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MIL Q4 Text-Information-Media

Education Secondary (Dagupan City National High School)

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Media and
Information
Literacy
Quarter 4 – Module 10:
Text Information and Media

Department of Education • Republic of the Philippines

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Media and Information Literacy – Grade 12

Alternative Delivery Mode
Quarter 4 – Module 10: Text Information and Media
First Edition, 2019

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Authors: Krislene C. Dela Cruz

Editor: Romalyn A. Rizardo
Reviewers: Mary Ann A. Javier, Amalia C. Solis and Julius J. Jardiolin
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief

Dennis M. Mendoza, Regional EPS In-Charge of LRMS

Micah S. Pacheco, Regional ADM Coordinator
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS In-Charge of LRMS and
ADM Coordinator

Printed in the Philippines

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: DepEd Complex, Meralco Ave., Pasig City, Metro Manila
Telefax: (+632)8636-1663 | 8633-1942 | 8635-9817 | 8638-7530 | 8638-7531 |
8638-7529 |
(+63919) 456-0027 | (+63995) 921 8461
E-mail Address: [email protected]

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12

Media and
Information
Literacy
Quarter 4 – Module 10:
Text Information and Media

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

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Introductory Message
For the facilitator:
This module was collaboratively designed, developed, and reviewed by educators
to guide you, the teacher or facilitator, in helping the learners meet the standards set
by the Department of Education. Primarily, this module aims to help the learners
understand the lessons in Media and Information Literacy based on the Most Essential
Learning Competencies; and see their relevance to real life through a fun-filled learning
experience. This module hopes to engage the learners into guided and independent self-
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the necessary 21st century skills while taking into consideration their
needs and circumstances.
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners’ progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

For the learner:

Welcome to the Media and Information Literacy Grade 12 Alternative Delivery
Mode (ADM) Module. This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You will
be enabled to process the contents of the module while being an active learner.
Specifically, this module aims to help you acquire knowledge about text
information as an effective form of media and how it can aid you in getting your
messages across.
This module contains the following parts: a. What I Need to Know (Introduction
and Learning Objectives), b. What I Know (Pretest), c. What’s In (Review), d. What’s New
(Introductory activity), e. What Is It (Content Discussion), f. What’s More (Enrichment
Activities), f. What I Have Learned (Generalization), g. What I Can Do (Application),
h.Assessment (Posttest), Additional Activities, Answer Key, and References.
To enjoy learning about the lesson, you must set aside all other tasks that will
disturb you while answering the module. Use the module with care. Do not put
unnecessary mark/s on any part of the module. Follow carefully all the contents and
instructions indicated in every page of this module. Take note of the significant concepts
you find in the lesson which you may use for future references. Keep in mind to USE
SEPARATE SHEETS OF PAPER in doing all the provided activities to meet all the lesson’s
objectives. If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your facilitator. After accomplishing all the activities, let your
facilitator/guardian assess your answers. The success in accomplishing this module
depends on your will and grit. Keep going and enjoy learning!

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What I Need to Know

This module aims to help learners like you get well-acquainted with key concepts
of media and information and use this knowledge to communicate using the technology
in your hands. 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.

After going through this module, you are expected to:

1. describe the different dimensions of text information and media (MIL11/12TIM-
IVb-3)
2. comprehend how text information and media is/are formally and informally
produced, organized, and disseminated (MIL11/12TIM-IVb-4)
3. evaluate the reliability and validity of text information and media and its/their
sources using selection criteria (MIL11/12TIM-IVb-5)
4. produce and evaluate a creative text-based presentation using design principle
and elements (MIL11/12TIM-IVb-6)

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What I Know

Choose the letter of the best answer. Write the letter that corresponds to your answer
on a separate sheet of paper.
1. Which of the following statements is NOT beneficial to an individual about the
use of media and information literacy?
a. It makes studying convenient for students.
b. It connects people easily.
c. It updates an individual.
d. It distracts people to be productive.
2. It concerns with the overall impact of media and information to individual and
society.
a. Media and Information Literacy
b. Media and Information Literate Individual
c. Media Legislation and Regulation
d. Media to Its Audience and Stakeholders
3. The following media and information programs improve the students’ learning
environment EXCEPT.
a. Discovery Channel c. Math Tinik
b. Sine Eskwela d. O-Shopping
4. Shiela learned the benefits of organic foods from a television program and
started using it. This shows that media and information ______.
a. improve a person’s lifestyle
b. tempt people to do what they don’t practice
c. become inappropriate to people
d. lead people to confusion
5. Ejhay wants to talk to his mother abroad through a video call. He may
use_____.
a. Skype c. Twitter
b. Instagram d. YouTube
6. A professional wanted to expand his network and manage his professional
identity. Which of the following can he use?
a. LinkedIn c. Pinterest
b. Kalibrr d. Instagram
7. Kyle Gabriele wanted to update himself with what is happening around the
world. What cable channel would he watch?
a. CNN c. Movie Central
b. ANC d. ports Channel
8. A media and information literate individual should know how to utilize____.
a. television c. social media
b. AM and FM Radio d. different media platforms

