#MIL4Democracy Handbook:

Teaching Media & Information Literacy for Democracy

Published by

Out of The Box Media Literacy Initiative

www.ootbmedialiteracy.org

This publication has been produced in partnership with the United States Embassy in the
Philippines. The contents of this publication are the sole responsibility of Out of The Box
Media Literacy, and can under no circumstances be regarded as reflecting the position of
the aforementioned partner.

Managing Editors: Marlon Julian Nombrado and Sarah Isabelle Torres

Contributors: Arniel V. Ping, Gemma Soneja, Joeven R. Castro, Rechelle Tolinero-Barraquias,
and Marco M. Polo
Editorial Consultants: Jose Reuben Q. Alagaran II, Jose Monfred Sy, and Karl Bruno Abenojar
Design and Layout: Cara Patalinghog

May 2021

Printed in Manila, Philippines

© This learning resource is made available by Out of The Box Media Literacy Initiative under
a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0).
You can copy and redistribute the material, remix, transform or build upon it so long as you
attribute Out of The Box Media Literacy Initiative as the original source. You may not use the
material for commercial purposes. View detailed license information at creativecommons.org.
 TABLE OF CONTENTS
Foreword
Introduction
Defining Media & Information Literacy
How to Use the Handbook

UNIT 1: Free Speech and the Free Press

LESSON 1: Informing the Electorate 14
LESSON 2: Barriers to a Free Philippine Press 17
LESSON 3: Watchdogs Against Impunity 23
LESSON 4: Writes and Wrongs in News Writing and Reporting 27
LESSON 5: Protests in the Digital Era 31
LESSON 6: Countering Hate Speech 38

UNIT 2: “Fake News”, Propaganda, and Post-truth

LESSON 7: Dealing with the Infodemic 44
LESSON 8: Our Obligation to the Truth 49
LESSON 9: Picking Propaganda Apart (Part I) 55
LESSON 10: Picking Propaganda Apart (Part II) 61
LESSON 11: The Post-Truth Problem 63

UNIT 3: Digital Citizenship: Our Responsibilities and Rights Online

LESSON 12: Digital Identity and Footprints 68
LESSON 13: Online Self vs Offline Self 75
LESSON 14: Cybersecurity 79
LESSON 15: Building Secure Relationships Online 81
LESSON 16: Clap Back at Cyberbullying 83
LESSON 17: Digital Rights (Part I) 86
Note on Glossary LESSON 18: Digital Rights (Part II) 88

Glossary icon: Appendices

Talking About Tough Topics 93
A glossary of terms may be found on pages 94 to 96 and the icon after a
word signals that it has a specific definition or usage and can be referenced in OOTB Media Literacy Theory of Change 94
the glossary. Most Essential Learning Competencies (MELCs) for Media & Information Literacy (MIL) 97
Glossary of Terms 98
Index 101
Biographies 102
 LIST OF HANDOUTS, WORKSHEETS, & RUBRICS Foreword

LIST OF HANDOUTS Democracy in the Philippines is in disarray; it is disrupted and in decline. Respected journalist
and academic Sheila Coronel writes that democracy is dying in a way that is unprecedented
Lesson 7. Four Themes of COVID-19 "Fake News" 47 and unfamiliar, with “no power grabs in the dead of night, no tanks rolling down the streets, no
Lesson 8. How to Verify User-Generated Content (UGC) 52 uniformed officers taking over TV stations.”1 Perhaps this is why, amid this crisis, we find ourselves
unresolved and grappling for the right responses to our situation. We have learned from many
Lesson 9. Propaganda Techniques 58
lessons in the past how vital the media’s role is in shaping our democracy. Unfortunately, these
Lesson 12. What are the elements of your digital identity? 71 lessons may feel out of touch with today’s complex and chaotic media landscape. For one, the
new media tools and technologies that have largely contributed to our democratic dilemmas
LIST OF WORKSHEETS are also being touted as the solutions. In situations where the problem is also deemed as the
answer, where do we even begin?
Lesson 2. Press Freedom in the Philippines 21
Lesson 3. Digging Up the Facts: 2009 Ampatuan Massacre 26 Online disinformation and the weaponization of digital platform have proven to be major
challenges for liberal democracies worldwide.2 The Philippines, labelled as “Patient Zero for
Lesson 5(a). Mass Protests and Movements Before the Digital Era 34 the war on disinformation ” in light of the 2016 presidential elections, found a way to stand
Lesson 5(b). Mass Protests and Movements During the Digital Era 36 out. This means that even before Brexit and the US presidential elections, the Philippines
had already demonstrated how online disinformation can easily exploit the vulnerabilities of
Lesson 6. Responding to Hate Speech 41
modern democracies.
Lesson 8. Verification Checklist 53
Lesson 9. Sources of Propaganda 60 Internet penetration and social media popularity in the country already explains a lot. At
nearly 11 hours per day on the Internet and a little over four hours on social media, Filipinos
Lesson 11. Targeting the Weak 66 top global usage rankings.3 Add to this the diverse and innovative disinformation operations
Lesson 12. Protecting Our Digital Identities 74 that have been devised and deployed during the elections of 2016 and 2019 and are now
Lesson 13. Which Me Should I Be? 77 mainstreamed to be part of overall campaign strategies of politicians from the national to the
barangay levels.
Lesson 18. Digital Campaign Strategy Plan Template 90
Further complicating our situation are the converging crises affecting Philippine media
LIST OF RUBRICS today. Ranking 138th out of 180 countries in the 2021 World Press Freedom Index, the state
of Philippine press freedom has been on a downward trend since 2018.4 Filipino journalists
Lesson 6. Countering Hate Speech Campaign Challenge 42 are facing a great deal of challenges—curtailment of access to information, cyber-harassment,
trolling , red-tagging , arrests, and killings, among others. In 2020, amid the global
COVID-19 health and socio-economic crisis, we witnessed the toppling of the broadcast giant,
ABS-CBN Corp., and the conviction of Rappler CEO Maria Ressa for cyberlibel.

1
Coronel, S. (2020, June 16). This Is How Democracy Dies. The Atlantic. https://www.theatlantic.com/international/
archive/2020/06/maria-ressa-rappler-philippines-democracy/613102/
2
Chua, Y., Curato, N., & Ong, J.C. (2021). Information Dystopia and Philippine Democracy. Internews. https://
internews.org/sites/default/files/2021-01/Internews_report_%20information_dystopia_Philippine_democra-
cy_2021-01.pdf
3
Chua, K. (2021, January 28). PH remains top in social media, internet usage worldwide – report. Rappler. https://
www.rappler.com/technology/internet-culture/hootsuite-we-are-social-2021-philippines-top-social-media-inter-
net-usage
4
Reporters Without Borders. (2021). Philippines. https://rsf.org/en/philippines

4 #MIL4Democracy Handbook www.ootbmedialiteracy.org 5

 INTRODUCTION
These events paint only part of the whole picture. Zooming out, we can see evident fragmentation
and widening political polarization in the country and elsewhere in the world. These are seen
as both causes and effects of the spread of disinformation, propaganda , hate speech ,
and other dangerous rhetoric online. The early enthusiasm in social networks has now clearly “Education either functions as an instrument which is used to facilitate integration of the younger
dissipated. From the power of social media to take down dictators during the Arab Spring in generation into the logic of the present system and bring about conformity or it becomes the
the early 2010s, we have witnessed its distortion into a machinery of extremists , conspiracy practice of freedom, the means by which men and women deal critically and creatively with
theorists , historical revisionists , and populist leaders and figures around the world. reality and discover how to participate in the transformation of their world.”
-Paulo Freire, “Pedagogy of the Oppressed: 30th Anniversary Edition”
Broadly speaking, political scientists describe this context as “democratic backsliding.”5 It is
the gradual yet significant deterioration of qualities and ideals associated with democracy. The Preparing future generations to exercise their civic responsibilities is a vital function of schooling.
rule of law is undermined, governments become less accountable, citizens’ basic human rights The 1987 Constitution makes it clear that all educational institutions in the Philippines shall
are disregarded. In these precarious times, to participate in politics becomes more and more “teach the rights and duties of citizenship.”8 This underlines the crucial role of the youth in
challenging. Many young people are becoming disillusioned and disengaged,6 while some nation-building and the duty of the State to encourage the youth's participation in public and
have become desperate to the point of being extreme and dangerous.7 civic affairs.9

Conversations surrounding democracy could be conflict-ridden. But only by having these In the digital age, the Internet has become the new space for civics. Both youth and adults
difficult conversations will we find ourselves in a position to facilitate and support building consume, produce, and share news and varied forms of information via digital media. They
genuine democracy and a just society for all. Dissent is essential and a plurality of voices express beliefs and discuss opinions on political, civic, and social issues online. Today, to
should be recognized. The key is to find spaces where these voices are heard and amplified, effectively participate in democracy, one must be media- and information-literate.
where democratic deliberation and grassroots participation are exercised.
For schools to accomplish their constitutional mandate to “teach the rights and duties of
Social media platforms, with all their drawbacks and imperfections, remain a potent tool for citizenship”, they must prepare all students to develop the skills, values, and competencies
positive influence in our democracy. As Big Tech companies now move toward implementing of media and information literacy (MIL): to interrogate, create, and participate in everyday
changes in their policies and algorithms that intend to help fix today’s glaring problems, we media. In their 2019 book, The Critical Media Literacy Guide, scholars Douglas Kellner and Jeff
must remain cautiously optimistic about technology and its role in society. Moreover, we, Share write, “As the proliferating media landscape increasingly shapes students’ culture, it is
citizens, must always take it upon ourselves and stay committed to take deliberate actions imperative for educators to understand how media engagement will soon be synonymous with
that will challenge and change the norms, ideas, practices, and structures in our communities. civic engagement , and how this engagement can be utilized to foster critical solidarity.”10
Lastly, difficult as it may be, we must strive to unite people in support of a common good .
These are what we must do to turn the tide against democracy’s decline. The 21st-century educator cannot stand idly by from all the drastic changes shaping our
students’ consciousness and lifestyles. What our students need from schools are opportunities
to critically interpret and process the everyday media and information they encounter; to utilize
their technological savvy to explore and express their identities and voices; and to deliberate
Out of The Box Media Literacy Initiative on issues that are relevant and most important to them.

Our students need to be empowered to take actions that will benefit a public outside of their
immediate sphere. This is what author Paul Mihailidis refers to as “civic media literacies,” the

5
Medina-Guce, C. (2018). Philippine Democracy is Sliding Backwards; Why?. iLEAD. http://ilead.ph/2018/05/27/ 8
Article XIV, Section 3 of the 1987 Constitution states that: "All educational institutions shall include the study of
philippine-democracy-is-sliding-backwards-why/ the Constitution as part of the curricula. They shall inculcate patriotism and nationalism, foster love of humanity,
6
Saludes, M. (2021, January 21). ‘Youth disillusionment’ seen as top unseen risk in coming years. Lucas News. respect for human rights, appreciation of the role of national heroes in the historical development of the country,
https://www.licas.news/2021/01/21/youth-disillusionment-seen-as-top-unseen-risk-in-coming-years/ teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and
7
Idris, I. (2018). Youth vulnerability to violent extremist groups in the Indo-Pacific [Report]. GSDRC. https://gsdrc. personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and
org/wp-content/uploads/2018/10/1438-Youth-Vulnerability-to-Violent-Extremist-Groups-in-the-Indo-Pacific.pdf promote vocational efficiency."
9
Article II, Section 13 states that: "The State recognizes the vital role of the youth in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in the youth
patriotism and nationalism, and encourage their involvement in public and civic affairs."
10
Kellner, D. & Share, J. (2019). The Critical Media Literacy Guide: Engaging Media & Transforming Education. Brill |
Sense. 10.1163/9789004404533

