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

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

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

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

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

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

© 2020 Education Development Center, Inc.

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

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

EDC 43 Foundry Avenue Waltham, MA 02453 Education Development Center (EDC) is a global
nonprofit that advances lasting solutions to improve
Contact: [email protected] education, promote health, and expand economic
opportunity.
Phone: 617-969-7100 Since 1958, we have been a leader in designing,
implementing, and evaluating powerful and innovative
programs in more than 80 countries around the world.

Boston | Chicago | New York | Washington, D.C.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 3
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 4
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Module 6: Accessing and Maintaining Information (NC I Level)

A Unit of Competency under Basic Competency on Information Technology

“The internet gave us access to everything; but it

also gave everything access to us.”
- James Veitch

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

pero binigyan din ng internet ang ibang tao ng access sa
ating pansariling buhay.)

Unit Code: 400311106

Unit Descriptor: This unit covers the knowledge, skills, and attitudes required to identify,
gather, interpret and maintain information

Summary of Learning Outcomes

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

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

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

Module Overview

Activity  Recommended Time

 Session 1: Identify and gather needed information (L.O. 1)
1: Introductory Activity and Pre-Module Learner’s Reflection (60-90 minutes)
2: Collecting and recording information 120-180 minutes
3: Organizing information for easy access 30-60 minutes
 Session 2: Search for information on the internet or an intranet (L.O. 2)
4: Finding, selecting, and carrying out searches in search 120-180 minutes
engines

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 5
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

 Session 3: Examine information (L.O. 3)

5: Evaluating sources of information 120-180 minutes
 Session 4: Secure and manage information (L.O. 4 and 5)
6: Basic file-handling techniques 80-120 minutes
7: Ensuring data and systems integrity 80-120 minutes
8: Confidentiality, privacy, security and freedom of information 80-120 minutes
 Session 5: Review and Assessment
9. Post-Module Learner’s Reflection (15-30 minutes)
10. Performance Task Rubric and End of Module Assessment (40-60 minutes)
Total Time 10.5 – 16 hours

Written Assignments

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

 Sources of Information (Activity 1)

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

Skills Demonstration

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

 Types of Sources of Information (Activity 1)

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

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

SESSION 1: Identify and Gather Needed Information

Performance Criteria:

1.1 Required information is identified based on requirements

1.2 Sources to produce required information are identified and accessed
1.3 Report information is collected, organized and recorded
1.4 Organize information is collected in a way that enables easy access and
retrieval by other staff

 Key Topics and Learning Points 

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

 Sources of information
o Primary
o Secondary
o Tertiary

 Types of data
o Quantitative
o Qualitative

 Methods of collecting data

o Survey
o Interview
o Focus groups
o Observation
o Document review

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 7
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

Objectives:

 Identify different sources of data

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

 Recommended Time: 60-90 minutes

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

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

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

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

Pre-Module Learner’s Reflection:

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

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

Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 8
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

tungkol sa paksang ito.

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

Learn methods for collecting and recording

information /
Matuto ng mga pamamaraan sa
pangongolekta at pagrerekord ng
impormasyon
Learn ways of organizing information /
Matuto ng paraan upang isaayos ang
impormasyong nakalap
Learn methods in finding and selecting search
engines /
Matuto ng mga paraan sa paghahanap sa at
pagpili ng angkop na makinang panghanap sa
internet
Search for appropriate information on the
internet /
Maghanap ng pinakaangkop na impormasyon
galing sa internet
Critically appraise information from different
sources /
Mabusising suriin ang impormasyon mula sa
iba’t ibang pinanggagalingan nito
Learn basic handling techniques to secure files
/ Matuto ng pinakapayak na pamamaraan sa
pagsisiguro ng mga dokumento
Ensure data and systems integrity /
Masigurado ang integridad ng datos at
Sistema
Understand confidentiality, privacy, security,
and freedom of information /
Maipaliwanag ang ibig sabihin ng
kompindensiyalidad, pagkapribado, seguridad
at Kalayaan sa impormasyon
Identify and gather needed information /
Matukoy at makapagkalap ng kinakailangang
impormasyon

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 9
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

Search for information on the internet or an

intranet /
Maghanap ng impormasyon gamit ang
internet o intranet
Examine information /
Magsuri ng impormasyon
Secure information /
Magsiguro ng kaligtasan at pagkapribado ng
impormasyon
Manage information /
Mangasiwa ng impormasyon

Think about the quotation found on the first part of the module (“The internet gave us
access to everything; it also gave everything access to us” / Nabigyan tayo ng internet ng
access sa buhay ng ibang tao; pero binigyan din ng internet ang ibang tao ng access sa
ating pansariling buhay). In your own understanding, what do you think this quotation
means? How does it relate to our topic, accessing and maintaining information?

 Let us first see what type of information that you might access and maintain. Remember,
information can be related to a variety of topics and even tied to your interests and
hobbies! For instance, perhaps you look for statistics about your favorite sports teams.
Or maybe you research ingredients for your favorite recipes. You could also conduct
scholarly research for assignments at school or market research for a small business you
would like to start. With that in mind, answer the questions in the table below:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 10
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

What kinds of information Where do you get this How do you keep or discard
do you usually look for? information? the information?

