ENGLISH FOR MEDIA LITERACY FOR EDUCATORS (EML-E) (MATERIAL RESUME AND REVIEW OF THE ONLINE PROFESSIONAL ENGLISH NETWORK (OPEN) BY GEORGE MASON UNIVERSITY)

. People are often discussing the media these days. In personal, professional, and educational contexts, social media, mass media, and media bias are regularly debated. Media literacy can understand, critique, and create media messages, while media messages are communicated via traditional or digital media. English Media Literacy (EML) analyses, provides and embeds media literacy as English language teaching in class. Educators realized in the late 20th century that they need to help their students "read" or "understand" different types of texts to guide students with a good mindset and acquire media messages as a skill and knowledge to become successful citizens of the 21st century. The new technologies and media started happening in the early 2000s or the beginning of the 21st century. This article served as material resume and review for the English for Media Literacy for Educators (EML-E) course as one of The Online Professional English Network (OPEN) By George Mason University. It is sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360. As media literacy is essential, this material resume is served by the author to cascade her new knowledge about this topic to increase its benefit. This paper will discuss five elements, they are: 1) Introduction to English for Media Literacy for Educators; 2) Approaches and Strategies for Media Literacy Education; 3) Managing Student Media Consumption and Production; 4) Language for Teaching English for Media Literacy, and 5) English for Media Literacy Unit Planning. .


INTRODUCTION
Media literacy is the ability to understand, critique, and create media messages. Media messages are communicated via traditional media like print newspapers and television shows and digitals (or new media) like podcasts, video platforms, and video games (George Mason University, 2021e). So, English Media Literacy (EML) analyses, provides, and embed media literacy as English language teaching in class. As English is an international language used by all countries, students must be equipped with knowledge and provisions on using and understanding English correctly and adequately. It can be started from school through teaching English provided by educators. Therefore, educators must be brave in presenting teaching methods that are fun, effective, and durable, or able to be digested and applied by students in the long term or permanent at once-one of the teaching methods that can be used by teachers in English Media Literacy (EML).
Why is EML important? Because right currently, more than 50% of the media presented is in English. Both traditional and digital media, English and the mother tongue of students are given side by side, in the sense that humans can set what language they want to use in the media display. English which has become the language of necessity, must be presented in a school curriculum from elementary to university levels. In addition, the human need for media, children to adults, has become a consumption that is consumed almost every time, from waking up to falling asleep and waking up again. Technological developments lead humans to create new habits, namely surfing in cyberspace, building social relations called social networks through available social media platforms, such as Facebook, Twitter, Instagram, YouTube, Television, Radio, etc. Therefore, we need to expand our thinking of what literacy is. A traditional understanding of literacy involves reading and writing letters, words, paragraphs, essays, and other types of writing. This ability helps filter what to consume and what to leave out.
Another reason is why media literacy critical for today's English language students. Students from all around the world interact with their international classmates in English in digital venues regularly. If they wish to engage and communicate successfully, your pupils will need to employ English language skills and media literacy abilities. As your pupils get older and join the workforce, they will almost certainly need to go online to obtain information, create material, and collaborate with their peers. In English, there are several practical and innovative tools, resources, applications, and media. People with a mix of English and media literacy abilities will be better equipped to employ 21stcentury technology for their own and others' advantage (George Mason University, 2021e).
The author presents this paper as a resume and review of course material followed by the author on the course "English for Media Literacy for Educators", provided by George Mason University, as part of the Online Professional English Network (OPEN). This program is sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360. This course is conducted online through the Learning Management System (LMS) Canvas Network as a Massive Open Online Course (MOOC), which starts and is active from May 10 -June 13, 2021. The author's goals are to cascade new knowledge, increase the course impact with those who have not had a chance to join the program, and double learning. As we explain something new to others, it pushes us to think more profound and more complex about that concept. We reorganize our knowledge, which improves our understanding. Therefore, we can provide a productive and enjoyable learning experience to be explored innovative ways to teach media literacy in English language classrooms for students toward becoming informed, ethical, and creative 21st-century citizens.

