Republic of the Philippines

MINDANAO STATE UNIVERSITY – MAGUINDANAO

Dalican, Datu Odin Sinsuat, Maguindanao
INTEGRATED LABORATORY SCIENCE HIGH SCHOOL
SENIOR HIGH SCHOOL
e-mail:[email protected]

COM 001

MEDIA AND INFORMATION LITERACY

Jomhaerria D. Gumalid, LPT

Bai Allessah M. Mayasa, LPT

1st Sem. 2021-2022

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 Vision, Mission, and Core Values of the University

Vision
The premier innovative center of development in the region.

Mission
To train and enhance human capital through:
 Quality educational experiences;
 Relevant research and innovations and regional and national
development; and
 Responsive community engagement and empowerment

Core Values

R- Responsiveness
I-inclusiveness
S- Sustainability
In- Innovativeness
G- Global Competence
In- Integrity
Collaboration

“It is in working together and collaborating with

one another that we rise as one.”

-Consuelo D. Samson, PhDLE

Vice Chancellor for Academic Affairs

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 TABLE OF CONTENTS

First Quarter
Unit I: Media and Information: Cultures, Communities, and
Technologies
Lesson 1: Introduction to Media and Information Literacy 4
Lesson 2: The Evolution of Traditional to New Media . 20
Lesson 3: Information Literacy . . . . 31
Lesson 4: Types of Media . . . . . 39
Lesson 5: Media and Information Sources . . 48
Lesson 6: Media and Information Languages . . 58
Lesson 7: Legal, Ethical, and Societal Issues in Media and
Information . . . . . 73
Lesson 8: Opportunities, Challenges, and Power of Media and
Information . . . . . 94
Lesson 9: Current and Future Trends of Media and
Information . . . . . 104
Lesson 10: Media and Information Literate Individual . 113

Second Quarter
Unit Il: Media and Information: Design Principles, Elements, and
Selection Criteria

Lesson 11: People and Media . . . . 121

Lesson 12: Text Information and Media . . . 132
Lesson 13: Visual Information and Media . . 142
Lesson 14: Audio Information and Media . . . 153
Lesson 15: Motion Information and Media . . 167
Lesson 16: Manipulative Information and Media . 178
Lesson 17: Multimedia Information and Media . . 186

Appendices . . . . . . . .
A. OBE Syllabus . . . . . . 209
B. Materials used in the Lessons (Literary Pieces, Maps) 197

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 FIRST QUARTER

LESSON 1
INTRODUCTION TO MEDIA AND INFORMATION LITERACY

Overview:
This lesson will cover topics on defining communication, explaining
the communication process through models, the means and the ends in
communication, a closer look at media and information, media and
information, and technology literacy: Laying the Groundwork, the danger
of desensitization, what it takes to be media and information literate, and
critical thinking: an important component of MIL.

Learning Outcomes:
At the end of this lesson, the students can:
1. describe the nature of communication and the concepts related to it;
2. identify the similarities and differences of media literacy, information
literacy, and technology literacy;
3. relate critical thinking with media and information literacy in the
production, consumption and transfer of media, and information
products by the society; and
4. identify the characteristics of responsible users and competent
producers of media and information.

Materials Needed:
 Laswell‘s Communication Model
 Shannon and Weaver‘s Communication Model
 Westley and Maclean Model of Communication
 Schramm‘s Model
 Berlo‘s Model
 PowerPoint Presentation

Duration: 4 hours

Learning Content:
Without consulting other sources of information, ask yourself what
the following words mean to you:
 Communication
 Media
 Information
 Technology
 Literacy

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Try to compare your own understanding of these terms to those presented
in this module. How similar or different are your ideas with those in the
discussion?

You have heard time and again the adage ―No man is an island.‖ What
does this saying really mean to you? How do you feel when you are alone
and you have no one else to talk to or share your thoughts with? How
about if you accidentally left your mobile phone at home, or you are not
able to connect to the Internet and chat with your friends? Do you feel a
sense of distance or disconnect from the world?

Humans are social beings. Despite the few occasions of solitude, chatting
with friends either face-to-face, through a telephone, or online seems to be
a more likable situation to be in. People value the simplest opportunities to
communicate not just with themselves, but most especially with other
people.

Communication is a natural and inescapable fact of life. Every individual is

born with it. This is precisely the reason why you are taught to learn how
to speak, read, write, or use communication gadgets at an early age.
Communication is all about these skills your parents would like you to
learn when you were younger.

Defining Communication
Littlejohn and Foss (2008), who are scholars and experts in the field,
regard communication as ―one of those everyday activities that is
intertwined with all of human life so completely that we sometimes
overlook its pervasiveness, importance, and complexity.‖ They suggest
that communicating feels so natural to people that oftentimes the act itself
is taken for granted.

Whether it is through verbal or nonverbal, or at this day and age, digital,

humans are creatures of expression. This is so, by necessity and desire.
People communicate to be more closely integrated with and to the society
they belong to. You communicate because expressing yourself means
contributing ideas for whatever purpose or cause; but first, you must
understand the concept of communication. Perhaps one good way to do
so is by looking at the origin of the word. Communication is from the Latin
term communicare, which means ―to share‖ or ―to divide out.‖ It may also
be thought to originate from another Latin word communis, which roughly
means ―working together.‖

You now begin to understand that communication has a lot to do with a

sense of sharing. As explained by Bulan and de Leon (2002) in their book
Practical Speech Fundamentals, ―without speech or oral communication,
societies could not attain levels of civilization; communities could not
organize into living and working groups, mark and ritualize practices and
traditions, debate and decide difficult issues, and transform society for its
good.‖ Essentially, what they tell you is that communication functions in
more ways than you can imagine.

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Explaining the Communication Process through Models

To understand better the process of communication, here are some

models as discussed by communication scholar Denis McQuail (2005) in
his book McQuail‘s Mass Communication Theory:

1. Transmission models. Perhaps the most popular among these is

Harold Laswell‘s representation of communication as an attempt to
answer the question ―Who says what to whom, through what
medium, and with what effect?‖

Fig. 1.1. Laswell's Communication Model

The model is relatively straightforward and tells you that communication

originates from someone and their message flows through a channel,
either through sound waves or light waves, and that someone on the other
end receives the message with a corresponding effect. Later
improvements in the model were introduced by other experts in
communication. One such revision is a model by Claude Shannon and
Warren Weaver which incorporates the concept of noise that refers to
anything that interferes with the message. The model is a more
mechanical look at communication.

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Fig. 1.2. Shannon and Weaver‘s Communication Model

Another transmission model is by Bruce Westley and Malcolm Maclean, Jr.

where they argued that instead of a having a sender merely relaying
messages, you have a communicator who relays his or her account of a
selection of events or views/voices in society. Westley and Maclean, Jr.
also said that communication is ―guided by interests and demands of an
audience that is known only by its selections and responses to what is
offered (McQuail, 2005).‖

Fig. 1.3. Westley and Maclean Model of Communication

A more sophisticated transmission model was provided by George

Gerbner where ―someone perceives an event and reacts in a situation
through some means to make available materials in some form and
context conveying content of some consequence (McQuail, 1985).‖

Relating these transmission models to your own communication

experiences: For example, you are telling a story to a friend; your primary
intention is to successfully get across the story from you to him or her as
accurately and as clearly as possible so that he or she can respond

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accordingly. Can you think of any other instances where you see the
application of these transmission models?

2. Ritual or expressive model. This is an alternative way of looking

at how communication works. In the expressive model,
communication happens due to the need to share understanding
and emotions. Communication has an integrative consequence in
the society—it is done to build social relationships. An example
would be when you use certain symbolisms or euphemisms to
indirectly refer to certain things, but you are sure that your audience
still understands what you are trying to say. The communication is
ritualized because the meaning is suggested more than explicitly
stated and the understanding of it, though connotative, is mutual.

3. Publicity model. This model explains that communication involves

audiences as ―spectators rather than participants or information
receivers (McQuail, 2005).‖ Attention is important because it is a
measure of how successful the communication has transpired.
Imagine yourself telling a friend about a potentially boring story but
you tell it in a compelling and animated manner to keep his interest
and attention. Another example is how television commercials
aggressively convince the audience to buy the products that they
advertise.

4. Reception model. In this model, you come to understand

communication as an open process, which means that messages
sent and received are open to various interpretations based on
context and the culture of the receiver. In other words, there might
be various meanings to a single statement that is communicated.
One such model illustrating this is Wilbur Schramm‘s depiction of
cyclical communication where the sender and receiver have
alternating roles in the loop. A communicator who produces and
sends the message is called an ―encoder‖ and the one who
receives and interprets is the ―decoder.‖

Encoder
Message Interpreter
Decoder

Encoder
Interpreter Message
Decoder
Fig. 1.4. Schramm‘s Model

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Another reception model is the one by David Berlo that accounted for
factors that affect how communicators are influenced when they send and
receive a message. These factors include the following:
 Communication skills such as reading, writing, speaking, listening
and watching
 Knowledge about a subject or topic
 Attitude toward the topic and audience
 Social and cultural aspects that influence the content of the
message and the manner by which it is sent

Table 1.1. Berlo‘s Model

The reception models show that it is not just about saying the message
but also considering how the message may be received because of
factors that may influence reception. That is why when someone breaks a
bad news to someone else; he or she does not say it as straightforward
and blatant. He or she will have to consider how the other person will react
to the news or what possible interpretations the other person might have
about the news.

Reflect Upon
Which among these models do you think describes your communication
habits or patterns the most? Why do you say so? Share to the class a
most recent example that illustrates your point.

Media and Information: The Means and the Ends in Communication

What is evident among all the models discussed is that there are many
what communication is or how it works. But you have probably observed t
that are intrinsically interconnected with the concept of communication —
media and information. They are so intertwined that information is one of
the reasons why communication is done the first place; and this
information can be shared through media.

When you further study communication in a more advanced level, you

would learn that one of the functions of communication is to inform. This is
all the more made possible through the use of media. Ponder on one of

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those occasions where you read a magazine, watched a program on
television, listened to the radio, went to see a film at a movie house or
surfed the Internet. Any such activity involves media, information, and
communication. In a sense, you cannot do away with communicating, that
is, getting and sharing information and utilizing media to achieve both.

A Closer Look at Media and Information

Have you ever wondered what the word mediate means? The base word
of this term is media. Like communication, media have been defined in
several ways by different sources. Strictly speaking, media is the plural
form of medium, although the former is already acceptable as a singular
noun. Take a look at Table 1.2 for some of these definitions of media and
a description of categories of media in Table 1.3.

Table 1.2. Different Definitions of Media

Source Definition
Oxford Learner’s Dictionaries  the main ways that large
numbers of people receive
information and
entertainment, that is
television, radio, newspapers,
and the Internet
UNESCO Media and Information  refers to the combination of
Literacy Curriculum for Teachers physical objects used to
communicate or mass
communication through
physical objects such as
radio, television, computers,
or film, etc.
 also refers to any physical
object used to communicate
media messages
 source of credible information
in which contents are
provided through an editorial
process determined by
journalistic values and
therefore editorial
accountability can be
attributed to an organization
or a legal person
The Penguin Dictionary of Media  means of distributing texts
Studies (2007) and messages to a large
mass of people
 carries a certain degree of
intellectual baggage or
currency with it
David Buckingham (2003),  something we use when we
director of the London University want to communicate with
Centre for the Study of Children, people indirectly, rather than
Youth and Media (Callison & in person or by face-to-face
Tilley, 2006) contact
 provide channels through
which represents and images

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 of the world can be
communicated indirectly
Encyclopedic Dictionary of  any means, agency, or
Semiotics, Media, and instrument of communication
Communications (2000)  the physical means by which
a sign or text is encoded (put
together) and through which
it is transmitted (delivered,
actualized)
Presidential Decree No 1018  refers to the print medium of
(1976) communication, which
includes all newspapers,
periodicals, magazines,
journals, and publications
and all advertising therein,
and billboards, neon signs
and the like, and the
broadcast medium of
communication, which
includes radio and television
broadcasting in all their
aspects ad all other
cinematographic or radio
promotions and advertising

Table 1.3. Categories of Media

Category Examples
Modality Text, audio, video, graphics,
animation
Format Digital or analog
Way of transmitting Electromagnetic or radio waves,
light waves
Mass media form TV, radio, print, Internet, telephone,
or mobile

Media modality refers to the nature of message, whether it is relayed

using text, audio, video, graphics, animation, or a combination of any of
these things. The media format is the way the data is arranged. The data
or message may be transmitted through radio waves (for audio) and light
waves for other modalities. The mass media form refers to the particular
media technology to which the message is transmitted.
All the definitions of media suggest that it is a conduit for transmitting
something called information. With proliferation of media technology, you
are bombarded with numerous information from a vast collection of
sources that you are hardly able to distinguish what is useful to you and
what you can discard. There may be occasions where you even get
confused as to where to start looking for information that you need. One of
the more convenient sources of information nowadays is the World Wide
Web. But with the volume of information it provides comes the challenge
of choosing which to use. This presents a problem in communication

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because sharing wrong, inaccurate, or lacking information distorts the
quality of your message to your audience.

On which points are these sets of definitions similar to each other? On

which points are they different?
But before you begin to identify the information you need and the places to
look for it, you have to be familiar with the nature of information. The
UNESCO Media and Information Literacy Curriculum for Teachers regard
information as a ―broad term that can cover data, knowledge derived from
study, experience, or instruction, signals or symbols.‖ When you use
media, information is referred to as the ―knowledge of specific events or
situations that has been gathered or received by communication,
intelligence, or news reports.‖
As can be seen in the communication models presented earlier, media
serves as a source and a channel for relaying information. Information is
the content that you share during communication. Thus, the ubiquity of
communication, media, and information makes it imperative for you to be
skilled in the access and use of each of these. This is where media and
information literacy enters the picture.

Media, Information, and Technology Literacy: Laying the

Groundwork
In general terms, you may come to understand literacy to be equivalent to
a skill. The United Nations Educational, Scientific and Cultural
Organization, or UNESCO, defined literacy as the ―ability to identify,
understand, interpret, create, communicate, and compute, using printed
and written materials associated with varying contexts.‖

Study Table 1.4 and answer the exercise that follows.

When you are literate, you are expected to be

intellectually critical in interpreting the things that
you see and experience around you. You are able to
decode and have a deeper understanding of how
things are and how they work. Being literate also
means empowering you to be able to affect change
to yourself

Table 1.4. Definitionand to

of others.
Media Literacy, Information Literacy, and
Technology Literacy
Media Literacy  This involves understanding and using
(UNESCO Media and mass media in either an assertive or
Information Literacy nonassertive way, including an informed
Curriculum for and critical understanding of media,

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Teachers) what techniques they employ and their
effects.
 The ability to read, analyze, evaluate
and produce communication in a variety
of media forms, e.g. television, print,
radio, computers, etc.
 Another understanding of the term is the
ability to decode, analyze, evaluate and
produce communication in a variety of
forms.
Information Literacy  Refers to the ability to recognize when
(UNESCO Media and information is needed to locate,
Information Literacy evaluate, effectively use, and
Curriculum for communicate information in its various
Teachers) formats.
Technology (Digital)  This is the ability to use digital
Literacy (University of technology, communication tools or
Illinois) networks to locate, evaluate, use, and
create information.
 It also refers to the ability to understand
and use information in multiple formats
from a wide range of sources when it is
presented via computers and to a
person‘s ability to perform tasks
effectively in a digital environment.
 Digital literacy includes the ability to
read and interpret media, to reproduce
data and images through digital
manipulation, and to evaluate and apply
new knowledge gained from digital
environments.

Learning Activity:
Activity 1:

Based on the definitions provided above, try and compare and contrast
the three concepts by filling out the table below:
Comparison Contrast
Media Literacy vs.
Information Literacy
Media Literacy vs.
Technology (Digital)
Literacy
Information Literacy
vs. Technology
(Digital) Literacy

Technology advances every now and then, and literacy is a measure of

how well you keep up with the pace of these advancements. With the
multitude of technological platforms for social, cultural, and political
participation, literacy in media, information, and technology is a recipe for

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success. From the simple choice of clothes to buy, or food to eat, or to the
more complex ones such as ideas to include in a research or an opinion to
be shared in a discussion, you consult and, perhaps, rely on media and
other forms of technology for information you need. As UNESCO puts it,
―a literate community is a dynamic community, one that exchanges ideas
and engages in debate; illiteracy, however, is an obstacle to a better
quality of life and can even breed exclusion and violence.‖

The Danger of Desensitization

According to Potter (2011) in his book Media Literacy, there is a need to
be media and information literate to counteract ―the physiological and
psychological tendency (automaticity) towards the many information that
are encountered every now and then.‖ Automaticity, or automatic
response, is ―a state where our minds operate without any conscious effort
from us.‖ In other words, you become so desensitized with the things you
encounter because they already seem so natural to you.
Potter also explained that ―the programmed and predictable response
(normalization) toward the information that limits your opportunity to
recognize and maximize the gains of that message‖ is something that
media and information literacy can address. Normalization is when ―the
mass media continually reinforce certain behavioral patterns of exposure
until they become automatic habits.‖
According to Callison and Tilley (2006), you are a media and information
literate individual if you are able to do the following:
 Pose worthwhile questions
 Evaluate the adequacy of an argument
 Recognize facts, inferences, and opinions and use each
appropriately
 Deal with quandaries and ill-formed problems that have no fixed or
unique solutions
 Give and receive criticism constructively
 Agree or disagree in degrees measured against the merits of the
issue and audience
 Extend a line of thought beyond the range of first impressions
 Articulate a complex position without adding to its complexity

We live in an environment that is far different from any environment

humans have ever experienced before. And the environment changes at
an ever-increasing pace. This is due to the accelerating generation of
information and the sharing of that information through the increasing
number of media channels and the heavy traffic of media vehicles
traversing those channels. Messages are being delivered to everyone,
everywhere constantly. We are all saturated with information, and each
year the media are more aggressive in seeking our attention. It is a
hopeless expectation to keep up with all the information available. The
most important challenge now lies in making good selections when the
media are constantly offering us thousands of messages on any given
topic.

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What It Takes to Be Media and Information Literate
There are two factors that can influence you to become a media and
information literate individual. One is clarifying your goals and motivations
for seeking information. The greater your need, the more effort you exert
to become selective of the information at your disposal. Another is
acquiring more skills in discerning, appreciating, and filtering information.
This involves being more media savvy and better acquainted with
information, look for 3 more and better acquainted with information
sources.

Table 1.5 shows the typology of media literacy Provided by Potter (2011)
which can help you assess the stage you are in as a media and
information literate individual.

Table 1.5. Typology of media literacy

Stage Characteristics
Acquiring Fundamentals  Learning that there are human
beings and other physical
things apart from one‘s self;
these things look different and
serve different functions
 Learning the meaning of facial
 Recognizing shapes, form,
size, color, movement, and
spatial relations
 Recognizing rudimentary
concept of time-regular
patterns
Language Acquisition  Recognizing speech sounds
and attach meaning to them
 Being able to reproduce
speech sounds
 Orienting to visual and audio
media
 Making emotional and
behavior responses to music
sounds
 Recognizing certain
characters in visual media and
follow their movement
Narrative Acquisition  Developing understanding of
differences between:
- Fiction vs. nonfiction
- Ads vs. entertainment
- Real vs. make-believe

 Understanding how to connect

plot elements
- By time sequencing
-
Developing Skepticism  Discounting claims made in
ads

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  Sharpening differences
between likes and dislikes for
shows characters, and actions

 Making fun of certain

characters even though those
characters are not presented
as foils in their shows

Intensive Development  Strongly motivated to seek out

information on certain topics
 Developing a detailed set of
information on particular topics
(sports, politics, etc.)
 Has high awareness of utility
of information and quick facility
in processing information
judged to be useful
Experiential Exploring  Seeking out different forms of
content and narratives
 Focusing on searching for
surprises and new emotional,
moral, and aesthetic reactions
Critical Appreciation  Accepting messages on their
own terms, then evaluating
them within that sphere
 Developing very broad and
detailed understanding of the
historical, economic, political,
and artistic contexts of
message systems
 Ability to make subtle
comparisons and contrasts
among many different
message elements
simultaneously

 Ability to construct a summary

judgment about the overall
strengths and weaknesses of
a message
Social Responsibility  Taking a moral stand that
certain messages are more
constructive for society than
others; this is a
multidimensional perspective
based on thorough analyses of
the media landscape

 Recognizing that one‘s own

individual decisions affect
society-no matter how

16
 minutely

 Recognizing that there some

actions an individual can take
to make a constructive impact
on society

Source: http://uk.sagepub.com/sites/default/files/upm-
binaries/34589_2.paf (accessed 16 September 2015)

Learning Activity:

Activity 2:
Restricted Essay. Answer the following questions in 2-3 sentences only.

1. What specific instances in your life do you find being media and
information literate most relevant and important? Why do you say
so?
2. At what stage in the typology of media literacy do you think you are
at the moment? Why?
3. What questions do you think you need to ask yourself about any
media message?
4. How is being media and information literate helpful in your future
life?

Critical Thinking: An Important Component of MIL

As producers and consumers of information, you must display the ability to
evaluate the kind of information you access and share. This ability is
known as critical thinking. Being critical means being capable of judging
the merit of something based on certain standards or parameters.
According to media scholar Art Silverblatt, there are eight fundamental
elements of media literacy:
1. A critical thinking skill enabling audience members to develop
independent judgments about media content
2. An understanding of the process of mass communication
3. An awareness of the impact of media on the individual and society
4. Strategies for analyzing and discussing media messages
5. An understanding of media content as a text that provides insight
into our culture and our lives
6. The ability to enjoy, understand, and appreciate media content
7. Development of effective and responsible production skills
8. An understanding of the ethical and moral obligations of media
practitioners

Do you agree that these elements also pertain to attributes of a

responsible user and a competent producer of mediated communication?
The media literate person is in control of his or her media experiences
because he or she understands the basic conventions of various media
and enjoys their uses in a deliberately conscious manner. The media

17
literate person understands the impact of music and special effects, for
example, in heightening the drama of a television program or film.
However, this recognition does not lessen the enjoyment of the action.

Learning Activity:
Activity 3:

Oral Recitation. Reflect on your past experiences and answer the

following questions below. Share your answers to the class.
1. Have you experienced automaticity and normalization? Based on
your experience, what characterizes a responsible user and
competent producer of media and information?
2. Think about your routine when you get home from school. What is
the very first thing you do? Is this activity media-related or media-
dependent? Tell the class about your media habits, lifestyles, and
preferences.

Learning Evaluation:
Quiz 1:
Answer the following questions concisely.

1. Who is a media and information literate individual?

_____________________________________________________
_____________________________________________________
_____________________________________________________
2. How is critical thinking related to media and information literacy?
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. Write a 200-word essay in the form of a reaction paper to discuss
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 and information literacy as practiced on both personal
and professional level
 Media and information literacy as expression of freedom of
speech/expression
 Media and information literacy as tool for civic responsibility
and nation-building.
Criteria:
Organization of ideas – 15 pts
Content – 5 pts.
TOTAL – 20 pts.

ESSENTIAL LEARNING
Communication is a process that involves transmission of messages,
performance of rituals, competing over attention, and reception of
messages as dictated by context and culture. There are various attempts

18
to explain the process and these explanations are presented through
communication models. Apparent in most of these models are the
concepts of media and information and how they relate to the process of
communication.
Media and information are necessities of your communicative lives. When
you understand and use various media forms to access information, you
consider yourself media literate. An information literate person, on the
other hand, is able ―to recognize when information is needed and to locate,
evaluate, effectively use, and communicate it in its various formats.‖ When
you are technologically or digitally literate, you are able to utilize different
―digital technology, communication tools or networks to locate, evaluate,
use, and create information.‖ Critical thinking is necessary for discerning
the media source and the kind of information that you use.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

19
 LESSON 2
THE EVOLUTION OF TRADITIONAL TO NEW MEDIA

Overview:
This lesson tackles on the Mcluhan Mantra, hot and cold media,
milestones in media evolution; culture shapes technology, traditional vs.
new media, what is new about new media, functions of communication
and media, media and government, relationships between traditional and
new media, and theories related to media.

Learning Outcomes:
At the end of this lesson, the students can:
1. identify traditional media and new media, and their relationships;
2. assess the type of media in the Philippines vis-à-vis the normative
theories of media; and
3. search latest theory on information and media.

Materials Needed:
 The Evolution of Communication by McLuhan
 McLuhan‘s Media Map of History
 Normative Theories of the Press
 PowerPoint Presentation
 Collage Rubric

Duration: 3 hours

Learning Content:
Study the media forms indicated in the first column on the table-below. Put
a check mark on the corresponding cell identifying whether the media form
is traditional or new.
Media Form Traditional New
Magazine
Tabloid
Broadsheet
Paperback Novel
Radio
Television
Online Video Games
Web Video Portals
Online Telephony and
Messaging Capability

Over the years, media forms and the technology that come with them
have evolved dramatically. This display of ingenuity is a testament of how
media has been ingrained in every human being‘s sensibility. Now take a
look at this picture. What do you think does it suggest?

20
Fig. 2.1. Evolution of Media Source: www.Oducks.wordpress.com
(accessed 16 September 2015)

The McLuhan Mantra

Marshall McLuhan, who is famous for the phrase ―the medium is the
message‖ and is the proponent of the media theory on technological
determinism, believed that society is driven by changes in media and
communication technology. McLuhan (2007) explained that society adapts
to advances in technology, thus, changing cultural, political, and even
historical aspects of that society. Take for instance the case of a mobile
phone and a computer. How did these two gadgets change the way
people live their lives today? Some of you might think that it is almost
unimaginable to revert back to the old times where these two did not yet
exist. People who agree with the technological deterministic idea believe
that media and communication have and will always significantly affect
and change our way of life.
The only thing constant and inevitable is change. Thus, some look at
technology as an indication of progress. Social change is typically
associated with technological advancement. As technology stabilizes,
users and consumers adapt their behavior to the features and perceived
benefits of this technology, oftentimes making people overly reliant to
technology.

Fig. 2.2. The picture shows an illustration of the evolution of media as

perceived by McLuhan (1962).

21
Source: www.courtneyrice523.files.wordpress.com (accessed September
2015)

The picture above illustrates McLuhan‘s (1962) view of the evolution of

media and communication technology. A media form that emerges from
an older form has its features and format primarily patterned from the one
that it followed. The Internet is not exactly an original concept but rather a
hybrid or derivative of the older forms such as print media, broadcast
media, and film. The mobile phones are built on the old idea of telephony,
and smart phones and tablets, on the idea of Internet and computer
technology.

Fig.2.3. McLuhan‘s Media Map of History Adapted from

www.twitter.com/mediaecology300/ (accessed 16 September 2015)

Hot and Cold Media?

In the language of McLuhan, ―hot‖ media refer to forms requiring little
involvement from the audience and examples include film and television.
They are hot because, metaphorically speaking, they cannot be ―touched‖
and thus the experience is relatively passive and static.
―Cool‖ media are those with high-level user interactivity, where the
experience is more dynamic and the audience is more involved. Media
forms that utilize animation, such as video games, or provide participation,
like online media platforms, are examples of cool media.

22
Learning Activity:
Activity 4:

Using the Internet, research on a timeline or chronology of media

and communication technologies, from the primitive down to the most
recent ones.
Pick out those technologies that you think have a great impact on
human civilization. Submit your research in the form of a photo or image
collage of cutouts from old newspapers and magazines. Below the collage,
briefly discuss in one to two paragraphs your rationale for choosing these
particular technologies.

23
Milestones in Media Evolution
For McLuhan (1962), the three most significant inventions in
communication would be the phonetic alphabet, the printing press, and the
telegraph. Each of them linked one period to another. As mentioned
earlier, the most recent forms of media carry the features of the older
media.
In the media map shown, there are four main periods in the history of
communication. It begins with the tribal age where hearing was the
predominant and most valuable sense of reception. Early human
ancestors relied heavily on their sense of hearing to hunt for food and to
stay alert from danger. The next period is the literacy age where the sense
of sight was dominant. If the tribal age was highly acoustic, the literate age
was highly visual. This is because of the invention of the alphabet,
allowing humans to learn to read.
The printing press was invented in the print age, which meant mass-
producing written texts. Having more copies of these texts gave humans
the liberty to read them at their own pace and to share them to others.
With a growing number of produced and reproduced reading materials
came the inevitable—the building of libraries and other repositories.
McLuhan‘s (1989) idea of the ―global village,‖ a community where
everyone in the world is interconnected through media, was evident in the
electronic age. In this period, the telegraph was invented which paved the
way to the invention of more recent technologies such as the telephone,
television, mobile phone, and the Internet. The communication technology
at this time led humans to instantly connect to each other even in great
distances. An example is when you log on to play in an online video game
while simultaneously chatting with other players from other parts of the
world. The electronic age is the age of sound and tactile sense of
reception. An example would be the incorporation of touch screens in
smart phones, tablets, and laptop computers these days.
In addition to the media map of history are two other time periods not
covered in McLuhan‘s periodization. One is information age when the
world entered into a new era of media experience in the 21st century. Also
known as the digital or new media age, this is a time in human history
where everything relied heavily in the use of computers to run major
industries. Information was utilized based on personalized needs and
motivations. Global communication and networking were enhanced.
Digital technology and Internet become pervasive, thus, pushing the world
to enter the infrastructure age. A car with global positioning system built
with it, a railway system which runs digitally, or even simple appliances or
gadgets at home that can be controlled using the Internet are all examples
of infrastructures in this age. There is more involvement in the cyberspace.
Internet banking transactions and online purchases are other proofs to this.

Culture Shapes Technology

Despite the views provided by McLuhan, not everyone agrees with his
propositions. Contrary to the idea of technology affecting change to
society, cultural determinism explains that culture and society shapes
technology. According to Winston (1986), a media scholar who advanced
the idea of cultural determinism, society is still in control of technology and
24
the innovations over time do not dictate how it must adapt and function in
relation to these technologies. The radical potential of a given technology
to affect change may be suppressed by societal factors. In others words,
technology is a product of need and not the other way around. If there is
no need for the technology, or it does not have a practical use, it will
perish.

Traditional vs. New Media

In the beginning of this lesson, you were asked to identify which of the
media forms stated are considered ―traditional‖ and which ones are ―new.‖
What were your bases for your answers?
Traditional media are those forms in the earlier periods of McLuhan‘s
media map. They are traditional because of the specific characteristics
that they have and functionalities that they offer. According to McQuail
(2005), traditional media is one-directional. The media experience is
limited and the sense receptors used are very specific (i.e., print media
requires sense of sight, radio requires sense of hearing, and television
and film requires both).
With new media, the experience is more interactive. The audiences are
more involved and are able to send feedback simultaneously. New media
integrates all the aspects of the traditional media.
It is much less easy to distinguish these media from each other than it used to be.
This is partly because some media forms are now distributed across different
types of transmission channels, reducing the original uniqueness of form and
experience in use. Secondly, the increasing convergence of technology, based
on digitalization, can only reinforce this tendency.
—Dennis McQuail (2005)

What Is New about New Media

There are four main categories of new media and all of them share
―certain channel similarities and are approximately differentiated by types
of use, content, and context,‖ according to McQuail.
1. Interpersonal communication media. Examples would be the
telephone, mobile phone, and e-mail where ―content is private and
perishable and the relationship established and reinforced may be
more important than the information conveyed.‖
2. Interactive play media. Video and computer-based games, plus
virtual reality devices compose this category.
3. Information search media. The Internet and the World Wide Web
become repositories or sources of a vast collection of information
that can be accessed real-time despite geographical location.
Broadcast teletext and radio data services are also examples.
Information retrieval is no longer limited to personal computers
because this functionality has been extended to smart phones and
tablets. Other means of information storage and retrieval include
the personal video recorder, CD-ROM, compact disc, and DVD.
4. Collective participatory media. This refers to the use of the Internet
for ―sharing and exchanging information, ideas, and experiences
and developing active (computer-mediated) personal relationships
(McQuail, 2010).‖

25
Key characteristics of new media, according to McQuail, include
interactivity, social presence (or sociability), media richness, autonomy,
playfulness, privacy, and personalization. New media use expanded
opportunities for self-expression especially among the youth through Web
logs, online forums, Web discussion boards, social media, and messaging
applications.
Human history is tied to the history of communication, media, and
information. As people in society improve and develop, so as the forms of
media and communication.

Learning Activity:
Activity 5:

Oral Recitation. 10 pts.

1. Do you agree that the use of a media technology may reflect the
identity of a particular generation? Why?
2. Do you think that the new media environment that exists today can
tell us about what the youth values the most? How?

The new media generation considers itself globally networked made

possible by the Internet. But as much as there is greater virtual
participation, the members of this group have grown to be more isolated
and extremely expressive of their thoughts. Observe your social media
account for such manifestations.

Functions of Communication and Media

Media, whether traditional or new, has a role to play in the proper
functioning of a democratic society such as the Philippines. In order for a
democratic society to function in an ideal way, media and communication
must fulfill its mandate. According to McNair, communication and media
function to
1. inform citizens of what is happening around them (also called the
monitoring function):
2. educate the audience as to the meaning and significance of the
"facts";
3. provide a platform for public political discourse, facilitating the
formation of ―public opinion" and feeding that opinion back to the
public from whence it came, [including] the provision of Space for
the expression of dissent;
4. give publicity to governmental and political institutions (known as
the "watchdog" role of journalism); and
5. serve as a channel for the advocacy of political viewpoints.

Media and Government: A Love-Hate Relationship

The relationship of media and government is oftentimes adversarial. This
is normal and healthy because media, being a ―watchdog,‖ keeps
everything at bay. Before you can fully understand the nature of the media
in the Philippines, familiarize yourself first with the normative views on
media. Table 2.1 summarizes the four theories of the press.

26
Table 2.1. Normative Theories of the Press
View Propositions
Authoritarian  All forms of communications
(communicationtheory.org.) are under the control of the
governing elite, authorities,
or influential bureaucrats.
 Controlling the media is
necessary to protect and
prevent the people from
national threats through any
form of communication
(information or news)
 The government has all the
rights to restrict/censor any
sensitive issue from press to
maintain peace and security
in the nation.

 Different types of censors

include political censor,
moral censor, religious
censor, military censor, and
corporate censor.
Soviet Media  The government undertakes
(communicationtheory.org.) or controls the total media
and communication to serve
[and educate] working
classes and their interests.
 The state has the absolute
power to control any media
for the benefits of the
people.

 The state puts an end to

private ownership of the
press and other media.

 Government media provides

positive thoughts to create a
strong socialized society as
well as providing
information, education,
entertainment, motivation,
and mobilization.

 The public is encouraged to

give feedback which would
be able to create interests
toward the media.
Libertarian  Liberalism means
(communicationtheory.org) information is knowledge
and knowledge is power.

27
  Libertarianism is free from
any authority or any control
or censorship and is an idea
of individualism and limited
government which is not
harmful to another.
 The people are more than
enough to find and judge
good ideas from bad
[because] people are
rational.

 The press should not restrict

anything, even a negative
content may give knowledge
and can help make better
decision during worst
situations.
Social Responsibility  Social responsibility should
be reached by self-control,
not government intervention.
 View media ownership as a
form of public trust or
stewardship, rather than as
an unlimited private
franchise.
 Media has obligations to
society, and media
ownership is a public trust.

 Media should follow agreed

codes of ethics and
professional conduct.
 The government must not
merely allow freedom; it
must actively promote it
when necessary; therefore,
the government should act
to protect the freedom of its
citizens.
 Under some circumstances,
the government may need to
intervene to safeguard
public interest.
As you can see, the normative theories mentioned place expectations on
how media conduct themselves and illustrate the dynamics between
media and government vis-à-vis censorship. A theory is a way of seeing
and thinking about the world. You use a theory to explain a phenomenon
and how you should approach this phenomenon.

28
Learning Evaluation:
Quiz 2:
Read and answer the following.
1. The article found on this Web site is one of the many commentaries
on the nature of media that exist in the Philippines. Although
situated in a democratic society, Philippine media have not
necessarily displayed a libertarian or socially responsible
characteristics. ―Dissecting the Philippine Mass Media Today.‖
http://www.tigweb. org/youth-media/panorama/article.html?Content]
D=2010 (accessed on 17 September 2015)

From the arguments of the article above and from your understanding of
the basic principles of the normative theories presented earlier, engage in
a class debate to assess the Philippine media that you are exposed to
these days. The class will be divided into four groups, with each group
defending the normative theory assigned to it.