 Key Facts 6.1: Sources of Information

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

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

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

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

1. Primary Documents

 A primary document is an immediate, first-hand account or evidence of an event or a

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 11
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

2. Secondary Documents

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

3. Tertiary Documents

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

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

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 12
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

Let’s Exercise: Sources of Information

Choose whether the sources are primary, secondary, or tertiary:

Source of Information Type of Source

(Primary, Secondary, Tertiary)
1. The Diary of Anne Frank

2. A history book about World War II

3. A news article about a monsoon

4. Library index of books about space exploration

5. A transcript of the president’s speech

6. Your notes when you interviewed the SK Chairman

Check out the correct answers at the end of the module. If you got a score of 3 and below, you
should best re-read Key Facts 6.1 or ask a family member or a friend to help you understand the
types of sources of information before moving on to the next task in this activity.

Let’s Apply: Types of Sources of Information

Choose one of the topics below and identify the sources of information that you will use in
researching about your chosen topic. Cite 3 sources for each type of source of information.

Topics to choose from:

a. 2019 SEA Games

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 13
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Chosen topic: __________________________________________________________________

Primary Source 1:
2:
3:
Secondary 1:
Source 2:
3:
Tertiary Source 1:
2:
3:

 Key Facts 6.2: Quantitative and Qualitative Data1

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

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

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

Type of data Description Advantages Disadvantages Ways to collect

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

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 14
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Qualitative -Descriptive -Gathers -Can risk being -Interviews

impressions, too vague -Case studies
attitudes -Takes longer -Expert opinions
-Can better to collect data -Focus groups
capture nuances -Open-ended surveys
and individual -Observational
perspectives research

Keep in mind that data collection is not an either/or situation. In fact, qualitative and quantitative
data can complement each other. For example, in your research about the KPOP market in
another country, you could start with qualitative data by distributing surveys. Then you could
follow up with more specific questions through focus groups and qualitative data.

Let’s Exercise: Types of Information: Qualitative or Quantitative?

Determine whether the data are quantitative, qualitative, or both by placing an X on the
appropriate column. State your reason why.

Data Quantitative Qualitative Both Why?

News article
Essay on your
favorite fast
food chain
Pie chart on the
number of hours
spent by a
person per
activity
Grade on the
certificate of
Competency
issued by your
assessor
Narrative notes
on your
performance
during a return
demonstration
Blog on boxing
matches
Check out the correct answers at the end of the module before continuing.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 15
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Let’s Apply: Types of Sources of Information

Name other kinds of data that may fall into each category:

Quantitative Qualitative

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

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

Example topic Registering for the 2022 Philippine National and Local Elections

Information Source Type of Source Type of

What information should I Where will I get this of Information Information
collect? information? Primary / Qualitative /
Secondary / Quantitative /
Tertiary Both
Age requirement
 At least 18 years of age  Comelec website Primary Quantitative
on or before May 9,  News articles Secondary
2022 for the National  Social media and Tertiary
and Local Elections search engines
Other Requirements
 Filipino citizen  Comelec website Primary Both
 A resident of the  News articles Secondary
Philippines for 1 year  Social media and Tertiary
and a resident of the search engines
place in which you
intend to vote for at
least 6 months

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 16
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Information Source Type of Source Type of

What information should I Where will I get this of Information Information
collect? information? Primary / Qualitative /
Secondary / Quantitative /
Tertiary Both
Documentary requirement
 Registration form  Comelec website Primary Qualitative
 Photocopy of valid ID  News articles Secondary
 Social media and Tertiary
search engines
Places to register
 City hall  Comelec website Primary Qualitative
 Local Comelec Office  News articles Secondary
 Other locations within  Social media and Tertiary
the city or province search engines
Process of registration
 Online appointment  Comelec website Primary Qualitative
 Prepare documents  News articles Secondary
 Contract tracing  Social media and Tertiary
 Application review and search engines
signature
 Logging application
into the system
 Biometrics capturing
 Stub collection
Dates and deadlines for
registration  Comelec website Primary Quantitative
 Registration is open  News articles Secondary
until September 30,  Social media and Tertiary
2021 search engines
Experiences of other people
registering for the first time  Interviews from Primary Qualitative
 Easy and quick other people
 Challenging to get an  News articles and Secondary
appointment Facebook or
 Social distancing Twitter posts of
problems friends
 Empowering!
 Great barkada trip or
bonding
Why should I register to vote?
 It is our right to vote so  Personal accounts Primary Qualitative
we need to exercise and beliefs

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 17
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Information Source Type of Source Type of

What information should I Where will I get this of Information Information
collect? information? Primary / Qualitative /
Secondary / Quantitative /
Tertiary Both
that right. through interviews
 We have the power to  News articles Secondary
choose who will lead  Constitution Primary
our country. Let us
choose to own this
power and use it.

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

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

Topic

Information Source Type of Source Type of

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 18
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Information Source Type of Source Type of

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 19
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 2: Collecting and Recording Information

Objectives:
 Learn methods for collecting and recording information

 Recommended Time: 120 – 180 minutes

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

 Key Facts 6.3: Collecting Data2

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

METHOD ADVANTAGES DISADVANTAGES

Surveys  Anonymous completion  Forced choices may miss
possible certain responses from
 Can administer to groups participants
of people at the same time  Wording may bias
 Can be efficient and cost responses
efficient  Impersonal

Interviews  Can build rapport with  Time consuming

(Individual / in- participant  Expensive
depth)  Can prove to get additional  Interviewing styles and
information working may affect
 Can get breadth or depth responses
of information

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 20
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

METHOD ADVANTAGES DISADVANTAGES

Focus Groups  Can get common  Need experienced
impressions quickly facilitator
 Can be an efficient way to  Can be difficult and costly
get breadth and depth of to schedule a group of 6-8
information in a short time people
frame  Time consuming to analyze
responses
Observation  Can view program  Difficult to interpret
operations as they occur observed behaviors
 May influence behaviors of
program participants
 May be expensive and
time consuming to record
each individual event
Document Review  Can document historical  May be time consuming
information about your  Available information may
program be incomplete
 Does not interrupt  Gathering information is
program routine dependent on quality of
 Information already exists records kept

Let’s Exercise: Data Collection Methods

Which data collection method is being referred to?

