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MEDIA & INFORMATION
LITERACY
1st SEMESTER – Module 1
WEEK 1 & 2
Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

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:

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 learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 Let’s Learn

This module was designed and written with you in mind. It is here to help you understand media
and information as channels of communication and tools for the development of individuals and
societies. It also aims to develop students to be creative and critical thinkers as well as
responsible users and competent producers of media and information. 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 how communication is affected by media and information
2. identify the similarities and differences of media literacy, information literacy, and
technology lit 3. expound the value of being a media and information literate individual
4. identify characteristics /describes a responsible uses and competent producers of media and
information.
5. share to class media habits, lifestyles and preferences

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 Let’s Try
1. This type of literacy identifies what the information is for, where to find it, and how to
evaluate it.
a. Media Literary c. Information Literacy
b. Technology Literacy d. Communication Literacy
2. This type of literacy evaluates different media forms and how can they be analyzed,
evaluated, and created to send out messages efficiently and ethically.
a. Information Literacy c. Media Literacy
b. Technology Literacy d. Communication Literacy
3. This type of literacy is able to access, manage, and integrate technologies to create and
communicate information.
a. Technology Literacy c. Information Literacy
b. Communication Literacy d. Media Literacy
4. It refers to people or groups of people imparting or exchanging messages through speaking,
writing, gestures or even using other symbolic forms by utilizing a variety of channels for
sending and receiving.
a. Conference c. Communication
b. Literacy d. Media
5. Form of communication in which message is transmitted verbally; communication is done by
word of mount and a piece of writing
a. Informal Communication c. Verbal Communication
b. Formal Communication d. Nonverbal Communication
6. An element of communication which deals with the process of assembling the message into a
representative design with the objective of ensuring that the receiver can comprehend it
a. Encoding c. Source
b. Message d. Channel
7. This element of communication is simply the environment in which your message is
delivered.
a. Encoding c. Message
b. Context d. Channel
8. Any communication without word of mouth, spoken words, conversation and written
languages.
a. Informal Communication c. Verbal Communication
b. Formal Communication d. Nonverbal Communication
9. It is the machine used to convert signals or binary data into message or the receiver who
translates the message from signals.
a. Receiver c. Decoder
b. Channel d. Noise
10. It is the physical disturbances like environment, people, etc. which does not let the message
get to the receiver as what is sent.
a. Noise c Receiver
b. Channel d. Decoder

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Lesson
Introduction to Media and
1 Information Literacy
This lesson deals with introducing learners to be literate about the different kinds of
media that exist and how kinds of media industries that own, operate, and control these media
technologies. In this lesson, the learners will also learn how each media product is made in order
to fully understand how the message embedded in it is relayed from the creator to its target
audience. As a tool for mass communication, specific media products developed into a
necessary device that helped deliver a specific message to many people. As an outlet of
creativity, some media products are used by artists to exercise their freedom of expression. This
lesson will certainly develop learners’ attention, creativity, critical thinking and awareness in
using the social media.

Let’s Recall

Activity 1:
State one-word that describes the picture below and explain.

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 Let’s Explore

The pictures above are samples of fake news headlines found online. Engage yourself in a
discussion about examining and believing in news. These are the guide questions: (not more
than 100-words)

1. Did you believe these news items were true? How did you know they were true/false?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Are all news and information on the Internet true? Why or Why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. As a student, how can you avert fake news in your community?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 Let’s Elaborate

The internet and social media are digital platforms that can be a boon or a bane to the
people and societies in general. They are avenues whereby information or misinformation can
be circulated. And given the rapidity by which these can spread valid or fake news, the stakes
are high, as this information can manifest itself in the clear possibility of the citizens being in a
state of online quandary. With a staggeringly increase of internet and social media users, it is
indeed worthwhile to look into this matter.

Communication
- refers to people or groups of people imparting or exchanging messages through speaking,
writing, gestures or even using other symbolic forms by utilizing a variety of channels for
sending and receiving
- the exchange of information and the expression of feeling that can result in understanding
- the process by which messages or information is sent from one place or person to another,
or the message itself

Types of Communication

Verbal Communication
Refers to the form of communication in which
message is transmitted verbally; communication is
Verbal Communication
done by word of mount and a piece of writing.
Verbal communication can be in oral or written form.

