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6. RECEIVER
- the person who is last in the chain and
- It is the act or process of using words, sounds, for whom the message was sent by the sender.
signs, or behaviors to express or exchange - Once the receiver receives the message
information or to express ideas, thoughts, feelings, and understands it in proper perspective and
etc., to someone else. (Merriam Webster Dictionary) acts according to the message, only then the
- It is a medium to communicate ideas and therefore purpose of communication is successful.
be understood. 7. FEEDBACK
- It is the exchange of information and the expression - once the receiver confirms to the sender
of feelings that can result in understanding. that he has received the message and
(Cambridge Dictionary) understood it, the process of communication is
- It is a continous process that mainly involves three complete.
elements viz. Sender, message, and receiver. 8. NOISE
(Toppr. com) - refers to any obstruction that is caused
by the sender, message, or receiver during the
process of communication.
- Examples are bad telephone connection,
faulty encoding, faulty decoding, inattentive
1. SENDER
receiver, poor understanding of message due to
- the communicator generates the
prejudice or inappropriate gestures, etc.
message and conveys it to the receiver. He is
the source and the one who starts the
NOTE: A very important factor is considered in
communication.
the process: feedback. It is important to know if
2. MESSAGE the message was effective. If a listener nodded
- the idea, information, view, fact, feeling, in agreement, then this is a clue that he
etc. that is generated by the sender and is then understood what was being said. That nod is a
intended to be communicated further. response. Thus, the message was decoded and
3. ENCODING delivered properly.
- the message generated by the sender is
encoded symbolically such as in the form of
words, pictures, gestures, etc. before it is
conveyed. 1. Harold Lasswell’s Model of
4. CHANNEL Communication
- the manner in which the encoded
message is transmitted.
- The message may be transmitted orally
or in writing.
- The medium of communication includes
telephone, internet, post, fax e-mail, etc.
- The choice of medium is decided by
the sender. - Also known as the action model, straight-line
5. DECODING model, or one-way model.
- the process of converting the symbols - It is regarded as one of the most influential
encoded by the sender. After decoding the communication models.
message is received by the receiver.
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- In this model, a sender encrypts or encodes a - The feedback concept was seen in the
message and sends it to the recipient via a channel. model which gave a closer simulation of
- The message is decoded by the receiver. interpersonal human interaction.
- There could be obstacles or background noise - It follows two channels in a more
in the communication process. dynamic perspective of communication. After
- It is most common in mainstream media such as receiving the message, the receiver encodes
television, radio, and newspapers. and transmits a response to the original sender,
- There is no way to get immediate feedback in who has now become the receiver.
this model. - A common example of this model is a
telephonic call.
2. Claude Shannon and Warren - Another element being discussed in this
Weaver’s Model of Communication model is the
(1949) Field of experience.
- It is defined as the thing that influences
the understanding and interpretation of a
message like culture, social background, beliefs,
experiences, values, and rules.
- It means that the same message in the
process can be interpreted by different people.
- Thus, people with various knowledge,
experience, and cultural practices interpret a
message differently than others. Otherwise, if
- Is considered the mother of all communication the words and signs of both the participants are
models. common, they will communicate more efficiently.
- It is similar to the Linear model in terms of
elements and process. 4. David K. Berlo’s Model of
- This model includes noise which refers to any
Communication Model (1960)
physical disturbances like environment, people,
etc. which does not let the message get to the
receiver as what is sent.
- However, it is being criticized for not including
one of the essential elements: feedback. Thus,
the speaker will never know whether the receiver
understands the message or not.

3. Wilbur Schramm’s Field Model of

Communication (1954)

- Represents the simplest form of

communication
- The acronym SMCR stands for four
components: Sender, Message, Channel, and
Receiver.
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- It has an emphasis on the coding and - This model was primarily designed to
decoding of the message, it can be used for represent public communication and is
more efficient communication. composed of the following elements:
These are the factors that affect the source: a. The speakers may be evaluated
a. Communication skills. according to their credibility, self-concept or
- It includes the skills to speak, present, attitude towards self or others, knowledge of the
read, write, listen, etc and be able to subject, and intention or purpose of
communicate with other people. communication.
b. Attitude. b. Listeners are characterized by their
- It affects the message of both purpose of listening, knowledge, and interest in
participants. The person’s attitude towards self, the topic, listening skills, and their attitudes
the receiver, and the environment change the towards self, the speaker, and ideas or
meaning and effect of the message. information presented.
c. Knowledge c. Feedback may be intentional (e.g.,
- Knowledge of the subject matter makes reply, angry retort, etc.) or unintentional (e.g.,
the communicator send the message effectively. yawning), and verbal (oral or written) or
d. Social Systems nonverbal.
- These include the values, beliefs, laws, d. The three aspects of a message
rules, religion, and many other social factors include the content, the structure, and the style.
that affect the sender’s way of communicating e. The channels of communication
the message. Place and situation also fall under include the verbal channel, which deals with
this. language; the visual channel, which is involved
e. Culture with the interpretation of nonverbal message;
- Cultural differences make messages the aural or paralinguistic channel, which carries
different. A person from one culture might find meaning through the manner in which the
something offensive that is very much accepted message was conveyed (e.g., tone, pitch,
in another culture. loudness), and the pictorial channel, which is
concerned aids complementing the message.
5. Raymie McKerrow, Bruce f. The situation refers to the physical
Gronbeck, Douglas Ehninger, and environment and social context in which
Alan Monroe’s Transactional communication occurs, while the cultural context
deals with the rituals, rules, and norms imposed
Model of Communication
by a particular culture.