Situation Data Collection Methods

Loreen has launched an online store and uses survey
Google Form to get orders from her clients.
Sofia is planning to put up a salon in their Focus group
barangay. She gathered 6 middle-aged
women in the neighborhood to discuss as a
group their preferences in a salon.
Noelle wants to ensure that her welding shop Document review
adheres to the city’s safety and health
standards so she went to the city’s library to
look for ordinances that were issued in
relation to work safety regulations and
requirement.
Lesley randomly calls clients from her store interview
to ask about their experience and rate the
employees for their services.

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

Situation Data Collection Methods

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

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

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

You are to collect information on the process for getting a barangay clearance. Choose from
either of the following activities:
 Interview a barangay official about their past, current and planned projects for the
health and safety of your barangay. Write down the results of your interview. Look for a
related document on the internet. Cite the source.
 Go to a barangay hall and observe how the barangay clearance process is done. Write
down the results. Look for a related document on the internet. Cite the source.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 22
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 3: Organizing Information for Easy Access

Objectives:
 Learn ways of organizing information

 Recommended Time: 40 – 60 minutes

Visit a sari-sari store. Observe how the objects are stacked and arranged in the store. How
are the products or goods organized? Visit a library. Observe how the books are stacked
and arranged in the shelves. How are the books organized? Note your observations
below.

Sari-sari Store Library

Why do you think the goods and books are organized that way? Have you had an
experience when the goods or books are not organized properly? What happened?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 23
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

 Key Facts 6.4: Five Ways to Organize Information3

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

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

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

Organization Principal Description Examples

Location - Information is organized - City map
according to its location in - Anatomical chart
physical space
Alphabet - Information is organized by - Library catalogue
alphabetical order - Telephone directory
Time - Information is organized - Calendars
according to linear time over a - Historical timelines
fixed duration - Project plans
Category - Information is organized - File folder headings
according to a shared category (a - Music genres
type, a theme, an issue) - Sections in a grocery store

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 24
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Hierarchy - Information is organized - Clothing sizes

according to a measurement - Sports rankings
system or on a continuum - Stock market values
- Restaurant ratings
(number of stars)
- Organizational charts in a
company

Let’s Exercise: Organizing Information Collected

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

a. Alphabet

1.

b. Hierarchy

2.

c. Category

3.

d. Location

4.

e. Time

5.

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 25
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

 A millennial bug that was feared by many because it is believed to affect our computers
and will reset everything
 Catriona Gray becomes the 4th Filipina to win Miss Universe
 Mt Pinatubo eruption causing temperatures to drop and Asian rain patterns shift
temporarily
 President Ferdinand Marcos and family leave the Philippines

 How did you choose to organize these four events? Why did you choose this particular
way instead of another?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 26
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Let’s Apply: Organizing Information

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

Family tree

Grocery list

Library books

Delivery route

History of the internet

Sharing is caring

Show your family members your artwork. Discuss with them what timelines are, and how
this helps organize information so that you would remember. Thank them for taking the
time to look at your work.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 27
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

 Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

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

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven’t shown it or cannot do it yet
YES NO
1. Learn methods for collecting and recording
information?
2. Learn ways of organizing information?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

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

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 28
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Session 1 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on the topic.

Congratulations on finishing Session 1 of Module 6!

You are now ready for Session 2!

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 29
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

SESSION 2: Search for Information on the Internet or Intranet

Performance Criteria:

2.1 Engine is searched to find and select appropriate information

2.2 Suitable techniques are used to make it easier to find useful information and to pass
it on to others
2.3 Records are use where useful information came from
2.4 Results are used for searches of useful information
2.5 Search engine is chosen appropriate for the information that is needed
2.6 Searches are carried out as per requirements

 Key Topics and Learning Points 

1. Search engines: Meta, Active, Passive

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

 Active search engines rely on computerized retrieval mechanisms. Referred to as "spiders",

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

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

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 30
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

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

 Recommended Time: 120 – 180 minutes

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

 Key Facts 6.5: How to Choose a Search Engine4

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

Type of Description Examples

search
engine

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

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

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

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 31
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

 Disadvantages: computer generated

results (not human produced),
constantly changing links
Passive  Also known as “directories”  Internet Public Library -
 Human controlled and do not http://www.ipl.org/
directly roam the Web  About.com -
 Rely on individual submissions that http://www.about.com
are then indexed according to the  Open Directory -
subject category http://dmoz.org
 Advantages: human involvement  Yahoo (classic) -
creates a higher relevancy of http://dir.yahoo.com
results, offers users a subject  Best of the Web -
directory http://www.botw.org
 Disadvantages: contain fewer
results than an active search engine
Specialized  Offer features that meta, active,  RedZ -
and passive search engines do not, http://redz.com/home
such as visual presentation of  Ask -
results (RedZ) or allowing users to http://www.ask.com
pose direct question (Ask)
 Advantages: specialization of
searches can be helpful for certain
professions (scientific, medical,
legal, etc.)
 Disadvantages: contains fewer
results than an active search engine
Meta  Do not create their own databases,  Yippy - http://yippy.com
but instead rely on existing search  DogPile -
engines to index search results http://www.dogpile.com
 In a meta-search, the submitted  Mamma -
keywords are simultaneously http://www.mamma.co
searched by several search engines m
 Advantages: removes duplication  Zoo (MetaCrawler) -
from most results, saves time by http://www.zoo.com
searching multiple search engines at  Info.Com -
once http://www.info.com
 Disadvantages: displayed results
can be confusing, possibility that
major search engines are excluded
from results

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 32
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

Let’s Exercise: Identify the Search Engine

What is the name of this search engine’s logo?