2. This Web site, http://www.nato.int/docu/speech/1998/s980702¢.htm

(accessed on 17 September 2015) provides the speaking notes of
Dr. J.P. Shea, a former spokesperson of the North Atlantic Treaty
Organization, in a NATO Seminar in 1998 at Sarajevo, Bosnia and
Herzegovina. The notes include his views on the basic functions of
media in a democratic society, the responsibility of society of the
media toward society, the responsibility of society to the media, and
the relationship between politicians and the media. From the
website, write a 200-word reflection paper on what you learned
from these experiences and how your learning may be applied in
the present context of Philippine society.

3. Research on the basic tenets or propositions of the following

theories on media and information:
a. Paul Lazarsfeld‘s two-step flow
b. information-integration theory
c. information-manipulation theory
d. medium theory
e. media-dependency theory
f. uses and gratification
g. new media theory
h. network theory

ESSENTIAL LEARNING
Traditional media is still prevalent despite the emergence of new media.
New media may be viewed as an addition rather than a replacement for
old media. Media experience has been enriched by new media forms
because of the added value they provide. Ina democratic society such as
the Philippines, the media has a very important role and function as a
great equalizer. Media monitors events, educates the audience, provides

29
a venue for debate, acts as a ―watchdog,‖ and serves as a channel for
active participation in political affairs.
Theories on media and information are helpful lenses in understanding,
interpreting, analyzing, and communicating assumptions, concepts,
explanations, and principles on media, information, and communication.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

30
 LESSON 3
INFORMATION LITERACY

Overview:
This lesson tackles on the information needs of humans, the
sources of these information and the ethical standards on the use of these
information and media use.

Learning Outcomes:
At the end of this lesson, the students can:
1. define information needs;
2. assess, organize, and communicate information;
3. identify relevant ethical standards or principles in information and
media use; and
4. demonstrate ethical use of information.

Materials Needed:
 Scholarly and Popular Resources
 Primary, Secondary and Tertiary Sources

Duration: 3 hours

Learning Content:
Assess yourself.
1. What is your primary source of information especially for
schoolwork?
2. What are your considerations when looking for particular
information? Do you need a quick fact or a critical analysis?
3. Do you prefer unbiased information or an opinion? current
information or a historical one?
4. Do you automatically use a Web search engine to locate for the
information you need? What do you use and why?
5. Do you check just any kind of Web site? What are your personal
criteria for selecting a Web site as your source of information?
6. If you use traditional sources of information such as print,
broadcast, and electronic media, which among these do you often
refer to and why?
7. What good and bad practices do you commit during information
search and sharing?

In Module 1, you have been introduced to the concept of information and

information literacy, as well as the characteristics of a media literate
individual. But before you dive deeper into information literacy approach,
you have to take note that an information literate individual is one who can
do the following:
 Determine the extent of information needed
 Access the needed information efficiently and effectively
 Evaluate information and its sources critically
 Incorporate selected information into his or her knowledge base

31
  Use information to accomplish a specific purpose
 Understand the economic, legal, and social issues surrounding
access and use of information
 Access and use information ethically and legally
Information literacy is an important skill in life. An individual who is literate
in the location, access, evaluation, and use of information also displays a
certain sense of critical literacy. When you are information literate, you are
able to evaluate what information you need, what to discard, and how to
use the information you selected. As students, you unknowingly and
unwittingly display information literacy when you search for information to
address certain tasks such as projects, assignments, or research papers.
Information takes many forms. It is often interchanged with data which is
essentially ―raw information‖ and knowledge which is a characterized by
effective use of information.

What Determines Your Need for Information?

Information seeking is relatively synonymous to the idea of research.
When you locate information, you employ the necessary skills to engage
in the research process. Your need for information depends on your prior
knowledge and experience, as well as your goals and objectives. Your
information needs to rely on what questions or problems you would like to
solve or, simply, what you need the information for. These needs also
depend on the relevance of the information you seek to the task you are
supposed to accomplish. Ask yourself who w; consume and/or benefit
from the information you are trying to locate. You must also identify how
much information you need and its adequacy to address your task.
Consult your personal knowledge base so that you can plan what else to
search to augment what you already know.

Learning Activity:

Activity 6:
Restricted Essay. Answer the following in 2-3 sentences.
1. As a student, what do you think are the usual instances and
reasons for your need of information? What tasks have you done in
the past that required searching information for you to complete
them?
2. List down your information needs based on your other roles in life:
a. As someone who purchases consumer such as food and
clothing
b. As a sibling who helps out
c. As a child of parents who would like to know more about the
current trends in gadgets and fashion
d. As a person who has more access to a particular information
that a friend may find useful and beneficial

32
The Effective and Efficient Information Seeker
A successful search strategy is one that allows you to judge at the onset
what information is relevant, thus, limiting the possible overload of
information sought. It also involves an understanding of information search
systems such as indexes, online catalogs, or Boolean logic. When you are
able to judge the ―potential value of an information,‖ you will be able to
maximize its use. According to Callison and Tilley (2006), an effective and
efficient information seeker is one who can do the following:
 Understands how to utilize a variety of information sources and
agencies, as well as human resources, in order to gain useful
information
 Understands the value of consulting with resource specialists and
critical peers to reframe and refine questions and inquiries, if
necessary
 Identifies information important to a need and assesses its reliability,
bias, authority and intent
 Organizes new information in meaningful ways to determine where
gaps may exist and to formulate the central question or thesis that
can be addressed (Doyle, 1994)
Aside from being information literate, you are also expected to display
information fluency which, refers to ―the ability to analyze information
needs and move confidently among media, information, and computer
literacy skills, resulting in the effective application of a strategy or
strategies that will best meet those needs (Callison & Tilley, 2006).‖

Typology of Information
According to www.lib.odu.edu, the kind of information you are looking for
may be categorized as the following:

1. Factual vs. Analytical

Factual information is based on evidences and findings provided by
reliable sources. These sources may include academic texts such
as books, encyclopedias, periodicals, or technical reports by
agencies and institutions. Analytical information, on the other hand,
is an analysis or interpretation of facts by an individual, usually an
expert on the subject. Examples of such would be feature articles,
commentaries, or reviews.

2. Subjective vs. Objective

When you consult an expert opinion, such as those found in the
editorial section of a newspaper or in Web log entries of prolific
writers, you are using a subjective kind of information. This is
because the information is about the discussion and elaboration of
a thesis statement which is still anchored on facts. It is important to
evaluate the validity of the claims in subjective information because
a valid argument is more often than not a successful argument. If
the information is unbiased and does not lead you to judge the
information in a certain way, then it is objective information.

33
 Scientific papers and news reports are common sources of
objective information.

3. Current vs. Historical

The currency of information refers to how up-to-date or how recent
the information is. It does not necessarily follow that the more
current the information, the more reliable and useful it is. There are
information that are historical or old but are very helpful in providing
insights and comparison of events. Publication date of the source
material is the usual basis for currency. A combination of current
and historical information, especially in research, provides a more
holistic picture. You are able to establish trends or patterns when
you make use of both.

But the requirement for the use of either current or historical information
depends on the discipline that makes use of them. In the hard or natural
sciences, the more recent findings are preferred. For the humanities,
historical information is primarily used to describe an event or
phenomenon. The social sciences usually consult both current and
historical information.

4. Scholarly (Academic/Professional/Technical) vs. Popular

When you are asked to write an academic paper, what sources does your
teacher ask you to consult? Scholarly information comes from academic
sources. It is a product of an author‘s expertise and study on the subject
matter. It is usually peer-reviewed. Popular information, on the other hand,
appeals to general interest and is usually found in general circulation
materials such as magazines, coffee table books, or online feature articles.
Table 3.1 differentiates a scholarly source and a popular source of
information.

Table 3.1. Scholarly Resources vs. Popular Resources

Scholarly resources Popular resources
Authors written or reviewed by written by the
experts in the discipline publication's staff
writers
Audience written for researchers or written for the general
practitioners in a public or lay person
particular discipline
Publisher professional society or commercial publisher
organization or university
Content in-depth analysis of topic review of an event or
or report of original research project,
research highlighting key points
Language use technical language understandable by a lay
which may not be person
understood by a lay
person
Appearance  illustrations  often use slick
include graphs paper and more

34
 and tables color
 articles are  many
usually long advertisements
and graphics
 articles are
usually very
short
References almost always include a rarely include a list of
list of sources consulted sources consulted
Source: http:/Awww.tib.odu.edu/genedinfolit/1infobasics (accessed 16
September 2015)

5. Primary vs. Secondary vs. Tertiary

The origin and the levels of transfer of the information is also an important
factor to consider in your information search. A description of and
examples for primary, secondary, and tertiary information is shown in
Table 3.2.

Table 3.2. A Comparison of Primary, Secondary, and Tertiary Sources

Information Characteristics Examples
Source
Primary  Original, first-  creative work
hand information  diary
 hasn't been  speech
interpreted,  letter
analyzed,  interview
condensed, or  news film footage
changed  historical
 information may document
need to be  autobiography
constructed with  photograph
raw data  official record
 email written by a
researcher to a
colleague which
includes data from
an experiment
 professor's lecture
 tweet or other
dispatch via a
social media outlet
Secondary  one or more  news
steps removed commentaries
from a primary  articles in
source and may magazines and
interpret or newspapers
analyze a  critical review of a
primary source literary scholar
 usually written by  textbooks

35
 someone other  encyclopedias
than the original  research papers
researcher or
author
Tertiary  topic review; and  bibliography
usually include (citation list) of
bibliographies of primary and
primary and secondary sources
secondary about a person or
sources topic
 provide access to  encyclopedias
materials on  databases and
specific topics indexes

Source: http://www.lib.odu.edu/genedinfolit/1infobasics (accessed 16

September 2015)

6. Stable vs. Unstable

Information may be stable or unstable. Stability becomes a consideration
especially when the information you have obtained is published digitally
over the Internet. It is often difficult to know how long a certain Web site
or page will last. But an online source may still be predicted to be stable or
otherwise by evaluating it based on the following questions (Ballenger
2009):
 Has it been around for a long time?
 Is it routinely updated?
 Are print versions of an online document available?
 Is the site associated with a reputable institution?

If your answer to most of the questions is ―Yes,‖ you can be confident that
the Web site or page is stable enough for you to use as information source.

Learning Activity:
Activity 7:

1. Collect and classify at least 2 examples of each of the categories of

information. Is the classification rigid or are there any overlaps?
Why do you think so?
Category of Information Examples
1.
2.
3.
4.
5.
6.

36
 2. How do you evaluate your library sources? How about your online
sources?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Information seeking, like any other human activity, expects that a certain
level of ethical conduct be upheld. The Online Dictionary for Library and
Information Science defined information ethics as ―the branch of ethics
that focuses on the relationship between the creation, organization,
dissemination, and use of information and the ethical standards and moral
codes governing human conduct in society.‖ Responsible handling of
information from access down to sharing is necessary to promote a fair
and just utilization of information.

In the Philippines, the Constitution protects the right to information.

Information is power. And as the saying goes, ―With great power comes
great responsibility.‖

Learning Evaluation:

Quiz 3:
1. How do you understand the following terms?
 Plagiarism
________________________________________________
________________________________________________
_______________________________________________
 Intellectual Property
________________________________________________
________________________________________________
________________________________________________

2. Based on your experience, how will you define ―misinformation‖ and

―disinformation? You can cite examples of situations to help you
build your own definition.
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. What are the potential dangers of misinformation and

disinformation? How do ethical standards minimize the occurrence
of misinformation and disinformation?
_____________________________________________________
_____________________________________________________
_____________________________________________________

37
ESSENTIAL LEARNING

There is a lot of information out there. Among the many challenges that
you face is managing this vastness of information. Information literacy
equips you with the ability to effectively and efficiently identify your
information needs and handle the access, evaluation, utilization, and relay
of information. Information is very valuable to a student like you. There are
various categories or typologies of information that may address your
information needs. And while you address these needs, you should
evaluate your sources of information appropriately by employing the tips
on searching for information in physical and online archives. Knowledge of
ethical standards related to information literacy will also guide you to be
responsible consumers and transmitters of information.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

38
 LESSON 4
TYPES OF MEDIA

Overview:
This lesson covers the different media types and the role of
Philippine Media in the global media landscape.

Learning Outcomes:
At the end of this lesson, the students can:
1. classify contents of different media types;
2. discuss in class how a particular individual or society is portrayed in
public using different types of media; and
3. demonstrate the role of Philippine media in the global media
landscape.

Materials Needed:
 Crossword puzzle
 Convergence among Different Types of Media
 PowerPoint Presentation

Duration: 3 hours

Learning Content:
Fill in the boxes to complete the word being asked in each number.
Random clues are given below the puzzle.

1. M
2. E
3. D
4. I
5. A

1. moving image; Sallie Gardner at a Gallop; daguerreotype

2. cathode ray; Charles Francis Jenkins; UHF and VHF
3. wireless telegraphy; Guglielmo Marconi, modulation
4. ARPANET, ICANN, tcp/ip
5. public occurrences both foreign and domestic, gazette, circulation
After answering the puzzle, conduct a brief research about your
answers using the random clues as search terms.

All about the Different Forms of Media

It has been argued earlier in Module 2 that as media evolves, the newer
one carries With it the features of the predecessor. If you are to trace the
history of media and communication technology, you will observe that the
usual observable sequence of the main media forms o, types would be:

39
 PRESS CINEMA RADIO
TELEVISION VIDEO GAMES INTERNET / www

Some will argue against this arrangement. But more than their historical
sequence, it is important to note what each of these media types are, what
they offer, and how they complement each other.

Print Media
Media is undeniably the most efficient way of communicating to a large
audience because of its capacity to relay the message across cultures and
distances. The variety of media forms provides a menu of choices for
where and when you can access information. One such media form is
print media. Also known as the press, this type of media refers to
materials that are written and are physically distributed. Perhaps the most
significant event in the history of printing is the invention of the printing
press by Johannes Gutenberg in 1440. This eventually led to the mass
production of books, which gave people an access to knowledge that they
never dreamt of during those times. Print media can either be in the form
of a book, a newspaper, or a magazine.

Books are the very first mass media in human history. Baran (2010)
considers books as very personal because they contain records of past
experiences and human knowledge that are passed on to later
generations. Books also provide opportunities for escape and personal
reflection as experienced by one who reads a novel. Although targeted to
a specific kind of audience, books are very specialized in that they offer
more ideas about a topic, unlike other mass media forms which are
beholden to advertising rules. When you read a book, you are able to
stretch your imagination and think deeper about ideas that you do not
normally encounter in your everyday life. Books are movers and shakers
of culture. As a testament to this, books in physical form are being stored
digitally as e-books.

In contrast to books, newspapers and magazines are advertising-based.

This means that a larger bulk of the earnings of magazine and newspaper
publishers come from advertising products rather than selling the
magazine or the newspaper. Newspapers and magazines are published
regularly, whereas books may come out depending on the publisher‘s
prerogative.

Magazines and newspapers may be targeted for the general audience or

may address the interests of a particular group of readers. Magazines
typically contain features or human interest articles, whereas newspapers
will definitely have news stories and occasionally has other types of
articles. Both the magazine and the newspaper may also have online
version for them to reach a wider and larger audience who are more often
virtually connected through the Internet.

40
Film / Cinema
The film as a media form is one that is considered impressionable and has
a cathartic effect to its audience. With moving/motion pictures, the film is
able to enhance the media experience of its consumer because of the
audio-video component which heightens both the sense of hearing and
sense of sight. Films are very important cultural artifacts because, like
books, they reflect the desires, ideologies, and sensibilities of the culture
to which they originate from.

Learning Activity:
Activity 8:

Answer the following questions briefly.

1. Why do you think people talk about the films or movies that they
watch?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What do you think is the reason for the emergence of independent

filmmaking in the Philippines?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Broadcast Media
One of the most distinctive characteristics of the broadcast media is their
ubiquity. They are considered ―household‖ media because they can be
found in practically any corner of a home. The broadcast media come in
two forms—radio and television. According to Baran (2010), radio was the
first electronic mass medium and the precursor of television. Because of
radio, television was a success in most parts of the world. For a long time,
radio was the ―young people‘s media.‖ This is evident in the proliferation of
FM radio stations catering to the musical taste of younger generations,
also known as format radio.
In the Philippines, you customarily expect FM programming to be format
radio, whereas AM programming is dominated by a news format. The
landscape is slowly changing as news format has already gone into
frequency modulation. The AM radio still remains the same but more
specialized radio broadcasts have emerged catering to particular niches
such as community radio.
Broadcasting has also started to conquer the Internet and mobile
technology through Internet-based radio and television.

Learning Activity:
Activity 9:
 Listen to both FM and AM radio programs and compare them. In
what aspects are they similar? How are they different?

41
  Which of the following functions did your chosen programs fulfill?
Why do you say so?
o persuade
o entertain
o inform
o educate

Some people have mixed feelings about television as a media form. Some
think that next to printing press, it is the second most important invention.
―Television has changed the nature, operation, and relationship to their
audiences of books, magazines, movies, and radio (Baran, 2010).‖ Others
think that television has significantly dumb-down its content to adhere to
what they call the ―least common denominator‖ which means that
television programs avoid burdening the audience of complex and
complicated messages.

Learning Activity:
Activity 10:

Reflect Upon

1. What are your observations on Philippine news programs on

television? Who do you think do they cater to? What are the usual
themes, topics, or subjects of the news reports?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What can you say about the local entertainment programs you see
on television? What values do you think do they promote? Choose
an example of a program as a case for your argument.
_____________________________________________________
_____________________________________________________
_____________________________________________________

Video Games
Video games continue to grow popular to both young and old because of
their increased interactivity and interconnectivity, ―from game consoles to
personal computers to the Internet to cell phones (Baran, 2010).‖ The
Internet, on the other hand, is a development in media technology that is
at the heart of all the convergence that you see occurring in traditional
media. The Internet made it easier to address a wider audience in all
corners of the world. Ideas reach other people in a shorter span of time.
Thus, societies are more connected than ever. Access to content
whenever and wherever is almost possible.

Points of Intersection among Media Forms

Synergy and convergence are what describes the media of today.
According to freedictionary.com, synergy is an ―interaction of two or more
agents or forces so that their combined effect is greater than the sum of

42
their individual effects.‖ Convergence, on the other hand, means the
combination of various elements to create a new whole. Think of the
traditional media form that optimizes your media use.
There is a very thin line that separates each media form. Synergy is the
rationale behind the concentration of media in one company or
organization. Say for instance, a local network giant that has its main free-
air channel with affiliate cable channels and a cable company subsidiary
owning a print media arm and a film production unit. ‖

Synergy is also a driving force for mergers and acquisitions in the media
and telecommunications industries, according to Baran. You probably
have heard of the news in recent years about a telecommunication
magnate having an interest to buy another local television station to
directly compete with the biggest network in the country so far.

Convergence is a trend that cannot be done away with because the

audiences are getting more fragmented. Media organizations would like to
reach as many as they can by diversifying the delivery of their message.
Also, audiences are no longer biased over one form of media to access
content. Smart phones these days have radio and television applications,
which is a clear example convergence.

See Table 4.1 below. It has a list of examples of convergence that

emerged in each type of media.

Table 4.1. Convergence among Different Types of Media

Media Type/Form Convergence
Book  E-books
 Print on demand (POD)
Newspaper  Online version
 Mobile application version
Magazine  Online publishing
 Custom publishing
 Movement from print to
television (or vice versa)
 Advertorial

Film  Concept movies

 Sequels, remakes, and
franchises
 Television, comic book, and
video game remakes
Radio  Digital radio
 Internet-based radio and
podcasting
 Radio on television (and vice
versa)
Television  Video cassette recorders

43
 (VCR)
 Digital video disc (DVD)
 Digital video recorder (DVR)
 Digital television or high-
definition television internet-
based television
 Video on the Internet
 Interactive television
 Phone-over-cable
 Mobile video
 Television recording
Video game  Online interactive gaming
 Internet-capable handheld
game devices
 Advergaming
 Advocacy gaming
Internet and the World Wide Web  Functionalities of the traditional
media moving to the Web
platform internet technology
incorporated to mobile
technology (e.g., smart phones
and tablets)
 Internet connected, Wi-Fi-
capable television monitor
Source: Baran, Stanley J. Introduction to Mass Communication: Media
Literacy and Culture. 6th ed. New York: McGraw-Hill, 2010.
Potter (2011) considered cross media convergence as a way of breaking
down barriers that separate each traditional media. An illustration that you
probably can relate well with would be memes and videos over the
Internet that people customize so they are able to produce their own
version.

Learning Activity:
Activity 11:

1. Pick one example of a convergence in Table 4.1 and write a

concept paper about it. Your teacher will provide you the guidelines
for the concept paper.

44
Learning Evaluation:
Quiz 4:
Answer the following questions briefly.
1. In what ways do media and culture affect each other? What can
you do as a student to use media to celebrate Philippine culture
and society?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. Public relations and advertising are not exactly considered as

media forms but are components of the study of media. Using your
knowledge of media and information literacy, how can you avoid
deceptive PR and advertising?
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. Philippine media is regarded by some critics to be highly identical to

American media. Do you think there is some truth to this
assumption? Expound your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________

4. Do you agree that teleseryes are well-liked among Philippine

audiences because these programs appeal to Filipino aspirations?
45
 Why or why not? What do you think is the reason why Philippine
telenovelas are well-accepted in some countries abroad?
_____________________________________________________
_____________________________________________________
_____________________________________________________

5. How has social media changed the landscape of news reporting

both locally and globally?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Assignment:
Think of yourself as a program monitor/analyst in a television network.
Your job is to watch the programs of the network in a particular timeslot or
segment of the day. The head of the program monitoring division assigned
you to watch a prime time soap opera of your network and the soap opera
of a competing network in the same time slot. You were asked to write a
report comparing the two programs in terms of theme, content, target
audience, and advertisements.

The report must

- be between 100 and 200 words;
- be logical and critical;
- be professional in tone; and
- suggest ways on how the two programs can be improved in terms of
content and production value.

Criteria:
Content -20 pts
Organization of ideas -5 pts
Completeness of entry -5pts
TOTAL 30 pts

ESSENTIAL LEARNING
Media utilizes mass communication to reach a large number of audiences.
It transcends boundaries and cultures. This may seem overwhelming for
some but media may be utilized to address certain needs of an individual
and society to become better members of the community. The information
offered through media technologies come from diverse sources, thus,
requiring that you as consumers of information should be very critical of
the content you consume.

Media and culture are very well tied together in that media becomes a
storyteller of culture. They portray images and interests of a society that
they cater to. Print media, such as books, magazines, and newspapers,
serve as repositories of our past. Film or cinema enhances the experience
earlier provided by print media because of film's use of audio and visual
46
elements. Broadcast media, such as radio and television, are so pervasive
that they attempt to appeal to the ―least common denominator" or the lay
people. Video games have significantly improved through time and have
attracted attention of more adults and young people alike. Video games
also reflect the culture, the values, and sensibilities of its consumers.
The lines that separate these media forms have become blurred due to
media convergence. Convergence, or the coming together of various
media components to create a new whole new media, is what
characterizes the Internet and other technological infrastructure that goes
with it.
Philippine media is very much involved in the global media landscape as
can be seen in the importation of foreign concepts and localizing them for
Filipino audiences, as well as exportation of media product, such as
Philippine soap operas, which are growing in popularity in other parts of
the world.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

47
 LESSON 5
MEDIA AND INFORMATION SOURCES

Overview:
This lesson covers the potential sources of media information,
Indigenous Knowledge and Indigenous Media as Tool for Expression and
Participation information quality and indigenous media.

Learning Outcomes:
At the end of this lesson, the students can:
1. compare potential sources of media and information;
2. assess information quality; and
3. interview an elder from the community regarding indigenous media
and information sources.

Materials Needed:
 Pros and Cons of the Different Types of Media as Sources of
Information
 PowerPoint Presentation

Duration: 3 hours

Learning Content:
Which information sources (i.e., indigenous, library, Internet, mass media)
do you prefer to use for the following topics? Why?
1. Human genome project
2. The cultural practices of the Lumads of Mindanao
3. The current state of the tourism and hospitality industry in the
Philippines
4. Political conflicts and strife in different parts of the world
5. Human expedition on Mars
6. Agricultural practices in Central Luzon
7. Recent events in the last decade that changed the world
8. The ASEAN integration
9. Most promising careers for graduates of senior high school
10. The trends in the mobile application industry
11. The history of the Bangsamoro
12. Human organization and behavior
13. The global phenomenon on Korean pop
14. Paralympics

Your information needs to dictate your choice of media and information

sources. Sources are not all the same and are not created equal. In an
article written by Meyer (2005) on the nature and the effective use of
information in rural development, it was suggested that resources may be

48
evaluated by looking at the information that they contain. In other words,
the content says a lot about the source.

Judging the value of information is not as easy as it seems. It becomes all

the more difficult for you when you have a limited idea about what you are
looking for. You may not realize it, but there are occasions when you feel
dumfounded when there is too much information available. This puts you
to a dilemma of whether to adapt the whole gamut of information or just
ignore them and look for some other sources that can provide you with
simpler and more straightforward information.
Information, unlike raw data, is processed and refined. It is an
interpretation of the data by the author or producer of the information. As a
consumer, you have to exert more effort to look past the information and
check its validity and relevance to you. Information may also become
obsolete and may not be applicable to current contexts and utility. In your
case as students, you are expected to discern the changes in the content
and claims of the information that you locate, use, and share.
Uncertainty is a key driver for one to seek information. As someone
curious about how things work, you would like to reduce this uncertainty
by consulting various materials that come from different sources. These
sources may be in the form of indigenous or community knowledge,
physical materials in archives such as libraries, multimedia texts, and
objects found in the Internet, or media messages from the different mass
media forms.

Indigenous Knowledge and Indigenous Media

A rather unconventional source for information is the so-called indigenous
knowledge (IK). Indigenous knowledge is defined by Warren (1991) as the
―knowledge that is unique to a given culture or society.‖
IK contrasts with the international knowledge system generated by universities,
research institutions and private firms. It is the basis for local-level decision
making in agriculture, health care, food preparation, education, natural resource
management, and a host of other activities in rural communities. — Warren
(1991)

Indigenous knowledge is relayed either through people media (which are

the persons involved in the use, analysis, evaluation, and production of
media and information) or through indigenous media. The Asia Indigenous
Peoples Pact or AIPP defined indigenous media as media:

… owned, controlled and managed by indigenous peoples in order for them to

develop and produce culturally appropriate information in the languages
understood by the community by utilizing indigenous materials and resources,
reflecting community needs and interests, visions and aspirations, and
independent from vested interest groups. It is highly participatory, involving the
community members in planning, management and production. —AIPP (2014)

Also known as community media, indigenous media is any form of media

that is created and controlled in the community, for the community, about
the community and by the community (either a geographic community or a

49
community of identity or interest) [and] is separate from commercial media,
state-run media, or public broadcasting.‖
Indigenous communities are typically known to adhere to oral tradition of
communication. This means that they are not reliant on mainstream media.
They store information in their memories so the danger of losing the
information is greater. Information exchange is characterized by face-to-
face interaction, limiting the transfer and access of information over long
distances and containing it within the borders of the community. And
because of this, the creation and maintenance of indigenous media helps
in storing indigenous knowledge for posterity.
The AIPP observed that ―the ASEAN media landscape is generally
characterized by an urban-centric media system in flow, content,
consumption and ownership that limits indigenous peoples‘ access to
media and information and news coverage of their own issues and
conditions.‖ Some of the other observations of the group includes the
following:
 Flow of information starting from metropolitan areas, tending to be
one-way as no effective mechanisms are in place for media
organizations to gather news from rural indigenous areas.
 Distant locations of many indigenous territories and poor
infrastructures as big obstacles to indigenous peoples‘ access to
information from mass media.

 Complex biases and serious lack of interest in the lives of

indigenous communities in news coverage and selection of
mainstream media.
 Privately owned mainstream media catering more to interests of
urban consumers rather than the needs of rural communities,
particularly indigenous ones.

Indigenous Media as Tool for Expression and Participation

Information offered by indigenous media is primarily to ―open up other

spaces for the discussion of indigenous peoples‘ issues (AIPP, 2005).‖
New media and ICT infrastructures have dramatically helped boost
community media in certain parts of the ASEAN region ―providing the
opportunity for extending communication outreach in remote rural areas.‖
The AIPP added that the indigenous youth of some ASEAN countries are
exploring online platforms such as social media for their news and
information consumption.
In the ASEAN region, there are indigenous organizations that have
initiated the promotion of freedom of expression and have increased
access to information among indigenous peoples (IPs). An example in the
Philippines is the Northern Dispatch Weekly, or NORDIS, which is a
weekly newspaper covering the Ilocos region, the Cordilleras, and the
Cagayan Valley region—places where indigenous communities in
Northern Luzon live. NORDIS extends its effort for media to reach the IPs
and the rural communities. The newspaper is nonprofit and promotes a

50
more democratic ownership of media facilities, and more reader-oriented
industry practitioners.

Learning Activity:
Activity 12:
Answer the following questions briefly. 5 points each.

1. What are other examples of indigenous/community media in the

Philippines?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What kind of information do they relay to their audiences?

_____________________________________________________
_____________________________________________________
_____________________________________________________

3. How are these media helping their communities?

_____________________________________________________
_____________________________________________________
_____________________________________________________

The Library as Repository of Information

You know libraries to be places ―in which literary, musical, artistic, or
reference materials (as books, manuscripts, recordings, or films) are kept
for use but not for sale (Merriam-Webster Online Dictionary).‖ Libraries
came into existence because of the birth of printing press.
Libraries are evaluated on the extent of their collection of materials and
the kinds and quality of services they offer to information seekers.
Libraries are expected to select and provide you contents that are easy to
access. Libraries are considered to be stewards of good information
collection.

Libraries bought books (which they then owned), organized them, made them
available through library facilities, and took steps to ensure the longevity of the
volumes for future use... Libraries acquire and secure ownership of digital
content (typically through license), store the content on local servers, and make it
accessible to a target community. Libraries attempt, as protocols permit, to
ensure long-term access to the digital collection through license conditions and
through practices to create backup and redundancy, and to migrate the content
over time. In a variation of the model, some libraries host commercial content or
centrally manage content of other campus units. In both of these cases, the
classic collection stewardship model is sustained largely intact. A defining
characteristic of this traditional model is the library's ability to exercise primary
responsibility for and control over the content and future access to that content.
—Council on Library and Information Resources

The main role of a library is to organize and provide you access to

information. This role is no longer static or limited to purely collecting
51
physical materials for archiving. It has extended to acquiring new modes
of providing information such as the use of digital sources and facilities
that utilize media. A library is one place where you can expect new search
strategies to be employed, thus, motivating information seekers like you to
be more adept in effectively and efficiently locating information.

Libraries are no longer limited to being repositories of informational

materials. Modern libraries are connected to the Internet to provide library
users of a myriad of sources and databases from various places in the
world. According to the Council on Library and Information Resources,
―Library facilities also serve a social function, providing a common ground
for users to interact or a neutral site for individuals from different
disciplines to come together.‖

Media as Information Tools

Apart from indigenous knowledge and library sources, media also
provides information as previously stated in the earlier modules in this unit.
Media has been extensively discussed in Module 2. For your purpose of
understanding media as a source of information, ponder on the
advantages and disadvantages of each media type shown in Table 5.1 as
outlined by the World Heritage Communication and Media Training
Workshop in 2013.

Table 5.1. Pros and Cons of the Different Types of Media as Sources of
Information
Media Type / PROS CONS
Form
Books  Portable/transferable  ―Print is dead‖ or is
information it?
 Affordable by volume,  Costly typesetting
depending on size of and design
print run
 Costly publication
 Enduring medium that in multilingual
can last for editions editions
many years
 Expensive storage
 Ideal for content that and shipping
may not change
drastically over time  Prohibitively
revising of outdated expensive
information (historical, reprinting/revising
academic works, outdated
catalogues of cultural information
artifacts/ works of art)
 Environmental
issues
Magazines  Loyal (but shrinking)  Newspaper valid
and readership only for a day
Newspapers  Target a geographical
area  Message can be

52
 lost (most papers
 Can be shared with have more than
others 60% advertising)

 Inserts and leaflets  Magazines have

attract attention niche audiences
Cinema  Reaches many  Expensive
demographics, literate production
or illiterate  May or may not
 Can be entered in local hold
/ attention international interest/attention
film festivals and
competitions for further
exposure
Radio  Trusted medium with  Niche market:
loyal followers stations cater to
 Community radio has followers specific
loyal followers types of listeners

 Community radio has  Audience will tune

loyal audiences out
interested in local
activities  Background
 National broadcasters medium (hard to
can carry messages for hold attention
nationwide events
 Difficult to incite
action (hard to
remember
broadcasted
contact details or
website URLs
Television  Quickly spreads the  Expensive
message on different  Short message
channels and times of that must be
day repeated to sink in
 Improves credibility  Advertisements
 Best suited for large- can be skipped
scale communications through PVRs
activities (Personal Video
Recorders)

 Traditional TV is
less watched by
younger people
World Wide  Main point of contact  Perceived difficulty
Web between user and to set up
audience
 Acts as a hub for all  High cost
other activities/content maintenance
(audio/ (constant
video/text/events/social updating)

53
 media aggregator)  Information control
 Easy to access from
multiple platforms
 24/7 interaction with
target audiences
Social media  Reach the correct  Very time
audience through consuming to
hashtags/following engage directly
relevant groups with followers
 Attract large number of  Need to keep
people in short time content fresh
across platforms to
 Drive traffic to other stay visible
communication actions
 Cannot control the
 Bring people together message or how
people react to
 Gather information online contents
about target  Campaigns can
 Easy feedback get hijacked by
detractors
 Place for real-life  Bad news can go
experiences to
viral
exchanged
 Mistakes can
 Give a voice to timid happen in real
people time with
thousands of
witnesses
 Negative feedback
cannot be ignored
 Do not capture
tone

Evaluating Your Information Sources

When the information suits your needs, it is considered of good quality. To
measure information quality, you may consider the following aspects.

1. The information provided by a source is credible and reliable. One

aspect of judging credibility of information is the reputation of the
source. The authoritativeness of the information and the source
must be readily verifiable; otherwise, the information may not be
useful.
2. Breadth and depth of the discussion on a topic is also a
consideration. The extent of the research done by the source to
organize the information is an indication of rigor and judiciousness.
A lazy source is one who is content on providing secondary and
tertiary sources as well as popular and less academic information.

54
 3. The information can be cross-referenced. This means that the
information can also be checked in other sources and can be
supported by them.
4. The manner on how the information has been dealt with by the
source is ethical and legal.

Learning Activity:
Activity 13:
1. Can you think of other aspects that can guarantee the quality of the
information that you seek? What are these aspects?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What are the things that you as an information seeker must

consider when using Web sources?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Learning Evaluation:
You are a video reporter for an online news portal. Your executive
producer assigned you to a story on indigenous media and information
resource.
You are to interview an elder of a certain community. Your task is to
produce a video using the interview and this will be uploaded in the LMS
MOODLE.
The video will deal about relevant concepts that you know about
indigenous knowledge and indigenous media. The video must not be
shorter than 8 minutes and must not be longer than 12 minutes. The video
must adhere to the principles of video production, must be highly
interesting, and should use text, audio, and visual elements that are
culturally sensitive to the indigenous group that the interviewee belongs to.

55
Have you reflected on what type of user and sharer are you? Take the
quizzes found in the following Web sites to find out the answer. Compare
your answers in both quizzes.
 ―What Is Your Social Media Personality Type?‖
https://www.qzzr.com/quiz/what-is-your-social-media-personality-
type
 QUIZ: What Type of Social Media User Are You?
http://www.cision.com/uk/blog/quiz-what-type-of-social-media-user-
are-you/
(All Web sites were accessed on 17 September 2015.)

ESSENTIAL LEARNING
Almost everything at your grasp is a source of information. It just depends
on what you need them for and how you use them. When the information
is unrefined or unprocessed, it is called raw data. The data will only make
sense when it is interpreted and utilized based on your needs, Validity,
reliability, credibility, and relevance are the primary considerations for
evaluating information. But not all sources offer the same quality of
information. These sources may be indigenous or community knowledge,
physical materials libraries, or media resources. As you strive to become

56
more media and information literate, the higher is the expectation to be
judicious and more selective and critical of your information sources
because quality is everything with the vast information you can access.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

57
 LESSON 6
MEDIA AND INFORMATION LANGUAGES

Overview:
This lesson covers the nature of genre in relation to understanding
codes and conventions and popular tropes in media.

Learning Outcomes:
At the end of this lesson, the students can:
1. describe the nature of genre in relation to understanding codes and
conventions;
2. discuss popular media tropes, specifically, television tropes; and
3. produce and assess the codes, conventions, and messages of a
group presentation.