6 #MIL4Democracy Handbook www.ootbmedialiteracy.org 7

 processes and practices that use the critique and creation of media that “produce and reproduce
Defining Media & Information LITERACY
the sense of being in the world with others toward common good.”11 This proactive and value-
driven approach frames media and information literacy as more than a skill set that can be
transferred to students. Mihailidis emphasizes that MIL must not merely be about being critical
in deconstructing and being savvy in media creation. Students of MIL must find ways to use
these skills to engage in the world, be it by encoding new meanings of messages, or producing In 2019, OOTB wrote its theory of change that offers a framework defining media literacy as
alternative media toward positive social impact. three distinct yet overlapping practices: interrogating media texts, creating through media
tools, and participating meaningfully in the digital media space. This framework maps the
Project #MIL4Democracy organization’s vision of mainstreaming media literacy in the Philippines from addressing
the fundamental prerequisites for the practice of media literacy to the long-term societal
The Media & Information Literacy for Democracy project or #MIL4Democracy is an initiative of Out outcomes of media literacy in the Philippine society. OOTB’s theory of change makes it clear
of The Box Media Literacy, a non-government organization working to mainstream media literacy that media literacy is not an end in itself but a means to shape society to be truly democratic,
in the Philippines through educational programs and campaigns. The project aims to promote the free, and just for all.
important link between media and information literacy (MIL) and democracy and civic engagement.
By publishing a practical handbook and conducting training programs, OOTB’s #MIL4Democracy The three overlapping practices of media literacy—or what we refer to as Media Literacy
aims to assist Filipino educators in teaching their students the rights and duties of citizenship and the Pathways—are Critical Inquiry, Alternative Media Production, and Digital Citizenship. Each
values of democracy through lessons on media and information literacy. pathway corresponds to a particular way of conceptualizing media: as texts (to be interrogated),
as tools (for creation), and as a space (where one can participate in civics ). These practices
The #MIL4Democracy Handbook contains 18 lesson plans that tackle key issues on democracy: from
involve a wide range of skills, knowledge, and values that work together holistically.
our civil and digital rights to access, equality, free speech, expression, and press freedom, to the
big challenges that modern democracies are facing today, such as disinformation, polarization, hate
speech, surveillance, and cyberthreats, among others. 1. Critical Inquiry (Interrogation of Media Texts)
Anyone is vulnerable to deception and misinformation, but having an inquisitive
The lessons are anchored on relevant and important local case studies: events, texts, and social issues mind makes one more immune and resilient. Such mindset requires not
that reflect contemporary realities of the Philippines. They are also complemented by unique teaching only fact-checking and analytical skills but also intellectual humility, open-
and learning activities which challenge students’ skills not only in media critique and creation but also mindedness, and the willingness to unlearn and relearn. Moreover, critical
in research, deliberation, and problem-solving. Most importantly, the #MIL4Democracy lessons put inquiry of media includes the interrogation of creative techniques in ads; media
front and center the democratic values that our youth must learn to embrace and cultivate: truth, representations of class, gender, and race; and the economic and cultural power
equality, inclusivity, social justice, and participation. of media.
The lessons are co-written by Out of The Box with the alumni of the International Visitor Leadership
2. Alternative Media Production (Creation with Media Tools)
Program (IVLP) 2019 on “Promoting Media Literacy through Education.” The IVLP is the premier
professional exchange program of the United States Department of State for current and emerging While people use media tools and devices for all sorts of self-expression and
leaders in various fields. In 2019, a group of educators and media literacy champions was organized by creative purposes, we want to underscore our capacity to utilize media to tell
the U.S. Embassy in the Philippines. For three weeks, they toured different schools and organizations alternative narratives and support new discourses toward social impact. Together
and met with experts in the field of media literacy education in various cities in the U.S. The group is with interrogating the media, there needs to be alternative media production
composed of Dr. Jose Reuben Alagaran II (Philippine Association for Media and Information Literacy, that challenges hegemonic (dominant) ideas and capitalist media logic.
or PAMIL), Mr. Arniel Ping (PAMIL and St. Stephen’s High School), Ms. Gemma Soneja (Parang High
School), Ms. Rechelle Tolinero-Barraquias (Xavier University Ateneo de Cagayan), Mr. Joeven Castro 3. Digital Citizenship (Participation in the Digital Media Space)
(Philippine Association of Communication Educators, or PACE, and Far Eastern University), Mr. Marco
Polo (PACE and De La Salle University Dasmariñas), Dr. Isabel Victorino (Department of of Education), In the age of social media and the Internet, we go beyond being mere
Ms. Aileen Supnad (Department of Education), and Mr. Marlon Nombrado (Out of The Box Media consumers or producers; we merge these two roles and join platforms where
Literacy Initiative). we meet people, exchange ideas, form affinity groups, and so on. Part of media
literacy is participating meaningfully online so we can truly take advantage of
The #MIL4Democracy project was made possible with the support of the Embassy of the United its democratic potential. This requires a strong sense of civic values and the
States in the Philippines. common good.

11
Mihailidis, P. (2019). Civic Media Literacies: Re-Imagining Human Connection in an Age of Digital Abundance.
Routledge. DOI: 10.4324/9781315526058

8 #MIL4Democracy Handbook www.ootbmedialiteracy.org 9

 As media literacy is practiced, popularized, and mainstreamed in the Filipino culture, we
envision its impact in the media industry, in education, and in the government. These 4. Law Four: Every citizen wants to know and understand new information, knowledge
institutions need to respond to more critical, proactive, and participatory Filipino media and messages as well as to communicate, even if she/he is not aware, admits or
prosumers . Media literacy practices will lead to better journalism practices, better films expresses that he/she does. Her/his rights must however never be compromised.
and TV, and better social media platforms; stronger integration of critical thinking and civic
education practices in schools; and a people-centered government that strives to uphold the 5. Law Five: Media and information literacy is not acquired at once. It is a lived and
ideals of a genuine democracy. dynamic experience and process. It is complete when it includes knowledge, skills
and attitudes, when it covers access, evaluation/assessment, use, production and
For a complete discussion of the OOTB Media Literacy Theory of Change, see Appendix 1. communication of information, media and technology content.

UNESCO’s Five Laws of Media and Information Literacy (MIL)

Information literacy and Media literacy are traditionally seen as distinct and separate fields.
In UNESCO's framework, the two are brought together as a composite concept, a combined Reference: http://www.unesco.org/new/en/communication-and-information/media-development/
set of competencies (knowledge, skills, and attitude) essential for functioning in today’s media-literacy/five-laws-of-mil/
world. Media and Information Literacy (MIL) recognizes the crucial roles that information and
media play in our everyday lives and in democratic societies. Here, libraries, museums, and
other information providers are included alongside all forms of media technologies, both
traditional and digital.

At its core, MIL promotes freedom of information and expression since it engenders equitable
access to information and knowledge and empowers citizens to critically evaluate information
and media content to make informed choices as citizen prosumers (i.e., producers and
consumers of information and media). Article 19 of the Universal Declaration of Human Rights
states that: “Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart information
and ideas through any media and regardless of frontiers.” In the same spirit, UNESCO holds
that Media and Information Literacy (MIL) is vital in empowering all citizenries to have the full
benefits of this fundamental right.

UNESCO suggests the following five laws of Media and Information Literacy which are
intended to serve as guides for stakeholders in the implementation and development of MIL.

1. Law One: Information, communication, libraries, media, technology, the Internet as

well as other forms of information providers are for use in critical civic engagement
and sustainable development. They are equal in stature and none is more relevant
than the other or should be ever treated as such.

2. Law Two: Every citizen is a creator of information/knowledge and has a message.

They must be empowered to access new information/knowledge and to express
themselves. MIL is for all – women and men equally – and a nexus of human rights.

3. Law Three: Information, knowledge, and messages are not always value neutral, or
always independent of biases. Any conceptualization, use and application of MIL
should make this truth transparent and understandable to all citizens.

10 #MIL4Democracy Handbook www.ootbmedialiteracy.org 11

 HOW TO USE THE HANDBOOK
UNIT 1
Free Speech and
The #MIL4Democracy Handbook is organized into three units: UNIT 1. Free Speech and the
Free Press; UNIT 2. “Fake News”, Propaganda, and Post-Truth; and UNIT 3. Digital Citizenship:
Our Responsibilities and Rights Online. Each unit contains ready-to-implement lesson plans
that tackle key topics in democracy through Media and Information Literacy (MIL). While
each lesson plan is guided with specific learning objectives, all 18 lessons in the handbook
are curated for the common goal of honing Filipino youths to champion democracy. the Free Press
The Department of Education’s Most Essential Learning Competencies (MELCs) for the Grade
11/12 core subject Media and Information Literacy are also considered in the design of the
lessons. Each lesson identifies select competencies that match the content and activities
of the lesson. This way, teachers of the MIL subject will find it easy to accommodate the
#MIL4Democracy topics and lessons into their own curriculum design.

The use of the handbook, however, is not limited to senior high school students nor the
Grade 11/12 MIL subject alone. It is intended to be useful to all educators who deem the
topics and activities in the handbook fit for their learners. The lessons are best integrated in
Social Science, Civics, Language Arts, and Information and Communication Technology (ICT)
classes, and also, for tertiary level students, in the National Service Training Program (NSTP).

One important feature of the #MIL4Democracy Handbook is the inclusion of relevant case
studies that illustrate the topics in each lesson. This is part of an effort to bridge the classroom
and the real world, inspiring students to adapt their learning in real-life events and situations.
Critical to civic education, teachers are enjoined to move from abstraction to providing
students with opportunities to act, perform, create, and make decisions that have real-world
impact.

While the lessons are designed for traditional, face-to-face learning delivery, the educator
can easily transform the activities in this handbook into remote learning experiences. With
the use of interactive digital tools, available audio-visual materials, and printable handouts
and worksheets, the #MIL4Democracy lessons can be delivered in asynchronous mode.

For inquiries on the handbook, please e-mail us at [email protected].

LESSON 1 Informing the Electorate

LESSON 2 Barriers to a Free Philippine Press
LESSON 3 Watchdogs Against Impunity
LESSON 4 Writes and Wrongs in News Writing and Reporting
LESSON 5 Protests in the Digital Era
LESSON 6 Countering Hate Speech
12 #MIL4Democracy Handbook
 LESSON 1 2. LECTURE (12 minutes)
Tell your students that free and fair elections is an important quality of democracies.
Follow it up with Thomas Jefferson’s quote, “A well-informed electorate is a
Informing the Electorate prerequisite to democracy,” placing education as the foundation of democracy.
Facilitate the discussion with the following questions: What are the necessary conditions
for a democratic election to be truly free and fair? What is an ‘informed electorate’?

OBJECTIVES 3. GUIDED PRACTICE (5 minutes)

Students will be able to...
• Identify the key features of a democratic society The press (traditional news media) plays important functions in elections and
• Analyze the relationship between the government, the press, and the people democracy. Draw two columns on the board and write these statements above the
• Discuss how media and information shape the beliefs, opinions, and attitudes of the first and second columns, respectively:
electorate 1. Expectations: In an ideal democracy, the press…
• Identify the challenges faced by democracies that involve the elections and the press 2. Reality: In the Philippines today, the press...
Free Speech and the Free Press

Free Speech and the Free Press

• Evaluate the impact of these challenges to free press and democracy
• Create a slogan about the importance of an informed and empowered electorate Ask the students to fill in the blanks and write their answers in sticky notes. Prompt
• Value the need for Filipinos to engage with reliable news and information which is them to consider the relationship of the press with the government and the people
crucial in the exercise of their right to suffrage and participation in public discourse (and, specifically, in the context of elections, with political candidates, elected officials,
and the electorate/voters).

4. PROCESSING (5 minutes)
ACTIVITY OVERVIEW (Duration, Materials, Preparation) After the activity, discuss some of their answers and highlight the gaps between the
ideals of democracy and the reality on ground in the country. Tell the students that this
• Duration: 90 minutes could be referred to as “democratic deficits”; it occurs when supposedly democratic
• Materials: sticky notes, bond papers
organizations or institutions, such as governments, do not fulfil the principles of
• Preparation: This lesson includes a simple debate activity on the topic of “bobotante”.
democracy.
It is highly encouraged for students to read materials on the topic prior to the meeting.
5. INDEPENDENT PRACTICE (20 minutes)
MELC s for MIL G11/12 subject From the previous discussion, facilitate a debate about the issue of “bobotante ” (a
• Cite an example of an issue showing the power of media and information to affect change portmanteau of the words, “bobo” or stupid and “botante” or voter) and the supposed
• Discuss the implication of media and information to an individual and the society failure of the country to meet the democratic ideal of an informed electorate.
• Produce a creative text-based, visual-based, audio-based, motion-based, and
manipulative-based presentation using design principle and elements Make sure that your students have read materials on the topic prior to the activity. Use
the issue statement: “Resolved: The ‘bobotante’ should be blamed for the 2016 and
2019 election results.”
INSTRUCTIONS
1. MOTIVATION (3 minutes) Try any simple debate format that is applicable to your class.
Conduct a quick vote by show of hands. (Sample poll question: Who is the best
judge in The Voice? Choices: apl.de.ap, Lea Salonga, Sarah Geronimo, or Bamboo 6. PROCESSING (7 minutes)
Mañalac) To process the activity, clarify the social meanings of the label “bobotante.” You may
After counting the results, ask the following questions: use the following questions:
• Do you agree with the outcome of the votation? Why or why not? 1. Why is the term considered biased and derogatory?
• Who do you think should be allowed to vote with respect to the poll 2. How should we differentiate the label “bobotante” from the idea of uninformed
question? Why? voters?
• How would you feel if the declared winner is not the one who won in the election? 3. What are the qualities that make a voter receive the label ‘bobotante’?
4. What qualities make a voter ‘uninformed’?

14 #MIL4Democracy Handbook www.ootbmedialiteracy.org 15

 5. What is the right attitude and approach towards uninformed voters? What is
the media’s role in this (i.e. news coverage of elections, presidential debates,
political ads on TV and radio)?
LESSON 2
7. SUMMATION (3 minutes)
Barriers to a Free Philippine Press
To close the discussion, end with a reflection on the topic. You could tell your students
the following: Now you have a clearer understanding of the crucial relationship among OBJECTIVES
the press, government, and the people, especially in the context of elections and Students will be able to...
democracy. Beyond understanding, it is important that you assume your responsibility • Define press freedom based on the different indicators of the World Press
as part of the electorate. For voters or soon-to-be voters, remember that your duty is to Freedom Index
first be informed. The quality of news and information that you consume has an impact • Compare and contrast the press freedom situation in the Philippines with other
on your beliefs, attitudes, and worldview. This is why reliable news and information countries
is most crucial in the exercise of the right to suffrage . This makes press freedom • Evaluate the barriers to press freedom in the Philippines
Free Speech and the Free Press

Free Speech and the Free Press

crucial as it affects other democratic rights such as freedom of speech and the right to • Propose interventions on challenges against press freedom in the country
suffrage.

