Directions: Complete the statements below by writing

the letter of the correct answer on your answer sheet.

1. The act of transferring information from one place,

person, or group to another is referred to as:
A. context C. media
B. Communication D. noise

2. The means of communication, such as radio,

television, magazines, or the internet are referred to as:
B. media C. context
B. noise D. interference
3. The process of developing and sending a message is
referred to as:
A. decoding C. interpretation
B. encoding D. noise

4. The process of turning communication into thoughts

is, A. Decoding C. environment
B. encoding D. noise

5. The encoder of communication is the

B. context C. context
B. environment D. source
Based upon what you have learned, write the meaning of the
following;
1. Media Literacy
____________________________________________
2. Information Literacy________________________

3. Technology Literacy
___________________________________________

4. Media and Information Literacy

_________________________________________________
1.B
2.A
3.B
4.A
5.D
 In order to better understand the communication
process, we can break it down into a series of eight
essential components. These are the eight parts as
presented by What is communication (2012):

1.Source - The source imagines, creates, and sends the

message. In a public speaking situation, the source is
the person giving the speech. He or she conveys the
message by sharing new information with the
audience. The speaker also conveys a message
through his or her tone of voice, body language, and
choice of clothing. This process of turning thoughts
into communication is called encoding.
2. Message - The message is the stimulus or meaning
produced by the source for the receiver or audience. When
you plan to give a speech or write a report, your message
may seem to be only the words you choose that will convey
your meaning. But that is just the beginning. The words are
brought together with grammar and organization. You may
choose to save your most important point for last. The
message also consists of the way you say it—in a speech,
with your tone of voice, your body language, and your
appearance—and in a report, with your writing style,
punctuation, and the headings and formatting you choose.
In addition, part of the message may be the environment or
context you present it in and the noise that might make
your message hard to hear or see.
3. Channel - The channel is the way in which a message or
messages travel between source and receiver (What Is
Communication? 2012). There are multiple communication
channels available to us today. These include faceto-face
conversations, letters, telephone calls, text messages, email, the
Internet (including social media such as Facebook and Twitter),
blogs, tweets radio and TV, written letters, brochures, and
reports (SkillsYouNeed, 2020) and so forth.

4. Receiver - The receiver receives the message from the

source, analyzing and interpreting the message in ways both
intended and unintended by the source. In order to receive a
message, she or he listens, sees, touches, smells, and/or tastes
to receive a message. The process of turning communication
into thoughts is called decoding. The receiver decodes the
message.
5. Feedback - When the receiver responds to the
source, intentionally or unintentionally, she/he is
giving feedback. Feedback is composed of
messages the receiver sends back to the source.
Verbal or nonverbal, all these feedback signals
allow the source to see how well, how accurately
(or how poorly and inaccurately) the message was
received. Feedback also provides an opportunity
for the receiver or audience to ask for clarification,
to agree or disagree, or to indicate that the source
could make the message more interesting.
6. Environment - The environment is the atmosphere,
physical and psychological, where an individual sends
and receives messages. This can include the tables,
chairs, lighting, and sound equipment that are in the
room. The room itself is an example of the environment.
The environment can also include factors like formal
dress that may indicate whether a discussion is open and
caring or more professional and formal. People may be
more likely to have an intimate conversation when they
are physically close to each other, and less likely when
they can only see each other from across the room. In
that case, they may text each other, itself an intimate
form of communication. The choice to text is influenced
by the environment.
7. Context - The context of the communication interaction involves the
setting, scene, and expectations of the individuals involved. A professional
communication context may involve business suits (environmental cues) that
directly or indirectly influence expectations of language and behavior among
the participants.
8. Interference or noise – This is anything that blocks or changes the
source’s intended meaning of the message. For example, if you drove a car to
work or school, chances are you were surrounded by noise. Car horns,
billboards, or perhaps the radio in your car interrupted your thoughts, or your
conversation with a passenger. Psychological noise is what happens when your
thoughts occupy your attention while you are hearing, or reading, a message.
Stereotypes, reputations, assumptions, and biases are examples of
psychological noise which affect communication. Interference can come from
other sources, too. Perhaps you are hungry, and your attention to your current
situation interferes with your ability to listen. Maybe the office is hot and stuffy.
Not all noise is bad, but noise interferes with the communication process. For
example, your cell phone ringtone may be a welcome noise to you, but it may
interrupt the communication process in class and bother your classmates.
Media and information influence on communication

Media and information technology play a vital role in globalization.

