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Module 6 - NC I - Accessing and Maintaining Information - Final

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Module 6 - NC I - Accessing and Maintaining Information - Final

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jocelyn sison

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook Work Readiness

Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 1
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook Work Readiness

Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 2
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity
2.0 Program, Philippines local team, and the Technical Education and Skills Development
Authority’s (TESDA) National Institute for Technical Education and Skills Development (NITESD)
through its Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the
adaptation of this curriculum.

Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out
of-school youth (OSY) by collaboratively working with TESDA in strengthening its technical
education and training systems to develop, deliver and monitor workforce readiness and
technical-vocational training programs that will prepare large numbers of out-of-school youth to
transition to further education and training, immediate jobs and self-employment opportunities.
In line with this objective, Opportunity 2.0 has developed the Work Readiness Modules on 21 st
Century Skills modules which are appropriate for self-directed learning or modular learning
delivery.

The 21st Century Skills Curriculum is an adaptation of EDC’s globally recognized Work Ready
Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.

© 2020 Education Development Center, Inc.

This content may not be produced without the permission of Education Development Center or the United States
Agency for International Development.

This curriculum is made possible by the generous support of the American people through the United States
Agency for International Development (USAID). The contents are the responsibility of Education Development
Center, Inc. and do not necessarily reflect the views of USAID or the United States Government.

EDC 43 Foundry Avenue Boston | Chicago | New York | Washington, D.C.

Education Development Center (EDC) is a global nonprofit that
Waltham, MA 02453 Contact: advances lasting solutions to improve education, promote health, and
expand economic opportunity.
[email protected] Since 1958, we have been a leader in designing, implementing, and
evaluating powerful and innovative programs in more than 80 countries
Phone: 617-969-7100 around the world.
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 3
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Table of Contents
Summary of Learning Outcomes 5 Module Overview 5 Written Assignments 6 Skills
Demonstration 6 SESSION 1: Identify and gather needed information 7
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection 8 Activity 2: Collecting and
Recording Information 20 Activity 3: Organizing Information for Easy Access 23
SESSION 2: Search for Information on the Internet or Intranet 30 Activity 4: Finding, Selecting,
and Carrying Out Searches in Search Engines 31 SESSION 3: Examine Information 38 Activity 5:
Evaluating Sources of Information 39 SESSION 4: Secure and Manage Information 44 Activity 6:
Basic File Handling Techniques 45 Activity 7: Data Privacy Act of 2012 48 Activity 8:
Confidentiality 51 SESSION 5: Review and Assessment 56 Activity 9: Post-Module Learner’s
Reflection 56 Activity 10: Performance Task Rubric and End-of-Module Assessment 58  Key to
Correction 64

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Module 6: Accessing and Maintaining Information (NC I

Level) A Unit of Competency under Basic Competency on Information Technology

“The internet gave us access to everything; but it

also gave everything access to us.”
- James Veitch

(Nabigyan tayo ng internet ng access sa buhay ng ibang tao;

pero binigyan din ng internet ang ibang tao ng access sa
ating pansariling buhay.)
Unit Code: 400311106
Unit Descriptor: This unit covers the knowledge, skills, and attitudes required to
identify, gather, interpret and maintain information

Summary of Learning Outcomes

Upon completion of the module, you will be able to:

✔ L.O. 1 - Identify and gather needed information

✔ L.O. 2 - Search for information on the internet or an intranet
✔ L.O. 3 - Examine information
✔ L.O. 4 - Secure information
✔ L.O. 5 - Manage information

Module Overview
✍Activity 🕒 Recommended
Time

 Session 1: Identify and gather needed information (L.O. 1)

1: Introductory Activity and Pre-Module Learner’s Reflection (60-90 minutes)

2: Collecting and recording information 120-180 minutes

3: Organizing information for easy access 30-60 minutes

 Session 2: Search for information on the internet or an intranet (L.O. 2)

4: Finding, selecting, and carrying out searches in 120-180 minutes
search engines

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
 Session 3: Examine information (L.O. 3)
5: Evaluating sources of information 120-180 minutes
 Session 4: Secure and manage information (L.O. 4 and 5)
6: Basic file-handling techniques 80-120 minutes

