SAVER’S TECHNOLOGICAL COLLEGE OF

DAVAO, INC.
Roxas Corner Tirad Pass St., Zone III, Digos City

MEDIA AND
INFORMATION
LITERACY
(Module)
Prepared By:

LEAH L. ALPOS

S.Y. 2020-2021

1
Media and Information Literacy (MODULE 1)
Introduction to Media and Information
Literacy (Lec)
Content Standards

The learner demonstrates an understanding of media and information sources,and

values them as part of communication tools.

Performance Standards

The learners shall be able to create a log of their use and interaction with
media and information providers to aid in their understanding of media and
information literacy.

Learning Competencies

 Describes how much media and information affect communication.

MIL11/12IMIL-IIIa-1

 Identifies the similarities and differences of media literacy, information

literacy, and technology literacy. MIL11/12IMIL-IIIa-2

 Editorializes the value of being literate in media and information.

MIL11/12IMIL-IIIa-3

 Shares to the class media habits, lifestyles and preferences.

MIL11/12IMIL-IIIa-4

Specific Learning Objectives

At the end of the lesson, the learners are able to:

• Create a log that reflects their current use and interaction with media and
information.

• Define the key concepts (media, information, technology literacy, and

media and information literacies).

• Compare and relate the media and information literacy framework to their
own understandings and competencies.

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MOTIVATION

Media Use Log

1. Today’s topic embodies essential knowledge that should allow you to

engage with media and information channels in a meaningful manner.

2. Prepare a sheet of paper.

3. Think of the past week, and record the use and interaction with media and
information providers (such as internet, social media, TV, radio, newspaper, etc.).

Indicate how many hours you were spent engaged with each one. These do not have to be
exact, and you can estimate the number of hours you spend each week.

Sample Responses

Weekly Interaction Log with Information and Information Providers

Media or Information Provider Number of hours in a week

Youtube 3 hours
Facebook 12 hours
Television 20 hours
Books 10 hours
Others

4. Prepare a report by answering the following questions:

 Which media provider did they spend the most time?

 What roles does media play in their lives? (leisure, learning, communication, etc.)

5. Submit your report on ___________________ .

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INTRODUCTION

Communicate Learning Objectives

At the end of the lesson, the learners shall be able to:

1. Describe how media and information affect communication.

2. Editorialize the value of being a media and information literate individual.
3. Share to class their media lifestyle, habits, and preferences.

INSTRUCTION

The Low-tech Future

1. We they are living in the 21st Century, where people are dependent on
technology.
2. Imagine waking up one day to find no Internet, libraries, and cell phones.
Newspapers, magazines, radio stations and TV channels have also disappeared.
3. Answer the following questions:
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?

Flash News and Visuals

Fake news headlines found online was printed and attached in this module.
Engage your learners in a quick discussion about examining and believing in news.
Guide questions:
• Did you believe these news items were true? How did you know they were true/false?
• Are all news and information on the Internet true? Why or why not?
• Who gets to post news items online? Expound.

Unlock the Definitions

1. Divide the learners into groups of five (5) members in a group.

2. Assign one (1) term of the following terms to each group:
a. Technology Literacy
b. Media Literacy
c. Information Literacy
d. Media and Information Literacy
3. Have each group formulate their own definition of the term assigned to them, and
have each group present to the class.
4. Show the correct definitions and have the learners compare it with their work.
5. Synthesize the activity by listing misconceptions on the board.
DEFINITION OF TERMS

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• Literacy: The ability to identify, understand, interpret, create, communicate and compute,
using printed and written materials associated with varying contexts. Literacy involves a
continuum of learning, wherein individuals are able to achieve their goals, develop their
knowledge and potential, and participate fully in their community and wider society.

• Media: The physical objects used to communicate with, or the mass communication
through physical objects such as radio, television, computers, film, etc. It also refers to any
physical object used to communicate messages.

• Media Literacy: The ability to access, analyze, evaluate, and create media in a variety of
forms. It aims to empower citizens by providing them with the competencies (knowledge and
skills) necessary to engage with traditional media and new technologies.

• Information: A broad term that covers processed data, knowledge derived from study,
experience, instruction, signals or symbols.

• Information Literacy: The ability to recognize when information is needed, and to locate,
evaluate, and effectively communicate information in its various formats.

• Technology Literacy: The ability of an individual, either working independently or with

others, to responsibly, appropriately, and effectively use technological tools. Using these
tools an individual can access, manage, integrate, evaluate, create and communicate
information.

• Media and Information Literacy: The essential skills and competencies that allow
individuals to engage with media and other information providers effectively, as well as
develop critical thinking and life-long learning skills to socialize and become active citizens.

NAME: DATE:
ADDRESS: SUBJECT: MIL/11

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EVALUATION

Answer the following questions:

1. In your opinion, what makes an individual literate in media and information?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________

2. What activities/habits do you practice which illustrate media and information literacy?
Give at least three examples.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________
________________________________________________________________
__________________________________________________

Media and Information Literacy

Introduction to Media and
Information Literacy (Lab)
6
Content Standards

Performance Standards
The learner demonstrates an understanding of media and information sources,
and values them as part of communication tools.

The learners shall be able to enroll in the earning management system and
explore portal features and functions.

Learning Competencies
 Identifies the similarities and differences of media literacy, information
literacy, and technology literacy. MIL11/12IMIL-IIIa-2
 Editorializes the value of being literate in media and information.
MIL11/12IMIL-IIIa-3
 Shares to the class media habits, lifestyles and preferences.
MIL11/12IMIL-IIIa-4

Specific Learning Objectives

At the end of the lesson, the learners are able to:

 Sign-up/enroll online in the MIL Portal as the class learning management
system.
 Create an e-Portfolio (personal online page).

