12

MEDIA AND INFORMATION

LITERACY
Quarter 4– Module 3:
Implication of Media and Information to
an Individual and the Society
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Describe Impact of Massive Open Online Content. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module contains only 1 lesson, which is:

 Lesson 3 – Implication of Media and Information to an Individual
and the Society

After going through this module, you are expected to:

1. Arrange letters to reveal hidden word;
2. Give meaning to some acronyms;
3. Enlist technological devices that uses 2D or 3D;
4. Explain the importance of Massive Open Online Content;
5. Draw a poster advertising the use of 3D based technological devices; and
6. Write and design a slogan focusing on the use of technology.
What I Know
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following is a type of modern technology?

a. iPad c. stone tablets
b. quills d. written scripts
2. What is media?
a. means of mass communication
b. reason for chemical reactions
c. set of antique collection
d. 3- day sale advertisement
3. What is information?
a. Academic write- up c. Processed data
b. Musical play d. Type of novel
4. Which of the following is a type of modern media?
a. computer c. newspaper
b. letters d. papyrus
5. Which of the following is a type of traditional media?
a. computer c. radio
b. newspaper d. television
6. What do you call unprocessed information?
a. data c. dated
b. date d. dates
7. Positive: Good; _______: Bad?
a. Negated c. Notarized
b. Negative d. Nullify
8. Male: Masculine; Female: _______?
a. Female c. Femme
b. Feminine d. Finalist
9. What is Facebook?
a. cursed book c. social media platform
b. human being d. type of music
10. which of the following is used to chat and message other people online?
a. Adobe Photoshop c. Facebook
b. AutoCAD d. Picasa
11. Which of the following option shows social interaction online?
a. Colleagues talking c. Teacher lecturing in classroom
b. Friend chatting d. Watching movies at Cinema
12. What is the singular form of Media?
a. mad c. medium
b. medias d. medusa
13. Which of the following social media has a bird as an icon?
a. Facebook c. Snapchat
b. Instagram d. Twitter
14. Is the use of social media functional for both civilians and those who are
working?
a. absolutely not possible c. not certain
b. no d. yes
15. Why is social media called as such?
a. it advertises advertisements
b. it promotes camaraderie
c. It is named as such because it conducts researches
d. it is its primary function
16. Which of the following option can children access for learning?
a. Avenger: Infinity War c. Peppa Pig
b. Cocomelon d. War and Peace by Leo Tolstoy
17. TV means what?
a. Telecasting c. Telenews
b. Televiewers d. Television
18. A PC is a type of what?
a. computer c. radio
b. ear pod d. television
19. An iPad is a type of what?
a. cellphone c. tablet
b. laptop d. television
20. In the current situation we are in, what is the prime reason for the high
number of social media users?
a. Independence Day c. Valentine’s Day
b. Pandemic Times d. Yuletide season
 Media and Information
Lesson Literacy: Implication of
3 Media and Information to an
Individual and the Society
What’s In
Directions: Match the type of gadget necessary under Column A for each
person under Column B. Write your answer on a separate sheet
of paper.

Column A Column B
1. Primary Schooling Children a. Crop Reaper
2. College Students b. Wheel chair
3. Educators c. Laptop & Printer
4. Senior Citizens d. Laptop
5. Agriculturists e. Building blocks toy

What’s New
Directions: Cite benefits of using technology. Use a separate sheet of paper
to answer.
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________

What is It
POSITIVE EFFECTS
Children
 Some social media sites are used by children for school research
purpose. Children are connected to libraries, resource center and
museums etc. to help access information for school work.
 Children use social media sites to download music and movies just
for enjoyment.
 Sites like Facebook, Skype, etc. help children stay in touch with
friends and love ones.
 Children visit chat rooms to practice foreign languages.
 Some social media allow kids to post their own work, such as
pictures, music etc.
 Social media sites present the opportunity for children to set up sites
to raise money to help their communities.
 By using these social media site helps children to explore their
creative side.