7: Ensuring data and systems integrity 80-120 minutes

8: Confidentiality, privacy, security and freedom of 80-120 minutes

information

 Session 5: Review and Assessment

9. Post-Module Learner’s Reflection (15-30 minutes)

10. Performance Task Rubric and End of Module Assessment (40-60 minutes)

Total Time 10.5 – 16 hours

Written Assignments

Please complete all written work in the module. Your skills in this module will be
evaluated through the following outputs:

❑ Sources of Information (Activity 1)

❑ Types of Sources of Information (Activity 1)
❑ Types of Information: Qualitative or Quantitative? (Activity 1)
❑ Data Collection Method (Activity 2)
❑ Organizing Information Collected (Activity 3)
❑ Identify the Search Engine (Activity 4)
❑ Fake or Real? (Activity 5)
❑ Classifying Information - Personal or Sensitive Personal (Activity 7)
❑ Confidentiality in the Workplace (Activity 8)

Skills Demonstration

The following activities are intended to help you develop the skill that this module is
written for:

❑ Types of Sources of Information (Activity 1)

❑ Mini-Project 1: Categorizing Information (Activity 1)
❑ Mini-Project 2: Data Collection (Activity 2)
❑ Organizing Information (Activity 3)
❑ Mini-Project 3: Researching on a Topic using Search Engines (Activity
4) ❑ Protect the Information (Activity 6)
❑ Actions in Accordance to the Data Privacy Act of 2012 (Activity 7)
❑ Keeping Things Confidential (Activity 8)

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

SESSION 1: Identify and Gather Needed Information

Performance Criteria:

1.1 Required information is identified based on requirements

1.2 Sources to produce required information are identified and accessed

1.3 Report information is collected, organized and recorded

1.4 Organize information is collected in a way that enables easy access

and retrieval by other staff

 Key Topics and Learning Points 

1. Sources of information
2. Types of data: quantitative and qualitative
3. Methods of collecting data: survey, interview, focus groups, observation, and
document review

✶ Sources of information
o Primary
o Secondary
o Tertiary

✶ Types of data
o Quantitative
o Qualitative

✶ Methods of collecting data

o Survey
o Interview
o Focus groups
o Observation
o Document review
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 1: Introductory Activity & Pre-Module Learner’s Reflection

Objectives:

✔ Identify different sources of data

✔ Distinguish between quantitative and qualitative data
✔ Assess one’s own knowledge and experience in accessing and maintaining

information 🕒 Recommended Time: 60-90 minutes

Welcome to Module 6 on Information Technology, entitled Accessing and Maintaining

Information for National Certificate Level I! In this module, you will learn how to identify,
gather, interpret and maintain information using tools such as the internet or intranet.

Throughout this module, you will do a series of mini-projects that will show mastery of
the skills and knowledge that you have learned. These projects involve interviews,
observations, and tasks that may require online work. Although these projects are stand
alone activities, they will help you in practicing and developing your skills in accessing
and maintaining information.

It is important that we begin our lesson by reflecting on where we are because it will
guide us throughout the learning of this module. It will also help us keep track on the
things that we need to work on, as well as the things that we are already good at. To
continue with self-reflection, answer the pre-module learner’s reflection below.

Pre-Module Learner’s Reflection:

Accessing and Maintaining Information (NC I Level)
Start-of-Module Skills Check

This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.

Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 8
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman

tungkol sa paksang ito.
My experience 1 2 3 4
Knowledge, skills and abilities I don’t I have little I have I have a lot
have any experience some of
Kaalaman, kasanayan at kakayahan experience doing this experienc experience
doing this. e doing this.
Mayroon doing this
Wala akong akong Marami
karanasan kaunting Mayroon akong
sa karanasan akong karanasan
paggawa sa karanasan sa
nito paggawa sa paggawa
nito paggawa nito
nito

Learn methods for collecting and recording

information /
Matuto ng mga pamamaraan sa
pangongolekta at pagrerekord ng
impormasyon

Learn ways of organizing information

/ Matuto ng paraan upang isaayos
ang impormasyong nakalap

Learn methods in finding and selecting search

engines /
Matuto ng mga paraan sa paghahanap sa at
pagpili ng angkop na makinang panghanap sa
internet