What is media?
People are often discussing the media these days. In personal, professional, and educational contexts, social media, mass media, and media bias are regularly debated. We all utilize different forms of media in our everyday lives, but what exactly does the term "media" imply? Media is the various channels or ways in which news, entertainment, marketing messages, or other information are spread.
There are several sorts of media, each of which has developed throughout time. Traditional media and digital media (or new media). First, traditional media refers to any mass communication that existed before the internet and digital media. They are: 1) Print media is one of the oldest forms of conventional media (Newspapers, magazines, and books all fall within this category; 2) Outdoor media, such as billboards, posters, flyers, and transit media (An advertising you could see on or inside a bus is an example of transit media); and 3) Broadcast media, which covers radio and television, is a more recent addition to traditional media.
Second, digital media is any information resource that can now be digitized and shared over the internet. People can acquire them through their computers and smartphones, such as websites and social media platforms (Facebook, Tik Tok, and Twitter to spread people ideas and messages).
Through these types of media, people are led to be: 1) media consumption (we consume media which can refer to any way that we take media messages in) and 2) media production or content creation (People can create their websites, write blogs, record, and edit videos, take, and edit photos, record music, and make memes).

Ways Media is Consumed and Produced in Daily Lives and Classrooms
Educators realized in the late 20th century that they need to help their students "read" or understand different types of texts. In the past, we considered a text to be only printed media like books or articles. In starting decades ago, educators and parents have been worried about the media messages that young people get when they interact with media texts -that is, when they watch movies or ads on television. For example, if young people watched a TV program where the cool people are smoking cigarettes, they might be influenced to try smoking because the message they received was that cool people need to smoke. That is why students will need an excellent mindset to acquire these kinds of media messages as a skill and knowledge to become successful citizens of the 21st century, as new technologies and media started happening in the early 2000s or the beginning of the 21st century.
To lead students to have 21 st centuries skills, educators can walk them through a good starter activity for media literacy instruction, the Media Log. Media Log is an activity that requires students to keep a detailed log of all the media they encounter in 48 hours. The student media logs will elicit examples of media experienced passively (such as billboards on the side of the road) and actively seek out (such as television programs and websites). This activity is an excellent starter for teaching English for media literacy as a great resource to raise student awareness of their media use. They can practice using media-related vocabulary and grammar. And they might say, "I saw it on YouTube", or "It was on TV last night", or "I read it in a magazine."

Methods and Frameworks in Media Literacy Education
There are two different approaches in media literacy education, the protectionist approach, and the empowerment approach. The protectionist approach is centered on the idea that media consumption can have harmful effects on people, so media literacy education comes up to help protect people (students) from harmful effects. The media content might include violence, sex, drugs, negative stereotypes, and advertising (Potter, 2010; Share, 2015 (George Mason University, 2021a)).
Vice versa, the empowerment approach allows people (students) to identify and analyze the negative effect of media messages. More than that, it is reflective and creative throughout, leading students to have an empowered view of their relationship with media, whether it is media they consume or media they produce (Hobbs, 2011 (George Mason University, 2021a)).

Methods and Frameworks in Media Literacy Education
Educators can use one framework to help students understand or analyze media is NAMLE's Core Principles for Media Literacy Education (Rogow & Scheibe, 2017), which includes specific and useful simply worded questions for English language learners. Within the NAMLE framework, you will see various questions, such as What techniques are used and why? Is the message overt or implied? Table 2. NAMLE's Core Principles' framework

Namle Key Questions to Ask When Analyzing Media Messages
USING THIS GRID -Media literate people routinely ASK QUESTIONS IN EVERY CATEGORY -the middle column -as they navigate the media world. Occasionally a category will not apply to a particular message, but in general sophisticated "close reading" requires exploring the full range of issues covered by the ten categories. The specific questions listed here are suggestions: you should adapt them or add your own to meet your students' developmental level and learning goals. Encourage students to recognize that many questions will have more than one answer (which is why the categories are in plural form). To help students develop the habit of giving evidence-based answers, nearly every question should be followed with a probe for evidence: HOW DO YOU KNOW? WHAT MAKES YOU SAY THAT? And remember that the goal is for students to learn to ask these questions for themselves. It can simplify to a simple activity that is called Media Question-and-Answer (Q&A) Routine.