REVIEW

Literacy Definitions
1. Ask learners to state the meaning of the following in their own words:
a. Media Literacy
b. Information Literacy
c. Technology Literacy
d. Media and Information Literacy
2. Ask for volunteers to share their definitions to the larger class, and instruct learners to
use the Thumb-O-Meter (thumbs-up to agree, thumbs-down to agree/disagree)
method to provide quick feedback
3. Interactive Word Wall - show to the learners the common online activities and solicit
from them the competencies that would fall under the three literacies.

Online Activities Media Literacy Information Technology

Literacy Literacy

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 Sending an as platform (text; content tools (mobile,
electronic message email; (appropriateness, computers,
messenger; video tone, recipient, others)
message; others)
voice message;
others

Getting the latest traditional content knowing how to use

News (newspaper, tv, radio, (appropriateness, mass
others) reliability, accuracy, media platforms (tv,
tone, radio,
digital (websites, audience, others) others)
social giving feedback where to access
media, others) (reactions, digital
comments, rate, content
others) navigational skills

Entertainment

Others

4. Based from the activity above, ask the learners:

a) How do Media Literacy, Information Literacy, and Technology Literacy and Media
and Information Literacy differ in terms of use?
b) Are they similar in form? Elaborate.
c) Are they similar in use? Elaborate.

NAME: SECTION: SUBJECT: MIL/11

Activity:

INSTRUCTION
Media and Information Design Framework

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 1. “Imagine yourself as a journalist. You were tasked to write an article. Accomplish the
media and information design framework for this article by answering the matrix
below:”

Component Guide Questions Your Answer

Target Audience Who is the intended

audience?

Sender / Author Who is the producer?

Purpose What is the purpose?

Key Content What is the topic?

What are the facts?

Form / Style How can I present this

information?
How would this affect my
audience?

Medium / Format What platform will I use?

Why?

2. Share your responses on a one whole sheet of yellow paper and answer “How did
these questions help you as a journalist?”

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________

PRACTICE

Policies, Security, Netiquette – Discuss the following:

 School policies regarding the use of ICT facilities
 Computer laboratory policies
 Acceptable use of MIL Portal and online personal page

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  Appropriate online behaviour

MIL Portal Registration

 Write on the board the detailed procedure for registration to the MIL Portal
 Make sure that all learners have registered.
 Give the learners time to explore the MIL Portal.
 Cold call learners and ask them about features and their corresponding functions. Ask
the learners to reply to a post on your welcome greeting by introducing themselves.

Start an ePortfolio
 Have the learners create their personal online page (blog, webpage, others).
 Have the learners make an introduction of their personal online page in the homepage.
 Make a directory of the personal online page of the learners.
 Describe how the learner pages may be expanded later to become an ePortfolio.
 Licensing output in the ePortfolio
 From this point onwards, learners will start producing their own media products, pass
it at the MIL

Portal and upload them onto their ePortfolios.
 It will be important to teach them how they can freely share their output while protecting their
 intellectual property with a flexible way of applying copyright: Creative Commons.
 To know more about creative commons, ask them to watch this video: (https://vimeo.com/
13590841). You may download this video under the attribution license of Creative Commons
2.5
(http://creativecommons.org/licenses/by/2.5/).

Using the Creative Commons License

Option 1

• In the footer section, type the following:

!!<put!the!ePortfolio!title!here>!by!<put!your!name!here>!is!
licensed!under!a!Creative!!
!!Commons!Attribution!4.0!International!License.!
• Example: If the title is “MIL ePortfolio” and your name is “Juan dela Cruz”, this is what
you should

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type: MIL ePortfolio by Juan dela Cruz is licensed under a Creative Commons Attribution
4.0
International License.

Option 2

If you want your ePortfolio to be easily searchable, follow these steps and refer to the
screenshots in the next page:
1. Go to https://creativecommons.org/choose/
2. Fill out the form to generate your Creative Commons License.
3. Embed the HTML code in your ePortfolio using your platform’s editor.

Media and Information Literacy (MODULE 3)

The Evolution of Traditional to
New Media
Content Standards

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The learners demonstrate an understanding of the historical background of
media and information; basic theories of media and information systems; and
concepts of ownership, control, and regulation of media.

Performance Standards
The learners shall be able to examine technology and identify media through
the different ages.

Learning Competencies
• Identify traditional media and new media, and their relationships.
MIL11/12EMIL-IIIb-5
• Editorialize the roles and functions of media in democratic society.
MIL11/12EMIL-IIIb-6

Specific Learning Objectives

At the end of the lesson, the learners will be able to:
• Examine the technology or resources available during the prehistoric age,
the industrial age, the electronic age, and the new or digital age.
• Identify the devices used by people to communicate with each other, store
information, and broadcast information across the different ages.

INTRODUCTION

Communicate Learning Objectives

1. Review the key points of Introduction to Media and Information Literacy from the
previous lesson.
2. State the objectives of today’s lesson:
• Examine the technology or resources available during the prehistoric age, the industrial age,
the electronic age, and the new or digital age.
• Identify the devices used by people to communicate with each other, store information, and
broadcast information across the different ages.

MOTIVATION

Media Then
1. Show a picture of the maiden voyage or sinking of the RMS (Royal Mail Ship) Titanic.
Talk about this famous world event of April 14, 1912.
2. Pose this question to the learners: “If the Titanic sank somewhere in the Atlantic Ocean,
how do you think the news reached people in England and New York at that time?”
(Sample answers: telephone, letter, newspaper, etc.)

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3. Discuss how people used the telegraph and telegrams for faster means of communication
during that time.
4. Pose this question to the learners: “If the Titanic sank today, in what format would people
receive or read the news?”

DISCUSSION/ LESSON PROPER

Evolution of Media
Engage the learners in a discussion on how media and information has evolved throughout
history.
Describe the four ages.