Search for appropriate information on

the internet /
Maghanap ng pinakaangkop na
impormasyon galing sa internet

Critically appraise information from

different sources /
Mabusising suriin ang impormasyon mula
sa iba’t ibang pinanggagalingan nito

Learn basic handling techniques to secure

files / Matuto ng pinakapayak na
pamamaraan sa pagsisiguro ng mga
dokumento

Ensure data and systems integrity /

Masigurado ang integridad ng datos
at Sistema

Understand confidentiality, privacy,

security, and freedom of information /
Maipaliwanag ang ibig sabihin ng
kompindensiyalidad, pagkapribado,
seguridad at Kalayaan sa impormasyon

Identify and gather needed information /

Matukoy at makapagkalap ng
kinakailangang impormasyon

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
My experience 1 2 3 4
Knowledge, skills and abilities I don’t I have little I have I have a lot
have any experience some of
Kaalaman, kasanayan at kakayahan experience doing this experienc experience
doing this. e doing this.
Mayroon doing this
Wala akong akong Marami
karanasan kaunting Mayroon akong
sa karanasan akong karanasan
paggawa sa karanasan sa
nito paggawa sa paggawa
nito paggawa nito
nito

Search for information on the internet or

an intranet /
Maghanap ng impormasyon gamit
ang internet o intranet

Examine information /
Magsuri ng impormasyon

Secure information /
Magsiguro ng kaligtasan at pagkapribado
ng impormasyon

Manage information /
Mangasiwa ng impormasyon

Think about the quotation found on the first part of the module (“The internet gave us
access to everything; it also gave everything access to us” / Nabigyan tayo ng internet ng
access sa buhay ng ibang tao; pero binigyan din ng internet ang ibang tao ng access sa
ating pansariling buhay). In your own understanding, what do you think this quotation
means? How does it relate to our topic, accessing and maintaining information?
🖉 Let us first see what type of information that you might access and maintain. Remember,
information can be related to a variety of topics and even tied to your interests and
hobbies! For instance, perhaps you look for statistics about your favorite sports teams.
Or maybe you research ingredients for your favorite recipes. You could also conduct
scholarly research for assignments at school or market research for a small business you
would like to start. With that in mind, answer the questions in the table below:

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
What kinds of Where do you get this How do you keep or
information do you information? discard the information?
usually look for?

📄 Key Facts 6.1: Sources of Information

When researching any topic, it is important to support your findings with evidence, scholarship,
and interpretations that are relevant, suitable, and reliable.

For instance, perhaps you are interested in learning more about the Spanish Flu of 1918, one of
the deadliest pandemics in history. In your online research, you find the following sources of
information:

∙ A black and white photograph of patients in a hospital during the 1918 pandemic ∙
A bibliography (or list of books) on the 1918 Spanish Flu
∙ A magazine article written in 2020 comparing COVID-19 and the Spanish Flu

While these documents, or sources, are connected to the same event (the 1918 Spanish Flu),
each one falls into a different category. All documents that you use for study or research fall
into one of three categories:

1. Primary Documents
∙ A primary document is an immediate, first-hand account or evidence of an event or a
period of research.
∙ Examples might include diaries, letters, speeches, birth certificates, manuscripts,
photographs, and eyewitness accounts. These provide direct evidence of the topic or
event.
∙ When it comes to primary documents, it is important to keep in mind that they have been
shaped by personal points of view and cultural perceptions.
∙ Primary document may not provide broader the historical context offered by secondary
documents.
🡪 In the case of your research on the Spanish Flu, the primary document would be the

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

photograph of the hospital patients, as it was taken in 1918, during the flu pandemic,
and is first-hand evidence of the event.

2. Secondary Documents

∙ Unlike a primary document, a secondary document is usually written after the event or
time period has concluded. It builds on, comments, or discusses the primary source. The
author most likely has not witnessed or lived through the event himself or herself.
∙ Secondary documents often reference primary documents, provide interpretation, and
discuss the significance of an event in a historical context.
∙ Keep in mind that a secondary document includes the writer’s own perspective and frame
of reference.
∙ When it comes to current affairs, or events that are taking place now, a newspaper story is
an example of a secondary document.
🡪 In the case of the Spanish Flu, the 2020 magazine article that compares the epidemic
to COVID-19 is a secondary document: it builds on, interprets, and contextualizes the
situation.