Materials Needed:
 Chandler‘s Typology of Genre Codes
 Textual Features and Distinctive Properties Attributed to a Film
Genre (Chandler, 2014)

Duration: 4 hours

Learning Content:
Recall your encounter with the following instances of media exposure and
share in class your observations:
1. The types/themes of news story headlines of a local tabloid and the
photos that you see on its frontage (e.g., lewd or gory stories,
vulgar language used)
2. The types/themes of news story headlines of a local broadsheet
(e.g., Metro Manila-centric, focused on politics or
crime/controversy, etc.)
3. The plots/themes/structure of a teleserye/telenovela (local and
foreign)
4. The plots/themes/structure of a film (local and foreign, independent
or mainstream)
5. Reality-based programs and their themes
6. Trends in social media (e.g. viral videos, memes, vines, etc.)

What can you say about the form and content of the messages that
the media forms stated above relay to audiences? Are there any
consistent patterns or ―formulas‖ that characterize these
messages?

You are probably familiar with the word-guessing game more popularly
known as charades. The secret of winning a charades game is by being
familiar with common hints that may be recognizable to the player doing
the guessing. The charades illustrate that you can be successful when you

58
use familiar and recognizable codes and conventions so that the person
who is trying to guess the word or phrase will interpret the message you
are trying to relay. Media messages and information use the same
principle. Audiences interpret the meaning of these messages through
codes and conventions.

In media studies, codes are known as a system or collection of signs that

create meaning when put together. As boy scouts or girl scouts, you might
be familiar with the use of the Morse code, the smoke signals, or the
signal flags for relating a message to another. What are the similarities of
all these codes? All three are organized and intelligible because the other
person who sees the code also understands the code. The meaning is
agreed upon by the communicators because the rules in understanding
the codes are shared by members of a community that use that particular
code.

Differentiating Media Messages through Games

Codes are better understood when you have a good grasp of what the
genres in media are and how they are classified and interpreted using
codes and conventions. You know that a certain written text is a news
story and not a feature story because there are elements that you find in
news that you do not see in feature writing. Or, maybe, a science fiction or
fantasy genre, has a different way of telling a story than a drama or a
thriller.
Genre is a French word for ―type‖ or ―kind.‖ Genre has been a major
component i_ understanding literature, theatre, film, television, and other
art and media forms. The grouping into recognizable categories of content
of these forms is what characterizes genre. Each of these categories is
further marked by ―particular set of conventions, features, and norm,
(Neale as cited in Creeber, 2003).‖ Some experts on genre (Bhatia, 1993)
define the term as the following:
 Recognizable communicative event
 Characterized by a set of communicative purpose(s)
 Identified and mutually understood by the members of the
professional or academic community in which it regularly occurs
The ―communicative event‖ referred to is the nature of your media
exposure such as reading a book or a newspaper, watching a film or
television show, or surfing the Internet. The ―communicative purpose‖ is
the intention of the media messages that you are exposed to, e.g., a news
report informs you of an event thus utilizing the principles of news writing
to do so; a film entertains so it utilizes aspects of filmmaking (also known
as mise-en-scene) to get you engaged in the narrative. Being able to
identify and mutually understand the messages simply means that it does
taxonomy not matter who the audience is as long as he or she can
understand the messages the same way as other audiences would.

Learning Activity:
Activity 14:

59
 There are different ways that genres may be categorized. The
categorization may be based on how the content is presented, or what the
intention of the content is, or other specificities that may depend on who
makes the categories.
For this activity, you are to do a research of the known or more
common genre types under these media. You may consult books on
media and communication or check reliable Internet sources to do the
activity:
 News writing (Journalistic genres)
_____________________________________________________
_____________________________________________________
_____________________________________________________

 TV news
_____________________________________________________
_____________________________________________________
_____________________________________________________

 TV entertainment programs
_____________________________________________________
_____________________________________________________
_____________________________________________________

 Film genres
_____________________________________________________
_____________________________________________________
_____________________________________________________

 Literary writing
_____________________________________________________
_____________________________________________________
_____________________________________________________

Learning Activity:
Activity 15:
Answer the following questions.
1. Why is media content categorized into genres?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What makes genres effective in characterizing media messages?

_____________________________________________________
_____________________________________________________
_____________________________________________________

3. How are genres helpful in differentiating the apparent from the

hidden motives of media content/messages?

60
 _____________________________________________________
_____________________________________________________
_____________________________________________________

Role of Genre in Understanding Media Messages

Genre helps audiences—readers and viewers—to understand the text by
merely looking at those signs that you can recognize and interpret.
Oftentimes, you may not understand the whole film you are watching but
because there are clues in context that these codes or signs provide, you
are able to form interpretations. This is why those who construct the
message should ―conform to certain standard practices within the
boundaries of a particular genre (Bhatia, 1993).‖ The codes in the genre
guide the audience toward a particular understanding of the message.
But a genre is not fixed or static. There are factors that may influence how
messages may be understood. The factors include:
 one‘s role in the society, i.e., a student may interpret the message
differently compared to someone who is a working adult;
 group purposes—your reasons for consuming the message affect
your understanding of it, e.g., when you watch for entertainment,
you may tend to be less critical of the hidden intention of the
message;
 professional and organizational preferences and prerequisites—
your biases toward the message may also affect your interpretation
of it; and
 cultural constraints—the culture you belong to may have a different
way of looking at things compared to other cultures.

Hart (1986) points out that ―genre analysis is pattern-seeking rather

than pattern-imposing (Bhatia, 1993).‖ It means that the genre
already has embedded patterns of codes or signs that you will
have to merely identify, rather than having to force your own
particular pattern just for you to be able to understand the message
of the genre. Here are a few tips that Bhatia (1993) suggests when
you analyze genre that you may be unfamiliar with:

1. Place the given genre-text in a situational context. Literal

understanding of the text may not be helpful because
messages have intentions. Some of the things that can help
you understand the messages you encounter in context
would be your own prior experience and knowledge about
the message and the clues that are embedded in the
message.
2. Survey existing literature. This simply means that you may
also consult related or similar genres that provide the same
type of message or the tools such as film reviews,
newspaper editorials and commentaries, and guidebooks or
manuals to help you construct an interpretation of the text.
One of the few things you can do to understand an art film

61
 beyond your comprehension is to read synopses or reviews
of that film.

3. Refine the situational or contextual analysis of the text

by doing the following:
 Defining the speaker or writer of the text, the
audience, their relationship, and their goals
 Defining the historical, socio-cultural, philosophic
and/or occupational placement of the community in
which the discourse takes place
 Identifying the network of surrounding texts and
linguistic traditions that form the background to this
particular genre-text
 Identifying the topic, subject, or extra textual reality
which the text is trying to represent, change, or use
and the relationship of the text to that reality In other
words, you will have to be more critical in analyzing
the messages in the media texts by considering all
the factors that have influenced the creation of those
messages.

4. Select corpus or body of works that characterize the

genre. You have to define the genre and the subgenre that
you are trying to analyze ―so that it may be distinguishable
from other genres either similar or closely related in some
ways (Bhatia, 1993)‖ Definition may be developed through
citing examples of the texts that may belong to that genre.

5. Study the institutional context. As stated earlier,

messages have intentions. Propaganda theories and
agenda-setting theories on communication that were
discussed in Module 4 explain why and how. You should
then be aware of the institution or organization from which
the message originated because they may have influenced
how the message was constructed. For example, if a
television network owns both a news agency and a public
utility company, the news agency may be influenced to
frame their news to favor the public utility company.

Codes in Media Messages

McQuail (2005) argued social and cultural values and beliefs are reflected
in media content. This is the reason why scholars and field experts in
history, anthropology, and sociology study how media content relay these
values and beliefs of a particular time and place or social group. In order
to effectively understand how media content or messages produce desired
effects by both authors and audience, there should first be a familiarity
with genre codes and conventions.
Codes consist of signs that have meaning and the meanings are dictated
by agreed rules of interpretation. Although codes guide the way a

62
message may be interpreted or understood, it is not guaranteed that all
people will understand the message in the same way that others would.
The message is still open to miscommunication and misinterpretation
because of certain factors such as culture, personal biases, and level of
knowledge. Culture affects the way codes are interpreted. For instance, a
salutation in one cultural group may be different in other.

Perhaps the most common area on which codes are expected to be

strictly manifested are in audio-visual media messages such as films and
television programs. Some of these such as those provided in Printed
media messages. Some media practitioners consider codes in Table 6.1.
These categories of codes are not exhaustive and rigid.
An overlap may exist among these codes so the ―most widely mentioned
in the context of on and cultural studies (Chandler, 2014)‖ are considered
in this module.
Meanwhile, Chandler‘s typology corresponds broadly to three key kinds of
knowledge required by interprets of a text‖ like you.
1. Knowledge of the World (Social Knowledge)
2. Knowledge of the Medium and the Genre (Textual Knowledge)
3. Knowledge of the Relationship between (1) and (2) (Modality
Judgments)
These areas of knowledge are the main motivations why you attempt to
understand media ages.

Table 6. 1. Chandler's Typology of Genre Codes

Major Code Subcode
Social Verbal Language  Phonological
Class  Syntactical
 Lexical
 Prosodic
 Paralinguistic
Bodily Codes  Bodily Contact
 Proximity
 Physical Orientation
 Appearance
 Facial Expression
 Gaze
 Head Nods
 Gestures
 Posture
Commodity Codes  Fashions
 Clothing
 Cars
Behavioral Codes  Protocols
 Rituals
 Role-playing
 Games
Scientific

63
 Codes
Textual Representative Aesthetic  Poetry
Codes Codes Codes within  Drama
the Various  Painting
Expressive  Sculpture
Arts  Music
 Artistic Expressions
including Classicism,
Romanticism, Realism
Genre,  Narrative (Plot,
Rhetorical, Character, Action,
and Stylistic Dialogue, Setting, etc.)
Codes  Exposition
 Argument
Mass Media  Photographic,
Codes Televisual, Filmic,
Radio, Newspaper, and
Magazine
 Both Technical and
Conventional Codes
(including Format)
Interpretative Perceptual Visual Perception (Hall 4980,
Codes Codes 132; Nichols 4981, 11ff; Eco
1982)
Note: This code does not
assume intentional
communication.

Ideological  More broadly, these

Codes include codes for
‗encoding‘ and
‗decoding‘ texts
 dominant (or
hegemonic‘)
 negotiated
 oppositional (Hall,
1980; Morley, 41980)
 Individualism,
Liberalism, Feminism,
Racism, Materialism,
Capitalism,
Progressivism,
Conservatism,
Socialism, Objectivism,
Consumerism, and
Populism
Note: All codes can be seen
as ideological.

64
At this point of your study of media and information, the knowledge
discussed in the table are meant purely to introduce to you certain
concepts that you may encounter in further study of the media. For your
everyday consumption of media messages, the more common codes
which are characterized as technical, visual/symbolic, or written should be
more practical at the moment.

Technical Codes
When equipment is used to tell the story in a media text which
consequently affects how you can interpret the meaning of that text, you
are dealing with technical codes. These are signs that are produced when
camera techniques, framing, depth of fields, lighting and exposure, and
juxtaposition are utilized. The type of film shot or the manner of capturing
a scene or even the way the scenes are spliced and put together through
editing suggests a particular meaning. You can notice this in certain
genres of film and television. In Philippine independent films, you may
have observed that the camera is following a central character or the
protagonist. Or, a thought bubble on screen may suggest a character to
be daydreaming or in a trance. You may also find how the video editing
technique, used in scenes in a film or in a television program, affects the
way we understand the narrative, e.g., a flashback would normally be
shown in black and white.

Visual/Symbolic Codes
There are codes that are embedded in the technical codes such as
objects, setting, body language, clothing, and, color. These codes suggest
or connote, rather than explicitly state the meaning of a media message.
The understanding of the message may depend on the receiver of the
message. For instance, in a soap opera scene, you may see a character
dressed in black and crying while seated on a rocking chair and caressing
an object of importance to him or her. Because of your familiarity with the
cultural symbolism of wearing black, you will begin to think that another
character very dear to the one crying has passed away. Another example
is when a drinking glass suddenly slips from the hand of a character which
connotes a premonition that danger looms or trouble waits. Symbolic
codes are very effective in suggesting meaning because they utilize our
sense of imagination and rely on our familiarity with cultural signs and
symbols.

Written Codes
The use of language style and textual layout also express meaning. In
newspapers for instance, the layout speaks about the degree of
importance of a news story with respect to other news stories. Typically,
newspaper editors follow the inverted ―S‖ of news layout because the
mode by which people read would be from left to right and from the upper
fold of the newspaper down to the lower fold. Captions, titles, slogans,
taglines, and some other language elements are also utilized in a way that
may suggest a particular meaning. This is more often dictated by editorial
principles and policies of a particular news agency/organization.

65
The Relationship of Codes and Textual Features of Audio-visual
Messages
Again, codes are signs and for you to 1 with how these signs operate. As
an example, audio-visual media may be categorized based on
recognizable genres, fiction, Western, and so on.
For you to be able to recognize the properties of a particular genre of film
that you watch, consider the textual features found in Table 6.2. The
features help you dissect the film and interpret it accordingly using these
same features. You will find that in your exposure to various films on the
same genre, they share similar distinctive properties attributed to that
genre. Thus, when taken collectively, all these films define the genre
where they belong to.

Table 6.2. Textual Features and Distinctive Properties Attributed to a Film

Genre (Chandler, 2014)

Textual Feature Distinctive Properties Attributed to a

Film Genre
Narrative Similar (sometimes formulaic) plots
and structures, predictable
situations, sequences, episodes,
obstacles, conflicts, and resolutions
Characterization Similar types of characters
(sometimes Stereotypes), roles,
personal qualities, motivations,
goals, behavior
Basic themes, topics, subject Social cultural, psychological,
matter, and values Professional, political, sexual, and
moral
Setting Geographical and historical
Iconography (echoing the narrative, A familiar stock of images or motifs,
characterization, theme, and setting) the connotations of which have
become fixed; primarily but not
necessarily visual, including décor,
costume and objects, certain
‗typecast‘ performers (some of
whom may have become ‗icons‘),
familiar patterns of dialogue,
characteristic of music and sounds,
and appropriate physical
topography
Filmic techniques

Stylistic or formal conventions of camerawork, lighting, sound, recording,

use of color, editing, etc. (viewers are often less conscious of such
conventions than of those relating to content)

66
Learning Evaluation:
Using the following online sources on producing news or documentary
programs, form groups of four to five members and prepare a concept
paper for a news program or a documentary.
 BBC News School Report
(http://www.bbc.co.uk/schoolreport/teacher_resources, accessed
on 17 September 2015)

The paper should provide a brief background of the program. Highlight in

the paper the possible codes and conventions that you can use to
effectively deliver the message to potential viewers. Encode your concept
paper and save the file as .doc or .pdf and upload in a file sharing platform
that your teacher has set up for your class.

Tropes in Television
Television is a very popular media form as this is perhaps the most
―invasive‖ of all media technology. You may have several television
monitors in every corner of your home. Thus being the case, you might
have encountered, without you knowing it, the different tropes in television
programs.
Tropes are storytelling devices. They are also conventions seen in
television genres. In the study of literature, tropes are the figures of
speech that audiences recognize too easily because of their occurrences
in almost all programs under a particular genre. In film language, these

67
are called motifs or recurrent themes. According to tvtropes.org, tropes
highlight twists on the plot or narrative, much like how an idiom is used to
connote a meaning rather than being literal about an expression. Tropes
provide texture to a story.

Although very informal and not quite scholarly, the wiki site
http://tvtropes.org presents an interesting and extensive discussion on the
tropes that several audiences of television have mustered to list based on
their exposure to television programs. The Web site is a starting point for
understanding how tropes work in television. Over the years, the Web site
has slowly looked into other types of media, and according to the authors
of the site, ―[t}]ropes transcend television... reflect life [and since] a lot of
art, especially the popular arts, does its best to reflect life, tropes are likely
to show up everywhere.‖

"[T]rope" has the even more general meaning of a pattern in storytelling, not only
within the media works themselves, but also in related aspects such as the
behind-the-scenes aspects of creation, the technical features of a medium, and
the fan experience. The idea being that storytelling is not just writing, it is the
whole process of creating and telling/showing a story.
— TV Tropes

Humans learn by looking at the familiar. When patterns emerge from

knowledge, humans find it easier to decode the meaning of this
knowledge. Tropes underline the meaning by being suggestive rather than
being literal.

Learning Activity:
Activity 16:
Answer the following questions briefly. Encode your answers as .doc
or .pdf file and upload in a file sharing platform that your teacher has set
up for your class.

1. Why are tropes considered to be conventions?

_____________________________________________________
_____________________________________________________
_____________________________________________________

2. How similar are tropes to idioms?

_____________________________________________________
_____________________________________________________
_____________________________________________________

3. How are tropes disadvantageous when relaying media

content/messages? You can provide examples or cite situations to
support your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________

68
Learning Evaluation:
The class will be divided into groups having 8-10 members each
(depending on the class size). Using the things learned on codes,
conventions, and media messages, each group will have to choose a
particular genre of a media form.
The groups will each produce a media content adhering to that
genre. The content can be a newscast, documentary, short film, magazine
show segment, comic book, or a front page of a newspaper. The content
will have to display the effective use of codes and conventions. The
groups will be responsible for researching further supplementary or
extended information about media content production and presentation.
The teacher will provide a reasonable period for each group to
accomplish the project. The output should be accompanied by an
assessment report on how the group utilized certain codes and
conventions to convey the message of their media content. All outputs
must be uploaded in the file sharing platform that the teacher has set up
for the class.
This will enable the groups to appreciate and assess the outputs of
one another. You are a graduate student of sociology enrolled in a course
on popular culture. Part of the requirement of the class is writing a critical
paper on the cultural significance of tropes in the reception of media texts.
The teacher is specifically interested in the relationship of the tropes and
the audiences. You will need to apply at least one of the theories on media
and communication that you have learned.
Furthermore, the paper should be able to discuss how tropes are
interpreted based on the culture of community that consumes the text
where these tropes are found. The critical paper should
 not have less than 100 words but not more than 200 words;
 use scholarly or academic sources;
 display deep understanding of codes and conventions;
 have logically organized and clearly presented arguments or claims;
and
 observe correct use of structure and mechanics.

The teacher will also expect to see real-world situations as examples to

back your arguments.

69
ESSENTIAL LEARNING
Meanings are produced through the use of codes and conventions. These
codes naturally embedded in genres which are used to group media
content or messages. The systems of codes that make up a convention
may be classified simply as technical, symbolic, or written. Members of a
community of code users can effectively understand media content or
messages if genre codes and conventions are recognizable. But codes
cannot guarantee that message will mean the same for all types of
audiences. Context is still central to understanding codes and conventions,
and they can work well when they are based on agreed rules of
interpretation.

In media studies, a convention refers to the long accepted way of doing

things. The development of conventions is due to repeated exposure to
messages under the same genre. An audience like you can manage your
understanding of the text because of conventions. Although somewhat
universal in nature, conventions may still be dependent on culture in the
way that they are interpreted. A trope, which is a particular type of
convention, is a storytelling tool especially seen in television. Tropes
provide texture to how narratives are presented. They are suggestive or
connotative and rely mostly on audience expectations and familiarity of
these tropes.

70
Codes, conventions, and tropes are all tools for understanding and
interpreting contents or messages. They must be utilized with utmost care
to bring out the most accurate and reliable meanings of these messages.
Effective use of these tools can also help you unmask any hidden motives
of the meanings behind the texts.

CATEGORIES 4 points 3 points 2 points 1 point POINTS

INTRODUCTION Well- Introduction Intro is Intro is

developed creates generic, collection of
intro interest. creating little random info
reader engages interest. not
engagement reader & Contains an related to
explanation of creates explanation Contains topic.
topic interest. of topic. adequate
explanation Explanation
Contains of topic of topic is
well-defined but is vague. vague or
& thorough unclear.
explanation
of topic.

TOPIC Argument Argument Argument Argument not

argument logical & present & present but present.
main points thoughtful. adequate. weak.
supporting Few main
examples Well- Main points Some main points, poor
developed relate to points are development
points topic but present. of ideas.
directly relate don‘t go
to topic. beyond the Few No supporting
obvious. supporting examples
Supporting examples given.
examples Supporting given are
are concrete examples weak or
& general irrelevant.
detailed. and/or
unspecific.

ORGANIZATION Logical Logical Structure is No

structure progression progression clear but discernible
transitions of of at times is structure
ideas with a ideas but awkward and/or
clear structure not and/or organization.
structure that always clear. distracting.
enhances No transitions
topic. Transitions Some are present.
are weak/poor
Transitions present, but transitions
are often are
thoughtful & weak or present.
flow with awkward.
essay.

STYLE Writing is Writing is Writing is Writing is

& MECHANICS smooth & clear & clear overall, confusing &
skillful, with sentences but hard to follow
sentence flow & strong & often sentences with
variety varied have lack fragments or
language & word sentences. varied variety. run-on
choice structure. sentences.
Language is Language is
direct & Language is often Language is
concise, and sometimes redundant or chaotic
words overly pompous, and words
chosen are wordy, and/or and/or chosen are
clear & words words inappropriate
suitable. chosen are chosen are for senior
fillers or pretentious high school
artificial. or level of work.
unsuitable.

71
SPELLING & Spelling & Spelling & Some errors Distracting
GRAMMAR grammar grammar in spelling number of
are correct. mainly & grammar spelling &
correct, with (4-6). grammar
No errors. few errors (1- errors.
3).

RUBRIC TOTAL
LATE POINTS DEDUCTED (1 PER DAY LATE)
TOTAL POINTS

https://studylib.net/doc/7675121/critical-thinking-essay-rubric

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

72
 LESSON 7
LEGAL, ETHICAL, AND SOCIETAL ISSUES IN MEDIA AND
INFORMATION

Overview:
This lesson tackles on the intellectual property, copyright, fair use
of guidelines, proper conduct and behavior online.

Learning Outcomes:
At the end of this lesson, the students can:
1. put into practice the understanding of intellectual property,
copyright, and fair use of guidelines;
2. demonstrate proper conduct and behavior online (netiquette, virtual
self);
3. explain copyright and fair use, vis-a-vis human rights;
4. discuss current issues related to copyright vis-a-vis
government/private sectors‘ actions;
5. explain actions to promote ethical use of media and information;
and
6. enumerate opportunities and challenges in media and information.

Materials Needed:

 Crossword puzzle
 Types of Intellectual Property
 Terms Related to Copyright

Duration: 4 hours

Learning Content:

The following terms are all associated with ethical use of media and
information. These concepts will be discussed in the entire module. But
before you proceed, try to figure out what these terms are by filling out the
blank boxes.

C R G
E A V E C M M S

A R U

F A M G
B E L L G
A G R M
E Q U E

The inventiveness of human beings is inarguably due to having a superior

intellect. Humans continue to survive because of their ability to create or

73
invent technology furthering the preservation of the species. Of course,
this presumption may be debated on again and again in different fields
and disciplines. But one thing is apparent—humans are able to create
because of their ability to think.
In contemporary times, the creation of the human mind is given so much
value to the extent that mechanisms to protect these creations are put in
place. One such mechanism is legal and ethical in nature. We know of it
today as the intellectual property right.

Intellectual Property in International and Local Context

Intellectual Property or IP, as defined by the World Intellectual Property
Organization (WIPO), is the ―creation of the mind, such as inventions,
literary and artistic works, designs and symbols, names and images used
in commerce.‖ Since the products of human intellect have a direct
influence on human civilization and on the development of societies, there
should be safeguards on intellectual property.
Laws are enacted to enforce respect and recognition toward the fruits of
other people‘s ingenuity. Inventions or creations serve some benefit to
users, thus, in the logic of commerce of business, inventors and creators
should be properly compensated for their contribution. If their intellectual
property right is protected, people will be motivated to contribute more by
continuously inventing and creating things for the public good in the spirit
of fair play.
The WIPO is the ―global forum for intellectual property services, policy,
information, and cooperation.‖ In the Convention Establishing the World
Intellectual Property Organization signed at Stockholm on 14 July 1967
and amended on 28 September 1979, it has been agreed among the state
signatories that the WIPO will be ―responsible for the promotion and
protection of intellectual property throughout the world through
cooperation among states and, where appropriate, in collaboration with
other international organizations, and for the administration of various
treaties dealing with intellectual property rights.‖ WIPO has classified the
forms of IP in Table 7.1.

Table 7.1. Types of Intellectual Property

Terms Description Coverage
Copyright Legal term used to Books
describe the rights that Music
creators have over Paintings
their literary and artistic
Sculptures
works Films
Computer programs
Databases
Advertisements
Maps
Technical drawings
Patent Provides the patent Exclusive right granted
owner with the right to for an invention
decide how, or

74
 whether, the invention
can be used by others
in exchange for this
right. The patent owner
makes technical
information about the
invention publicly
available in the
published patent
document

Trademark A sign capable of Products sold or

distinguishing goods or services offered by a
services of one business entity
enterprise from those
of other enterprises
Dates back to ancient
times when craftsmen
used to put their
signature or "mark" on
their products
Industrial Design Constitutes the Design of an object
ornamental or (shape aesthetic aspect
aesthetic aspect of an of an article/ or surface,
article/object patterns, lines, or
object colors)
Geographical Sign used on goods The name of the place
Indication and that have a specific of of the
Apellation of Origin geographical origin goods/products
and possess qualities,
a reputation or
characteristics that are
essentially attributable
to that place of origin

What Is Copyright?
Copyright is mainly the protection of one‘s expressions which only
becomes tangible and concrete when objects are created as manifestation
of these expressions. According to WIPO, laws do not normally have a
complete list of all the works protected by copyright, thus, it would serve
more practical to be familiar with the broader list of those commonly
protected.
 literary works such as novels, poems, plays, reference works,
newspaper articles
 computer programs, databases
 films, musical compositions, and choreographies
 artistic works such as paintings, drawings, photographs, and
sculptures
 architecture

75
  advertisements, maps, and technical drawings

Copyright does not cover ―ideas, procedures, and methods of

operation or mathematical concepts‖ because no one person or
institution can claim sole ownership of these. Sufficient authorship
must exist for these to be covered by copyright. Even titles, slogans,
or logos may or may not have copyright.

If you are an author of a particular work, you are entitled to two

types of rights under a copyright law. These are the following:
 Economic Rights or the nights of an owner/author to be properly
compensated financially upon his or her permission for the work to
be used by another; and
 Moral Rights or the rights to non economic interests of the author.

To protect his or her economic tights, an author has the discretion to limit
or prohibit the use of the work in terms of the following:
 Reproduction in various forms, such as printed publication or sound
recording
 Public performance, such as in a play or musical work
 Recording, for example, in the form of compact discs or DVDs
 Broadcasting by radio, cable, or satellite
 Translation into other languages
 Adaptation such as a novel into a film screenplay An author‘s moral
rights pertain to his ―right to claim authorship of a work and the right
to oppose changes to a work that could harm the [his] reputation.‖

Registering Copyright
Majority of the state signatories of WIPO adhere to the Berne Convention
that provides automatic copyright protection. This means that a
registration or any other formality is not required. As for most countries,
including the Philippines, there is a system for voluntary registration of
works. Such system ―help solve disputes over ownership or creation, as
well as facilitate financial transactions, sales, and the assignment and/or
transfer of rights.‖

The Intellectual Property Law of the Philippines

The Philippines, as a State signatory in the Convention Establishing the
World Intellectual Property Organization, is duty-bound to pass a law on
intellectual property protection. Thus, the enactment of Republic Act 8293,
otherwise known as ―The Intellectual Property Code of 1997.‖

According to this piece of legislation, intellectual property rights consist of

1. Copyright and related rights;
2. Trademarks and service marks;
3. Geographic indications;
4. Industrial designs;
5. Patents;
6. Layout-designs (Topographies) of integrated circuits; and

76
7. Protection of undisclosed information.

As you can see, these are all adhering to the more broad classifications of
IP provided by WIPO.
The Philippine IP Law has provisions on copyright and are found on the
fourth part of the law. Chapter I of the law provides the legal definitions of
terms related to copyright. Here are a few of the terms indicated in RA
8293 which you may find helpful in your understanding of copyright and
intellectual property.

Table 7.2. Terms Related to Copyright

Term Definition
Author The natural person who has created
the work
Collective work A work which has been created by
two (2) or more natural persons at
the initiative and under the direction
of another with the understanding
that it will be disclosed by the latter
under his own name and that
contributing natural persons will not
be identified
Communication to the public or The making of a work available to
communicate to the public the public by wire or wireless means
in such a way that members of the
public may access these works from
a place and time individually chosen
by them
Public lending The transfer of possession of the
original or a copy of a work or sound
recording for a limited period, for
nonprofit purposes, by an institution;
the services of which are available
to the public, such as public library
or archive
Public performance In the case of a work other than an
audiovisual work, is the recitation,
playing, dancing, acting or
otherwise performing the work,
either directly or by means of any
device or process
In the case of an audio-visual work,
the showing of its images in
sequence and the making of the
sounds accompanying it audible
In the case of a sound recording,
making the recorded sounds
audible at a place or at places
where persons outside the normal

77
 circle of a family and that family's
closest social acquaintances are or
can be present, irrespective of
whether they are or can be present
at the same place and at the same
time, or at different places and/or at
different times, and where the
performance can be perceived
without the need for communication
within the meaning of subsection
171.3
Published works Works, which, with the consent of
the authors, are made available to
the public by wire or wireless means
in such a way that members of the
public may access these works from
a place and time individually chosen
by them:
Provided, That availability of such
copies has been such, as to satisfy
the reasonable requirements of the
public, having regard to the nature
of the work
Rental The transfer of the possession of
the original or a copy of work or a
sound recording for a limited period
of time, for profit-making purposes

Reproduction The making of one (1) or more

copies of a work or a sound
recording in any manner or form
(Sec. 41 (E), P.D. No. 49 a)
Work of applied art An artistic creation with utilitarian
functions or incorporated in a useful
article, whether made by hand or
produced on an industrial scale
Work of the Government of the A work created by an officer or
Philippines employee of the Philippine
Government or any of its
subdivisions and instrumentalities,
including government-owned or
controlled corporations as part of his
regularly prescribed official duties

78
Copyright Protected Works
Under Philippine copyright, both original works and derivative works are
protected. Original works are those that are literary or artistic in nature
which includes the following:
 Books, pamphlets, articles, and other writings
 Periodicals and newspapers
 Lectures, sermons, addresses, dissertations prepared for oral
delivery, whether or not reduced in writing or other material form
 Letters
 Dramatic or dramatico-musical compositions; choreographic works
or entertainment in dumb shows
 Musical compositions, with or without words
 Works of drawing, painting, architecture, sculpture, engraving,
lithography or other works of art; models or designs for works of art
 Original ornamental designs or models for articles of manufacture,
whether or not registrable as an industrial design, and other works
of applied art
 Illustrations, maps, plans, sketches, charts and three-dimensional
works relative ' geography, topography, architecture or science
 Drawings or plastic works of a scientific or technical character
 Photographic works including works produced by a process
analogous to photography; lantern slides
 Audiovisual works and cinematographic works and works produced
by a process analogous to cinematography or any process for
making audio-visual recordings: Pictorial illustrations and
advertisements
 Computer programs
 Other literary, scholarly, scientific and artistic works

Works ―by the sole fact of their creation, irrespective of their mode or form
of expression, as well as of their content, quality and purpose (Sec. 2, P.D.
No. 49a)‖ are also protected.
Derivative works, on the other hand, refer to:
 Dramatizations, translations, adaptations, abridgments,
arrangements, and other alterations of literary or artistic works
 Collections of literary, scholarly or artistic works, and compilations
of data and other materials which are original by reason of the
selection or coordination or arrangement of their contents. (Sec. 2,
[P] and [Q], P.D. No. 49) Publishers own copyright limited to the
right of reproduction of the typographical arrangement of the
published edition of the work.

Works Not Protected

There are also works that are not covered by copyright due to insufficient
authorship or due to the work being of importance to public interest.
1. Unprotected Subject Matter
 any idea, procedure, system, method or operation, concept,
principle, discovery or mere data as such, even if they are
expressed, explained, illustrated or embodied in a work

79
  news of the day and other miscellaneous facts having the
character of mere items of press information
 any Official text of a legislative, administrative or legal nature,
as well as any official translation

2. Works of the Government

 any purpose of statutes, rules and regulations, and
speeches, lectures, sermons, addresses, and dissertations,
pronounced, read or rendered in courts of justice, before
administrative agencies, in deliberative assemblies and in
meetings of public character. (Sec. 9, first par., P.D. No. 49)

Learning Activity:
Activity 17:
Do the following.
1. In 50 words, explain the value of intellectual property especially in
the case of media content or products.
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What is the main difference between copyright and patent?

Copyright Patent

3. Draw a concept map differentiating copyright, fair use, and Creative

Commons licensing.

4. Consult the full text of Republic Act 8293. In your own words,
answer the following questions:

a) What are the limitations on copyright?

_____________________________________________________
_____________________________________________________
_____________________________________________________

80
 b) Why does the law limit copyright?
_____________________________________________________
_____________________________________________________
_____________________________________________________

c) What are the economic rights of authors, as prescribed in the law?

_____________________________________________________
_____________________________________________________
_____________________________________________________

d) How can one own a copyright?

_____________________________________________________
_____________________________________________________
_____________________________________________________

e) To whom can copyright be transferred or assigned? How can this

be done?
_____________________________________________________
_____________________________________________________
_____________________________________________________

The Use of Fair Use

The IP law of the Philippines specifies certain limitations or exceptions to
copyright including a provision also referred to as fair use or fair dealing
clause. Fair use limits the rights of holders who are entitled to reproduce
works for a limited time period. When you wish to copy an entire work or
portions of it even with the copyright holder failing to give his or permission,
fair use may be invoked in certain occasions.
The rationale of fair use is to ―guarantee a breathing space for new
expression within the confines of Copyright Law.‖ In other words, if
copyright holders have complete control of their works, information may be
constrained and restrained from ever reaching a wider audience.
As much as copyright protects the interests of the producers of a work for
economic and moral reasons, it is also important to make the works a little
more accessible to the public. The expiration of a copyright term
empowers the general public to have unlimited access and use of the
work as it has become part of the ―public domain,‖ Anything that is within
the realms of the public domain cannot owned by anyone and has no
copyright coverage. So what works are covered by fair use? When the
work is

 a criticism or a commentary;
 a parody;
 a news report; an artistic expression or artifact;
 scholarly and research works; a product of a time-shifting
device such as a TV program recorder; or
 an information found through Web search engines;
it becomes available for unlimited use by the public provided that

81
  its use is based on a factual and historical news event;
 it is only a small portion of the work and the purpose is a
commentary;
 its use is ―transformative‖:
 it is used solely for the purpose of scholarly analysis; and
 t is not infringing and does not hurt the market value of the
copyrighted material

Legal Sharing using Creative Commons

Apart from invoking fair use, licenses provided by Creative Commons (a
nonprofit licensing organization) can enable the legal sharing and use of
works. Creative Common licenses enable copyright holders to easily
change terms of copyright ―from the default of all rights reserved to some
rights reserved.‖ According to Creative Commons ―licenses are not an
alternative to copyright... [they] work alongside copyright‖ to modify the
copyright terms to best suit the need of the copyright holder.

A Creative Commons license can ―give people the right to share, use, and
even build upon a [created] work‖ (e.g., automatic permission for
noncommercial use of a work) as well as protect users against threat of
copyright infringement with the condition that these users abide by the
conditions specified by the owner or holder of the copyright.

Creative Commons has opened opportunities information because of your

high respect for universal access through ―a free, public, and standardized
infrastructure‖ of sharing content and information within the bounds of free
flow of information and protection of copyright.

Flame Wars
Information is a valuable intellectual commodity, thus, you are expected to
consume information as responsibly as possible. Part of the responsible
use of information is the maintenance of appropriate behavior in the
production, consumption, and sharing of information. In this day and age
of the Internet, even the exchange of subjective and objective information
call for the observation of such propriety.

Known among Internet users (or netizens) is the term flamer defined as
someone who knowingly attacks other netizens, or expresses in
aggressive manner his opinion on controversial issues. To widen your
online vocabulary, you may check the following terms on the Internet.

1. Flame
2. Flame War
3. Troll
4. Flaming

82
Taxonomy of Online Discussion Archetypes
A certain Web Illustrated named Mike Reed has come up with a list of
online discussion archetypes known to cyber communities as Flame
Warriors. This list is a product of a long period of exposure to the
dynamics that exist among participants of online discussions. What Reed
provides is not a formal list of these archetypes, but rather a self-made
―compendium of the different species of virtual combatant that inhabit
today's online forums, mailing lists and other communities.‖ Throughout
the years, netizens have added more categories in the list.

Learning Activity:
Activity 18:

Reflect Upon . Answer the following questions.

