Immaculada Concepcion College

Of Soldier’s Hills Caloocan City, Inc.

Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Teacher: Strand/Section:
Week # 1 Period Cover:
Lesson 1: INTRODUCTION TO MEDIA AND INFORMATION LITERACY

I. INTRODUCTION/ FOCUS QUESTIONS

The world you know of today is slowly getting smaller and smaller as newer media and
communication technologies come into being. Communication becomes new sophisticated and complex as
different media forms hybridize and converge. This unit on cultures, communities, and technologies introduces
the concept of media, information, and technology literacy in a highly relatable fashion to a learner likeyou.

1. Do you believe in saying “No man is an island?

2. How do you see yourself without internet?

3. Do you feel a sense of distance or disconnect from the world?

II. LESSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Describe the nature of communication and the concepts related to it;
b. Identify the similarities and differences of media literacy, information literacy, and technology literacy; and
c. Relate critical thinking with media and information literacy in the production, consumption, and transfer of
media, and information products from the society.

III. PRE- ASSESSMENT

Directions:What kinds of media exist and how they work? Write your answer on the space provided.

IV. LESSON CONTENT

INTRODUCTION TO MEDIA AND INFORMATION LITERACY

William James Potter (2004), a Canadian communication educator, defines Media Literacy as a set of
perspectives that people use actively to expose themselves to mass media and interpret the meaning of the
messages they encounter. Differences of perspectives might affect how people look at a particular message.
These perspectives according to Potter, are built from knowledge structures) or sets of organized information in
your memory). To build a memory your knowledge structures, you need tools (skills), raw materials
(information from the media and from the real world), and willingness (personal focus) to gain knowledge.
On the other hand, New Mexico-based Literacy project (MLP) defines Media Literacy as “ability to
access, analyze, evaluate, and create media”. From this, it can be concluded that the aim of media literacy
is to build active,rather than passive, consumers of media.

Information Literacy was defined as “the use of all the pedagogical and educational tools that are appropriate
to ensure that every person navigating on the digital networks can be informed and can inform about himself

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or herself. It implies, on then hand, to be able to find data, sort them out and evaluate them and, to produce
data and publish them.

Technology Literacy as technology advances, people are provided with more tools that they can use to find
and create information. Since digital age is characterized by the way we process information and
communication through the computer technology, we have to develop Computer Literacy skills as well.
Computer Literacy covers “the set of skills, attitudes and knowledge necessary to understand and operate the
basic functions of information and communications technologies, including devices and tools such as personal
computers, laptops, cellphones, ipods and so forth.”

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 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 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 decided difficult issues, and transform
society for its good.” Essentially, what they tell you is that communication functions in more ways than you can
imagine.

Explaining the Communication Process through Models

To understand better the process of communication, here are some models as discussed by the
communication scholar Denis McQuail (2005) in his book McQuial’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?”

Through what and with

Who says? What? To whom?
medium? what result
SENDER MESSAGE RECIEVER
CHANNEL
EFFECT

Figure 1.1 Laswell’s Communication Model

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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.

Signal Receive

Information Information Receiver Destination

source Source

Figure 1.2

Shannon &Weaver

Communication Message Message

Model

NOISE
Source

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 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 consequences 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 trying to say. The communication is ritualized because the meaning is suggested more than explicitly
stated and the understanding of it, through connotative, is mutual.

3. Publicity model – this model explains that communication involves audiences as “spectators rather than
participants or information receivers (McQuial, 2005).” Attention is important because it is a measure of how
successful the communication has transpired. Imagine yourself tellinga friend 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.
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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 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.”

Schramm’s Model

Message Decoder
Interpret
Encoder

Decoder
Interpreter
Message
Encoder
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
S M C R
(Source) (Message) (Channel) (Receive)
Communication Element Seeing Communication Skills
Knowledge Structure Hearing Knowledge
Attitude Content Touching Attitude
Sociocultural System Treatment Smelling Sociocultural System
Code Tasting

The reception model 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.

V. PRACTICE

Part I.

Which among these models do you think describes your communication habits or patterns the most? Why do
you say so? Draw a most recent example that illustrates your point. (Use the back portion of this page to show
your answer)

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Part II.

Draw the different Communication Model then explain if briefly.

VI. ENRICHMENT

Directions: If you are given a chance to make your own Communication Model what would it be? Draw your
own Communication Model then explain and justify your model.

VII. EVALUATION

Directions: Based on the definition on a previous lesson, try to 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

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Information Literacy vs.
Technology (Digital) Literacy

Ref: Media and Information Literacy by Olivia “Libay” Linsangan Cantor pages 137-139 and Media and Information Literacy in the 21st
Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 1-2

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 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Strand/Section:
Teacher: Period Cover:
Week # 2-3

Lesson 2: MEDIA THEN AND NOW: THE EVOLUTION OF TRADITIONAL TO NEW MEDIA

I. INTRODUCTION/ FOCUS QUESTIONS

“Young people do not read newspaper anymore; they visit online sites.” Is the statement correct?
Several decades ago, there were only televisions, radios, and newspapers. People connected and
communicated information through these traditional media. However, with the rise and development of the
internet, people began switching from traditional media to new media. The ease of access brought by the
internet entices the audience to prefer using it rather than others. In this chapter we will try to answer following
questions
1. How media evolved in the world
2. How media developed in the Philippines
3. Who owns the media?

II. LESSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Identify the difference between traditional media from new media;
b. Appreciate the evolution of media that gave you the latest media gadget you have; and
c. Assess the quality and extent of your own media habits.

III. PRE- ASSESSMENT

A. Directions: Analyze the following images. Describe each according to your own understanding. Write
your description on the space provided below. Then provide a conclusion on how these images are
connected with one another.

A. What do you think is the connection among these images?

IV. LESSON CONTENT

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BRIEF HISTORY OF MEDIA
The term ‘media’ came into use only in the 1920s to denote the structures of such communication,
media history takes account of the period at least from the advent of the handpress in the fifteenth century,
and some interpretations include the scriptoria, oral traditions, and wall paintings of medieval times, delving
occasionally into ancient and prehistory as well. The numerous approaches to media history share an interest in
understanding the impact such structures have had on societies around the globe, the particular forms they
have taken, and the dynamics of historical change.

THE MCLUHAN MANTRA

Marshall McLuhan, who is famous for the phase “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. To explain how this set-up works, McLuhan subdivided the history into four epochs or ages.

1. Tribal Age 3. Print Age

2. Age of Literacy 4. Electronic Age

Tribal Age the first period was characterized by the prevalence of oral communication. Since technology had
yet to develop, prehistoric people relied on face to face interactions, primarily through their auditory senses, as
a method of communication. The primary medium of communication was speech, an oral culture which
McLuhan describes as being structured by a “dominant auditory sense of life.” The Tribal Age is characterized
as an oral society dependent on speech and word of mouth, who lives in a world of “acoustic space,” as
compared to the rational or pictorial space of the literate man.

Literacy Age- McLuhan describes the introduction of phonetics as a bombshell, “installing sight at the head of
hierarchy of senses.” 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. This
development allowed people to the people to communicate and share information privately. From dominant
auditory sense, the tribal people learned to write and express themselves through hieroglyphs, such as in the
early writing forms of the Egyptian, Babylonian, Mayan, and Chinese cultures, later on through the alphabets.
They were able to share information without the need to stay within their groups. They also had freedom to
leave the tribe and be exposed to other cultures, groups, and people.

Print Age- The third period, as McLuhan detailed, is the Print Age, which was highlighted by the invention of the
Gutenberg press or movable type in the 15 th century. In the Western world, although the alphabet made
writing possible, it took time before the print became a prominent form in communication, primarily due to the
incapacity to have mass reproduction of the written works. Books and papers were reproduced manually,
making these forms of media restricted to the ruling class or the elite members of the society. However, when
Johannes Gutenberg invented the printing press, books were reproduced by thousands. Which means 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.

Electronic Age- a period characterized by the dominance of the electric media, such as telegraph, radio, film,
telephone, computer, and television. The invention of telegraph in 1830’s started an electronic revolution that
diminished the role of the print media. McLuhan argued that this electronic age “retribalized” people by
restoring their sensory balance. During McLuhan’s time, television was the newest form of media, and he
believed that it is “the most significant of the electric media” because it is rampant, and the message a
television brings delved into the central nervous system of its viewer. Contrary to what many people believed,

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McLuhan said that television affects a person’s sense of touch deeper than his/her sight, since the medium
causes the viewers to look from within themselves to better understand its message.

MILESTONE IN MEDIA EVOLUTION

1. Information Age- When the world entered into a new era of media experience in the 21 st 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.

2. Infrastructure Age- Digital technology and Internet become pervasive, thus, pushing the world.
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),

3. 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).

What is New about New Media?

1. Interpersonal communication media

Example would be the telephone, mobile phone, and e-mail where “content is private and perishable
and 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 World Wide Web become repositories or sources of 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 third 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).”
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 board, social
media, and messaging applications.

The new media generation considers itself globally networked made possible by the Internet. But as much as
there is greater virtual participation by this generation, 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

• Inform citizens of what is happening around them (also called monitoring function);
• Educate the audience as to the meaning and significance of the “facts”,

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• 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;
• Give publicity to governmental and political institutions (known as the “watchdog” role of journalism);
and
• Serve as a channel for the advocacy of political viewpoints.

V. PRACTICE

DIRECTIONS: Briefly discuss each stage in the history media based on your own understanding. Write your
answer on the space provide.

1. Tribal Age

2. Literacy Age

3. Print Age

4. Electronic Age

VI. ENRICHMENT
Directions: Compare and contrast Traditional Media from New Media using the Venn diagram.

Traditional Media New Media

VII. EVALUATION

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Directions: On the space provided below, explain your answer through a short essay. Essay should be consist of
350 words maximum of 400 words. Include how this mass medium works and how it could affect the world. If,
possible provide an illustration. Refer to the rubric below for the scoring.

“What do you think would be the next major mass medium that will be developed in the next ten years?”

Criteria Weight Advanced Satisfactory Needs Improvement Score

4 points 3 points 2 point
Content 2 The answer is concise The answer includes The answer focuses on
and straightforward, mostly essential and too many
focusing only on relevant concepts, but conceptsthat are not
essential and relevant some non-essentials are necessarily essential or
concepts. included. relevant.
Application 2 The ideas presented The ideas presented The ideas presented
apparently applied all somehow applied the are similar to existing
the concepts of trends concepts of trends. concepts.
discussed.
Organization 1 Learner’s answer has a Learner’s answer is Answer needs stronger
clear start, middle and somehow clear. transitions.
end. Thoughts are Thoughts are expressed.
undeniably expressed.
Total 5

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 14-17 and
https://www.sciencedirect.com/topics/social-sciences/media-
history#:~:text=Although%20the%20term%20'media'%20came,wall%20paintings%20of%20medieval%20times%2C

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 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Strand/Section:
Teacher: Period Cover:
Week #4
Lesson 3: INFORMATION LITERACY

I. INTORDUCTION/ FORCUS QUESTIONS

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 a student, 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.
1. What are your primary source of information especially for school work?
2. What are your considerations when looking for a 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?

II. LESSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Define information needs;
b. Locate sources of information; and
c. Identify relevant ethical standards or information in media use.

II. PRE – ASSESMENT

A. Directions: Answer the following questions:
1. What is your primary source of information especially for school work?

2. What are your considerations in looking for a particular information?

_3. Do you prefer unbiased information or an opinion?

4. Do you automatically use a web search engine to locate for information you need? What do you use and
why?

5. What are your personal criteria for selecting a Web site as your source of information?

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IV. LESSON CONTENT

Information Literacy is a set of abilities that enables an individual to recognize when information is needed; and
locate, evaluate, and use effectively the needed information. Alexandria Declaration adopted by the High
Level Colloquium on Information Literacy and lifelong learning in November 2005 defines Information Literacy
as means to “empower people in all walks of life to seek, evaluate, use and create information effectively to
achieve their personal, social, occupational and educational goals.” (Horton, 2007).

Information literate individual 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/her knowledge base
• Use information to accomplish a specific purpose
• Understand the economic, legal and social issues surrounding access and use of information
• Access information ethically and legally

INFORMATION vs. DATA vs. KNOWLEDGE

Information defines as knowledge that a person’s gets

about someone or something. It can be intelligence, news,
data, or facts. It is a broad term derived from study,
experiences, or instruction. Data refer to unstructured facts and
figures that create the least impact on the receiver. Data
become information when they are contextualized,
categorized, calculated, and condensed. On the other hand,
Knowledge refers to the human understanding of a subject
matter derived from experience, learning and thinking. For
example, the text within this book are data; your consumption of
text as the information; and the storage of this information within
your memory as knowledge. Information therefore, is data
organized with relevance and purpose, made meaningful by a
person. Words, news, and numbers are data that become
information when people associate something to it makes it
useful to them.

Information Ethics- 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
the society.

TYPOLOGY OF INFORMATION (www.lib.edu)

1. Factual vs. Analytical
• Factual Information- is based on evidences and findings provided by reliable sources. These sources
include texts such as books, encyclopedias, periodicals, or technical reports by agencies and institution.
• Analytical Information- the analysis or interpretation of facts by individuals usually an expert on the
subject.
Examples: feature article, commentaries or reviews

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2. Subjective vs. Objective
• Subjective Information- when you consult an expert opinion such as those found in the editorial section
of a newspaper or Web log entries of prolific writers. It is important to evaluate the validity of claims in
subjective information because a valid argument is more often than not a successful argument.
• Objective Information- the information is unbiased and does not lead you to judge the information in a
certain way.
Examples: scientific papers, news reports

3. Current vs. Historical

• Current- up-to-date or recent information. It is not necessarily followed that the more current the
information, the more reliable and useful it is.
• Historical- it provides insights and comparison of events.

The requirement for the use of current or historical information depends on the discipline that makes use of
them.

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

• Scholarly Information- comes from academic sources. It is the product of the author’s expertise and
study on the subject matter.
• Popular Information- appeals to general interest and is usually found in general circulation materials
such as magazines, coffee table books or offline feature articles.

Scholarly Resources Popular Resources

Written or reviewed by experts in • Written by publication’s

Authors
the discipline staff writers

Written for researchers or • Written for general public

Audience
practitioners in particular discipline or lay person
Professional society or organization
Publisher • Commercial publisher
or university
• Review of an event or
In- depth analysis of topic or report
Content research project,
of original research
highlighting key points
Use technical language which
• Understandable by a lay
Language may not be understood by a lay
person
person
• Often use slick paper and
more color
Illustrations includes graphs and
• Many advertisements and
Appearance tables
graphics
Articles are usually long
• Articles are usually very
short
Almost always includes a list of • Rarely include a list of
References
sources consulted sources consulted

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5. Stable vs. Unstable
Information may be stable or unstable. Stability becomes a consideration especially when the information you
have is published digitally over the internet. It is often difficult to know how long a certain website or page will
last.

ETHICAL USE OF INFORMATION

Below are the concepts that one must be familiar with in practicing ethical use of information.

1. Privacy was defined as the “state of being alone or being away from public attention.” In this age
where information is easily accessible through internet, the concept of privacy is often questioned.
Almost any information is within public reach. Even information tagged as private in a digital medium,
such as email, a social networking personal message, or even a file saved in a hard disk, can still be
accessed by a technology expert who has the ability to get through digital securities. This is why
different life-running scandals happen, such as sex videos and wiretapped phone conversations.
2. Accuracy as defined in Merriam Webster dictionary it was the degree of conformity of a measure to a
standard or a true value. Accuracy relates to the correctness of the information source to the details of
the information, dates, places, persons involved and other details are essential data in testing the
accuracy of an information source.
3. Plagiarism according to the Merriam-Webster dictionary, to plagiarize is to “use the words or ideas of
another person as if they were your own words or ideas.” It can be regarded as an act of fraud that
involves stealing someone else’s work.

V. PRACTICE
Directions: Answer the following questions below:

1-3.What are the uses the information in your life?

4-6.What would you gain from knowing the different information?

7-9.What will information can contribute to your future?

10-12.Why do you need to how to get the right information?

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VI. ENRICHMENT
Directions: Match column A with Column B. Write your answer on the space provided

Column A Column B
1. It is based on evidences and findings a. Subjective
Provided by reliable sources b. Historical
2.The analysis or interpretation of facts by c. popularly
Individuals usually an expert on the subject. d. Primary
3. You consult an expert opinion e. Secondary
4. Unbiased information f. Tertiary
5. Up-to date or recent information g. Factual
6. It provides insights and comparison of events h. Scholarly
7. It comes from academic sources i. Analytical
8. It appeals to general interest’s j. Current
9. Original first-hand information k. Objective
10. Written by someone other than original author

VII. EVALUATION
Directions: ESSAY TYPE: Answer the questions given below based on the information provided. Refer to the
Rubric for scoring. Express your thought in not less than 350 words.

Article 19 of the United Nation’s Universal Declaration of Human Rights states that: “Everyone has the right to
freedom of opinion and expression; this right includes freedom to hold opinions without interference and to
seek, receive and import information and ideas through any media and regardless of frontier.” How do you
think will information literacy empower the full enjoyment of this right?

CRITERIA WEIGHT EXCELLENT GOOD FAIR POOR TOTAL

(5) (4) (3) (2)
CONTENT 2 Thorough and Complete Shows some Shows
insightful understanding understanding incomplete
understanding of content of content understanding
of content of material
IDEA 2 Insightful and Ideas are Ideas are Ideas are
well considered considered; somewhat on unclear
ideas making more than one topic; makes few
multiple thoughtful some
connections connection is connections
made
ORGANIZATION 1 Extremely well Organized. Somewhat Poorly
organized. Structure allows organized organized. A
Order & reader to move structure allows clear sense of
structure of through reader to move direction is not
information is content without through some evident. Flow is
compelling and confusion. Flows of the content frequently
flows smoothly smoothly without interrupted.
confusion. Flow
is sometimes
interrupted.
TOTAL 5

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 22-29

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Name: Strand/Section:
Teacher: Period Cover:
Week # 5
LESSON 4: TYPES OF MEDIA

I. INTRODUCTION/ FOCUS QUESTIONS

It has been that the past lesson media evolves so fast, 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 or types would be.
1. In what way do media and culture affect each other? What can you do as a student to use media to
celebrate Philippine culture and society?
2. Using you knowledge of media and information literacy, how can you avoid deceptive PR and advertising?

II. LESSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Classify the different media types;
b. Define media convergence through current examples;
c. Discuss in class how a particular individual or society is portrayed in public using different types of
media; and
d. Relate media with culture.

III. PRE – ASSESMENT

Directions: Arrange the jumbled letters with the help of the give meaning. Write your answer on the space
provided
1. (OOKSB) are the very first mass media in human history.
2. (SZENIAGMA) It typically contain features or human interest articles
3. (FMLI) it contains moving\motion pictures
4. (EOIVD MEGA) Online interactive gaming
5. (IINEERNTT) functionalities of the traditional media moving to the Web platform

IV. LESSON CONTENT

TYPES OF MEDIA
1. PRINT MEDIA is one of the oldest and basic forms of mass
communication. It includes newspapers, weeklies,
magazines, monthlies and other forms of printed journals. A
basic understanding of the print media is essential in the
study of mass communication. The contribution of print
media in providing information and transfer of knowledge is
remarkable. Even after the advent of electronic media, the
print media has not lost its charm or relevance. Print media
has the advantage of making a longer impact on the minds
of the reader, with more I cn-depth reporting and analysis.
Early news sheets appeared in early 700-100 BCE, when the
Chinese imperial courts circulated the ti-pao (government
gazette) throughout the China and when the Arabs carried
Chinese techniques of papermaking in Europe. The ancient Roman government published a news sheet
known as the ActaDiurna (Daily Events, carved on stone or metal, which were regularly posted in the
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Roman in the Roman Forum. Contributing to the widespread use of the print medium is the
development of the Gutenberg press in the 1440’s. British Philosopher Francis Bacon once regarded
printing as one of the three inventions that “changed the whole face and state of things throughout the
world,” the other two being gunpowder and compass.

2. BROADCAST MEDIA covers a wide spectrum of different

communication methods such as television, radio,
newspapers, magazines and any other materials
supplied by the media and press. As described by
Robles and Tuazon (2014), “broadcasting is a form of
mass communication that utilizes radio and television
to transmit messages and programs via airspace.”
Airspace means the part of the atmosphere where
frequency bands are available to transmit messages to
and from broadcast devices. The history of the
broadcast medium can be traced to the development
of technology in the Electronic age. In 1877, Thomas
Edison introduced the cylinders for this photograph. This
followed by other forms of sound recordings. In 1948, Columbia Records introduced long playing (LP)
331/3-rpm disks, beginning a new mass medium since print was developed. Cassette were invented in
1963, which used magnetic tapes. Compact disks or CDs, as popularly known, emerged as the
dominant type of recording in the early 1980s until digital formats were created in the late 1990s to early
2000s.

