Home⇛College of Computing, Arts and Sciences⇛vol. 1 no. 1 (2024)

Online Media Literacy and Effects among College Students

Ma. Gloria Isabelle N. Pechay | Wendhyl M. Manalo | Arville V. Ramos

Discipline: media studies

 

Abstract:

With the increasing demands of globalization, the trends in the use of media and technology constantly migrate from physical to digital along with the shift from offline to online. This, then, heightens the demands for graduates to be globally competitive and competent in the use of online media as a means for radical social change (Parker & Grote, 2022). Coupled with the onset of the pandemic, where lockdowns forced private citizens, companies, schools, and universities to remain productive solely with the use of the Internet to prevent physical contact, online media use dramatically increased and played a huge impact on the public’s lives (Bao, Cao, Xiong, & Tang, 2020). Online media has benefited people in terms of information dissemination, communication, productivity, and entertainment. Despite its many advantages, online media’s benefits remain unrealized due to various factors such as misinformation, lack of access, and digital incompetencies among its users. Moving late into the pandemic, many schools lack computers and internet access (United Nations, 2023). The ability to process and understand the messages people receive in mass media requires a set of viewpoints known as media literacy. Potter (2018) says, in 2009, the European Charter for Media Literacy published a very detailed definition of media literacy as the capacity to use media technologies effectively to access, store, retrieve, and share content to meet their own and their community's needs and interests; gain access to, and make informed decisions about, a wide range of media forms and content from different cultural and institutional sources; comprehend how and why media content is produced; and analyze critically. This concept makes it apparent that media literacy is more than just a single technical competence; it is the capacity to access, analyze, consider, and produce any form it takes. Furthermore, Buckingham (2003) emphasizes the "dialogical" perspective, one that was more focused on comprehending (rather than denouncing) the various ways that young people use, accept, and interpret the media in their daily lives. Since that time, media literacy programs have stepped up to the plate to assist students in "reflecting on their own activity both as readers and writers of media texts and understanding the broader social and economic factors that are in play.”



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