This document discusses languages in media and information. It explains that each medium has its own technical and symbolic codes that convey meaning in unique ways. Technical codes include things like camera angles and lighting, while symbolic codes use symbols like red roses to represent romance. Understanding how media uses these codes is an important part of media literacy. The document also provides resources for teachers to learn about film genres and camera techniques used to communicate different meanings. It emphasizes the need to understand how audiences interpret information based on the language of the medium.

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LANGUAGES
Home / Modules / Module 4: Languages in Media and Information
Module 4: Languages in Media and Information
Language is the source of misunderstandings.
— Antoine de Saint-Exupéry (1900 – 44)
BACKGROUND AND RATIONALE
‘The medium is the message‘, now a famous quote, was written by Marshall McLuhan in 1964. While the medium may affect how
messages are received, the users’/audiences’ own background/experience may also affect the interpretation of messages. An
important first step in becoming media and information literate is to understand how information, ideas and meaning are
communicated through and by various media and other information providers, such as libraries, archives, museums and the
Internet. Each medium has its own ‘language’ or ‘grammar’ that works to convey meaning in a unique way. ‘Language’ in this sense
means the technical and symbolic ingredients or codes and conventions that media and information professionals may select and
use in an effort to communicate ideas, information and knowledge. Technical codes include sound, camera angles, types of shots
and lighting. They may include, for example, ominous music to communicate danger in a feature film, or high-angle camera shots
to create a feeling of power in a photograph. Symbolic codes include the language, dress or actions of characters, or iconic
English
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symbols that are easily understood. For example, a red rose may be used symbolically to convey romance, or a clenched fist may
be used to communicate anger. Media languages can also include the repeated use of particular words, phrases and images, also
known as verbal or visual language. When we study media languages, three main questions should be considered: How are media
languages understood by media audiences? What are some of the major codes and conventions used by people working in media
and information today? Another important question is whether different persons can derive dissimilar meanings from the same
text or piece of information. This module aims at training teachers to acquire knowledge of a variety of media languages to enable
them to understand the ways in which information and messages can be conveyed and how their interpretation of information or
ideas from media and other information providers can be related to the type of languages used.
RESOURCES for THIS MODULE
The sources quoted below are illustrative only and principally drawn from North America and the United Kingdom. They may
not be appropriate outside of this region so trainers should develop or research their own resources based principally in their
own region.
Goodman, Steve. (2003). Teaching Youth Media: A Critical Guide to Literacy, Video Production, and Social Change. NY:
Teacher’s College Press.
Hitchcock, Peter. (1992). Videography: A Guide to Making Videos. Ontario, Canada: Peter Hitchcock Productions.
Jenkins, Henry. (2006). Convergence Culture: Where Old Media and New Media Collide. US: New York University.
McLuhan, Eric and Zingrone, Frank. (1995). Essential McLuhan. Canada: Anansi.
Bone, Jan and Johnson, Ron. (2001). Understanding the Film: An Introduction to Film Appreciation. US: Glencoe
McGraw Hill.
Bordwell, David and Thompson, Kristin. (1998). Film Art: An introduction. 6th edition. US: McGraw Hill.
Film Education, 91 Berwick Street, London UK W1F 0BP . This includes a variety of free teaching materials and
outstanding study guides, many of which can be downloaded from the web site, www.filmeducation.org.
Film Study Guides for High School. Written for Pacific Cinematheque and distributed by Open Learning Agency of BC,
Canada, these include study guides for individual films
National Film Board of Canada. The NFB works with schools, public libraries and museums to unite documentary films
and education.
RESOURCES for THIS MODULE
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Unit 1: Reading Media and
Unit 1: Reading Media and
Information Texts
Information Texts
Unit 2: The Medium and
Unit 2: The Medium and
the Message – Print and
the Message – Print and
Broadcast News
Broadcast News
Unit 3: Film Genres and
Unit 3: Film Genres and
Storytelling
Storytelling
Unit 4: Camera Shots and
Unit 4: Camera Shots and
Angles – Conveying
Angles – Conveying
Meaning
Meaning
Howard, Sue ed. (1998). Wired-Up: Young People and the Electronic Media. UK: Routledge. This anthology is designed
as an accessible introduction to important research regarding new communication technologies.
MODULES
MODULES

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