Pre-Industrial Age (Before 1700s) - People discovered fire, developed paper from
plants, and forged weapons and tools with stone, bronze, copper and iron. Examples:
• Cave paintings (35,000 BC)
• Clay tablets in Mesopotamia (2400 BC)
• Papyrus in Egypt (2500 BC)
• Acta Diurna in Rome (130 BC)
• Dibao in China (2nd Century)
• Codex in the Mayan region (5th Century)
• Printing press using wood blocks (220 AD)

Industrial Age (1700s-1930s) - People used the power of steam, developed machine
tools, established iron production, and the manufacturing of various products (including
books through the printing press).
Examples:
• Printing press for mass production (19th century)
• Newspaper- The London Gazette (1640)
• Typewriter (1800) Telephone (1876)
• Motion picture photography/projection (1890)
• Commercial motion pictures (1913)
• Motion picture with sound (1926)
• Telegraph
• Punch cards

Electronic Age (1930s-1980s)-

The invention of the transistor ushered in the electronic age. People harnessed the power of
transistors that led to the transistor radio, electronic circuits, and the early computers. In
this age, long distance communication became more efficient.

Examples:
• Transistor Radio
• Television (1941)
• Large electronic computers- i.e. EDSAC (1949) and UNIVAC 1 (1951)
• Mainframe computers - i.e. IBM 704 (1960)

13
• Personal computers - i.e. Hewlett- Packard 9100A (1968), Apple 1 (1976)
• OHP, LCD projectors

Information Age (1900s-2000s) –

The Internet paved the way for faster communication and the creation of the social network.
People advanced the use of microelectronics with the invention of personal computers,
mobile devices, and wearable technology. Moreover, voice, image, sound and data are
digitalized. We are now living in the information age.

Examples:
• Web browsers: Mosaic (1993), Internet Explorer (1995)
• Blogs: Blogspot (1999), LiveJournal (1999), Wordpress (2003)
• Social networks: Friendster (2002), Multiply (2003), Facebook (2004)
• Microblogs: Twitter (2006), Tumblr (2007)
• Video: YouTube (2005)
• Augmented Reality / Virtual Reality
• Video chat: Skype (2003), Google Hangouts (2013)
• Search Engines: Google (1996), Yahoo (1995)
• Portable computers- laptops (1980), netbooks (2008), tablets (1993)
• Smart phones
• Wearable technology
• Cloud and Big Data

ACTIVITY:

Knowing You: Media at Different Ages

The coexistence of traditional and new media is a reality called
media convergence.

Provide answers to fill in the table.

What format/ What format/ What format/
Age equipment did people equipment did people equipment did people
use to use to store use to share or

14
 communicate with information? broadcast
each other? information?

Pre-Industrial Age

Industrial Age

Electronic Age

Information Age

SAMPLE ANSWERS

What format/ What format/ What format/ equipment

Age equipment equipment did people use to share
did people use to did people use to or broadcast
communicate with store information?
each information?
other?

15
Pre-Industrial Age Traditional paper Traditional paper Traditional paper and
and writing and writing writing materials,
materials materials, Cave paintings/stone
Cave tablets
paintings/stone
tablets

Industrial Age Paper and Pen, Printing press or Printing press or books,
Typewriter books Newspaper/
magazines

Electronic Age Telegraph, Printing press or Printing press or books,

Telegram, books, Computers Computers,
Telephone, Radio,
Computers Newspaper/magazines,
Personal
Computers

Information Age Personal Printing press or Printing press or books,

computers, Mobile books, Digital Newspaper/
phones, Smart books, magazines, Television,
phones, Personal Radio, Digital
Wearable computers, Mobile books, Websites, Mobile
technology, Social phones, phones, Smart
Media Smart phones, phones, Wearable
Wearable technology, Social
technology, Media
Social Media

Roles and functions of media in a democratic society

(possible answers)

• Channel
- provides opportunities for people to communicate, share ideas, speculate, tell
stories and give information.

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• Watchdog
- exposes corrupt practices of the government and the private sector. Creating a
space wherein governance is challenged or scrutinized by the governed. It also
guarantees free and fair elections.

• Resource center
– acts as a gateway of information for the society’s consumption.
Also, it becomes a keeper of memories of the community, preserver of heritage
and source of academic knowledge.

• Advocate – through its diverse sources or formats, it bridges the gap of digital
divide.

NAME: DATE:
ADDRESS: SUBJECT: MIL/11

EVALUATION

After answering the activity, discuss with the learners the roles and functions of media in
democratic society.

Answer the following questions:

17
• Given the available media that we now have in the world, what are its roles and functions in
a democratic society?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________

• In what way does media affect your life (personal, professional, academic, social, others)?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________

Media and Information Literacy

Information Literacy (Lec)
Content Standards
The learners demonstrate an understanding of why there is a need for information, and
identify how to locate, access, assess, organize and communicate that information.

Performance Standards
The learners shall be able to create a log containing the stages/elements of information
literacy.

18
Learning Competencies
 Define information needs; can locate, access, assess, organize, and communicate
information. MIL11/12IL-IIIc-8
 Demonstrate ethical use of information. MIL11/12IL-IIIc-9

Specific Learning Objectives

At the end of the lesson, the learners are able to:
 Define elements of information.
 Recognize pertinent guide questions leading to information literacy.
 Create a log of the stages and elements of information literacy in a given
scenario.

INTRODUCTION

Communicate Learning Objectives

State the learning objectives:

 Define information needs; can locate, access, assess, organize, and communicate
information.
 Demonstrate ethical use of information.

Defining Information
1. Most Influential Person
 Write “MOST INFLUENTIAL PERSON IN YOUR LIFE” on the board.
 Instruct learners to answer the phrase on a piece of paper by providing the following
details:
Who, What, Where, When, Why, How.
 Call some learners to present their answers to the class.
2. Ask the learners the following
 What is the purpose of these questions?
 What is the importance of answering these questions?”