8. EVALUATION (5 minutes)
As their exit ticket, ask the students to think of a slogan that expresses the importance
of an informed electorate and the necessary fixes to the democratic deficits involving
ACTIVITY OVERVIEW (Duration, Materials, Preparation)
news and information. They will write the slogan on a bond paper and have it on • Duration: 90 minutes
display in the classroom. • Materials: Internet access (or printed task cards containing info on WPF Index
countries), activity worksheet
• Preparation: This lesson focuses on the press freedom situation in the Philippines
and world. It is best for you to assign students to research on the key events and
news about press freedom prior to the meeting.

MELC s for MIL G11/12 subject

• Cite an example of an issue showing the power of media and information to affect change
• Discuss the implication of media and information to an individual and the society

INSTRUCTIONS
Lesson prepared by: Marlon Nombrado, Gemma Soneja and Arniel Ping
1. MOTIVATION (5 minutes)
Ask your students to define press freedom using their own understanding of the
Resources concept. Create a word map as you elicit answers from them. From there, you can
• Bennett, C. (2019, September 1). 4 Fast Debate Formats for the Secondary Classroom.
formulate a definition that is agreed upon by the class.
Thoughtco. https://www.thoughtco.com/fast-debate-formats-for-the-classroom-8044 Then, ask them: “Going by this definition, is the Philippine press free?”
• Bueno, A. (2019, May 15). Who are you calling a bobotante'?. CNN Philippines. https://
cnnphilippines.com/life/culture/2019/5/15/bobotante.html 2. INITIAL DISCUSSION (10 minutes)
• Del Rio, B. (2019, May 14). There’s no need to call voters “bobotante”. Preen.ph. https://
preen.ph/95948/theres-no-need-to-call-voters-bobotante Explain to the students the following: The government affirms that press freedom in
• Reynaldo, K. (2020, December 15). #PHVOTE the country is guaranteed. According to Presidential spokesperson Harry Roque, “The
• [OPINION] What 'voter education' misses about the problem of electoral politics. Rappler. (Philippine) media remains alert and vibrant in their reportage of the government
https://www.rappler.com/voices/imho/opinion-what-voter-education-misses-about- and the actions of officials.” This is contrary to Reporters Without Borders’ (RSF) 2021
problem-electoral-politics World Press Freedom Index which ranked the Philippines 138th out of 180 countries,

16 #MIL4Democracy Handbook www.ootbmedialiteracy.org 17

 indicating that the country’s press freedom is in a “difficult situation.” In this lesson we Ask the students to compare and contrast the situation of press freedom across
will find out why the Philippine press ‘seems free but not free’. the countries. Introduce the six criteria used by RSF in the qualitative part of their
methodology for the WPF Index. Mention as well that RSF combines this qualitative
3. GUIDED ACTIVITY (45 minutes) analysis with quantitative data (*) on abuses against journalists during the period
Assign each of your students one country from the 2021 WPF Index. Make sure that evaluated.
there is an equal distribution based on press freedom category and geographic • Pluralism: the degree to which opinions are represented in the media
location. Do not assign the Philippines to anyone. • Media Independence: the degree to which the media are able to function
independently of sources of political, governmental, business and religious
power and influence
• Environment and Self-censorship: the environment in which news and
ICELAND
information providers operate
FINLAND RUSSIA
• Legislative Framework: impact of the legislative framework governing news
NORWAY
SWEDEN ESTONIA
Free Speech and the Free Press

Free Speech and the Free Press

CANADA UNITED
DENMARK
LATVIA
LITHUANIA

and information activities

IRELAND KINGDOM THE
BELARUS
NETHERLANDS
GERMANY POLAND
BELGIUM
LUXEMBOURG CZECH REP.
SLOVAKIA UKRAINE
KAZAKHSTAN
LIECHTENSTEIN
AUSTRIA HUNGARY
FRANCE SWITZERLAND
SLOVENIA
MOLDOVA
MONGOLIA
ITALY CROATIA ROMANIA

• Transparency: transparency of the institutions and procedures that affect the

BOSNIA-H SERBIA
ANDORRA
MONTENEGRO BULGARIA AZERBAIJAN UZBEKISTAN
KOSOVO MACEDONIA GEORGIA KYRGYZSTAN
PORTUGAL SPAIN
ALBANIA
ARMENIA NORTH
UNITED STATES GREECE TURKEY TURKMENISTAN TAJIKISTAN KOREA
JAPAN
CHINA
production of news and information
NORTH CYPRUS
CYPRUS SYRIA
TUNISIA MALTA LEBANON
IRAQ AFGHANISTAN
MOROCCO
ISRAEL
PALESTINE JORDAN
IRAN SOUTH
NEPAL KOREA
KUWAIT BHUTAN
LIBYA

• Infrastructure: the quality of the infrastructure that supports the production

ALGERIA PAKISTAN
EGYPT
BAHRAIN

MEXICO CUBA
WESTERN
SAHARA
QATAR
TAIWAN
SAUDI U.A.E
HAITI DOM. REP. ARABIA INDIA MYANMAR
HONG KONG
JAMAICA OMAN LAOS

of news and information

BELIZE MAURITANIA SUDAN
HONDURAS
SENEGAL MALI NIGER
BANGLADESH
O.E.C.S CAPE VERDE CHAD ERITREA YEMEN THAILAND VIETNAM
GUATEMALA NICARAGUA PHILIPPINES
GAMBIA BURKINA CAMBODIA
TRINIDAD AND TOBAGO DJIBOUTI

• *Abuses: level of abuses and violence against the press

EL SALVADOR PANAMA FASO
GUINEA-BISSAU GUINEA
BENIN SOMALIA
COSTA RICA GUYANA NIGERIA SOUTH
VENEZUELA SURINAME SIERRA LEONE
CÔTE GHANA
CENTRAL ETHIOPIA MALDIVES
D'IVOIRE
AFRICAN REP. SUDAN BRUNEI
LIBERIA CAMEROON MALAYSIA
COLOMBIA TOGO SEYCHELLES SRI LANKA
EQUAT. GUINEA UGANDA SINGAPORE
CONGO RWANDA KENYA
GABON SAMOA
ECUADOR DEM. REP.
CONGO PAPUA TONGA
INDONESIA NEW GUINEA

After the brainstorming, present to the class the country information of the Philippines
BURUNDI TANZANIA
TIMOR-LESTE
FIJI

PERU
BRAZIL ANGOLA MALAWI
COMOROS

BOLIVIA
NAMIBIA
ZAMBIA

ZIMBABWE
MOZAMBIQUE MADAGASCAR
MAURITIUS
based on the index. This time, ask all the students to compare and contrast the
Philippines to their assigned country using the six criteria used by RSF.
PARAGUAY BOTSWANA
CHILE
LESOTHO ESWATINI
AUSTRALIA
ARGENTINA SOUTH
URUGUAY AFRICA

NEW ZEALAND
Tell the students that looking at the ranking alone (138th out of 180) may give some
GOOD SITUATION
the impression that the Philippines is still in a better place if compared to other
SATISFACTORY SITUATION
PROBLEMATIC SITUATION countries in much lower ranks. But the question that needs to be asked is, “Why
can’t we be better?” In what areas do we fall short? How exactly is press freedom
DIFFICULT SITUATION
VERY SERIOUS SITUATION
www.rsf.org

challenged in the country?

FREEDOM OF THE PRESS WORLDWIDE 2021 4. ACTIVITY 2 (25 minutes)
SEE: https://rsf.org/sites/default/files/carte_2021_en.pdf Divide the class into groups of 3-4 and instruct them to identify the barriers to press
freedom in the Philippines. Each group will be given a specific case study to research
Tell your students to go to https://rsf.org/en/ranking/2021 to find information about. Evaluate how the barriers to press freedom in each case study relate to the
about the country assigned to them. They may also search online for other recent press freedom indicators (WPF Index). Complete the worksheet provided which
information about the country. Ask them to answer the following questions: includes proposing an intervention to the challenges against press freedom in the
given case study.
• What is the country’s WPF 2021 Ranking, Global Score, and Color Category?
• What are the features and national events in the country that contribute to its • ABS-CBN Franchise renewal issue
press freedom situation? • Libel conviction of Rappler CEO Maria Ressa
• Ampatuan Massacre
After the individual data gathering, do any of the following next steps:
• Pia Ranada’s ban in Malacanang
• Tell the students to line up and arrange themselves according to the index • “Fake news” provisions in the “Bayanihan to Heal As One” Law
ranking. • Cyberattacks on alternative news websites Bulatlat and Kodao
• Instruct them to group themselves according to color categories. • Widespread online mis- and disinformation
• Ask the students to pair with a classmate who is assigned to a country in a
different category.

18 #MIL4Democracy Handbook www.ootbmedialiteracy.org 19

 5. EVALUATION (5 minutes) LESSON 2: Barriers to a Free Philippine Press
As their exit ticket, ask the students to individually answer the 3-2-1 Prompt.
• 3 things that they have learned from this lesson Press Freedom
• 2 interesting facts WORKSHEET in the Philippines
• 1 question

Name:

Research about a specific case study related to the press freedom situation in
Write 1 question you have
the Philippines. Evaluate how the barriers to press freedom in each case study
or want to clarify about the
topic. relate to the WPF Index Press Freedom Indicators. Propose an intervention or
Free Speech and the Free Press

Free Speech and the Free Press

solution to the case study.

Facts of the Case

Write 2 interesting facts
you learned about the • Stakeholders: Who are the individuals, groups, and institutions involved in
topics discussed. the case?

Write 3 things you have

learned in this lesson.

• Events: What are the key events of the case? Provide a timeline.

Lesson prepared by: Marlon Nombrado, Gemma Soneja and Arniel Ping

Resources • Arguments: What are the key arguments of the parties involved?
• Elemia, C. (2020, April 22). PH slips further in World Press Freedom index. Rappler.
https://www.rappler.com/nation/philippines-rankings-world-press-freedom-index-2021
• Gita-Carlos, R. (2020, August 8). PH media enjoy freedom in reporting: Palace. Philippine
News Agency. https://www.pna.gov.ph/articles/1111616
• Reporters Without Borders (n.d.). 2020 World Press Freedom Index. https://rsf.org/en/
ranking/2021
• Reporters Without Borders (n.d.). Detailed Methodology. https://rsf.org/en/detailed-
methodology
• Reporters Without Borders (n.d.). Holding the line against Duterte’s attacks. https://rsf.
org/en/philippines

20 #MIL4Democracy Handbook www.ootbmedialiteracy.org 21

 LESSON 2 | WORKSHEET: Press Freedom in the Philippines
LESSON 3
• Implications: How does/did the case study affect the public, the media
Watchdogs Against Impunity
workers, the media profession and industry, the government, and
democracy, in general? OBJECTIVES
Students will be able to...
• Illustrate the role of the press as the “Fourth Estate” and as “watchdogs”
• Discuss the challenges faced by journalists today
• Analyze and evaluate the state of media killings and the “culture of impunity” that
exists in the country
• Advocate for safety of journalists and ending the culture of impunity for crimes
Free Speech and the Free Press

Free Speech and the Free Press

against them

ACTIVITY OVERVIEW (Duration, Materials, Preparation)

Press Freedom Indicators • Duration: 60 minutes
• Materials: videos, activity worksheet
• Which of the seven WPF Index indicators are most relevant to the case • Preparation: Two video materials about the Ampatuan Massacre may be viewed by the
study? If you are to assess each indicator based on facts of the case study, students prior to the meeting to provide more time for the group activity.
which rating will you give (1 - worst to 5 - best) and why?

MELC s for MIL G11/12 subject

• Cite an example of an issue showing the power of media and information to affect change
• Discuss the implication of media and information to an individual and the society
• Produce a creative text-based, visual-based, audio-based, motion-based, and
manipulative-based presentation using design principle and elements

INSTRUCTIONS
1. MOTIVATION (3 minutes)
Begin by saying this quote from George Orwell: “Journalism is printing what someone
Interventions
else does not want printed. Everything else is public relations.” Ask your students to
• What interventions could be done to address the challenges against press
interpret the passage. Emphasize why someone would not want certain news or
freedom in the case study? information printed or known by the public. What does this quote say about the
function of journalism in society? Can you think of a specific event as an example?
Who or what groups would likely want the truth suppressed and why?

2. LECTURE (12 minutes)

Explain to the class the natural tension between the government and the press. This
relationship is in fact ideal and can be described as adversarial. As an additional
check on power of the government, the media are referred to as “watchdogs ”. In
connection to its designation as the “Fourth Estate ”, the press serves as a critical
external watchdog for the government in addition to the checks and balances
among the three branches of power, the legislative, the executive, and the judiciary.

22 #MIL4Democracy Handbook www.ootbmedialiteracy.org 23

 3. DISCUSSION (5 minutes) 6. RECAPITULATION (3 minutes)
Show to the class this infographic “Who threatens the press?” from the Freedom After the two activities, steer the discussion to the concept of impunity and explain
House. Direct the students to think of specific events or cases when journalists have how it manifests in the Ampatuan massacre and other cases of media killings in the
come under the threat of the different entities of power in the society. country and worldwide. Impunity means “exemption from punishment” or the failure
to bring perpetrators of human rights violations to justice. Numbers will show: In 9
out of 10 cases, crimes committed against journalists remain uninvestigated and
unpunished. What we have is a culture of impunity “when those who deny others
their right to freedom of expression can do so knowing it is unlikely they will be held
accountable for their actions” (International Freedom of Expression Exchange).