Authors & Audiences
This activity is an excellent opportunity to analyze media messages further and practice asking and answering questions in English. You might give questions starters like these.

Question Starters
Who made this __________?
Why was this ________ made?
What creative techniques were used in this _________?
What are the obvious messages in this _______?
What do I think (or feel) about this____?
What might other people think or feel about this____?
What kinds of people are in this _____?
What kinds of people are missing from this ___?
What are the indirect messages in this _______?
The educator might guide students by providing all the sentence frames for each question, like:

Sentence Frames
This print ad was made by ________________.
This print ad was made because ________________.
________________ were used to create this print ad.
The obvious messages in this print ad are ________________.
This print ad makes me think/feel ________________.
This print ad might make other people feel ________________.
________________ are in this print ad.
________________ are left out of this print ad.
The indirect messages in this print ad are ________________ This framework can lead students to be a part of empowerment approach as media consumer or media producer to exist in the 21 st century rather than a protectionist approach that limits them for free to see the world widely. Students need to know that they are not limited to what the media tells them they are or what they should be. We must help students analyze media messages to understand more about the people around them and understand more about themselves. We also know that students are not just media consumers. They can be producers too. As media literacy educators, you can show your students that they can create and share their own media messages to add their unique stories and perspectives to the media landscape.

Special Issues in Media Literacy Education
A special issue is something that contains sensitive topics in the media. The problems that spread in the media have become the concerns of parents and educators. This is difficult to avoid because digital and traditional media are effortless to access, even for children. One way to handle it is to link these issues into a source of literacy in education, as previously written several questions in analyzing media. As educators, you need to help parents do what is best for their students and their teaching situation.
In today's media landscape, we are exposed to countless media messages. This also means that  Be aware that some parents might not like educators discussing specific sensitive topics with their children. Still, they are OK with others, for example, sex and sexuality, or state law might be forbidden to discuss politics and others. Parents and others may be suspicious of educators because they believe they have too much influence on their children's thinking. Some parents are concerned that their children may be exposed to viewpoints, lifestyles, and beliefs with which they disagree (Curry & Cherner, 2019 in (George Mason University, 2021b)).
Some tips for handling special issues in media literacy education consider it so important as an essential skill for 21st-century learners. As they learn how to analyze, evaluate, and create will do better in school and life than those who do not. They are 1) think about any potentially sensitive topics that might come up from your students; 2) work with other educators, including teachers, administrators, and researchers; 3) adapt lessons to your specific students include age, language proficiency, and the cultural background; 4) think about what kinds of media content are appropriate for your students, one is about inspired figure or role model.
There are more challenges regarding teaching media literacy, but we can overcome them with good preparation and with help from other colleagues and resources. Media literacy instruction improves English language teaching, making it more fun, engaging, and beneficial for students.