3. Provide to the leaners the following definition of information:

 Data that has been collected, processed, and interpreted in order to be presented in a
useable form.
 A broad term that can cover processed data, knowledge derived from study,
experience, instruction, signals or symbols. In the media world, information is often
used to describe knowledge of specific events or situations that has been gathered or
received by communication, intelligence, or news reports.

19
Media and Information Literacy (MODULE 4)
Types of Media: Print, Broadcast,
New Media
Content Standards
The learners demonstrate an understanding of how representations are
constructed in diverse media types and how they converged.

Performance Standards

20
The learners shall provide an outline of media convergence in different areas
by identifying the different platforms and the convergence therein.

Learning Competencies
 Classify contents of different media types. MIL11/12TYM-IIId-10
 Define media convergence through current examples.
MIL11/12TYM-IIId-11
 Discuss to class on how a particular individual is portrayed in public using
different type of media. MIL11/12TYM-IIId-12

Specific Learning Objectives

At the end of the lesson, the learners must be able to:
 Identify different type of media.
 Define media convergence in different contexts.

Communicate Learning Objectives

State the learning objectives:

 Classify contents of different media types.
 Define media convergence through current examples.
 Discuss the influence of media in society.
 Discuss how some individuals are being portrayed in public.
 Describe how media personalities could greatly affect society

MOTIVATION

Type of Media
1. Write the following media formats on the paper provided:

books, newspaper, television, Youtube, magazines, social network, radio, memeography,

newsletter, cellphone, journals, film/movie, video clips, pictures

2. Classify and write the terms in their corresponding columns.

PRINT BROADCAST NEW MEDIA

21
Ask the learners the following questions:
• How do different audiences perceive media personalities?
• Do you agree that media personalities have power to direct or challenge society? Explain
your answer.

INTRODUCTION

QOUTE: “The media can be influenced by society and can in turn influence society”.

Give some ideas of the following:

• Different interpretations of the quote. Explain your answer.

• Cite the different forms of media that greatly influence youth like you.
• The different levels of influence that different media have in society in general.
• How this quote should be given consideration when using media for presenting
information.

DEFINITION OF TERMS

Print, Broadcast, and Digital (New) Media

• Print Media - media consisting of paper and ink, reproduced in a printing process that is
traditionally mechanical.

• Broadcast Media - media such as radio and television that reach target audiences using
airwaves as the transmission medium.

• New Media - content organized and distributed on digital platforms.

Media Convergence
Media Convergence using the following definitions:

22
• The co-existence of traditional and new media.
• The co-existence of print media, broadcast media (radio and television), the Internet, mobile
phones, as well as others, allowing media content to flow across various platforms.
• The ability to transform different kinds of media into digital code, which is then accessible
by a range of devices (ex. from the personal computer to the mobile phone), thus creating a
digital communication environment.

ACTIVITY
Using the matrix below, fill up the second and third columns:

Media Convergence in Platform Specific Example

Communication

Education

Advertisement /
Commercial

News

Entertainment

Media Convergence in Platform Specific Example

Communication Social Network Facebook, Instagram, functionality of

social media

Learning
Education management system Google class, E- Book

Advertisement / Product Digitized print ads across different

Commercial Advertisement platforms

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News News Agency A newspaper that still publishes through
print and have online portal (website,
apps, others) with multimedia contents

Entertainment Multimedia A person who has a television show,

Personality publishes books, launches music record,
appears
in movies, endorses commercial
products, peddles product line, has a
digital
multimedia game, concerts, etc.

INSTRUCTION

1. Look at the pictures of this famous individuals who are featured across all types of media.
Identify who is being shown in these picture.

24
2. Give some ideas the following questions:
• What do these two personalities have in common?
Sample answer: They are both called “Queen of All Media”

• How did they become the “Queen of All Media?

Sample answer: They are both featured in print, broadcast and new media.

• What made them so famous?

• What have they contributed to society?
• How do these personalities influence the way the people see themselves and others?
Sample answer: They are able to show viewers that they are like the latter by sharing
relatable (sometimes embarrassing) experiences.

3. Discuss the responsibility of media content producers to their viewers.

Media content producers should follow a code of ethics that prohibits the use of abusive or
discriminatory material based on race, ethnicity, age, gender, physical ability or marital
status.

NAME: DATE:
ADDRESS: SUBJECT: MIL/11

EVALUATION

25
Search for famous/iconic personalities who have been featured in print, broadcast and new
media. Make a matrix that would contain
(1) title of the media product;
(2) its creator; and
(3) describe how each particular personality is being described in a specific
type of media. A sample matrixes presented in the module

SAMPLE MATRIX

Name Books Magazines Radio TV Film/ Songs Internet Others

Movie

Jose
Rizal

Corazon
Aquino

Nora
Aunor

Vilma
Santos

Answer the following questions:

1. Describe how new technologies have led to the convergence of traditional and new
media.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________-
_____________________________________________________________________
______________________________________________________ .

2. Explain how media convergence creates new opportunities for interaction.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

26
 _____________________________________________________________________
_____________-
_____________________________________________________________________
______________________________________________________.

3. Describe the use of one or two forms of new media to share knowledge and
information on a current issue in society.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________-
_____________________________________________________________________
______________________________________________________.

4. Explain how a person could be portrayed in public in the age of media convergence.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________-
_____________________________________________________________________
______________________________________________________.

Media and Information Literacy (MODULE 5)

Media and Information Sources

Content Standards
The learners demonstrate an understanding of the values and differences of
the sources of media and information.

27
Performance Standards
The learners shall be able to examine the reliability, accuracy, value, authority,
and timeliness of the different sources of media and information.