Explain that November 2 is marked by the United Nations (UN) as the International
Day to End Impunity (IDEI) for Crimes Against Journalists. The original IDEI was
observed every November 23 to mark the 2009 Ampatuan Massacre as declared by
Free Speech and the Free Press

Free Speech and the Free Press

the International Freedom of Expression Exchange (IFEX). In 2013, a UN resolution
was passed recognizing November 2 as the new date for the IDEI for Crimes Against
Journalists. The date was chosen to mark the death of two French journalists killed
in line of duty that year.

7. EVALUATION/ASSIGNMENT (2 minutes)
Ask the students to read more about other cases of deadly violence, harassment
and threats against media workers worldwide. Tell the class to design an infographic
poster, reaction vlog, or meme that creatively advocates for the safety of journalists
SEE: https://freedomhouse.org/report/freedom-press/2017/press-freedoms-dark-horizon and ending the culture of impunity.
4. GROUP ACTIVITY (20 minutes)
View in class the following videos about the 2009 Ampatuan Massacre case: (1) Trial
of the decade: Highlights of Ampatuan massacre case (animated explainer) and (2)
No closure yet in Ampatuan massacre convictions (news report).
After viewing, divide the class into groups of 3-4. Each group will discuss the following
questions and share their responses using a graphic organizer worksheet with the
whole class after. Lesson prepared by: Marlon Nombrado, Gemma Soneja and Arniel Ping

• What is the sequence of events of the Ampatuan Massacre case?

• What human rights violations were committed in this case?
• How did the Philippines receive the label of being the “deadliest peacetime Resources
country for journalists in Southeast Asia”?
• IFEX (n.d.). What is impunity?. https://ifex.org/campaigns/no-impunity/what-is-impunity/
• Why is the Ampatuan Massacre case considered the “Trial of the Decade”?
• Rappler. (2019, November 23). Trial of the decade: Highlights of Ampatuan massacre
• Despite the case’s guilty verdict, for what reasons do some groups say that case [Video]. YouTube. https://www.youtube.com/watch?v=vchtzjZpM-U
there’s still no closure in the case? • Rappler. (2019, December 19). No closure yet in Ampatuan massacre convictions [Video].
YouTube. https://www.youtube.com/watch?v=SSfh2jlr5-g
5. CLASS ACTIVITY (15 minutes) • UNESCO (2020). Protect journalists, protect the truth: a brochure for the International
As a class, create a map of the concerned actors in Day to End Impunity for Crimes against Journalists. https://unesdoc.unesco.org/
the Ampatuan Massacre case (individuals, families, ark:/48223/pf0000374738
• UNESCO. (2021, January 14). Supporting freedom of expression, access to information
organizations, and institutions). Identify the roles each
and the safety of journalists. https://en.unesco.org/ci-programme/foe?fbclid=IwAR2jrjZC
character played and their relationship with each other. zhEW6IKFtzWsfzLs_k-mYbi2rrsHE9r7U9oTgOdl9P8hAeOBASw

24 #MIL4Democracy Handbook www.ootbmedialiteracy.org 25

 LESSON 3: Watchdogs Against Impunity
LESSON 4
WORKSHEET Digging Up the Facts: Writes and Wrongs
2009 Ampatuan Massacre
of News Writing and Reporting
Name:
OBJECTIVES
Students will be able to...
• Critically view how news is gathered and how decisions are made in transmitting
After viewing the following videos about the 2009 Ampatuan Massacre case: (1) Trial
or distributing news
of the decade: Highlights of Ampatuan massacre case (animated explainer) and (2)
• Comprehend the various types of news media, news values and characteristics of
No closure yet in Ampatuan massacre convictions (news report), answer the following
Free Speech and the Free Press

Free Speech and the Free Press

quality journalism
questions:

ACTIVITY OVERVIEW (Duration, Materials, Preparation)

What is the sequence of events that happened in the Ampatuan Massacre case?
• Duration: 80 minutes
• Materials: visual cards, list of news websites or newspapers, sticky notes, bond papers
or online white board
• Preparation: Check news websites or newspapers for recent news headlines that you
can use for Activity 2.
What human rights violations were committed in this case?
MELC s for MIL G11/12 subject
• Cite an example of an issue showing the power of media and information to affect change.
• Discuss the implication of media and information to an individual and the society.

INSTRUCTIONS
How did it earn the Philippines the label of being the deadliest peacetime country for
1. MOTIVATION (5 minutes)
journalists in Southeast Asia?
Show your students pictures or clippings of news personalities and ask them if
they can identify these people. Can they associate them with a news organization,
network, or program?

Why is the Ampatuan Massacre Case considered the “Trial of the Decade”?

Despite the Ampatuan Massacre guilty verdict, why do some groups say that there’s
still no closure in the case?
Source: https://www.rappler.com/nation/ Source: https://www.spot.ph/
attacks-and-harassment-women-journalists- newsfeatures/54253/top-10-most-
in-the-philippines-on-the-cost-of-truth-telling popular-pinoy-tv-news-anchors

26 #MIL4Democracy Handbook www.ootbmedialiteracy.org 27

 2. DISCUSSION (20 minutes) • Timeliness - Why should it be told now?
Ask your students: Imagine you wake up one day and there is no more news on TV • Impact and importance - How will this affect people?
or radio, no newspapers, no internet, no social media. What kind of world will it be? • Prominence - Why is this being told?
• Proximity - Does this story matter to the reader/viewer?
Ask the students to share one news item that they have recently heard or one that
interests them. Have some students share their answers with the class. Listen and • Conflict - What are the different sides of the issue, what are their arguments?
evaluate the stories, noting the merits (according to the eight news values). With the • Unusual/human interest - What is unique or unexpected from this story?
use of a slide presentation or visual cards, discuss the following concepts with the • Currency - Is this trending?
students: • Necessity - Why should people know about this now?
Journalism: The activity or profession of writing for newspapers, magazines, or V.I.A.: The Three Characteristics of Quality Journalism
news websites or preparing news to be broadcast. (Oxford Dictionary)
• Verification - The investigative process by which a news organization gathers,
The Function of News: News is that part of communication that keeps us assesses, confirms and weighs evidence in service to the search for truth.
informed of the changing events, issues, and characters in the world outside. • Independence - Journalists are expected to avoid reporting on matters in
Free Speech and the Free Press

Free Speech and the Free Press

Though it may be interesting or even entertaining, the foremost value of news is as which they may have a financial stake, personal/familial ties, or intellectual
a utility to empower the informed. (American Press Institute) prejudice by virtue of declarations of allegiance. Leading newsrooms adopt
the standard found in the judicial canon of ethics: the appearance of a conflict
News Selection: Journalists need to make sense of a vast amount of information of interest is as damaging to public trust as an actual conflict, and must be
and consider how to organize it in a way that highlights the issues that are most addressed transparently. Similarly, journalists are expected to be transparent
important so it is comprehensible to an audience that will have very different levels about the potential conflicts of interest of sources used in their reports.
of understanding of the events in question. The judgements involved will include • Accountability - Taking direct responsibility, by name, for the truthfulness
selecting those stories deemed to be important (newsworthy) and deciding how to and the reliability of the report. Examples include bylines in print and digital
present the information. Inevitably the form of presentation (sometimes known as journalism and signoffs in audio and video reports.
the ‘framing’) will reflect the experience and outlook of the journalists themselves.
It is important for an audience to understand these framings and to think critically This video about V.I.A. from VOA’s Learning English resource can be shown to the class.
about them. (UNESCO MIL Curriculum)
3. ACTIVITY 1 (30 minutes)
Gatekeeping: It is the process through which information is filtered for
dissemination, whether for publication, broadcasting, the Internet, or some other Divide the class into eight (8) small groups. Each will be assigned a one (1) news
mode of communication. value. They will then conceptualize a 2-3 minute skit to showcase and explain the
news value assigned to them. The skit should show a hypothetical news event that is
Agenda Setting: It describes the “ability (of the news media) to influence the being covered in a live news report.
importance placed on the topics of the public agenda.” Agenda-setting is also
understood as the manipulation of public awareness and concern of salient issues 4. PROCESSING (5 minutes)
by the news media. After the skit activity, ask your students the following questions:
News Literacy: News Literacy the ability to use critical thinking skills to judge the • How many news values are needed for a story or article to be considered news?
reliability and credibility of news reports and information sources. (News Literacy • Should an article be published at all if it doesn't possess a lot of news values?
Project) Why or why not?
• How can the three characteristics of quality journalism be incorporated in the
Refer to the news stories shared by your students earlier as you discuss with the process of news reporting?
class the different news values and characteristics of quality journalism (verification,
independence, and accountability). Explain to the students that all news values need not to be present for something to
be considered newsworthy. However, the more elements there are, the higher the
News Values: The newsworthiness of each of the front page stories of a major probability that it is a newsworthy item or topic.
newspaper (or its online edition) or a news broadcast on television is, based on
the criteria for assessing the news value of a story. There are certain questions that 5. ACTIVITY 2 (15 minutes)
journalists ask for them to consider something as newsworthy. And these questions
typically fall under the following factors: Show to the class a random list of news headlines. Students in groups will be tasked

28 #MIL4Democracy Handbook www.ootbmedialiteracy.org 29

 to prioritize the headlines on the list in the order of relevance and importance. Ask
the students: If they were to publish it in a newspaper, which five (5) stories will be
on the front page or if they were to air a 30-minute newscast, which five (5) news
LESSON 5
stories would be shown first? Protests in the Digital Era
Tip for the teacher: The best way to do this is to either list the headlines of several
newspapers or get the frontpage of a newspaper and list the stories for the day or
write down the stories of the early morning newscast. In this way the topics are fresh,
OBJECTIVES
Students will be able to...
recent and relevant.
• Discuss the importance of protests as an exercise of civic rights and responsibility
• Compare and contrast social movements that happened before and during the
6. SUMMATION & EVALUATION (5 minutes)
Digital Era
At the end of the session ask the students to complete the following statements on • Evaluate the benefits and challenges presented by social media and technology to
a sticky note or if using an LMS (use the whiteboard, jamboard or chat): our civil liberties
• One important lesson I learned today is…
Free Speech and the Free Press

Free Speech and the Free Press

• A question that I have is…
• Because of the lesson today, I will... ACTIVITY OVERVIEW (Duration, Materials, Preparation)
• Duration: 2 hours
• Materials: Internet access, activity worksheets
• Preparation: This lesson involves an activity with a research task. You may assign this
ahead of time so students can spend more time in the discussion.

MELC s for MIL G11/12 subject

• Describe how communication is influenced by media and information
• Cite an example of an issue showing the power of media and information to affect change
• Discuss the implication of media and information to an individual and the society
• Explain how the evolution of media from traditional to new media shaped the values and
norms of people and society

INSTRUCTIONS
1. MOTIVATION (3 minutes)
Lesson prepared by: Marco M. Polo

Resources
• News Literacy Project. https://newslit.org/
• Asian Institute of Journalism and Communication. (2020). Totoo Ba 'To? (News
Literacy Video for Media and Information Literacy Classes). https://www.youtube.com/
watch?v=dQyKHWOmpW8
• Asian Institute of Journalism and Communication (2021). News Literacy Module. AIJC
https://aijc.com.ph/mil
• UNESCO (n.d.). Media and Information Literacy for Teachers. http://unesco.mil-for-
teachers.unaoc.org/modules/module-2/unit-3/
• Wall Street Journal Glossary of Journalism Terms: http://info.wsj.com/college/glossary/
journalism.pdf
• The Ultimate Glossary of Newsroom Terms (Below The Line): https://www.belowthefold.
news/blog/journalism-glossary
• Glossary of Newspaper Terms (NIEOnline: https://nieonline.com/coloradonie/
downloads/journalism/GlossaryOfNewspaperTerms.pdf
Photos by Mélodie Descoubes, Ian Taylor, Li-An Lim, Ehimetalor Akhere Unuabona on Unsplash

30 #MIL4Democracy Handbook www.ootbmedialiteracy.org 31

 Start the class by showing images of different popular mass protests in the world—from societal impact. Note that they need only to discuss the highlights with each other,
the Arab Spring, Black Lives Matter, #MeToo Movement, Youth Climate Strike, to our in the interest of saving time and as an exercise of their summarization skills.
very own 1986 People Power Revolution. Ask the students: “Why do people protest?”
(Distinguish between mass protests and micro instances of “protesting” (e.g. a child 5. RECAPITULATION (15 minutes)
protesting to his parents). “What big issues do you know that people are protesting Tell the class that the activity is supposed to make them realize not only the benefits
about?” but also the challenges and limitations that are presented by social media and
the Internet to mass protests and social movements today. View this TEDx video
Next, ask if any of your students have ever joined a protest. After some have shared featuring Wael Ghonim, one of the catalysts of the Arab Spring, where he talks
answers, ask: “Does sharing posts online count as protest? Is protesting easier today about these challenges and how to design the Internet and social media to drive
than in the past?” Take a quick vote and proceed to introducing the lesson: Why are real social change.
protests an important part of democracies and how has it changed—for better or
worse—in the Digital Era ? 6. DISCUSSION (5 minutes)

2. LECTURE (7 minutes) From the TEDx video, highlight Ghonim’s list of five reasons how social media
Free Speech and the Free Press

Free Speech and the Free Press

networks weaken our collective capacity:
Have your students read aloud together Article III of the Bill of Rights, Section 4 of the • We don’t know how to deal with rumors.
1987 Constitution of the Philippines: “No law shall be passed abridging the freedom • We tend to communicate only with people who we agree with.
of speech, of expression, or of the press, or the right of the people peaceably to • Online discussions quickly descend into angry mobs.
assemble and petition the government for redress of grievances.” • We are forced to jump to conclusions.
Explain to the class how this constitutional guarantee serves as the foundation for • Our digital experiences favor broadcasting over engagement, posts over
the many freedoms or civil liberties that we enjoy as citizens of a democracy. discussions, shallow commitment over deep interaction.
Another way to look at it is these civil liberties are what we ought to claim, preserve
and fight for so that democracy remains vigorous and vibrant. This is why people 7. EVALUATION/ASSIGNMENT (2 minutes)
protest—because it is both their right (as part of their freedom of expression) and Ask the students to reflect on this list and, as homework, write a position paper
their responsibility (to take part in shaping the public discourse and the society). answering the question: “If you are to choose just one, when do you think is a better
time for democracy and social movements: then or now?”
3. ACTIVITY 1 (20 minutes)
Divide the class into two big groups. One group will take on case studies of mass
protests and movements that happened before the Digital Era and the other group
will take on contemporary case studies. Each big group will be further divided into
smaller groups to focus on specific case studies. Distribute the respective worksheets
for each group.