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Nonverbal Communication
Any communication without word of mouth, spoken words, conversation and written languages.
Non-verbal communication happens through signs, colors, gestures, body language or any facial
expressions.

Eight Elements of Communication

1. Source
The source is the person (or thing) attempting to
share information. The source can be a living or
non-living entity.

2. Message
At first glance, the message is simply the
information you want to communicate. But it
goes deeper than that. Communication theorists
examine messages from a semiotic perspective
(the study of signs and symbols, and how
meaning is created through them; note: it is not
the study of meaning, just how meaning is created).

3. Encoding
Encoding is the process of assembling the message (information, ideas and thoughts) into a
representative design with the objective of ensuring that the receiver can comprehend it.
Communication is only established when it results in both the source and the receiver
understanding the same information.

4. Channel
An encoded message is conveyed by the source through a channel. There are numerous channel
categories: verbal, non-verbal, personal, non-personal, etc. A channel could be the paper on
which words are written, or the Internet acting in the client-server model that is allowing you to
read these words right now.

5. Decoding
Now would be an appropriate time to remind yourself that you can just as easily fill the role of
decoder as you can encoder. This is where listening, and reading directions carefully, makes its
claim to fame—decode with care, my friends. As we discussed in Encoding, communication is
only successful when it results in both the source and the receiver understanding the same
information.

6. Receiver
Ultimately, the message is delivered to the receiver. A good communicator takes the receivers’
preconceptions and frames of reference into consideration; how they will react, where common
ground is shared, their sense of humor, their moral conduct, etc. All of these things will affect
how the receivers decode messages.

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7. Feedback
A better word might be “reaction” or “responses.” The source judges its success based on the
feedback it receives, so pay close attention. If Google’s servers crashed tomorrow, there would
be a lot of confused sources. Feedback is the moment of reckoning. Whether things go right or
wrong, it serves as one of the most important learning opportunities we have.

8. Context
Context is simply the environment in which your message is delivered. For Bob Dylan, the
context was the Civil Rights movement in the 1960s, with a heavy focus on The Big Apple
(though he would probably disagree). Context could be a boardroom meeting focusing on
international expansion or the 2006 World Cup final in Germany (poor choice, Zidane).
Needless to say, context can easily make or break the effectiveness of communication.

Communication Models
A. Lasswell’s Communication Model (1948)
Lasswell’s communication model was developed by communication theorist Harold D.
Lasswell (1902-1978) in 1948. Lasswell’s model of communication (also known as action
model or linear model or one way model of communication) is regarded as one the most
influential communication models.
B. Shannon-Weaver Model of Communication (1948)
Concepts in Shannon Weaver Model
 Sender (Information source) – Sender is the person who makes the message, chooses
the channel and sends the message.
 Encoder (Transmitter) –Encoder is the sender who uses machine, which converts
message into signals or binary data. It might also directly refer to the machine.
 Channel –Channel is the medium used to send message.
 Decoder (Receiver) – Decoder is the machine used to convert signals or binary data into
message or the receiver who translates the message from signals.
 Receiver (Destination) –Receiver is the person who gets the message or the place where
the message must reach. The receiver provides feedback according to the message.
 Noise –Noise is the physical disturbances like environment, people, etc. which does not
let the message get to the receiver as what is sent.
Shannon Weaver model of communication was created in 1948 when Claude Elwood Shannon
wrote an article “A Mathematical Theory of Communication” in Bell System Technical Journal
with Warren Weaver.
C. Osgood-Schramm Model of Communication (1954)
The Osgood-Schramm model is built on the theory that communication is a two-way street, with
a sender and a receiver. Charles Egerton Osgood popularized the notion that communication
was circular rather than linear, meaning that it required two participants taking turns sending
and receiving a message.