Understanding and Identifying Bias and misinformation in the Media and Ourselves
As our life is in a highly complex world where we can access incredible amounts of news and information through media, students should understand and evaluate the news and information they see and share. They create themselves to avoid bias and misinformation. Bias is having a negative or positive opinion about someone or something that may not be based on all the facts or having an idea favoring a particular person or issue over others in a way that is considered unfair.
There are three of bias, bias by omission, bias by placement, and bias by spin. Bias by omission is essential information that has been omitted or left out from the media displayed. Bias by placement is the placement of the story in two places that are different. One place it in an unimportant area, so the visitors will think that the story is insignificant. And bias by spin means giving a positive or negative point of view about a subject to change the audience's opinion. Besides that, some biased media, like sensationalism (using news media messages to shock or entertain people instead of important media to daily lives) (George Mason University, 2021b).
To start identifying bias and misinformation, we should use our media literacy skills. We should practice the analysis skills that we learned earlier in the course to ask questions about As a teacher, we may help students develop a positive attitude toward news and information.
This does not imply that they must agree with others, but they should be exposed to various viewpoints. Students should learn to identify news and information bias; however, they should also learn to check their preferences. An essential part of media literacy education is learning about messages we get from others and learning about our directives.

The Benefits of Student Media Production
Why does student media production become an essential part of media literacy education?
Today, with the help of new technologies, most people are not only media consumers but are media producers as well. These are the different ways people use media described by the PIC (Passive, Interactive, Creative) model. Passive means students receive information by listening, watching, and reading but have no way to change the message that is being shared or presented. Interactive means students interact with the media and with other people who are also using the media. And Creative means students use technology to create media (Kimmons et al., 2020).
The term "media production" includes a wide range of possible activities and projects. It may be customized to your student's needs, abilities, and interests, as well as your classroom resources and time constraints. Students can create traditional media like posters and flyers using just paper and markers, or they can make digital media like photographs and videos using smartphones. Student media projects may be basic and require just one class period, or they may be more sophisticated and take many weeks to complete, such as filming a documentary movie.
To instruct students to create their media, we can lead them by using some Question-and-Answer (Q&A) Routine that discussed before; the example is: Finally, the most important reason more people in education are having students create media is that it is a valuable learning activity. By making their media, students can develop what we call the 4Cs of 21st-century skills: collaboration, communication, creativity, and critical thinking. For example, pair and group work requires cooperation and good communication. Students use creativity when designing their media, and critical thinking is involved when students ask analysis questions. Besides, they also get to practice speaking in English about topics that are interesting to them. Educators around the world are finding that student media production is an empowering activity that taps into student creativity and builds enthusiasm for learning.

Language for Teaching English for Media Literacy
As educators, we are inspired to engage students in the 21st century, multimodal communication in English. To prepare students for success in the real world, they will need to understand and produce all media types in English. Where do we begin? Probably, we have a set English language curriculum with a required textbook, and we may not be free to change the curriculum to focus on media literacy. Besides, we can use Content and Language Integrated Learning (CLIL) to Inform Media Literacy Lessons. It is defined as "a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language"(Coyle, Hood, and March 2010 in (George Mason University, 2021c)). They are the language of learning, language for learning, and language through learning. Language of learning represents the language needed for learners to access basic concepts and skills relating to the lesson theme or topic. Language for learning is the language that supports the learning of the content--that is, the language needed to operate in the classroom environment in English. Language through learning refers to language that students need during the learning process that cannot always be predicted. The CLIL Language Table can be a valuable tool for lesson planning. After analyzing the language required to integrate media literacy as content, we can determine how much language is new for your students. We can use this CLIL language table for preparing Media Literacy Debate. Subject compatible language (supports the learning of content)

Group Work Activity:
Students work in groups to create a media product.

Language focus:
Expressions for sharing ideas: -I think… -I believe… -I do not think… -I like your idea, but I have another idea… -Why do you think that? -Why do you want to do that? -We should… -Let us try… Emerging language from specific contexts (unpredictable) Unpredictable context: Students will decide what they will advertise based on their group's interests.

Language focus:
Vocabulary and expressions depending on what the group decides to advertise and the type of media they want to create. For example, if students create an ad for a special vitamin product called VITA-X, they will have to look up language related to vitamins and health Understanding the three types of language in CLIL can help educators prepare more thoroughly for any lesson that integrates content and language learning.