Mass movements BEFORE the Digital Era Mass movements DURING the Digital Era
• Tiananmen Square (China) • Arab Spring (multiple countries)
• Civil Rights movement (USA) • Occupy Wall Street (USA)
• Gandhi’s Salt March (India) • #MeToo movement (USA and worldwide)
• Stonewall Riots (USA) • Youth Climate Strike (worldwide)
• First Quarter Storm (Philippines) • Umbrella Movement (Hong Kong) Lesson prepared by: Marlon Nombrado
• Defiance Campaign (South Africa) • 2020 Thai pro-democracy protests (Thailand)
• 8888 Uprising (Myanmar/Burma) • Million People March (Philippines)
Resources
4. SHARING (8 minutes) • TED. (2016, February 5). Let's design social media that drives real change | Wael Ghonim
After the task, pair the small groups who worked on case studies from the two [Video]. YouTube. https://www.youtube.com/watch?v=HiwJ0hNl1Fw
• Tufekci, Z. (2020, June 24). Do Protests Even Work?. The Atlantic. https://www.theatlantic.
different periods. Instruct them to compare notes with the other group, share what
com/technology/archive/2020/06/why-protests-work/613420
they learned about their assigned case study and their personal insights. Have them
emphasize the differences in terms of duration, casualties, methods, effects and

32 #MIL4Democracy Handbook www.ootbmedialiteracy.org 33

 LESSON 5: Protests in the Digital Era LESSON 5 | WORKSHEET 5A: Mass Protests and Movements Before the Digital Era

Mass Protests and Movements

WORKSHEET 5A Before the Digital Era
• What are the long-term effects of the movement?

Name:

Part I. Facts of the Case. Fill in the blanks with the correct information about the case
study assigned to you. • What global impact (if any) did it bring?

Case study:
Location:
Free Speech and the Free Press

Free Speech and the Free Press

Start date: End date:
Notable leaders and participants: • How is the event memorialized or remembered today?

Number of protesters: Casualties (if any):

Part B. Insights on the Case. Fill in the blanks with your insights on the case study.
• What caused the movement/mass protest?
• What are the successes and failures of the movement/protest?

• What are the key goals of the movement/mass protest?

• What can we learn today from this event in history?

• What are the methods and strategies employed by the protesters?

• What is the immediate aftermath (results) of the movement? • How different will it be if social media and mobile technology already existed
during this time?

34 #MIL4Democracy Handbook www.ootbmedialiteracy.org 35

 LESSON 5: Watchdogs Against Impunity LESSON 5 | WORKSHEET 5B: Mass Protests and Movements During the Digital Era

Mass Protests and Movements

WORKSHEET 5B
4B During the Digital Era
• What are the long-term effects of the movement?

Name:

Part I. Facts of the Case. Fill in the blanks with the correct information about the case
study assigned to you. • What global impact (if any) did it bring?

Case study:
Location:
Free Speech and the Free Press

Free Speech and the Free Press

Start date: End date:
Notable leaders and participants:
Part B. Insights on the Case. Fill in the blanks with your insights on the case study.

• What are the successes and failures of the movement/protest?

Number of protesters: Casualties (if any):

• What caused the movement/mass protest?

• What can we learn today from this event in history?

• What are the key goals of the movement/mass protest?

• What are the methods and strategies employed by the protesters? • How different will it be if social media and mobile technology already existed
during this time?

• What is the immediate aftermath (results) of the movement?

36 #MIL4Democracy Handbook www.ootbmedialiteracy.org 37

 LESSON 6 2. LECTURE (15 minutes)
Present in class the story of transwoman Gretchen Diez and use it as a jump-off
point to explore with your students the concept of hate speech , especially in
Countering Hate Speech the context of social media and the internet. The United Nations (UN) define hate
speech as “any kind of communication in speech, writing or behaviour, that attacks or
uses pejorative or discriminatory language with reference to a person or a group on
OBJECTIVES the basis of who they are, in other words, based on their religion, ethnicity, nationality,
Students will be able to... race, colour, descent, gender or other identity factor. Left unaddressed, this leads to
• Define hate speech and differentiate it from cyberbullying violence or hate crimes against groups in the marginalized sectors.”
• Evaluate the effects of hate speech on individuals and society at large
• Practice respectful online conversations and other ways to counter hate speech 3. ACTIVITY 1 (15 minutes)
• Create counter-narratives to against hate speech Pair up your students and ask them to recall personal encounters with instances of
hate speech online. Remind them to be open and sensitive while sharing personal
Free Speech and the Free Press

Free Speech and the Free Press

stories with their peers.
ACTIVITY OVERVIEW (Duration, Materials, Preparation) ALTERNATIVE ACTIVITY (15 minutes)
• Duration: 2 hours
• Materials: Internet access (or printed task cards containing info on the Facebook P2P In an alternative activity, students can work in groups to discuss a case study about
campaigns); activity worksheet a Maranao bakwit student named Omary. Provide each group with a worksheet for
• Preparation: Explore the entries in the Facebook P2P Global Digital Challenge so you the guide questions.
can familiarize yourself with the common elements of a digital campaign. This will
allow you and your students to set clear expectations on the evaluation activity for the 4. DISCUSSION (15 minutes)
lesson. Explore with the class what distinguishes (cyber)bullying from hate speech. Use
a Venn diagram to illustrate. Emphasize the importance of understanding the larger
MELC s for MIL G11/12 subject societal context of a situation to be able to assess whether a case of bullying is in
• Describe how communication is influenced by media and information fact symptomatic of larger societal issues. Ask students how hate speech impacts
• Discuss responsible use of media and information society at large. How does it undermine democratic spaces (i.e. social media) and
• Cite an example of an issue showing the power of media and information to affect change practices (i.e. elections, public debate on issues)?
• Discuss the implication of media and information to an individual and the society
• Create a campaign ad to combat digital divide, addiction, and bullying 5. LECTURE (5 minutes)
Responding to hate speech requires so much effort. Obviously, one cannot
INSTRUCTIONS counter hate with more hate. Counter-narratives are messages that offer a
1. MOTIVATION (3 minutes) positive alternative to extremist propaganda, or alternatively aims to deconstruct
Ask your students the first thing that comes to their mind when they encounter the or delegitimize extremist narratives. Extremism is “the quality or state of being
following phrases/words: extreme” or “the advocacy of extreme measures or views”. Violent extremism
• Students of this school is defined by the FBI as “encouraging, condoning, justifying, or supporting the
• Private school students commission of a violent act to achieve political, ideological, religious, social, or
• Public school students economic goals.”
• LGBT
• Muslims 6. GUIDED ACTIVITY (40 minutes)
• Christians Tell your students that young people around the world are at the forefront of finding
• Chinese solutions to hate speech. Show them the following examples of counter-narrative
Write the ideas that the students shared on the board and probe further: “What campaigns from Facebook’s Peer-to-Peer (P2P): Global Digital Challenge. Ask the
made you react that way to those words/phrases? Are your reactions somehow students to list down what counter-narratives were presented in these pages.
‘normal’ or expected from the general public, and why so?” • I Am Mindanao, Xavier University-Ateneo de Cagayan, Philippines: To achieve
its goal to educate college students about violent extremism, the campaign

38 #MIL4Democracy Handbook www.ootbmedialiteracy.org 39

 used social media to provide its audience a platform to strengthen their LESSON 6: Countering Hate Speech
sense of identity, belonging, and purpose. Facebook was utilized to reach
its audience, particularly Christian and Muslim students, and discuss the
prejudices they hold against each other's cultures and religions; giving them Responding to
an opportunity for an open dialogue. WORKSHEET Hate Speech
• WAVE 100 Women, University of Nigeria, Nigeria: WAVE, which stands for
Women Against Violent Extremism, was an initiative that mobilized “10,000
Nigerian women through 100 WhatsApp groups. The campaign started Name:
as a platform for women to discuss challenges faced due to extremism in
their respective communities. This later on expanded to become a network
providing safe spaces for women advocating for human rights. Read the scenario and imagine how you would respond to the situation. Answer the
• Dare to Be Grey, Utrecht University, The Netherlands: The campaign utilized questions provided below.
social media to create a platform where people get to “share their stories,
engage in dialogue, and search for peaceful solutions to issues they are facing Omary is a twelfth grader at the local senior high school. Omar is a Maranao and
Free Speech and the Free Press

Free Speech and the Free Press

in their communities.” Its online followers were encouraged to share their a bakwit from Marawi. Online, his social media has pictures of him and his family.
personal “grey” stories and take part in activities that reject polarization in their Many of his friends and family have made comments on the pictures in Maranao
respective communities. language. A student from his school sees the pictures and makes anonymous,
derogatory comments about Omar's family, including comments about being
7. EVALUATION (10 minutes) terrorists and accuses him of causing trouble in their school for being a Maranao.
Some other students see these derogatory comments and anonymously join in.
Countering Hate Speech Campaign Challenge: For their homework, divide the
class into groups. They will pretend to be a part of a local campaign challenge 1. Think about your experiences at your school and what your school is like. Could
countering hate speech. They have to design their own campaign that answers the a scenario like this happen at your school? How likely would it be? Make sure to
questions below. Use the rubric attached to assess the students’ campaign projects. include your reasons when you share.
• What local issue would the campaign focus on?
• Who are its target audience?
• What specific message and slogan will you use to convey your message?
• What name will you give your campaign?

2. If a scenario like this did happen at your school, how would you react? What
actions would you take, and why?

Lesson prepared by: Rechelle Tolinero-Barraquias

Resources
• FBI. (n.d.). What is violent extremism?. https://www.fbi.gov/cve508/teen-website/what-is-
violent-extremism 3. How do you think can we respond to hate speech?
• Talabong, R. (2019, August 13). Trans woman Gretchen Diez: I didn't think I'd be treated
like a criminal. Rappler.com. https://www.rappler.com/nation/trans-woman-gretchen-
diez-did-not-think-would-be-treated-like-criminal
• United Nations. (2019, June 18). United Nations Strategy and Plan of Action on Hate
Speech. https://www.un.org/en/genocideprevention/documents/UN%20Strategy%20
and%20Plan%20of%20Action%20on%20Hate%20Speech%2018%20June%20
SYNOPSIS.pdf

40 #MIL4Democracy Handbook www.ootbmedialiteracy.org 41

 LESSON 6: Countering Hate Speech

RUBRICS Countering Hate Speech

UNIT 2
Campaign Challenge
"FAKE NEWS", PROPAGANDA,
Item Score
AND POST-TRUTH
Free Speech and the Free Press

CAMPAIGN CONCEPT: Background information about the campaign

• Group identified a local issue to focus on for their counter speech 10

campaign.

• Group gathered primary and secondary data relevant to local issue

10
to support campaign concept

TARGET AUDIENCE: Identified a specific target audience for the initiative, product,
or tool, and specified a precise messaging goal tailored to the target audience.

• Group provided specific details and descriptors of the ideal

10
candidate to discover the campaign.

CAMPAIGN CONTENT: Social or digital initiative, product or tool focused on

inspiring a mindset shift to counter hateful and extremist narratives.

• Group provided a clear key message to communicate to the

target audience; they included a slogan to effectively convey the 20
message.