3. NEW MEDIA The term media refers to the predominant means

of communication (such as television and newspapers),
particularly of mass communication, hence the term mass
media. The new media are those types of media that use
digital technology (e.g. social media and the use of the
internet). The term “New Media” has been use since the
1960s. generally, it refers to digital media that are interactive,
incorporating two-way communication, and involving a
form of computing. As opposed to the traditional media,
new media is linked with formation and communication
technologies that have been developed in recent years.
These include computers, internet, satellite televisions, compact disks, e-book readers, and more.

Sequence of the main media forms or types would be:

PRESS→ CINEMA→ RADIO→ TELEVISION→ VIDEO GAMES→ INTERNET/ WWW
It is important to note what each of these media types are, what they offer, and how they complement each
other.

● Points of Intersection among Media Forms

Synergy- is an “interaction of two or more agents of forces so that their combined effect is greater than the
sum of their individuals effects.
o Synergy and convergence are what describes the media of today.
o Synergy is also a driving force for mergers and acquisitions in the media and telecommunications
industries, according to Baran.
Convergence- on other hand, means the combination of various to create a new Whole.

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o Convergence is a trend that cannot be done away with because the audiences are getting more
fragment.

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 television (or vice versa)
Advertorial

Film Concept movies

Sequels, remakes, and franchises
Television, comic book, and video game remarks

Radio Digital movies

Internet-based radio and podcasting
Radio on television (and vice versa)
Television Video cassette recorders (VCR)
Digital video disc (DVD)
Digital video recorder (DVR)
Digital television or high-definition television
Internet television
Phone-over-cable
Mobile video
Television recording
Video game Online interactive gaming
Internet-capable handled 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

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 can produce their own version.

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V. PRACTICE
Directions: Paste a picture of the different types of media on box provided below

1. 2. 3. 4.

5. 6. 7. 8.

VI. ENRICHMENT
Directions: Answer thee following questions below;
1. What type of media do you commonly use? Why?

2. What type of media do you least use? Why?

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VII. EVALUATION
Directions: Complete the table below. Write the correct answers of what is being asks.

Media Type/ Form Convergence

1. Book

2. Newspaper

3. Magazine

4. Film

5. Radio

6. Television

7. Videogame

8. Internet and the World

Wide Web

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 30-36 and
https://www.tutor2u.net/sociology/reference/what-are-the-new-media

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Name: Strand/Section:
Teacher: Period Cover:
Week#6
LESSON 5: MEDIA INFORMATION SOURCES

I. INTRODUCTION/ FOCUS QUESTIONS

Your information needs to dictate your choice of media and information sources. Sources re 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 sources may be evaluated by looking at the
information that they contain. In other words, the content says a lot about the source.

1. What is the difference between Indigenous and Indigenous Media?

2. Can you think of other aspects that can guarantee the quality of the information that you seek? What are
these aspects?
3. What are the things that you as an information seeker must consider when using Web sources?

II. LESSSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Compare potential sources of media and information;
b. Asses information quality; and
c. Create a poster on types of media.

III. PRE – ASSESMENT

Directions: Write the information sources that you prefer to use for the following topics.
You can choose from Indigenous, Library, Internet, and Mass media.
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

IV. LESSON CONTENT

Information sources are the producers or givers of information, and people who use it are consumers.
These sources also serve as the means by which people record information for future consumption. There are a
lot of information sources available today: books, articles, periodicals, dictionaries, encyclopedias, and the
internet. Even people are considered information sources with their personal experiences, opinions and stories.

TYPES OF INFORMATION SOURCES

1. PRIMARY SOURCE – is an original, uninterpreted, or “first-hand” material of information, created by the

person(s) directly involved in an activity or an event. It provides researchers and students a closer look
on the original ideas and experiences of events based on the first-hand experiences of person(s) who
created it. Primary sources include speeches, autobiographies, personal letters, photos, diaries, and
manuscripts.

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2. SECONDARY SOURCE –provides an information obtained through number of primary sources, and has
undergone editing or interpretation. Secondary sources may offer interpretation of the information
gathered from primary sources, providing a different perspective for the readers.
3. TERTIARY SOURCE- consists of summaries and collections of both primary and secondary sources. Unlike
the first two types of information sources, tertiary sources are not always considered to be acceptable
materials for academic researches as they only provide overviews of the original references.

Information
Characteristics Examples
Source

Creative work
Diary
Speech
Letter
Interview
News film footage
Original, first-hand information
Autobiography
Hasn’t been interpreted, analyzed, condensed
Photograph
Primary or changed
Official record
Information may need to be constructed with
Historical document
raw data
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
News commentaries
One or more steps are removed form a primary
Articles in magazines and newspapers
source and may interpret or analyzed a primary
Critical review of literary scholar
Secondary source
Textbooks
Usually written by someone other than the
Encyclopedias
original researcher or author
Research papers
Bibliography
Topic review; and usually include bibliographies Primary or secondary sources from a
Tertiary of primary and secondary sources person or topic
Provide access to materials on specific topics Encyclopedias
Databases and indexes

FORMATS OF INFORMATION SOURCES

1. PRINT – books, periodicals, newspaper, magazines, photographs, reports, journals, dictionaries,

encyclopedias, government, documents, and records.
2. NON-PRINT – audio, video, audio-video files, microform, microfilm, digital documents, and other
materials in digital formats, usually saved in computers, compact disks, DVDs, and other storage
devices.

✓ Your information needs to dictate your choice of media and information sources. Sources are not all the
same and are not created equal.
✓ Information, unlike raw data, is processed and refined. It is an interpretation of the data by the author or
producer of the information.

Indigenous Knowledge and Indigenous Media

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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”. It is also
known as community media, it 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 community of
identity or interest).
Library as Repository of Information
o Libraries are evaluated on the extent of their collection of materials and the kinds of quality of services
they offer for information seekers.
o Libraries are expected to provide you contents that are easy to access. The main role of the library is to
organize and provide you access to information.

Media Information Tools

Media Type/ Form Description
Books • A set of printed sheet of paper that are held together inside a cover

Magazines and • A type of thin book with a paper cover that contains stories, essays,
Newspapers pictures, etc. and usually published every week or month
Cinema • The art or technique of making movies
• The system or process that is used for sending and receiving signals through
Radio
the air without using waves
• An electronic system of sending images and sounds by a wire or through
space
Television
• A piece of equipment with a screen that receives images and sounds sent
by television
• an information system on the Internet which allows documents to be
World Wide Web connected to other documents by hypertext links, enabling the user to
search for information by moving from one document to another
• Websites and applications that enable users to create and share content
Social Media
or to participate in social networking.

Evaluating your Information Sources

To measure information quality, you may consider the following aspects:
1. The information provided by a source is credible and reliable.
2. Breadth and depth of the discussion of the topic is also a consideration.
3. The information can be crossed referenced.
4. The manner of how information has been dealt with by the source is ethical and legal.

V. PRACTICE
Directions: Create a poster that will show the importance of using the different use of the types of media on
thebox below. (Use the back portion of this page to write your answer.)

Criteria Rating
Creativity and Interpretation 30
Cleanliness 20
TOTAL: 50

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VI. ENRICHMENT
Directions: Answer the following questions below:

1. What are your basis in choosing the type of media that you will use?

2. How will you know that the information that you get from different types of media was correct?

3. Do you think using the library is still useful in getting you needed information? Why?

VII. EVALUATION
Directions: Answer the following questions below:

1-3.What are the uses the different types of media in your life?

4-6.What would you gain from using the different types of media?

7-9.What will the different types of media can contribute to your future?

10-12.Why do you need to know about the different types of media?

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 37-46

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Name: Strand/Section:
Teacher: Period Cover:
Week # 7

LESSON 6: MEDIA AND INFORMATION LANGUAGES

I. INTRODUCTION/ FOCUS QUESTIONS

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 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.

1. What can you say about the form and content of the messages that media forms?
2. Are there any consistent patterns of “formulas” that characterize these messages?

II. LESSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Describe the nature of genre in relation to understanding codes and conventions;
b. Evaluate everyday media and information with regards to codes, convention and messages; in
regards tothe audience, producers and other stakeholders; and
c. Discuss popular media tropes, specifically, television tropes.

III. PRE – ASSESMENT

Directions: Write your reaction on the messages of the different situations below regarding the different forms
of social media.
1. The types/ themes of news story headlines of a local tabloid and the photos that you see in the FrontPage.
(Ex: lewd or gory stories, vulgar language used)

2. The types/ themes of new story headlines of a local broadsheet (Ex: Politics or Crime
controversy)

3. The plots/ themes/ structure of a teleserye/ telenovela (Local and

Foreign)

4. The plots/ themes/ structure of a film (Local and

Foreign)

5. Reality- based programs and their themes

6. Trends in social media

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IV. LESSON CONTENT

Media Language is a method, consisting of signs and symbols, used by information producers to convey
meanings to their audiences. It is a set of technical codes and conventions to communicate information.

GENRE- is a French word for “type” or “kind”. Genre has been a major component in understanding literature,
theatre, film, etc. The grouping into recognizable categories of content of these forms is what characterizes
genre.
Definitions of Genre (Bhatia, 1993)
• Recognizable communicative event
• Characterized by a set of communicative purpose
• Identified and mutually understood by the members of the professional or academic community in
which it regularly occurs.

Roles of Genre in Understanding Media Messages

Factors that may influence how messages may be understood:
▪ One role in the society
Ex: 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.
Ex: when you watch for entertainment you tend to be less critical to the hidden intention of the
message
▪ Professional and organizational preferences and prerequisites
Your biases toward the message also affect the interpretation of it
▪ Cultural constraints
The culture you belong to may have different way of looking at things compared to other cultures.

CODES AND CONVENTIONS

CODES
✓ Are known as a system or collection of signs that create meaning when put together.
✓ Consists of signs that have meaning dictated by agreed rules of interpretation.

1. Technical Codes- when the equipment is used to tell the story in a media text
Which consequently affects how you can interpret the meaning of that text. These are signs
that are produced when camera techniques, framing, depth of fields, lighting and exposure,
and juxtaposition are utilized.
2. Visual/ Symbolic Codes- these codes suggest or connote, rather than explicitly state the meaning of
the media message. The understanding of the message depends on the receiver of the message.
3. Written Codes- the use of language style and textual layout also express meaning. Captions, titles,
slogans, taglines and other language elements are also utilized inn away that may suggest a particular
meaning.

CONVENTION- refers to the generally accepted way of doing things that has formed into a habit because of
repeated exposure and experience of these messages.