Teenagers
 Helps Develop Awareness
 Helps Develop Social Skills
 Adults
 62 percent of adults worldwide, report better self-esteem after
positive social-media feedback. But adults use social-media for
more professional aspect, and for family photos etc.

NEGATIVE EFFECTS
Children
 Television influences the psychosocial development of children.
The average child watches almost 14 hours of television per week,
which limits time for thing such as reading, playing and building
relationships. This limits the physical, mental, and social skills that
all children need. Television can also lead to increased obesity and
it affects a child’s learning and academic performance. While some
things on television are good, such as Sesame Street that teaches
racial harmony. cooperation, etc., the majority of things children see
on television is a negative influence
Teenagers
 Teens are exposed to more violent images in movie, T.V. shows,
videos etc. and if that teen doesn’t have the esteem to make his/her
own decision it causes a negative effect because they are
influenced by what they see. Cyber bullying occurs on several social
media cites.

GENDER DIFFERENCES
 Pressures from Media
 Females: More likely to experience body dissatisfaction
 Thin, slender physique
 Male: Muscularity, exercise and supplements

SELF-ESTEEM
The media, specifically Hollywood, likes to put out the image of a perfect
person. The people who are rich and famous, are skinny and beautiful, spending
thousands of dollars on surgeries and expensive clothes and accessories. Children,
especially girls, see these people constantly on television of the internet, and strive to
be like them since it’s constantly what they see. When it’s increasingly hard for them
to reach up to the media’s standards, they may become depressed and feel they aren’t
good enough, or try harder to become perfect by starving themselves and becoming
anorexic or bulimic.

IMAGE OF MEDIA
Most of imagery that the media displays always has to look ‘perfect’, it has to
be the next big thing. The problem is young teenagers try to aim for what media
displays.

BODY-BUILT
Having too much weight is not healthy; however, the media forces audience to
believe they should look a certain way. It influences teens that they need to look like
this, which makes them feel more insecure about themselves.
Human beings express their nature by creating and recreating an organization
which guides and controls their behavior in many ways. This organization liberates and
limits the activities of men, sets up standards for them to follow and maintain. Whatever
the imperfections and tyrannies it has exhibited in human history, it is necessary
condition of fulfilment of life. This organization which is responsible for fulfilment of life
of every individual is called society. Man in every society has suffered from one or the
other problems. Men in modern societies are also experiencing various problems and
his behavior gets affected by many things, media is one of them. Media is the plural of
the word medium. Media are the vehicles or channels which are used to convey
information, entertainment, news, education, or promotional messages are
disseminated. Media includes broadcasting and narrowcasting medium such as:
television, radio, newspapers, billboards, mails, telephone, fax, internet etc. (the main
means of mass communication). The mass media occupy a high proportion of our
leisure time: people spend, on average, 25 hours per week watching television, and
they also find time for radio, cinema, magazines and newspapers. For children,
watching television takes up a similar amount of time to that spent at school or with
family and friends. While school, home and friends are all acknowledged as major
socializing influences on children, a huge debate surrounds the possible effects of the
mass media and findings both in favor and against effects are controversial. The
question of effects is typically raised with an urgency deriving from a public rather than
an academic agenda and with a simplicity which is inappropriate to the complexity of
the issue (we do not ask of other social influences, what is the effect of parents on
children or do schools have an effect which generalizes to the home or do friends have
positive or negative effects). The possibility of media effects is often seen to challenge
individual respect and autonomy, as if a pro effects view presumes the public to be a
gullible mass, cultural dopes, vulnerable to an ideological hypodermic needle, and as
if television was being proposed as the sole cause of a range of social behaviors. Such
a stereotyped view of research tends to pose an equally stereotyped alternative view
of creative and informed viewers making rational choices about what to see. Overview
articles often describe a history of progress over the past seventy years of research
which alternates between these two extremes -- first we believed in powerful effects,
then came the argument for null effects, then the return to strong effects etc. -- a history
whose contradictions become apparent when old research is re-read with new eyes.
Contemporary media studies sometimes define itself through its rejection of the
language of effects research -- criticizing the laboratory experiment, the logic of causal
inference, and psychological reductionism.