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9. Janine, a STEM student in senior high school, was able to gather information
about her research on herbal medicine through a website. This shows the
impact of media and information to____?
a. education c. economy
b. politics d. society
10. Zyril created a social media account to fight global warming. It shows that
media and information impact to____?
a. education c. economy
b. politics d. society
11. Kiesha Miel, a student, uses her spare time to sell different accessories on-line.
It helps to augment her expenses in school. This shows ______impact of media
information literacy to individual.
a. educational c. social
b. political d. economic
12. A study claims that almost a quarter of the world population is in Facebook.
People are now exposed to different culture and practices. This shows the
______impact of media and information literacy.
a. educational c. economic
b. political d. social
13. A candidate for national election uses different media platforms to promote his
candidacy resulting to a landslide win against his opponent. It shows the
______impact of media and information literacy.
a. educational c. economic
b. political d. social
14. Vernice Gabriele became more interested with the lesson because the teacher
used audio-visual materials in the discussion. This shows that media and
information literacy can be applied to____?
a. education c. economy
b. politics d. society
15. Zyra sent her pertinent documents to her fiancé through electronic mail. It
shows the ______ impact of media and information literacy.
a. educational c. economic
b. personal d. professional

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Lesson
Text Information and Media
1
What catches your attention when reading a story or an article? Most people
would look at the text because of its content. In this lesson, you will be learning how
text information can be an effective form of media and how it can be used and applied
for you to communicate the message effectively.

What’s In

Choose the letter that best describes the statement in each number.

_____1. People who are classified either as a A. Editor

correspondent or as a reporter. B. Photographer
_____2. This person’s responsibility is to ensure C. Graphic Artist
that the author’s work is worth publishing. D. Journalists
_____3. Someone who takes responsibility for the E. Art Director
printed material presentment starting from
text to images.
_____4. Someone who is responsible for capturing images artistically which will be
partnered with a written material to represent an idea visually.
_____5. The one who is in charge of the overall concept of the material in terms of art,
design, and graphics.

What’s New

Examine the text message and answer the questions that follow.

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1. What is the tone of this text message?

__________________________________________________________________
2. Why do you think Filipinos fall victims of this text message?
__________________________________________________________________
3. Why is this text message powerful?

Your answers will be graded using the following rubric.

Developing Accomplished Exemplary
(2 points) (3 points) (5 points)
Topic The answer is The answer is The answer is
remotely related to fairly related to directly related to
the topic. the topic. the topic.
Organization The points in the The points in the The points in the
answer are answer are answer are
logically ordered. somewhat logically logically ordered.
ordered.
Quality of Most details do Some details Most details
Information not support the support the support the
discussion. discussion. discussion.
Grammar & Answer has more Answer has one or Answer has no
Mechanics than two errors. two errors. errors.

What is It

Text Information and Media

Text Information
Text information can be written in script using the Roman alphabet or a different
script that is appropriate to the language of the reader. For example, Japanese, Chinese,
and Korean textbooks are written using their own scripts.

Creators of Text Information

Readers are influenced and persuaded by the power of written words. A reputable
and well-organized material is a collective effort between writers and members of the
editorial team. Below are several kinds of writers.
1. Author – someone who writes books, stories, or articles on different kinds of
topics. However, there is a difference in the focus of their writing. Usually, an
author writes stories or articles that are lengthy, like a novel. He/she is also
connected to scholarly works such as general reference material or a textbook.
An author also refers to a writer who already has a published work.
2. Writer – a writer is more associated with writing literary works like poems and
short stories. A writer is usually a person who writes stories or articles as an
occupation.