Logo Name of the Search Engine

Check your answers at the end of the module before moving on to the next activity.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 33
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Let’s Apply – Mini-Project 3: Researching on a Topic Using Search Engines

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

Search Engine Used Search Results Characteristic

Example: https://en.wikipedia.org  general information about the
Active search engine /wiki/Gardening topic
Google.com  specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic

Meta search engine

1:  general information about the
topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic

2:  general information about the

topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic

Active search engine

1:  general information about the
topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 34
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

2:  general information about the

topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic

Passive search engine

1:  general information about the
topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic
2:  general information about the
topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic
Specialized search engine
1:  general information about the
topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic
2:  general information about the
topic
 specific, but covering more than
one aspect of the topic
 specific to one aspect of the topic
 not applicable to the topic

 Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 35
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven’t shown it or cannot do it yet
YES NO
1. Learn methods in finding and selecting
search engines?
2. Search for appropriate information on the
internet?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

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

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 36
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Session 2 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on the topic.

Congratulations on finishing Session 2 of Module 6!

You are now ready for Session 3!

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 37
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

SESSION 3: Examine Information

Performance Criteria:

3.1 Information and its sources are evaluated for relevance and validity to
business and/or client requirements
3.2 Information is examined as required to identify key issues
3.3 Detailed evaluation of information is carried out as required using relevant
techniques, including mathematical calculations

 Key Topics and Learning Points 

1. Differentiating Real and Fake News

 There are many ways to spot fake news, including checking the source, finding
supporting sources, reading beyond, and asking the experts.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 38
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 5: Evaluating Sources of Information

Objectives:
 Critically appraise information from different sources

 Recommended Time: 120 – 180 minutes

 What are three things that you learned from the previous module on finding, selecting,
and searching for information on the internet?

 Key Facts 6.6: How to Spot Real and Fake News5

What Is Fake News?

Fake news comes into different forms. Some of the fake news stories may be completely
untrue. These stories are fabricated, or made up, generally with the goal of deceiving
readers.

Other fake news stories may have some kernel of truth but are not 100 percent accurate. For
example, a journalist may quote only half of what a source says, thus misleading readers.
These omissions or embellishments (stretching or molding) of the facts may or may not be
intentional. Regardless, the reader is left with a false impression.

In the 21st century, we are swimming in information (from our phones, radio, social media,
TV, newspapers, etc.) that comes at us everywhere, almost all of the time. It is up to you to
critically appraise your sources of news about the world around you.

Here are some ways that you can identify fake news:

5 International Federation of Library Associations and Institutions. How to Spot Fake News.
https://www.ifla.org/publications/node/11174

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 39
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 40
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Let’s Apply! Fake or Real?

Below are five recent news stories. Can you tell which ones are true and which are false? Verify
the headline on the internet to get your answer and put a check mark on the appropriate box.
For the ones identified as fake news, explain the real story.

Real? Fake? Headline

Trump admits to playing down coronavirus danger
Pemberton to be deported after Duterte pardon
SBP extending Aldin Ayo ban to non-UAAP leagues
Puerto Princesa’s top tourist drawer gains P80 million to COVID-19 crisis
Filipina TikToker’s rising sun tattoo sparks feud among netizens

Check your answers at the end of the module before moving on to the next activity.

 What is the real story of the headlines you identified as fake news?

Think about it!

Talk to your family members about how you use and share information in your neighborhood.
What are examples of real and fake news that you have received from someone else and/or
shared with someone? Discuss the dangers of spreading fake news. Remember to thank them
for their time.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 41
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

 Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

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

Statements Please check YES if you have shown
or can do the statement, NO if you
Did you… haven’t shown it or cannot do it yet
YES NO
1. Critically appraise information from
different sources?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

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

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 42
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Session 3 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on the topic.

Congratulations on finishing Session 3 of Module 6!

You are now ready for Session 4

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 43
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

SESSION 4: Secure and Manage Information

Performance Criteria:

4.1 Basic file-handling techniques are used for the software

4.2 Techniques is used to handle, organize and secure information

 Key Topics and Learning Points 

1. Types of Information based on the Data Privacy Act of 2012

2. Confidentiality
3. Freedom of Information

 Types of Information based on the Data Privacy Act of 2012

o Personal Information - refers to any information from which the identity of an
individual is apparent or can be reasonably and directly ascertained by the entity
holding the information
o Privileged Information - refers to any and all forms of data which under the Rules
of Court and other pertinent laws constitute privileged communication
o Sensitive Personal Information - refers to personal information about the
following, but not limited to race, ethnic origin; marital status; age; color; religious,
philosophical or political affiliations; health; education; genetic or sexual life of a
person

 A confidentiality breach is the disclosure of information to someone without the consent

of the person who owns it. In other words, it means failing to respect a person's privacy or
the confidence in which they gave the information or data to you, by passing it onto
someone else.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 44
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 6: Basic File Handling Techniques

Objectives:
 Learn basic handling techniques to secure files
 Ensure data and systems integrity

 Recommended Time: 80 – 120 minutes

 How do you securely store or share files, documents or information in your workplace?
If you are not working, interview a friend or a family member.

 Key Facts 6.7: How to Securely Store and Share Sensitive Files6
Your computer requires a password to sign in, so it’s completely secure, right? Wrong! If your
device contains anything that might be sensitive—legal documents, tax information—then you
need to take extra steps to guard and protect that information. A single password is not enough.