TOTAL 50

LESSON 7 Dealing with the Infodemic

LESSON 8 Our Obligation to the Truth
LESSON 9 Picking Propaganda Apart (Part I)
LESSON 10 Picking Propaganda Apart (Part II)
LESSON 11 The Post-Truth Problem
42 #MIL4Democracy Handbook
 3. ACTIVITY 1 (20 minutes)

LESSON 7
Divide the class into four groups corresponding to the four themes of COVID-19-
related “fake news” and provide each a copy of the handout. From the examples in
the handout, have the students pick two to three examples for each theme. While
Dealing with the Infodemic classifying, instruct the class to also discuss the following questions:
• Which of the four themes do you think is most widely circulated? Most
dangerous?
OBJECTIVES • What examples have you personally heard of or encountered, especially at
Students will be able to... the beginning of the pandemic?
• Discuss the similarities between “fake news” and the coronavirus • What could be the reasons why such “fake news” were spread?
• Classify different “fake news” about COVID-19 into its four themes
• Explain the infodemic in relation to the phenomenon of mis- and disinformation Recommended time allocation per task:
• Explain why the use of the term “fake news” should be avoided • Instruction time: 3 minutes
• Discussion time: 12 minutes
ACTIVITY OVERVIEW (Duration, Materials, Preparation) • Presentation time: 5 minutes (4 min. per group, 1 min. for short comments
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

and transition)
• Duration: 60 minutes
• Materials: Internet access (or printed task cards containing info on the Facebook P2P 4. ANALYSIS (15 minutes)
campaigns); activity worksheet
• Preparation: Collect different examples of COVID-19 related “fake news” content to be After the activity, direct your discussion to the distinction between the often confused
used for the gallery walk activity. terms “fake news”, misinformation, and disinformation.
You may use the following as a base for the discussion:
MELC s for MIL G11/12 subject “The term “fake news,” despite its wide usage, is in fact quite problematic. It’s been used
• Discuss the implication of media and information to an individual and the society to label many different kinds of content from plain lies and falsehoods to unverified
• Describe the different dimensions of (...) text, audio-visual, and multimedia information rumors; from outdated news to propaganda. Many of these so-called “fake news” are
and media not even made to look like news at all. Instead of this phrase, we are encouraged to
• Analyze how the different dimensions are formally and informally produced, organized, use the terms misinformation and disinformation .”
and disseminated
Present the following diagram from First Draft.org explaining the difference between
the two terms (including a third, but lesser known concept, malinformation).
INSTRUCTIONS
1. MOTIVATION (7 minutes)
TYPES OF INFORMATION DISORDER
Using a venn diagram, have the students list down the similarities and differences
of COVID-19 and “fake news .” From the different ways it spreads, to how it
influences individuals and the society, down to our responses and ways of dealing FALSENESS INTENT TO
with it. Introduce that, in this lesson, the students will delve on the topic of “fake HARM
news” amid the global pandemic crisis. Here are the lesson’s talking points:
• How should the following related terms “fake news,” infodemic, misinformation,
Misinformation Disinformation Malinformation
and disinformation be defined?
Unintentional mistakes Fabricated or Deliberate publication
• What are the most common themes of “fake news” during the pandemic? such as inaccurate photo deliberately of private information for
• How can we avoid the spread of mis-/disinformation? captions, dates, statistics, manipulated audio/ personal or corporate rather
translations, or when satire is visual content. than public interest, such as
2. LECTURE (13 minutes) taken seriously. Intentionally created revenge porn. Deliberate
conspiracy theories or change of context, date, or
Discuss the emergence of the term “infodemic ”. The clearest intersection between rumours. time of genuine content.
the phenomenon of “fake news” and the COVID-19 pandemic is the coinage of the
term, “an overabundance of information – some accurate and some not – that makes
it hard for people to find trustworthy sources and reliable guidance when they need
it” (World Health Organization). Put simply, the existing problem of “fake news” has
made the pandemic situation much more difficult to deal with.

44 #MIL4Democracy Handbook www.ootbmedialiteracy.org 45

 Emphasize the key difference between misinformation and disinformation: Intent LESSON 7: Dealing with the Infodemic
to harm. This makes disinformation a nastier problem to deal with. People who
deliberately spread manipulated content do it for a variety of sinister reasons: to
sway beliefs, to affect electoral politics, to profit. In the time of the COVID-19 crisis, Four Themes of
what are the possible motivations of disinformation peddlers? HANDOUT COVID-19 “Fake News”
5. EVALUATION (5 minutes)
For their homework, the students will follow a particular COVID-19-related “fake In this lesson, we are going to look at some of the most common COVID-related “fake news”
news” story. It could be a myth, a conspiracy, a widely circulated rumor, false that are categorized into four main themes according to First Draft, the leading nonprofit
information surrounding an event, etc. Map out how this story has developed (or is organization conducting research on misinformation and disinformation.
presently developing). What is its origin? Where did this story appear? What other
stories were born from it? Has it been debunked already, how? 1. Where it came from
“Fake news” thrives in a situation
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

where verified facts are lacking. Since
*Note: This lesson is based on the #IWASFAKE Basic Remote Learning Course on “Dealing we are naturally curious, we always try
with Disinformation Amidst the Infodemic”, an OOTB original resource published online to fill in the gaps of our knowledge.
last October 2020. The complete course can be accessed at ootbmedialiteracy.org/ We tend to make sense of every new
iwasfake. piece of information we encounter
based on what we already know.
When news came out about this new
strain of coronavirus in December, as
reported by Chinese authorities to the
World Health Organization (WHO),
theories about where it came from SOURCE: https://www.buzzfeednews.com/article/
janelytvynenko/a-site-tied-to-steve-bannon-is-writing-
quickly flooded social media. There are
fake-news-about-the
conspiracy theorists who claim that the
coronavirus is a bioweapon concocted
by the Chinese government to target
the United States.

2. How it spreads
Many false claims about the coronavirus
bank on our sense of fear and confusion.
This is especially true when it comes
Lesson prepared by: Marlon S. Nombrado to information about how coronavirus
spreads. The WHO website has devoted
a section to countering such false
Resources claims like the chances of COVID-19
• First Draft. (2019). First Draft's Essential Guide to Understanding Information Disorder. being spread on shoes and infecting
https://firstdraftnews.org/wp-content/uploads/2019/10/Information_Disorder_Digital_ individuals (yes it can, but it is very low);
AW.pdf?x76701 the transmission of COVID-19 through SOURCE: https://twitter.com/WHO/
• Out of The Box Media Literacy Initiative. (2020). #IWASFAKE Remote Learning Resources. status/1246836558138880001
houseflies (no, there’s no evidence for
https://www.ootbmedialiteracy.org/iwasfake/
it); and the transmission through 5G
• Zimmer, B. (2020, March 5). ‘Infodemic’: When Unreliable Information Spreads Far and
Wide. The Wall Street Journal. https://www.wsj.com/articles/infodemic-when-unreliable- mobile networks (no, virus cannot travel
information-spreads-far-and-wide-11583430244 on radio waves and mobile networks).

46 #MIL4Democracy Handbook www.ootbmedialiteracy.org 47

 LESSON 7 | HANDOUT: Four Themes of COVID-19 “Fake News”
LESSON 8
3. Symptoms and Treatment
Bad advice about treatment and cures
Our Obligation to the Truth
are the most common and widely spread
“fake news” about COVID-19, and it can
have serious consequences. Not only
OBJECTIVES
Students will be able to...
does it prevent people from getting the
• Appreciate the importance of and develop strategies for verifying news and
proper care they need, it can cost lives
information
too. In Iran, 44 people died and hundreds
• Perform lateral reading and reverse image search when verifying user-generated
were hospitalized after drinking home-
made alcohol to protect themselves from content
the disease. Every day, new speculations
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

about home treatments like drinking hot ACTIVITY OVERVIEW (Duration, Materials, Preparation)
water mixed with salt, symptom checks, • Duration: 60 minutes
SOURCE: https://www.facebook.com/
and vaccines go viral online. gmapublicaffairs/photos/nakamamatay- • Materials: handout, worksheet, video
ang-pag-inom-ng-methanol-ethanol- • Preparation: Collect examples of unverified news content or breaking news stories that
at-bleachginagamit-ang-methanol- you may use for the verification activity
eth/10157909817181066/
MELC s for MIL G11/12 subject
4. How we are responding • Discuss responsible use of media and information
As most people try to observe stay-at-home • Discuss the implication of media and information to an individual and the society
protocols, many rely on social media to get • Explain how the evolution of media from traditional to new media shaped the values and
updated on how other people are doing. norms of people and society
From photos or videos that show people • Describe the different dimensions of textual, audio-visual, and multimedia information
panic buying to news about relief distribution and media
• Analyze how the different dimensions are formally and informally produced, organized,
or the transport situation, many of these
and disseminated
are shared online without verification. As
the government introduces new measures,
loads of misrepresented pictures and INSTRUCTIONS
rumors emerge. It is unfortunate to see an 1. MOTIVATION (5 minutes)
outbreak of political “fake news” in the midst
of a health crisis. But this is something we “Journalism’s first obligation is to the truth,” Bill Kovach and Tom Rosenstiel wrote
expect in a polarized society such as ours. this as the first in ten elements common to good journalism. It highlights the grave
For instance, photos from the Independence duty of journalists and other suppliers of information to find reliable and accurate
Day rally held in UP Diliman amidst the facts and to present it in meaningful context allowing for good decision-making to
COVID-19 lockdown were digitally altered happen in societies. Ask your students: In today’s society, should it not be everyone’s
to show that the protesters comprised a obligation to the truth?
smaller crowd than the actual. Ask them what changes and challenges they observe in journalism today. Indeed,
SOURCE: https://verafiles.org/articles/ the journalism craft has faced major changes and challenges in the last two decades.
vera-files-fact-check-photo-june-12-protest- Its very role in civil society as gatekeeper of information has already eroded.
manipulated-show With the wide range of accessibility to information, it seems anyone and everyone
can be a journalist. Given these, we must think of how we can turn these changes
and challenges into opportunities. Make truth everyone’s—not only journalism’s—
*Note: This handout is based on the #IWASFAKE Basic Remote Learning Course on “Dealing with obligation.
Disinformation Amidst the Infodemic”, an OOTB original resource published online last October
2020. The complete course can be accessed at ootbmedialiteracy.org/iwasfake.

48 #MIL4Democracy Handbook www.ootbmedialiteracy.org 49

 page, opening up new tabs to search about information that is found in the original
In this lesson the students will learn the basics of verification , the technique source. An alternative verification exercise can be Buzzfeed’s fake news quizzes.
of verifying the accuracy of a statement, an image, or any piece of information. Each of these quizzes prepared by author Jane Lytvynenko use images and quotes
Verification lies at the heart of journalism—and in today’s media landscape—as it that are either manipulated or used out of context.
should be, of everyone’s information consumption.
5. RECAPITULATION (10 minutes)
Share with the class that they can also rely on trusted online fact-checking
organizations. VERA Files and Rappler are the only organizations with devoted
fact-checking operations in the Philippines that are verified signatories of the
International Fact-checking Network (IFCN). Aside from verifying random user-
generated content online, fact-checking organizations specialize in verifying the
factual accuracy of statements said by public figures, usually in speeches, interviews,
and press releases.
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

End the session by reiterating the need for every citizen to do their part. It’s very
clear how crucial the obligation of journalists and fact-checkers is in today’s society.
It’s now up to us how we’ll share that obligation with them.

*Note: This lesson is based on the #IWASFAKE Basic Remote Learning Course on “Dealing
with Disinformation Amidst the Infodemic”, an OOTB original resource published online
last October 2020. The complete course can be accessed at ootbmedialiteracy.org/
iwasfake.

News photo created by Freepik

2. LECTURE (10 minutes)

Distribute to the class the handout on Verifying User-Generated Content (UGC).
It lists down three key questions that individuals must ask when interacting with Lesson prepared by: Marlon S. Nombrado
content online. Going through these questions makes the task of verification less
intimidating or complicated.
• Who’s behind the information? Resources
• Is the content authentic? • American Press Institute. (n.d.). The elements of journalism. https://www.
• What do other sources say? americanpressinstitute.org/journalism-essentials/what-is-journalism/elements-
journalism/
3. DEMONSTRATION (10 minutes) • Lytvynenko, J. (2019, April 7.) If You Get 3/7 On This Quiz, You're Drowning In Fake News.
Demonstrate in class how to do reverse image search using Google or TinEye. BuzzFeed. https://www.buzzfeednews.com/article/janelytvynenko/fake-news-quiz-apr-7
Or, you can also view this quick YouTube tutorial. Emphasize to the students that • Out of The Box Media Literacy Initiative. (2020). #IWASFAKE Remote Learning Resources.
verifying or authenticating images may not be a straightforward process. In many https://www.ootbmedialiteracy.org/iwasfake/
• PC Mag. (2019, June 1). How to Do a Reverse Image Search From Your Phone [Video].
cases, it is impossible to be 100% confident.
YouTube. https://www.youtube.com/watch?v=opc7aMJszng
• Silverman, C. (n.d.) Verification and Fact Checking. https://datajournalism.com/read/
4. ACTIVITY 1 (30 minutes) handbook/verification-1/additional-materials/verification-and-fact-checking
• Wineburg, S. & Mcgrew, S. (2016, November 1). Why Students Can’t Google Their Way
Provide each student a piece of unverified content or a breaking news story posted to the Truth. https://www.edweek.org/teaching-learning/opinion-why-students-cant-
online. Using available digital tools, they need to complete this verification activity google-their-way-to-the-truth/2016/11
worksheet. Remind the students to read laterally , that is to jump off the original

50 #MIL4Democracy Handbook www.ootbmedialiteracy.org 51

 LESSON 8: Our Obligation to the Truth LESSON 8: Our Obligation to the Truth

How to Verify Verification

HANDOUT User-Generated Content (UGC)
WORKSHEET Checklist

Here are three key questions and practical tips on how to verify UGC and any piece of information Name:
you come across online:
1. Who’s behind the information? Using available digital tools, verify a piece of content or a breaking news story posted
There are too many imposters online using fake accounts, so you must always verify people’s online. Answer the following items below.
identities. Are they who they say they are online? The most commonly faked accounts are
those of journalists, news organizations, politicians, and celebrities. Source:
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

Aside from imposter accounts, you should also be wary of internet trolls and bots. These • Where did you encounter this content?
are social media profiles that make rude and confrontational comments online with the goal
of provoking strong emotional responses. Often, these accounts are fake and are produced
in thousands to millions inside so-called “troll farms.” It is becoming more and more difficult
to detect trolls as their profiles are created to be more unique and sophisticated. But one
strategy that remains effective is to locate the original uploader of a content and evaluate • Is this source trustworthy? Why?
whether a piece of false content is spread in a coordinated manner through trolls (i.e. Are
the posts copy-pasted, or do they follow a certain script?)
2. Is the content authentic?
It is no secret anymore how easy it is to make a fake photo, video, tweet, or document. And
• Can the original source be traced? Who or what is it?
yet, people are still so quick to fall for anything that captures their attention. Manipulated
content (genuine information or imagery that is edited to deceive) and fabricated content
(new content that is 100% false and designed to deceive and do harm) are uploaded in
hundreds or even thousands online every day.
One important skill you must learn in testing the authenticity of an online content is using
Reverse Image Search. This technique allows you to check if an image is being recycled to
Authenticity:
support a new claim or event. By checking one or more image databases (with billions of
images), you can track where an image has appeared elsewhere in the internet. Take note: • Is the content manipulated or modified? How?
If a reverse image search does not show you results, it does not automatically prove that the
image is original; you still need to do additional checks.
3. What do other sources say?
Lateral reading is the process of finding multiple sources to either confirm or disprove
a piece of information. When online, you do this by opening a new tab and searching
for keywords to find out. This is opposed to ‘vertical reading’ which means staying on a
webpage to look for information and evidence. When Googling, remember, the top result • Have the images appeared elsewhere? For what purposes?
is not always the best and most credible result. Take the time to scan different results and
open multiple tabs.