Learning Competencies
The learners compare potential sources of media and information.
MIL11/12MIM-IIIe-13

Specific Learning Objectives

At the end of the lesson, the learners must be able to:

 Demonstrate an ability to examine and compare information from various

sources in order to evaluate its reliability, accuracy, authority, timeliness, and
bias.
 Determine the accuracy, reliability and value of information by questioning
the source of data, limitations of the information gathering tools or
strategies, and the rationale of the conclusions.
 Identify a range of strategies for gathering indigenous informational media.

MOTIVATION
1. What are the media and information sources?
2. What is Indigenous Media?

INTRODUCTION
1. Choose a recent piece of controversial news.
2. The news got from internet and what they know about it.
3. Provide news about the topic coming from different sources – newspaper, magazine,
social media, TV, Internet.
4. Distribute each material to a different group of learners. Have each group describe the type
of information their source delivers.
5. Ask them to note the differences and similarities between the information gathered in each
source.

INSTRUCTION
These keywords include:

• Reliability of information - Information is said to be reliable if it can be verified and

evaluated. Others refer to the trustworthiness of the source in evaluating the reliability of
information.

28
• Accuracy of information - Accuracy refers to the closeness of the report to the actual data.
Measurement of accuracy varies, depending on the type of information being evaluated.
Forecasts are said to be accurate if the report is similar to the actual data. Financial
information is considered accurate if the values are correct, properly classified, and presented
• Value of information - Information is said to be of value if it aids the user in making or
improving decisions.
• Authority of the source - Much of the information we gather daily do not come from a
primary source but are passed on through secondary sources such as writers, reporters, and
the like. Sources with an established expertise on the subject matter are considered as having
sound authority on the subject.
• Timeliness - Reliability, accuracy, and value of information may vary based on the time it
was produced or acquired. While a piece of information may have been found accurate,
reliable, and valuable during the time it was produced, it may become irrelevant and
inaccurate with the passing of time (thus making it less valuable). Other information may be
timeless, proven to be the same in reliability, accuracy, and value throughout history.

Topics on Libraries:

Types of libraries - Libraries are often classified in 4 groups, namely: academic, public,
school and special. These libraries may be either digital or physical in form.
Skills in accessing information from libraries - Due to the wealth of information in a
library, it is important to know the following:
• The access tool to use
• How the information being accessed may be classified
• The depth of details required--some libraries provide only an abstract of the topic
• More detailed information might require membership or some conformity to set rules of the
source (ex databases).
Characteristics of libraries in terms of reliability, accuracy and value - Libraries of
published books are often considered highly reliable, accurate, and valuable. Books and
documents from dominant sources are often peer reviewed. ISSN or ISBN registration
ensures that standards were followed in producing these materials.

Topics about the Internet:

a) Information found on the Internet
b) Characteristics of Internet information in terms of reliability, accuracy, value,
timeliness, and authority of the source
c) Realities of the Internet
d) Information found on the Internet may be quite varied in form and content. Thus, it is
more difficult to determine its reliability and accuracy. Accessing information on the
Internet is easy, but requires more discipline to check and validate. Factual and
fictitious data are often merged together. Sources always have to be validated.

Skills in determining the reliability of information.

a) Check the author. The author’s willingness to be identified is a good indication of
reliability.
b) Check the date of publication or of update. While the information may be true, it may
not be reliable if it is out dated and may have lost relevance.
c) Check for citations. Reliable authors have the discipline of citing sources of their
information

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 d) Check the domain or owner of the site or page. The domains .edu and .gov are
reserved for academic institutions and the government respectively. Information from
such sites are presented with caution and are usually well-grounded. Site owners may
have an agenda that affects the manner by which information is presented.
e) Check the site design and the writing style. Credible sources take time to make their
information accessible and easy to comprehend.

Skills in determining accurate information.

a) Look for facts.
b) Cross-reference with other sources to check for consistency.
c) Determine the reason for writing and publishing the information. Check if the author
is objective or leaning heavily on a certain point of view.
d) Check for advertising. Advertisers may use related information to market their
product.

Topics on the alternative media:

a) Current popular alternative media
b) Rise of alternative media and information.
c) Other alternative forms of communication and distribution have become popular.
These include social media, blogs, and flash mob performances. These alternative
forms provide greater freedom and power to ordinary individuals and are a quicker
way of distributing information.
The downside is that a lot of the information being passed around is biased and
inaccurate.

Selection Criteria Questions to ponder

Reliability What are the details of this piece of news? Which of these details can
be verified in other sources?
Could these details be true? Why or why not?
Accuracy Which of these facts are measurable? How were they derived? Was the
article written in an objective manner? Is the article
written with care?
Value Consider the audience of the article? Who would find this article
valuable?
Authority Who wrote the article? How is the author related to the article? What
was his source? Are the sources properly cited? What is
the reputation of the author? Is he known for some biases?
Timeliness When was the article written? Is it possible that some of the
information in the article has changed in time? If yes, would the
change have any effect on the conclusion of the article?

Indigenous - native; local; originating or produced naturally in a particular region.

Indigenous knowledge - knowledge that is unique to a specific culture or society;
most often it is not written down.
Indigenous communication - transmission of information through local channels or
forms. It is a means by which culture is preserved, handed down, and adapted.
Indigenous media and information - original information created by a local group

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of people. This also refers to content about indigenous peoples that may be
distributed through dominant forms of media or through forms of communication unique to
their people group.

Importance of Indigenous Media and Information

1. Popular media cannot reach some rural areas. While print, broadcast, and new
media have a wide reach, there are still areas that these forms of media have not
reached.
2. Indigenous media and information are highly credible because they are near the
source and are seldom circulated for profit.
3. Indigenous media are channels for change, education, and development because
of its direct access to local channels.
4. Ignoring indigenous media and information can result in development and
education programs that are irrelevant and ineffective.
5. Forms of indigenous media and their local examples:
a) Folk or traditional media
b) Gatherings and social organisations
c) Direct observation
d) Records - may be written, carved, or oral
e) Oral instruction

Take Note:
Indigenous Information-- may be sourced from all types of media.
Indigenous media varies from one place to another.
Key to this is identifying the source of information and the key authorities in a community. Local
meetings such as kapihan, balitaktakan, and kwentong barber are some examples of how news and
stories are passed on within a community.