Why Use Media Literacy Thematic Units to Teach English?
Media literacy can be engaging real-world content for English language classes. If we can relate lessons to students' use of media, the instruction can generate higher levels of engagement in learners. In Shin's (2007) article, developing dynamic units for EFL, he defined five characteristics, such as incorporating real-life situations in instruction, integrating all four language skills communicatively, encouraging learner autonomy or learner choice, using experiential learning, and applying project-based learning (George Mason University, 2021d; J. K. Shin, 2007).
Media literacy material is a good match for generating engaging units of teaching because of these features. We may use real-life scenarios as media formats, including websites, social media, video games, mobile applications, blogs, and vlogs. Not only can the use of many forms of media integrate the four language skills, but it can also be used to combine many modalities, such as pictures, sounds, videos, color, and design features.
Bringing these real-life applications into our English language classroom provides the basis for project-based learning. We may create projects and activities that inspire students to learn by doing.
We can create safe environments in our classrooms for our children to practice actual media applications, giving them the skills, they will need to participate in media consumption and production in the real world.

DESIGNING A MEDIA LITERACY PROJECT-BASED UNIT
When we use a project-based unit, students learn by actively engaging in real-life projects that are personally meaningful to them. It begins by thinking critically about any real-world issues and having students try to solve those issues through project development. Developing a thematic unit around media literacy can seem challenging, but it can be easier if we take it to step by step Shin (J. K. Shin, 2007). The steps are examining curriculum standards and required units for the class. For example, teenage students have a lesson about giving advice. This includes expressions for suggesting as You should, I recommend, why don't, If I were you. This allows you to create a unit that focuses on your students' real-life problems and teach them how to ask for and give advice. Next step is choosing a theme that is meaningful and relevant to students. For example, cyberbullying is widely known to be an issue many teenagers face. Students can talk about advice they would give if a friend were being bullied online (before that, we should know our school's policy on the issue to filter the theme is suitable for students).
Another step is brainstorming ideas that can incorporate real-life situations and tasks. We think about how we can incorporate real-life situations and tasks. We can even use a word web like the following to come up with ideas. The last step is choosing, organizing, and ordering the activities.
After brainstorming a variety of activities, it is a good idea to organize the tasks using a chart like the one example below (George Mason University, 2021d). Finally, Incorporating projects that can encourage learner choice and autonomy. For example, the project theme is campaigning against cyberbullying. Students can decide what types of media will be most effective to raise awareness on this topic in their groups. Then they work together to create posters or flyers to raise awareness of cyberbullying or produce an infographic with statistics about it. They could make a public service announcement (PSA) to help victims of cyberbullying seek help and support. This project gives them the freedom to choose the media and compose their media message about cyberbullying.

Sentence Starters Related to Topic
The reasons why people engage in cyberbullying are because… Victims of cyberbullying feel... We can help the victims by We can easily integrate media literacy as engaging real-world content for English language classes if we follow these five steps. As this example showed, project-based units can be meaningful and motivating. Media literacy projects like this encourage communication, collaboration, critical thinking, and creativity in English while also providing student-driven solutions to real issues in our world.

CONCLUSION
Media literacy is a trend that arises because of increasingly sophisticated technology.
Technology provides equal opportunities to everyone in grasping the world, that everything can be reached younger just by looking at the media, both traditional and digital media. As educators in the 21st-century era, educators must continue to explore themselves in creating teaching materials and materials for students based on the times and estimates of the future. Because otherwise, students will not have the preparation to face the future.
As media is accessible and available everywhere, especially on mobile phones owned by all elements of society, children to adults, including students, educators must consider the existence of these facilities in connecting them as learning resources. Spending time accessing unimportant media and making students' habits in consuming media is a way of learning, even creating their media.
Teaching and integrating media are indeed very interesting and fun for students. However, this is certainly not a very easy thing because educators must also pay attention to students' background such as age, culture, and tradition. Not everything displayed in the media can be used as a source of learning because it could be against the principles of parents, school principals, and state law.
Therefore, the press must be analyzed first before being presented to students. In addition, the same