• Technical Convention applied to the technical area, such as the length of television series, films, or
music videos.
• Genre Convention is usually associated with the type of the content. Classic genres includes musicals,
horror movies, horror films, war films, comedy movies, romance films, and others.

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TROPES- are storytelling devices. In the study of literature, tropes are the figures of speech that the audiences
recognize too easily recognize too easily because of their occurrences in almost all programs
in a particular genre.
In film language these are called motifs or recurrent themes.

MEDIA REPRESENTATIONS
Many scholars have proven that most of the media content are different from the real characteristics of the
social world. Codes and conventions are used to represent an information in a specific manner that oftentimes
do not represent reality. This is referred to as Media Representations.

One way to analyze Media Representations is through denotations and connotations.

Denotation Connotation
Multicolored candles light up a catholic church’s • The candles, both lit and melted, signify the
candle stand. strong faith of the Catholics who remain to
frequent the parish.
• The candles symbolize the hope of the people
amid the covid-19 pandemic.
• The number of colored candles mounted at
the stand represents that many believe in the
ability of the candle’s color to affect the
prayer of a person.

V. PRACTICE
Directions: Answer the following questions:

1. Why is media content categorized into genres?

2. What makes genres effective in characterizing media messages?

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3. How are genres helpful in differentiating the apparent from the hidden motives of media content/
messages?

VI. ENRICHMENT
Directions: List all the Roles of Genre in Understanding Media Messages, then explain each briefly in not less
than 150 words. (Use the back portion of this page for your answer). Refer to the rubric for scoring.

CRITERIA WEIGHT EXCELLENT GOOD FAIR POOR TOTAL

(5) (4) (3) (2)
CONTENT 2 Thorough and Complete Shows some Shows incomplete
insightful understanding of understanding of understanding of
understanding of content content material
content
IDEA 2 Insightful and well Ideas are Ideas are Ideas are unclear
considered ideas considered; more somewhat on few
making multiple than one topic; makes
connections thoughtful some connections
connection is
made
ORGANIZATION 1 Extremely well Organized. Somewhat Poorly organized.
organized. Structure allows organized A clear sense of
Order & structure reader to move structure allows direction is not
of information is through content reader to move evident. Flow is
compelling and without confusion. through some of frequently
flows smoothly Flows smoothly the content interrupted.
without confusion.
Flow is sometimes
interrupted.
TOTAL 5

VII. EVALUATION
Directions: Explain each Codes in Media Messages
1. Technical Codes

2. Visual/Symbolic Codes

3. Written Codes

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 47-54

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Name: Strand/Section:
Teacher: Period Cover:
Week # 8
LESSON 7: LEGAL, ETHICAL AND SOCIETAL ISSUES IN MEDIA AND INFORMATION

I. INTRODUCTION/ FOCUS QUESTIONS

The inventiveness of human beings is inarguably due to having a superior intellect. Humans continue to
survive because of their ability to create or 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.

1. Do you agree that flaming is not merely an act of disrespect but also a sign of hostile personality?
2. What are some ways that you have prevented potential flame wars or your tendency of being a flame
warrior?

II. LESSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Explain copyright and fair use, vis- a- vis human rights;
b. Enumerate opportunities and challenges in media and information; and
c. Put into action your personal resolve to combat digital divide, addiction, and bullying.

III. PRE – ASSESMENT

Directions: The following terms are all associated with ethical use of media and information. These concepts will
discussed in the entire lesson. But before you proceed, try to figure out what these terms are by filling out the
blanks.
1. C R G
2. EA VE C MM S
3. A R U
4. F AM G
5. BE LL G
6. AG R M
7. E QU E

IV. LESSON CONTENT

INTELLECTUAL PROPERTY- 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 symbol, names and
images used in commerce.

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Types of Intellectual Property

TERMS DESCRIPTION COVERAGE

• Books
• Music
• Legal term used to describe the
Copyright • Paintings
rights that creators have over their
• Sculptures
literary and artistic works
• Films
• Computer programs

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• Databases
• Advertisements
• Maps
• Technical drawings

• Provides the patent owner with the

right to decide how, or whether, the
invention can be used by others in
• Exclusive right granted for
Patent exchange for this right. The patent
an invention
owner makes technical information
about the invention publicly
available in the published patent
document.

• novels, poems, plays,

reference works,
• Violation or infringement of IP rights is newspapers,
subject to sanctions around the advertisements, computer
world. In the Philippines, IP rights are programs, databases, films,
Infringement musical compositions,
protected by R.A 8293 or the
Intellectual Property Code of the choreography, paintings,
Philippines. drawings, photographs,
sculpture, architecture,
maps and technical
drawings.

• A sign capable of distinguishing

goods or services of one enterprise
from those of other enterprise. • Products sold or services
Trademark
offered by a business entity
• Dates back to ancient times when
craftsmen used to put their signature
or “mark” on their product.

• Design of an object (shape

• Constitutes the ornamental or
Industrial Design or surface, patterns, lines or
aesthetic aspect of an article/
object. colors)

• Sign used on goods that have

• The name of the place of
Geographical Indication specific geographical origin and
possess qualities, a reputation or origin of the goods/
and Appellation of Origin
characteristics that are essentially products
attributable to that place of origin

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ETHICAL vs. LEGAL

According to research scholar P. Vasantha Kumar, the concepts of ethics and law are similar, but in a
complex manner. The two words are closely related and are sometimes used interchangeably. The LAW in
general perspective is a set of universally accepted rules, accepted and enforced within certain territory or
entity. The Philippines as a democratic form of government, is governed by a constitution, which is supported
by different laws on matters of administrative, civil, and criminal aspects. On the other hand, ETHICS a word
derived from the Latin “ethikos” meaning “character”, defines how individuals prefer to interact with one
another. Ethics is related to the moral obligation of knowing what is right and wrong that guides people to
choose what is accepted over unaccepted, and to do what needs to be done and what is just.

COPYRIGHT- is the protection of one’s expressions which only becomes tangible and concrete when objects
are created as manifestation of these expressions.

List of works that is commonly protected by copyright

➢ Literary works
➢ Computer programs, Databases
➢ Films, Musical compositions, and choreographies
➢ Artistic works
➢ Architecture
➢ Advertisements, maps, and technical drawings

Two types of Right under Copyright Law

1. Economic Rights- the rights of an owner/ author to be properly compensated financially upon his/her
permission for the work to be used by another

2. Moral Rights- the rights to non-economic interests of the author

To protect the authors economic right he/she has the discretion to limit or prohibit the use of the work in terms
of the following:

✓ Reproduction of various forms, such as publication or sound recording

✓ Public performance: such as play or musical work
✓ Recording, such as CD or DVD’s
✓ 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 his/her reputation.”

The Intellectual Property Law of the Philippines

“The Intellectual Property Code of 1997”

The intellectual property rights consist of:

1. Copyright and related rights;

2. Trademarks and services marks;
3. Geographic indications;

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4. Industrial designs;
5. Patents;
6. Layout designs (Topographies) of integrated circuits; and
7. Protection of undisclosed information.

TERM DEFINITION

Author o The natural person who has created the work

o 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
Collective work
that it will be disclosed by the latter under his own
name and that contribution natural person will
not be identified.

o The making of the work available to the public by

wire or wireless means in such a way that
Communication to the public or
member of the public may access these works
communicate to the public
from a place and time individually chosen by
them

o The transfer of procession of the original or a

copy of a work or sound recording for a limited
Public lending period, for non- profit purposes, by an institution;
the services of which are profit available to the
public.

o 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
o In the case of an audio- visual work, the showing
of its images in sequence and the making of the
sounds accompanying it audible
o In the case of sound recording, making thee
recorded sounds audible at a place or at places
Public performance
where persons outside the normal circle of a
family and the 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
where the performance can be perceived
without the need for communication within the
meaning of subsection

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o Works which, with the consent of the authors, are
made available to the public by wire or wireless
Published works means in such a way that members of the public
may access these works from a place and time
individually chosen by them:

o The transfer of the possession of the original or a

Rental copy of work or a sound recording for a limited
period of time, for profit making purposes

o The making of one (1) or more copies of a work

Reproduction or a sound recording in any manner or form
(Sec.41 (E), P.D. No. 49a)

o An artistic creation with utilitarian functions or

Work of applied art incorporated in a useful article, whether made by
hand or produced on an industrial scale

o A work created by an officer or employee of the

Philippine Government or any of its subdivisions
Work of the Government of the
and instrumentalities including government-
Philippines
owned or controlled corporations as a part of his
regularly prescribed official duties

Copyright Protected Works

o Books, pamphlets, articles, and other writings

o Periodicals and newspapers
o Lectures, sermons, addresses, dissertations for oral delivery, whether or not reduced in writing or other
material
o Letters
o Dramatic or dramatico- musical compositions; choreographic works nor entertainment in dumb shows
o Musical compositions, with or without words
o Works of drawing, painting, architecture, sculpture, engraving, lithography or other works of art
o Original, ornamental designs or models for articles of manufacture, whether or not registrable as an
industrial design, and other works of applied art.
o Illustrations, maps, plans, sketches, charts, and three dimensional work relative to geography,
topography, architecture or science
o Drawings or plastic works of a scientific or technical character
o Photographic works including works produced by a process analogous to photography.
o Audiovisual works and cinematographic works and works produced by a process analogous to
cinematography or any process for making audio-visual recordings,
o Computer programs
o Other literary, scholarly, scientific and artistic works

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Works not protected

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.
• News of the day and other miscellaneous facts having the character of mere items of press information.
• Any official text of legislative, administrative or legal nature as well as any official translation.

2. Works of the Government

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

THE USE OF FAIR USE

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.

Responsible Netizenship

Netiquette

• Refers to observing proper etiquette as you engage in activities over the

internet.
• A set of rules that governs what conduct is socially acceptable in an online or digital situation. It is a
social code of network communication

Core Rules of Netiquette

Virginia Shea author of a book titled Netiquettehas 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.
3. Online users are using the same space and are also utilizing band width. 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.

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Alternatively, others suggest the following rules:

1. Avoid attacking the person hood of another online user:
2. Do not post multiple version of the same message. Spamming is disrespectful of
other’s space and band width.
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 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 help with other online users, it is common courtesy to provide as much
detail 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 discussion
boards.

Cyberbullying
• An ill –managed impression often invites unwanted, offensive, and perhaps violent responses like this as
bullying in the case of the internet, cyberbullying has been one of the works kinds of flaming activities
because even innocent people are victimized by this.
• Cyberbullying is a type of offensive action toward another which takes place using electronic
technology.