3. Tertiary Documents

∙ Tertiary documents provide an index, or list, that directs us to relevant primary and
secondary documents.
∙ These include indexes, directories, and bibliographies (an organized list of sources about a
particular topic).
🡺 In the case of the Spanish Flu research, a bibliography of books about the global
pandemic would be considered a tertiary source.

Here are some key points to keep in mind when it comes to different types of documents and
their relationship to research:

∙ You can remember the difference between types of documents based on how close they
were in time to the topic at hand. First are primary documents, which provide a first-
hand account of the event; second are the secondary documents, which build on and
contextualize the primary sources; third are the tertiary (tertiary means “third”) sources,
which are the most removed in time and space from the event.
∙ Whenever you find a document, be sure to note the source and keep track of your
research.
∙ When writing, be sure to follow citation protocol: include web links, date about
publication, page numbers, and editions (depending on whether you source is electronic
or not). Citations are important for several reasons: first, they give credit to a source;
second, they help anyone reading your work locate your references if they would like to
learn more!
∙ Be careful not to plagiarize (copy without citation) from sources. If you are directly citing

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

the text, be sure to use quotation marks; if you summarize, you still need to cite the
source. Plagiarism is a serious offense—it is a form of intellectual theft—and there may
be serious consequences, such as failing a course. If you have any questions, be sure to
ask a trusted source of authority, such as a librarian or your instructor.

Let’s Exercise: Sources of Information

Choose whether the sources are primary, secondary, or tertiary:
Source of Information Type of Source
(Primary, Secondary, Tertiary)

1. The Diary of Anne Frank

2. A history book about World War II

3. A news article about a monsoon

4. Library index of books about space exploration

5. A transcript of the president’s speech

6. Your notes when you interviewed the SK Chairman

Check out the correct answers at the end of the module. If you got a score of 3 and below, you
should best re-read Key Facts 6.1 or ask a family member or a friend to help you understand the
types of sources of information before moving on to the next task in this activity.
Let’s Apply: Types of Sources of Information
Choose one of the topics below and identify the sources of information that you will use in
researching about your chosen topic. Cite 3 sources for each type of source of information.

Topics to choose from:

a. 2019 SEA Games

b. Filipinas who won in any of the following pageants: Miss Universe, Miss World, Miss
International, or Miss Earth since 2010 up to the present
c. Romantic Comedies produced since 2010
d. Popular K-Pop stars and boy bands
e. Boxing Legends in the Philippines
f. Rags to riches stories of Filipinos (for example: Sen. Manny Pacquiao, Henry Sy)
g. Top occupation or skills demand in the 21st Century

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Chosen topic: __________________________________________________________________

Primary Source 1:

Secondary 1:
Source
2:

Tertiary Source 1:

📄 Key Facts 6.2: Quantitative and Qualitative Data 1

“Data” is a word that we often hear in different forms: database, data analytics, data collection,
etc.—the list goes on! But what does the word “data” actually mean? Data refers to any factual
information that can be collected through observation.

There are two main types of data: quantitative and qualitative. Simply put, quantitative data is
about numbers and hard facts: percentages, amounts, statistics, etc. Qualitative data, on the
other hand, is about narrative, or stories: quotations, interviews, personal opinions, etc. As a
rule of thumb, if the data involves numbers, it’s quantitative; if the data involves words, it’s
quantitative.

So why is it important to understand the differences? Let’s say that you work for a KPOP music
promotion company, and they have asked for you to collect data on an emerging market in
another country. What type of data will you collect: quantitative, qualitative, or both? Knowing
the advantages and disadvantages of different types of data will help guide your decision.
Type of data Description Advantages Disadvantages Ways to collect

Quantitative -Structured -Easier to -Can risk -Surveys

-Statistical analyze simplifying -Polls
-Numerical numerically the
-Provides situation in
support in order to
drawing provide
general “hard data)
conclusions
and
supporting
hypotheses

1
Adapted from Survey Monkey. The Difference between quantitative vs. qualitative research.
https://www.surveymonkey.com/mp/quantitative-vs-qualitative-research/

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Qualitative -Descriptive -Gathers -Can risk -Interviews
impressions, being too -Case studies
attitudes vague -Expert opinions
-Can better -Takes -Focus groups
capture longer to -Open-ended
nuances and collect data surveys -
individual Observational
perspectives research

Keep in mind that data collection is not an either/or situation. In fact, qualitative and
quantitative data can complement each other. For example, in your research about the KPOP
market in another country, you could start with qualitative data by distributing surveys. Then
you could follow up with more specific questions through focus groups and qualitative data.
Let’s Exercise: Types of Information: Qualitative or Quantitative?
Determine whether the data are quantitative, qualitative, or both by placing an X on the
appropriate column. State your reason why.
Data Quantitative Qualitative Both Why?