NAME: DATE:
ADDRESS: SUBJECT: MIL/11

EVALUATION

Synthesize the lesson by going back on the example used at the start of the lesson. Look at
various pieces of news handed out to them regarding the topic. Fill out the following table.

Selection Questions to ponder

Criteria
Reliability What are the details of this piece of
news? Which of these details can be
verified in
other sources?
Could these details be true? Why or

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 why not?
Accuracy Which of these facts are measurable?
How were they derived? Was the
article written in an objective
manner? Is the article
written with care?
Value Consider the audience of the article?
Who would find this article valuable?
Authority Who wrote the article? How is the
author related to the article? What
was his source? Are the sources
properly cited? What is
the reputation of the author? Is he
known for some biases?
Timeliness When was the article written? Is it
possible that some of the information
in the article has changed in time? If
yes, would the
change have any effect on the
conclusion of the article?

ASSIGNMENT
1. Identify information about your local community.
2. Identify the possible source of this information and to write their answers in the paper
provided.

NAME: DATE:
ADDRESS: SUBJECT: MIL/11

ASSIGNMENT:

___________________________________________________________________________
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___________________________________________________________________________
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______________________________

___________________________________________________________________________
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______________________________________________________

Media and Information Literacy (MODULE 6)

Media and Information Languages
Content Standards
The learners understand media and information codes, conventions, and
messages in relation to consumers, producers, and other stakeholders.

Performance Standards
The learners shall be able to examine and identify pertinent media and
information codes, conventions and messages given a visual resource.

Learning Competencies
 Evaluates everyday media and information presentations regarding codes,
convention, and message; and how they affect the audience, producers, and
other stake holders. MIL11/12MILA-IIIf-15
 Produces and assesses the codes, conventions, and messages of a group
presentation. MIL11/12MILA-IIIf-16

Specific Learning Objectives

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At the end of the lesson, the learners must be able to:
 Identify codes, convention, and message and how they affect the audience,
producers, and other stake holders.
 Reflect on how important information can be conveyed to create the desired
impression.

MOTIVATION
1. Read This sentence “Language may be a source of misunderstandings by
Marshall McLuhan, 1964”

2. Analyze the quote, then, write down your idea on the said quote.
__________________________________________________________________________________
__________________________________________________________________________________

Sample Response: I strongly agree that language is a medium where one conveys his or her
message and the kind of language to be used in communication could greatly affect how the
message is understood.

3. Does the user’s/audience’s own background or experience affect the interpretation of

messages?
How? ______________________________________________________________
Sample Response: Yes. The user’s or audience’s own background or experience may be
considered as stock knowledge where his or her impression about a particular piece of
information or message was derived or anchored on.

4. Is it possible that a different individual derives a different meaning from the message?
Explain.
___________________________________________________________________________
___________________________________________________________
Sample Response: Yes, it is possible. It is probably because he or she is coming from a
different point of view and/or different background.

Take Note:
“The medium is the message" is a phrase coined by Marshall McLuhan
meaning that the form of a medium embeds itself in the message, creating a
symbiotic relationship by which the medium influences how the message is
perceived”.

INSTRUCTION

Look at this signs and symbols in your community that are used to convey
information (ex. for directions, locations of attractions, others).

Symbol Meaning/Purpose

34
 Facebook - social media

Traffic Sign - Do not enter

Sports - Time out

 How are symbols usually being presented?

 What is the importance of using symbols to convey a message or information?
 How these symbols are presented in terms of fonts, images, colors, design and others?

Language - pertains to 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.

Media Languages - codes, conventions, formats, symbols and narrative structures that
indicate the meaning of media messages to an audience.

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 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.

Convention - In the media context, refers to a standard or norm that acts as a rule governing
behaviour.

Messages - the information sent from a source to a receiver.

Audience - the group of consumers for whom a media message was constructed as well as
anyone else who is exposed to the message.

35
Producers - People engaged in the process of creating and putting together media content to
make a finished media product.

Other stakeholders - Libraries, archives, museums, internet and other relevant information
providers.

ACTIVITY
1. Say “The 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”.
2. Take a look at the following Philippine postcards.

36
3. Accomplish MIL Design Framework matrix below.

Component Cebu Mayon Volcano Zamboanga Malacanang Palace

Target
Audience
Sender /
Author
Purpose

Key Content

Form / Style

Medium /
Format

Form/Style can also pertains to tone, mood, colour , font types, space, speed, direction, balance, repetition,
emphasis, movement, rhythm, unity, contrast, hierarchy, contrast, proportion, alignment ,proximity, pattern,
others.
Medium/Format can also pertains to the platform that the learners would be presenting their output
(i.e. handwritten, blogs, presentation, others).

NAME: DATE:
ADDRESS: SUBJECT: MIL/11

EVALUATION

In 1 whole yellow paper, write a reflection paper about the previous activity using the
following guide questions:

1. What information codes, conventions and messages about our country is

communicated enthuse postcards?
2. If you are to create a postcard for a place or organization of your choice, what
technical and symbolic codes would you use to convey important information and
create the desired impression? Why?
3. How is understanding of the technical and symbolic codes contribute to media and
information literacy?

37
For the Reflection Paper:
Minimum of 5 sentences each Paragraph
Minimum of 3 Paragraph

Media and Information Literacy (Module 7)

Legal, Ethical, and Societal Issues
in Media and Information Literacy
Content Standards
The learners demonstrate an understanding of the legal, ethical, and societal issues in the use
of media and information.

