understand and agree that there should also be internet ethics to be followed. For instance, more often online community is so tempting; hence as digital consumers, it is our duty to safeguard our privacy against the cyberspace malpractices. Regardless of what platform you are on, do not share personal information like your phone number, home address, email address or student ID number. If you need to share that information, do it privately and make sure you know who you are sharing it with and why they need the information. B. 1. Can you explain to a classmate how Media Literacy and Digital Literacy are related? Basically, yes! Media literacy and digital literacy are related because both are online platform which involve critical thinking and effective communication skills in a digital environment. Together, media literacy and digital literacy provide a foundation for using technology and media in a responsible, ethical, and informed manner. By developing these skills, individuals can better understand the information around them, make informed decisions, and participate effectively in a rapidly changing digital landscape. 2. Can you explain how critical thinking is important to both Media and Digital Literacy? Media literacy focuses on analyzing and interpreting media messages, questioning the motives and intentions behind them, and understanding how media can shape our beliefs and behaviors. It teaches us to be savvy consumers of media and to use our critical thinking skills to evaluate information. Digital literacy, on the other hand, encompasses the broader set of skills required to navigate and communicate in a digital world. This includes basic computer skills, online safety and security, social media etiquette, and the ability to evaluate and use digital tools effectively. Hence, with the sentiments mentioned above, I believed I already have elaborated how critical thinking is of great importance to both Media and Digital Literacy. 3. If your principal asked you to insert Media Literacy into your subject, and you could only accommodate three skills/competencies, which competencies would you aim for? On what basis would you choose the three and exclude others? The skills/competencies I would probably choose if I were to insert Media Literacy are: 1. Identification of Bias and Point of View: Understanding the perspective and viewpoints of the author or media maker can help in developing critical thinking skills and makes you more aware of potential bias, manipulations, and inaccuracies. 2. Evaluation of sources: Being able to identify reliable sources from unreliable sources is essential in today's complex media landscape. It helps in building knowledge about what sources are useful, trustworthy, and accurate. 3. Analyzing messages and information: Media literacy is about analyzing and interpreting media messages and information, including images, text, and audio. By learning how to analyze messages, you can better understand the underlying messages and make more informed judgments about the information conveyed. These three media literacy skills/competencies were chosen based on their importance in developing critical thinking, the ability to distinguish between truth and misinformation, and overall informed judgment. 4. If you had to create a report on Boyle’s Law, can you create a plan for locating and accessing the information you need? How would you ensure that you understand the information you find? With the vast array of sources, I think it is safe to say that I can comfortably create a plan for locating and accessing necessary information needed. For instance, identifying what information is needed or what sources could potentially provide it through navigating websites using effective search techniques to locate relevant information which includes but is not limited to using specific keywords and phrases or filters or obtaining physical copies of books and articles could be a great idea. Moreover, evaluating the credibility and reliability before using them assures my understanding of the information I found. 5. Can you explain why an email from a woman in an abusive relationship promising you 100,000 US dollars in exchange for your help is likely to be a scam? Can you explain how an advertisement on social media from an unknown company promising you a chance to win brand new, top-of-the-line smartphone is also likely to be a scam? Unbelievable reasons for scams are often used by scammers to lure in unsuspecting victims. These reasons may seem too good to be true, and that's because they often are. Scammers use unbelievable reasons to create a sense of urgency or excitement and convince people to act quickly without thinking things through. These reasons can be anything from winning a large sum of money to being selected for an exclusive opportunity or receiving a gift. However, when the victim falls for the scam and tries to claim the prize or opportunity, they are often asked for personal information or a payment of some sort. This is where the scam comes into play, as the scammers use this information to steal the victim's money or identity. In essence, unbelievable reasons for scams are designed to appeal to people's emotions and desires and manipulate them into making hasty decisions. It is important to always be cautious and skeptical of any unsolicited offers or deals that seem too good to be true. For instance, promising 100,000 US dollars is a significant amount of money, and I firmly believe it is unlikely that someone would