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1. Engage students in the process of encountering, surfing, and stumbling upon digital texts.
2. Teach students to use search engines and be aware of filter bubble.
3. Guide students to choose relevant texts and curate these texts.
4. Provide students with platform for them to connect their reading experience.
5. Lead students to share and evaluate digital texts.

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TAP model

1. Text: type, genre, structure of text.

2. Audience: gender, class, ethnicity are likely to shape interpretation of texts (dominant vs. resistant readings)

3. Production: the creative process and institutional context in which the text is created, distributed, marketed, and consumed.

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1. Digital natives who have boundless interest and curiosity about emerging technologies.

2. They are “cognitively vulnerable “ with limited ability to recognize “persuasive construction strategies”.

3. They are not just consumers, but also creators of Internet content.

4. Most enter formal educational environments that are ill prepared to take advantage of the literacy and ICT skills that they bring.

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1. Media is more than just entertainment.

2. The emergence of ICT has intensified the impact of media on culture and schooling.

3. Strategies for engaging students in media literacy activities are becoming more available as instructional frameworks or templates have been identified for analyzing different types of media.

4. Media literacy recognizes the pleasure millennials derive from media texts and values their exposure to popular culture texts.