Performance Standards
The learners shall be able to evaluate a case study or presentation on an offense,
investigation, and decision on any of the issues in media and information within their
community.

Learning Competencies

38
  Define and explain copyright and other related issues.
MIL11/12LESI-IIIg-20
 Discuss current issues related to copyright in relation to
actions of government and private sectors, including but not limited to
Cybercrime Law RA10175. MIL11/12LESI-IIIg-21
 Explain actions to promote ethical use of media and information. MIL11/12LESI-
IIIg-22
 Enumerate opportunities and challenges in media and information. MIL12LESI-IIIg-
23

Specific Learning Objectives

At the end of the lesson,
the learners discuss and analyse a specific case study related to legal, ethical, and societal
issues in the use of media and information literacy.

MOTIVATION
“What specific Philippine law discusses copyright?”
Republic Act No. 8293 or the Intellectual Property Code of the Philippines

“Excessive gaming at places like Internet cafes may cause computer addiction among
teenagers. Should online games be totally banned at Internet cafes near
schools, or should they be regulated?”

___________________________________________________________________________
___________________________________________________________

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INTRODUCTION

The milestones the Internet has helped humanity reach and the possible dangers of using the
Internet.
Present the possible dangers of using the Internet using the image below of
RA 10175: Cybercrime Law.

Source: Cloud Image of Internet Dangers (Photograph). Retrieved from

https://www.cyberpatrol.com/assets/cyberpatrol/ cybersharks_map.jpg

Read and answer the following questions:

a) What issues do you see in the poster?

b) Which ones do you understand? Which ones do you not know?
c) What possible dangers and issues of unguarded use of the internet are depicted
in the picture?
d) Which of these issues have happened to you or to your friends? Why did they
happen?

INSTRUCTION
DEFINITION OF TERMS

What is intellectual property? Intellectual property (IP) refers to creations of the

mind: inventions, literary and artistic works, and symbols, names, images, and
designs used in commerce. IP is divided into two categories: Industrial property,
which includes inventions (patents), trademarks, industrial designs, and geographic
indications of origin; and Copyright, which includes literary and artistic works such as
novels, poems and plays, films, musical works, artistic works such as drawings,
paintings, photographs, sculptures, architectural designs, software and databases.

40
Rights related to copyright include those of performing artists in their performances,
producers of phonograms in their recordings, and those of broadcasters in their
radio, television, web and other media programs. This is definition of intellectual
property.

What are intellectual property rights? Intellectual property rights are the rights
given to persons over the creations of their minds. They usually give the creator an
exclusive right over the use of his/her creation for a certain period of time. Intellectual
property rights are customarily divided into two main
areas: www.wto.org/english/tratop_e/trips_e/intel1_e.htm.

What is intellectual property law? The IP law is strong and enforceable to the
extent sufficient to any right holder to protect his or her rights efficiently.

What is intellectual property protection? Intellectual property rights protection is

the key area of expertise of Law makers, an  intellectual property law firm serving
domestic and international clients worldwide. Intellectual property lawyers and
attorneys are competent and experienced enough to comply with the client's high
standards of delivery and estimation of the results of their work. Any shareholder's
power and leverage in the 21st century is surety about how is his firm's intellectual
property protected.

Copyright - a legal device that gives the creator of a literary, artistic, musical, or
other creative work the sole right to publish and sell that work. Copyright owners
have the right to control the reproduction of their work, including the right to receive
payment for that reproduction. An author may grant or sell those rights to others,
including publishers or recording companies. Violation of a copyright is called
infringement.

Copyright is a legal device that provides the author of a work of art, literature, or
drama with the right to control how the work is used. Copyright is a form of protection
and granted by law for original works of authorship fixed in a tangible medium of
expression. Copyright covers both published and unpublished works.  The intent of
copyright law is to advance the progress of knowledge by giving an author of a work
an economic incentive to create new works.

Fair use “promotes freedom of expression by permitting the unlicensed use of

copyright-protected works in certain circumstances”. There are no set guidelines that
are universally accepted in making a fair use determination.

Plagiarism - an act or instance of using or closely imitating the language and thoughts of
another author without authorization; the representation of that author's
work as one's own, as by not crediting the original author.

41
Cyber Bullying - bullying that takes place online, or using electronic technology such as cell
phones, computers, and tablets over communication tools including social media sites, text
messages, chat, and websites.
Examples of cyber bullying: text messages or emails composed to insult or demean; rumors
or false statements spread by email or posted on social networking sites; and humiliating
photos, videos, websites, or fake profiles deliberately shared across social media.

Computer addiction - the excessive use of computers to the extent that it interferes with
daily life. This excessive use may for example interfere with work or sleep, result in
problems with social interaction, or affect mood, relationships, and thought processes.

Digital divide - an economic inequality between groups in terms of access to, use of, or
knowledge of ICT. The divide within countries (such as the digital divide in the United
States) can refer to inequalities between individuals, households, businesses, and geographic
areas at different socioeconomic (and other demographic) levels. The Global digital divide
designates countries as the units of analysis, and examines the divide between developing and
developed countries on an international scale.

ACTIVITY
Practical Situation/ Case

 Copyright and Plagiarism

 Cyber Bullying
 Computer addiction
 Digital divide

Case 1: Plagiarism
1. Read the following articles on a case of plagiarism: “UP student plagiarizes prize-winning
photos”
at http://www.rappler.com/move-ph/39566-up-student-admits-plagiarized-photos and “UP
grad in photo plagiarism gets redemption” at
http://www.philstar.com/headlines/2015/12/03/1528420/grad-photo-plagiarism-gets-
redemption
2. After reading, answer the following questions:
a. First article: “UP student plagiarizes prize-winning photos”
• In what competition did Solis send in his plagiarized work?
• What sanctions did he receive from the organizing committee?