Through these, we become connected to different people around the
world. These have a significant influence on the modern culture and
become tools in sharing information, ideas, personal messages, and other
content and have become more widespread and accessible. Not only that
they become sources of information, but entertainment as well.
Media, particularly social media provides great ways to connect, to
interact, and to communicate with friends and family while living
separately. We can share pictures, videos, some information among our
friends who are far away from us. Through social media, you can make
strong your existing relationships and can make new friends from all over
the world through different social networking websites (A Research Guide
for Students, 2019). Social media reduce the barriers of communication
and making it easier for everyone to express their thoughts to the world
(EASE Technology Solutions, 2016). Indeed, as technology grows and
expands our range of communication, media is becoming a vital tool for
 While media can be a good channel for communication and a
good source of information, they also pose some threats to users.
Among these are as follows.
1. Media becomes a source of misinformation and fake news.
These sometimes are utilized to push personal gain and agenda,
making the receiver of the information deceived, confused, and
misinformed.
2. Though media help us improve the way we communicate; it is
also abused by many. Everybody publishes whatever they want and
unmindful of the consequences of their posts. Social media made
everyone feel that they are allowed to say whatever comes to their
mind, making them say things that 11 they would not normally say
on personal encounters, thus fueling up bullying (EASE Technology
Solutions, 2016).
3. Media can also pose medical, social, and psychological issues.
What is posted on media may cause dissatisfaction with body image,
creates addiction, promote identity stealing and can destroy
1. Defined the key concepts and Identified the
similarities and differences between and
among media literacy, information literacy,
and technology literacy examine the
technology or resources available during the
prehistoric age, the industrial age, the
electronic age, and the new or digital age;
2. Created a log that reflects their current use and
interaction with media and information;
3. Compared and related the media and
information literacy framework to their own
understandings and competencies.
DEFINITIONS:

➢ Literacy: The ability to identify, understand,

interpret, create, communicate, and compute,
using printed and written materials associated
with varying contexts. Literacy involves a
continuum of learning, wherein individuals are
able to achieve their goals, develop their
knowledge and potential, and participate fully in
their community and wider society.
Media: The physical objects used to communicate with,
or the mass communication through physical objects
such as radio, television, computers, film, etc. It also
refers to any physical object used to communicate
messages.

➢ Media Literacy: The ability to access, analyze,

evaluate, and create media in a variety of forms. It aims
to empower citizens by providing them with the
competencies (knowledge and skills) necessary to
engage with traditional media and new technologies.
Information: A broad term that covers processed data,
knowledge derived from study, experience, instruction,
signals or symbols.
➢ Information Literacy: The ability to recognize when
information is needed, and to locate, evaluate, and
effectively communicate information in its various
formats.
➢ Technology Literacy: The ability of an individual,
either working independently or with others, to use
technological tools responsibly, appropriately, and
effectively. Using these tools an individual can access,
manage, integrate, evaluate, create, and communicate
information.
Media and Information Literacy: The essential
skills and competencies that allow individuals to
engage with media and other information
providers effectively, as well as develop critical
thinking and life-long learning skills to socialize
and become active citizens.
Other Definitions:

➢ Media - physical objects used to communicate

including mass media (radio, television, computers,
film, etc.). Traditionally, media are source of credible
information in which contents are provided through
an editorial process determined by journalistic values
and where editorial accountability can be attributed
to an organization or a legal person. In more recent
years the term ‘media’ is often used to include new
online media.
Information Literacy - includes the
competencies to be effective in all stages of
the lifecycle of documents of all kinds, the
capacity to understand the ethical implications
of these documents, and the ability to behave
in an ethical way throughout these stages.
SIMILARITIES AND DIFFERENCES IN MEDIA
LITERACY, INFORMATION LITERACY, AND
TECHNOLOGY LITERACY

Media literacy, information literacy, and

technology literacy are all similar in terms of
goals. They all share the common goal of
cultivating people’s ability to access, understand,
use, evaluate, and create media messages,
information, or content using information
technology.
Media literacy, information literacy, and technology
literacy are all similar to the mastery and
understanding of a thing.
Media literacy, information literacy, and technology
literacy’s differences are: Media literacy uses forms of
communication and produces ways of communication.
It is about media content.
Information literacy is using, managing, gathering, and
verifying information. It is about library science.

Technology literacy is applying newfound knowledge

from digital environments, participating in digital
media, organizing, and evaluating information.
Meaning of Information Literacy

➢ Information literacy is the ability to

identify, find, evaluate, and use information
effectively. Students learn how to evaluate
the quality, credibility, validity of websites,
and give proper credit from effective search
strategies to evaluation techniques. It is also
referred to as digital literacy.
Meaning of Technology Literacy

➢ Technology literacy is the ability to help one to

communicate, solve problems, and enhance life-
long learning skills for future progress. Also, it is
the ability to effectively use technology to access,
evaluate, integrate, create, and communicate
information to enhance the learning process
through problem solving and critical thinking.
Meaning of Media Literacy

➢ Media literacy provides a framework to access,

analyze, evaluate, create, and participate with
media messages in a variety of forms from print
to video to the internet. It builds an
understanding of the role of media in society as
well as essential skills of inquiry and self-
expression needed for democratic citizens.
ACTIVITY!!!!!
 ASSIGNMENT..

Essay Writing:

How do Media Literacy, Information Literacy, and

Technology Literacy and Media and Information
Literacy differ in terms of use?