Internet Addiction
• It is also known as computer addiction, online addiction, or internet addiction disorder (IAD) is an
impulse control problem.
• Refers to an excessive or poorly controlled preoccupations, urges or behaviors regarding computer use
and internet access that lead to impairment or distress

Forms of Internet Addiction

• Cybersex Addiction- Compulsive use of the 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.
• Internet overload- compulsive web surfing or database searching, leading to lower work productivity
and less social interaction with family and friends.
• Computer addiction- obsessive playing of off- line computer games or obsessive computer
programming.

Plagiarism- The act of taking another person's ideas, writings, inventions, and similar intellectual products as
one's own without knowledge, consent and/or accreditation. (University of the Philippines’ Code of Student
Conduct)

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TYPES OF PLAGIARISM

The writer turns in another work, word- for- word, as

The Ghost Writer his or her own

The writer copies significant portions of text straight

The Photocopy from a single source, without alteration

The writer tries to disguise plagiarism by copying from

several different sources, tweaking the sentences to
The Potluck Paper
make them fit together while retaining most of the
original phrasing.
Although the writer has retained the essential
Sources Not Cited
content of the source, he or she has altered the
The Poor Disguise
paper’s appearance slightly by changing key words
and phrases.
The writer takes the time to paraphrase most of the
The Labor of Laziness paper from other sources and make it all fit together,
instead of spending the same effort on original work.
The writer borrows generously from his or her
previous, violating policies concerning the
The Self- Stealer expectation of originality adopted by most
academic institutions.

The writer mentions an author’s name for a source,

but neglects to include specific information on the
location of the material referred. This often masks
The forgotten Footnote other forms of plagiarism by obscuring source
location.
The writer provides inaccurate information regarding
the sources, making it impossible to find them.

Misinformer
The writer properly cites a source but neglects to put
in quotation marks text that has been copied word-
for- word, or close to it. Although attributing the
The too- perfect Paraphrase basic ideas to the source, the writer is falsely
Sources Cited claiming original presentation and interpretation of
the information.
The writer properly cites all sources, paraphrasing
and using quotations appropriately. The paper
contains no original work! It is sometimes difficult to
The Resourceful Citer spot this form of plagiarism because it looks like any
other well- research document.
The writer properly quotes and cites sources in some
The Perfect Crime places, but goes on to paraphrase other arguments
from those sources without citation. This way the

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writer tries to pass off paraphrased material as his or
her own analysis of the cited material.

PLAGIARISM, FABRICATION and FALSIFICATION

It is the act if stealing a person’s work and presenting them as your own. According to Lapeña (2010),
plagiarism comes from the Latin word “plagiarus” which means “kidnapper,” thus used nowadays in the sense
of “intellectual theft”. Fabrication on the other hand, is the production of data or results and reporting them as
true and correct, or simply an invention of data (Zietman, 2013). Falsification is the manipulation of research
materials, or the modification and/or omission of data in an information to meet a certain result (Zietman, 2013
Merton [as cited by Bornmann, 2013]).

V. PRACTICE
Directions: Research and print an article about intellectual property and paste it at the back portion of this
page.

VI. ENRICHMENT
Directions: Answer the following questions below. Connected to first activity (practice).
1. What type of intellectual property was evident in your article? Why?

2. What are the things that was violated by the article?

3. What are the things that an author need to avoid in order not to commit the act of plagiarism?

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VII. EVALUATION
A. Directions: Research and print an article about the data privacy law in the Philippines and paste it on the
space provided, then answer the questions that follows:

B. Directions: Answer the following questions below:

1. Based on your article, what do you think are the importance of data privacy?

2. What are the practices that we need to practice in order to maintain your data privacy?

3. What are the actions that people make that makes them violate their own data privacy?

C. Directions: Make your own version of rules on netiquette. Write your list on the box

1.
2.
3.
4.
5.
6.
7.

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 55-72

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 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Strand/Section:
Teacher: Period Cover:
Week # 9
LESSON 8: OPPORTUNITIES, CHALLENGES, AND POWER OF MEDIA AND INFORMATION

I. INTRODUCTION / FOCUS QUESTIONS

As a citizen, not merely of your country but the rest of the world, media and information re 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 the society. When you are exposed to media and utilized it more effectively, you
have enormous access to the information that you can use and share. Media and communication technology
are all tolls 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.

1. What are the impacts of social media in free speech and expressions?
2. What are the advantages of online portals in terms of media document retrieval and media content mining?

II. LESSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Realize opportunities and challenges in media and information
b. Classify aspects off media literacy such as audience, content and effects
c. Research and cite recent example of the power of media and information to effect change.

III. PRE – ASSESMENT

Directions: 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.

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IV. LESSON CONTENT

In Education printed media, such as books and journals,

play key roles in the educational formation of society. Students
are provided with textbooks which mediate experts in imparting
knowledge of different fields. Decades ago, when students were
asked to do a minor research, they had to go to the library or
conduct interviews to do it. If information was not available in
nearby areas, they had to far-off places to gather information
and learn about their topic research. Teachers, as information
providers, were often unchallenged because only a few students
could study ahead of the class schedule. Generally, in the
previous decades, knowledge was limited only to those who seek
it. However because of the rise of broadcast and new media,
various information are now available in just a tap or click away.
Both students and teachers can now do research in the comforts of their home. Sometimes, students can even
contest their teacher’s opinions with information that they gathered on television or the internet, inciting
meaningful and productive class discussions.

In Economy
The power of media and information can also affect a
state’s economy. Think of the current status of the labor industry
for example. As a matter of fact, US-based globalization firm
Tholons, Inc. placed Manila as the second largest outsourcing
destination in the world. According to a Rappler article by Nikki
Natividad (2015), approximately 900 thousand Filipino workers
were employed in BPO companies in 2013. During that year, the
BPO industry generated USD 27 million annual revenue. Aside
from the overseas Filipino workers (OFWs), the BPO employees
contribute a great number to the country’s economy. Losing this
industry that is empowered by media and information can
cause a staggering downfall to the state of Philippine economy.

In Politics
Because the Philippines is a democratic country, Filipinos
have the right to participate in governance. People’s
involvement connotes the transfer of power and influence to
communities. And with the proliferation of new media, this right
has been observed more easily in the country. Government
agencies now also disseminate information through new media.
Information and Communication Technology (ICT) was utilized to
help connect the citizens with the government better. When the
e-commerce Act was passed in 2000, government agencies
have made most of the services available online for easy access
of the citizen.

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In Society
In 2014, global study Wave7 named the Philippines as the social media capital of the world. According
to the research, approximately 40 million Filipinos use social media platforms 53 hours a week. Participants in the
research say that they use social media to keep company, share new experiences to friends and followers,
have fun, meet new people, and stay in touch with friends and family. These reflect that Filipino’s behavior in
social media are rooted from inherent human truths, such as; relationships, diversion, progression, recognition,
opinions and learning.

Classification of online Portal (Cheng and Shen, 2010)

• Media Document Retrieval- or the functionality
Ex: Search engines that enable users “to submit one or more queries in the form of an example rich
media object or keyword terms”
• Media Content Mining- or the techniques employed to extract “implicit knowledge data relationships,
or other regular patterns.
Crowdsourcing- Distributing information faster than the blink of an eye.
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.
Criminal offences in Cyberspace (2001 Budapest Convention on Cybercrime)
1. Offences against confidentiality
2. Computer related offences
3. Content- related offences
4. Offences related to infringements of copyright and related rights

V. PRACTICE
Directions: Research and print about the cybercrime law in the Philippines and paste it on the space provided,
then answer the questions that follows:

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VI. ENRICHMENT
Directions: Answer the following questions below:
1. Why are cybercrime laws both good and bad? Explain you answer

2. How cam cybercrime restrict the free flow of information?

VII. EVALUATION
Directions: Answer the following questions below:

1-3.What are the uses knowing about the law of cybercrime in your life?

4-6.What would you gain from being aware on the laws regarding the cybercrime in the Philippines?

7-9.What will the law on cybercrime can contribute to your future?

10-12.Why do you need to know about cybercrime?

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 73-82

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 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Strand/Section:
Teacher: Period Cover:
Week # 10

LESSON 9: CURRENT AND FUTURE TRENDS OF MEDIA AND INFORMATION

I. INTODUCTION/ FOCUS QUESTIONS

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.

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

2. Can MOOC’s replace the traditional mode of information and knowledge delivery?
3. Are MOOC’s potentially harmful to copyright?

II. LESSON OBJECTIVES

At the end of the lesson, you’re expected to:
a. Evaluate current trends in media and information and how they affect individuals and the society as a
whole.
b. Describe massive open online content
c. Synthesize the overall knowledge about media and information with skills for producing a prototype of what
the learners think is a future media innovation.

III. PRE – ASSESMENT

Directions: 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.

VI. LESSON CONTENT

PATTERNS OF MEDIA DEVELOPMENT

1. INNOVATION STAGE – the development of mass media was made possible through the introduction of a new
media. Potter points out that technological innovation by itself is not enough to develop a mass medium. He
explained that for the innovation stage to be fulfilled, it should be characterized by marketing innovations as
well. Therefore, a business should be first created to promote the newly-invented technology, which may or
may not be backed up by the government, before it could build an audience.

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2. PENETRATION STAGE – This stage is characterized by the public’s growing acceptance and positive
evaluation of the invented medium. However, there are instances that even if the needs of the public are
already being satisfied by a certain medium, a new medium is invented that is able to satisfy those needs in a
more creative way.

3. PEAK STAGE – The moment when the medium reaches its maximum penetration is the peak stage. Here, the
medium gains most attention and utilization, generating more revenues compared to the other media.

4. DECLINE STAGE –Although a particular medium has already reached its peak, sooner or later it will be
challenged by a new form of media which may cause its decline.

5. ADAPTATION STAGE – The declining of medium should find ways to counter the shifting balance or else it may
become obsolete. This calls for the adaption stage, where the old medium tries to redefine and redesign its
position and presence in the media market.

Wearable Technology- are electronic technologies or computers that are incorporated into items of clothing
and accessories, which can comfortably be worn on the body.
Characteristics of Wearable Technology
• Performing computer related tasks such as laptop and mobile phones
• Provide sensory and scanning features
• Have some forms of communications capability and will allow the wearer access to information in real
time
• Data- input capabilities
• Local storage capabilities
3D Environment- 3D graphics or environments have added texture to our media experience because of the
images that we see in three- dimensional rendering.
Three Phases of 3D graphics creation
1. 3D modeling- the process of forming a computer model of an objects 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.