So how can you ensure that your files are well protected? A big piece of the puzzle involves
something called encryption.

Encryption is a technology that takes plain text, such as a message or an email, and scrambles it.
Doing so makes it unreadable. Encryption helps to protect the confidentiality (or privacy) of the
information transmitted through computer systems or the internet.

Here are instructions for how users of macOS and Windows can encrypt their files:

macOS
 Turn on the FileVault feature from System Preferences > Security & Privacy > FileVault.
 Doing will encrypt your entire hard drive.

6 Adapted from Gordon, W. (2018, May 4). How to securely store and share sensitive files. Popular Science.
https://www.popsci.com/store-share-sensitive-files/

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 45
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Windows
 Some PCs automatically encrypt their files by default.
 You can check if your files are encrypted by going to Settings > System > About and
scrolling down to "Device Encryption."
 If your computer does not have this capability, Windows offers a similar feature called
BitLocker that can encrypt your computer and your external drives. You can access
BitLocker through Control Panel > System and Security > Manage BitLocker.

Remember: you must know your password if you encrypt your files on a hard drive (in other
words, the physical hardware that stores your device’s content). Otherwise, you might find
yourself locked out of your own data!

Cloud storage

In the 21st century, clouds are no longer only fluffy shapes in the sky! When it comes to
technology, cloud storage enables you to store your data in an off-site location (in other words,
outside of your computer hardware).

How can you ensure the safety of your data in cloud storage? Many cloud storage services, such
as Dropbox, encrypt your data, but doing so does not completely eliminate risk. Additional
measures such as two-step verification (i.e., where you need to confirm your identify through a
password sent to another device, such as your phone) helps add an extra layer of security.

Keep in mind, if you are storing your data in the cloud, you are entrusting it to someone else.

Sharing files

Once you start sharing important files with someone else, another layer of difficulty comes in. If
you are sending a sensitive document to someone such as a lawyer or tax preparer, they may
have a virtual “secure file box” where you can securely share the data. Use this option, as it is the
most secure.

If you are working with a colleague who also has an account on a cloud storage platform such as
Dropbox, sharing business-related files through that platform is a good option.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 46
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Let’s Apply! Protect the Information!

What would you do in these scenarios? Write your answers down.

Scenario What Would You Do?

You are about to end your day
at the office. What do you
need to do to secure the data
in your desktop and in your
drawers?
It’s the weekend and your
boss asks you to email
information to him. What
should you do to ensure that
the data you send is safe?
Sensitive personal data were
given to you during a private
conversation. You took down
notes. The information has
now been relayed to the
appropriate party. What
should you now do with your
notes?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 47
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 7: Data Privacy Act of 2012

Objectives:
 Ensure data and systems integrity
 Understand confidentiality, privacy, security, and freedom of information

 Recommended Time: 80 – 120 minutes

 What do you know about Data Privacy Act of 2012? What actions are you expected to
do in order to uphold the act? What actions are you prohibited to do in accordance to
the act?

 Key Facts 6.8: Personal vs Sensitive Personal Information7

Personal information refers to any information whether recorded in a material form or not, from
which the identity of an individual is apparent or can be reasonably and directly ascertained by
the entity holding the information, or when put together with other information would directly
and certainly identify an individual.

Privileged information refers to any and all forms of data which under the Rules of Court and
other pertinent laws constitute privileged communication.

Sensitive personal information refers to personal information that is

1. About an individual’s race, ethnic origin, marital status, age, color, and religious,
philosophical or political affiliations
2. About an individual’s health, education, genetic or sexual life of a person, or to any
proceeding for any offense committed or alleged to have been committed by such
person, the disposal of such proceedings, or the sentence of any court in such
proceedings
3. Issued by government agencies peculiar to an individual which includes, but not limited
to, social security numbers, previous or current health records, licenses or its denials,

7 Excerpt from National Privacy Commission. Republic Act 10173 – Data Privacy Act of 2012. https://www.privacy.gov.ph/data-
privacy-act/

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 48
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

suspension or revocation, and tax returns

4. Specifically established by an executive order or an act of Congress to be kept classified.

Rights of a Data Subject:

The phrase “data subject” refers to an individual whose personal information is processed. The
data subject is entitled to the following:

(a) Be informed whether personal information pertaining to him or her shall be, are being or
have been processed
(b) Be furnished the information indicated hereunder before the entry of his or her personal
information into the processing system of the personal information controller, or at the next
practical opportunity:
(1) Description of the personal information to be entered into the system
(2) Purposes for which they are being or are to be processed
(3) Scope and method of the personal information processing
(4) The recipients or classes of recipients to whom they are or may be disclosed
(5) Methods utilized for automated access, if the same is allowed by the data subject,
and the extent to which such access is authorized
(6) The identity and contact details of the personal information controller or its
representative
(7) The period for which the information will be stored
(8) The existence of their rights (i.e., to access, correction, as well as the right to lodge a
complaint before the Commission)

Your Data Privacy Rights8

Under RA 10173, you have the following rights as a data subject:

 Right to be informed
 Right to Access
 Right to Object
 Right to Erasure or Blocking
 Right to Damages
 Right to File a Complaint
 Right to Rectify
 Right to Data Portability

If you feel that your personal data has been used incorrectly, you have the right file a complaint
with the National Privacy Commission. More information can be found in their website at
www.privacy.gov.ph

8
Source: https://www.privacy.gov.ph/know-your-rights/

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 49
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Let’s Exercise: Classifying Information – Personal or Sensitive Personal

Determine whether the data is classified under Personal information (P) or Sensitive Personal
information (SP) by placing an X on the appropriate column.

