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Mil Module 1

This document provides guidance for learners and parents on using learning materials for a module on media and information literacy. It introduces key concepts to be covered in the module based on the Department of Education's learning competencies. The module aims to engage learners through independent and guided activities to help them develop 21st century skills. It contains learning tasks such as analyzing media use, defining literacy concepts, and designing a news article. Parents are asked to assist learners in completing activities and ensuring mastery of the subject matter.

Uploaded by

Leona G. Alicpala
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© © All Rights Reserved
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321 views

Mil Module 1

This document provides guidance for learners and parents on using learning materials for a module on media and information literacy. It introduces key concepts to be covered in the module based on the Department of Education's learning competencies. The module aims to engage learners through independent and guided activities to help them develop 21st century skills. It contains learning tasks such as analyzing media use, defining literacy concepts, and designing a news article. Parents are asked to assist learners in completing activities and ensuring mastery of the subject matter.

Uploaded by

Leona G. Alicpala
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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12 Media and Information

Literacy
Quarter 1- Module 1

1
Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings


of the learners, to understand how materials and activities are used
in the new normal. It is designed to provide the information, activities,
and new learning that learners need to work on.
Activities presented in this module are based on the Most Essential
Learning Competencies (MELCs) for Media and Information Literacy
as prescribed by the Department of Education.
Further, this learning resource hopes to engage the learners in guided
and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and
circumstances.
You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own activity sheets.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace
outside the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on your activity
sheets and submit the outputs to your subject teacher on the time
and date agreed upon.

2
WEEK Introduction to Media
1 and Information Literacy

I LESSON

Welcome to Media and Information Literacy (MIL)!


Our topic today embodies essential knowledge that should allow
you to engage with media and information channels in a meaningful
manner. At the end of this lesson, you should be able to describe
how communication is influenced by media and information; identify
the similarities and differences of media literacy, information
literacy, and technology literacy; and discuss responsible use of
media and information.
Learning Task 1: Think of the past week, and record your use and
interaction with media and information providers such as the
internet, social media, TV, radio, newspaper, etc. Indicate how many
hours you spent with each one. These do not have to be exact and
you can estimate the number of hours you spend each week. Write
your answers on your activity sheets.
Sample Time Spent
A. Internet 1 hour, 30 minutes
B. Television 2 hours
C. Social Media 3 hours
D. Radio 15 minutes
E. Newspaper 5 minutes
Gather reaction from your parents and siblings about how you
usually spend most of your time. Note also their perception on the
roles of media in daily life (e.g. leisure, learning, communication,
etc.)?

3
Learning Task 2: We are now living in the 21st Century where
people are dependent on technology. Imagine waking up one day
without internet, libraries, and cell phones. Newspapers, magazines,
radio stations and TV channels have also disappeared. Answer the
questions below.
1. How would you be informed of anything now?
2. What ways would you have to communicate with one another?
3. How would you share information and communicate news and
events?

D
Learning Task 3: Study the images below and answer the questions
on your activity sheets.

1. Do you believe that these news items are true? How did you know
they are true/false?
2. Are all news and information in the internet true? Why or why not?
3. Who gets to post news items online? Expound.

4
The following are definitions of concepts related to Media and
Information Literacy:
• Literacy is 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 is 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 is 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 is a broad term that covers processed data,
knowledge derived from study, experience, instruction, signals or
symbols.
• Information Literacy is the ability to recognize when
information is needed, and locate, evaluate and communicate
information in its various formats.
• Technology Literacy is the ability of an individual, either
working independently or with others, to responsibly,
appropriately and effectively use technological tools. Using these
tools, an individual can access, manage, integrate, evaluate,
create and communicate information.
• Media and Information Literacy refers to 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.

5
Learning Task 4: Now that you are already familiar with the
definition of literacies, create a Venn diagram that illustrates your
understanding of the concepts below in terms of use and purpose. Do
this in your activity sheets.

E
Learning Task 5: Imagine yourself as a journalist. You were tasked
to write an article. Accomplish the media and information design
framework for this article by answering the matrix below. Answer the
essential question that follow. Do this in your activity sheets.

6
A
Learning Task 6: Do the activities below in your activity sheets.
1. Create an acrostic poem that describes an individual who is
media and information literate. You may use as many letters to
form your key word. See the sample acrostic below.

LEONA G. ALICPALA
Subject Teacher
7

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