1. Do you agree that flaming is not merely an act of disrespect but
also a sign of hostile personality? Why do you say so?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What are some ways that you have prevented potential flame wars
or your tendency of being a flame warrior?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Responsible Netizenship
Becoming a flame warrior can be an indication of one‘s failure to be a
responsible netizen.
Like any other social activity, an online discussion group typically requires
its members or participants to abide by rules of acceptable behavior.
Flame warriors are not necessarily consciously violating these rules but
instead they might, in certain occasions, only be too emotional or
opinionated in expressing their thoughts. They may often fail to display
good netiquette.
Netiquette refers to observing proper etiquette as you engage in activities
over the Internet. It is contrary to what Flame Warriors display. Online
discussion members who adhere to rules of netiquette have high respect
for the views and opinions of other members and have high regard for
courtesy.

Core Rules of Netiquette

Virginia Shea, author of a book titled Netiquette, has these following core
principles for observing proper Internet etiquette:
1. The virtual world does not dismiss the fact that you are talking to
another human being who is entitled to his or her feelings.
2. Behavior does not necessarily have to change when you are online.
The same set of expectations when it comes to attitude and
behavior still apply. Give other people their due.
83
 3. Online users are using the same space and are also utilizing
bandwidth. You can show some respect by refraining maligning this
space and bandwidth.
4. In the online world, impression is everything since people can take
any identity. It is important to create good impression and maintain
a respectable stature.
5. Share only knowledge that matters. Do not share knowledge that
may not be productive or that may jeopardize others.
6. Do not provoke or attack others. This way, you help avoid flame
wars.
7. Privacy is a natural human right. Utmost respect of this right should
always be observed.
8. Great power comes with great responsibility. Yield your power over
the Internet wisely.
9. Nobody is perfect. Learn to admit your mistakes and forgive errant
netizens.

Alternatively, others suggest the following rules:

1. Avoid attacking the personhood of another online user.
2. Do not post multiple versions of the same message. Spamming is
disrespectful of other‘s space and bandwidth.
3. Observe clear language when expressing your thoughts to avoid
misinterpretation that may lead to misunderstanding.
4. Think before you click. Information over the Internet move so fast
that you barely have control over those you posted by mistake.
Posts are public and may be kept even when you have deleted
them.
5. Do not veer away from the topic especially in forums that talk about
certain topics. Being off-topic is not just annoying but also impolite,
intrusive, and disruptive.
6. Use common sense. Do not ask for something you are capable of
doing by yourself. When asking for help with other online users, it is
common courtesy to provide as much details as you can to spare
them the trouble of providing for information you already know.
7. If it is not your own idea, cite the source. Respect intellectual
property.
8. Follow rules and policies as imposed by moderators in forums or
discussing, boards.

Presenting Yourself and Managing Impressions

One of the ongoing campaigns on Internet use is the responsible
presentation of one‘s self and effective management of impressions one
creates. The tagline, ―Think before you click‖ just about summarizes the
campaign. It simply means that before you post anything on the Web, you
have to think through the repercussions of sharing that information. And if
the information is meant to be kept private or away from the prying eyes of
the public, you have to make sure that you keep these information as
secure as possible or not produce the information at all, if necessary.

84
Cyberbullying
An ill-managed impression often invites unwanted, offensive, and perhaps
violent responses.You are familiar to a situation like this as bullying. In the
case of the Internet, cyberbullying has been one of the worst kinds of
flaming activities because even innocent people are victimized by this.

Have you ever witnessed someone being bullied over the Internet? What
was your initial reaction? How did you realize that the person was already
being bullied?

Cyberbullying is a type of offensive action toward another which takes

place using electronic technology. This is a phenomenon that can trigger
traumatic experiences and can be worse than physical bullying since
cyberbullying can happen anytime of the day. Cyberbullies anonymously
post hateful and mean messages and images and can reach other people
very quickly. Often, the sources of these images and messages are
difficult to trace and even when some of the content are erased, there are
still remnants left behind because of the very nature of the Internet.
Excluding people from online conversations in bad faith, invading their
privacy, or mocking them through offensive Web sites are other instances
of cyberbullying.

Learning Activity:
Activity 19:

Write a 200-word essay expounding on this thesis statement: "Do not add
insult to injury." Use everything that you know about cyberbullying to
develop the statement. Your essay must be in .doc or .pdf and uploaded in
a file sharing platform that your teacher has set up for your class.

Analytic Rubric for Essay

4 3 2 1
Thesis Thesis Thesis Thesis Thesis
Statement statement statement statement does statement does
and answers the answers the not not
Introduction; question question answer the answer the
Conclusion completely and completely and question question and/
clearly. clearly. completely, and or
/or is weak or does not make
Introduction Introduction confusing. an argument.
presents gives Introduction
clear and summary of Summary of does not give
complete evidence to be evidence to be summary of
summary used in support used in evidence to be
of evidence to of thesis support of used in support
be statement. thesis of thesis
used in statement statement.
support of Organization of may be lacking.
thesis the introduction Conclusion fails
statement. may be Organization to restate the
somewhat of introduction thesis, or is
Organization of weak. may be weak. entirely absent.
the Conclusion
introduction is Conclusion may not clearly
logical. restates the restate the
thesis thesis

85
 Conclusion statement, statement.
extends the but may not
argument and extend or
explains its explain
significance. the argument‘s
significance.

Examples, Evidence in Evidence in Evidence in Evidence in

Evidence, support of support of support of support of
Content thesis thesis thesis thesis
is accur is accurate, is not entirely is inaccurate,
ate, specific, specific, accurate, or insuffi
relevant, relevant, may be cient, or
and sufficient. and sufficient. insufficient or irrelevant.
Essay clearly Essay may not irrelevant.
and effectively always clearly Explanations of
explains explain how examples
how how support thesis
particular parti may be weak
examples cular examples or absent
support support
thesis thesis
statement. statement.

Organization The essay is The essay is The essay is The essay is

and well organized. well organized. not especially poorly
Structure The purpose of The purpose of well organized. organized.
each each The purpose
paragraph is paragraph is of some The purpose of
clear, with clear, but there paragraphs is some
strong topic may be weak unclear, and paragraphs is
sentences topic some have unclear,
linked sentences. weak and many have
to the thesis. topic weak topic
Some content sentences. sentences.
The content of may be
each paragraph inconsistent or Some Content is
is consistent irrelevant, and content may be inconsistent
and there may be inconsistent and/or
appropriate. minor problems or irrelevant, irrelevant,
The of logic and and there may and there are
paragraphs are paragraph be problems of significant
logically sequence. logic and problems of
sequenced. paragraph logic and
sequence. paragraph
sequence

Writing Language is The essay The essay The essay

Mechanics and clear and contains only suffers from suffers from
Style powerful, there occasional errors significant
are no errors of of spelling, errors of
significant spelling, grammar, spelling,
errors of grammar, and and/or grammar, and
spelling, usage. The usage. The usage. The
grammar, or language is language is language is
usage. clear, but the occasionally unclear, and
writing may not unclear poor
The be especially writing makes it
essay may powerful or difficult to
show a elegant. ascertain the
distinctive author‘s
and elegant meaning.
writing style.

https://studylib.net/doc/7885254/analytical-essay-rubric---swampscott-
high-school
86
Internet Addiction
The Internet has introduced a whole new experience to human civilization.
You, being part of the Information Age, perhaps, have grown overly reliant
on the Internet for almost everything. But excessive use of online media
can interfere with certain mechanisms that keep flame wars and
cyberbullying at bay.

According to an article at HealthGuide.org, internet addiction, ―otherwise

known as computer addiction, online addiction, or Internet addiction
disorder (IAD) is an impulse control problem.‖ It can take the form of any
of the following:
 Cybersex addiction — compulsive use of Internet pornography,
adult chat rooms, or adult fantasy role-play sites impacting
negatively on real-life intimate relationships.
 Cyber-relationship addiction — addiction to social networking, chat
rooms, texting, and messaging to the point where virtual, online
friends become more important than real-life relationships with
family and friends.
 Net compulsions — such as compulsive online gaming, gambling,
stock trading, or compulsive use of online auction sites often
resulting in financial and job-related problems.
 Information overload — compulsive web surfing or database
searching, leading to lower work productivity and less social
interaction with family and friends.
 Computer addition - obsessive playing of off-line computer games
or obsessive computer programming.

The most common of these Internet addictions are cybersex, online

gambling, and cyberelatronship addiction. You know that you are
addicted to the use of the Internet when your daily routines are
disrupted. Particular moments of your life allotted for other chores
and activities that the Internet uses up is an indication of Internet
addiction. More concrete examples include constantly checking
how your online friends are than your real friends or your
exaggerated preoccupation with your gadgets.

Internet addiction is often triggered by factors such as stress,

anxiety, depression, some other forms of addiction, lack of social
support, inactivity, and unhappiness. Some of the signs and
symptoms of Internet addiction, or computer addiction, that can be
observed may be the following:

 Being less conscious of the time sent online or with gadgets

that enable Internet access
 Failing to complete tasks or activities intended to be finished
at the time you were using the Internet
 Having less time with friends and family
 Lack of remorse for your excessive Internet use

87
  Feeling more excited with Internet activities rather than
physical activities.

Learning Evaluation:
Quiz 5:
1. How does Internet addiction affect a student‘s attitude and behavior
toward accessing information? You may argue by differentiating the
Internet as a source of information with that of physical resource
materials.
_____________________________________________________
_____________________________________________________
_____________________________________________________
2. Is cyberbullying primarily the fault of the person being bullied?
Explain your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. How do you think can you avoid developing Internet addiction?
_____________________________________________________
_____________________________________________________
_____________________________________________________
4. What alternative routines on Internet usage can you recommend to
your peers?
_____________________________________________________
_____________________________________________________
_____________________________________________________

5. Consult the full text of Republic Act 10175 otherwise known as the
Philippine Cybercrime Act of 2012. In your own words, answer the
following questions:
a. What constitutes a cybercrime?
b. What are the pros and the cons of the law?
______________________________________________________
______________________________________________________
______________________________________________________

Stealing or Borrowing?
Ideas do not emanate merely from your own personal knowledge or
experience. More often than not, you need to consult other sources. But
when you do so, you probably sometimes find yourself in a dilemma of
how to utilize the information you have collected. Some may opt to literally
copy the information and pass it off as their own, or‘ some will extend all
effort to cite their sources.

When the first situation happens, the person committed a grave sin in
scholarship which is called plagiarism. The American Association of
University Professors defined plagiarism as ―taking over the ideas,
methods, or written words of another, without acknowledgment and with
88
the intention that they be taken as the work of the deceiver.‖ Simply put,
plagiarism is when you use others‘ ideas or words without informing your
readers/audience of the origin of the information. Plagiarism is often
committed largely because of not knowing what it is and of failing to
respect other people‘s right over their work.

According to Ballenger (2009), plagiarism persists ―because of that

awkward feeling of reading someone else‘s words and having to make a
concerted effort to understand what they mean, and then finding your own
words to restate the ideas,‖ Some people find plagiarizing a work tempting
because they might have a difficult time understanding the language of the
work. It may also be the case that the author of the work writes beautifully
that it seems the material couldn‘t be said any better.

But plagiarism is a tricky business. Institutions differ in the way they

perceive the concept of plagiarism. Table 7.3 are some forms of
plagiarism that are often committed by people:

Table 7.3. Types of Plagiarism

Sources Not Cited The Ghost Writer The writer turns in
another's work, word-
for-word, as his or her
own.
The Photocopy The writer copies
significant portions of
text straight from a
single source, without
alteration.
The Potluck Paper The writer ties to
disguise plagiarism by
copying from several
different sources,
tweaking the sentences
to make them fit
together while retaining
most of the original
phrasing.
The Poor Disguise Although the writer has
retained the essential
content of the source,
he or she has altered
the paper's appearance
slightly by changing key
words and phrases.
The Labor of Laziness The writer takes the
time to paraphrase
most of the paper from
other sources and

89
 make it all fit together,
instead of spending the
same effort on original
work.
The Self-Stealer The writer ―borrows‖
generously from his or
her previous work,
violating policies
concerning the
expectation of
originality adopted by
most academic
institutions.
Sources Cited The Forgotten The writer mentions an
Footnote author‘s name for a
source, but neglects to
include specific
information on the
location of the material
referenced. This often
masks other forms of
plagiarism by obscuring
source locations.
Misinformer The writer provides
inaccurate information
regarding the sources,
making it impossible to
find them.
The Too-perfect The writer properly cites
Paraphrase a source, but neglects
to put in quotation
marks text that has
been copied word-for-
word, or close to it.
Although attributing the
basic ideas to the
source, the writer is
falsely claiming original
presentation and
interpretation of the
information.
The Resourceful Citer The writer properly cites
all sources,
paraphrasing and using
quotations
appropriately. The
catch? The paper
contains almost no
original work! It is

90
 sometimes difficult to
spot this form of
plagiarism because it
looks like any other
well-researched
document.

The Perfect Crime [T]he writer properly

quotes and cites
sources in some
places, but goes on to
paraphrase other
arguments from those
sources without citation.
This way, the writer
tries to pass off the
paraphrased material
as his or her own
analysis of the cited
material.
Source: Plagiarism.org. ―Types of Plagiarism.‖ www.plagiarism.org/assets/
iari (accessed 2 July 2015) g s/.../types_of_plagiarism.do¢

You may have noticed that the entire module is dedicated for you to
acquire the knowledge on and the Teodoro and De Jesus (2007) argued
that recognizing and promoting the basic human values (shown in Table
7.4) guide ethical journalism. Because journalism is a practice that entails
management and sharing of information, it is safe for you to adopt these
values in your own handling of information in your daily life.

Table 7.4. Basic Human Values

Truth-telling Demands both factual and
contextual accuracy (requires
practitioner to check and recheck
information by including the capacity
to anticipate possibilities of error, as
well as alertness to questionable or
biased information)
Justice Fairness in the presentation of all
sides of a given issue
Freedom Not limited to the absence of
government control or regulation; a
necessary condition for the
discharge of the information function
Humaneness keeping the names of crime victims,
women, and minors
Stewardship Journalists become responsible
stewards of the media when they

91
 stewardship value and observe the
basic responsibilities of their craft

Learning Evaluation:

Answer the following questions.

1. How does copyright and fair use balance the interest between
producers and consumers of information?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What is the impact of freedom of expression and right to

information in the promotion of copyright and fair use?
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. Explain what happened to the following events and how they have
become controversial with regard to plagiarism and copyright.
a. Philippine tourism campaign back in 2010
b. The speeches of several personalities/figures in local business
and politics

4. Consult the codes of ethics of various local media organizations.

Pick one code of ethics manual and list down at least ten salient
points that these codes provide about information handling.
_____________________________________________________
_____________________________________________________
_____________________________________________________

5. Provide some other opportunities and challenges in the use of

media and information.
_____________________________________________________
_____________________________________________________
_____________________________________________________

ESSENTIAL LEARNING
Media and information literate individuals have high regard for the law
and ethics of information production, consumption, and sharing.
Intellectual property right is a guarantee for the protection of the product of
the mind. IP is a valuable concept because it is where respect and
recognition toward the work of creators and inventors emanate. Copyright
is a specific kind of protection for works that are expressions of human
creativity. Fair use, on the other hand, is a limitation to the rights of
holders entitled to reproduce works for a limited period. Fair use makes
sure that a wider audience may benefit from a work when its copyright has

92
expired. A Creative Commons license is another leeway for greater
access to information within the bounds of agreed terms on a copyright.
Information is a valuable resource, thus, the legal and ethical use of it is
imperative.

Activities such as flaming and cyberbullying are indications of a

breakdown of responsible netizenship. Abiding by the rules of acceptable
behavior over the Internet can reduce your tendency to engage in flame
wars or cyberbullying. Netiquette is a courtesy accorded to other online
participant. When you adhere to proper netiquette, it means you have high
respect for the views and opinions of other netizens. It also means that
you are responsible enough to anticipate the consequences of your
actions, most especially in the aspect of information handling. Some other
issues that contend the use of media and information are the excessive
use of the Internet (computer addiction), and failure to recognize rules of
attribution (plagiarism). Having a high regard for the ethical and legal use
of media and information is not as easy as it seems. But once you hurdle
the challenges and exploit the opportunities, you can harness the power of
media and information to benefit yourself and others.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

93
 LESSON 8
OPPORTUNITIES, CHALLENGES, AND POWER OF MEDIA
AND INFORMATION

Overview:
This lesson covers topics on World Wide Web at the Forefront,
Socialness of Social Media, Cybercrime in the Philippines, Media and
Information Literate Audience, Media Content, and Media Effects.

Learning Outcomes:
At the end of this lesson, the students can:
1. realize opportunities and challenges in media and information;
2. classify aspects of media literacy such as audience, content, and
effects; and
3. research and cite recent examples of the power of media and
information to effect change.

Materials Needed:
 Ishikawa (Fishbone diagram)
 Information Processing Tasks

Duration: 4 hours

Learning Content:
In the box below, draw an Ishikawa (or ―fishbone‖) diagram that illustrates
your prior knowledge of opportunities, challenges, and power of media
and information in your daily life. Recall your experiences to guide you on
this activity.

As a citizen, not merely of your country but the rest of the world, media
and information are important to you. This is because media and
information equip you with the necessary Skills to become more functional
and participative in the affairs of your society. When you are exposed to
media and utilize it more effectively and efficiently, you have enormous
access to information that you can use and share. Media and
communication technology are all tools at your disposal, but one thing that
will separate you from other potential users of this technology is you being
a media and information literate individual.

94
In the first seven modules, you have been lead to a path toward greater
awareness and appreciation of media and information literacy by
introducing to you essential concepts. Halfway through your journey to
becoming a media and information literate individual, you have been
presented with the available tools and techniques in acquiring media
messages as Well as managing these messages as information that may
be utilized ethically and legally. Like every resource, there are challenges
as well as opportunities presented to you in your daily dealing with media
and information.
At the beginning of this module, three specific themes are discussed: 1)
the prospects of greater exposure and utilization of new media, with a
special interest in the World Wide Web and social media; and 3)
cybercrime. It is also important to be curious about the perspectives on
audience, content, and effects, in relation to the study of media and
information.

World Wide Web at the Forefront

Whether you like it or not, you are a digital native. The existence of the
World Wide Web has forced practically everyone to migrate to this realm
and be part of the virtual community of information seekers. Multimedia
forms have enriched information through synergy of text, audio, image,
and video. Search engines have made information seeking and retrieval
more sophisticated, thus, satisfying more conveniently your information
needs. Social presence in the online world transcended physical
boundaries and cultural differences. Table 8.1 shows you the relationship
of social presence and self-presentation.
New media is interactive and has linked every user to each other through
vast networks of platforms such as e-mail, Internet search, and messaging
applications. More opportunities for interconnectedness are continuously
being developed, e.g., the cloud computing technology (or the technology
that involves delivering hosted services over the Internet). Information
dissemination and wider social relationships are due to online social
networking dramatically changing the landscape of generation, access,
distribution, and presentation of content. Almost anyone has limitless
power over these activities related to media and information.
Table 8.1. Classification of Social Media by Social Presence/Media
Richness and Self-Presentation/ Self-Disclosure (adopted from Kaplan &
Haenlein, 2010)
Social Presence Media Richness
Low Medium High
Self- High Blogs Social Virtual
presentation/Self- Networking Social
disclosure Sites (e.g., Worlds
Facebook) (e.g.,
Second
Life)
Low Collaborative Content Virtual
Projects (e.g., Communities Game
Wikipedia) (e.g., Worlds

95
 YouTube) (e.g.,
World of
Warcraft)

According to Cheng and Shen (2010), the process of information search

that utilizes online portal is classified into:
 Media document retrieval, or the functionality, i.e., search engines
that enable users ―to submit one or more queries in the form of an
example rich media objet or keyword terms‖
 Media content mining, or the techniques employed to extract
―implicit knowledge data relationships, or other regular patterns,‖
e.g., Boolean logic.

Socialness of Social Media

These days, you can count on the phenomenon of crowd sourcing in
distributing information faster than the blink of an eye. This is the reason
why information made available on the internet travels at a rate that you
cannot even begin to grasp. Media has really gone a long way from the
invention of Gutenberg press. Social media has ―democratized‖ the flow of
information. This means that people have more liberal access to thoughts
and ideas. This, in turn, has increased the engagement of people in
creating their own content which you usually see in video sharing
platforms and blogs sites. As quoted:
Because of the Web, we have seen amazing examples of ―nobodies‖ becoming
―somebodies‖ overnight, of whiplash-fast events arising in previously obscure
corners of the world. We witness instances of super-empowered citizens, viral
phenomena, and the seemingly instant coordination of protests and celebrations
alike. Memes and hashtags zip and proliferate.
—John Whibey (2014)

Learning Activity:
Activity 20:

1. Explain the idea of the ―global village‖ in terms of the social

networking phenomenon.
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What are the impacts of social media in free speech and

expression?
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. What are the advantages and disadvantages of online portals in

terms of media document retrieval and media content mining?
_____________________________________________________
_____________________________________________________
_____________________________________________________

96
Whibey (2014) classified netizens‘ engagement patterns with information
as the following:
1. Media (broadcast) activation - known as the sharing of content among
media users through the different media forms such as television, radio,
print media, and other traditional media.
2. Viral (peer-to-peer) — known as sharing of content through online or
new media.
3. Hybrid — a combination of media activation and peer-to-peer.
There are challenges and opportunities that you as a netizen face in the
midst of your engagement with social media.

Table 8.2. The Challenges/Opportunities of Social Media

In terms of: Challenges/Opportunities
Collaborative Projects enable the The joint effort of many
projects joint and actors leads to a better
simultaneous outcome than any actor
creation of content could achieve individually.
by many end-users From a corporate
Wikis - Web sites perspective, firms must be
which allow users to aware that collaborative
add, remove, and projects are trending toward
change text-based becoming the main source
content of information for many
e.g., online consumers. (e.g., although
encyclopedia not everything written on
Wikipedia currently Wikipedia may actually be
available in more true, it is believed to be true
than 230 different by more and more Internet
languages users)
Social bookmarking
applications - enable
the group-based
collection and rating
of Internet links or
media content
e.g., Delicious, which
allows the storage
and sharing of web
bookmarks

Blogs Special types of Web Many companies are

sites that usually already using blogs to
display date- update employees,
stamped entries in customers, and
reverse shareholders on
chronological order developments they
(OECD, 2007 as consider to be important.
cited in Kaplan &

97
 Haenlein 2010) [Risky because] customers
The social media who turn out to be
equivalent of dissatisfied with or
personal web pages disappointed by the
and can come in a company‘s offerings may
multitude of different decide to engage in virtual
variations, from complaints in the form of
personal diaries protest Web sites or blogs
describing the (Ward & Ostrom 2006 as
author‘s life to cited in Kaplan & Haenlein
summaries of all 2010), which results in the
relevant information availability of potentially
in one specific damaging information in
content area online space.
Usually managed by
one person only, but
provide the
possibility of
interaction with
others through the
addition of
comments
Content Main objective of From a corporate viewpoint,
communities content communities content communities carry
is the sharing of the risk of being used as
media content platforms for the sharing of
between users copyright-protected
Exist for a wide materials.
range of different While major content
media types, communities have rules in
including text, place to ban and remove
photos, videos, and such illegal content, it is
PowerPoint difficult to avoid popular
presentations videos being uploaded only
hours after they have been
aired on television.
On the positive side, the
high popularity of content
communities makes them a
very attractive contact
channel for many firms.
Other firms rely on content
communities to share
recruiting videos, as well as
keynote speeches and
press announcements, with
their employees and
investors.
Social networking Applications that High popularity, specifically

98
sites enable users to among younger Internet
connect by creating users
personal information
profiles, inviting
friends and
colleagues to have
access to those
profiles, and sending
e-mails and instant
messages between
each other
Can include any type
of information,
including photos,
video, audio files,
and blogs
Virtual game worlds Platforms that Provide the highest level of
replicate a three- social presence and media
dimensional richness of all applications
environment in which
users can appear in Allows for an unlimited
the form of range of self-presentation
strategies
personalized avatars
and interact with Offer a multitude of
each other as they opportunities for companies
would in real life in marketing
Probably the ultimate (advertising/communication,
manifestation of virtual product sales/e-
social media virtual commerce marketing
game worlds – research), and human
require their users to resource and internal
behave according to process management
strict rules in the
context of a
massively
multiplayer online
role-playing game
(MMORPG)

Virtual social worlds

– allow inhabitants to
choose their
behavior more freely
and essentially live a
virtual life similar to
their real life

99
Cybercrime in the Philippines
Cybercrime, according to the Department of Justice, is ―a crime committed
with or through the use of information and communication technologies
such as radio, television, cellular phone, computer and network, and other
communication device or application.‖
Going after cybercriminals used to be a grueling challenge for law
enforcement agencies. But after years of battling with the lack of laws to
penalize crimes committed in cyberspace, the Philippines finally passed a
cybercrime law in 2012. President Benigno Aquino III signed the bill law
on 12 September 2012, and the newly signed law took effect several days
later.

All was not well as some critics found the ―libel provision added by
Senator Vicente Sotto III which provided for blocking certain computer
data and for longer prison term for libel (Farmer, 2012)‖ very dangerous to
online users. There were petitions submitted to the Supreme Court by
several groups who argued that the law was not clear on how to punish
certain cybercrimes. Some even considered the law ―draconian.‖ The
Supreme Court eventually released a temporary restraining order on the
implementation of the law.

Learning Evaluation:
Quiz 6:
1. Why are cybercrime laws both good and bad? Explain your answer.
_____________________________________________________
2. How can cybercrime restrict the free flow of information?
_____________________________________________________

3. List the provisions on the Philippine Cybercrime Law that are

deemed too harsh (or draconian) by those against the law.
_____________________________________________________

According to the 2001 Budapest Convention on Cybercrime, criminal

offenses in include:
1. offenses against the confidentiality, integrity and availability of
computer data and systems;
2. computer-related offenses;
3. content-related offenses; and
4. offenses related to infringements of copyright and related rights.

Laws describe the ways in which people are required to act in their
relationships with others in a society. They set requirements to act in a
given way, not just expectations or suggestions to act in that way.
The following are cybercrime-related laws in the Philippines:
 Republic Act No. 10175 — Cybercrime Prevention Act of 2012
(which is currently suspended due to a TRO issued by the Supreme
Court)
 Republic Act No. 9995 — Anti-photo Voyeurism Act of 2009
 Republic Act No. 9775 — Anti-child Pornography Act of 2009

100
  Republic Act No. 9208 — Anti-trafficking in Persons Act of 2003
 Republic Act No. 8792 — E-commerce Act of 2000
 Republic Act No. 8484 — Access Device Regulation Act of 1998;
and
 Republic Act No. 4200 — Anti-wiretapping Law

Media and Information Literate Audience

You are empowered audience when you are able to make the most of the
media messages you receive. Information processing involves a
conscious filtering and matching and construction of meanings of these
messages. In Table 8.3, there are tasks that you must be able to perform
―to get more out of your media exposure.‖

Table 8.3. Information Processing Tasks (Potter, 2011)

Task Goal Focus
Filtering To make To attend to Messages in the
Message decisions the only those environment
about which messages that
messages to some kind of
filter out (ignore) usefulness for
and which to filter the person and
in(pay attention ignore all other
to) messages
Meaning To use basic To access Referents in
Matching competencies to previously messages
recognize learned
referents and meanings
locate previously efficiently
learned
definitions for
each
Meaning To use skills in To interpret One‘s own
Construction order to move messages from knowledge
beyond meaning more than one structures
matching and to perspective as a
construct means of
meaning for identifying the
one's self in range of
order to meaning
personalize and options, then
get more out of a choose one or
message synthesize
across several

Media Content
According to Potter (2011), people live in two worlds: the real world and
the media world. The challenge is how you as students of media and
information literacy are able to discern the thin line that separates these
two worlds. This means ―being able to tell the two worlds apart as the two

101
merge together under pressures from newer message formats and newer
technologies that seem to make boundary lines... very fuzzy.‖ Information
processing is a skill that every media and information literate audience
must exploit to avoid automaticity and normalization.

Media Effects
Media is pervasive. This being the case, you might not notice the subtle
ways media influence your attitude and behavior.
... certain types of messages will lead to certain kinds of opinions and behaviors...
as individuals, we do not have much power to control the media, but we have a
great deal of power (if we will use it) to control the media‘s effects on us.
— W. James Potter, Media Literacy

Media has a particular power over audiences that media scholars call the
third-person effect. This is an effect that can make you think that media
messages affect others but not you. This can happen because you are
made to think that media content may be too banal or simple to have any
effect on you. You have to remember three basic principles about media
effects (Potter, 2011):

1. Media effects are constantly occurring because of media‘s constant and

direct/ indirect influence on you;
2. Media work with other factors... in exerting influence; and
3. You can control the effects process in your life.

Message reception is much like pouring a liquid into a container with a

small opening. The human brain can only handle a certain amount of
information, thus, siphoning or filtering content/ messages is a productive
act of making sure we only receive the most important information.

Learning Evaluation:
Quiz 7:

1. Why are audiences expected to filter the messages they receive?

-
_____________________________________________________
_____________________________________________________
2. How does one media organization owning several media types and
forms affect the quality of content delivered to audiences? Do you
consider this concentration (or at times, monopoly) of media and
information by this organization an indication of ―convergence‖? In
what ways does this convergence become beneficial to audiences?
In what ways is it detrimental?
_____________________________________________________
_____________________________________________________
3. What is the detriment of the third-person effect to audiences who
interpret messages (most especially critical issues) which are
discussed in media?
_____________________________________________________
_____________________________________________________

102
ESSENTIAL LEARNING
Media and information present opportunities and challenges for greater
involvement and social presence. Being adept in proper processing of
media messages help you avoid building automatic responses or
normalized routines when handling these messages. Ag digital natives,
you are expected to anticipate and hurdle the challenges and exploit the
opportunities of media and information especially in the Digital Age.

Social media, which is a very crucial driver in social movements, may be

utilized to further the communicative goals of individuals and institutions.
Taking the Arab Spring and the Million-people March as key examples,
you. have seen how people have been interlinked and mobilized due to
this technology. No one could have expected the extent of the socialness
of social media. On the other hand, social media can also be misused and
abused through offenses committed in the cyberspace. Penalizing
cybercrimes is not as simple and straightforward as it seems; that is why
the greater challenge to all exposed to media and information is how to
adhere to cybercrime laws while avoiding to infringe other peoples‘ rights.
Other than acknowledging the legal challenges of addressing offenses in
the virtual world, media and information literate individuals must also
realize how audiences, content, and media effects all relate with each
other in the aspect of information processing. Media messages carry with
them meanings—perhaps powerful ones that can influence media and
information consumers‘ attitude and behavior.
Challenges are meant for you to explore possibilities and opportunities. In
the greater scheme of things, media and information are so pervasive.
You may not be able to control media, but you can strive to control their
effects.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

103
 LESSON 9
CURRENT AND FUTURE TRENDS OF MEDIA AND
INFORMATION

Overview:
This lesson covers topics on the current trends in media and
information Massive Open Online Courses, Wearable Technology, 3D
Environment, Ubiquitous Learning, and Wiki and how they affect
individuals and the society as a whole.

Learning Outcomes:
At the end of this module, the students can:
1. evaluate current trends in media and information and how they
affect individuals and the society as a whole;
2. describe massive open online content;
3. identify prospect and challenges of adopting as well as alternatives
for these trends in the Philippines; and
4. synthesize the overall knowledge about media and information with
skills for producing a prototype of what the learners think is a future
media innovation.

Materials Needed:
 Portfolio
 PowerPoint Presentation

Duration: 3 hours

Learning Content:
List as many trends in media and information as you can think of. Include
technologies or specific gadgets that you use which have emerged in
recent years. Looking at your list, evaluate your adherence to these trends
or dependency on these technologies or gadgets. Share your thoughts in
class.

The world has changed dramatically over the years. Media and
communication grew more sophisticated, thus, changing the landscape of
information production, consumption, and sharing. These days you barely
write a letter to someone and send it through snail mail. E-mail Messaging
became more popular because of its capacity for immediate feedback.
Even just over the Internet, much has changed since its inception. You are
now able to do a lot of things such as go to an online school without
attending physically in a face-to-face classroom interaction. Developments
in multimedia platforms heightened media experiences by mixing various
functionalities in one gadget.
This module will present to you some of the latest advancements in media
and information technology. While you are getting familiar with each of
these new technologies, ponder on how they have shaped people‘s media
experience and influenced information needs.

104
Massive Open Online Courses

EDUCAUSE, a nonprofit association and community of IT leaders and

professionals, described Massive Open Online Course (MOOC) as ‗―‗a
model for delivering learning content online to any person who wants to
take a course, with no limit on attendance.‖ There is a growing interest on
MOOCs as indicated by big investments in ―companies (Coursera, Udacity,
Udemy), similar nonprofit initiatives (edX), and learning management
systems (Canvas, Blackboard).

According to tech writer Justin Reich, MOOCs are open in two respects
(Vollmer, 2012):
 open enrollment to students outside a hosting university (as in
―open registration‖ ); or
 the materials of the course were licensed using Creative Commons
licenses so their materials could be remixed and reused by others
( as in ―open license‖)

MOOCs are utilized primarily by education institutions and so are Open

Educational Resources (OER). OERs are ―teaching, learning, and
research resources that reside in the public domain or have been released
under an intellectual property license that permits their free use and
repurposing by others (Hewlett as cited in Vollmer, 2012). ‖ The openness
of OERs means that they must be ―available at no cost‖ and can be legally
repurposed by everyone. Later versions of MOOCs have restricted their
openness by allowing only open enrolment but not open licenses.

With MOOCs, many people are no longer disenfranchised when it comes

to accessing ―high-quality educational content.‖ With Creative Commons
(CC) licenses for MOOCs, there is a greater chance for interested learners
to use these materials without legal apprehensions. Educators may also
use MOOCs for other educational purposes. Vollmer (2012) added that
―openly licensed MOOC resources can give rise to interesting new
courses and educational products and services.‖ The educational benefits
of MOOCs can be maximized if organizations or institutions that offer such
courses are made more ―open through Creative Commons licensing. This
way, academic and professional institutions reach more online users, thus,
alternative sources such as ―flourishing open education movement
(Vollmer, 2012).‖ MOOCs.

Learning Activity:
Activity 21:

Answer the following. Encode your answers and save file as .doc or .pdf
and upload in a file sharing platform that your teacher has set up for your
class.

1. What is the impact of MOOC in information access?

105
 _____________________________________________________
_____________________________________________________
_____________________________________________________

2. Can MOOCs replace the traditional mode of information and

knowledge delivery? Expound your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. Are MOOCs potentially harmful to copyright? Why or why not?

_____________________________________________________
_____________________________________________________
_____________________________________________________

Wearable Technology
Also known as wearable devices or wearables, wearable technologies are
―electronic technologies or computers that are incorporated into items of
clothing and accessories which comfortably be worn on the body.‖
The characteristics of wearables, according to Wearable Devices
magazine, include the following:
 Performing computer-related tasks such as laptops and mobile
phones
 Provide sensory and scanning features (such as biofeedback and
tracking of physiological function) that are typically not seen in
mobile and laptop devices
 Have some form of communications capability and will allow the
wearer access to information in real time
 Data-input capabilities
 Local storage capabilities

The online magazine further noted that wearables may either be worn or
incorporated to the body ―to create constant, convenient, seamless,
portable, and mostly hands-free access to electronics and computers.‖
This is an indication that cyborg technology is not far-fetched although
technology has yet to fully incorporate and hybridize the organic nature of
the human body with electronics and computers. Different fields such as
―health and medicine, fitness, aging, disabilities, education, transportation,
enterprise, finance, gaming and music‖ have slowly started to adapt the
use of such technology to improve people‘s lives. Some examples of
devices include
 watches
 glasses
 contact lenses
 e-textiles and smart fabrics
 headbands
 beanies and caps
 jewelry
 hearing-aid—like devices (designed to look like earrings).

106
Wearable technology will continue to have an impact to modem society of
media and information users. For younger people like you, wearable
technology provides opportunity to mix functionality with aesthetics. Hand-
held devices and gadgets may be incorporated with One‘s fashion sense
while having a mobile access to information. According to the magazine,
―Already, the current hand-held devices available to consumers, such as
smart phones, iPods, and tablets, have changed the technological and
social landscapes on a global scale, such that, walking out in public and
seeing an individual engaging with a hand-held device is commonplace.‖

Learning Activity:
Activity 22:

Answer the following. Encode your answers for nos. 2 and 3 and save the
file as .doc or .pdf and upload in a file sharing platform that your teacher
has set up for your class.