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3. Contributor – Like a writer, the contributor puts in articles about topics that are
of particular interest. Contributors can only submit articles depending on the
theme or space available. Most writers work full time in a publication but there
are some who are considered as contributors which means that they are freelance
writers and their works do not appear regularly in a publication.
4. Columnist – someone who writes his opinion, insights, and commentaries about
social or political issues. In a newspaper or a magazine, articles written by
columnists appear on a regular basis. Even though columnists are free to express
their opinion, he or she must abide by the professional code of ethics for
journalists. This means that columnists should avoid bias and derogatory
remarks.
5. Blogger – a blogger is someone who writes personal opinions on topics or issues
that interest him or her. Rather than writing a column for a magazine or a
newspaper, a blogger shares his insights, ideas, reflections, experiences, and
activities through a blog entry.
6. Data Encoder – someone who is responsible for encoding handwritten text into
soft copy using an office application such as MS Word.
7. Layout and Graphic artist – someone who assembles text, images, illustrations,
photographs and drawings to create a visual design on printed or digital media.
8. Editor – someone who coordinates with the author or writer in planning,
reviewing, and revising content for publication. In addition, an editor’s task is to
coordinate with the layout artists to ensure that all corrections are carried out
from start to end.
9. Publisher – someone who is responsible for preparing, acquiring, and managing
a publication. The publisher works with a team of writers, authors, and layout
artists and decides on the type and theme of the material to be published.

Classifications of Text Information

Discussion of the different sources of text information was presented in the
previous section. Print media, such as books, newspapers, and magazines contain
various information. Text information is classified into two: fiction and nonfiction.
1. Fiction – This refers to stories that are product of the writer’s imagination. Fairy
tales, mythologies, and legends are examples of fiction texts. Most works of fiction
are considered as forms of literature.
2. Nonfiction – Text information is classified as nonfiction if it is based on facts and
reality. Examples of nonfiction works are biographies, news, and scientific
researches. Text information like these are often present in textbooks,
encyclopedias, periodicals, and journals.

How Text Information is Produced

Text information is produced through the following steps:
1. The writer selects a topic or an issue worth writing about.
2. The writer does a thorough gathering of information about the topic.
3. The writer constructs an outline of the topic and composes the draft.
4. The writer goes back to the draft and develops it into a full text.
5. The writer turns in the article to the editor or publisher.

For articles in newspapers or magazines, the editor decides whether the material is
worthy of publication based on the publication house’s style, theme, and quality of the
material.
For manuscripts written for possible publication as a textbook or novel, the
publisher usually has a team of reviewers who checks the quality of the manuscripts in

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terms of content and genre. If the manuscript gets the approval of the screening
committee, it is forwarded to the editorial department and later endorsed for printing.

Assessing and Evaluating Text Information

The following criteria should be considered in assessing and evaluating text
information.
1. Accuracy and Factuality. Text information should be precise and must be based
on facts. It should be thoroughly researched, and the data should be based on
valid findings.
2. Objectivity. Text information should not contain any biases, prejudice, or
discrimination. If the material contains any sides or groups, each must be
discussed fairly and exhaustively.
3. Language appropriateness. The level and kind of language should be
appropriate for the target audience or readers.

4. Curriculum alignment. The textbook material should be consistent with the

curriculum and international standards prescribed.
5. Style and Format. Most books are based on the Chicago Manual of Style (CMOS)
when it comes to all editorial concerns like capitalization, punctuation, and
citation. On the other hand, academic paper follows the American Psychological
Association (APA) Style. While newspapers follow a particular house style
depending on the news agency they belong to.

Advantages of Text Information

❖ Text information covers a wide variety of topics.
❖ One can access text information easily.
❖ It is well-researched and comprehensively discussed.
Limitations of Text Information
❖ The book should be updated regularly to ensure accuracy and timeliness.
❖ Text information can be lengthy and hard or tiresome to read.
❖ Finding information can lead to browsing various materials which can take up so
much time.

Text as Visual
a. The representation or style of a text in the digital formal is called a typeface.
b. A typeface, (also referred as font, font type, or type) is usually comprised of alphabets,
numbers, punctuation marks, symbols and other special characters.
c. Different emotions and meanings are expressed when various font types are used. In
case there is an absence of images and drawings, the easiest way to communicate to
people is through text.

Types of Typefaces
Serif
One common form of a typeface is called serif. It pertains to a short line at the top or
bottom of some styles of printed letters. This kind of typeface entails familiarity and
readability in large amounts of texts. Some publications such as books, newspapers,
magazines, and researches normally use serif typeface for the body of the text. Serif
fonts are also used to achieve a classic and elegant look in publications.
Examples: Times New Roman, Garamond, Baskerville

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Sans Serif
A typeface which does not contain serif in the letters is called a sans serif. This typeface
conveys a clean and minimalist look to the text. To express clear and straightforward
meaning of the text, road signages, building directories, and nutrition facts in food
packaging use this typeface. Moreover, sans serif fonts are mainly used in designing
webpages to achieve a modern style look.
Examples: Arial, Helvetica, Tahoma, Verdana, Calibri