42
 Describe his actions.
• Do you think technology and the internet have made plagiarism easier? Do you think
technology has made people more or less creative? Explain your answer by citing examples.
b. Second article: “UP grad in photo plagiarism gets redemption”
• According to the article, how did Solis redeem himself? What job did he have?
• What project did he help?
• What is there to learn about the life of Solis?

SAMPLE ANSWERS FOR THE FIRST ARTICLE:

 Mark Solis plagiarized a photograph entitled “Neptune of the Sea” by a Brazil based social worker
Gregory John Smith.
 He claimed that the photograph was his own work, and submitted it to the
2nd Calidad Humana National Essay Photography Competition organized by the embassy of Chile. He
won first place.
 The Embassy of Chile did not give Solis the award.
 Solis has apologized to both Mr. Smith and to the Embassy of Chile.

SAMPLE ANSWERS FOR THE SECOND ARTICLE:
 Solis managed a football program for street children at the Baclaran Church compound in Pasay City.
He is working to promote a book on Calidad Humana.

Case 2: Cyber Bullying

1. Read the news article about Robert Blair Carabuena and the Metropolitan Manila
Development Authority Aide Fabros: “Carabuena: From bully to cyberbullying victim” at
http://rp1.abscbnnews. com/lifestyle/08/23/12/carabuena-bully-cyberbullying-victim
(If the class has a computer, the group may also watch the news report at https://
www.youtube.com/watch?v=uLr-laylF4s
2. After reading, answer the following questions:
• What did Carabuena do that made netizens angry?
• Describe the acts of cyber bullying that the netizens did to Carabuena. Do you think their
actions are justifiable? Defend your answer.
• How did the incident affect Carabuena’s life?
• Do you think technology and the Internet has made bullying easier?
• Give one suggestion to avoid cyber bullying.
___________________________________________________________________________
___________________________________________________________
Give one suggestion to avoid being a cyber bully.

___________________________________________________________________

SAMPLE ANSWERS:
 Carabuena was caught by MMDA Officer Fabros for traffic violations. Carabuena disrespected the
MMDA officer by insulting and slapping him. The incident was videotaped and uploading onto the
internet.
 The netizens made a Facebook hate group, and made many hateful comments against him. Carabuena
was first to bully Fabios, and so netizens used cyberbullying to punish him.

43
Case 3: Computer addiction
1. Read the news article on computer addiction: “Four in ten teenage girls 'are addicted to
internet: Youngsters increasingly showing signs of compulsion with their tablets and smart
phones” at http:// www.dailymail.co.uk/news/article-2623903/Four-ten-teenage-girls-
addicted-internet-Youngstersincreasingly- showing-signs compulsion-tablets-smart-
phones.html
2. After reading the article, answer the following questions:
 From the research, do boys and girls share the same Internet usage? Explain your
answer. Cite statistics or data.
 Cite one real life example in your school or community of teenagers who have
experienced computer addiction. What happen them? Have they recovered from their
addiction?
 Give two pieces of advice from Tablets for Schools to avoid computer addiction.

SAMPLE ANSWERS:
 The survey, which questioned more than 2,000 secondary school pupils aged 11 to 17, found that 39%
believe they are addicted to the internet. For addiction, 46% of the girls show sign of addiction while
36% for the boys.
 Girls spent more time chatting to friends on social networks, while boys were more absorbed by
computer games.
 Advice from Tablets for Schools to avoid computer addiction: Use real alarm clocks instead of cellular
phones, Set time limits on how youngsters can use devices with specific times during the day or week
for being ‘unplugged’, Impose boundaries on the way in which we use our digital devices, Set a
dialogue with the youngsters on computer use.

Case 4: Digital divide

1. Read the article on digital divide in the Philippines: “Faster economic growth
thru SME-friendly connectivity: An AFFI appeal to TELCOS” at http://
affi.com.ph/2014/06/faster-economic-growth-thru-sme-friendly-connectivityan-
affi-appeal-to-telcos/
2. After reading, answer the following questions:
 What were the positive effects of having faster internet speed as shown in the
McKinsey Global Institute research?
 Describe the internet connection status in the Philippines, in terms of number of
people with internet connection, the average internet broadband download speed
compared to other countries, and the average cost of monthly Internet services.
 How does the Philippines’ slow Internet connection affect the SMEs? Do you think a
faster Internet connection can promote better income for them? Explain your answer.
 Do you think commercial stores or offices should have websites? What are the
advantages and disadvantages that can you foresee?

SAMPLE ANSWERS:
 The positive impacts of having faster internet connection according to McKinsey Global Institute are
the following: Strong internet connectivity offers to aggressively drive economic growth in developing
countries; the Internet was also a catalyst for job creation; Internet connectivity benefits all parties
involved – the provider, the SME, the consumer, and the country.
 Today the Philippines lags behind the world in terms of internet connectivity, internet broadband

44
 download speed, and in internet cost accessibility. In September 2013, 71% of Filipinos had no access
to the Internet through any means. The Philippines’ average connection speed per user was only around
2Mbps compared to South Korea’s 21.9 Mbps, Japan’s 12.8 Mbps, Hong Kong’s 12.2 Mbps, Taiwan’s
8.3 Mbps, Singapore’s 7.9 Mbps, and the global average of 3.8 Mbps. On average, consumers pay
around P1,000 a month for Internet service with speeds of up to 2 Mbps. Expensive compared to other
countries like Singapore (15 Mbps internet for around P1,312 a month) and Thailand (12 Mbps for
P1,100).
 AFFI as an association is focused on Small and Medium Enterprises, whom together with micro-
enterprises, comprise 99% of all Philippine business establishments, 60 percent of Philippine exporting
firms, employs 55 percent of the Philippine labor force and contributes 30% to total domestic volume
in the Philippines.

NAME: DATE:
ADDRESS: SUBJECT: MIL/11

EVALUATION

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