FUNCTIONS THE MEDIA

Mass media is a tremendous source of information for individuals as well as
society. We know a bit about the role of mass media in a democracy. Let us now see
how the media perform their functions to bring about changes.

MASS MEDIA CAN HELP IN CHANGE

Using mass media, people’s attitudes and habits can be changed. For example,
all of us have mistaken or wrong notions about various diseases like leprosy or
HIV/AIDS. Many of us think that by touching people suffering from these diseases we
would be infected. You might have heard on radio or watch television programs or read
messages which tell us that by touching an HIV/AIDS patient we do not get infected.
Similarly, for eradicating polio there are special programs and messages disseminated
through the media.
They inform people about the need for giving polio drops to children and about
the day that is declared a “polio day”. Special arrangements are made to give polio
drops to as many children as possible on polio day. Change would also mean things
for the better. The concept of development of a country is again a matter of change,
when old practices and equipment are changed and new, better and more efficient
means are being used. Mass media play an important role in communicating this
change. By giving the necessary information, and sometimes skills, the media can help
bring about this change. You may ask how media can impart skills. Mass media like
television can demonstrate and show how things work. You would have seen on
television how a certain dish is cooked using modern kitchen equipment.

 Mass Media have made the World Smaller and Closer:

 The speed of media has resulted in bringing people across the world closer.
Let us take an example. When you watch a cricket match between India and
another country in England, Australia or New Zealand, live on television, you
feel you are part of the crowd in that stadium. Events, happy or sad, happening
anywhere can be seen live. Sometimes we feel that the entire world is one big
family. You might have heard the term “global village”. It means that the whole
world is shrinking and becoming a village. Wherever we go to any part of the
world, we see the same products such as soft drinks, television, washing
machine, refrigerator etc. and the same type of advertisements. Similarly, the
world wide web and internet have brought people and countries much closer.
 Mass Media Promotes Distribution of Goods:
Mass media are used by the consumer industry to inform people about their
products and services through advertising. Without advertising, the public will
not know about various products (ranging from soup to oil, television sets to
cars) and services (banking, insurance, hospitals etc.) which are available in
the market as well as their prices. Thus mass media help the industries and
consumers.
 Entertainment and informative: Mass media is one of the best means of
recreation. Television, radio, internet are the best means of entertainment and
extremely informative. Social media keeps us up to date with the happenings
around the world.

We can sum up the functions of media as:

1. Media provide news and information required by the people.
2. Media can educate the public.
3. Media helps a democracy function effectively. They inform the public about
government policies and programs and how these programs can be useful
to them. This helps the people voice their feelings and helps the
government to make necessary changes in their policies or programs.
4. Media can entertain people.
5. Media can act as an agent of change in development.
6. Media has brought people of the world closer to one another.
7. Media promote trade and industry through advertisements
8. Media can help the political and democratic processes of a country.
9. Media can bring in positive social changes.

SOCIAL IMPACTS OF MEDIA

The mass media occupy a high proportion of our leisure time: people spend,
on average, 25 hours per week watching television, and they also find time for radio,
cinema, magazines and newspapers.
For children, watching television takes up a similar amount of time to that spent
at school or with family and friends. While school, home and friends are all
acknowledged as major socializing influences on children, a huge debate surrounds
the possible effects of the mass media and findings both in favor and against effects
are controversial. The question of effects is typically raised with an urgency deriving
from a public rather than an academic agenda and with a simplicity which is
inappropriate to the complexity of the issue (we do not ask of other social influences,
what is the effect of parents on children or do schools have an effect which generalizes
to the home or do friends have positive or negative effects?). The possibility of media
effects is often seen to challenge individual respect and autonomy, as if a pro-effects
view presumes the public to be a gullible mass, cultural dopes, vulnerable to an
ideological hypodermic needle, and as if television was being proposed as the sole
cause of a range of social behaviors. Such a stereotyped view of research tends to
pose an equally stereotyped alternative view of creative and informed viewers making
rational choices about what to see. Overview articles often describe a history of
progress over the past seventy years of research which alternates between these two
extremes -- first we believed in powerful effects, then came the argument for null
effects, then the return to strong effects etc. -- a history whose contradictions become
apparent when old research is reread with new eyes. Contemporary media studies
sometimes define itself through its rejection of the language of effects research --
criticizing the laboratory experiment, the logic of causal inference, and psychological
reductionism. This rejection is, I will suggest in this chapter, in part justified and in part
overstated.