News article

Essay on your
favorite fast
food chain

Pie chart on
the number of
hours spent
by a
person per
activity

Grade on the
certificate of
Competency
issued by
your
assessor

Narrative
notes on
your
performance
during a
return
demonstrati
on

Blog on
boxing
matches

Check out the correct answers at the end of the module before continuing.

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Let’s Apply: Types of Sources of Information
Name other kinds of data that may fall into each category:
Quantitative Qualitative

Let’s Apply: Mini-Project 1: Categorizing Information

1. Pick one topic a topic. (The list of topics can be found directly following the example
below.)
2. Determine where you can find relevant information about this topic. Then categorize
the source as primary, secondary, or tertiary information.
3. Categorize if the information is quantitative or qualitative.
4. An example is shown below about Registering for 2022 Philippine National and Local
Elections. Note that you may or may not collect the actual information, but it might be a
good practice to do so, so you can experience collecting the information and learning
from the process.
Example topic Registering for the 2022 Philippine National and Local Elections

Information Source Type of Type of

What information Where will I get this Source of Information
should I collect? information? Information Qualitative
Primary / /
Secondary / Quantitativ
Tertiary e / Both

Age requirement ⮚ Comelec website Primary Quantitative

⮚ At least 18 years of ⮚ News articles Secondary
age on or before May 9, ⮚ Social media and Tertiary
2022 for the National search engines
and Local Elections

Other Requirements ⮚ Comelec website Primary Both

⮚ Filipino citizen ⮚ News articles Secondary
⮚ A resident of the ⮚ Social media and Tertiary
Philippines for 1 year search engines
and a resident of the
place in which you
intend to vote for at
least 6 months

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Information Source Type of Type of
What information Where will I get this Source of Information
should I collect? information? Information Qualitative
Primary / /
Secondary / Quantitativ
Tertiary e / Both

Documentary ⮚ Comelec website Primary Qualitative

requirement ⮚ ⮚ News articles Secondary
Registration form ⮚ Social media and Tertiary
⮚ Photocopy of valid ID search engines

Places to register ⮚ Comelec website Primary Qualitative

⮚ City hall ⮚ News articles Secondary
⮚ Local Comelec Office ⮚ Social media and Tertiary
⮚ Other locations search engines
within the city or
province

Process of registration ⮚ Comelec website Primary Qualitative

⮚ Online appointment ⮚ News articles Secondary
⮚ Prepare documents ⮚ Social media and Tertiary
⮚ Contract tracing search engines
⮚ Application review
and signature
⮚ Logging application
into the system
⮚ Biometrics capturing
⮚ Stub collection

Dates and deadlines for ⮚ Comelec website Primary Quantitative

registration ⮚ News articles Secondary
⮚ Registration is open ⮚ Social media and Tertiary
until September 30, search engines
2021

Experiences of other ⮚ Interviews from Primary Qualitative

people registering for the other people
first time ⮚ Easy and ⮚ News articles Secondary
quick and Facebook or
⮚ Challenging to get Twitter posts of
an appointment friends
⮚ Social distancing
problems
⮚ Empowering!
⮚ Great barkada trip
or bonding

Why should I register to ⮚ Personal Primary Qualitative

vote? ⮚ It is our right to accounts and
vote so we need to exercise beliefs

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Information Source Type of Type of
What information Where will I get this Source of Information
should I collect? information? Information Qualitative
Primary / /
Secondary / Quantitativ
Tertiary e / Both

that right. through interviews Secondary

⮚ We have the power ⮚ News articles Primary
to choose who will ⮚ Constitution
lead
our country. Let us
choose to own this
power and use it.

