Media and Information Literacy 120 MINS

The Evolution of Traditional to New

Media (Lab)

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Content Standards
You demonstrate an understanding of the historical background of media and LESSON OUTLINE
information; basic theories of media and information systems; and concepts
of ownership, control, and regulation of media. Review Key Points 5

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Performance Standards Timeline of Media Exposure 100
Laboratory
You shall be able to make a timeline or historical record of their

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interaction with and exposure to traditional and new media. Theory on Information and Media 15
Discussion
Learning Competencies
• Identify traditional media and new media, and their relationships. Materials
computers with Internet connection, books and other

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MIL11/12EMIL-IIIb-5

MIL11/12EMIL-IIIb-6
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Editorialize the roles and functions of media in democratic society.

Search and look up the latest theories on information and media.

references, online resources

Resources
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
MIL11/12EMIL-IIIb-7 Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
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for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN);
Specific Learning Objectives 978-959-18-07; 978-959-18-0787-8 (ES)
At the end of this activity, you will be able to create a timeline of your
exposure to traditional and new media.

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This Teaching Guide is a donation by CHED to DepEd. It is for reference purposes only.
STUDY
Study the key points in the discussion of The Evolution of Traditional to New Media from the teaching
guide pages 24-28.

LABORATORY Tips
• You may use any of these
Timeline
alternatives in creating the timeline:

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1. Draft a timeline of your exposure to traditional and new media on a bond paper. Tiki-Toki, Time Glider, OurStory,
2. Create that timeline through presentation software. Refer to the rubric found at the end of this material as Capzles, Read Write Think, Xtimeline,
a guide. TimeToast, Dipity, all available
online.
3. For each item of media, include a picture or image, year, short description, and a personal insight.

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4. Submit the output with a brief description to our MIL Portal (Google Classroom).

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This Teaching Guide is a donation by CHED to DepEd. It is for reference purposes only.
Timeline Rubric

Criteria 4 3 2 1

Timeline is incomplete and Timeline is incomplete and Timeline is incomplete and

Timeline is completely finished.
Completion contains 1 to 3 unfinished contains 4 to 6 unfinished contains 7 or more unfinished
elements. elements. elements.
All graphics are related to
Some (up to 59%) of the Most (60%+) of the graphics

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content. All graphics are in All graphics are related to
graphics are unrelated to are unrelated to content. Too
appropriate size and good content. All graphics are in
content. Too many graphics on many graphics on one page.
quality. Graphics create an appropriate size and good
Graphics one page. Some of the Most of the graphics distract
overall theme and make quality. Graphics do not create
graphics are distracting. Images from the text. Images are poor
connections that help the an overall theme, but show a
are of poor quality. They are quality. They are either too

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audience understand the general flow of topics.
either too large or too small. large or too small.
concepts.

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Most words are carefully Some words are carefully Words are chosen with less Words are chosen with less
chosen; writing is clear and chosen; writing is clear and care; writing is sometimes care; writing is sometimes
Mechanics legible. Most words are spelled legible. Most words are spelled unclear; most words are spelled unclear; some words are
correctly and proper correctly and proper correctly and is grammatically spelled incorrectly and proper

Content
punctuation is employed.

Major points are presented and

fully supported with convincing
arguments, ideas and data.
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punctuation is employed.
Major points are presented.
correct.
Major points are presented.
However, some of them are not However, most of them are not
supported with with convincing supported with convincing
punctuation is not employed.

Topic is oversimplified or fails

to present major points.
arguments, ideas and data arguments, ideas and data
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Rubric adapted from:

• Presentation rubric (2016, February 8). Retrieved from http://www.sites4teachers.com/links/redirect.php?url=http://www.nclark.net/
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PowerPointRubric.pdf
• Presentation rubric (2016, February 8). Retrieved from http://library.fayschool.org/Pages/powerpointrubric.pdf
• Typography project rubric (2016, February 8). Retrieved from http://www.rcampus.com/rubricshowc.cfm?code=U787A3&sp=true
• Rubric for poster (2016, February 8). Retrieved from http://ced.ncsu.edu/mmania/

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This Teaching Guide is a donation by CHED to DepEd. It is for reference purposes only.