Media effects: a matter of change or reinforcement?

If by media effects, we mean that exposure to the media changes people's
behavior or beliefs, then the first task is to see whether significant correlations exist
between levels of exposure and variations in behavior or beliefs. 'Change' theories --
on which this chapter will focus -- generally presume that the more we watch, the
greater the effect. Most research does show such a correlation (Signorelli & Morgan,
1990), albeit a small and not always consistent one. The next question concerns the
direction of causality. For example, having shown that those who watch more violent
television tend to be more aggressive (Huesmann, 1982), researchers must ask
whether more aggressive people choose to watch violent programs (i.e. selective
exposure), whether violent programs make viewers aggressive (i.e. media effects), or
whether certain social circumstances both make people more aggressive and lead
them to watch more violent television (i.e. a common third cause). To resolve this
issue, the effects tradition has generally adopted an experimental approach, arguing
that only in controlled experiments can people be randomly assigned to experimental
and control conditions, thereby controlling for any other variables in the situation. Only
then can causal inferences be drawn concerning any observed correlation between
the experimental manipulation (generally media exposure) and resultant behavior. In
research on media violence, some researchers offer a bidirectional argument,
concluding that there is evidence for both selective viewing and media effects
(Huesmann, Lagerspetz, & Eron, 1984). Undoubtedly, many viewers choose
selectively to watch violent or stereotyped programs (after all there has always been a
market for violent images). However, it does not necessarily follow that there are no
effects of viewing such programs or that motivated viewers can successfully undermine
any possible effects. Many remain concerned especially for the effects of violent
programs on children and so-called vulnerable individuals, irrespective of whether they
chose to watch them. However, if by media effects, we mean that the media do not
generate specific changes but rather reinforce the status quo, then empirical
demonstration of media effects becomes near impossible. It is difficult to know what
beliefs people might have espoused but for the media's construction of a normative
reality, and difficult to know what role the media plays in the construction of those
needs and desires which in turn motivate viewers to engage with the media as they
are rather than as they might be. Nonetheless, arguments than the media support the
norm, suppress dissent and undermine resistance, remove issues from the public
agenda, are central to theories of ideology (Thompson, 1990), propaganda (Jowett &
O'Donnell, 1986) and cultivation (Gerbner, Gross, Morgan, & Signorielli, 1986; Noelle-
Neumann, 1974). Similarly, it is extremely difficult to test the argument that the media,
in combination with other social forces, bring about gradual social changes over the
long term, as part of the social construction of reality. Yet for many, these 'drip drip'
effects of the media are likely to exist, for television is 'telling most of the stories to
most of the people most of the time' (Gerbner, et al., 1986, p.18). There are, then,
difficulties in conducting empirical research on both change and reinforcement
conceptions of media effect. As we shall see, the findings of the field are in many ways
inconclusive. It has been argued, consequently, that the media effects debate can
never be resolved and so research should cease. This raises two related questions.
First, can any general conclusion be drawn from effects research to date concerning
both the overall balance of findings and promising future directions? second, if the
issue will not go away -- as the history of effects research and public concern
throughout this century suggests -- how should the question of effects be
reformulated?