*Note: This handout is based on the #IWASFAKE Basic Remote Learning Course on “Dealing
with Disinformation Amidst the Infodemic”, an OOTB original resource published online last
October 2020. The complete course can be accessed at ootbmedialiteracy.org/iwasfake.

52 #MIL4Democracy Handbook www.ootbmedialiteracy.org 53

 LESSON 8 | WORKSHEET: Verification Checklist
LESSON 9
• Where did elements (images and text) originally appear, and for what purpose?
Picking Propaganda Apart (Part I)
OBJECTIVES
Students will be able to...
• Define propaganda and distinguish it from other forms of communication
• Analyze propaganda based on its four techniques (Mind Over Media)
• Recognize common sources of propaganda
• Identify the tools you used to authenticate the elements.
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

ACTIVITY OVERVIEW (Duration, Materials, Preparation)
• Duration: 60 minutes
• Materials: videos, handout, worksheet, examples of propaganda content
• Preparation: Collect different examples of propaganda content to be used for the
Facts: gallery walk activity.

• What are the missing or misrepresented facts and contexts? MELC s for MIL G11/12 subject
• Cite an example of an issue showing the power of media and information to affect
change
• Discuss the implication of media and information to an individual and the society
• Compare and contrast how one particular issue or news is presented through the
different types of media (print, broadcast, online)
• Describe the different dimensions of (...) text, audio-visual, and multimedia information
• Identify at least three verified sources that confirm these facts.
and media
• Analyze how the different dimensions are formally and informally produced, organized,
and disseminated

INSTRUCTIONS
1. MOTIVATION (3 minutes)
Final Verdict: As a class, define propaganda. Make sure to include the key idea that propaganda
is a persuasive message that intends to influence people to favor certain ideas or
• What is your conclusion on the piece of content? make certain decisions. Also, propaganda can be used for a variety of causes, from
“good” to “bad” ones. It makes sense that we encounter it in many different forms
of communication and expression—from advertising to entertainment; from politics
to activism.

2. PRESENTATION (12 minutes)

Introduce the 2016 national elections (in both the United States of America and the
Philippines) as an important context in the use of social media for propaganda. In
the following news features, the students will get a sense of how big the election
propaganda business on social media is.

54 #MIL4Democracy Handbook www.ootbmedialiteracy.org 55

 • ANC: How social media for propaganda is big business (2016)
• CNN Philippines: How social media affects the elections (2019)

3. GENERALIZATION (5 minutes)
Tell the class that in order to effectively participate in politics today, people must
be able to recognize contemporary propaganda online. Propaganda can be
distinguished from other forms of communication through its distinctive qualities.
Media Education Lab’s Mind Over Media resource lists down four “propaganda
techniques.”
• Activate strong emotion
• Simplify information and ideas
• Respond to audience needs and values
• Attacks opponents Photo by Trey Musk on Unsplash
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

4. ACTIVITY 1 (DISCUSSION/GUIDED PRACTICE) (10 minutes)
Distribute handouts to each of the students containing descriptions for each
technique. Organize a gallery inside the classroom or a space inside the campus
displaying various examples of contemporary political propaganda.
Have the students walk through the gallery to identify which techniques are used in
each example. Remind them how a sample of propaganda may use one or more of
the four techniques.
Ask: “Which of the techniques do you think is potentially the most effective, the
most widely used, the most dangerous? Why?”

5. ACTIVITY 2 (INDEPENDENT/UNGUIDED PRACTICE) (25 minutes)

Divide the class into groups of three to five (3-5) members. Provide each group a
copy of the worksheet to fill in for the activity. Photo by Markus Spiske on Pexels
Assign each group a common source of propaganda, including but not limited to
those listed below. Instruct each group to identify three (3) examples of that source. In Part II of this lesson, students will reflect on their own worldviews and values and
Remind the class to get examples across the political spectrum. Have the students its effects on how they process the many forms of propaganda they are exposed to.
complete the worksheet within 15 minutes. Then, have each group present their
findings to the rest of the class.

Common sources of political propaganda:

• Government agencies and officials Lesson prepared by: Marlon S. Nombrado
• State media
• Political blogs and YouTube channels
• Political parties Resources
• Non-government organizations • ABS-CBN News (2016, October 7). How social media for propaganda is big business
[Video]. YouTube. https://www.youtube.com/watch?v=5J0uQwY5zIQ
6. RECAPITULATION/SUMMARY (5 minutes) • CNN Philippines (2019, April 15). How social media affects the elections [Video].
“Propaganda will never cease to exist. All social institutions rely on some form of YouTube. https://www.youtube.com/watch?v=Qi3dtbW4dCQ
persuasive communication. The challenge to all citizens is to be skilled in spotting • Media Education Lab (2018). Mind Over Media: Analyzing Contemporary Propaganda
Lesson Plans. Retrieved from https://mediaeducationlab.com/curriculum/materials
propaganda, even though it is not easy, especially if we become blind to propaganda
that aligns with our existing beliefs.”

56 #MIL4Democracy Handbook www.ootbmedialiteracy.org 57

 LESSON 9: Picking Propaganda Apart (Part I) LESSON 9 | HANDOUT: Propaganda Techniques

Propaganda
HANDOUT Techniques
Here are some examples of propaganda:

Recognizing propaganda means identifying the most common techniques to successfully

influence people.

1. Activate Strong Emotions

Propaganda plays on human emotions—fear, hope, anger, frustration, sympathy—to direct

audiences toward the desired goal. Skillful propagandists understand our psychological
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

vulnerabilities very well. They tailor messages to peoples’ fears and prejudices to create
a sense of excitement and arousal that can stifle critical thinking. Labeling is one effective
way to activate strong emotions. Using the right labels can intensify the most crucial of
emotions—from fear, pity, anger, arousal, compassion, hatred, to resentment.

2. Simplify Information & Ideas

Propaganda is indifferent to the truth; it may use accurate information, half-truths, opinions, SOURCE: OPS, PCOO distances from NTF-
SOURCE: Probe ordered on Army’s manipulated
ELCAC's Facebook post vs ABS-CBN - Tech
lies, falsehoods, or a mix of everything. Successful propaganda are those that tell simple Beat Philippines
NPA photo | Philstar.com
stories that are familiar to the public, often using metaphors and imagery to make them seem
like “common knowledge.” Oversimplification works best when catchy and memorable
short phrases become a substitute for critical thinking. In situations of uncertainty, people
naturally seek to reduce complexity.This, however, becomes a barrier to knowledge and The first example is a snapshot of the post of the National Task Force to End Local
genuine understanding. Communist Armed Conflict (NTF-ELCAC) that sought to discredit the franchise renewal
of ABS-CBN. Media outfits exposed and condemned the NTF-ELCAC propaganda as
3. Respond to Audience Needs & Values disinformation.

Effective propaganda is always targeted. They convey messages, themes, and language The second example is a photo released by the Armed Forces of the Philippines (AFP)
that appeal directly to specific groups within a population. From basic identity markers such as documentation of their anti-insurgency operations. The “evidence” is obviously
as gender, race, age, class, and religion, to people’s hobbies, interests, and favorites—these manipulated.
are all crucial to a propagandist who produces carefully crafted messages. By creating
content that appeals directly to the needs, hopes, and fears of specific groups, propaganda What strategies do these examples of propaganda use to elicit attention from audiences?
becomes personal and relevant. When messages are personally relevant, people pay more
attention and absorb information and ideas better. *Note: This handout is based on Media Education Lab’s Mind Over Media resource
platform accessed at https://propaganda.mediaeducationlab.com/techniques.
4. Attack Opponents

Propaganda has always functioned as political and social warfare to identify and vilify
opponents. It can make a case for questioning the credibility, reputation, and even the
character of one’s opponents and their ideas. Creating controversy is a strategy often used
by propagandists. It works well because people are naturally attracted to conflict. Attacking
opponents also encourages “either-or” and “us-them” logic which prevent the consideration
of more complex information and ideas. When individuals are discredited or excluded from
debate, it incites either hatred or indifference.

58 #MIL4Democracy Handbook www.ootbmedialiteracy.org 59

 LESSON 9: Picking Propaganda Apart (Part I)
LESSON 10
WORKSHEET Sources of Picking Propaganda Apart (Part II)
Propaganda
Name: OBJECTIVES
Students will be able to...
Identify three (3) examples of a specific type of propaganda source. Remind the
• Recognize the ways in which modern propaganda spreads virally in social networks
class to get examples across the political spectrum. Analyse the propaganda source
• Evaluate the potential benefits and harms of propaganda on individuals and society
and complete the items in this worksheet. Here are some of the common sources of
political propaganda: • Reflect on one’s personal values before sharing an online content
• Government agencies and officials
• Respond to propaganda by gathering evidence to either counter or support its claims
• State media
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

• Political blogs and YouTube channels ACTIVITY OVERVIEW (Duration, Materials, Preparation)
• Political parties
• Duration: 60 minutes
• Non-government organizations
• Materials: examples of propaganda content, Media Literacy Smartphone (from Media
Education Lab)
Example #1 Example #2 • Preparation: Prior to your meeting, ask the students to look for an example of
propaganda that they may have shared on their social media or they would feel
comfortable sharing.

Platform/s (e.g. TV, radio, MELCs for MIL G11/12 subject

newspaper, Facebook, YouTube)
• Discuss responsible use of media and information
Provide URLs for online platforms • Cite an example of an issue showing the power of media and information to affect
change
• Produce a creative text-based, visual-based, audio-based, motion-based, and
Personality(ies) linked to it (e.g. manipulative-based presentation using design principle and elements
Spokesperson, content creator, • Discuss the implication of media and information to an individual and the society
host)
Describe the personalities by identifying
their affiliations, professional background,
INSTRUCTIONS
networks
1. RECALL (2 minutes):
Recall the key takeaway from the previous lesson (Picking Propaganda Apart - Part I):
Estimate reach / Audience
Propaganda evokes strong emotions, appeals to audience needs, simplifies information
and ideas, and attacks opponents. Recognizing these techniques is key in developing
the necessary critical thinking when interacting with media messages. In this lesson,
Key propaganda messages students will look inwards—into their personal values and social media practices.
Ask: “When do you choose to share or not share a piece of propaganda in your social
network?”
2. MOTIVATION (3 minutes):
Sample propaganda content
Tell the class that propaganda today spreads virally from person to person through
social networks. This is different compared to how it was done before, through one-way
transmissions via mass media. Take as example Nazi propaganda which epitomizes the
Propaganda technique/s used in masterful use of mass communication strategies to manipulate public opinion. Today,
contents the simple act of liking and sharing social media posts is a powerful way to influence
people in our social networks.