V. PRACTICE

Directions: Research and print a picture of a wearable technology and paste it on the space provided, then
write a short description about it. (Use the back portion of this page for you answer)

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VI. ENRICHMENT
Directions: Answer the following questions below: (5 points each)

1. How do developments in media and information technology change the way of life of humans?

2. What do you think are the advantages of having invented the different wearable technology?

3. Is there really need for more advancement in the technologies? Why or why not?

4. Name one trend or technology that you find useful to you? In what ways it is useful?

VII. EVALUATION
Directions: Writewhat is being ask in the following.
1. – 8. Give the eight (8) examples of technology that improve people’s lives.

9. – 13. Give the five (5) examples of Wearable technology

14. – 16. Give the three (3) example of 3D Environment

17. – 20. Give at least three (3) examples of trends in Media and Information Technology

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 83-92

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 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Strand/Section:
Teacher: Period Cover:
Week # 11
LESSON 10: MEDIA AND INFORMATION LITERATE INDIVIDUAL

I. INTRODUCTION/ FOCUS QUESTIONS

Mass media is all around you. You cannot escape it, except if you go to the ends of the world where
there 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 the 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 to help yourself and others muster the confidence to
overpower potential effects and consequences.

1. When and where do you call a person as a Media and Information Literate Individual?
2. What is the perceived necessity by media organization to resort to the use of fallacies to promote their
ideas/agenda about a topic?

II, LESSSON OBJECTIVES

At the end of the lesson, you are expected to:
a. Synthesizes 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).
b. Discuss how media is an important tool in the nation-building and strengthening of cultural identities albeit
organization

III. PRE – ASSESMENT

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

III. LESSON CONTENT

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 behaviour. Some experts contend that media
effect tool to persuade people toward believing a certain truth claim. Others says that audiences are no
longer passive and are now 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 these are gospel truths.

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 - Diktat
- Ad nauseam - Disinformation
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- Appeal to authority - Exaggeration
- Appeal to prejudice - Foot – in – the door technique
- Bandwagon - Framing
- Cherry picking (fallacy) or Selective truth - Glittering generalities
- Classical conditioning - Guilt by association
- Cognitive dissonance - Half- truth
- Common man or “plain folk” approach - Intentional vagueness
-Demonizing the enemy - Euphemism
- Labeling - Latitudes of acceptance
- Loaded language - Love bombing
- Milieu control - Name – calling
- Operant conditioning - Oversimplification
- Rationalization - Scapegoating
- Unstated assumption - Virtue words
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 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
provisions stating the importance of media and communication in the process of strengthening the nation.
Such provisions are as follows:

Section 24, Article II. - 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 percent 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.
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 with a policy that respects the freedom of speech and of the press.

V. PRACTICE
Directions: Answer the following questions below. (Use the back portion of this paper for your answer)
1. How can media and information affect individual? How about societies?
2. Why is media pivotal in building individual and nation identity?
3. How can indigenous knowledge or media help balance the influx of foreign ideas and ideologies?

VI. ENRICHMENT
Directions: You are a historian. You are tasked to write a timeline of the history of the Philippine news media
which will be included in a textbook on media history. The timeline should be able to include all media forms
where news is delivered or presented. Include images and illustrations to make the timeline more appealing.
The timeline will be judged based on detailed, depth of information, aesthetics, and presentation.
CRITERIA PERCENTAGE TOTAL
Detailed Information 10
Depth Statement 5
Aesthetics and Presentation 5 20 POINTS

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 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Strand/Section:
Teacher: Period Cover:
Week # 12
LESSON 11: PEOPLE AND MEDIA

I. INTORDUCTION/ FOCUS QUESTIONS

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

1. Why do you think is there a growing trend of content going viral over the internet?
2. What does this say about the nature of people as producers of information?
3. What are the disadvantages of viral messages?

II. LESSON OBJECTIVES

At the end of the lesson, you re expected to:
a. Describe the different dimensions of people media;
b. Categorize different examples of people and state reasons for such categorization; and
c. Cite studies showing proofs of positive and negative effects of media information,

III. PRE – ASSESMENT

Directions: Put a check mark on the cell to which you believe the item maybe 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

IV. LESSON CONTENT

Perspectives on Media Effects

In the media education, the three main paradigms on effects are powerful and direct effects, limited
effects, and moderate effect. The most classic and already debunked theory on direct effects 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 behaviours 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 tat media
has a limited capacity to persuade you.

People as Media
Any person who is exposed to media messages is also able to serve as a conduit of information and 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 and reliable as possible. People as
media are highly expected to be responsible disseminators of information.
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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.

Opinion Leaders as People 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.

Citizen Journalism
Perhaps one of the most recent developments in the aspect of information sharing is citizens’ journalism. Also
known as “public”, “participatory”, “democratic”, “guerrilla”, or “street” journalism, citizens’ 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 journalist do. Most of the
people consider citizen journalism “as a specific form of both citizen media and user generated content.”

Social Journalism
Of course, the expectation of delivering a credible and reliable source of information would lie on media
practitioners, especially journalist. This is inarguable since journalists are professionally trained ad most have
been academically prepared for the rigors of the job. 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 liked to open publishing where readers intentionally or unwittingly contribute content just by
sharing through their online social media accounts.

Crowdsourcing
Another manifestation of people media is the recent practice called crowdsourcing. 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 post a question or inquiry in his or her social media account where there other people (either random
stranger or people within the social circle) can openly share their answer 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. Crowdsourcing is also called collective
mobilization.

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 engaged in---print, broadcast, film, new media, and
gaming. Because it was stated in the previous lesson that media may be utilized for propaganda, it pays that
you are vigilant I spotting these agenda in media messages. People have biases and maybe observable in the
things that they produce. In other words, people media are only helpful up to certain extent.

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V. PRACTICE
Directions: Answer the following questions below. (Use the back portion of this page to answer.)
1. Have you had an opportunity participating in a crowdsourcing activity?
2. What was being solicited form audiences? How were you able to contribute as crowd source?
3. What do you think is the danger of relying too much on crowd sourced information?

VI. ENRICHMENT
Directions: Take a look at the following materials for further discussion on social journalism. As a people in Media
make a short reflection of those articles then explain how powerful media is and its impact to the people that
surrounds them.
➢ A List of Every Hidden Journalism-Related Social Media Group I Could Find by Melody Kramer found at
http://poynter.org/news/mediawire/362267/a-list-of-every-journalism-related-social-media-group-i-
could-find/.
➢ An article by Mathew Ingram found at https://gigaom.com/2014/24/01/social-journalism-and-open-
platforms-are-the-new-normal-now-we-have-to-make-them-work/

VII. EVALUATION
Directions: Choose the letter of the best answer.
1. This is the communication model that depicts a cyclical encoding and decoding relationship.
a. transmission model c. reception model
b. ritual model d. publicity model
2. This refers to a media category or classification characterized by text, audio, video, graphics, or animation.
a. modality c. media codes
b. media form 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 c. industrial age
b. infrastructure 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 c. social responsibility perspective
b. authoritarian perspective d. soviet socialist perspective
5. An information source that appeals general interest is .
a. current c. stable
b. scholarly d. popular
6. The phenomenon characterizing the hybrid media of today.
a. synergy c. convergence
b. hybridization d. emergence
7. A kind of media that produces culturally appropriate information in the languages understood by the
community.
a. traditional media c. people media
b. indigenous media d. multimedia
8. Media codes that suggest or connote rather than explicitly state the meaning of a media message.
a. visual codes c. behavioural codes
b. technical codes d. written codes
9. Pertains to recognizable formulas in media messages that enable you to interpret the meaning of the
message.
a. genre c. metaphor
b. code d. convention
10. An intellectual property right endowed to owners of an expression.
a. patent c. trademark
b. copyright d. license

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11. A legal mechanism that provides opportunities for universal access through “free, public, and standardized
infrastructure” of sharing content and information within the bounds of free flow of information and protection
of copyright.
a. massive open online content c. creative common license
b. ubiquitous learning d. fair use
12. An information engagement pattern where content is passed between individuals through networks.
a. broadcasting b. networking c. hybrid media d. virality
13. A learning environment that is highly contextualized and attendant to specific needs of learners by
engaging them to mobile learning.
a. e-Learning b. u-Learning c. Massive online content d. Open educational resources
14. The provision in the 1987 Philippine Constitution that explicitly mandates establishment of media and
communication infrastructure in the country.
a. SEC. 4, Art. III b. SEC, 24 Art. III c. SEC. 11 Art. XII d. 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 c. media literacy
b. digital literacy d. communication literacy

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Name: Strand/Section:
Teacher: Period Cover:
Week # 13
LESSON 12: TEXT INFORMATION AND MEDIA

I.INTRODUCTION/ FOCUS QUESTIONS

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

1. Why is that Alibata or Baybayinis the first writing system of the first civilization?
2. What do you think is the help of visual/pictures in every article?
3. What are the characteristic of sounds?

II. LESSON OBJECTIVES

At the end of the lesson, you re expected to:
a. Define text in the context of multimedia;
b. Describe the different dimensions of text information and media; and
c. Comprehend how text information and media are formally and informally produced, organized and
disseminated.

III. PRE – ASSESMENT

Directions: Read and analyze the following myths about our National Hero Jose Rizal. Answer the following
questions on the space provided.

8 Mind-Boggling Myths About Jose Rizal

Myth # 8: Jose Rizal wrote “Sa akingmgaKabata.”
Myth # 7: Jose Rizal was a straight A+ student.
Myth # 6: Jose Rizal is a fake hero.
Myth # 5: Jose Rizal was a foreign spy.
Myth # 4: Jose Rizal was gay.
Myth # 3: Jose Rizal survived his execution.
Myth # 2: Jose Rizal was the father of Adolf Hitler.
Myth # 1: Jose Rizal was the real ‘Jack the Ripper.’

What did you feel upon reading the information above? Did you learn new things about Jose Rizal? If yes, what
are these things about the national hero that you have just learned about? Now, what if you find out that some
of the information presented above are not true? How would you know if these data are indeed “myths” as the
title says?

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IV. LESSON CONTENT

Text is any piece of writing. Alphanumeric characters and logograms are examples of text.

FOUR TYPES OF TEXT

1. DESCRIPTIVE TEXT – a text that aims to have the reader picture (imagine and see) what is being described.
2. INFORMATIVE TEXT – the primary purpose of Informative is to advise or tell the reader about something.
3. INSTRUCTIVE TEXT - this instructs or tells a reader how to do something.
4. PERSUASIVE TEXT – this is a text that seeks to persuade a reader to believe in or do something.

Information that is communicated through text are called text information. You can see these almost
everywhere- signs, books, cell phones, computers, menus, and more. On the other hand, everything that has
text written on it is a text medium, or a vessel that communicates text information to receiver.