Data Personal Sensitive

Personal
Maria Socorro F. Bautista
9817 Dahlia Drive, Sunshine Village, Barangay Pasong Tamo, Quezon
City 1107
Married with five children
Roman Catholic
Employee at C&C Music Factory, Inc. with 3 offenses for habitual
tardiness

Check your answers at the end of the module before moving on to the next activity.

Let’s Apply! Actions in Accordance to the Data Privacy Act of 2012

What would you do in these scenarios? Write your answers down.

Scenario What Would You Do?

You belong to several unofficial
Facebook groups for work, where
you chat and share details on
events and offers related to your
company’s products. What should
you remember to consider
regarding personal/sensitive
personal information?
You have been asked to supply
any historic potential cases you
are aware of for a process
improvement project at work.
What special considerations you
need to make as you give this
information?
You’re stepping down from your
role and are now in the process of
turning over your responsibilities
to a new person. What steps
should you take in relation to data
protection?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 50
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 8: Confidentiality

Objectives:
 Understand confidentiality, privacy, security, and freedom of information

 Recommended Time: 120 – 180 minutes

 Key Facts 6.9: Confidentiality in the Workplace: What You Need to Know9
When you give advice to clients or patients for a living, you'll know that protecting sensitive and
personal information is crucial. But are you clear on what counts as a breach of confidence or
what to do if one occurs?

From how to protect confidential information, to what breaches of confidence look like for
different jobs, here's what you need to know about confidentiality in the workplace.

What is a breach of confidentiality?

In short, a confidentiality breach is the disclosure of information to someone without the consent
of the person who owns it. In other words, failing to respect a person's privacy or the confidence
in which they gave the information or data to you, by passing it onto someone else.

Why is confidentiality important?

Protecting confidential information is vital. If you're in a position where you have access to or are
given this type of data at work, your career relies on your ability to keep patient or client
confidentiality. If you don't, you could lose trust and integrity in the eyes of your existing (and
potential future) clients, who could terminate your contract and take legal action against you.

Breaking confidentiality – is it ever justified?

There are a small number of cases when breaching confidentiality might be OK. Here are some
of them:

 If there’s a significant risk of the client harming themselves or someone else, particularly
if a child or vulnerable person is involved
 When sharing the information is required to comply with the law. If it came to light that
your client’s company was breaking a law, depending on the circumstances, you may have

9 Excerpt from source: https://www.directlineforbusiness.co.uk/small-business-insurance/knowledge-centre/tips-for-

consultants/what-is-breach-of-confidentiality

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 51
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

an obligation to report this, or risk appearing complicit by association

 If the matter falls under the scope of any whistleblowing law. Strictly speaking, this
legislation is there to protect employees. But if the matter is of a serious enough nature
and/or it’s in the public interest to breach confidentiality, this law might protect
consultants, too

How to protect confidential information in the workplace

There are a few steps you can take to protect yourself and your livelihood from breaches:

 Talk to your client early on about what information you’ll have access to (if they’re a
business), how their information will be used and when (if ever) you would need to break
confidentiality and share their data. A written contract or agreement is useful here
 Treat personal data very carefully. Don’t store information for longer than necessary, and
make sure your computer is secure and compliant (for example, that it has the right
security software)
 It sounds obvious, but don’t talk about confidential information relating to clients outside
your professional practice. If you are given permission to share sensitive or confidential
information, make sure you and your client/patient are both completely clear about who
you have permission to share it with and in what circumstances

I think I've breached confidentiality – now what? Despite your best efforts, sometimes breaches
can still happen. When they do, it's best to be honest, so come clean quickly. If you're working
with a business client, let their Internal Data Compliance Officer (or equivalent) know. If your
breach relates to a patient, speak to your accrediting body for advice. You should also contact
your own legal representative and tell your professional indemnity business insurance provider.

Let’s Exercise: Confidentiality in the Workplace

Fill in the blanks with the appropriate word/s.

 A confidentiality _____________ is the disclosure of information to someone

_____________ the consent of the person who owns it.
 If you don't keep the confidentiality of your clients, you could lose _____________ and
_____________ in the eyes of your existing (and potential future) clients.
 A breach in confidentiality may be okay if the matter falls under the scope of any
_____________ law.
 Don’t store _____________ for longer than necessary, and make sure your computer is
secure and compliant.
 When a confidentiality breach happens, it's best to be _____________.
Check your answers at the end of the module before moving on to the next activity.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 52
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Let’s Apply! Keeping things Confidential

Role play. Find a friend or family member who can be your partner. Imagine that you are in
each of these scenarios. What would you do? Why? Talk through your ideas with your partner.
Write your answers down.

Scenario What Would You Do? Why?

Your colleague has confided in you
that she and her child are being
beaten by her husband. You have
encouraged her to report him to
the police, but she says she is not
ready and has asked you not to tell
anyone. What will you do and
why??
You are a newspaper reporter with
access to very sensitive
information about a government
official. You have been asked to
divulge this information to the
police. What will you do and why?
You are a lawyer and you just
discovered that your client has
been embezzling funds from his
own company. What will you do
and why?
You accidentally shared
information about your client with
a person you met at a party. What
will you do and why?

 Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 53
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

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

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven’t shown it or cannot do it yet
YES NO
1. Learn basic handling techniques to secure
files?
2. Ensure data and systems integrity?
3. Understand confidentiality, privacy,
security, and freedom of information?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

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

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 54
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Session 4 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on the topic.