offer it to a stranger in exchange for help. In this regard, scammers often lure the victims in a way of gaining their trust, make them believe they are vulnerable. C. General Instruction: Watch a TED-TALK online on a topic that is completely new and foreign to you. Create an outline or mind-map of the speakers lecture, using only what you were able to understand from the video. Then ask yourself the following questions: 1. How many times did I have to watch the video? If you had view it more than once? Why? I honestly viewed it more than once because apart from the advice, real-talk, motivation, comfort (name it all) it extended; is the bigger picture of idea/concept being communicated every replay. “Everyone Needs A Fool In Their Life,” this title alone is somewhat confusing which technically needs a thorough understanding – who in this world wants to be fooled? nor, Who in this world wants to fool? Hence, I myself had to watched it over and over again because I really wanted to get even the tiniest gist of the video being communicated. To put simply, every repetition comes along my different interpretations about it. 2. Can I summarize the speaker’s lecture in a paragraph of written text? Why or Why Not? The episode “Everyone Needs A Fool In Their Life,” starts with a quote “I have had more trouble with myself than with any other man I have ever met ” by Dwight Moody, chronicles the professional and personal life of Paul Glover, the mistakes he made and the choices he assumed to transform. He explores his approach, the books he has written and life after prison as well as his contention that everyone needs a fool in their lives. The speaker, Paul was incarcerated in a Federal Prison for 7 years for committing 33 counts of bribery, kickbacks and for tampering with Government witnesses, while he was a practicing attorney in the city of Chicago. He was sentenced to 7 years but managed to get out in 5 for good behaviour. For the first two years of his sentence Paul spent his time consumed by “revenge fantasies.” For those two years he could not accept responsibility for his crimes. The mere fact of entering Prison was insufficient to activate Pauls desire for personal change. He was a committed narcissist. The shock of seeing prisoners, white collar prisoners be resentenced was the shock Paul needed to commit to change. Recidivism or the tendency for a convicted criminal to reoffend is 80% in US prison systems Paul started to self-reflect and quickly appreciated that self-reflection alone was insufficient to help him transform. He needed more. He needed people to tell him the truth about him. He asked anyone visiting him to be willing to share a difficult truth about him. By year 3, Paul announced to his wife that he was committed to change. Paul admits that the commitment to change is hard- it has to be necessary. The people who respond to the kind of coaching Paul offers are those you have failed and are committed to change. People fear success as much as they fear failure. Sometimes being successful is a curse as it blocks us and stymies our potential for future growth. Time in prison afforded Paul the chance to reform. It shocked him to realise how much of an “a*****e” he was before prison. He adopted a professional persona, a hard, mean, and cruel persona that permeated his personal domain. He believed that rules did not apply to him, there were no boundaries and he would take any short cut he needed to meet his ends. He transformed from being a committed narcissist to becoming an empathetic listener, more interested in the people around him. He had a captive audience in the 300 inmates who surrounded him in Prison. They were drawn to Paul because they thought he could help them with their cases and he was able to practice being perpetually curious. He ultimately turned to service and volunteered to be a trainer for a qualification called GED or a General Education Diploma. He activated the prisoners’ interest and attention by developing his own anti-recidivism program & he made sure every class attendee succeeded in getting the GED. Paul could never practice Law again and he decided to use the skills he had as a practicing lawyer and his newly acquired skills in prison to become a no-bullshit performance coach. 3. At any point in the lecture, did the speaker say anything that made me doubt the trustworthiness of what he/she said? There was no single point that the lecturer uttered anything that can somehow tint the trustworthiness of his sentiments. He was so expressive and pure all throughout the video. Every assertion made was convincingly supported by humorous yet realistic examples. After watching, I never have gotten any reason to question the speaker’s authenticity and authority. 4. If I had difficulties in extracting information from the speakers lecture, what are the chances of students doing the same thing? Does this exercise change how I will evaluate the suitability of online content for my classes? I think my difficulties in extracting information from the lecture has nothing to do with the students’ chances of doing the same. We all have different perspectives and gift of talents – not to mention we matured not by age but with experience. What I am trying to imply is, my level of understanding, sympathy, self-actualization and/or realization with the video can be nothing compared to my students’. Just because I am a teacher does not necessarily mean I have to equate my level of understanding to them. Who knows my students can outsmart me.
