This document provides an overview of Module 9 in a media and information literacy curriculum. Module 9 aims to serve as a capstone that draws connections between earlier modules by exploring the links between communication, learning theories, and how media and information literacy can enhance the relationship between teaching and learning. It discusses how teaching and learning are integral parts of the communication process. The module also suggests that the interaction of teachers and students with media and information can help create more democratic and pluralistic learning environments that foster knowledge creation. It concludes with examining how to manage change to foster enabling environments for media and information literacy in schools.

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Module 9: Communication, MIL and Learning – a Capstone
Module
Innovation in content requires innovation in teaching.”
— Anonymous
BACKGROUND AND RATIONALE
This curriculum document on media and information literacy (MIL) should be viewed within the broader field of communication, as
informed by modern learning theories. Teaching and learning are closely related and are integral parts of the communication
process. In fact, neither can be effective without the other (Ndongko, 1985). Teachers and students consciously or unconsciously
apply elements of a basic and sometimes complex communication process in the classroom.
Teaching and learning are made more challenging when new technologies, such as mass media (radio, television and newspaper
libraries), are integrated into the classroom. The acquisition of MIL skills by teachers and students opens up opportunities to
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2. 6/10/23, 7:48 AM Module 9: Communication, MIL and Learning – a Capstone Module
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Unit 1: Communication,
Unit 1: Communication,
Teaching and Learning
Teaching and Learning
Unit 2: Learning Theories
Unit 2: Learning Theories
and MIL
and MIL
Unit 3: Managing Change
Unit 3: Managing Change
to Foster an Enabling
to Foster an Enabling
Environment for MIL in
Environment for MIL in
Schools
Schools
enrich the educational environment and promote a more dynamic teaching – learning process.
The interaction of teachers and students with the media and other information providers can help to create learning environments
that are democratic and pluralistic, and that also foster knowledge creation. Awareness of these dynamic forces as acted out in
the classroom brings into focus the cognitive and metacognitive processes identified in learning theories.
This module, the last in the core section of the curriculum, serves as a capstone by drawing on content covered in the earlier
modules. It explores links between communication and learning (including learning theories), and suggests how MIL can enhance
this relationship. It ends with a discussion on managing change in order to foster an enabling environment for MIL.
RESOURCES FOR THIS MODULE
University Library Service. 2009. Handbook for Information Literacy Teaching, third revision
Paris, UNESCO. 2003. Media Education in the Pacific: A Guide for Secondary School Teachers
Teaching information literacy through learning styles: The application of Gardner’s multiple intelligences. Intan Azura
Mokhtar, Wee Kim Wee, School of Communication and Information (WKWSCI) at Nanyang Technological University
(NTU), Singapore, 2008
Big6. 2010.Teaching Information Literacy Through Literature, Big6 eNewsletter 11.1, 4.
RESOURCES FOR THIS MODULE
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