Congratulations on finishing Session 4 of Module 6!

You are now ready for the last session of the module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 55
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

SESSION 5: Review and Assessment

Activity 9: Post-Module Learner’s Reflection

Objectives:

 Identify what lessons were learned in the module

 Take a Learner’s Reflection

 Recommended Time: 5-10 minutes

Post-Module Learner’s Reflection:

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

Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills in accessing and maintaining information. Conduct a self-assessment and
complete the table below.

Statements on my experience, knowledge, skills and abilities / Circle YES if you have shown or can do the
Mga pahayag tungkol sa aking kaalaman, kasanayan at statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung hindi
I can… / Kaya ko nang… pa naipakita o nagawg

Learn methods for collecting and recording information / Yes No

Matuto ng mga pamamaraan sa pangongolekta at pagrerekord Oo Hindi
ng impormasyon
Learn ways of organizing information / Yes No
Matuto ng paraan upang isaayos ang impormasyong nakalap Oo Hindi
Learn methods in finding and selecting search engines / Yes No
Matuto ng mga paraan sa paghahanap sa at pagpili ng angkop Oo Hindi
na makinang panghanap sa internet
Search for appropriate information on the internet / Yes No
Maghanap ng pinakaangkop na impormasyon galing sa internet Oo Hindi
Critically appraise information from different sources / Yes No
Mabusising suriin ang impormasyon mula sa iba’t ibang Oo Hindi
pinanggagalingan nito
Learn basic handling techniques to secure files / Matuto ng Yes No
pinakapayak na pamamaraan sa pagsisiguro ng mga dokumento Oo Hindi
Ensure data and systems integrity / Yes No
Masigurado ang integridad ng datos at sistema Oo Hindi

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 56
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Statements on my experience, knowledge, skills and abilities / Circle YES if you have shown or can do the
Mga pahayag tungkol sa aking kaalaman, kasanayan at statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung hindi
I can… / Kaya ko nang… pa naipakita o nagawg

Understand confidentiality, privacy, security, and freedom of Yes No

information / Oo Hindi
Maipaliwanag ang ibig sabihin ng kompindensiyalidad,
pagkapribado, seguridad at Kalayaan sa impormasyon
Identify and gather needed information / Yes No
Matukoy at makapagkalap ng kinakailangang impormasyon Oo Hindi
Search for information on the internet or an intranet / Yes No
Maghanap ng impormasyon gamit ang internet o intranet Oo Hindi
Examine information / Yes No
Magsuri ng impormasyon Oo Hindi
Secure information / Yes No
Magsiguro ng kaligtasan at pagkapribado ng impormasyon Oo Hindi
Manage information / Yes No
Mangasiwa ng impormasyon Oo Hindi

Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can also
reach out to your facilitator/trainer to provide you with guidance on what activities you can do
in order to master the skill.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 57
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Activity 10: Performance Task Rubric and End-of-Module Assessment

Objectives:
 Present your mini-projects to others (family, co-trainees, friends, trainer) and reflect
on the processes and skills used to complete them
 Correctly answer the questions pertaining to the concepts discussed in the module

 Recommended Time: 40 - 60 minutes

Sharing is Caring
Share your three mini-projects with your facilitator/trainer. Beforehand, you could
practice presenting your mini-projects to a family member, co-trainees, nearby
neighbors or friends. Ask them to rate you using the worksheet below. If possible, share
with more than one person!

Rubric for the Three Mini-Projects

Instructions: Use this rubric/worksheet in rating the performance of the trainee in carrying
out the three mini-projects.
Once done grading, provide your feedback to the trainee.

Name of the Learner/Trainee

Name of the Facilitator/Trainer

Rubric: Put a check on the column that shows your rating for the trainee’s performance based
on the statements.

Statement 1 2 3 4
The learner was able to… Beginning Developing Mostly Accomplished
Accomplished
Mini-Project 1: Categorizing Information

1. Identify information to
collect
2. Pinpoint a variety of
sources of information

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 58
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Statement 1 2 3 4
The learner was able to… Beginning Developing Mostly Accomplished
Accomplished
3. Differentiate between
primary, secondary and
tertiary data
4. Describe if the information
is quantitative, qualitative
or both
Mini-Project 2: Data Collection

5. Interview individuals to
gather information
6. Use the process of
observation to gather
information
7. Supplement information
gathered through
interviews and observation
with information found on
the internet
Mini-Project 3: Researching on a Topic Using Search Engines

8. Describe the different types

of search engines and the
type of results they yield
9. Explain how information on
the same topic differs
according to the type of
search engine used

Comments/Suggestions /Feedback on the Debate:

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 59
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

Reflect on the questions below and write your answers on the space provided.
1. Think about the three mini-projects you have done during this module. What parts
did you find easy and enjoyable? Why?

2. What parts of the mini- projects did you find challenging? What did you do to
address your challenges?

3. While doing the mini-projects, what skill did you find as your strength? What skill do
you think you need to develop more?

4. What have you learned about yourself in terms of accessing and maintaining
information?

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 60
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

End-of-Module Assessment
Congratulations for finishing Module 6: Accessing and Maintaining Information for National
Certificate Level I! At the end of every module you will take a short assessment to see how much
you have learned. It will help you and your teacher identify the knowledge and skills you know
and what still needs reinforcing. The results will not affect your ability to continue in the program.

Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.

Once you have finished answering the questions, note down any clarifications you want to ask
your instructor.