1. How does ubiquitous learning (u-learning) impact the traditional

mode of learning?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. Compare u-learning from a typical e-learning mode.

_____________________________________________________
_____________________________________________________
_____________________________________________________

3. How has wearable technology revolutionized the way people

access information?
_____________________________________________________
_____________________________________________________
_____________________________________________________

3D Environment
You may have seen computer graphics as well as animation and
animatronics in video games, movies, and TV shows. 3D graphics or
environments have added texture to our media experience because of the
images that we see in three-dimensional rendering. According to
www.imagearts.ryerson.ca, there are three basic phases in 3D computer
graphics creation:
1. 3D modeling — the process of forming a computer model of an
object's shape
2. Layout and animation — the motion and placement of objects
within a scene
3. 3D rendering - the computer calculations that, generate the image
based on light placement, surface types, and other qualities
107
 In a 3D environment, an artist creates an object rendered in three-
dimensional space to be able to ―make 3D models, animate them,
give them surface, render them all in one seamless environment...
[and] export the rendered file to different medium.‖ Some common
uses of 3D environment are in
o three-dimensional still models, landscape to represent
buildings, objects for architecture or print;
o two-dimensional animations for film or video effects, games,
broadcast, Web and advertising;
o three-dimensional virtual spaces; and
o interactive 3D theaters.

Ubiquitous Learning
A kind of e-learning experience that is more context-based and more
adaptive to learner needs is called ubiquitous learning or u-learning. From
the name itself, it is a learning environment that can be accessed in
various contexts and situations, most prominently through mobile learning.
A student is more involved in the learning process because u-learning
utilizes all forms of materials ―that may be transferred to mobile devices
via cable or wirelessly and [can] be operated in these mobile devices.‖
These materials can be videos, audios, PowerPoint presentations, or
notes with embedded source data in them. A student may not be
conscious that he or she is undergoing a learning process even by simply
watching the video or reading the notes.
Ubiquitous learning is especially important in education for several
reasons. It has shifted the learning paradigm from teacher-centered to
learner-centered. Students ―access instructional materials at different
times from different locations‖ making them ―lifelong learners in that they
are able to use multiple devices to access and search for knowledge and
information while developing their search skills (Alsheail, 2010).‖ When
you engage in u-learning, you are more equipped to face real-life
challenges because of your exposure to new technologies that can help
you in your careers. Also, your teachers can perform more efficiently
because u-learning helps them present knowledge without exhausting too
much of their energy.

Learning Activity:
Activity 22:

Create a portfolio of emerging trends and technologies in media,

communication, and information other than those mentioned in this
module. The portfolio must include images or illustrations of these trends
and/or technologies, a brief description of the nature, and the benefits of
each. Your portfolio must be submitted to the teacher two weeks from now.

108
Wiki
You first encountered in module 8 what wikis are. These are applications
allowing several people to collaborate, modify, extend, or delete the
contents or structure of a particular page devoted to a topic or content.
Unlike blogs, a wiki has no defined writer or author and has ―little implicit
structure, allowing structure to emerge according to the needs of the users.

The most popular example of a wiki is the online encyclopedia Wikipedia.

There are other wikis devoted to certain thematic interests of niche users
or audiences. Wikis are useful only at a certain extent because of the
absence of a defined author. But they can be a jump-off point for locating
other sources or references, as well as related topics through links called
wiki nodes.

109
Learning Evaluation:
Quiz 8:

1. How are wikis helpful as references/resources? How are they

detrimental?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. In what ways can wikis be more reliable and authoritative sources

of information?
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. How do developments in media and information technology change

the way of life of humans?
_____________________________________________________
_____________________________________________________
_____________________________________________________

4. Although technology is viewed as an indication of progress, what

do you think are some of the disadvantages of having invented
these sophisticated tools? Why are they disadvantageous?
_____________________________________________________
_____________________________________________________
_____________________________________________________

5. Is there really a need for more advanced technologies? Why or why

not?
_____________________________________________________
_____________________________________________________
_____________________________________________________

6. Name one trend or technology that you find useful to you. In what
ways is this useful?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Beyond Walls 9.2 Go Online

To test and further your knowledge on the current and future trends of
media and information, take the quiz found at
http://highered.mheducation.com/sites/0073376752/
student_view0/chapter9/multiple_choice_quiz.html. Encode your answers
and save file as doc or .pdf and upload in a file sharing platform that your
teacher has set up for your class.

110
Extend Your Knowledge
If you are interested to know more about wearable technology, you may
visit the following Web sites:
o ―Wearable technology‖. The latest news and comment on wearable
technology. http://www.theguardian.com/technology/wearable-
technology
o ―Why Wearable Tech Will Be as Big as the Smartphone‖.
http://www.wired. com/2013/12/wearable-computers.

New technologies continue to emerge. Here are two Web articles that
validate this fact:
o Six emerging trends in media & communications.
http://www.acma.gov.au/
theACMA/Library/researchacma/Research-reports/six-emerging-
trends-inmedia-and-communications ;
http://www.acma.gov.au/theA CMA/engage-blogs/engage-
blogs/researchacma/ Emerging-media-and-communications-trends-
implications-for-regulation

(All Web sites were accessed on 30 September 2015.)

ESSENTIAL LEARNING
The introduction of newer trends and advancements in media and
information technology is driven due to peoples‘ desire to enhance media
experience and exposure. One such development in media and
information is the massive open online course that delivers learning
content online to anyone who so desires to learn without being restricted
by the Cost of taking a course. Another tool utilized for educational
purposes is ubiquitous learning which is more attuned to the needs of
learners in the 21st century. Wikis are also a trend today since a growing
number of people tend to use these as go-to sources of information aside
from the vast collection of data found in Web search engines.
Wearable devices are technological advancements meant to ―smoothly
incorporate functional, portable electronics, and computers into individuals‘
daily lives (Wearable Devices, 2014).‖ On the other hand, 3D graphic
technology, has given people a whole new perspective on image
rendering, especially in audio-visual media.

As long as humans desire to improve their living conditions, trends and

technologies will continue to emerge and media and information will
present more opportunities and challenges as well. It makes more sense
now to become more media and information literate so that you can
competently manage your changing media and information needs.

111
References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

112
 LESSON 10
MEDIA AND INFORMATION LITERATE INDIVIDUAL

Overview:
This lesson covers Unmasking Media Messages, overall implication
of media and information to an individual, and the role of Media in Nation
Building.

Learning Outcomes:
At the end of this module, the students can:
1. synthesize the overall implication of media and information to an
individual (personal, professional, and educational) and the society
as a whole (economic, social, political, and educational); and
2. discuss how media is an important tool in the nation-building and
strengthening of cultural identities albeit globalization.

Materials Needed:

 Print news
 Broadcast news
 Film
 PowerPoint Presentation

Duration: 4 hours

Learning Content:
Think of eight words or phrases that describe a media and information
literate individual based on what you have learned in the previous
modules. Each word or phrase should begin with the letters found below:
L
I
T
E
R
A
C
Y

Mass media is all around you. You cannot escape it, except if you go to
the ends of the world where there are no means of producing media
technology. Media and information, as has been established in the entire
unit, are both ubiquitous and pervasive. They exert influence and
implications to the way you view the world. Your only one chance to take
control of these influences and effects is if you become a media and
information literate individual. This entails recognizing, acknowledging,
and managing your exposure to media and information. Being able to do
so will enable you to help yourself and others muster the confidence to
113
overpower Potential effects and consequences, In the very first module of
this unit, you were able to identify and describe the characteristics of a
media and information literate individual. Now, let us see how that
previous knowledge will make sense to you in this module.

Unmasking Media Messages

Media scholars have a long-standing debate about the capacity of media
and information to cause a significant effect on the people‘s knowledge,
attitude, and behavior. Some experts contend that media is an effective
tool to persuade people toward believing a certain truth Claim. Others say
that audiences are no longer passive and are now more capable of
discerning and filtering the content they are exposed to. There are some
research on advertising that argue its particular influence on how people
regard themselves and others. One specific instance would be the
presentation of advertising messages about the concept of ―beauty‖ and
―image.‖
People are led to subscribe to certain standards of beauty. You as
teenagers who are in the midst of discovering your identity can fall prey to
such messages and may come to believe that are gospel truths.
Whether the effect is limited or powerful, teenagers like you are
susceptible to social pressure and media images which can have a
profound effect on how you see yourselves. The drastic ways media can
influence your perspectives on certain concepts may become irreparable.
There are ways media can affect your psyche. One is through
objectification which is common in visual forms of media. This happens
when the camera pans in certain portions of the human body to highlight
that portion. Relying on the symbolic and ideological codes that you are
familiar with, the message injects in you a particular idea that it aimed to
embed. An example is how some billboards present skimpily-clad
undergarment models. A media literate person can go beyond the image
and interpret this as objectifying the human body and appealing to the
desire to have that body.
Another way media covertly injects ideologies is through appeal to
fallacies and propaganda techniques. Messages with ulterior motives
commonly use any of the following techniques:
 Ad hominem
 Ad nauseam
 Appeal to authority
 Appeal to fear
 Appeal to prejudice
 Bandwagon
 Cherry picking (fallacy) or Selective truth
 Classical conditioning
 Cognitive dissonance
 Common man or ―plain folk‖ approach
 Demonizing the enemy
 Diktat
 Disinformation
 Euphemism
 Exaggeration
114
  Foot-in-the-door technique
 Framing
 Glittering generalities
 Guilt by association
 Half-truth
 Intentional vagueness
 Labeling
 Latitudes of acceptance
 Loaded language
 Love bombing
 Milieu control
 Name-calling
 Operant conditioning
 Oversimplification
 Rationalization
 Red herring Scapegoating
 Unstated assumption °
 Virtue words

Learning Activity:
Activity 23:

Answer the following. Encode your answers and save file as .doc or .pdf
file and upload in a file sharing platform that your teacher has set up for
your class.
1. What is the perceived necessity by media organizations to resort to
the use of fallacies to promote their ideas/agenda about a topic?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. How is media and information literacy important in identifying

fallacies?
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. How are media codes and conventions utilized to impose

propaganda?
_____________________________________________________
_____________________________________________________
_____________________________________________________

A media and information literate individual can easily spot these

techniques with ease. In so doing, messages are understood in context
and he or she will no longer thread lightly when such propaganda is
encountered again. Media also has the tendency to commodify objects.
115
Commodification refers to ―those processes through which social relations
are reduced to an exchange relation.‖ In this way, media puts an
economic value to any idea or concept. Commodification is most effective
when propaganda techniques are also used.

Learning Activity:
Activity 24:

In your exposure to the various media forms stated below, you may have
experienced at some point that the media messages they offer suggest or
lead you toward certain propaganda. Recalling your experience, state at
least two (2) propaganda techniques that often occur in the following:
 print news
 print entertainment columns (showbiz news) broadcast news
 advertising
 film
 Web portals/Web sites

Encode your answers and save file as .doc or .pdf and upload in a file
sharing platform that your teacher has set up for your class.

Learning Activity:
Activity 25:

Answer the following. Encode your answers and save file as .doc or .pdf
and upload in a file sharing platform that your teacher has set up for your
class.

1. How has the Information Age changed the landscape of

communication in the Philippines?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What is the role of media technology in improving social

participation and decision-making among citizens of a nation? What
can the Philippine government do to promote access to media and
information?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Media in Nation Building

The power of media to persuade is not entirely harnessed for economic or
personalistic interests. Media as a watchdog of the society has a role to
play in nation building. In the 1987 Philippine Constitution, there are

116
provisions stating the importance of media and communication in the
process of strengthening the nation. Such provisions are as follows:

Section 24, Article Il.

The State recognizes the vital role of communication and information in
nation building.

Section 11, Article XII.

No franchise, certificate, or any other form of authorization for the
operation of a public utility shall be granted except to citizens of the
Philippines or to corporations or associations organized under the laws of
the Philippines at least sixty per centum of whose capital is owned by such
citizens, nor shall such franchise, certificate, or authorization be exclusive
in character or for a longer period than fifty years. Neither shall any such
franchise or right be granted except under the condition that is shall be
subject to amendment, alteration, or repeal by the Congress when the
common good so requires. The State shall encourage equity participation
in public utilities by the general public. The participation of foreign
investors in the governing body of any public utility enterprise shall be
limited to their proportionate share in its capital, and all the executive and
managing officers of such corporation or association must be citizens of
the Philippines.

Section 10. Article XVI.

The State shall provide the policy environment for the full development of
Filipino capability and the emergence of communication structures
suitable to the needs and aspirations of the nation and the balanced flow
of information into, out of, and across the country, in accordance with a
policy that respects the freedom of speech and of the press.

The Philippines is divided by lands and languages; thus, to bring the

people from these islands closer, infrastructure on media and information
must be continuously built and propagated.

Learning Evaluation:
Quiz 9.
1. How can media and information affect individuals? How about
societies?
2. Why is media pivotal in building individual and national identity?
3. How can indigenous knowledge or media help balance the influx of
foreign ideas and ideologies?
4. What do you think will happen to the Philippines if media and
information were restricted?

Aside from being labeled as ―watchdog,‖ media is claimed to be the Fourth

Estate because of the way it establishes a check and balance among
other estates such as the church, the government, and the citizens. It
provides access to information that is necessary for citizens to have
―informed choices rather than acting out of ignorance or misinformation.‖
117
Media can educate and enlighten people about the matters that citizens
are directly or indirectly affected. In a democratic society such as the
Philippines, media can be used to cause social change by encouraging
the ―public involvement through advocating issue and transferring
knowledge, skills, and technologies to the people (Dash, 2009),‖

Reflect Upon
What can you do to make sure that the media messages are culturally and
socially relevant?

ESSENTIAL LEARNING
With the myriad of messages that one receives from media every day, a
media and information literate individual is one who is highly skilled in
spotting propaganda and fallacy. Media are carriers of meanings and they
can overtly or covertly relay these meanings depending on their intention.
A media and information literate individual is also able to unmask this
intention because of the familiarity with the nature and functions of media
and information.

Aside from the less often devious ways media construct meanings to cater
to its agenda, it still has a very crucial role to play in nation building. Media
facilitates participation and social action. Through infrastructures, people
and places are brought together through media and communication. In the
Philippines, there is a very explicit legal guarantee that communication
technology and infrastructure must be established and propagated to
make sure that every citizen has access to media and information.

At this point of your learning, you find yourselves at the crossroads of

media and information literacy. You start to realize that upon the first
instance of your exposure to media and information that you have already
started to orient yourselves to becoming media and information literate.
Your generation has various resources and technologies at its disposal.
But ―knowing‖ is just the initial stage of ―doing.‖ Expectations on becoming
more critical and more responsible producers, consumers, and sharers of
information through media increases over time due to the growing
complexity of managing media and information.

Overall, media and information is very much embedded in cultures and

communities. Technologies are invented; thus, shaping your perception
and understanding of the world. As your life becomes more sophisticated
and convenient over the years due to media and information, your need
becomes more complex. The complexity consequently impacts other
aspects of your production, consumption, and sharing of information such
as your attitude and behavior toward information sources and languages,
as well as your responses to challenges and opportunities offered by
media and information. Laws and ethics that deal with media and
information bring about more issues and raise more questions, rather tha
provide clearer answers or solutions, But you as a student must always
strive to minimize uncertainties by continuously educating yourselves on
118
the most effective and efficient ways to manage or handle media,
information, and technology.

119
Grammar & No spelling or Fewer than Three to five Numerous
Spelling grammatical three grammatical grammatical
errors. grammatical or spelling and/ or
or spelling errors. spelling
errors. errors.
Adapted from
http://tutorials.istudy.psu.edu/writtenreports/WriteReportRubric.rtf

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

120
 SECOND QUARTER

LESSON 11
PEOPLE AND MEDIA

Overview:
This lesson covers on topics tackled on perspectives on media
effects, people as media, opinion leaders as media, citizen journalism,
social journalism, crowd sourcing and people in media.

Learning Outcomes:
At the end of this lesson, the students can:
1. cite actual personal situations and experiences of observed and
perceived effects of media information on individual and society;
2. describe the different dimensions of people media; and
3. categorize different examples of people and state reasons for
such categorization.

Materials Needed:
 Published research in online journals
 PowerPoint Presentation

Duration: 4 hours

Learning Content:
Put a check mark on the cell to which you believe the item may be
appropriately categorized:
People as Media People in Media
1. Independent Blogger
2. Television Producer
3. Film Director
4. Print Journalist
5. University Professor
6. Business Analyst
7. Magazine Publisher
8. Radio Jockey
9. Online Marketer
10. Advertiser

You come to understand the word mediate which means ―to bridge‖ or ―to
connect.‖ you regard media as the mere technology itself, forgetting the
fact that behind the technologies are humans who invented and operate
them. In essence, any human being capable relaying a message may also
be a medium or a bridge to facilitate information exchange. Experts
contend that media, in varying degrees, exert a particular effect to
audiences.

121
Perspectives on Media Effects
In the media education, the three main paradigms on effects are powerful
and dire effect, limited effect, and moderate effect. The most classic and
already debunked theory on direct effect is the magic-bullet or hypodermic
needle theory which posits that audiences are devoid of agency on their
media reception and that media is capable of greatly influencing the
attitudes and behaviors of these audiences without even realizing it.
Audiences are considered automatons and are at the mercy of media.
Limited effects paradigm, on the other hand, believes that you are highly
capable of discerning propaganda and that media has limited capacity to
persuade you. Moderate effects paradigm is reconciliatory and is mid-way
between the two. Audiences are not passive and are capable of creating
meaningful experience. This paradigm ―acknowledges that media effects
can occur over longer period of time (while the limited effect was unable to
understand the media role in cultural changes).‖

Learning Activity:
Activity 26:
1. Check sample researches published in online journals that
illustrate the following paradigms. Identify the theories that
correspond to these paradigms.
 Powerful and direct effects of media
 Limited effects of media
 Moderate effects of media.
B. Answer the following.
1. What do these research or theories say about the nature of the
effects?
2. Are these effects positive or negative?
3. How do you think is media and information literacy helpful in
addressing these effects?
4. Why was the magic-bullet theory debunked?
5. What are some of the actual personal situations and experiences
in your media exposure that illustrate the effects of media
messages in your biases and thoughts toward realities in the world?

Have you ever thought of people acting as medium for information transfer?
In this module, you are introduced to the idea of people media which may
be roughly defined as any person engaged in the use, analysis, evaluation,
and production of media and information. People media may be informally
categorized as people as media (people serving as the channels of
information) or people in media (media workers who are responsible for
bringing you the information you need).

People as Media
Any person who is exposed to media messages is also able to serve as a
conduit of information and an influencer of ideas. You can be considered
people as media when you yourselves are well-oriented to media sources
and messages and when you are able to provide information as accurate

122
and reliable as possible. People as media are highly expected to be
responsible disseminators of information.
Consider, for instance, political campaigns during elections. You notice
some people acting as emissaries of political figures, spreading good
words and good news about political aspirants. These political town criers
are examples of people as media because apart from the media mileage
that political candidates aspire for, they help a lot in disseminating
information albeit potential propaganda.

In Ground Wars, Rasmus Kleis Nielsen wrote that in the realm of political
communication, you would expect politicians to rely on supporters to go to
places and cover more ground to Promote these political candidates
(Kreiss, 2012). This is in response to an ―oversaturation in advertising
markets, media fragmentation, and signature social science field
experiments‖ thus motivating political candidates to resort to ―volunteers
and paid canvassers going doorto-door to identify the partisan affiliations
of and deliver messages to voters—all in the hope of bringing
sympathizers to the polls on election day (Nielsen as cited in Kreiss,
2012).‖ In this example, you will see how people are able to ―mediate‖ or
communicate the information to others without necessarily having to
spend too much resources on media technologies or advertising schemes.
People are mobilized to relay messages. This is aptly termed by Nielsen
4S ground wars, which means people are sent out to do the legwork of
campaigning and sharing information through word-of-mouth, rather than
resorting to air wars, or the use of the airwaves to advertise the platforms
of political candidates.

Political communication, or the exchange of information within the context

of Politics and governance, is perhaps one of the most apparent examples
of how humans act as media In the Philippines, election campaigns will
never be the same way without the voices of the members of the
campaign trail going to places and promoting the candidacy of their
electoral, bet. Going door-to-door is as potent as that of using media
technology also because of greater chance for feedback from the
audience.
So what other scenario would you expect people to become the media?
You know of social networking as one of the fastest ways of getting
information to wider and more diverse audiences in just a click of a tab or
button. But these social network accounts are owned by actual human
beings and are spread either through their own personal discretion or as a
professional decision. Account owners share content that even people
unknown to them would receive such content. Word-of-mouth
communication is also enhanced because of access to social media. As
Lalla (2012) puts it, ―WWW has gone from meaning merely the World
Wide Web to becoming Whoever Wherever Whenever, and Whatever.‖
Notice how your Likes and Status Updates in your social media accounts
translate as people media. Social media networking will not make sense
without the actual people who conceived and shared these online posts. In
a sense, the tool does not manifest or run without the operator. Social
media is pinned on the principle of people media because you as online
123
account holders/owners are the ones responsible for these accounts to
even exist and be able to share content. The bloating statistics of social
media users is one of the opportunities that entice people to promote
ideas and share information.
People as media may or may not be aided by a certain media technology.
It may be that the message literally comes out from their mouth and
directly received by the receivers‘ auditory sense. Or, they are delivered
using a particular media form such as social media. The main point is that
people as media tap networks of friends, peers, colleagues, information
that are only relayed through and communities. People as media are
manifested through person-to-person transfer of content or information.

People as media rely heavily on networks primarily because the first set of
people who would find you credible would be the people within your circle.
You do not find it difficult to convince people precisely because of the
belief that what you relay or convey to them i5 truthful and based on facts.
This is the principle that explains why you rely on your friends‘ opinion or
comment about certain things you feel that they are greatly knowledgeable
about: You may also think that they perhaps have quite a good network of
people from which they may have obtained the information.

Online virality, which you may roughly attribute as more of a technological

phenomenon is surprisingly very much people media. This is so because
ordinary people can actually gain an audience even with the most trivial or
mundane content such as the ――Pabebe‖ phenomenon that had been
going viral in the recent past. Or, the instant fame earned by so-called
―online sensations.‖ These examples illustrate that people can produce or
author random content, perhaps out of whim, but are still very personal
and direct in their transmission or relay of these content. The content is
picked up also by random strangers, and the information spreads like
wildfire.

Learning Activity:
Activity 26:

1. Why do you think is there a growing trend of content going viral over
the Internet? What does this say about the nature of people as
producers of information?
________________________________________________________
________________________________________________________
________________________________________________________

2. What are the disadvantages of viral messages?

________________________________________________________
________________________________________________________
________________________________________________________

124
Industrial Application of People as Media
Various businesses and organizations acknowledge the utility of social
media in terms of promotions of any sort. Companies have slowly tapped
the power of social networking in reaching the market that traditional
media is limited on accessing. Online marketing and advertising has found
its way in social media because of the efficacy of the tool and the
seemingly personal way that the information is delivered. The online
account holder/owner is very much involved and taps many networks and
distant corners within these networks. Greater interaction between the
promoter/sharer and the recipients makes the sharing more ―intimate.‖
In a Web log by King Fish Media (2013), it is interesting to note how
people as media is defined in the light of a marketing approach that a
famous shoe brand employs. People as media has been described as a
way of ―turning your customers into brand advocates by starting
conversations and bringing like-minded people together.‖ Customers
guide fellow customers about the product or service at hand. This can be
seen when consumers discuss in an online forum their level of satisfaction
with a particular product and promote it to other people.
According to Lalla (2012), traditional media have diminished in providing
profitable returns for consumer goods/brands. In the words of Lalla: ―The
ripples of influence come from the people carrying a message, instead of
the channel carrying it. These ripples spread and create waves... get
powerful as they overlap and spread further and farther.‖ This means that
more than the technology used to relay the message, it is the people that
uses the technology who influences the receivers of the said message.

Opinion Leaders as Media

One of the more important features of people media is the existence of
intermediaries who are also known in media studies as opinion leaders.
You are considered an opinion leader when you are highly exposed to and
actively using media. In doing so, you become a source of a viable
interpretation of messages for lower-end media users. You notice that
leaders must hold an esteemed position among members of a group for
the opinions to be accepted by the group.
In Unit I, you encountered the two-step flow theory of media. As you can
remember, a theory is a possible explanation for an event or a
phenomenon. The two-step flow theory explains the role of opinion
leaders in developing consciousness among lower-end users of media.
The proponents of the theory are Paul Lazarsfeld and Elihu Katz.
Variations of the theory have been developed by other scholars such as
Robert Merton, C. Wright Mills, and Bernard Berelson. The two-step flow
is alternatively known as the diffusion of innovation theory because
innovative ideas are diffused or transferred to media users through opinion
leaders.
The theory was developed by Katz and Lazarsfeld from their research on
personal influence. The research was interested in looking at how the
1940 presidential election in the United States ―indicated that media
influence on people‘s voting behavior was limited by opinion leaders.‖ The
theory, which was also concerned about interpersonal communication,
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explained that the messages that originate from media forms flow to
opinion leaders revered in a community, and these opinion leaders pass
the information through conversations with peers. Groups in a community
have opinion leaders, ―but these individuals are difficult to distinguish from
other group members because opinion leadership is not a trait but a role
taken by some individuals in certain circumstances.‖
In essence, opinion leaders are believed to be more influential toward
other people‘s opinions, attitudes, and perceptions than the media from
which leader when you are able to influence your followers to produce
educated the message originated. The aspect of interpersonal
communication is factored in.
Opinion leaders are expected to have a first instance of exposure to the
media content especially on topics that they are more involved in. They
interpret the media content based on their views and biases, and these
interpretations are then passed on to opinion followers, who are assumed
to have less frequent exposure or contact with media (Baran, 2010). A
good example is when you ask a friend about his comment on a film you
have recently seen and you believe him to be very much knowledgeable
on that genre of the film.
Media and information literacy is very much relevant when becoming an
opinion leader because you become responsible with forming an educated
and informed opinion on matters that you have great influence on. Others
may capitalize on being an opinion leader mainly © be accepted in a
group and enhance their social standing within that group. Opinion
followers are less socially active even if they are on the same social status
as opinion leaders (Baran a" Davis, 2009). Opinion leaders influence
people like themselves rather than those above below them in the social
order.
Katz (1957) identified the following reasons as to why opinion leaders are
more influential than the media themselves:
 They are seen as trustworthy and nonpurposive
 They have a more changing or determining role in an individual‘s
opinion of action

Being an opinion leader is not static. Littlejohn (2008) argued that

―opinion leaders changes from time to time and from issue to issue‖
and that an opinion leader may monomorphic (or someone
influential in one topic) or polymorphic (or someone who is well
versed on a variety of topics). Gatekeeping is also one of the
perceived functions of opinion leaders because they ―screen media
messages and pass on those messages and help others share
their views.‖
The discussion on opinion leadership is an interesting field of interest in
people media because knowing how the two-step flow exists and persists
in a community increases one‘s awareness of how messages from media
may be filtered and gate-kept by an opinion leader before reaching you if
you happen to be an opinion follower. Opinion leaders are essentially
people media.

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Learning Activity:
Activity 27:

1. Who is your opinion leader in your community? Why do you say so?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. Do you agree that it is necessarily the case that media messages

will only reach audiences through opinion leaders? Why or why not?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Citizen Journalism
Perhaps one of the most recent developments in the aspect of information
sharing is citizen journalism. Also known as ―public,‖ ―participatory,‖
―democratic,‖ ―guerrilla,‖ or ―street‖ journalism, citizen journalism occurs
when members of the public become active participants in the collection,
reportage, analysis, and dissemination of news and information to other
citizens (mashable.com). Ordinary citizens like you become people media
in your own rights because you perform the same functions professional
journalists do. Most people consider citizen journalism as ―a specific form
of both citizen media and user generated content.‖

Citizen journalism has become prevalent because of the proliferation of

new media technology such as social media and other means over the
Internet. Without necessarily becoming stringers or reporters affiliated with
a news organization, citizen journalists are able to provide immediate and,
oftentimes, real-time information on events that mainstream reporters
would normally have no instant access to.

Social Journalism
Of course, the expectation of delivering a credible and reliable source of
information would lie on media practitioners, especially journalists. This is
inarguable since journalists are professionally trained and most have been
academically prepared for the rigors of the job (including the legal and
ethical considerations of the journalistic profession). But some journalists
have found a new way of becoming more people media in orientation. You,
perhaps, know of this now as social journalism—a model of information
relay that combines Professional journalism with those offered by citizen
journalists or even regular audiences who post feedback, comment, or
who share content (such as stories and events) on their Online accounts.
Social journalism is likened to open publishing where readers intentionally
or unwittingly contribute content just by sharing through their online social
media accounts. But the distinguishing factor between social journalism
and citizen journalism is that the content of the former is still produced by
professional journalists. Social journalism becomes a viable source of
information (only when properly vetted or verified) because the audience

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become more involved in contributing. The observable downside is that
this may be bound to be abused through reliance to third-party sources
that the stories may fail to undergo rigorous verification and fact-checking.

Social journalists are essentially professional journalists or ―paid and

unpaid contributors and readers.‖ The main concerns on social journalism
include level and strength of writing, minimal factual errors, low self-
promotion and covert advocacy, and inherent trustworthiness of the
information at par with journalistic standards.
Professional journalists practicing social journalism are people media
precisely because their mindset is toward higher participation among
outside contributors to be more involved in information sharing (but still
within the bounds or parameters of the journalism practice),

Social journalism can be made more reliable by

 explicitly identifying the designation of the person contributing the
information (e.g., writer, columnist, expert contributor, guest
contributor), so that the readers/ audience are well-aware of the
contributor‘s level of credibility;
 providing the credentials of the contributor in the byline to give
audiences the opportunity to judge the contributor and the
contribution;
 exhaustively doing a background check of the contributors because
asking a third party to contribute content is different from randomly
soliciting for an idea from a regular audience;
 requiring contributors to disclose possible conflicts of interest in the
information they are sharing to the public;
 encouraging contributors to engage in formal online media ethics
and editorial and professional compliance training;
 implementing explicit and strict rules on content publishing to avoid
issues regarding libel or factual errors;
 discouraging anonymity and emphasizing that social sharing should
promote personal and professional integrity; and
 vetting/verifying information from anonymous tipsters, gossips, and
whistleblowers to avoid misinformation and spreading of harmful
propaganda.

Learning Evaluation:
Quiz 10.

Answer the following. Encode your responses and answers and save file
as .doc or .pdf file and upload in a file-sharing platform that your teacher
has set up for your class.

1. What paradigm on effects does the two-step flow theory best

adhere to? Explain your answer.
_____________________________________________________
_____________________________________________________

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 2. How can people function the way media do vis-a-vis information
production and sharing?
_____________________________________________________
_____________________________________________________

3. What are the possible advantages and disadvantages of citizen

journalism? of social journalism?
_____________________________________________________
_____________________________________________________

Crowd sourcing
Another manifestation of people media is the recent practice called crowd
sourcing. This is when a group of people or a crowd is solicited for
information by certain entities or institutions. A person over a social media
network can post a question or inquiry in his or her social media account
where other people (either random strangers or people within the social
circle) can openly share their answers or thoughts. For instance, when you
ask about the best route to take to avoid a heavy traffic in a major highway
by posting the query in your account, people may post comments as
response to your concern. Crowd sourcing is also called collective
mobilization.

Crowd sourcing is especially useful in business situations because

ordinary people can provide information to organizations regarding ―new
ideas and solutions, deeper consumer engagement, opportunities for co-
creation, optimization of tasks, and reduced costs
(crowdsourcingweek.com).‖ Letting crowds become contributors of
information is also a consequence of the pervasiveness of the Internet and
social media. As a 21st century phenomenon, crowd sourcing can be used
to do the following:
 Promote innovative ideas
 Encourage interconnectedness in idea sharing
 Motivate co-creation
 Encourage participation from consumers or ordinary citizens
 Promote a more efficient and productive way of sharing information

Learning Evaluation:
Quiz 11.

Answer the following.

1. Differentiate opinion leadership, citizen journalism, social
journalism, and crowd sourcing.
2. Provide further examples of people functioning as media. Explain
your reasons for choosing such examples. Have you had an
opportunity participating in a crowd sourcing activity? What was
being solicited from audiences? How were you able to contribute
as a crowd source?

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 3. What do you think is the danger of relying too much on crowd
sourced information?

Encode your responses and answers and save file as .doc or .pdf
and upload in a file sharing platform that your teacher has set up
for your class.

People in Media
Media practitioners themselves become people media. They are, in
particular, people in media. They provide information coming from their
expert knowledge or first-hand experience of events. People in media are
those involved in the media forms that they are primarily engage in—print,
broadcast, film, new media, and gaming.
Because it was stated in Unit I that media may be utilized for propaganda,
it pays that you are vigilant in spotting these agenda in media messages.
People have biases and may be observable in the things that they
produce. In other words, people media are only helpful up to a certain
extent.
Agency is a human attribute. No amount of media influence can take away
one‘s free will to decide on how messages of information should be
interpreted and used.

Extend Your Knowledge

If you wish to learn about becoming a people media through promotion of
advocacies using new media tools, you may try to check these Web
references:

° ―Facebook Content Strategy for Politics & Advocacy‖

http://www.epolitics.com/2014/05/01/facebook-content-strategy-for-
politicsadvocacy-ebook-excerpt/

° ―Advocacy Tips for Facebook Straight from the Source‖

http://connectivity.cqrollcall.com/advocacy-tips-for-facebook-straight-
fromthe-source/

° ―Getting Started on Facebook for an Advocacy Campaign‖ http://www.

votility.com/blog/bid/3 10235/Getting-Started-on-Facebook-for-
anAdvocacy-Campaign

° ―How to Use Social Media for Advocacy‖

http://www.aauw.org/resource/how-to-use-social-media-for-advocacy/

° ―Affordable New Tools and Strategies for Online Activism‖

http://www.idealware.org/articles/online_advocacy_tools.php

130
ESSENTIAL LEARNING
People relay messages to one another. This is a manifestation that even
human beings can become channels of communication themselves
because of the ability to facilitate information exchange. Over the long
period that experts in different fields have had interest in media and
communication, there have been paradigms, or ways of thinking, that were
developed to explain the effects of media to audiences.
No matter what the degree of influence media has to audiences, the fact
that media is a useful tool for information exchange remains. As has been
pointed out, even people become the media. We know of them as people
media and can be loosely categorized into 1) people as media and 2)
people in media. People as media, or the people serving as the channels
of information, can manifest through an opinion leader who is exposed to
media messages and serves as a conduit of information and as influencer
of ideas.

Citizen journalism, known as the active participation in the collection,

reportage, analysis, and dissemination of news and information by citizens,
is another manifestation of people media. Social journalism, which
capitalizes on the idea of open publishing, is tapped by professional
journalists as a means of combining their conventional journalistic method
with content coming from unwitting contributors of content in the online
social media real. These journalists allow audiences to be more involved
in the sharing of content; which is why the phenomenon of crowd sourcing,
especially through social media, has emerged. Those in media practice
are considered people in media. Their main task is to provide information
coming from their expert knowledge or first-hand experience of events.
In any media messages you receive, vigilance is key. A media and
information literate individual is vigilant when he or she knows that not all
content should be taken as it is. Messages must be carefully scrutinized
because, after all, these messages do have an influence that you as
audiences may not be fully aware of.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

131
 LESSON 12
TEXT INFORMATION AND MEDIA

Overview:
This lesson covers topics on definition of texts and its types.

Learning Outcomes:
At the end of this lesson, the students can:
1. describe the different dimensions of text information and media;
2. evaluate the reliability and validity of text information and media
and its/their sources using selection criteria;
3. critique sample text-based presentation using design principle and
elements; and
4. produce and evaluate a creative text-based presentation using
design principle and elements.

Materials Needed:
 Baybayin Typography
 Types of text
 PowerPoint Presentation

Duration: 3 hours

Learning Content:

Fig. 12.1. The alibata is the earliest form of Filipino handwriting.

Source: http://www.baybayinfonts.com/

Two of the most important information revolutions in the history of

communication and media are writing and printing of text. Because of the
invention of the phonetic alphabet and the printing system, the human
civilization is able to store and pass on knowledge. This is why in the early

132
years of your life, you are taught how to write and how to share your
thoughts in written form.