SELECTION CRITERIA: TEXT INFORMATION AND MEDIA

1. RELEVANCE – usually when we try to know about a certain topic, we would settle only for just one, two, to
three sources. If you are searching for articles, it is best to look for sources that relate with the concept.
2. TRIANGULATION (validity, reliability, and accuracy) – compared to other types of information and media,
text information is easier to evaluate. Since it is written, more often than not, it presents more data than other
types of information.
3. POINT OF VIEW – does the information sound biased? Does the analysis come from only one perspective? Are
there flaws in the author’s logic?
4. MEDIUM USED – educational materials that underwent rigorous processes of studies and editing are examples
of good media.
5. AUDIENCE – who was the information written for? Is it for experts, students, or the general public?
6. WRITING STYLE – if it has a numerous grammatical errors, chances are that it has not undergone editing and
might contain subjective analysis of data.

PRODUCING TEXT INFORMATION

Austrian professor and researcher Rune Pettersson (2015) defined a high quality information as correct, credible,
relevant, and easy for the intended audience to access, interpret, and understand.

Pettersson (2002, 2015) enumerated the following sixteen principles of design that a producer must keep in
mind in creating an information:

1. Functional principles
a. defining the problem
b. providing structure
c. providing clarity
d. providing simplicity
e. providing emphasis
f. providing unity

2. Administrative principles
a. information access
b. information costs
c. information ethics
d. securing quality

3. Aesthetic principles
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a. harmony
b. aesthetic proportion

4. Cognitive principles
a. facilitating attention
b. facilitating perception
c. facilitating processing
d. facilitating memory

Internal Textual Structure

Pettersson refers to INTERNAL TEXTUAL STRUCTURE as the "techniques used to organize sequence, and provide
an internal framework for helping readers understand a prose content."

Writing Coach Ronnie Lipton (2007) advised that it is important to arrange information from the most important
to the least important. To engage your readers write the most essential data at the beginning, and let the
supporting information follow.

External Textual Structure

The techniques used to organize text with linguistic and typographic cues make up what Pettersson calls the
external textual structure. These include the usage of indention, spacing, blocked text, italicized text, and
boldfaced text. Lines or colors to divide pages, paragraphs, or sections, etc.

The following are some of the external structure elements that you should consider in producing your text
information (Horton and Lynch, 2008-2011).

1. Legibility
Good typography has strong contrast and distinctive patterns, which makes the text legible to read. Horton
and Lynch said that typography is the tool a person uses to "paint" patterns of organization on a page. They
also stated that the first thing a reader sees in a text is the overall pattern, not the details or its content.

2. Emphasis
A solid body text may be difficult to engage a reader. Thus, it is significant to put emphasis to terms or words
that need to be highlighted.

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V. PRACTICE
Directions: Look around you and cite ten (10) examples of Text Information and media that you see.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

VI. ENRICHMENT
Directions: Analyze the following information about the voyage of Ferdinand Magellan in the Philippines based
on the recently discussed selection media.

On March 18, 1521, Ferdinand Magellan and his party first met the natives of the Philippine islands in
Humunu, Samar. They were greeted by the hospitable natives who gave them fresh provisions. The
Spaniards set sail again and reached the island of Limasaua, Leyte. There, amicable relations have
been arranged between the Spaniards and the natives through the blood compact, a Malayan rite of
blood brotherhood.

Source: https://archive.org/stream/philippineislan96bourgoog/philippineislan96bourgoog_djvu.txt

1. Relevance

2. Triangulation (validity, reliability, accuracy)

3. Point of view

4. Audience

5. Writing style

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VII. EVALUATION

Directions: Pick out an article in a local newspaper. Evaluate it using the selection criteria that have been
discussed. Search the internet for an interesting blog. Then, evaluate an article from this blog using the selection
criteria for text. Check the rubrics below for scoring.

FOCUS CONTENT ORGANIZATION STYLE TOTAL

Sharp, distinct Substantial, specific Sophisticated Precise, illustrative 5

controlling point and or illustrative arrangement of use of a variety of
made about the content content with evident words and
topic with evident demonstrating and or subtle sentence
awareness of strong development transition. structures to
task. and sophisticated create consistent
ideas. writer’s voice and
tone appropriate
to audience
Apparent point Sufficiently Functional Generic use of 4
made about a developed content arrangement of variety of wards
single topic with with adequate content that sustains and sentence
sufficient elaboration or a logical order with structures that
awareness of explanation. some evidence of may or may not
task. transitions create writer’s
voice and tone
appropriate to
audience.
No apparent Limited content with Confused or Limited word 3
point but inadequate inconsistent choice and
evidence of a elaboration or arrangement of control of
specific topic. explanation content with or sentence
without attempts at structures that
transition inhibit voice and
tone
Minimal evidence Superficial and/ or Minimal control of Minimal variety in 2
of the topic minimal content content word choice and
arrangement. minimal control of
sentence
structures.

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 98-111

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Name: Strand/Section:
Teacher: Period Cover:
Week # 14
LESSON 13: VISUAL INFORMATION AND MEDIA

I. INTRODUCTION

What do you feel whenever you look at your throwback photos? Do you nostalgic? Can you reimagine
the scene from which the picture has been taken you find yourself suddenly overwhelmed with different
emotions upon seeing picture from the past? Indeed, a picture speaks a thousand words- this is the power of
visual information. You are already knowledgeable in evaluating and producing text information a media. But
how about visual information and media? How will you be able to distinguish the reliable and accurate visual
information from the bogus ones?

II. LESSON OBJECTIVES

At the end of the lesson, you re expected to:
a. describes the different dimensions of visual media and information;
b. evaluates the reliability and validity of visual media and information and its sources;
c. utilizes design principle and elements for visual media and information; and
d. familiarizes on visual media and information and gain comprehensive knowledge on how to effectively
evaluate them.

III. PRE – ASSESMENT

Directions: Look at the picture below. What can you say about them? Write your answer on the space
provided.

1.

2.

IV. LESSON CONTENT

Symbols, pictures, icons, signs, and others that communicate with one's sense of sight are called VISUAL MEDIA.
It can be any of the following.

1. Ideogram - These are graphical symbols that represent ideas. Examples of such are signs, logos, and symbols.

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2. Statistical Visualization - This refers to the study and creation of data using visual representation. Charts and
graphs are examples of statistical visualization.
3. Picture - Photography, painting, drawing, and the like all fall under pictures. It is used widely by people to
express their ideals, opinions, and sentiments.
4. Graphic Design - This refers to the art of combining text and pictures to communicate information. Info
graphics, posters, and graphic advertisements are considered as graphic designs.
5. Video - If graphic design is the combination of text and pictures, video is the combination of motion and
picture; or of motion, picture, and audio.
6. 3-D Image - A three-dimensional visual medium can be a sculpture, an architecture, a real-life object, or a
person. Information conveyed through a sign language is considered a visual information.

When you stop before crossing a road because you saw that the traffic light was blinking green, it is because
you have received the information to "stop crossing" from the medium--the traffic light. This process of giving
and receiving visual information through media is called VISUAL COMMUNICATION.

As Pettersson (2015) listed, visual communication may be used for a number of reasons: to analyze content, to
anchor an image, to assist in concept development, to clarify pieces of an abstract, language-based
concept, and to depict reality, among others.

As archaeological findings suggest, visual communication started way back in 40 000 BCE, when Cro-Magnons
engraved in rocks what were considered today as the oldest art in history. As history progressed, visual media
developed too. Pictographs, alphabets, and visual art emerged, which paved the way for humans to
communicate more or deeper information. However, the history of visual communication may be older than
what academicians deem, for early people used signs and actions to communicate.

THE POWER OF VISUAL INFORMATION AND MEDIA

Approximately 65% of the human population are visual learners; 30% are auditory learners; and about
5% are experiential learners (Bradford, 2011). The visual information people consume stays longer than any
other kind of information. In their website, Visual Teaching Alliance enumerated the following.

• The brain can see images that last for just 13 milliseconds.
• Eyes can register 36 000 visual messages per hour.
• People can get the sense of a visual scene in less than 1/10 of a second.
• 90% of information transmitted to the brain is visual.
• Visuals are processed 60 000 times faster in the brain than text.
• 40 percent of nerve fibers are linked to the retina.

The Power to Persuade

One manifestation of this power is when a person votes for a politician whose picture while helping a
typhoon victim went viral. Another example is a student who had an assignment about photosynthesis used the
internet for visual reference. After being impressed" by the graphic interpretation of the second graph that
he/she had seen, this student automatically chose to adapt the said graph for his/her assignment.

The Power to Affect

The symbols presented are only images made up of lines and shapes. However, because of the
connotations attached to them, these designs have brought different emotions and interpretations to man
people including you.

The Power to make a break

In March 1093, a picture of a Sudanese child got published in New York Times the skin and- bones child
was shown seemingly resting while crawling her way to a feeding center, as a vulture awaited nearby. The
picture drew lots, of attention from everyone who saw it and had provided eyes for the world to see a
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metaphor of the African famine South African Kevin Carter, the photojournalists who took the photo, won a
Pulitzer Prize for his work in April 1994. Carter was flooded with both praises and criticisms afterwards. Many
criticized Carter as to why instead of taking a photo of the child and the vulture he did not help the child and
take her to the feeding center himself. The criticisms, adding up to the financial difficulties and all emotional
trauma that he had experienced because of his work, worsened Carter's depression. In July 1994, Carter died
of suicide.

VISUAL LITERACY
Scholars Robert Heinich, Michael Molenda, and James Russell (1982) defined visual literacy as the
"learned ability to interpret visual images accurately and to create such messages.

To fulfill this, you must be able to reach the advanced level competencies developed by Professor Raymond
Paquin (1999). These competencies of visual literacy have been assimilated from the perspectives of many
visual literacy scholars.

A. Primary Level
1. Manipulation (changing objects)
2. Construction (producing simple visuals; taking pictures)
3. Abstraction (identifying concepts from art elements)

B. Skilled Level
4. Manipulation (using tools for problem-solving)
5. Construction (drawing with perspective; controlling variables in picture- taking; origami; interpreting
instructions)
6. Abstraction (creating visual plans; specifying photographic treatment for subjects; creating visuals from
verbal and vice versa)

C. Advanced Level
7. Manipulation (mental manipulations of complex representations)
8. Construction (drawing in 3-D; creating own visual style; producing multimedia information)
9. Abstraction (lateral thinking. visual intuition, visual invention: describing visual ideas verbally)

V. PRACTICE
Directions: Pick out 10 Local logos and 10 foreign logos. Classify what emotion their logos suggest based on
their colors. Use the space provided below.