Slab Serif
A heavy and solid look to the text is expressed by slab serif. Usually, large advertising
sign on billboards use the slab serif typeface.
Examples: Rockwell, Playbill, Blackoak

Script
The brush-like strokes make people drawn to the script typeface. It is not advisable to
use this font to large body text and thus it must be used sparingly. Most formal events
such as weddings or evening charity balls use the script typeface.
Examples: Edwardian, Vladimir, Kunstler

Decorative
Display or decorative typeface are artistic and eye-catching since it caters to a wide
variety of emotions (such as happiness, fear, horror, etc.) or decorative fonts also cater
to various themes (such as spaceships, carnivals, holidays, seasons, kiddie, etc.)
Examples: Chiller, Jokerman, Curlz MT

Design Principles and Elements

1. Emphasis – pertains to the force or intensity of expression which contributes
importance or vivid impression to something. A text can be changed to bold, italicized,
have a heavier weight, darkened or lightened, or even enlarged.

2. Appropriateness – refers to how suitable or matching the text utilized for a target
audience, intention, or event. The selection criteria (tone, style, purpose, clarity) should
be followed in the creation of text-based content. The discussion of font characteristics
must be considered when choosing the typefaces to be used in an output. Large body
text must use fonts which are readable and clear.

3. Proximity – refers to the closeness or looseness of text elements from each other.
Things that are closely related should be brought together. Otherwise, text elements
should be placed far from each other. For example, the placement of main title and
subtitle are usually close to each other.

4. Alignment – refers to the proper positioning or state of adjustment of parts in relation

to each other (Merriam-Webster Dictionary). The text positioned in the page can be left,
right, center or justified.

5. Organization – refers to the act or process of organizing various elements of text in

a page. Although elements of text are sorted out from each other (based on the principle
of proximity), organization sees to it that somehow, they are still connected with the rest
of the elements in the page.

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6. Repetition – the unity of the entire design and consistency of elements are the
concerns of repetition. The repetition of some typefaces within the page are encouraged.
However, when various typefaces are used on a page, it might result to distraction and
failure to communicate the content of the text.

7. Contrast – refers to the degree of difference between things having similar or

comparable natures (Merriam-Webster Dictionary). Visual interest to text elements is
generated by contrast. Contrast can be achieved when we join the following elements
like: large fonts with small fonts, serif and sans serif, thin and thick elements, and warm
and cool colors.

What’s More

Activity 1.1
Accomplish the table by specifying how the design principles and elements were used
in the product label and the effect it has to consumers.

Image(s) courtesy of:

(left)https://pixabay.com/vectors/liquid-soap-soap-bath-bathroom-154014/
(right)https://commons.wikimedia.org/wiki/File:Antibacterial_hand_soap.jpg

Design
Principles and Liquid Soap (Left Picture) Liquid Soap (Right Picture)
Elements
Emphasis

Appropriateness

Proximity

Alignment

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Organization

Repetition

Contrast

Activity 1.2
Based on the given picture, complete the table by supplying the appropriate answer for
each question.

Image courtesy to: https://unsplash.com/photos/XXuVUrnpi8M

1. Who are the possible readers of this signage?

2. Who wrote this signage?

3. What is the tone of the text in the signage?

4. What is the intention of the signage?

5. What are the design principles and elements

present in the signage?
6. What are the emphasized phrases in the
signage? Why were these given particular
attention?

Your answers will be graded using the following rubric.

Developing Accomplished Exemplary
(2 points) (3 points) (5 points)
Topic The answer is The answer is fairly The answer is directly
remotely related to the related to the topic. related to the topic.
topic.
Organization The points in the The points in the The points in the
answer are logically answer are somewhat answer are logically
ordered. logically ordered. ordered.
Quality of Most details do not Some details support Most details support
Information support the the discussion. the discussion.
discussion.
Grammar & Answer has more than Answer has one or two Answer has no errors.
Mechanics two errors. errors.

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What I Have Learned

Answer the questions briefly based on your objective insight and critical thinking.
1. How will you call the attention of a blogger to correct a wrong text information on
the blogsite he or she manages?
________________________________________________________________________
2. Would you apologize and be honest to admit if you provided a wrong text
information on your newspaper column? Why or why not?
________________________________________________________________________
3. In your opinion, who should be responsible in ensuring that there would be no
misleading and erroneous text information released in print and social media?
Why?
________________________________________________________________________

Your answer will be graded based on the following rubrics:

Score Description
Is unable to or infrequently uses deductive and inductive
2 points
reasoning skills
Uses deductive and inductive reasoning skills inconsistently and
3 points
weakly
4 points Uses deductive and inductive reasoning skills competently
Uses deductive and inductive reasoning skills consistently and
5 points
with ease

What I Can Do

You will take on the role of a graphic artist and a writer. Choose one among the
following book genre (romance, historical, sci-fi, horror/suspense, or action) and create
an attractive book jacket with an ad blurb that best captures the book storyline. The
book cover design must contain an attractive color together with appropriate images
and text.