Defining Text
So what exactly is a text? According to Rouse (2015), a text is any
―human-readable sequence of characters‖ that can form intelligible words.
It may be in the form of phonetic characters or even glyphs which are
associated with ancient writing culture. Text, when used in information
technology is distinct from ―noncharacter encoded data, such as graphic
images in the form of bitmaps and program code.‖
The history of human civilization is very well tied with the history of the
printed text. Early human civilizations attest to the importance of writing
and printing.
According to Parekh (2006), the textual medium offers an easier and more
flexible use in terms of content production, which is why it is ideal for
learning. Text is one of the elements of multimedia products that can then
be combined with several other elements to present information and
create an impression or impact. A text may be categorized into three:

Table 12.1. Types of Texts (Parekh, 2006)

Plaintext consisting of fixed sized characters having essentially
the same type of appearance
Formatted text appearance can be changed using font parameters
Hypertext serve to link different electronic documents and enable
users to jump from one to the other in a nonlinear way

Formatted Text
The formatted text, on the other hand, offers Some control over the
general appearance of alphanumeric characters. The formatting refers to
the changing of the typeface of fonts such as bold, underline, italics,
superscript, subscript, shapes, font sizes, and colors. Text processing
software provides such options. Formatted text is most often used in text
publishing. Printers should recognize formatted text to achieve the
appropriate appearance as generated using text processing software
(Parekh, 2006).

Font names are what distinguish one formatted text with another. Two
general types of fonts are the serif (with curves, such as Times New
Roman, Book Antiqua, Cambria Copperplate Gothic Bold, and Courier
New) and sans serif (fonts without curves, such as Arial, Tahoma,
Verdana, and Calibri). Font names carry the actual character appearance
of the fonts and these are found either as part of some computer operating
system packages or are sold or offered for free download by various
organizations.
What happens when a specific font is not available in an operating system?
The text is converted to a default font when the font used is not installed in
the system.
Some software application packages allow font files to be embedded within them
so that when a presentation file created using that package is shown on a target

133
 system which do not have the requisite font files, then the embedded fonts are
used instead.
- Parekh, 2006

Font size is another aspect of formatting. It is usually described in a unit

called point (pt) which is equivalent to 1/72 of an inch. In other cases, font
size may be in terms of pixel, which is ―the basic unit of programmable
color on a computer display or in a computer image.‖ Spaces between
fonts are adjusted through kerning (changing the horizontal gap between
the characters), or leading (changing the vertical gaps between two lines
of text). Special effects such as bending, slanting, warping, rotating,
adding shadows and 3D effects, or text manipulation through animation
(scrolling, fading, changing colors, adding sound effects) may also
enhance the formatted text (Parekh, 2006).

Hypertext
The principle of a hypertext makes use of linking a text to another text ―in
such a way that the user can navigate non-sequentially from one
document to the other for cross-references.‖ You expect to see hypertexts
in the World Wide Web. These texts link several Web pages together. The
hypertexts are also known as hyperlinks or underlined text strings. When
the cursor of a computer mouse is pointed at the strings, the user can click
on it, thus, being directed to another Web page. The underlined text string
is the anchor, while the document to which the user was directed to is the
target document. You often see hyperlinks as related stories or materials
in a Web content. The target documents are assigned with a Web site
address known as Uniform Resource Locators (or URL).

Aside from the Internet, hypertexts are also used to link one document to
another (or even a part of the document to another part inside the same
document) in desktop applications. These are useful to integrate some
form of interactivity and mobility in the acquisition of knowledge from
different digital documents.

Texts may be generated or inserted by typing using a keyboard, copying

from another document and pasting it to another, or ―scanning from a
paper document and converting image format into editable text format
using software called Optical Character Recognition (OCR).‖
Hypertext is efficient in so many ways because it links various sources
with only a click of the tab or a button.

134
Learning Evaluation:

Answer the following. Encode your responses and answers and save file
as .doc or .pdf and upload in a file sharing platform that your teacher has
set up for your class.

1. Differentiate the three types of texts in terms of formatting and use.

________________________________________________________
2. How useful are hyperlinks in collating information from vast sources
over the Internet?
________________________________________________________

These days, texts are generated using word processing technology.

A word processor is any computer software used to ―produce, edit, and
format mainly text-based documents [such as] writing letters, memos,
reports, creating letterheads, producing labels, etc.‖ Back in the day,
typewriters were popular. Learning to type required mastery of the
QWERTY key that is also similar to keyboards attached to personal
computers and even messaging applications. In a typewriter, you hit a
key to imprint the letters straight onto a paper. Unlike the computers,
typewriters offered limited set of formatting when it comes to
typography, which refers to the general character or appearance of
printed matter.

Texts are kept in different file formats. A file format refers to the digital
document 0 information that is stored in a computer as a sequence of bits
and bytes. You would normal recognize the file format by looking at the
extension at the file name. Some of the more common file formats are
listed in Table 12.2.

Table 12.2. Common File Formats (Parekh, 2006)

TXT (text) unformatted text document created by an editor
such as Notepad on windows platform
DOC (document) a native format for storing documents created by
MS Word package contains a rich set of formatting
capabilities
RTF (Rich Text cross platform document exchange; default format
Format) for Mac OS X‘s default editor TextEdit
PDF (Portable Developed by Adobe systems for cross platform
Document Format) exchange of documents supports images and
graphics
PS (PostScript) a page description language used mainly for
desktop publishing
- page description language is a high-level
language that can describe the contents of
a page such that it can be accurately
displayed on output devices usually a
printer

135
Extend Your Knowledge
Text files are also used by software developers for storing program data.
For more examples of text files, you may visit: ―Text Files‖ found at
http://fileinfo.com/filetypes/ text.

Learning Evaluation:
Quiz 12.

Answer the following. Encode your responses and answers and save file
as .doc or .pdf and upload in a file sharing platform that your teacher has
set up for your class.

1. Why is desktop publishing ideal for books, magazines, or

newspapers?
_____________________________________________________
2. Why are there choices for data/document storage in the form of file
formats?
_____________________________________________________

As you have seen in the table, deciding on a file format for storage
depends on how you or what available file format is offered by a particular
computer operating system. Each type of file format has its own pros and
cons. For instance, a document with a file name extension .txt has been
encoded in a NotePad. Storage is relatively simple and the text characters
are encoded using ASCII. The format stores the text without formatting
guidelines. A text file is portable and can be read and modified using
software applications. This kind of file format is advantageous because it
can be opened in several other file formats and can be easily recovered
even with damaged storage.

The .doc file is more sophisticated because the document may

contain formatting, size, and other elements that are stored in complex
encoding. The downside of this file format is that its encoding is owned by
the company that developed it. But there are open applications developed
that resemble the .doc file. One such example of an open platform is the
Open Office. The .doc is also selective of the operating system to which it
can be accessed. The file may not be readable or may not open correctly
in other platforms or applications, or may have limited access to the full
specification of the application. Files with the .doc extension may get
damaged when opened in a non-compatible application and the damage
may be irreparable, and thus, corrupting the file or making it
unrecoverable. There are also occasions where the older version of the
document may not open in the new ones, or vice versa.
PDF files are somehow similar to .doc files and are viewable and printable
in practical| all major applications ―using free software provided by Adobe
(or others).‖ PDF document are usually secured and are not readily
enabled for editing. When choosing a file format to use for storage of
information, you have to consider the following:
1. Proprietary constraints from a competing file format developer
136
 2. Format specification
3. Issue of obsolescence especially the earlier versions of a file format
4. Convenience of extracting the data for further use and indexing
5. Fidelity (or maintenance of the quality of the text when saved in a
particular file format)
6. Compression (that can a make a file ―less robust to errors in data
transmission or damage or degradation of storage media‖ because
of the desire to use less disk
7. Accepted standards on choosing a file format Storing a file in a
particular format is an important decision since you need to
consider how the document may be migrated and be accessed in
another computer system.

Learning Activity:
Activity 28:

Answer the following. Encode your responses and answers and save file
as .doc or .pdf and upload in a file-sharing platform that your teacher has
set up for your class.

1. Why is there a need to consider proprietary constraints in your choice

of file storage format?
________________________________________________________

2. How can file size affect the choice of file format?

________________________________________________________

Word processing technology is especially useful because the text

typed using a computer keyboard shows exactly the typography. You, as
text generator, are able to edit your work b merely opening the document
from your digital file. The documents can be stored and reused whenever
you need to. There are some word processing softwares that enable the
document to be secured against unauthorized access. However, because
of the limited choice of typography, some documents look too bland
because they look similar to those created by other people. Also, word
processing issues such as when a file gets corrupted or is missing can be
a problem, especially when you lack a personal filing system for all the
documents you produce.

Desktop publishing is another technology associated with text

information and media. Loosely speaking, desktop publishing is when text
and graphics are arranged ―into professional looking publications which
can then be printed out.‖ Desktop publishing is usually done to create
specialized informational materials such as ―flyers, brochures, posters,
and business cards.‖ Book and magazine publishing also employs

137
 desktop publishing. The principle of desktop publishing is still latched on
the basic use of word processing technology, but desktop publishing deals
with the combination of texts and graphics. Printing presses are still
primarily used in the production of newspapers and magazines and
traditional layout practices such as manual preparation of dummy sheets
are still commonplace. But desktop publishing has significantly improved
the process of printing because of the labor intensive requirements of the
old-style of print material production.

Learning Evaluation:
Quiz 13:

Essay.

1. What can handwritten text offer that word-processing technology and

desktop publishing may not be able to offer? Why do you think so?

2. On the other hand, why would some (or perhaps more) people still
prefer word-processing and desktop publishing over handwriting?

Word processing and desktop publishing applications offer the

same features such as the use of ―text boxes, text formatting features,
drawing, and graphics tools.‖ But desktop publishing is more sophisticated
because of the wider range of templates for use in publication. In desktop
publishing, there is greater control in the appearance of text, graphics, and
other elements because of a wide variety of choices of publishing
templates.

Extend Your Knowledge

If you want to learn more about desktop publishing, you may visit ―Do You
Do Desktop Publishing?‖ found at
http://desktoppub.about.com/od/professional/a/ perceptions.htm
For a more insightful discussion on different textual media, you can check
the article ―Text, Information, Knowledge and the Evolving Record of
Humanity‖ found at http://www.dlib.org/dlib/march06/jones/03jones.html

Information is everywhere. It just takes knowing where to look for them.

Texts have been converted to electronic or digital forms which make them
easier to access. But printed media such as newspapers, magazines, and
books, have not totally lost their relevance; they are still considered some
of the easiest ways to reach audiences.
Print media are advantageous in that they may have a following among
consumers, especially media that target a particular audience. Magazine
and newspaper subscribers prefer the physical form because they can be
kept for some time without having to worry that the information may be
unrecoverable. Also, the print media is easier to spread in any given local,
Newspapers are still effective in informing members of a community about
138
local event, Readership is not a problem because some print materials
already have trusted follower, (Fedena, 2012).
The main concern in the use of printed text is its geographical reach. It
may not be able to cross over physical distances, and thus, the Internet
may be the better choice for disseminating information in such case. Print
media takes more time and effort to prepare, especially newspapers which
are faced with tight deadlines. Some members of the printed texts‘ target
audience may not also be able to have access of the material for their lack
of means to do so. The Internet may be more ubiquitous in this case. Also,
newspapers and magazines may be thrown away or kept aside after they
have been read by people, and thus, these printed materials may not
prove to be useful to others.

Learning Evaluation:
Quiz 14.
1. Based on the discussions, how is text information and media
formally and informally produced, organized, and disseminated?
2. Choose a printed text/material (e.g., a newspaper, a book, a
magazine, a flyer, etc.) and critique your choice of material using
design principle and elements discussed in this module.
3. In no less than 100 words, answer each of the following and
encode your answers and save file as .doc or .pdf and upload in a
file-sharing platform that your teacher has set up for your class.
a. From your learning in Unit I, what are the criteria of a good
printed source material?
b. Why is an academic article published in a journal more preferred
than a textbook or encyclopedia? Encode your responses and
answers and save file as .doc or .pdf and upload in a file-sharing
platform that your teacher has set up for your class.

Learning Evaluation:

You are starting up on a new business and you took it upon

yourself to make your own advertising paraphernalia in the form of teasers,
brochures, and posters. What you pave is your knowledge of text
information and media that you have learned from your senior high school.

Using the design principle and elements of text information, you are
to produce these advertising materials. You would like to reach your target
market (which will depend on what business you are putting up) as
efficiently as possible; thus, the challenge of preparing visually compelling,
informative and inviting teaser, brochure, and poster.

The basic information you need to include is the name and nature
of your business, the products and/or services you offer, the rate or cost of
these products or services, and the manner by which they can be
purchased or availed. Evaluate your advertising materials using the same

139
design principle and elements (degree of adherence, clarity of the
content/message, and areas of improvement).

https://www.scribd.com/doc/315639591/poster-rubric

ESSENTIAL LEARNING
Writing and printing systems are two important human inventions. They
had a significant impact to civilization. Humans strive to improve these two
systems because of the need to spread knowledge by making information
more accessible. The written word or text is one of the greatest human
artifacts at the heart of this goal.
Text information, or plainly text, can be categorized as plain text,
formatted text or hypertext. Each may either be in the form of phonetic
characters or glyphs, both of which are associated with ancient writing
culture. It has been said that text offers an easier and more flexible use in
terms of content production, making it ideal for learning. Using a keyboard,
copying and pasting from one document to another, or reading images
and translating them to editable text using Optical Character Recognition
are the ways that texts can be digitally generated. Technologies
associated with the text medium are word processing and desktop
publishing.

140
Text information is considered the main mode of communication from
which other media modalities are based from. You have a better
understanding of the other modalities if you first appreciate the text and be
more acquainted to the effective and efficient use of it for communicative
purposes.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

141
 LESSON 13
VISUAL INFORMATION AND MEDIA

Overview:
This lesson covers topics on images, color as primary attribute of
images, storage of image generation, graphics and its uses on learning
instruction, file formats and advantage and disadvantage of visual media.

Learning Outcomes:
At the end of this lesson, the students can:
1. describe the different dimensions of visual information and media;
2. evaluate the reliability and validity of visual information and media,
as well as their sources using selection criteria;
3. critique sample visual-based presentation using design principle
and elements; and
4. produce and evaluate a creative visual-based presentation using
design principle and elements.

Materials Needed:
 Images
 Graphics
 PowerPoint Presentation

Duration: 4 hours

Learning Content:
When you were growing up, you may remember yourself enjoying reading
some materials with lots of pictures that accompany the written text. More
often than not, the number of pictures in a page of a printed material can
probably be the deal-maker or deal-breaker for you to even bother reading
the entirety of that material. This goes to show how pictures can really be
worth ―a thousand words.‖

Reflect Upon
What is the appeal of drawings and pictures in relation to your choices of
reading materials?
Do you think all written materials should be accompanied with visuals?
Why or why not?

Visual information entails the use of visual media (that may or may not be
accompanied With audio/sound) in the form of photographs, motion
pictures, video recordings, graphic arts, visual aids, and other displays
that use pictorial representations (Dictionary of Military und Associated
Terms, 2005). In multimedia presentations, developers or authors spend
as much time and effort to make a visual material more appealing to the
audience because pictures are not just supplements to the text—they also
complement and complete the meanings suggested by the written text.

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You may roughly categorize visuals as either images (pictures that depict
some real world situation typically captured by a camera), or graphics
(pictures drawn or painted that depict any fictitious scenario) (Parekh,
2006).

What is An Image?
An image is a type of visual information that you normally see as either
―pure black and white or grayscale having a number of gray shades or
color containing a number of color shades.‖ In images, color is everything.
Color, in technical terms, refers to the sensation generated to the eyes of
the beholder due to differences in frequencies. You may remember from
your physics class that when light passes through a spectrum, lower
frequencies produce the reddish hue, while the higher frequencies
produce the bluish ones. In visual arts, you may consider black as the
presence of all colors if color is to be considered as a pigment. If color is
explained in terms of principles of light, then white is the combination of all
the colors.

Color as Primary Attribute of Images

You discern the color of an object because when light hits an object, the
object may absorb some color components of the light while it reflects
those with frequencies specific to your eye. Color models, which are used
to recognize and communicate color information, define a set of colors.
The two most common ones are the RGB color model and the CMYK
color model. The former is used for colored lights like images on a monitor
screen and has the colors red, green, and blue as its primary colors. The
latter is used for colored inks like images printed on paper and has the
colors cyan, magenta, yellow, and black as the primary colors. The two
models are considered to be device dependent because they depend on
the physical properties of the devices which generate the colors from
these models.
There is an alternative color model which is device independent, which
means that colors rely only on the visual perception of a person. This
model is called the HSB model which stands for hue (the specific tone of
color), saturation (the intensity of a hue from gray tone to pure, vivid color),
and brightness (the relative lightness or darkness of particular color).
Remember that it is not possible to convert a color accurately form one
model to another because each model has its range of colors.

Stages of Image Generation

An image undergoes a process when it is generated. The conversion of a
paper image into an electronic one is part of the input stage which
involves the use of an image scanner. The scanner has sensors that
capture and convert each portion of an image being scanned. These
portions are turned into pixels, and are stored digitally in a computer.
Another way an image may be produced is a digital camera, a gadget you
are most familiar with since mobile phones these days have built-in digital
cameras. These cameras convert photographs of images into digital

143
versions. Much like a scanner, a digital camera also has electronic
sensors called Charge-Coupled Devices (CCD).

Editing is a stage where the digital image is manipulated with the use of
editing software. Editing involves ―operations like selecting, copying,
scaling, rotating, trimming, changing the brightness, contrast, color tones,
etc. of an image to transform it as per the requirements of the application.‖

When the image has already been edited, it may be stored in a file format
that can be displayed on the computer screen or in printed form. Storing or
saving the image will require compressing the file into a size that will not
take much of the computer storage memory. There is a variety of file
formats that may be used in storing images. Few other concerns on image
storage include resolution and overall quality of the image.

Learning Evaluation:
Quiz 14:

1. Differentiate an image from a graphic.

2. Why is color an important attribute of image?
Encode your answers and save file as .doc or .pdf and upload in a file-
sharing platform that your teacher has set up for your class.

What Are Graphics?

Pictures that are either drawn by hand or through computer software are
called graphics. When you sketch or draw an image such as a chart or a
drawing that may resemble an image, you create a pictorial representation
of an idea or object. When you do so, you create a graphic.
If you become a graphic artist, you will be acquainted with two types of a
digitally Produced graphic. These are raster graphics and vector graphics.
The first type is much like an image especially when a drawing is digitized
using a scanner. A vector graphic, on the other hand, is produced through
computer software; thus it is already in digital form. Vector graphics are
typically stored in smaller file sizes, and can be scaled without
compromising the quality of the drawing. Software is used to edit the
appearance of the graphic, enabling it to turn into an animation especially
in multimedia presentations (Parekh, 2006)

Graphics as Used in Learning or Instruction

Visual information is especially useful in learning. According to Clark and
Lyons, 2011),‖ graphic has three major functions in this aspect of your use
for such visual information:
1. Surface features. These refer to the salient features of visuals;
and often, they suggest that a ‗series of still visuals can be more
effective for some learning goals such as teaching how things
work (Mayer, Sims, and Tajika (2015), as cited in Clark and
Lyons, 2011)‖

144
Table 13.1. Surface Features of Graphics (Clark and Lyons 2011)
Types Salient Feature Definition Example
Static Art Illustration Depiction of Pen and ink
visual elements, outline art; two-
using various dimensional
media watercolor of
flower parts;
diagrams and
charts
Photographic Captured image, Screen capture of
using a software
photographic or screen; Photo of
digital a person
technologies answering
phones
Modeled Computer- Three-
generated (CG) dimensional
– a faithful representation of
reproduction of an office; three-
reality, using dimensional
various media, representation of
including a combustion
computer- engine
assisted drawing
packages
Dynamic Art Animation Series of images Demonstration of
that simulate steps in a
motion software
procedure;
Process of
ammunition
detonation shown
through line art
Video Series of Capture of the
images, captured hydrogen bomb
as they occur, test explosion at
digitally, on film, White Sands,
or magnetic New Mexico Film
tape, displayed of a human
serially, over resources
time director
interviewing a job
applicant
Virtual Reality An interactive Simulated
three walkthrough o the
dimensional human heart
world that
dynamically
changes as the

145
 ―user‖ moves
through and
views it

2. Communication Function. Graphics have the communication

purpose to show motion or represent illustrate quantitative
relationships.

Functions A Graphic Used to Examples

Decorative Add aesthetic appeal Art on the cover of a
or humor book
Visual of a general in
a military lesson on
ammunition
Representational Depict an object in a A screen capture of a
realistic fashion soft ware screen
A photograph of
equipment
Mnemonic Provide retrieval cues A picture of stamped
for factual information letter in a shopping
cart to recall the
meaning of the
Spanish word, carta
(letter)

Organizational Show qualitative A two-dimensional

relationships among course map
content A concept tree
Relational Show quantitative A line graph
relationships among A pie chart
two or more variables
Transformational Show changes inAn animation of the
objects over time or weather cycle
space A video showing how
to operate equipment
Interpretive Illustrate a theory, A schematic diagram
principle, or cause- of equipment
and-effect An animation of
relationships molecular movement

3. Cognitive Psychological Functions. Graphics also serve such

function by illustrating the interaction of visuals with ―human
learning processes such as attention or retrieval from memory.‖

Uses of Graphics
Web sites or multimedia output normally makes use of graphics to build
user interface. A graphic can become clickable item such as a browser
menu, button, tab, or window. In automated offices, graphics are used
(especially for desktop publishing) to represent data in charts, tables,

146
graphs, and other data presentation tools. Also, fields that require designs
or drawings heavily use graphics for 2D or 3D modeling of such designs.
Simulators and animators also and other related applications. Even
artworks and decorations utilize graphics. In media such as film and
television, graphics are typically used to design program title cards or
banners, advertisements, and visual effects.

Learning Evaluation:

Answer the following. Encode your answers and save file as .doc or .pdf
and upload in a file-sharing platform that your teacher has set up for your
class.

How can pictures and drawings relay information?

___________________________________________________________
___________________________________________________________
___________________________________________________________

How do visuals augment textual information?

___________________________________________________________
___________________________________________________________
___________________________________________________________

Why are visuals crucial in learning?

___________________________________________________________
___________________________________________________________
___________________________________________________________

Pick a particular communication function of graphics and explain it in your

own words.
___________________________________________________________
___________________________________________________________
___________________________________________________________

File Format
The key consideration in the selection of a particular format for storing
visual media is compression. This is because you may not want to reduce
or compromise the quality of your data especially when you want to store
them in smaller file sizes so that they may be retrieved or downloaded
easily. As has been mentioned earlier, color is everything. So Reducing
the file size will also affect the color quality of visual information.

Lossy Compression
When you are amenable to reducing the quality of the image or graphic
due to reduction of the file size, you are opting for a lossy kind of
compression. The image or graphic may have a lower resolution but would
still keep the appearance of the visual since you may not be too sensitive
with the color change.
147
Lossless Compression
A more accurate way of storing the visual information is through lossless
compression because it does not allow the image to dramatically lose its
appearance. This still is an efficient manner of compressing since it ―look(s]
for a recurring pattern in the file, and replaces] each occurrence with a
short abbreviation, thereby cutting the file size (www.users.wfu.edu)

Table 13.3 Common Visual Media File Types

Type Description
TIFF ( Tagged Image File Format) very flexible format that can be
lossless or lossy
details of the image storage
algorithm are included as part of the
file

used almost exclusively as a

lossless image storage format that
uses no format compression at all

sometimes a lossless compression

algorithm called LZW is used, but it
is not universally supported
PNG (Portable Network Graphic) also a lossless storage format
incontrast with common TIFF usage,
it looks for patterns in the image can
be used to compress

file size compression is exactly

reversible, so the image is
recovered exactly
GIF (Graphic Interchange Format) can render the image exactly if the
image has fewer than 256 colors
when the image contains many
colors, the software that creates the
GIF uses any of several algorithms
to approximate the colors in the
image with the limited palette of 256
colors available

uses the nearest color to represent

each pixel, and sometimes uses
"error diffusion‖ to adjust the color of
nearby pixels to correct for the error
in each pixel

achieves compression by: reducing

the number of colors of color-rich
images, thereby reducing the
number of bits needed per pixel, as
just described; or replacing
commonly occurring patterns
(especially large areas of uniform a
color) with a short abbreviation
JPG (Joint Photographic Experts optimized for photographs and
Group) similar continuous tone images that

148
 contain many, many colors
can achieve astounding
compression ratios even while
maintaining very high image quality

works by analyzing images and

discarding kinds of information that
the eye is least likely to notice

stores information as 24 bit color

the degree of compression is

adjustable at moderate compression
levels of photographic images, it is
very difficult for the eye to discern
any difference from the original,
even at extreme magnification
RAW an image output option available on
some digital cameras
disadvantageous because there is a
different RAW format for each
manufacturer, and so you may have
to use the manufacturer's software
to preview the images
BMP (Bitmap) an uncompressed proprietary format
invented by Microsoft
PSD (Photoshop Document or PSP proprietary formats used by graphics
(Paint Shop Pro) programs
working formats as you edit images
in the software, because only the
proprietary formats retain all the
editing power of the programs

allow you to view the image quality

and file size as a function of
compression level, so that you can
conveniently choose the balance
between quality and file size
use layers to build complex images

Source: http://users.wfu.edu/matthews/misc/graphics/formats/formats.
html

Images found in Web sites are typically in GIF and JPG formats. TIFF is
less popularly used because most Web browsers do not support it. PNG is
much like a GIF but is not a viable substitute for JPG because the latter
allows for greater compression while minimally reducing image quality.

Advantages and Disadvantages of Visual Media

Visual information is useful for a variety of reasons. A visual aid is helpful
to present \information to illiterate audiences. It can also stimulate oral

149
communication since people may \till need to explain the data that is
contained in a visual presentation such as graphs, charts, and tables.
Presenting information visually is an easy way to relay information
because it makes use of universal cues or signs that people are familiar
with. Complex information is presented graphically which makes it easier
for people to interpret the message. As has been said over and over,
pictures are worth a thousand words, and thus they have an impact on the
people‘s understanding of ideas, regardless of who and where they are.
Visual information also saves time in relaying the message. The use of
visual information also enhances resourcefulness and creativity.

Reflect Upon
Why do you think that some images transcend culture and language?
What does this say about the universality of certain visual information?

In the journalistic practice, visual information is very useful in the quick

presentation of facts, in the emphasis of points in the printed text, and in
conveying the information to the readers.
But using visual information may also be very limiting because of the cost
of preparation the complexity of certain images and graphics, and the lack
of familiarity of the audience to some cues and signs conveyed by the
visual information. The latter concern may be due to the ambiguity of the
visual information or the multiple meanings that a single visual can
suggest to different audiences.

Learning Evaluation:
Quiz 15:

Encode your answers and save file as .doc or .pdf and upload in a file-
sharing platform that your teacher has set up for your class.

 What happens to the informative capacity of visual information

when lossy compression is opted for storing the information?
_____________________________________________________
_____________________________________________________

 What are the parameters that must be observed to make sure that
the visual information is not compromised in terms of its reliability
and validity?
_____________________________________________________
_____________________________________________________

 How is visual media utilized in certain fields of communication

(media and advertising)?
_____________________________________________________
_____________________________________________________

150
Learning Activity:
Activity 29:

You are a volunteer tutor/educator for an international humanitarian

organization and you are assigned to teach basic literacy skills to young
children in urban centers in some countries in Africa. Part of the mission is
to teach them basic computer skills, but because they are not quite well-
versed in the English language, you opt to prepare an instructional
material which is predominantly visual, so that they have a better sense of
the things you are going to teach them. You must utilize your knowledge
about visual information and media to come up with an instructional
material for this purpose.

Your audience will be elementary schoolchildren and your material

will be evaluated by the head of your mission based on your degree of
adherence to visual media design principles, the clarity of the content or
message of your instructional material, and the informative capacity of the
material considering the potential language barrier. Evaluate your own
instructional material by discussing some areas of it that may still need
some refinement/improvement. Make sure to prepare an actual
instructional material to be checked by your teacher. Your personal
evaluation should be encoded as .doc or .pdf file and uploaded in a file-
sharing platform that your teacher has set up for your class.

https://www.classroomnook.com/blog/using-rubrics-to-improve-student-
performance

151
ESSENTIAL LEARNING
Visual information may take the form of photographs, visual aids, and
other displays that use pictures to convey ideas. Visuals may either be
images or graphics. In the aspect of learning, visual information may be
useful because of the features and functions of pictorial messages with
respect to printed text. In visual information storage, compression is a
consideration because the information might not be dramatically affected
in terms of size, resolution, and ease of retrieval and sharing.
Visual media is advantageous because they can help present information
more easily to illiterate audiences. Pictures and drawings may effectively
convey information when they rely on universal cues or signs that people
are familiar with. This, in turn, bridges differences in languages. Also,
visual information saves time when it comes to sharing information to
other people. It also enhances resourcefulness and creativity. Some of the
disadvantages of using visual information include cost of preparation, the
complexity of certain images and graphics, and lack of familiarity of the
audience to some cues and signs conveyed by the visual information.
Despite the limitations in the use of visual information and media, you
cannot dismiss the fact that visuals are powerful in conveying messages in
conjunction with other media modalities such as text, audio, and
multimedia. But you must also be on guard on how you utilize visuals to
address your information needs.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

152
 LESSON 14
AUDIO INFORMATION AND MEDIA

Overview:
This lesson covers topics on characteristics of sound, recording
formats and types of audio media.

Learning Outcomes:
At the end of this module, the students can:
1. describe different dimensions of audio information and media;
2. critique sample audio-based presentation using design principle
and elements; and
3. produce and evaluate a creative audio-based presentation using
design principle and elements.

Materials Needed:
 Podcast
 Music Recording
 PowerPoint Presentation

Duration: 3 hours

Learning Content:
Assess yourself. . . .
1. If you were to think of the three sounds that you like listening to the
most, what would these be?
2. What are your reasons for listening to certain kinds of sounds?
3. Have you ever thought about the absence of sound in your life? These
are but a few of the questions that may get you thinking about the value of
sound in your existence.

Sound, as you may have learned in your science class, is an energy form
that is propagated by vibrating objects. The energy travels through a
medium such as air. Sound is in the same league as other forms of energy
such as heat and light. The law of conservation of energy states that
energy can neither be created nor destroyed, and it can only be converted.
Sound energy is converted from a vibrating object‘s kinetic energy.
Imagine throwing a pebble into a pond and you see a ripple spreading
over the water. This is the most classic illustration of that energy
conversion. When you study the nature of sound or audio in terms of
generation, transmission, and reception, you are engaged in what is called
acoustics. In this module, your concern is hot on the technical aspect of
audio, but rather in its informative capacity. But before you do understand
how audio is used for information relay, you have to be familiar with the
basic principles about sound and sound waves.

153
Characteristics of Sound
There are four fundamental attributes of sound and these are amplitude,
frequency, wave form, and speed of propagation. Amplitude refers to how
sound particles are displaced or scattered that produce a certain level or
intensity of loudness. The unit of measurement for amplitude is decibels.
On the other hand, frequency is measured by counting the number of
vibrations of sound particles in the path of a wave in a span of a second.
You typically associate frequency with pitch which is measured in Hertz
(Hz).
If your interest is on the actual shape of the sound wave, you are referring
to its wave form. This is commonly associated to the timbre or quality of
sound. Wave form is the characteristic that distinguishes one sound
coming from a source with that of another sound from another source.
Even if the two sounds have the same loudness and quality, you are still
able to distinguish one from the other because of wave form. A sound‘s
speed of propagation, meanwhile, pertains to how quickly sound travels.
This characteristic is dependent on the medium on which the sound is
propagated, as well as on the medium‘s temperature.
Sound is has both technical and aesthetic roles in media production. It has
depth an d Perspective, which is why it can be a mode of information
exchange. As suggested by Roberts. Breslin (2008), sound is ―a powerful
tool of expression, both alone and in combination with images.‖

Visual media and sound/audio media complement each other rather well.
The aural sense appeals to a certain part of the human brain that the
visual media may not be able to trigger If you consider visual information
to greatly augment the informative capacity of the printed text, audio
performs the same exact role for visual information. Various aural media
enrich the visual experience in one way or another. In other words, sound,
according to Roberts-Breslin (2008)
1. encourages you to imagine the experience of visuals in your minds,
creating a unique experience for each listener; and

2. allows you to hear what people are talking about, and hearing their
voices, which, as opposed to reading their words, can give you
information about the speaker‘s ―attitude, mood, geographical origin,
and age.‖
Sound is also context dependent. Shouting or whispering the same
message implies two different emotions or intent. Printed text is more
neutral than sound because the inflection or emphasis during speech can
suggest the intent of the message and the speaker (e.g., a sarcastic tone
or a fearful tone.)

Learning Evaluation:
Quiz 16:
1. What are the technical aspects that characterize audio information?
2. How is sound or audio useful in information exchange? What is the
importance of sound in media forms such as film and television?
Encode your answers and save file as .doc or .pdf and upload in a file-
sharing platform that your teacher has set up for your class.
154
Learning Activity:
Activity 30:

Go to your favorite spot where you usually spend your idle time. For about
15 minutes, listen to the mix of sounds you hear on that spot and try to
scribble some notes about your thoughts on the questions below:
1. How many distinctive sources of sound can you hear in that period
you spent listening?
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. What are the sources of these sounds?

_____________________________________________________
_____________________________________________________
_____________________________________________________

3. If you heard these sounds blindfolded, would you be able to identify

where you are?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Recording Formats
Sound may be recorded through analog (as in the case of audio tapes) or
digital (in the form of digital audiotape or disc-based format such as
compact discs, recordable CDs, rewritable CDs, digital versatile discs, and
mini discs). When you want to record straight to the computer, you may
use digital audio recorders (Roberts-Breslin, 2008).

Sound is vital in film and television production. You see sound manifesting
as dialogue, music, and sound effects; thus, it is not merely an additional
element to the video component but is rather considered the fifth
dimension of media aesthetics. As Zettl (1999) puts it, ―sound is an
indispensable element in television and film communication.‖

Types of Audio Media

Earlier, you have been reminded that sound is created by an object
vibrating and sending out an energy through a medium such as air. But
not all sounds are pleasing. There is one randomly generated type where
its audible vibrations are found at another time. You call this noise. This is
any sound that may be ambient or natural and may cause a distraction to
the desired kind of sound. These desired sounds are produced by different
audio media types Shown in Table 14.1.

155
Table 14.1. Types of Audio Media (Roberts-Breslin, 2008).
Type Description
Radio transmission of audio signals through the air
(broadcasting
Podcast a radio broadcast or audio blog that can be downloaded
or streamed to a personal computer
can be listened to from the computer or downloaded to a
portable media player

enabled by a group of Web formats called RSS that allow

for automatic updating

created by large media outlets and individuals alike,

ranging from major news events to esoteric special
interests
Music dominant format is MP3
Recording takes digital audio files (such as those recorded on an
audio CD)
Film and audio is integral to the sound design of movies and
Television television
music videos revolutionalized TV programming and film
and editing styles
Alternative some forms include:
Audio 1. Documentaries based on interviews;
2. Field recordings of actualities (ambience and
sound effects recorded in the field);
3. Radio dramas;
4. Sonic or acoustic artists using sound as a medium
of expression (sonic art); or
5. Sound that combine with dance, performance, or
visual arts in a multimedia expression

Most of the time, it is not what is said that matters, it is how it is said that
evokes more meaning. In the case of audio media, the informative
capacity of sound is in the way it evokes a certain feeling to the hearer or
listener.

Extend Your Knowledge

You may supplement your understanding of audio media types by visiting
the following Web articles:
o ―Audiobooks Definition: What Are Audiobooks?‖
http://mp3.about.com/od/ glossary/g/Audiobooks-Definition-What-
Are-Audiobooks.htm The material provides definition, examples,
and possible sources of audiobooks.
o ―What are the differences between audiobook formats?‖
http://help.overdrive. com/customer/portal/articles/148 1086-what-
are-the-differences-betweenaudiobook-formats. The article
presents the different audiobook formats that may be available to
you. ° ‗Podcast Production.‖
http://isites.harvard.edu/icb/icb.do?keyword=k1967

156
 &pageid=icb.page23750. The material briefly discusses podcast
production technologies and other relevant information on
podcasting
o ―Audible revolution.‖
_http://www.theguardian.com/media/2004/feb/12/
broadcasting.digitalmedia. This piece talks about the rise of online
radio as a consequence of technological advancements.
o ―Will the iPod Kill the Radio Star? Profiling Podcasting as Radio?‖
http:// citeseerx.ist.psu.edu/viewdoc/download;jsessionid=BA
175CEC99768B01
ECBC0B099A26CA30?doi=10.1.1.461.4552&rep=rep1 &type=pdf.
This is a critical look at how audiences have become producers of
audio, and as a consequence, cutting them off from traditional
media.
o http://www.bbc.co.uk/podcasts. The Web page provides sample
podcasts that you can listen to.