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VI. ENRICHMENT
Directions: If you were to create a business, what would it be? Try to create a logo and an advertisement
poster for that business and follow the guidelines for producing visual information.

VII. EVALUATION
Directions: Create info graphics about the following.

1. Hazards of smoking
2. Benefits of saving money
3. Disadvantages of computer addiction
4. Population growth in the Philippines; causes and effects
5. Effects of climate change and the ways to curb them

Ref:Information Literacy in the 21st Century by Angelito P. Bautrista Jr. and Jessica Mariz R. Ignacio pages 111-122

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 Immaculada Concepcion College
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Name: Strand/Section:
Teacher: Period Cover:
Week # 15
LESSON 14: AUDIO INFORMATION AND MEDIA

I. INTRODUCTION
An audio is a sound heard on a recording or broadcast. Sound effects, music, songs, newscasts, public
service announcements, speeches, and the like are all examples of audio. The quality of an audio can be
categorized into two: lossless and lossy. Lossless format keeps the audio quality of the original source. Examples
of this format are WAV, AIFF, FLAC, APE, and Apple Lossless. On the other hand, lossy compresses the file to
save space without diminishing the audio quality, such as MP3 (MPEG Audio Layer |I), AAC, WMA, and ogg
Vorbis.

II. LESSSON OBJECTIVES

At the end of the lesson, you are expected to:
a. describe the different dimensions of audio information and media;
b. comprehend how audio information and media are formally and informally produced, organized, and
disseminated;
c. evaluate the reliability and validity of audio information and media and their sources using selection
criteria; and
d. produce and evaluate a creative audio-based presentation using design principle and elements.

III. PRE – ASSESSMENT

Directions: Answer the following questions

1. How often do you listen to music?

2. Are you a follower of a certain band? A radio station?
3. Have you ever streamed or download a podcast?
4. How does audio affect your daily living?

IV. LESSON CONTENT

Below are some popular examples of audio information:

1. Music songs or rhythms that primarily aim to entertain; usually aired on the radio, streamed on the
internet, or bought in record bars or digital music stores.
2. Radio Newscasts news clips or articles delivered by radio journalists.
3. Public service announcements (PSAs) messages disseminated by radios without charge that aim to raise
people's awareness regarding a certain social issue.
4. Radio commercials paid advertisements that intend to promote a service or product.
5. Radio dramas similar to a television soap opera, these are purely acoustic programs broadcasted on
radio
6. Podcasts digital audio programs that can be streamed or download.

THE POWER OF AUDIO INFORMATION AND MEDIA

On the evening of February 22, 1986; the voice of Jaime Cardinal Sin rang across the nation through
Radyo Veritas- encouraging the Filipino people to stand up and support the defense men-turned-rebels Juan
Ponce Enrile and Fidel Ramos in their fight against the administration of then President Ferdinand Marcos.
Almost everyone who heard the Catholic leader on the radio heeded his call. It is said that Cardinal Sin's call
was the trigger of the 1986 EDSA People Power Revolution. The ease of accessibility of the Filipinos to the radio is
one of the reasons why the above event became possible and why audio is considered a powerful tool in
communication. Because of the broadcast restrictions implemented by the administration that time, only a few
broadcast stations thrived, many of which are radio stations like Radyo Veritas.
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Hearing vs. Listening

The impact of an audio information varies upon the response of the receiver. A person who merely
hears an audio information cannot be considered a listener. Hearing is the very act of perceiving sound by the
ear, and can be done involuntarily. However, listening requires the attention of the sound receiver. Listening
involves the following process (Kadian-Baumeyer, n.d.).

1. Hearing - stage where sound enters the eardrums and travels to the brain
2. Attending - part where the brain receives the sound and chooses what to listen to.
3. Understanding - making sense of the listened sound.
4. Remembering - most important stage where the sound is stored in one's memory.

SELECTION CRITERIA: AUDIO INFORMATION AND MEDIA

Producing an Audio Information

In audio production, the first thing that you must decide is the type of audio that you will produce. Do
you plan to make a song? a newscast? an advertisement? a public service announcement? or a podcast? If
you have obtained your information from other sources, list all your primary sources down and make sure to
mention them in your audio. It is also important to make your content interesting. Be sure to make the first and
second lines of your audio content catchy. Your goal is to grab the attention of the person who hears your
audio and make him/her your listener.

Providing Clarity
It is important that your intended audience will be able to understand your audio information. In text,
clarity is achieved through legibility and good structure. To provide clarity, first choose the recording device
that you are going to use. Are you going to use a smart phone, a recorder, or a computer? As much as
possible, use a device with a good microphone quality since this can make or break the quality of your audio.
There are different types of microphone for every kind of audio (dynamic, condenser, and ribbon), but you can
just opt to use the dynamic type since it is versatile and more readily available. Smart phones, recorders, and
computers (laptops) only have low-end electret microphones, which are not as crisp and reliable as dynamic
microphones. Therefore, if you intend to produce a high-quality audio, it is advisable to plug in an external
microphone.

It is also important to observe the following tips in recording:

1. Configure your device - Before recording, make sure that you have enough storage in your device.
Also, do not forget to disable other functions of the device (ringing, vibrating,etc.) so as not to damage the
recording.
2. Eliminate unnecessary noise in your surroundings - Ensure that the recording place shall be noise-proof or has
minimal noises. Remember that a noise is an unwanted distraction for a listener.
3. Improvise - Learn to improvise. If you have to shoot in a loud event, tape-wrap your microphone to control its
noise sensitivity. If you need to include sound effects in your audio.

Providing Simplicity
Always remember that your primary goal in making an information is to inform. First, use a music that is
appropriate to your content. And, if your audio's main content is a narration (i.e. newscast, PSA, drama, etc.), it
is a big no-no to accompany it with a lyrical song. This is because the words in the narrative and in the lyrics. Will
jumble and will be inaudible to the ears of the listener. Also, do not make your background music as loud as
your narrative; this will confuse the listener as to which element should he/she listen to. Keep your voice and
articulation clear. If you think you are having difficulty pronouncing a certain word, change it and find a
synonymous word. Lastly, keep your content short but informative.

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V. PRACTICE
Directions: Sing the song “Ako naman muna” by Angela Ken make sure to video yourself. On a sheet of paper
evaluate these audios by using the abovementioned criteria.

VI. ENRICHMENT
Directions: Research for speech audios, songs, podcasts which are said to have caused or inspired people to
do extraordinary acts. Listen to at least 3 examples. Then evaluate them using the criteria that have been
discussed.

VII. EVALUATION

“Hello my dear students. Thank you for giving me the opportunity to become your MIL teacher. Hope you can
fulfil your life endeavour. God bless and stay focus on your goal.”

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 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City
Name: Strand/Section:
Teacher: Period Cover:
Week # 16

LESSON 15: VIDEO INFORMATION AND MEDIA

I. INTRODUCTION
In our previous lesson we talk about audio information and its power including the criteria to create a
good audio media. Perhaps the most influential and most powerful medium today is the video. About seventy -
five million people worldwide watch videos online each month (Sanchez, 2013). Anyone who has access to
television and the Internet are constantly bombarded by video information every day. In your case, how often
do you watch videos either online or on television? What are the types of video that you usually watch? How
many of the current events that you know as of the moment have been retrieved through watching videos?
What valuable information that you know now have you obtained because of video?

II. LESSSON OBJECTIVES

At the end of the lesson, you are expected to:

a. describes the different dimensions of video media and information;

b. evaluates the reliability and validity of video media and information and its sources;
c. utilizes design principle and elements for video media and information; and
d. familiarizes on motion media and information and gain comprehensive knowledge on how to
effectively evaluate them.

III. PRE-ASSESSMENT
Directions: True or False
Which of the following do you believe are true, and which are false?

1. Video is the best medium to be used in producing and disseminating information.

2. A video captures all the necessary elements in an information, therefore, it is impossible to bend facts in this
medium.
3. Motion picture and video are the same.

IV. LESSON CONTENT

A video is a recorded set of moving images, usually accompanied with audio. It can be a television
show, a movie, a music video, a video presentation, or a plain video record of an event in your family.
Sequential pictures, the earliest ancestor of video, is believed to have been created as early as 1860. It was
followed by successive photography that was started in 1887 by Edward Muybridge. Since then, the world of
visuals evolved into a whole new level. Video cameras were introduced to the world. Cinema was born, so was
television. On the birth of the Web, videos reached the internet. With the rise of smart phones, almost everyone
in the planet gained access to creating videos either to inform or entertain. One of the sequence of photos by
Edward Muybridge that paved the way. Before, all you need in making a video is discovery of motion picture.
A camera and a film reel. Today, most videos are made digitally. They come in an array of formats - WMV, ASF,
MOV, MPEG, AVI, and more. Like image and audio, videos can also be compressed in lossless and lossy
formats.

Examples of Video Information:

1. Movie - often referred to as "motion picture," it is a literary work of video and is usually shown in a theatre or
television examples are commercial movies, independent movies, documentaries, etc.
2. Television program - a segment content created for television broadcast examples are news programs, soap
operas, etc.
3. Music video - videotaped performance of a music, usually accompanied by interpretation of its lyrics
4. Video clip - short clip of video, often a part of a longer recording; usually published online
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5. Video commercial/infomercial - short clip of video aired at different intervals that aim to promote or inform
the public about a product, service, or issue.

The Power of Video Information and Media

When the Syrian civil war intensified in 2015, a number of video broadcasts were aired featuring the
vents. These videos showed how badly the war-stricken areas in Syria had become and often highlighted the
damage the war had brought to the Syrian people. One of these videos showed a Hungarian camera
operator kicking two refugee children and a man carrying his son who were attempting to run from authorities
at the border hotspot Röszke, Hungary. People who had seen the footage condemned the camera operator's
behaviour. Video is often considered as the most powerful medium because it reproduces an information
closest to reality. It is the digital simulation of an information, capturing most of an event's images and sounds. It
provides people with visual and audio stimuli which further strengthen the communication between the
receiver and the information provider (Bradshaw, 2014). It piques a person's interest more and stimulates his/her
emotions better. Thus, videos attract and sway more people than ordinary visuals and audios.

Think of the last video that made you cry or sad. Why do you think it has greatly affected your feelings
to the point that it even dragged your emotions down? Brain expert Dr. Susan Weinschenk (2013), as cited in a
Forbes article, stated four core reasons why humans are drawn to video.

1. The brain is hard-wired to use the human face as a "gathering point of information and believability.
2. Voice conveys rich information.
3. Emotions are contagious and can affect a receiver.
4. Motion grabs attention.

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