What’s More
Directions: Explain how media influence individual and society as a whole.
Write your answer on a separate sheet of paper.
“How do media affect an individual and his/ her society”?

Needs
Excellent Very Good Fair
Criteria Improvement
5 4 3 2
1-10 11- 20 More than 21
No grammatical
grammatical grammatical grammatical
inconsistencies
inconsistencies inconsistencies inconsistencies
Grammar were found all
were found all were found all were found all
throughout the
throughout the throughout the throughout the
write- up.
write- up. write- up. write- up.
Most of the Some of the
All of the ideas Few to None of
ideas included ideas included
included in the the ideas
in the write- up in the write- up
write- up were included in the
were were
Logical strategically and write- up were
strategically and strategically and
Arrangement logically strategically and
logically logically
of Ideas arranged to logically
arranged to arranged to
create a arranged to
create a create a
wholesome create a
wholesome wholesome
idea. wholesome idea.
idea. idea.
1- 10 Non- 11- 20 Non- More than 21
English was English English Non- English
Use of used all terminologies terminologies terminologies
Language throughout the were used all were used all were used all
write- up. throughout the throughout the throughout the
write- up. write- up. write- up.

What I Have Learned

Directions: Enlist five technological devices that greatly benefitted the following
fields of expertise. Write your answer on a separate sheet of paper.

Field of Expertise Technological Devices



1. Communication 




2. Transportation 


 What I Can Do
Directions: Unscramble the letters to reveal the hidden word. Use the clues
provided. Write your answer on a separate sheet of paper.
Scrambled letters Clues Unscrambled Letters
1. AMIDE Television, Radio, Computer
2. IRMAFOTION Processed data
Devices used to gain access to
3. GETGADS
the cyber world.
4. INNETTER World wide web
The one who uses the gadgets
5. RUSE
for cybernetic purposes.

Additional Activities
Directions: Create a poster focusing on proper usage of technology.
Write your answer on a separate sheet of paper.
Needs
Excellent Very Good Fair
Criteria Improvement
5 4 3 2
All of the Most of the Some of the Few to None of
elements elements elements the elements
included in the included in the included in the included in the
Theme
poster are in poster are in poster are in poster are in
line with the line with the line with the line with the
given theme. given theme. given theme. given theme.
The poster is The poster is
The poster is
very intriguing The poster is somehow
Visual Impact not visually
and eye- eye- catching. catchy to the
appealing at all.
catching. eyes.
Exceptional use Good use of Average use of No use of new
of new ideas new ideas and new ideas and ideas and
Originality
and originality to originality to originality to originality to
create poster. create poster. create poster. create poster.
Assessment
Directions: Write the letter of the correct answer on a separate sheet
of paper.
1. Which of the following websites can one watch, listen and download music
and videos alike?
a. Facebook.com c. Scribd.com
b. Prezi.com d. Youtube.com
2. Which of the following provides a quality presentation?
a. Facebook.com c. Scribd.com
b. Prezi.com d. Youtube.com
3. How many percent of adults worldwide, report better self-esteem after
positive social-media feedback?
a. 10 % c. 68 %
b. 60 % d. 73 %
4. What is the alternative for printed books?
a. e- books c. e- manga
b. e- library d. e- pad
5. What was the declared day for children who have polio?
a. Policarpio Day c. Politician’s Day
b. Polio Day d. Puli Day
6. In terms of shaping the body, media influences people to have what?
a. specific body shape c. specific routine
b. specific diet d. specific skin tone
7. How does media aide to democratic efficiency?
a. by giving news objectively c. by giving news prospectively
b. by giving news non- chalantly d. by giving news subjectively
8. Thin, slender physique pertains to what?
a. gender difference c. gender equality
b. gender equity d. gender preferences
9. Complete the statement, Television _______the psychosocial development of
children.
a. affects c. effects
b. affixes d. inflicts
10. Can videos and images be downloaded in social media?
a. absolutely not c. not possible
b. no d. yes
11. Which of the following TV shows are strictly for news and information
dissemination?
a. Dora the Explorer c. Spongebob Squarepants
b. MOR 103.1 d. 24 Oras
12. Which of the following option focuses on catering queries?
a. Dora the Explorer c. Peppa Pig
b. MOR 103.1 d. Raffy Tulfo in Action
13. Which of the following option focuses on documentaries?
a. i- Witness c. Wish ko Lang
b. Kapuso Mo, Jessica Soho d. 24 Oras Weekend
14. Which of the following option focuses on music streaming?
a. Kapuso Mo, Jessica Soho c. Raffy Tulfo in Action
b. MOR 103.1 d. Wish Ko Lang
15. Which of the following option focuses on featuring stories from various angles
of people?
 a. Kapuso Mo, Jessica Soho c. Raffy Tulfo in Action
b. MOR 103.1 d. Wish Ko Lang
16. Complete the statement; Media can bring in ________ social changes
a. negative c. positive
b. neuter d. reinforcing
17. Complete the statement; Media can educate the ________
a. aliens c. others
b. public d. self
18. Complete the statement; Media has brought people of the world ________ to
each other
a. closer c. farther
b. distantly d. nearer
19. Complete the statement; Media can entertain _______
a. animals c. people
b. bacteria d. plants
20. Complete the statement; Pressures from _______
a. friends c. television
b. media d. work