Dimensions of Sound
According to Zettl (1999) sound has the following dimensions:

1. Film sound. Sound has to match the aesthetic impact of an image;

thus, most films these days are aiming at using surround-sound
technology.
2. Literal sound. Sound may be referential, which means it conveys a
specific literal meaning and describes the source of the sound. In
film language, literal sound is also called diegetic sound. For
instance, when you hear a sound of a baby crying, you will know
that the sound is really coming from a baby who is crying. You will
still know this even if the sound is mute because you associate the
image of a baby crying with the sound that is produced when you
see such scene.

3. Nonliteral sound. Sound may also be nonreferential and may only

evoke a visual image of the source of the sound. Nonliteral sound is
also called nondiegetic sound. Its purpose is more symbolic and it
accompanies a particular image to intensify the intent of the image.
An example would be the ―boings, hisses, and whams in a cartoon
that accompany the incredible feats of the cartoon character, the
romantic music during a tender love scene on the beach, or the
rhythmic theme that introduces the evening news.‖

Why Sound Is Important

Sound is an integral component of film and television content because of
its capacity to make pictures more authentic. Audio in film and television
often enhance the visuals of the story being narrated. Imagine yourself
watching a silent film. Would you feel a little discomfort because of the
absence of sound? Film makers and television producers aim at
optimizing audio quality because they believe this enhances the
audiences‘ viewing experience.

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Table 14.2. Functions of Sound (Zettl, 1999)
General Function Form Description/Characteristics
Information. Sound Dialogue (or a Dialogue on television is the
or audio conversation chief means of conveying
communicate between two or what the event is all about
specific information more persons) (theme), developing the story
verbally. It is progression (plot), saying
certainly easier to something specific about the
simply deliver the people in the Story
message in some (characterization), and
form of speech describing where, when, and
under what circumstances
the event takes place
(environment, context).
Information is contained in a
few lines of Carefully crafted
dialogue.
Direct Address This happens when the
performer speaks directly to
you from her or his screen
position.
You are no longer passive
observers but have become
active dialogue partners,
even if the dialogue is one-
sided
Provides for optimal
information exchange
People on television tell you
what to watch, what to buy,
what to think, what to feel
and how to behave

It carries a high degree of

intimacy because this (one-
sided) conversation also
takes place in the most
familiar surroundings
possible—your home.

Narration The spoken word is often

much more effective in
advancing a plot than
pictures are.
Outer Orientation Space (where Location. Certain sounds
specific sounds can identify a specific location,
help reveal and provided that the audience is

158
 define the location familiar with those
of an event, its environmental sounds
spatial environment, Environment. You can use
and off-screen various sounds to indicate
space the specific spatial
characteristics of an
environment by simply
switching sounds from
expansive to restricted
space.
Off-screen space
Time. Sounds are powerful
indicator of clock time and
the seasons.
Situation. Sounds can
describe a specific situation.
Predictive sound (or a signal
of an upcoming situational
change)
Leitmotiv (leading motif),
which is a short musical
phrase or specific sound
effect that signals the
appearance of a person,
action, or situation. This
leads the audience to expect
a specific recurring
phenomenon, and may only
be effective only if used
repeatedly to signal the
same event.
External condition — indicate
whether something is big or
small, smooth or rough, high
or low, old or new, fast or
slow
Inner Orientation Mood You can create or
underscore mood by a
variety of nonmusical sounds
(usually synthesized or
otherwise electronically
distorted sound) or a
combination of music and
nonmusical sounds.
Internal Condition Sounds can express a
variety of internal conditions,
such as an unstable
environment (often in
conjunction with the

159
 contextual visual clue) or a
person who feels calm,
excited, or agitated.
Energy Music and other nonliteral
sounds such as electronic
hisses, whistles, and whines,
can provide or increase the
aesthetic energy of a scene.

Structure Sound establishes or

supplements the rhythmic
structure or the visual vector
structure of the screen event.
The sound rhythm acts like a
clothesline on which you can
―hang‖ shots of various
lengths without sacrificing
rhythmic continuity.

Sound is important when you relay any content or message because in

real life you perceive both sound and image at the same time, and thus,
having a more complete understanding of the message.

Learning Evaluation:

Answer the following. Encode your answers and save file as .doc or .pdf
and upload in a file-sharing platform that your teacher has set up for your
class.

1. What is noise?
______________________________________________________
______________________________________________________

2. What is the difference between a literal and a nonliteral sound?

______________________________________________________
______________________________________________________

3. Pick a particular function of sound and explain it in your own words.

______________________________________________________
______________________________________________________

File Format
Audio information may be stored using different file extensions or formats.
Probably the most common among these are the Wave files (wav) and
MPEG Layer-3 files (mp3). Compressing and storing an audio file is done
through a codec, which determines the size of the audio. While there are
formats that mainly contain the audio itself, some other formats also
provide header information and other relevant notes about the audio file.

160
In Table 14.3, you will see a list of the audio file format that you may use
to store your sound files.

Table 14.3. Audio Media File Types

General File File Type Description
Format
Open File WAV  standard audio file format
Formats (Waveform Audio used mainly in Windows
(supported by File) PCs
most  commonly used for storing
software) uncompressed (PCM), CD-
quality sound files, which
means that they can be
large in size—around 10MB
per minute of music
MP3 (Media Player  the most popular format for
3) downloading and storing
music
 by eliminating portions of
the audio file that are
essentially inaudible, mp3
files are compressed to
roughly one-tenth the size of
an equivalent PCM file while
maintaining good audio
quality

 recommended for music

storage

 not that good for voice

storage

OGG  free, open source container

format supporting a variety
of codecs, the most popular
of which is the audio codec
Vorbis
GSM (Global  designed for telephony use
in Europe
 a very practical format for
telephone quality voice
 makes a good compromise
between file size and quality
 recommended for voice
recording
DCT (Database  a variable codec format
Container File) designed for dictation
 has dictation header
information and can be
encrypted (often required by
medical confidentiality laws)
FLAC (Free  a lossless compression

161
 Lossless Audio codec (lossless
Codec) compression is like a ZIP file
for audio)
 if you compress a PCM file
to flac and then restore it
again it will be a perfect
copy of the original

 the cost of this losslessness

is that the compression ratio
is not good

 recommended for archiving

PCM files where quality is
important (e.g., broadcast or
music use)

AU  the standard audio file

format used by Sun, Unix,
and Java
AIFF  the standard audio file
format used by Apple
 it is like a wav file for the
Mac
VOX  most commonly uses the
Dialogic ADPCM (Adaptive
Differential Pulse Code
Modulation) codec
 similar to wave files except
that the vox files contain no
information about the file
itself so the codec sample
rate and number of
channels must first be
specified in order to play a
vox file

 a very old file type and is

pretty poor
 not recommended for
anything except for
supporting legacy systems

RAW  can contain audio in any

codec but is usually used
with PCM
 rarely used except for
technical tests
 owned by Microsoft
designed with Digital Rights
Management (DRM) abilities for
copy protection

Propriety AAC (Advanced  format is based on the

162
Formats Audio Coding) MPEG4 audio standard
owned by Dolby. A copy-
protected version of this
format has been developed
by Apple for use in music
downloaded from their
iTunes Music Store
RA (Real Audio)  designed for streaming
audio over the Internet
 allows files to be stored in a
self-contained fashion on a
computer, with all of audio
data contained inside the file
itself
MSV (Memory Stick  a Sony proprietary format
Voice) for Memory Stick
compressed voice files
Other ATRAC  the newer style Sony
Formats (.OMA, .OMG, .ATP) proprietary format designed
for minidisc use
 always has a .oma, .omg,
or .atp file extension

 is similar to mp3 and

probably only useful if you
are reading files from
minidiscs or writing for
minidisc

 most of these files are rights

managed so you cannot
open them in any software
programs

Source: http:/www.nch.com.au/acm/formats.html

Learning Activity:
Activity 31:

What is the purpose of audio in your life?

___________________________________________________________
___________________________________________________________

If noise is undesired sound, a distraction, or a disturbance, what kinds of

noise are you usually exposed to?
___________________________________________________________
___________________________________________________________

Do you think noise has an informative capacity as that of the desired kind
of sound? Why do you think so?

163
___________________________________________________________
___________________________________________________________

Hearing vs. Listening

Hearing and listening are mistakenly interchanged by some of you but
these are actually two distinct acts that refer to the reception of sound
produced. Hearing is the act of perceiving sound by the ear. If you are not
hearing impaired, hearing simply happens. Listening, on the other hand, is
something you consciously choose to do because it requires concentration
so that your brain processes meaning from the sound that you receive. If
you aim to become an effective listener you should understand that you
are equally responsible in the exchange process.
Listening entails receiving and sharing information, taking note of
warnings and threats, learning with other people, and experiencing the
pleasure brought , about by different sounds.

Learning Evaluation:
1. Why are there various choices for audio file format?
2. What happens to the informative capacity of audio
information when lossy compression is opted for
storing the information?
3. What are the parameters that must be observed to
make sure that audio information is not
compromised in terms of its reliability and validity?
4. What is the relationship of being an effective listener
with becoming a media and information-literate
individual? Encode your answers and save file
as .doc or .pdf and upload in a file-sharing platform
that your teacher has set up for your class.

Advantages and Disadvantages of Audio Media

Audio media is relatively inexpensive, accessible, and easy to use. With a
wide array of choices for storing audio files, you are no longer limited to
analog formats of sound storage. There is no necessity of literally writing
every bit of information that you want to share, since you can record
sound and transmit it digitally. Sound can also augment visuals in ways
that can enhance your appreciation of information.
Some of the limitations of handling audio media would be the necessity to
be familiar with various software on audio technology. There may also be
occasions when audio-only format restricts the content that can be
conveyed. Abstract concepts are usually challenging to convey using only
audio media (A Teacher's Guide to Distance Learning).

164
Learning Activity:
Activity 32.

Pick an audio book or a podcast and write a reflection paper about your
experience on such kinds of audio information. The paper should be no
more than 300 words. Be guided by the following questions in your
reflection:
° What is the audiobook or podcast all about?
° What audio media design principles and elements were present in the
material?
° How different is this audio information from text-based and/or visual-
based information? Do you find it an effective modality for information
sharing?
o What difficulties or challenges did this audio information present to
you before, during, and after listening to it?
o On what context will audio information be most effectively used?

Encode your paper as .doc or .pdf file and upload it in a file-sharing

platform that your teacher has set up for your class.

ESSENTIAL LEARNING
Sound is an energy form that is propagated by vibrating objects. It has
both technical and aesthetic functions in media production. Through the
use of sound or audio information, you are able to express your thoughts
with speech in combination with other media modalities such as text and
visual information. Visual media and audio media are complementary
since the aural sense appeals to a certain part of your brain that visual
media may not address. Through audio information and media, you are
able to stir the imagination by giving someone to recreate a visual of an
idea based only on sound. And because audio involves listening, the
information processing, as opposed to text and visual media, is more vivid

165
and more accurately reflects the attitude, mood, geographical origin, and
the age of the audio source. Sound is very important in film and television
content because of its capacity to make pictures more authentic.

The major language skill that is attributed to sound is listening. It is

something you consciously choose to do because it requires concentration
so that your brain processes meaning from the sound that you receive.
Being an effective listener, which is essentially a trait of a media and
information literate individual, means being more conscious of receiving
and sharing information, taking note of warnings and threats, learning with
other people, and experiencing the pleasure brought about by different
sounds. Listening is, in effect, comprehension.
Audio media has its advantages and limitations. As much as it is
inexpensive, accessible and easy to use, audio media can prove to be
challenging especially when dealing with audio in digital form, which
typically require knowledge of audio technology. But part of being a media
and information literate individual is exerting more effort to be accustomed
to technical and aesthetic knowledge with regard to the effective
production, utilization, and sharing of audio information.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

166
 LESSON 15
MOTION INFORMATION AND MEDIA

Overview:
This lesson covers topics on motion media and its processes,
motion pictures, independent versus mainstream media, motion video,
animation, characteristics of motion media and its advantages and
disadvantages.

Learning Outcomes:
At the end of this module, the students can:
1. describe the different dimensions of motion information and media;
2. produce and evaluate a creative motion-based presentation using
design principle and elements; and
3. critique sample motion-based presentation using design principle
and elements.

Materials Needed:
 PowerPoint Presentation
 Motion Media

Duration: 4 hours

Learning Content:
On the lines below, write a film project that you have in mind or you would
like to produce if given the chance. Describe the project by presenting the
characters and the main plot.

You just watched what your friends considered as the most awesome
superhero movie of the year, or ever. You loved the action scenes,
especially that climactic scene that put you on adrenaline rush, but you
thought the story was lacking. On your way home, you saw a huge
electronic billboard featuring a gorgeous blonde in a popular brand of
jeans that perfectly hugged her figures. She was making movements and
facial expressions you deemed inappropriate. Bakit niya kailangang gawin
iyon? You asked yourself.

At home, your mother was sitting on the sofa, her eyes glued to the
television. She was watching her favorite afternoon telenovela. You sat
beside her and soon after, began making lots of comments about how
unrealistic the scenes were. While waiting for dinner, you took your tablet
computer and browsed for new viral videos from your go-to video sharing
Web site. The video of two girls dead serious in insisting that no one or
nothing could stop them (“Walang makakapigil sa amin!) caught your
attention. You wondered why it became viral. Was it because they were
plain funny, or was there something deeper? Then you checked your
cellphone and saw some game notifications. You were about to start
solving mysteries when your mother called you for dinner.

167
What Is Motion Media?
Film or cinema, electronic billboards, television shows, online videos, and
phone gaming are all examples of what we call motion media, or ―media
based on moving ; images with audio and interaction functions‖
(Lee,Park,Lee, and Cameron, 2010) aimed at communicating information
in multiple ways (Roblyer, 2006). They use technologies in animation and
or video footage to produce images that have an illusion of motion.
Typically, motion media is shown through electronic media technology;
however, they can also be created using manual technology (e.g.
stroboscope, flick book, zoetrope).
In this module, we will focus on motion picture, motion video, and
animation. Let us differentiate these terms. In concept, motion pictures
and motion videos are similar, but they are physically different. Motion
pictures are recorded on celluloid film and are projected on a screen in
cinema theaters. Motion videos, on the other hand, are represented as
electrical signals as an output from video devices. They can be
transmitted as TV broadcast signals and recorded on magnetic media and
played back using VCD, DVD, or USB. Also in concept, motion video is
similar to animation. However, while the former shows sequences of real-
world images using movie cameras, the latter represents sequences of
images that are drawn by artists using animation software or the more
traditional pen-and-paper technique (Parekh, 2006).

Motion Pictures
Since their invention, motion pictures have continued to be an important
part of human
history. Thanks to the interest in optic science in the nineteenth century—
which resulted in Thomas Edison‘s Kinetoscope and the Lumiére brothers‘
first practical camera, signaling the birth of motion pictures—movies have
entertained, touched, and transformed the lives of many people for more
than a century.
Today, we sit in a darkened theater to enjoy movies as small and as silent
as ripples on a pond and as huge and as loud as volcanic eruptions. We
watch in awe as stories of betrayal, revenge, love, and hope unfold before
our very eyes. Movies (full-length, short film, or documentary feature)
make us blush, cry, laugh, cower in fear, and take us in the edge of our
Seats. Motion pictures, however, go beyond the individual and the
personal. It has long been affirmed by many cultures and societies as
having importance in social movements and group identities.
What elements bring motion pictures to life? The actors, the way scenes
are cut and put together, the camera movements and camera angles, the
props and costume design, the hair and make-up, the special effects, the
sound, and the musical score all give life to films. This is what we call
mise-en-scéne, or the arrangement of everything that appears in the
framing (Moura, 2014). These elements are used to enhance the visual,
aural, and the narrative constructions in the film. In many cases, these
elements of motion pictures are used to further interest, and ideologies.
They have been used by powerful organizations and governments as
powerful} propaganda tools to support policies that curtail basic human
168
rights, and promote sexism, racism, classism, and other oppressive
ideologies.

For example, the film Birth of a Nation(1915), originally titled The

Clansman, directed by D. W. Griffith is seen as ―the most racist movie
ever‖ (Lumenick, 2015). It was and still ig controversial because it
portrayed black men as violent, sex-crazed, and unintelligent beings, This
silent movie, and Hollywood, glorified the Ku Klux Klan as heroes. In the
movie‘s climax, former Confederate soldiers turned vigilantes who wore
sheets rescued a white woman from a sexually aggressive black man. The
movie‘s title card wrote: ―Former enemies united in their defense of their
Aryan birthright.‖ The Birth of a Nation ended with the reunion of the white
lovers and the restoration of justice, peace, and white power to the
American South.

On the other hand, motion pictures are used to reveal the injustices and
inequalities that are plaguing the society. They are used as instruments of
subverting the dominant g order or countering the oppressive ideologies.
For example, filmmakers in the 1970s and 1980s, who were inspired by
reality, made movies that tackled Black Power, sexual revolution,
counterculture movements, corruption, poverty, violence, Vietnam War,
and many more. In Germany, we have Werner Herzog‘s Aguirre: The
Wrath of God (1972) and in Hollywood, we have Francis Ford Coppola‘s
The Godfather (1972) and Apocalypse Now(1979).
In the Philippines, filmmakers also used the moving pictures to make
commentaries on the oppressive Marcos regime. Lino Brocka‘s landmark
films like Tinimbang Ka Ngunit Kulang (1974), Maynila sa mga Kuko ng
Liwanag (1975), Insiang (1976), and Jaguar (1979) were critical of the
unjust and violent society that robbed people of their basic rights, a society
that oppressed its people. Likewise, the films of Ishmael Bernal, such as
City after Dark (1980), Relasyon (1982), Himala (1982), and Working Girls
(1984) were commentaries on a crumbling society. Mike de Leon tackled
in his films, like Itim (1976), Kisapmata (1981), Batch ‗81 (1982), and
Sister Stella L. (1984) the political and social issues in the Philippines with
imposing and disquieting imagery.

Remember, motion pictures may seem neutral, but they are not. You need
to look at the narrative and the elements to know what messages these
movies are trying to convey. You may need to ask yourself the following:
1. What is the story about? What does it tell about people and society?
How does if relate to my experience? Is it timely and relevant?
2. Who is the director? What is the theme that connects all of his work?
Who or what are his personal or artistic influences? What are his
motivations for making films?
3. Does the mise-en-scéne (acting, editing, cinematography, sound and
musical score, hair and make-up, props and costumes, set and production
design) contribute to the development of the story? Does it give clues as
to what the movie is not telling?

169
Learning Activity:
Activity 33:

Answer the following.

1. Who is your favorite director? What work of his or hers do you like the
most? What made you like the director and his/her film?
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What aspect of a film‘s mise-en-scéne are you most particular about?

___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Are you more particular of the form/structure or the substance/content

of a film you watch? Why?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Independent versus Mainstream Cinema

Philippine cinema has been believed to be dead for a number of times.
Naysayers said cheap movie companies killed it in the 1960s and the
explosion of bomba films was said to put the final nail in Philippine
cinema‘s coffin. Again, it died in the 1990s as it was plagued with tasteless
sexy movies and the terrible action and comedy movies. At present, many
pundits say Philippine cinema again is dying because of the onslaught of
big-budget Hollywood.
The truth is, Philippine cinema has never been dead. The 1960s produced
the now classic films of Gerardo de Leon. The 1970s and 1980s featured
arguably the best Filipino movies—those by Lino Brocka, Ishmael Bernal,
Mike de Leon, Celso Ad Castillo, Peque Gallaga, Kidlat Tahimik, Nick
Deocampo, and Lupita Kashiwahara. The 1990s saw the films of Marilou
Diaz-Abaya, Laurice Guillen, Gil Portes, Chito Rofio, Jose Javier Reyes,
and Joel Lamangan. Currently, we have Lav Diaz, Brillante Mendoza,
Khavn dela Cruz, and Raya Martin. Philippine cinema is well and alive, it
is continuously evolving.

This evolution gave rise to independent cinema or indie. Traditionally, this

term was created to refer to movies made outside of the big studio system,
an exploitative and extremely Structured system that controls every aspect
of production, distribution, and exhibition (Cabagnot, 2008). It is also ―the
‗spirit‘ or intent in filmmaking, focusing on less mainstream and even
subaltern, postmodern multiple identities‖ (Tolentino, 2007).
Mainstream cinema produces commercial films that cost a huge amount of
money and therefore must be a box-office hit. To become a hit,
mainstream films rely on the actors‘ Star power, familiar genres (romantic

170
comedy and melodrama), tried-and-tested formula of Storytelling (boy-
meets-girl), and marketing strategies. On the other hand, since indie
directors have more ―freedom‖ to pursue their artistic visions, indie films
tend to tackle serious and sometimes controversial themes or topics such
as poverty, sex, and crime. Others are more understated, confronting the
everyday life and making the familiar unfamiliar. Contrary to popular
beliefs, indie films can be lucrative, can be entertaining, and can attract
wide audiences and mainstream actors (Cabagnot, 2008). They are often
shown in film festivals such as Cinemalaya, Cinema One Originals, Cine
Filipino, and festivals abroad.

Learning Evaluation:
Quiz 16:

Answer the following. Encode your responses and answers and save file
as .doc or .pdf and upload in a file-sharing platform that your teacher has
set up for your class.
1. Differentiate a motion picture from a motion video.
___________________________________________________________
___________________________________________________________

2. Describe the special attribute of an animation.

___________________________________________________________
___________________________________________________________

3. What is the main difference between an independent film and a

mainstream film in terms of technique and thrust?
___________________________________________________________
___________________________________________________________

4. How can independent and mainstream films coexist and complement

each other in the aspects of storytelling and production values?
___________________________________________________________
___________________________________________________________

Motion Video
Motion videos include the videos you watch on television, on your laptops
or computers, or on your cell phones. Let us begin with television, one of
the most significant inventions of the twentieth century. In the nineteenth
century, a number of experiments were conducted that led to the
advancement of basic electrical and radio technologies that paved the way
for the creation of television. An early breakthrough was the development
of the first mechanical module of TV by Paul Gottlieb Nipkow who
succeeded in transmitting images through wires using a rotating metal
disk. In the early twentieth century, A.A. Campbell-Swinton and Boris
171
Rosing utilized the cathode ray tube which ushered in a new age of
television (Noble Technologies, 2015). The rest, as they say, is history.

Today, the television has become so common and its technology so

advanced that we are able to view the world beyond us with much ease.
Also, we are using it to escape from our monotonous world. We watch
noontime variety shows on televisions to laugh our hearts out at the
silliness of these shows. There is nothing wrong with entertainment and
this is not a mere escapist act. With all the hardships the Filipinos have to
endure, what is an hour or so of pure laughter? We need this as a coping
mechanism against the harsh realities we experience day to day. We also
watch talk shows, game shows, and reality shows to be reminded
(however illusory) that no matter our hardships, there is still hope and that
our lives will be better in the future,

Reflect Upon
Why do you watch films? In what ways can they affect you on a personal
level?

Many of us Filipinos also love to watch Pinoy, Mexican, or Korean soap

operas because we see ourselves in the characters and we relate so
much on the story. It seems that their story is our story. Mexicanovelas
became popular among Filipinos because of our shared history and
experience with Mexicans. The heroine almost always portrays the victim
of feudal behavior reminiscent of the Spanish colonialism. We root for her
when she gets her revenge. Chinovelas, on the other hand, usually
feature a heroine who enjoys freedom and an urban setting which
symbolizes our aspirations for a better life. Now we are pit by the
Koreanovela craze. These soaps present us with images of a very
progressive and orderly nation that we can only dream about.
When watching television shows, you should know why you watch these
programs. Remember, we are not as passive receivers of cultural
commodities. In fact, we are active social actors who make something out
of what we watch. You may need to ask yourself the following:

What am I watching?
Why am I watching it?
Do I like what I am watching?
Does it have a hidden agenda? What is it?
What do I get from watching this TV show?
How does this show affect my views of myself, of others, and of society at
large?

The linear videos we watch online are examples of motion videos. You
can specifically view, upload, and share them on video-sharing Web sites
or applications. Even those who are not registered users can watch videos.
Those who get attention and reach a certain number of ―comments,‖
―likes,‖ or ―shares‖ are considered viral. These viral videos have become
quite a phenomenon in that they dominate the Philippine pop culture
scene. Again, videos do not get viral for some unknown reason. A video
172
may be a hit, or patok, because it shows something that is contrary to your
experience and expectations as an audience. It invites you to laugh at the
misfortunes of others, or to feel close to something. Whatever the reasons
are, you need to be critical about these videos. Do not be like a passive
absorber as a sponge who ravenously absorbs everything and anything
without thinking about it first.
In addition, we also have interactive videos that combine interactive
elements to originally linear videos. There are online interactive videos
that you can customize or modify according ‗o your preferences (for
example, creating a clickable spot in the video or adding annotations),
However, you cannot actually interact with these kinds of videos while
they are still playing. There are also conversational videos that enable you
to interact with the video as if you are actually having a personal face-to-
face conversation with the person or persons in the video, Videophone
and videoconferencing are some examples.

Learning Activity:
Activity 34:

Answer the following. Encode your responses and answers and save file
as .doc or .pdf and upload in a file-sharing platform that your teacher has
set up for your class.

Why do you need to be actively involved and conscious in deciding the

content that you receive (especially those coming from motion media)?
___________________________________________________________
___________________________________________________________

When are motion media considered interactive?

___________________________________________________________
___________________________________________________________

Animation
Animation is, well, any kind of image that moves. It combines the creative
elements of graphic design, film, and video. Thus its history is as old as
the history of cinema or moving pictures. In the traditional type of
animation, you draw and color by hand every frame of the film and then
scan or photograph them and add sound. In the stop-motion type, you
manipulate and take a photo of an object or objects (dolls, clay figures, or
rocks) one frame and motion at a time. Then you transfer the photos to
film and combine them with sound. With the advancement in design
technologies, you can now use computer software for your 2D or 3D
animation projects.
The cartoons you watch every Sunday morning, your favorite movie with
an adorable clownfish, and a regal blue tang who suffers from short-term
memory loss, the impressive animated GIFs you are wondering at the
whole day, and the games that you play using your cell phone are
examples of animations. Many of the less common forms of animation use
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uncommon medium such as glass or sand to make moving images.
Others combine drawings, computer-generated images, and live action in
their animation projects.

Characteristics of Motion Media

What are the characteristics of motion media based on our discussion of
motion pictures, motion video, and animation? Motion media publicly or
privately communicate messages to different and unspecified audiences.
These messages may be personal or impersonal, fleeting or permanent.
Motion media are multisensory. They stimulate our sight and hearing,
forming a complex interaction that enhances communication and may
explain the power of motion media to influence. They can also be used to
modify behavior and attitude.

Motion Media Production Processes

Preproduction Filmmaking, like any activity, requires careful planning.
Although some filmmakers may be perceived by other people to be
spontaneous as a result of their creativity, they still do prepare the
technical, creative, and production considerations of a film. Preproduction
specifies ―individual scenes and all the locations, props, cast members,
costumes, special effects, and visual effects‖ needed. The screenplay is
being developed at this stage of filmmaking. Other aspects of production
such as scheduling and logistics are also planned.

Production
The filming proper is done during production, where scenes ate shot
according to the schedule and to the screenplay. Shots may be done
indoors or outdoors. Filming may not necessarily be according to the
chronological arrangement of events as indicated in the screenplay. Most
of the time, the director would shoot the scenes for practical reasons such
as she limitation of shooting time in a particular location, or the necessity
of a particular lighting, mood, or weather for a scene. Production must be
done according to plan; otherwise, there are no other opportunities to
repeat the scenes that are necessary especially for postproduction.

Postproduction
Editing of the scenes that were shot happens during postproduction. The
film editor must ―build a rough cut taken from sequences (or scenes)
based on individual ‗takes‘ (shots).‖ The rough cut provides the editor with
choices of scenes to include in the final cut. After the rough cut is
prepared, a fine cut is done to get all the shots to be in a smooth flow and
create a seamless story. The editor, along with the director, perform the
process of trimming, or making scenes shorter by a few minutes, seconds,
or frames. Both may also decide the final selection of footage, music,
graphics, menus, and few other elements. When the director and producer
agrees on the fine cut, it is locked and rendered into a final cut so changes
are no longer made to it.

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Learning Evaluation:
1. What happens during preproduction, production, and postproduction
stages of filmmaking?
2. How does a film become an ideological tool?
3. What possible attributes can make a motion media worthwhile to watch
for information and entertainment?
Encode your responses and answers and save file as .doc or .pdf and
upload in a filesharing platform that your teacher has set up for your class.

Advantages and Disadvantages of Motion Media

Motion media are potent tools in education. They are accessible (ubiquity
of live streaming, video-sharing Web sites, and DVDs or VCDs), stimulate
student interest, and ‗teate a meaningful experience. With motion media,
an instructor can teach a large number of students concurrently. Another
advantage is that they can involve speakers who are not physically
available. Motion media are demonstration-friendly and flexible (you can
pause, Play, rewind, or forward videos) and can connect us with others
from faraway places and different cultures.
What are the disadvantages of motion media? They can be costly
because you will need supporting materials such as computers, laptops,
LCD projectors, tablets, and other devices. Unexpected technical (audio
and visual) problems may arise because of the reliance on technology.
Internet connections may also pose problems. Those who lack knowledge
in technology are at a great disadvantage. In addition, motion media can
be time consuming. As tools in education, they may also cause
misunderstanding and misinterpretation because students cannot ask
questions to those speaking in linear videos.

Learning Activity:
Activity 35:

1. Pick a film you would like to review. Write a 200-word critique of the film
based on the following considerations:
a. the main theme of the film
b. the argument/thesis
c. the loopholes in the narrative (if any)
d. the values and biases it wants to impart to audiences

2. Develop your own criteria of what makes a film a useful tool for learning
more about the world around you. Encode your responses and answers
and save file as .doc or .pdf and upload in a file-sharing platform that your
teacher has set up for your class.

175
Learning Activity:
Activity 36:

You are entering a metrowide contest for conceptualizing a short film

about existing social issues in your community. You are drafting an entry
to the contest, and you are thinking of coming up with a story idea that is
applicable to audiences 12 years and above. The jurors are looking for a
story idea that will inspire the audiences to be more aware and involved in
the thrust of your story idea. The jurors are looking into making your idea
an advocacy should it be picked. Your story idea will be evaluated
according to
o theme/values
o relevance to current situations
o depth or quality of narrative
o length (less than 60 minutes).

You are to draft the idea (using your own format) and encode it and save
file as .doc or .pdf to be uploaded in a file-sharing platform set up for the
entries.

With the help of your friends, produce a five minute short film based on the
story idea that you have mentioned in above. Write a brief background of
your short film in the form of a promotional teaser. Make sure that the
teaser explains to the audience why the film is a must-see.

Collect some of the most interesting film reviews you can find over the
Internet. Make sure the reviews come from respectable and reputable film
critics. Prepare an electronic album of your collection of reviews. Write a
200-word synthesis paper as to how these reviews display media and
information literacy.

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ESSENTIAL LEARNING
Motion media include forms such as film or cinema, electronic billboards,
television shows, online videos, and phone gaming. All these forms
involve moving images with audio and interaction functions. Motion media
may be done electronically or manually. They may be categorized as
motion picture, motion video, or animation. All these motion media display
what is known as mise-en-scéne which refers to how everything that
appears in the framing of a film in arranged. Mise-en-scéne enhances the
visual, aural, and the narrative constructions in the Independent cinema,
or commonly called ―indie‖ films, refers to motion media that are produced
as a reaction or alternative to mainstream films which are beholden of the
usual Conventions and practices of commercial filmmaking. Mainstream
cinema, characterized by Hollywood films, are very much commercial and
are usually constrained by the film producer‘s whims.
Motion media have attributes that make them appealing to audiences. The
messages they relay can be personal/impersonal or fleeting/permanent.
They bring about visual and aural stimulation, thus, may affect attitude and
behavior of audiences, Stages of motion media production processes
include preproduction, production, and postproduction. Like any other
media modality, motion in media also has its advantages and
disadvantages. It is worth pointing out that motion media may the most
impressionable media modality because of its cathartic effect to its
audiences.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

177
 LESSON 16
MANIPULATIVE INFORMATION AND MEDIA

Overview:
This lesson covers topic on interactive media, googling
phenomenon as manipulative media, and internet use as manipulative
data.

Learning Outcomes:
At the end of this module, the students can:
1. describe the different dimensions of manipulative information and media;
2. comprehend how manipulative information and media is/are formally
and informally produced, organized and disseminated;
3. produce and evaluate a creative manipulative presentation using design
principle and elements; and
4. critique sample manipulative information and media using design
principle and elements.

Materials Needed:
 PowerPoint Presentation
 Google

Duration: 3 hours

Interpret the image found below. How does this illustrate the concept of
manipulative media? Encode your response and answers and save file
as .doc or .pdf and upload in a file-sharing platform that your teacher has
set up for your class.

Source: http./www.omtechnologies.com/education.html

Manipulative media may be loosely defined as any material, program, or

application that people use to formulate new information to aid learning
through the use, analysis, evaluation, and production of interactive and
hands-on media. Your mobile applications that may serve as educational

178
tools may be considered to be manipulative because of the degree of
manipulation of control you have over your use and access of these tools.

Defining Interactive Media

Wiki site Investopedia defined interactive media as a ―method of
communication in which the program's outputs depend on the user's
inputs, and the user's inputs in turn affect the program's outputs.‖ The user
interacts with the media through engagement and manipulation of the
media technology. Some examples include Web sites and video games.
Although motion and visual media may not generally be considered
interactive, they may become one when they require a certain extent of
audience participation.

Social media is a kind of interactive media because they use graphics and
text that allow sharing of information between users, online conversing or
chatting, and playing online of Web-based games. Video games are also
interactive media because the participants or players are able to control
and ―respond to visual and sound cues on the screen that are generated
by a computer program.‖
Interactivity is the foremost attribute of manipulative media because the
main goal is for a user or learner like you to have high involvement in your
use of the applications. According to software developer OM Technologies,
Web and mobile applications aid students and educational institutions to
have a more expansive and integrative learning experience because
learning management systems enable a teacher-supported learning
environment. Manipulative media in the form of applications provide a
compact, online learning platform.

There is also open source software that is developed to cater to needs for
creative and modern educational needs that utilize the resources from the
Internet. This is a testament of how the Internet, coupled with technologies
that have risen in recent times such as tablets and smart phones, has
redefined your learning experience. These advancements have been
hoped by their developers to enhance your engagement with learning via
the tools that they offer.

Some software developers exhaustively come up with applications that

you may access with ease and for free. Also, manipulative media are
slowly becoming integrated in classroom activities because of the
changing habit and behavior of learners like you. You have become
multiscreen users, and thus, are very well acquainted with gadgets.

Learning Activity:
Activity 37:

1. Have you experienced using Web and mobile applications? How were
they helpful and useful to you?
2. Do you think Web and mobile applications can take the role of books
and other traditional sources of information? Why?

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3. Up to what extent would you rely on interactive media in terms of your
educational needs?

You may find yourself enjoying the use of manipulative media especially
when it is used for activities that students like you are normally not fond of
such as tests and other study related chores. One of the goals of
manipulative media is to increase your receptiveness to such tools. As
mentioned in the previous unit, mobile learning applications, or m-learning,
are facilitated using portable devices like tablets and smart phones
(Leyden, 2015).

Learning Evaluation:

Encode your answers in a word processor and save file as .doc or .pdf
and upload in a file-sharing platform that your teacher has set up for your
class.
1. What are the different forms of manipulative media? Differentiate each.
___________________________________________________________
___________________________________________________________

2. What is the main goal of the invention/creation of manipulative media?

___________________________________________________________
___________________________________________________________

3. Are other media modalities (visual, audio, motion, and multimedia) also
considered to be manipulative media? Why or why not?
___________________________________________________________
___________________________________________________________

Mobile learning is slowly gaining popularity because the generation living

in the 21st century is more attuned than ever to media technology. The
seemingly backward state of information and communication technology
and infrastructure in some places in the world does not seem to become a
hindrance as long as the mobile phone technology is booming.

Leyden (2015) reported that there are about 7 billion mobile phones in the
world which is almost as many inhabitants on Earth. Should this come as
a surprise? Not quite, since you may actually own more than one mobile
phone, which validates this statistic. Leyden also added that in Lahore,
Pakistan, there is a UNESCO-sponsored project on the use of text
messaging to distribute educational content in areas that the educational
system cannot seem to reach. The project is a testament of how
communication is vital in promoting certain literacy skills that are impeded
by the lack of some other means or infrastructures that the conventional
school system normally provides. Although mobile learning is not meant to
replace the conventional way of learning, it augments areas of learning
through use of computers and virtual classes (Leyden, 2015).