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D. Westley-MacLean’s Model of Communication (1957)
The major components in the communication process for the model are:
Source (A) – Source is the message creator and sender.
Environment (X) – Environment is the physical and psychological situation where the message
is being created and sent.
Sensory experience (X1…) – Sensory experience is the first thing that the source sees by which
the source gets the idea for the formation of the message.
Objects of Orientation (X1, X2,…) – Objects of orientation is the person’s social and cultural
reality that has formed from his/her past experiences and teachings.
Message Interpretation or Coding (X’) – Message is interpreted with the objects of
orientation of the receiver of the message.
Receiver (B) – The person who gets the message sent by the source and the person who
interprets according to his/her objects of orientation.
E. Berlo’s SMCR Model of Communication (1960)
In 1960, David Berlo postulated Berlo’s Sender-Message-Channel-Receiver (SMCR) model of
communication from Shannon Weaver’s Model of Communication (1949). He described factors
affecting the individual components in the communication making the communication more
efficient.
The model also focuses on encoding and decoding which happens before sender sends the
message and before receiver receives the message respectively.
Berlo’s Model has mainly, four components to describe the communication process. They are
sender, message, channel and receiver. Each of the component is affected by many factors.

Communication Skills
Communication skills of a person is a factor that affects the communication process.
If the sender has good communication skills, the message will be communicated better
than if the sender’s communication skills are not good. Similarly, if the receiver cannot
grasp the message, then the communication will not be effective. Communication skills
include the skills to speak, present, read, write, listening, etc.
Attitude
The attitude of the sender and the receiver creates the effect of the message. The
person’s attitude towards self, the receiver and the environment changes the meaning
and effect of the message.
Knowledge
Familiarity with the subject of the message makes the communicated message have its
effect more. Knowledge on the subject matter makes the communicator send the
message effectively.

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Social Systems
Values, beliefs, laws, rules, religion and many other social factors affect the sender’s
way of communicating the message. It creates difference in the generation of message.
Place and situation also fall under social systems.
Culture
Cultural differences make messages different. A person from one culture might find
something offensive which is very much accepted in another culture.
M-Message
A message is the substance that is being sent by the sender to the receiver. It might be in
the form of voice, audio, text, video or other media. The key factors affecting the
message are:
 Content
Content is the thing that is in the message. The whole message from beginning to end is
the content.
 Elements
Elements are the non-verbal things that tag along with the content like gestures, signs,
language, etc.
 Treatment
Treatment is the way in which the message is conveyed to the receiver. Treatment also
effects the feedback of the receiver.
 Structure
The structure of the message or the way it has been structured or arranged, affects the
effectiveness of the message.
 Code
Code is the form in which the message is sent. It might be in the form of language, text,
video, etc.
 C-Channel
Channel is the medium used to send the message. In mass communication and other
forms of communication, technical machines might be used as a channel like telephone,
internet, etc. But in general communication, the five senses of a human being (hearing,
seeing, touching, smelling, tasting) is the channel for the communication flow and it
affects the effectiveness of the channel.
R- Receiver
Receiver is the person who gets the message sent in the process. This model believes
that the thinking pattern and all other factors mentioned above must be in sync to that of
the sender for the communication to be effective. The message might not have the same
effect as intended if the receiver and sender are not similar. The receiver must also have
a very good listening skill. Other factors are similar to that of the sender.

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10 Levels of Intimacy in Today’s Communication
How we communicate has recently been transformed by Web 2.0 and Social Media. Today, our
lives are more connected on a global scale than ever… it truly has become a world economy.
However, it is interesting to see how this technology, though making it significantly easier to
interact with our peers, has also altered how intimate our interactions are with each other.
The graphic below is a neat representation of the present most popular forms of communication.
It ranges from 10 as the most intimate to 1 as the least intimate. Communication in the most
intimate range involves visual or auditory interaction, whereas the least intimate forms lack this.
The ranking in this graphic is definitely a matter of opinion and subjective in nature. Would you
categorize these 10 levels in a different way?

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 Let’s Dig In

List down verbal and non-verbal ways of communications

VERBAL NON-VERBAL

Let’s Remember

Identify your media habits. The purpose of this task is to let you know how much time you
spend using a specific media or media product and also learning about your media habits.
More so, this analysis could let you know if you are spending way too much time on the media
and not enough time on other parts of your life. Is that a good thing or a bad thing? It’s up to
you to discover and determine. Make it in a bullet form.