Now, it’s your turn to fill in the template. Choose from any of the topics
below: ∙ COVID-19 Pandemic
∙ Travel destinations within your region
∙ TESDA Programs
∙ USAID Opportunity 2.0 Program
∙ History of your barangay/city/province

You may use the internet or approach a family member, co-trainee, or friend to help you in
completing this task.
Topic

Information Source Type of Type of

What information Where will I get this Source of Information
should I collect? information? Information Qualitative
Primary / /
Secondary / Quantitativ
Tertiary e / Both

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Information Source Type of Type of
What information Where will I get this Source of Information
should I collect? information? Information Qualitative
Primary / /
Secondary / Quantitativ
Tertiary e / Both
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 2: Collecting and Recording Information

Objectives:
✔ Learn methods for collecting and recording information

🕒 Recommended Time: 120 – 180 minutes

In the previous activity, you have learned how to categorize the types of sources of information
and the types of information that we collect. In this activity, you will learn how to collect the
information that you need.

📄 Key Facts 6.3: Collecting Data 2

There are various methods for collecting data. Some examples of data collection methods and
their advantages and disadvantages are summarized below. Data collection methods may also
include use of existing data and data sets.
METHOD ADVANTAGES DISADVANTAGES

Surveys ⮚ Anonymous ⮚ Forced choices may

completion possible miss certain responses
⮚ Can administer to groups from
of people at the same participants
time ⮚ Wording may bias
⮚ Can be efficient and responses
cost efficient ⮚ Impersonal
Interviews ⮚ Can build rapport with ⮚ Time consuming
(Individual / in participant ⮚ Expensive
depth) ⮚ Can prove to get ⮚ Interviewing styles and
additional information working may affect
⮚ Can get breadth or responses
depth of information

2
Centers for Disease Control and Prevention. (n.d.) Selecting Data Collection Methods.
https://www.cdc.gov/std/Program/pupestd/Selecting%20Data%20Collection%20Methods.pdf

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
METHOD ADVANTAGES DISADVANTAGES

Focus Groups ⮚ Can get common ⮚ Need experienced

impressions quickly facilitator
⮚ Can be an efficient way ⮚ Can be difficult and
to get breadth and costly to schedule a
depth of group of 6-8
information in a short time people
frame ⮚ Time consuming to
analyze responses

Observation ⮚ Can view program ⮚ Difficult to interpret

operations as they occur observed behaviors
⮚ May influence behaviors
of program participants
⮚ May be expensive and
time consuming to record
each individual event

Document Review ⮚ Can document ⮚ May be time consuming

historical information ⮚ Available information
about your may be incomplete
program ⮚ Gathering information
⮚ Does not interrupt is dependent on
program routine quality of
⮚ Information already exists records kept

Let’s Exercise: Data Collection Methods

Which data collection method is being referred to?
Situation Data Collection Methods

Loreen has launched an online store and survey

uses Google Form to get orders from her
clients.

Sofia is planning to put up a salon in their Focus group

barangay. She gathered 6 middle-aged
women in the neighborhood to discuss as
a group their preferences in a salon.

Noelle wants to ensure that her welding Document review

shop adheres to the city’s safety and
health standards so she went to the city’s
library to look for ordinances that were
issued in relation to work safety
regulations and requirement.

Lesley randomly calls clients from her interview

store to ask about their experience and
rate the employees for their services.

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Situation Data Collection Methods

Ryan was tasked to collect information observation

and notes based on what he sees in the
workplace so he visits a nearby cafeteria
and quietly looks at how the employees
interact with one another and to their
customers.

Check out the correct answers at the end of the module before continuing.

Let’s Apply – Mini-Project 2: Data Collection

You are to collect information on the process for getting a barangay clearance. Choose from
either of the following activities:
∙ Interview a barangay official about their past, current and planned projects for the health
and safety of your barangay. Write down the results of your interview. Look for a
related document on the internet. Cite the source.
∙ Go to a barangay hall and observe how the barangay clearance process is done. Write
down the results. Look for a related document on the internet. Cite the source.
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 3: Organizing Information for Easy Access

Objectives:
✔ Learn ways of organizing information

🕒 Recommended Time: 40 – 60 minutes

Visit a sari-sari store. Observe how the objects are stacked and arranged in the store. How
are the products or goods organized? Visit a library. Observe how the books are stacked
and arranged in the shelves. How are the books organized? Note your observations
below.
Sari-sari Store Library
Why do you think the goods and books are organized that way? Have you had an
experience when the goods or books are not organized properly? What
happened?