Module 6: Accessing and Maintaining Information (NC I)

ENGLISH Tagalog
1. These are documents that you can turn 1. Ang mga dokumentong ito ay
to and then be guided to other, magagamit upang makahanap ng
potentially relevant, documents on a ibang, mas angkop na dokumento
particular subject: tungkol sa isang paksa:

a. Primary sources a. Primary sources

b. Secondary sources b. Secondary sources
c. Tertiary sources c. Tertiary sources
d. All of the above d. Lahat ng nabanggit
e. None of the above e. Wala sa nabanggit

2. Quantitative data is best captured 2. Ang quantitative data ay

through focus groups discussions, pinakamainam na makuha sa
observational research, and expert pamamagitan ng talakayan nang
opinions and interviews. pangkatang may pokus,
pananaliksik ng nagmamasid at
a. True pakikipanayam at pagkuha ng
b. False opinyon ng mga eksperto.

a. Tama
b. Mali

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 61
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

3. These search engines rely on individual 3. Ang search engine na ito ay umaasa
submissions that are reviewed and sa mga naipasang impormasyon na
indexed by subject category. nasuri at naka-organisa base sa
paksa.
a. Meta search engine
b. Active search engine a. Meta search engine
c. Passive search engine b. Active search engine
d. Specialized search engine c. Passive search engine
e. All of the above d. Specialized search engine
e. Lahat ng nabanggit

4. You can use tools such as Google 4. Magagamit ang Google Reverse
Reverse Image Search to: Image Search para:

a. Verify the integrity of a data a. Maberipika ang integridad

system ng sistemang pandatos
b. Remove an image from the b. Matanggal ang imahe mula
internet sa internet
c. Check where an image originated c. Malaman kung saan
and whether it has been altered nagmula ang imahe at kung
d. None of the above ito ay binago
e. All of the above d. Wala sa nabanggit
e. Lahat ng nabanggit

5. If you encrypt your hard drive (or put any 5. Kapag naka-encrypt ang iyong mga
files in an encrypted container), it’s impormasyon, kailangang maalala
incredibly important that you remember mo ang iyong:
your:
a. Password
a. Password b. Security ID
b. Security ID c. Mother’s maiden name
c. Mother’s maiden name d. Wala sa nabanggit
d. None of the above e. Lahat ng nabanggit
e. All of the above

6. Fake news items have some truth, but 6. May kaunting katotohanan ang
aren't 100 percent accurate. fake news, hindinga lang ito 100%
na totoo.
a. True
b. False a. Tama
b. Mali

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 62
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

7. Privileged information refers to special 7. Ang privileged information ay

forms of data. tumutukoy sa espesyal na klase ng
datos.
a. True
b. False a. Tama
b. Mali

8. This refers to any information that would 8. Ito ay tumutukoy sa impormasyong

directly and certainly identify an tahasang makakapagpakilala sa
individual: isang tao.

a. Personal records a. Personal records

b. Data privacy b. Data privacy
c. Personal information c. Personal information
d. All of the above d. Lahat ng nabanggit
e. None of the above e. Wala sa nabanggit

9. A data subject is entitled to being 9. Kailangang ipaalam sa isang data

informed whether personal information subject kung ang personal na
pertaining to him or her shall be, are impormasyon na tumutukoy sa
being, or have been, processed. kanya ay nagamit, ginagamit, o
gagamitin.
a. True
b. False a. Tama
b. Mali

10. This refers to personal information 10. Ito ay tumutukoy sa personal na

about an individual’s race, ethnic impormasyon tungkol sa race,
origin, marital status, age, color, and ethnic origin, marital status, age,
religious, philosophical or political color, and religious, philosophical or
affiliations. political affiliations ng isang tao.

a. Personal information a. Personal information

b. Personal records b. Personal records
c. Sensitive personal information c. Sensitive personal information
d. All of the above d. Lahat ng nabanggit
e. None of the above e. Wala sa nabanggit

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 63
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

 Key to Correction

Activity 1 - Sources of Information

1. Primary
2. Secondary
3. Secondary
4. Tertiary
5. Secondary
6. Secondary

Activity 1 - Types of Information: Qualitative or Quantitative

1. Both
2. Qualitative
3. Quantitative
4. Quantitative
5. Qualitative
6. Both

Activity 2 - Data Collection Methods

1. Survey
2. Focus Group
3. Document Review
4. Interview
5. Observation

Activity 3 - Organizing Information Collected

1. B.
2. D.
3. A.
4. E.
5. C.

1986 - President Ferdinand Marcos and family leave the Philippines

1991 - Mt Pinatubo eruption causing temperatures to drop and Asian rain patterns shift
temporarily
2000 - A millennial bug that was feared by many because it is believed to affect our computers
2018 - Catriona Gray becomes the 4th Filipina to win Miss Universe

Activity 4 - Identify the Search Engine

1. google.com
2. ask.com
3. dogpile.com

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 64
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook

4. bing.com

Activity 5 - Fake or Real?

1. Real
2 Real
3. Fake (not restricted)
4. Fake (loses instead of gains)
5. True

Activity 7 - Classifying Information - Personal or Sensitive Personal

1. Personal
2. Personal
3. Sensitive Personal
4. Sensitive Personal
5. Sensitive Personal

Activity 8 - Confidentiality in the Workplace

1. breach, without
2. trust, integrity
3. whistleblowing
4. information
5. honest and come clean quickly

End-of-Module Assessment
1. C - Tertiary sources
2. A - False
3. C - Passive search engine
4. C - Check were an image originated and whether it has been altered
5. A - Password
6. A - True
7. A - True
8. C - Personal Information
9. A - True
10. C - Sensitive Personal Information

Congratulations! You have completed Accessing and Maintaining Information for National
Certificate Level I! You are now ready to conquer the next module.

Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 65