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RUBRIC FOR CREATIVE OUTPUT

Partially Meets Meets Standards Exceeds

Standards (10-15 points) Standards
(5-10 points) (20 points)
Relevance to the The output is The output is The output is
Theme remotely related to fairly related to directly related to
the theme. the theme. the theme
Originality The output The output The output
contains contains decent contains
insufficient evidence of distinctive
evidence of personal thought. evidence of
personal thought. personal thought.
Creativity The output The output The output
displays the least displays an displays an
amount of adequate amount exceptional
creativity. of creativity. amount of
creativity.
Color Harmony The image The image The image
displays displays displays the most
inappropriate appropriate colors. suitable colors.
colors.
Visual Appeal Little attention Adequate Extra attention
was given to attention was was given to
designing the given to designing designing the
output. the output. output.

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which is NOT a characteristic of a serif typeface?

a. classic
b. readability
c. formality
d. extravagant
2. Which of the following material is suited for a script typeface?
a. newspapers
b. magazines
c. wedding invitations
d. billboards and ads
3. Text information generally has the following characteristics except:
a. instant information
b. limited topics
c. time-consuming
d. well-researched

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4. The responsibility of transforming texts into soft copy using an office

computer application is in the hands of the:
a. data encoder
b. publisher
c. graphic artist
d. editor
5. Which text information should one use when he or she needs data for a
research paper?
a. legends
b. fable
c. magazine
d. encyclopedia
6. Text information is produced through the following steps except?
a. The writer composes an article about his or her chosen topic.
b. The writer develops the article into a publishable material.
c. The writer turns in the article to the editor or publisher.
d. The writer submits articles randomly to every media platform.
7. Which of the following is NOT the editor’s responsibility?
a. acquires and manages a publication
b. coordinates with the author or writer
c. reviews and revises content for publication
d. ensures that corrections are done from start to end.
8. The following items comprise a typeface except:
a. alphabets
b. numbers
c. emoticons
d. symbols
9. Which does not belong to the group?
a. language appropriateness
b. accuracy and factuality
c. formality and readability
d. style and format
10. Which typeface has a clean and minimalist look to the text?
a. serif
b. sans serif
c. slab serif
d. script

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Additional Activities

Take a photo of a Filipino street food and make a 4.25” x 5.5” postcard with the
caption “(creative name of the food)? It’s More Fun in the Philippines.” Be sure to comply
to the criteria to produce text information and do not forget to incorporate design
principles and elements in your work. Be guided by the criteria below.

Egg Waffles?

It’s More Fun in the

Philippines.

Image courtesy of: https://upload.wikimedia.org/wikipedia/commons/f/f2/Tokneneng-01.jpg

RUBRIC FOR CREATIVE OUTPUT

Partially Meets Meets Standards Exceeds

Standards (10-15 points) Standards
(5-10 points) (20 points)
Relevance to the The output is The output is The output is
Theme remotely related to fairly related to directly related to
the theme. the theme. the theme
Originality The output The output The output
contains contains decent contains
insufficient evidence of distinctive
evidence of personal thought. evidence of
personal thought. personal thought.
Creativity The output The output The output
displays the least displays an displays an
amount of adequate amount exceptional
creativity. of creativity. amount of
creativity.
Color Harmony The image The image The image
displays displays displays the most
inappropriate appropriate colors. suitable colors.
colors.
Visual Appeal Little attention Adequate Extra attention
was given to attention was was given to
designing the given to designing designing the
output. the output. output.

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17
What I Know What's More Assessment
A Answers may D
C D
D
vary. B
B A
D D
C D
C A
A C
B C
D B
What’s In
A
B
B
D
C
C
B
A
B
D
Answer Key
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References

Magpile, Christine Marie. 2016. Media and Information Literacy (Enhancing Education
through Effective Communication). The Inteligente Publishing Inc.: Mother Ignacia,
Quezon City.

Pitagan, Ferdinand B. et.al. 2016. Media and Information Literacy. (Commission on

Higher Education).

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7531 | 8638-7529 | (+63 919) 456 0027 | (+63 995) 921 8461

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