1. According to channels
a. Verbal Communication
– the form of communication in which a
message is transmitted verbally; communication
is done by word of mouth and a piece of writing.

b. Non – verbal Communication

- the sending or receiving of wordless
messages such as gestures, body language,
posture, tone of voice, or facial expressions.
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2. Based on purpose and style - A worried person cannot communicate

a. Formal Communication properly and an angry recipient cannot
- takes place in professional or formal understand the message properly.
settings.
- Its primary purpose is information 3. Organizational Barriers.
dissemination concerning parties that are - Rules and regulations authority
involved in certain types of official businesses. - relationships, etc. may sometimes act as
This abides by a set of pre-determined barriers to effective communication.
guidelines in delivering a message. - In an organization with a highly
b. Informal Communication centralized pattern, people may not be
– the most common form of encouraged to have free communication.
communication, it takes place in our daily
interaction with one another such as casual 4. Personal Barriers.
conversation. - The personal factors of both sender and
- This type of communication can be used receiver may act as a barrier to effective
for all purposes. communication.
- The saying,” the ENDS justify the
MEANS” is true in this type of communication.
LESSON 2:
Communication can be affected by
external factors or by the environment. Like
The communication barriers may prevent news, it is changing and requires the support of
communication or carry incorrect meaning due facts and information. And therefore, is affected
to which misunderstandings may be created. by:
Therefore, it is essential to identify such barriers
and take appropriate measures to overcome
them.
The communication barriers can be - acts as a tool, an intervening agency,
broadly grouped as follows: - helps spread information in different
forms and devices; makes communicating a lot
1. Semantic Barriers easier than before.
- These are concerned with the problems
and obstructions in the process of encoding and
decoding a message into words or impressions. - The supply of communication; news or
- Normally, such barriers result due to the events that are of public interest
use of wrong words, faulty translations, different - Makes talking and sharing opinions with
interpretations, etc. others much more meaningful, especially when
answered with sense.
2. Psychological Barriers - Media, rather than being a window to the
- Emotional or psychological factors also world, acts as distorted mirrors of reality.―
act as barriers to communication. Graaf, 2013
- The state of mind of both sender and
receiver of communication reflects in effective
communication.
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- Media are more than just channels for

disseminating information.The United Nations John Vivian
Educational, Scientific and Cultural Organization - explained the importance of media in his
(UNESCO) identifies some of its functions. book entitled, The Media of Mass
- Act as channels of information and Communication.
knowledge through which citizens communicate - According to him, the value of media lies
with each other and make informed decisions. in its pervasive nature, its function as an
- Facilitate informed debates between information and entertainment source, its role as
diverse social actors. a persuasion forum, and its binding influence on
- Provide us with much of what we learn people.
about the world beyond our immediate
experience. ✓ Pervasiveness
- Are means by which society learns about - a present and noticeable in every part of
itself and builds a sense of community. a thing or place.
- Function as a watchdog of government ✓ Information Source
in all its forms, promoting transparency in public - an undeniable value of media because it
life and public scrutiny of those with power is the largest source of information in its
through exposing corruption, maladministration, respective media platforms.
and corporate wrong-doing. ✓ Entertainment Source
- Are essential facilitators of democratic - a recreation value of media that offers a
processes and one of the guarantors of free and lot for the people in its various type of platforms.
fair elections. ✓ Persuasion forum
- Are vehicles for cultural expression and - media has the power to persuade
cultural cohesion within and between nations. people.
- Function as an advocate and social actor - Influence their beliefs, discuss their own
in its own right while respecting pluralistic opinions and share them with others, and a
values. channel for debates
✓ Binding Influence
Media is oftentimes the only - people rely on media in their daily lives.
source of information; it must ensure the - From hobby searching to academic
following: research, media is the source that binds people
to media and others
1. Implementation of the utmost
professionalism.
2. Must be objective at all times.
3. Provide the public with balanced reporting.
4. Fair and honest coverage of stories or events.
5. Examine and comprehend the interest of the
public.
6. Make avenues to represent different voices
and opinions.
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LESSON 3:

1. AESTHETIC AND CREATIVE

– It recognizes the primary role of information and
media in our everyday lives. SKILLS
- It lies at the core of freedom of expression and - are the ability to view, listen to, create,
information since it empowers citizens to and interpret media contents and can be
understand the functions of media and other developed by creating media content.
information providers, to critically evaluate their
content, and make informed decisions as users 2. INTERACTIVE SKILLS
and producers of information and media - an ability to communicate through
content. media and an ability to identify with different
(UNESCO, 2013) media roles. These skills can be developed
- It refers to the essential competencies through collaborative learning and doing. These
(knowledge, skills, and attitude) that allow are indications of readiness to express one’s
citizens to engage with media and other views and attitudes.
providers effectively and develop critical thinking
and life-long learning skills for socializing and 3. CRITICAL ANALYZING SKILLS
becoming active citizens. - a skill to give meanings to and to
- It is defined as a set of competencies that understand different media contents. These
empowers citizens to access, retrieve, skills are best developed through the study of
understand, evaluate and use, create, as well as varied media contents and genres.
share information and media content in all
formats, using various tools, in a critical, ethical 4. SECURITY SKILLS
and effective way, in order to participate and - A skill to solve problematic solutions and
engage in personal, professional, and societal avoid unpleasant circumstances. It includes the
activities. protection of one’s privacy and the avoidance of
harmful content and contacts.

- The United States National Forum on

Information Literacy defines information literacy
as "the ability to know when there is a need for
information, to be able to identify, locate,
- It is the ability to access , analyze, evaluate, and effectively use that information for
evaluate, create, and act using all forms of the issue or problem at hand”.
communication.
- It is 21st century approach to education
that provides a framework in a variety of
formsfrom print to video to the Internet. - 1. PRIMARY SOURCES
- According to UNESCO, its core is an - Original information that does not
analytical attitude towards media environments contain interpretation
that are being media-critical and courage to - Ex: research reports, sales receipts,
express oneself through media. e-mails, original artworks, manuscripts, photos,
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diaries, personal letters, spoken stories/interviews 3. Research and Information Fluency

or diplomatic records. - Technology is used to find and use
2. SECONDARY SOURCES accurate, up-to-date information.
- Information that has been interpreted, 4. Digital Citizenship
analyzed, or summarized - Technology is used to understand what it
- Ex: books, journals, and magazines means to be a citizen in the digital world and
3. TERTIARY SOURCES practice ethical behaviour.
- Information that includes compilations 5. Technology operations and
primary and secondary sources. concepts
- Ex: indexes, abstracts, bibliographies, - Illustrates understanding of
handbooks, encyclopedias, indexes, technological systems and concepts.
chronologies, databases.

1. Responsible
- Does not let technology interfere with
• Identifying / recognizing information needs face-to-face social interactions or conversations.
• Identifying sources of information - Manages own habits around technology
• Locating or retrieving information use and turns devices off or redirects attention
• Analyzing and assessing the quality of away from the screen when appropriate and
information necessary.
• Organizing, storing, or archiving information 2. Use technology appropriately
• Using the information in an ethical, efficient, - It is a movement encompassing
and effective way technological choice and application considering
• Creating and communicating new knowledge that is small-scale, affordable, less
laborintensive, energyefficient, environmentally
sound, locally autonomous, and easy to uses
3. Effective
- The ability of an individual, working
- Uses the right technology.
independently and with others, to responsibly,
- Applies automation tools when available.
appropriately, and effectively use technology
- Increases work efficiency with the
tools to access, manage, integrate, evaluate,
technology tools.
create and communicate information.
- Uses technology at the right time.
- It prepares individuals to make
CHARACTERISTICS OF A RESPONSIBLE
well-informed choices in their role as
consumers.
MEDIA USER
✓Must be curious
✓Has general knowledge
✓ Has the ability to write
1. Creativity and innovation
✓Has professionalism and ethics
- technology is used to demonstrate
✓Objective
creative thinking, problem-solving and
NOTE: Media literacy, information literacy, and
knowledge construction
technology literacy are all similar in terms of goals.
2. Communication and collaboration They all share the common goal of cultivating
- Technology is used to communicate and people’s ability to access, understand, use, evaluate,
collaborate to enhance their learning or their and create media messages, information, or content
learning of others. using information technology