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Similar to goods and books, information can also be organized in certain ways. What do
you think are the ways to organize information? Why is it important to organize
information in a specific way?

📄 Key Facts 6.4: Five Ways to Organize Information 3

The world around us is rich with an infinite among data. But how do we organize all this
information?

In the 1980s, Richard Saul Werman, an architect, had the same question. In his mind, architects
designing buildings faced similar challenges to writers designing words on a page—a
phenomenon he called “information architecture.” Werman determined that while the
information itself may be infinite (or endless), there is a finite number of ways to organize it—
five, to be exact.

These five categories are Location, Alphabet, Time, Category, or Hierarchy. (You can remember
these five ways with the acronym LATCH.) Let’s examine these categories in more detail.
Organization Principal Description Examples

Location - Information is organized - City map

according to its location in - Anatomical chart
physical space

Alphabet - Information is organized - Library catalogue

by alphabetical order - Telephone directory

Time - Information is organized - Calendars

according to linear time over - Historical timelines
a fixed duration - Project plans

Category - Information is organized - File folder headings

according to a shared category - Music genres
(a type, a theme, an issue) - Sections in a grocery store

3
Adapted from Writing with Clarity. (2014, Aug. 24). Five Ways to Organize Information. https://writingwithclarity.com/five
ways-organize-information/ and Nikolov, A. (2017, May 14). Design principle: Organizing Information. UX Planet.
https://uxplanet.org/design-principle-organizing-information-343a7ef936a8

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Hierarchy - Information is organized - Clothing sizes
according to a measurement - Sports rankings
system or on a continuum - Stock market values
- Restaurant ratings
(number of stars)
- Organizational charts in
a company

Let’s Exercise: Organizing Information Collected

Match the image with the corresponding organizational method by drawing a line.
a. Alphabet

b. Hierarchy

c. Category

d. Location

e. Time

Check out the correct answers at the end of the module before continuing.

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Now, research the years when the following events occurred and create a timeline that includes
all four events. Put your answer in the box provided:

∙ A millennial bug that was feared by many because it is believed to affect our computers
and will reset everything
∙ Catriona Gray becomes the 4th Filipina to win Miss Universe
∙ Mt Pinatubo eruption causing temperatures to drop and Asian rain patterns shift
temporarily
∙ President Ferdinand Marcos and family leave the Philippines
🖉 How did you choose to organize these four events? Why did you choose this particular
way instead of another?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook Let’s

Apply: Organizing Information

How would you best organize the following sets of information? Explain your answer based on
the descriptions above:
Family tree
Grocery list

Library books

Delivery route

History of the internet

Sharing is caring

Show your family members your artwork. Discuss with them what timelines are, and how
this helps organize information so that you would remember. Thank them for taking the
time to look at your work.
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

☑ Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning

Conduct a quick self-assessment and answer the table below.

Statements Please check YES if you have
shown or can do the statement,
Did you… NO if you haven’t shown it or
cannot do it yet

YES NO

1. Learn methods for collecting and

recording information?

2. Learn ways of organizing information?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

1. Parts of the module that were the easiest to answer/do.

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session. 6. Feedback on
the learner’s performance in terms of the following: mastery of content, skills
development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Session 1 – Writing Space
Use this space to complete any of the written assignments above or write
any thoughts or ideas that have come to mind on the topic.
Congratulations on finishing Session 1 of Module 6!
You are now ready for Session 2!

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

SESSION 2: Search for Information on the Internet or Intranet

Performance Criteria:

2.1 Engine is searched to find and select appropriate information

2.2 Suitable techniques are used to make it easier to find useful information and to
pass it on to others

2.3 Records are use where useful information came from

2.4 Results are used for searches of useful information

2.5 Search engine is chosen appropriate for the information that is needed

2.6 Searches are carried out as per requirements

 Key Topics and Learning Points 

1. Search engines: Meta, Active, Passive

✶ Meta search engines do not create their own databases. They rely on existing
active search engine indexes to retrieve search results. In a meta-search, keywords
are submitted to the individual search engines and they are searched simultaneously.