KIND OF WHAT DO YOU

TYPE OF MEDIA/POP HOURS THINK OF
PURPOSE
MEDIA CULTIRE SPENT DAILY YOUR MEDIA
PRODUCT USAGE

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 Let’s Apply

Media and Information Design Framework. “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:” (not more than 50 words)

COMPONENT GUIDE QUESTIONS YOUR ANSWER

Target Audience Who is the intended audience?

Sender / Author Who is the producer?

Purpose What is the purpose?

What is the topic?

Key Content
What are the facts?

How can I present this

information?
Form / Style
How would this affect my
audience?

Media / Format What platform will I use? Why?

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 Let’s Evaluate
Multiple Choice. Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.
1. Broadly defined as data, knowledge, or instructions through the signals or symbols.
a. Media c. Information
b. Communication d. Technology
2. Type of communication that uses spoken word?
a. Oral Communication c. Written Communication
b. Non-verbal Communication d. Formal Communication
3. It refers to tools used by the source to disseminate information to the receivers
a. Technology c. Media
b. Literacy d. Information
4. The ability to access, analyse, evaluate, and communicate information in a variety of
forms, including print and non-print messages.
a. Information Literacy c. Media Literacy
b. Technology Literacy d. Communication Literacy
5. It refers to the listener, reader, and viewer of the message.
a. Receiver c. Message
b. Media d. Source
6. A form of communication in which message is transmitted verbally; word of mouth and a
piece of writing do communication?
a. Verbal Communication c. Formal Communication
b. Non-verbal Communication d. Informal Communication
7. The understanding of the concepts behind computing equipment, network connectivity,
and application software; the skills to responsibly use appropriate technology to access,
synthesize, evaluate, communicate, and create information to solve problems and improve
learning in all subject areas; the ability to acquire new knowledge for on-going and lifelong
learning in 21st century global workplace.
a. Media Literacy c. Information Literacy
b. Technology Literacy d. Communication Literacy
8. This is the type of communication practiced in corporate meetings, conferences, academic
seminars, political sessions, and juridical proceedings.
a. Formal Communication c. Informal Communication
b. Verbal Communication d. Non-verbal Communication
9. A set of abilities requiring individuals to “recognize when information is needed and
have the ability to locate, evaluate, and use the needed information effectively.”
a. Information Literacy c. Media Literacy
b. Technology Literacy d. Communication Literacy
10. It is the medium used to send the message. In mass communication and other forms of
communication, technical machines might be used as this medium.
a. Sender c. Channel
b. Receiver d. Media

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 Let’s Extend

Essay - Use separate sheet of paper for your arguments. Just choose 2 items to answer.
1. Who is a media and information literate individual?
2. How is critical thinking related to media and information literacy?
3. What you can contribute to your community and to your country if you are a media and information
literate individual? You may use the following to guide you in developing your arguments:
 Media & Information literacy as practiced on both personal and professional level
 Media & Information literacy as expression of freedom of speech/expression
 Media & Information literacy as tool for civic responsibility and nation-building

Answer Key

References
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi-Kim
(2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press ISBN 978-
92-3-104198-3 (EN); 978-959-18-07; 978-959-18-0787-8 (ES)
https://blog.udemy.com/elements-of-communication/
https://www.merriam-webster.com/dictionary/communication
https://i.ytimg.com/vi/akfatVK5h3Y/maxresdefault.jpg
https://www.youtube.com/watch?v=C8lMW0MODFs
http://www.yourarticlelibrary.com/business-communication/7-major-elements-of-
communication-process/25815
https://blog.udemy.com/elements-of-communication/
http://www.ifapcom.ru/files/News/Images/2012/mil/Wilson.pdf

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 Development Team of the Module

Writer: Joana Feliza P. Guevara

Editor:

Language Evaluator:

Reviewer:

Dr. Noemi O. Bayle – Principal IV

Dr. Angela K. Alaman - Head Teacher IV

Illustrator: Joana Feliza P. Guevara

Layout Artist: Joana Feliza P. Guevara

Management Team: DR. MARGARITO B. MATERUM, SDS

DR. GEORGE P. TIZON, SGOD CHIEF

DR. ELERY G. QUINTIA, CID CHIEF

DR. VIRGINIA L. EBOÑA

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