180
 Mobile learning apps are extremely helpful in certain situations, for example,
when you need to check a fact or consume small amounts of information at a
given time. About three in four (74%) teens aged 12-17 say they access the
Internet on cell phones, tablets, and other mobile devices. However, if one were
to choose between a computer and a mobile phone for researching a subject in-
depth, mobile learning probably wouldn‘t be your best option. The important thing
is, therefore, to use the appropriate means at the right time to optimise the way in
which you learn. —Andrea Leyden

Mobile learning lets you maximize the technology at your fingertips. For
instance, you may effectively use images on your smart phone by taking
snapshots of your note (using the screen-grab capability of your phone).
Doing so will save you time to go to a library or money to reproduce
hardcopies of notes. As for audio-visual elements, you can access
educational videos from video sharing platforms or from podcasts. Your
smart phones or tablets can let you access digital notes and information
which save you the time and effort to access the same information from
traditional media modalities.

There are mobile applications such as translators, dictionaries, and

flashcard decks that serve as learning aids. There are m-learning and e-
learning tools downloadable for free or for an affordable and reasonable
cost which you can make use as go-to information sources. All these tools
enhance independent learning, allowing you, as learners, more leeway to
choose your sources of information and when and how you will utilize
these sources.

The Googling Phenomenon as Manipulative Media

Googling, through common usage, is understood by Internet users as
looking for information about something using Google.com. The adoption
of this Internet vocabulary indicates the ubiquity of the use of the Web
search engine Google considered to be ―the most successful‖ repository of
vast source materials on almost any information sought online. Various
literatures discussed how the number of Philippine Internet users has
risen exponentially.

Known then as BackRub, the Web search engine Google was a project by
Larry Page and Sergey Brin in 1996 who wanted to ―revolutionize search
by using links as the primary ranking metric in order to improve relevancy‖
(Clark, 2015). Both creators, employing a so-called ―theory of citation
notation,‖ believed that each site that linked to another site was essentially
expressing their confidence in the content offered within its pages‖ and
that ―[t]hese links served as votes, and the anchor text within the link
served as a way to.index sites based on what others were issuing these
votes for‖ (Clark, 2015).

Google was able to serve over 10 000 queries a day and quickly gained a
reputation as a trustworthy source of information during its infancy. The
site eventually managed to cater to a larger number of queries every day

181
and thus was forced to move into its Googleplex headquarters in
California. Google became renowned for its service to its users as can be
gleaned from the continued growth and improvement of its reputation ―for
effectiveness, relevance, speed, and reliability.‖ The search engine
boasting of more than 50% share of the total search market Owed to the
fact that many of the search results for numerous search engines on the
Web come from Google (History of Google: From Garage-based Business
to #1 Search Engine).
Google has become all important to both search engines and search engine
optimization specialists alike. The other search engines have a tendency to
mimic any algorithmic changes made by Google. Likewise, search engine
optimization specialists continually study the changes as well in order to provide
their clients with the best search engine rankings.
- History of Google: From Garage-based Business to #1 Search
Engine

Learning Evaluation:
Quiz 17.
Encode your answers and save file as .doc or .pdf and upload in a file-
sharing platform that your teacher has set up for your class.

1. Why is ―Googling‖ considered manipulative media?

2. Why does education regard manipulative media to be highly
advantageous in learning?
3. How does m-learning facilitate an attitude and behavior of scholarship
or academic excellence among students like you?
4. When is manipulative media most reliable and valid in terms of
information acquisition and control?

Google searching (or Googling) is one of the many activities over the
Internet that people engage in. According to Clark (2015), Google is by far
the most relevant and most used search engine in the world because of its
adaptability and user-friendliness. He said that ―when new technologies —
such as social media — start to play an active role in our conversations,
Google finds a way to integrate them into the algorithm to improve
relevancy [and when] search habits change, Google changes with them‖.
He also claimed that there are various reasons that make Google the
search engine of choice among online users. Like any other search engine,
Google is able to ―deliver results based on how well queries matched up
with web pages‖. But Google is set apart due to its capacity to understand
the intent behind the search (known as semantic search where a user
encounters several other associated/related terms when one types in the
search words/terms).

Google is also able to provide location-based search as it utilizes a user‘s

location to deliver customized results for his or her searches (Clark, 2015).
Google has also improved the mobile Internet search experience by
providing a mobile algorithm capable of hiding Web sites that do not
display properly on mobile devices.

182
 Bing and Google have both largely invested in utilizing their massive databases
of information in order to provide quick bites of information for specific keywords
and phrases. In order to improve user experience, both are attempting to
eliminate additional steps in which the user must take to find information, and
instead relying on knowledge graph technology. For example, movies, celebrity
names, or location-related queries now feature information about the query at the
top of the page. For quick searches, this may save you the additional steps of
having to dig deeper through the results or visit multiple sites to find the
information. This has big implications on mobile, as well as voice search (such as
Siri or Google Now) as most searches are quick attempts to retrieve information
as opposed to exhaustive searches for research.
— Bryan Clark

Google is constantly competing with other search engines despite its

dominance in the Web search market. One of the aspects that all search
engines strive to achieve is efficient and effective delivery of highly
relevant search results for queries.

The googling experience is facilitated by what Google calls the PageRank

algorithm where a PageRank score is assigned to each of the billions of
Web pages that a user looks up in Google. According to Wills (2006), the
―algorithm models the behavior of an idealized random Web surfer [where
this] Internet user randomly chooses a webpage to view from the listing of
available webpages, [then] randomly selects a link from that webpage to
another webpage [and] continues the process of selecting links at random
from successive webpages until deciding to move to another webpage by
some means other than selecting a link.‖

Wills (2006) further explained that ―the choice of which webpage to visit
next does not depend on the previously visited webpages, and the
idealized Web surfer never grows tired of visiting webpages; thus, the
PageRank score of a webpage represents the probability that a random
Web surfer chooses to view the webpage.‖ In order for a Web site to climb
in Google‘s search hit list, it employs three rating criteria: 1) the contents
of the Web site; 2) the number of links that lead to the Web site; and 3) the
good image names and captions.

Internet Use as Manipulative Media

In the Philippines, Internet usage is reported to be at its peak and is
continuously growing every year despite the poor Internet connection
speed (due to the technology available): The Internet and Mobile
Marketing Association of the Philippines (IMMAP) claims that close to half
of the Philippine population (about two-thirds of which is below 30 years
old) is now online whereby ―the number of Philippine Internet users as of
mid-2014 is now at 38 million out of a population of 100 million... and may
still be expected to increase dramatically because of the falling cost of
both Internet access and devices‖ (Montenegro, 2014).

183
According to an article by Baldivia (2013), ―[t]here are over 33 million
active Internet users in the Philippines [to date); that means 3.5 out of 10
Filipinos are online‖ and that in the Southeast Asian region alone, ―the
Philippines was named the fastest growing Internet audience.‖ As of 2015,
the number of Internet users in the Philippines kept growing.

Despite the Internet speed in the Philippines, the Internet has significantly
shaped the way Filipinos viewed information search. The Internet is
merely a tool and not the end-all and be-all of your need for information.

In an article by Kemp (2015), it was found through a research that around

four hours and 25 minutes per day is spent by the average Internet user
―with Southeast Asians registering the highest average daily use.‖ Global
Web Index showed that ―Filipino Internet users spend more than 6 hours
per day using the net..‖

Reflect Upon
What is the average time that you spend on the Internet daily? Has this
significantly affected your routines? How about the way you relate with
people?
Do you think you can ever live without the internet? Why do you say so?

Manipulative media are products of continuous media convergence and

they are rated in education to stimulate students to have a higher
engagement and involvement in studying because the bulk of your lives is
spent with constantly being connected.
Manipulative media are meant to be controlled by you and not the other
way around. Media should not manipulate, but rather, motivate you to fulfill
your information needs:

Learning Evaluation:

Encode your answers and save file as .doc or .pdf and upload in a file-
sharing platform your teacher has set up for your class.

1. Enumerate the Web and mobile applications that you have in your
phone or in the phones of the people close to you. Ask yourself or the
people who has these applications as to how dramatically they equal the
playing field in terms of access to quality information or knowledge.
___________________________________________________________
___________________________________________________________

2. What is the impact of Internet speed in processing the information that

you gather online?
___________________________________________________________
___________________________________________________________

184
Extend Your Knowledge
You can find a rich offering of resource on educational Web tools and
mobile apps for learners like you in the Web page ―Educational
Technology and Mobile Learning‖ found at
http://www.educatorstechnology.com/
Are you wondering on what made the list of the top Web applications in
2015. You can find out the answer from ―The Best Web 2.0 Applications
For Education In 2015 — So Far‖ found at
http://larryferlazzo.edublogs.org/2015/06/03/the-best-web-2-0-
applicationsfor-education-in-2015-so-far/.

ESSENTIAL LEARNING
Known as any material, program, or application that people use to
formulate new information to aid learning through the use, analysis,
evaluation, and production of interactive and hands-on media,
manipulative media are considered as such because of the degree of
manipulation or control you have over your use and access of these tools.
Manipulative media may also be associated with interactive media where
a user interacts with the media through engagement and manipulation of
the technology.
Some examples of manipulative media include social media, search
engine use, and Web and mobile applications. Internet use is a
manipulative and interactive media because it invites a certain degree of
control in the use and application of the algorithm of search engines. One
of the most evident situations that also denote manipulative media
structure is the ―googling‖ phenomenon.
Media convergence is a key attribute of a manipulative media. Delivery of
information is being augmented by highly accessible manipulative media.
The primary goal of manipulative media is to incorporate it to education to
stimulate students to have a higher engagement and involvement in
studying.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

185
 LESSON 17
MULTIMEDIA INFORMATION AND MEDIA

Overview:
This lesson covers topics on multiple media, multimedia as
nonlinear, multimedia as interactive, analog versus digital media, basic
requirements of multimedia content, uses of multimedia presentations,
and advantages and disadvantages of multimedia.

Learning Outcomes:
At the end of this module, the students can:
1. describe the different dimension of multimedia information and
media;
2. create an online media portfolio multimedia outputs as well as
outputs from previous modules; and
3. synthesize overall knowledge about different information and media
sources by producing and subsequently evaluating a creative
multimedia form (living museum, electronic portfolio).

Materials Needed:
 Collage
 PowerPoint Presentation
 Portfolio

Duration: 4 hours

Draw a representation, or create a collage, of your idea of multimedia in

the box below:

Multimedia, or ―multiple media,‖ is a way of perceiving information by

combining modalities such as text, visuals (images, graphics, video, and
animation), audio or sound, and other forms that have been discussed in
the last few modules. Information is stored, transmitted, presented, or
perceived in any combination of the said forms of media (Parekh, 2006).
When you are asked to prepare a multimedia presentation, you are
actually asked to present a material in digital format where you creatively
put together texts, visuals, and audio to maximize the experience of your

186
audience. You put up a multimedia presentation in the digital version of
your school paper, enhance your own computer skills, or advertise your
ideas to other people. So, practically, any kind of information you wish to
share can be shared through the use of multimedia. You can call your
users or viewers of the multimedia your target audience (which also is the
case for the visual or sound media).
Like any other media modality, multimedia has its own production process.
Although jf rows most of the concepts of production from these other
media sources; it may be distinct ‗a certain ways. People who create
multimedia information are called authors and the process, authoring
(Parekh, 2006). But what makes multimedia a distinct media and
information tool?

Multiple Media
It has been previously discussed that text is the main mode of
communication and all other media modalities have merely supplemented
its informative capability. Computer technology has made it possible to
combine text with several other media. The visual media has aided the ext
in recreating a more textured or enhanced experience of information
consumption. Camera captured pictures, or images, as well as hand-
drawn ones (sketches, diagrams, portraits), of graphics, have helped the
text express more ideas and stimulated audience reception of the
information. You probably remember yourself having to prefer books with
pictures than those which are text heavy. Sometimes, you even prefer
pictures with colors than those in gray scale. This is why desktop
publishing has been invented to be able to put together static elements,
such as text and images, together.

Technology has further made it possible to e incorporate audio or sound.

Marshall McLuhan claimed that media is an extension of the human body.
Thus, you relate better with media if the media you are using heightens
your senses. Sound media is composed of recorded music, human
speech, and other sound effects that make your consumption of the
information more authentic or realistic. That is why surround sound is
popular among movie theaters because audiences prefer near-to-reality
sounds. Motion media is also utilized especially when there is a need to
present in moving pictures certain content that text, images, or sounds
may not be able to accurately capture and present.

Multimedia Is Nonlinear
Nonlinearity, in this sense, refers to being able to navigate from one point
ina presentation to another at any given time without being restricted of
the chronological or logical sequencing of the content of the multimedia
presentation. Unlike simple visual media or motion media that rely on the
predefined sequencing of the content (as defined by their
creators/authors/ producers), a multimedia author can change the
sequencing or even the timing of the content, The user should be able to
jump into different parts of a multimedia presentation and ―display the
frames in any way he or she chooses, without appreciable delays.‖
Multimedia content fan exploit the use of hypertexts or hyperlinks that can

187
bring the user back and forth to the Origin and the destination. But this can
also serve as a limitation because the user may be restricted because he
or she may only be able to navigate along paths predefined by the author
or developer of the multimedia content. In other words, you may only jump
into certain points 'nd may not actually be able to go back again if the
multimedia content is too complex for such

Multimedia is Interactive
The multimedia modality is very applicable to the new media because of
this attribute. Interactivity provides users more leeway for feedback and
more participation in the Creation ‗and improvement of the multimedia
content. Multimedia presentations can make use of hyperlinks, drop-down
menus, or clickable tabs/buttons so that the user can also navigate other
points within and outside the multimedia presentation. Most multimedia
authors are conscious -of incorporating such helpful aids in their content
because they would like to maximize the opportunity for users to be
directed to other content that may supplement and complement their own.
Businesses are especially interested in using multimedia as a tool since
they can exploit for advertising and the like.
An interactive media such as a multimedia modality allows the users to get
more involved not just in the content production but also in sharing the
multimedia information to others. In education, multimedia can create ―an
environment within the presentation where the learner can give inputs and
ask the system to provide certain or feedback.‖ That is why you would
expect multimedia presentations to be part of training or learning
packages (i.e., Computer Based Training or Computer Aided Instructions).
This rests on what previous studies have shown about the amount of
information human beings can capture from what they are exposed to:
20°o from what is read, 40% from what is seen or heard over an extended
period of time, and 80° o from what is asked to be done (Parekh, 2006). In
other words, when user-involvement is increased, retention is also
increased. That is why multimedia is popular among developers of e-
learning tools.

Analog versus Digital

Multimedia modality is digital, enabling you to instantly access different
portions of a stored data. This is because of the rotation and the radial
movement of the read/write in random access storage devices such as
CDs and DVDs. The analog format of video and audio media enables the
recording of data in magnetic tapes; thus, the data may only be played
back according to the sequence of the data in the magnetic tape. Back in
the day, you can only rewind and forward tapes at a limited rate and at
predefined moments, and thus, your access of the data gets delayed.
These days, you can watch and listen to digitally stored video and music
and play them at any given point or time by merely pointing the cursor at
the control and moving the dial back and forth. Many of the analog formats
are increasingly converted to digital format in a process called digitization
to facilitate more efficient storage and access of data. Digitized data can
be edited, compressed, and transferred with ease; thus, users can make
as many presentations as possible.
188
In order for multimedia to be considered as such, the different modalities
should first be used together or integrated as a single media modality.
This single modality must be controlled ―from within the framework of the
presentation (Parekh, 2005).‖ This means that one modality may be
disabled (e.g. the audio may be put on mute or may be increased or
decreased) or enabled (e.g., the video may play in loop). Multimedia
modality empowers you as user to define your experience of the content
that you are offered. The different modalities taken individually enhance
human senses (except perhaps for the sense of smell). An example is the
visual media enriching the basic textual media. The sense of touch is
increasingly becoming integrated by touch screen (haptic) capabilities of
technologies,

Learning Activity:
Activity 38:

How else can multimedia enhance your sensory perceptions?

Do you think multimedia can affect a person's attention span? Why or why
not?
Does multimedia also put some people at a less competitive position?
How?

Producers acknowledge the benefits of multimedia in content sharing. It

acknowledges the fact that people are more engaged with computers
because they are not merely passive receptors of the information and that
they find themselves to be more in control of how they access the
information. There is a growing multiscreen behavior among users of
different computer technologies; thus, their use of information becomes
more stimulating and varied. Multimodal sources of information can also
improve information retention because one modality may remind the user
about the content knowing that he or she may have seen the same
content from another modality. Multimedia may also be capable of
imparting emotional information. For instance, the State of the Nation
Address is expressed more vividly if the speech itself is shown with the
president addressing the people; his nonverbal cues e posed and read by
the viewers of the video embedded in the multimedia presentation.

Basic Requirements of a Multimedia Content

There are hardware and software requirements of a multimedia
presentation in terms of playback/storage and production/processing. The
individual modalities such as video, audio, images, and graphics are
typically in large file sizes and may have to require larger computer
memory capacity and powerful computer processors for manipulation and
presentation.

Learning to create your own multimedia content enables you to be more

technology-savvy and be more acquainted with more creative but still
substantive ways of presenting your ideas.

189
Learning Evaluation:
1. What differentiates multimedia from t discussed previously? What are
the value adding attributes of multimedia?
2. How does multimedia complement these other modalities in terms of
producing and sharing information?

Uses of Multimedia Presentations

Table 17.1. Uses of Multimedia (Parekh, 2006)

Context Specific Use Description
Home entertainment Computer-based High amount of
games interactivity involved

Audio/Video-on- Enables users to

demand specify movies they
like to watch, not
simply by their names,
but by a host of other
criteria
Content Based Storage Enables retrieval of
and Retrieval (CBSR) media from archives
technology without the need for
specifying textual
descriptions
Educational purposes Computer Based Many people can use
Training(CBT) each of these courses
No need to spend time
away from office
People can learn at
their own pace
Full-time instructors
are not required
Because the best
instructors could be
used to make these
CBTs, they could be of
high quality
Experimental setups
could be reduced as
these can be simulated
Different groups of
employees could be
evaluated based on
standardized
evaluation procedures
Information kiosks Multilingual product Information is
catalogs accessed through a
touch screen and

190
 viewed on a monitor
Corporate Emphasizes the salient
presentations features and activities
of a company, its
products, its business
partners, by
incorporating
multimedia elements
along with textual
descriptions
Business Product display
through multimedia
presentation which and
distribution saves
space, inventory, and
distribution
Tourism and travel Packaged tours A multimedia system
industry implementing an
intelligent travel agent
software would enable
the user to specify
his/her travel needs
and budget, and then
ask the system to find
places that satisfy
these requirements
Electronic Shopping Customized Immensely useful to e-
presentation for commerce practices
costumer and industrial Can also be useful in
products providing after-sales
services

Can also suggest

simple steps for
troubleshooting
Communication and Allow real-time
networks interactions between
people who need to
work together but
cannot be in the same
place at the same time

Provide social benefits

like conservation of
natural resources and
reduction in pollution
levels as unnecessary
travel is eliminated
Medicine High quality magnetic Used for complicated
resonance 3D images surgical procedures
Archives of X-ray Enable doctors to

191
 images, CT scans, provide better
ultrasonography consultations and
images could serve as an
expert system
Can help in the growth
of telemedicine
Engineering Computer Aided Enable engineers to
applications Design (CAD) and develop software
Computer Aided representations of
Manufacuring (CAM) products from various
viewpoints, rotate
scale and move parts
and portions, zoom on
to critical parts, and try
various combinations
before deciding on the
final product
implementation
Content Based Fingerprint matching Immensely helpful
Storage and Retrieval and other similar especially in cases
(CBSR) systems applications where there are no
additional or prior
information about the
person in question

Learning Evaluation:
1. Can multimedia information be cited for scholarly/academic information
needs? Why or why not? How is this so?
2. What selection criteria can you think of that you can follow when using
multimedia interaction for your academic purposes?
3. How can you make your multimedia presentations more appealing and
credible for your audiences?
Advantages and Disadvantages of Multimedia

Using multimedia offers a multitude of opportunities. Firstly, it enhances

textual information when audio-visual elements and the like are
incorporated. Audiences are more hooked because the various sensory
perceptions are activated. It gains and holds attention because of the
combination of communication modes that facilitate retention. It also
acquaints people who are not quite comfortable with the use of computer
technologies. Finally, it has a special place in education because
multimedia can make learning more stimulating and fun.

Reflect Upon

1. There are articles spreading over the Internet that slowly discourage the
use of multimedia presentations as they are reportedly dumbing down
students and make them lazier and too dependent. What is your stand
regarding this issue? You may want to check these articles so that you
have a better-informed judgment on the matter.

192
2. Recall the speeches you have heard in the past that made use of a
multimedia presentation as a supplement. How did the presentation
enhance your listening experience? Was it helpful in the delivery of the
speech, or was it an impediment/distraction?

Learning Evaluation:
1. What are the processes and guidelines in the creation of multimedia
presentations?
2. Why does multimedia have a close affinity with new or online media?
3. How can multimedia be utilized in the context of self-learning? Encode
your responses and answers and save file as .doc or .pdf and upload in a
file-sharing platform that your teacher has set up for your class.

Multimedia may also be challenging because of the cost and complexity of

preparation. Users who are not well-versed with computer technology may
have difficulty in configuring certain functionalities that multimedia
preparation will require. Multimedia production often requires special
software and hardware and you may find yourself limited in these aspects.
There are also compatibility issues when transferring or sharing
multimedia content. At the end of the day, these challenges may be
hurdled by exerting more effort to familiarize yourself with the design
principles and criteria for managing multimedia information.

Learning Evaluation:

Compile all of your outputs for the entire unit and create an online media
portfolio. Think of this portfolio as something that you can present to
would-be employers as proof of your ability to produce and share different
media outputs.

Then answer the following questions and encode your responses and
answers, and save file as .doc or .pdf and upload in a file-sharing platform
that your teacher has set up for your class.

1. What is the purpose of a portfolio?

2. How does having a portfolio become a helpful tool in your pursuit of

enhancing your media and information literacy?

3. How different is your experience before and after enrolling in the

subject?

193
ESSENTIAL LEARNING
Multimedia is a combination of modalities such as text, visuals (images,
graphics, video, and animation), audio or sound media. Multimedia
presentations, like any types of media product, follow a production
process which it borrows from other media modalities. A multimedia is
considered to be one when all other modalities are combined into a single
entity performing a particular functionality. According to Parekh, this single
modality must be user-defined and must provide a certain way of
controlling its various components. There are various situations that you
can make use of multimedia. Ranging from the personal! to the
professional, multimedia creates a more textured or ―complete‖ experience
of the content you get from it. You become more engaged because your
sensory perceptions are heightened and work simultaneously. It is
especially useful in education because multimedia can make learning
more stimulating and fun. There are a few challenges in the use of
multimedia but with conscious effort to familiarize yourself with the design
principles and criteria for managing multimedia information, you can
produce a multimedia output that you and other people can benefit from.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

194
Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant
Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

195
APPENDICES

196
Quarter Challenge (1st Quarter)
A. Choose the letter of the best answer.
1. This is the communication model that depicts a cyclical encoding
and decoding relationship.
a. Transmission model
b. Ritual model
c. Reception model
d. Publicity model
2. This refers to a media category or classification characterized by
text, audio, video, graphics, or animation.
a. Modality
b. Media form
c. Media codes
d. Tropes
3. The period in media and communication technology where trends
and technologies in media and information are more prevalent and
are more connected to the Internet.
a. Print age
b. Infrastructure age
c. Industrial age
d. Electronic age
4. A normative theory of media that believes on media self-regulation
than government intervention in the conduct of media work.
a. Libertarian perspective
b. Authoritarian perspective
c. Social responsibility perspective
d. Soviet socialist perspective
5. An information source that appeals to general interest is
a. current
b. scholarly
c. stable
d. popular
6. The phenomenon characterizing the hybrid media of today.
a. Synergy
b. Hybridization
c. Convergence
d. Emergence
7. A kind of media that produces culturally appropriate information in
the languages understood by the community.
a. Traditional media
b. Indigenous media
c. People media
d. Multimedia
8. Media codes that suggest or connote rather than explicitly state the
meaning of a media message.
a. Visual codes
b. Technical codes
c. Behavioral codes
d. Written codes

197
 9. Pertains to recognizable formulas in media messages that enable
you to interpret the meaning of the message.
a. Genre
b. Code
c. Metaphor
d. Convention
10. An intellectual property right endowed to owners of an expression.
a. Patent
b. Copyright
c. Trademark
d. License
11. A legal mechanism that provides opportunities for universal access
through ―a free public, and standardized infrastructure‖ of sharing
content and information with the bounds of free flow of information
and protection of copyright.
a. Massive open online content
b. Ubiquitous learning
c. Creative commons license
d. Fair use

12. An information engagement pattern where content is passed

between individuals through networks.
b. Broadcasting
c. Networking
d. Hybrid media
e. Virality

13. A learning environment that is highly contextualized a of learners

by engaging them to mobile learning.
b. e-Learning
c. e-Learning
d. Massive open online content
e. Open educational resource
14. The provision in the 1987 Philippine Constitution that explicitly
mandates establishment of media and communication
infrastructure in the country.
b. SEC. 4, Art. Ill
c. SEC. 24, Art. II
d. SEC. 11, Art. XII
e. SEC. 10. Art. XVI
15. Refers to the acquisition of necessary critical skills to effectively
and efficiently manage content in various formats to address one‘s
needs.
a. Information literacy
b. Digital literacy
c. Media literacy
d. Communication literacy

B. Write True if the statement is correct, and False if incorrect.

__________1. Copyright terms may be adjusted by the copyright handler.
198
__________2. Libraries are merely repositories of information.
__________3. Media codes and conventions are useful and effective in
meaning matching and construction only if they are familiar to a set of
audience.
__________4. Plagiarism is mainly about stealing another person‘s work.
__________5. New media replaces traditional media in terms of
information dissemination.

C. In 100-200 words, answer each question that follows adequately.

1. Why is responsible self-presentation and impression management
important when you engage in social media?

2. What are the impacts to the youth of reality programs that you see on
television?
3. If you were to develop your own code of conduct for media and
information management, what five principles will you consider? Explain
these five principles.
4. Do you agree that the Philippine cybercrime law is a threat to human
rights?
5. How important is a law on freedom of information in a democratic
society like in the Philippines?

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

199
Culminating Output (1st Quarter)
Track: Academic
The class must be divided into groups with three members each. Each
group will act as researchers for an academic institution doing a special
project for educational purposes. The groups will interview someone or
research over the Internet about any of the following government
agencies/institutions:
1. Philippine Information Agency
2. National Telecommunications Commission
3. Department of Science and Technology — Information and
Communications Technology Office
4. Presidential Communications Operations Office.
Questions should be geared toward asking about the role of the agency in
promoting information management in the country. Using the interview
transcript, each of the research groups will prepare a written report on the
role of the chosen agency/institution. The report must be submitted in hard
copy on the set deadline. The rubric for evaluation of output will be as
follows:
Excellent Good Satisfactory Needs
(4 points) (3 points) (2 points) Improvemen
t (1 point)

Organizatio Information is Information Information Details and

n presented in is logically is scattered examples are
(Overall effective order. ordered further and not organized
order, flow, Excellent with needs and are hard
transitions) structure of paragraphs development to follow and
paragraphs and . understand.
and transitions transitions.
which
enhances
readability and
comprehension
.
Quality of Supporting Some Details are Unable to
information details are details somewhat find specific
specific to topic don‘t sketchy. details.
and provide support the
the necessary report
information. topic.
Introduction Introductory Introductor Introductory Introductory
paragraph is y paragraph is paragraph is
clearly stated paragraph vague. not apparent.
has a sharp, is clearly
distinct focus stated with
and enhances a focus.
the impact of
the report
Conclusion Concluding Concluding Concluding Concluding

200
paragraph paragraph paragraph is paragraph is
summarizes follows and only not apparent.
and draws a summarize remotely
clear, effective s the report related to
conclusion and discussion the report
enhances the and draws topic.
impact of the a
report. conclusion.

201
Culminating Output (2nd Quarter)
Wrap It Up

Beginnin Developi Meets Above Scor

g ng Standard Standard e
1 point 2 points 3 points 4 points
1. Simplic Web page Web page content is content is
ity is too is simple and to simple
In terms of busy somewhat the point and to the
Web design, people busy appealing point
simplicity reading it graphic
refers to an cannot people elements are design is
find what reading included easy to
approach to
they want will have appropriately understan
express quickly differences in
difficulty d in many
something in a finding type size and/ ways
complete and excessive elements color are
efficient way. use of what they used well
graphic want
elements quickly

excessive
use of
graphic
elements
2. Consist backgroun backgroun background, Backgrou
ency d, text d, text text format, nd, text
The design format, format, and color format,
must be and color and color usage and color
consistent in usage are usage are somewhat usage are
the whole Web randomly randomly consistent carefully
site. Each chosen chosen with little chosen to
page must be pages with few inappropriate produce a
predictable seem consistent variation consistent
and look unrelated elements screen
similar to each throughou layout for
of the other t all your
pages in color, pages
text format,
and/ or some
familiar layout.

3. Color little little color is used color is

Schem thought thought somewhat appropriat
e went into went into appropriately ely used
Color scheme the choice the choice to produce an to produce
refers to a set of colors of colors atmosphere an
of colors you choice of that atmospher
use on your colors and do not expresses the e that
Web combinati match the character of expresses
character
components ons are the website the
of the site
including text, negative character
background, of the
fink, visited website

202
link, active
link, border,
and table.
4. Audien tone of audience tone of the tone of
ce language is not language is language
The audience not defined or mostly appropriat
will influence appropriat poorly appropriate e for
every aspect e defined for audience audience
of your Web use of through
site's design. use of
graphics confusing
and/or use of graphics
and colors
colors is tone and
is
not language appropriat
appropriat structure e for
e for audience
audience
audience
is well
defined
5. Structur Content is Content is Content is Content is
e/Navig confusing somewhat presented in a presented
ation and difficult confusing clear manner in a clear
Format to follow and difficult that is easy to manner
Good web to follow follow that is easy
sites are well Site is to follow
difficult to Site is Navigation is
organized.
navigate somewhat difficult Readers
Their content
difficult to can get
is presented in Not intuitive navigate Not intuitive around
a clear manner
your
that is easy to Large Too much website
follow. You images textual with ease
should ensure that take informatio
that the long to n There are
readers get load no blind
around your links
web site with
ease. Blocks
of text and
images must
be of
appropriate
size
6. Resourc None of the Documenta Documentation All text,
e resources tion is is mostly graphics,
docume used are incomplete complete with sounds,
ntation documente or poorly one or two and
You must d done errors multimedia
always resources
document all are
the resources documente
used on your d and
site. This correctly
means you organized
must give in
credit to any alphabetica
website, l order
books, and/or
other
resources

203
used.

Imagine yourself to be a professional who also has a talent for Web

designing. You aspire to make a career on the side out of Web page
building; thus, your start-up project is creating a portfolio for potential
clients. Part of your portfolio is creating a homepage and a site map of a
Web site dedicated to your particular area of interest or expertise. The
homepage and site map may not necessarily look too complex or
sophisticated. You will just have to consider the basic knowledge that you
were able to learn from your media and information literacy subject during
your senior high school, including your occasional dabble on Web
developing software. Feel free to ask for assistance from a Web design
expert provided that the bulk of work still comes from you. There is a vast
collection of supplemental readings on Web designing available online
that you can check. You may choose from any of the following (depending
on your selected track or area) as your first project for this portfolio. You
may also do all four for extra credit.

o If you happen to be into sports as an athlete, analyst, or a fan,

prepare a homepage and a site map for an online sports magazine
dedicated to local sports aficionados like you.
o If you are in the academe or is engaged in academic endeavors,
prepare a homepage and a site map for an online academic journal
for research outputs and creative work from academics and
research scholars.
o If you are an artist or has an inclination to arts and design, prepare
a homepage and a site map that highlights and promotes yourself
as an artist as well as your artistic/creative works.
o If you are pursuing a technical-vocational career/profession,
prepare a homepage and a site map that promotes your services
as well as other related information about your profession.

This activity will give you the opportunity to highlight your understanding,
insights, and perceptions of different resources of media and information
which were tackled in the entire book. You may use the rubric provided
below as basis for evaluation of your Web home page project:

204
Website Design Rubric
Score Guide:
0-12 Needs work
13-16 Developing
17-20 Meets Standard
21-24 Above Standard

Adapted from
http://piotech.wsd.wednet.edu/techoneunits/3webpagedesign/worksheets/
webpagerubric.pdf.

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

205
Quarter Challenge (2nd Quarter)

A. Identify the concept being asked.

1. This is a well-known individual or organization that has the ability to
influence a public opinion on the subject matter for which
he/she/they are known for.
2. A process of getting/soliciting information, usually online, from other
people.
3. A process that involves the production, storage, and manipulation
of text on a computer.
4. This is the mechanical or electronic conversion of images of typed,
handwritten, or printed text into machine-encoded text.
5. Refers to the class of data compression algorithms that allows the
original data to be perfectly reconstructed from the compressed
data
6. Function of visual media that refers to the realistic depiction of an
object.
7. This represents the range of signals that are audible to the human
ear.
8. Also known as literal sound, this conveys a specific literal meaning
of a sound and describes the source of the sound
9. This is a program made available in digital format for automatic
download over the Internet
10. A type of motion media represented as electrical signals and as an
output from video devices
11. A stage where editing of raw footage to cut scenes, insertion of
transition effects, and dubbing are done
12. To look for information about something using a popular web
search engine
13. A form of distance education where learning occurs across multiple
contexts, through social and content interactions, using personal
electronic devices
14. This is a way of perceiving information by combining modalities
such as text, visuals, (images, graphics, video, and animation), and
audio or sound
15. Refers to being able to navigate from one point in a presentation to
another at any given time without being restricted of the
chronological or logical sequencing of the content

B. Choose the letter of the best answer.

1. A kind of people media who combines professional journalism with
regular audience feedback or comment.
a. People as media
b. People in media
c. Citizen journalist
d. Social journalist
2. An effects paradigm that acknowledges media effects occurring
over longer period of time.
a. Limited effects

206
 b. Powerful effects
c. Moderate effects
d. Social journalist
3. Text that consists of fixed-sized characters having essentially the
same type of appearance
a. Plain text
b. Formatted text
c. Hypertext
d. Hyperlink
4. Pictures that are either drawn by hand or through computer
software
a. Visuals
b. Graphics
c. Images
d. Pixels
5. Considered the most popular format for downloading and storing
music.
a. WAV
b. WMA
c. M3
d. VOX
6. This is used when compressing and storing an audio file.
a. Editing software
b. Codec
c. Audio conversion
d. Audio player
7. Involves the production of commercially viable and marketable films
that cost huge amount of money
a. Mainstream media
b. B-rated movie
c. Independent film
d. Alternative cinema
8. This is an expression used to describe the design aspects of a film
production.
a. cinematography
b. narrative
c. preproduction
d. misc-en-scene
9. Refers to the method of communication in which the program‘s
outputs depend on the user‘s inputs, and the user‘s inputs in turn
affect the program‘s outputs
a. visual media
b. motion media
c. interactive media
d. multimedia

10. A media modality that is considered the main mode of

communication form which other media modalities are based from
a. visual information
b. text information
c. audio or sound information
d. crowd-sourced information

C. Write T if the statement is true, and F if it is false.

207
_____ 1. Compression is a key consideration in the selection of a
particular format for storing visual media to avoid reducing or
compromising the quality of the data during storage.
_____ 2. Motion pictures may be used to reveal the injustices and
inequalities in a society.
______ 3. Multimedia is less popular among developers of e-learning tools.
______4. A more accurate way of storing the visual information is through
lossy compression.
______ 5. Interactivity is the foremost attribute of manipulative media.

D. In not less than 50 words and not more than 100 words, answer each
question that follows adequately.

1. Why are multimedia presentations used in training or learning

packages?
2. When does a person become the source and channel for
information?
3. Provide two functions of visual information and explain in your own
words.
4. How is being an effective listener a manifestation of being a media
and information literate individual?

References:
Books
Liquigan, B. (2016). Media and Information Literacy. DIWA Senior High
School Series. DIWA Learning Systems INC.

Gonzales, E. (2016). Media and Information Literacy. K-12 Compliant

Textbook for Senior High School. JFS Publishing Services.

Abadiano, M. (2018). Media and Information Literacy. K-12 OBE

Compliant. Cronica BookHaus

Zarate, M. J. (2016). Media and Information Literacy. Rex Book Store

208