Key to Correction
What I know
1. A 11. B
2. A 12. C
3. C 13. D
4. A 14. D
5. B 15. D
6. A 16. C/ C
7. B 17. D
8. B 18. A
9. C 19. C
10. C 20. B

What’s in
1. E 3. C 5. A
2. D 4. B

What’s new
1. Improves engagement
2. Improves knowledge retention
3. Encourages individual learning

T/N: Any answers related to the correct listing of answers will be considered.

What’s more
Media can either positively or negatively affect the user depending on how it is
to be used and its relation to society is that, the influence of the medium used by the
user will be reflected via it’s the user’s behavior, social interaction and other related
factors which will then be applied in their respective community.
T/N: Any answers related to the correct answer will be considered.

What I have Learned

Field of Expertise Technological Devices
 cellular phones
 television
1. Communication  Internet
 social media
 letters
 Bicycle
 Omnibus (bus)
2. Transportation  Car
 Tricycle
 Train
T/N: Any answers related to the correct answer will be considered.
What I can do
 1. MEDIA 3. GADGETS 5. USER
2. INFORMATION 4. INTERNET

Additional Activities
T/N: Any drawing related to what is required will be accepted.

Assessment
1. A 11. B
2. A 12. C
3. C 13. D
4. A 14. D
5. B 15. D
6. A 16. B/ C
7. B 17. D
8. B 18. A
9. C 19. C
10. C 20. B

References
Fields of expertise. Retrieved November 12, 2020 from
https://traductera.com/field-oe/
The impact of social media on society. Retrieved November 12, 2020 from
https://scholarcommons.scu.edu/cgi/viewcontent.cgi?article=1002&context=e
ngl_176
Impact of digital media on individuals, organizations and society.
Retrieved November 12, 2020 from https://reports.weforum.org/human-
implications-of-digital-media-2016/section-3-impact-of-digital-media-on-
individuals-organizations-and-
society/?doing_wp_cron=1605260284.2337260246276855468750
Overall implication of media and information to an individual on personal
aspect. Retrieved November 12, 2020 from
https://prezi.com/p/hnz0xvwwulpv/overall-implication-of-media-and-
information-to-an-individual-on-personal-aspect/
Implication of media and information to an individual and the society as a
whole. Retrieved November 12, 2020 from
http://jakehernando.blogspot.com/2017/01/implication-of-media-and-
information-to.html
Impacts of media on society: A sociological perspective. Retrieved
November 12, 2020 from
https://www.somersetcanyons.com/ourpages/auto/2018/2/8/65032975/Affects
%20of%20media%20article%20-%20goes%20with%20projet.pdf