✶ Active search enginesrely on computerized retrieval mechanisms. Referred to as

"spiders", "crawlers", or "robots", these mechanisms visit Web sites and retrieve
relevant keywords to index and store in a searchable database.

✶ Passive search engines, often referred to as directories, are human controlled and do not
roam the Web directly. They rely on individual submissions that are reviewed and
indexed by subject category.

✶ Specialized search engines offer additional features that active, passive and meta search
engines do not provide.

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 4: Finding, Selecting, and Carrying Out Searches in Search Engines

Objectives:
✔ Learn methods in finding and selecting search engines
✔ Search for appropriate information on the internet

🕒 Recommended Time: 120 – 180 minutes

🖉 Name three things that you learned from the previous module on identifying and
gathering needed data.

📄 Key Facts 6.5: How to Choose a Search Engine 4

A search engine is a software system used to carry out keyword searches in large
databases of information on the internet. There are four distinct categories of search
engines: active, passive, meta, and specialized. In order to use them the most effectively,
it is important to recognize and understand their differences, advantages, and
disadvantages.

Type of Description Examples

search
engine

Active ∙ Also referred to as “spiders” or ∙ Google -

“crawlers” http://www.google.com
∙ Visit Web sites and retrieve relevant ∙ Yahoo -
keywords http://www.yahoo.com
∙ Advantages: large number of ∙ Bing! -
results, ranking of results by http://www.bing.com
relevancy, useful for finding ∙ GigaBlast -
results on a single topic http://www.gigablast.co
m

4
Adapted from Ashbury University Kinlaw Library. Finding Information on the Web: Choosing a Search Engine.
https://asbury.libguides.com/c.php?g=65758&p=423990

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
∙ Disadvantages: computer generated
results (not human produced),
constantly changing links

Passive ∙ Also known as “directories” ∙ Internet Public Library -

∙ Human controlled and do not http://www.ipl.org/
directly roam the Web ∙ About.com -
∙ Rely on individual submissions that http://www.about.com
are then indexed according to ∙ Open Directory -
the http://dmoz.org
subject category ∙ Yahoo (classic) -
∙ Advantages: human involvement http://dir.yahoo.com
creates a higher relevancy of ∙ Best of the Web -
results, offers users a subject http://www.botw.org
directory
∙ Disadvantages: contain fewer
results than an active search engine

Specialized ∙ Offer features that meta, active, ∙ RedZ -

and passive search engines do not, http://redz.com/home
such as visual presentation of ∙ Ask -
results (RedZ) or allowing users to http://www.ask.com
pose direct question (Ask)
∙ Advantages: specialization of
searches can be helpful for
certain professions (scientific,
medical,
legal, etc.)
∙ Disadvantages: contains fewer
results than an active search
engine

Meta ∙ Do not create their own databases, ∙ Yippy - http://yippy.com

but instead rely on existing ∙ DogPile -
search http://www.dogpile.com
engines to index search results ∙ Mamma -
∙ In a meta-search, the submitted http://www.mamma.co
keywords are simultaneously m
searched by several search engines ∙ ∙ Zoo (MetaCrawler) -
Advantages: removes duplication http://www.zoo.com
from most results, saves time by ∙ Info.Com -
searching multiple search engines http://www.info.com
at once
∙ Disadvantages: displayed results
can be confusing, possibility
that
major search engines are
excluded from results

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

A note about the intranet: You may have heard the term “intranet,” so how is it different
from the internet? While the internet is a public network, the intranet is a private,
secure network for the sharing of resources within a single group or organization. Many
companies have an intranet system that includes relevant resources and data selected
for their employees.

Let’s Exercise: Identify the Search Engine

What is the name of this search engine’s logo?
Logo Name of the Search Engine
Check your answers at the end of the module before moving on to the next activity.

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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook Let’s Apply

– Mini-Project 3: Researching on a Topic Using Search Engines

Go to one of the search engines in each of the categories and search for the same topic of your
choice (example below is on the topic: gardening). List down two search results for each. Finally
characterize each result by checking the appropriate box.
Search Engine Used Search Results Characteristic

Example: https:// □ general information about

Active search en.wikipedia.org the topic
engine /wiki/Gardening □ specific, but covering more
Google.com than one aspect of the topic
□ specific to one aspect of the
topic □ not applicable to the topic