60 #MIL4Democracy Handbook www.ootbmedialiteracy.org 61

 3. PAIR ACTIVITY (15 minutes)
(Prior to your meeting, ask the students to look for an example of propaganda that they may LESSON 11
have shared on their social media or they would feel comfortable sharing.)
In pairs, have the students present the example of propaganda they have brought for class. The Post-Truth Problem
Have them explain to their partner why they think that sharing it is beneficial instead of
harmful. Ask further:
• What emotions did the propaganda evoke in you?
• What are your personal views about the subject of the propaganda?
OBJECTIVES
Students will be able to...
• What do you think are the values that you share with the maker/sharers of the
propaganda? • Explain the post-truth phenomenon as a contemporary social dilemma
• Who would benefit from (and/or be harmed by) the propaganda? • Analyze how most “fake news” stories target people’s emotion and personal beliefs
• Propose ways to counter the post-truth phenomenon
4. PROCESSING (10 minutes)
Discuss with the class that since we interpret media messages differently, people don’t
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

always share the same opinion on whether a particular propaganda is beneficial or harmful.
This does not mean that we cannot objectively evaluate propaganda. Remind the students ACTIVITY OVERVIEW (Duration, Materials, Preparation)
to never lose their sense of objective truth and common good. • Duration: 60 minutes
5. PAIR ACTIVITY 2 (25 minutes) • Materials: videos, worksheet, fake news generator apps
• Preparation: Instruct the students to download and install fake news generator apps
Tell the class that we must not stop at reflection, responding to propaganda is an essential and provide instructions on use, if needed, before the class.
next step to being socially responsible communicators. This involves asking critical questions
and gathering evidence to either counter or confirm the claims of propaganda messages.
Media Education Lab’s Media Literacy Smartphone is a useful tool that can be used for this MELCs for MIL G11/12 subject
exercise. • Discuss the implication of media and information to an individual and the society
• Explain how the evolution of media from traditional to new media shaped the values
Have the paired students exchange the propaganda examples they brought to class with
and norms of people and society
one another. Use two minutes for providing instruction, with three minutes open for general • Discuss responsible use of media and information
clarifications, advice, and recommendations on which program, platform, or application to • Produce a creative text-based, visual-based, audio-based, motion-based, and
use.Give the students 15 minutes to record a video deconstructing their partners’ example, manipulative-based presentation using design principle and elements
arguing either for or against the claims made with the use of logical reasoning and clear
evidence. Use the remaining 5 minutes for presenting a few of the students’ works.
INSTRUCTIONS
6. RECAPITULATION/SUMMARY (5 minutes) 1. MOTIVATION (5 minutes)
Provide a short recapitulation of the activities and lecture key points. “If it’s outrageous, it’s contagious.” “If it’s too good to be true, it must be true.”
Close the class by saying that when dealing with propaganda—whether as a receiver or as a Read these two statements to the class and ask their thoughts on it. Explain how these
sender—it is important to always act with caution and a great sense of social responsibility. two statements seem to perfectly describe our reality.
Tell the class that in this lesson, you will be exploring the contemporary social
phenomenon referred to as post-truth . Ask them: Why is it so easy for false
Lesson prepared by: Marlon S. Nombrado information, hoax, lies, conspiracy theories, and hate speech to spread in our societies
today? What has changed in the world over the last few years?
Resources 2. LECTURE (5 minutes)
• Holocaust Encyclopedia. (n.d.). Nazi Propaganda. https://encyclopedia.ushmm.org/ Post-truth is the Oxford Dictionaries Word of the Year in 2016. It is an adjective defined
content/en/article/nazi-propaganda as “relating to or denoting circumstances in which objective facts are less influential
• Media Education Lab (2018). Mind Over Media: Analyzing Contemporary Propaganda
in shaping public opinion than appeals to emotion and personal belief.” The rise
Lesson Plans. Retrieved from https://mediaeducationlab.com/curriculum/materials
of “fake news” is symptomatic of the broader social dilemma of post-truth where
• Steager, P. & Hobbs, R. (2020). Media Literacy Smartphone. Media Education Lab. https://
mediaeducationlab.com/sites/default/files/MEDIA%20LITERACY%20%281%29.pdf people seem to process news and information based on their emotional connection
to it instead of more appropriate standards such as accuracy and reliability.

62 #MIL4Democracy Handbook www.ootbmedialiteracy.org 63

 3. DISCUSSION (10 minutes) can come with made-up medicines and health procedures (e.g. daily dose of self-
reflection on one’s political bias; digital detox). Be creative.
Share with the class one of, if not, the most classic examples of “fake news” stories
that went viral during the 2016 US Presidential Elections: the Pizzagate conspiracy Have students present their work to the class one by one. Moderate their pace
theory. It claims that former Democratic candidate Hillary Clinton was running a keeping in mind the time allotment.
child trafficking ring at the basement of a pizzeria in Washington D.C. Bizarre as it is,
thousands, if not millions, of Americans actually thought of it as truth. 7. RECAPITULATION/SUMMARY (5 minutes)
Next, watch this CNN feature on YouTube with the class to learn the details of The post-truth crisis is a contemporary social dilemma that requires multiple solutions
Pizzagate. Afterwards, go through the comment section and notice how it is flooded involving technology, traditional and new forms of media, and the audiences. It is
with comments that attempt to further the conspiracy. Ask the class: Why did this important to train ourselves to be self-aware of our psychological vulnerabilities so
“fake news” story work so well? What kind of people actually fell for these kinds of we can reduce the impacts of the post-truth crisis in our immediate communities.
information? Explain to the class how the conversations surrounding the Pizzagate,
and not just the story alone, contribute to the overall power of the conspiracy. *Note: Activity 1 is taken from the #IWASFAKE Basic Remote Learning Course on “Dealing
with Disinformation Amidst the Infodemic”, an OOTB original resource published online last
“Fake News”, Propaganda, and Post-truth

“Fake News”, Propaganda, and Post-truth

4. ACTIVITY 1 (10 minutes) October 2020. The complete course can be accessed at ootbmedialiteracy.org/iwasfake.
To further understand how the post-truth phenomenon works, challenge the
students to try to be inside the mind of “fake news” peddlers.
Instruct the class to come up with “fake news” headlines that target specific audience
groups based on their beliefs and worldviews. They can use fake news generator
apps (Break Your News or Classtools.net) for this activity. Distribute this worksheet
that contains details for each audience group:
• Misogynistic men
• Anti-activists
• Duterte supporters
• Anti-Duterte groups
• Marcos loyalists
• Anti-poor groups
Have around 5-6 students share their respective headlines to the class.
5. PROCESSING (10 minutes) Lesson prepared by: Marlon S. Nombrado
After the activity, discuss what makes the fake news headlines grab their attention,
and what words or phrases incite certain feelings in them. Where do they usually see
these headlines? In what parts of social media, or from which types of users?
At this point, your students may be more aware and conscious of how negative Resources
messaging becomes viral or trending. You may relate this to the observation of • CNN (2016, December 5). How did 'pizza gate' inspire violence? [Video]. YouTube.
journalist Maria Ressa that “lies laced with anger and hate spread faster and further” https://www.youtube.com/watch?v=L-VslYnrVWM
on social media—most especially in closed groups and messaging apps. • FRONTLINE PBS | Official (2021, January 9). “Lies Laced With Anger & Hate Spread
Fastest,” Says Maria Ressa | “A Thousand Cuts” | FRONTLINE [Video]. YouTube. https://
At this point, ask your students: What could people do to be less vulnerable to post- www.youtube.com/watch?v=e2NN0vCpUnY&feature=youtu.be
truth? • Oxford Languages. (n.d.). Word of the Year 2016. https://languages.oup.com/word-of-
the-year/2016/
6. SHORT ACTIVITY (15 minutes) • Sebastian, M. & Bruney, G. (2020, July 24). “Years After Being Debunked, Interest in
Have the students prepare a sticky note or scrap of paper each (or just a notepad Pizzagate Is Rising—Again.” Esquire. https://www.esquire.com/news-politics/news/
a51268/what-is-pizzagate/
or prescription meme template, if online, preferred, and/or available) and instruct
• Fake news generator apps:
them to do the following: • Break Your News: https://breakyourownnews.com/
Pretend you are a physician and you are going to diagnose a patient suffering • Breaking News Generator from Classtools.net: https://www.classtools.net/breakingnews/
from the “post-truth disease”. What would be your prescription for the person? You

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 LESSON 11: The Post-Truth Problem

WORKSHEET Targeting
UNIT 3
the Weak

Name:
Digital Citizenship:
To further understand how the post-truth phenomenon works, try being inside the mind
of a “fake news” peddler. Exploit people’s biases, beliefs and vulnerabilities and come up
Our Responsibilities
and Rights Online
with “fake news” headlines that target specific audience groups.
Use fake news generator apps (Break Your News or Classtools.net) to create your “fake
“Fake News”, Propaganda, and Post-truth

news” headlines.

Audience Groups Headline

Misogynists
These are the women haters. They exhibit hatred,
dislike and mistrust against women.

Anti-activists
These individuals and groups aim to discredit,
distract, and even harass activists who are part of
voluntary social movements.

Anti-Duterte Groups
While the Duterte administration has enjoyed massive
support throughout its term, it has also received a
great amount of criticism and protests, particularly on
the government’s “war on drugs” policy and COVID-19
pandemic response, among others.

Marcos Loyalists
A Marcos loyalist is someone who continues to
support and follow deposed Philippine dictator
Ferdinand Marcos and his family. Despite countless
accounts of plunder, corruption, torture, and extra-
judicial killings, the Marcos family, who is making a
comeback in national politics, retains strong support LESSON 12 Digital Identity and Footprints
from so-called "Marcos loyalists".
LESSON 13 Online Self vs Offline Self
OFWs LESSON 14 Cybersecurity
Overseas Filipino Workers (OFWs) is a term
used to refer to Filipio migrant workers.
LESSON 15 Building Secure Relationships Online
According to a report, there’s an estimated LESSON 16 Clap Back at Cyberbullying
10 million OFWs working abroad as a way of
escaping unemployment, low wages, and limited LESSON 17 Digital Rights (Part I)
opportunities in the Philippines.
LESSON 18 Digital Rights (Part II)

66 #MIL4Democracy Handbook
 LESSON 12 • In his last apology statement, the Plantation Bay manager “handled this case
poorly” and that he apologized “to all the parties who felt offended” by his
initial reply. GIven that he handled this case poorly, what would have been the
Digital Identities and Footprints better way to respond to the complaint? What makes such a way better?
• How do social media features/settings contribute to the creation of the
context of the message?
• Who are the stakeholders of the resort or hospitality community as reflected
OBJECTIVES in the video? How and why does a social media post connect the interests of
Students will be able to... these stakeholders?
• Discuss how digital footprints and digital identities are formed through social media
The groups will be given 10 minutes to discuss and prepare. After the discussion,
• Analyze how online content consumption and creation may positively or negatively each group will be given a minute to present their work.
shape digital identities
• Evaluate the process of managing the tensions between the social media 3. LECTURE (15 minutes)
prosumers’ freedom to express and to engage with audience’s feedback
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

After the group presentations, present the following definitions/characteristics of a
digital footprint :

ACTIVITY OVERVIEW (Duration, Materials, Preparation) • any multimodal post (e.g. words, photo, video, meme, etc.) created by
a social media user; it also includes other social media activities such as
• Duration: 60 minutes
sharing, reacting, or commenting on other user’s content
• Materials: Digital Footprint Quiz (online or printed), news features (videos), prompt
cards, handout, activity worksheet
• the post is eternal in social media platforms such as Facebook, Twitter,
• Preparation: Download the news features to be shown in class and print the prompt Instagram, etc. or in the Internet in general; the post may also be searched,
cards. You may also ask the class to view those beforehand. viewed, and shared by others including a global invisible audience
• the digital footprint can always be associated with the content creator’s
MELCs for MIL G11/12 subject face-to-face or offline life; the footprints show how the user exercises
freedom of expression and establishes online social presence, and in certain
• Discuss responsible use of media and information
circumstances, the footprints can incriminate the user when any of these
• Describe how communication is influenced by media and information
• Contrast indigenous media to the more common sources of information such as national laws relevant to social media engagement are violated: Cybercrime
libraries, internet, etc. Prevention Act of 2012, Safe Spaces Act of 2013, Anti-Bullying Act of 2013
• Discuss the implication of media and information to an individual and the society Intellectual Property Code of the Philippines, Data Privacy Act of 2012, Anti-
• Describe the different dimensions of multimedia information and media Terrorism Act of 2020.
• Analyze how the different dimensions are formally and informally produced, • posts from other users or own personal network contribute to a user’s digital
organized, and disseminated footprint.

INSTRUCTIONS A closely connected concept to digital footprints is digital identity . Aside from
unique identifiers such as a user’s social media account name, fingerprint biometric
1. MOTIVATION (5 minutes) data, Internet protocol (IP) address, or customized code assigned by government and
Use the Digital Footprint Quiz to assess the students' use of social media and private corporations, digital identity is also an online personal brand formed through
mobile applications and their awareness of their digital risk exposure. Discuss the each user’s (1) creation of content, (2) patterns of use, (3) levels of engagement with
suggested correct answer for each quiz item after. other users and platforms, and (4) online community standards and policies.
2. ACTIVITY 1 (20 minutes) Provide each student a copy of this handout to learn about these digital identifiers
View in class this 2013 news feature about a viral photo turned public relations in detail.
nightmare.
4. ACTIVITY 2 (15 minutes)
After watching the video, divide the class into 5 groups. Each group will be assigned
the following questions, written on prompt cards, through a draw: Divide the class in groups of six.
• What digital identity/ies was/were created by the Plantation Bay manager? Distribute the worksheet to each group which they will use to discuss and analyze
• How was that digital identity formed? What are the elements of identity formation?

68 #MIL4Democracy Handbook www.ootbmedialiteracy.org 69

 the case of singer Yeng Constantino who was bashed online for “doctor shaming” LESSON 12: Digital Identities and Footprints
after she uploaded a video lambasting the medical treatment her husband received
in Siargao, Philippines. The case illustrates how users’ exercise of their freedom
of expression can be countered and at times overwhelmed by the audience’s What are the elements of your
reaction or feedback. It also shows how the quality of social media engagement HANDOUT digital identity?
sets boundaries, wanted or not, on users’ self-expression and ultimately their digital
identity.
Digital identity is a summary of your information and activities in digital form. Your
Provide the groups 10 minutes to prepare their output. After all submissions are in, unique username every time you sign up for an online account is one component of your
present some of their findings in a short discussion. digital identity. Social media platforms such as Facebook, Twitter, Instagram, TikTok, etc.
or the online accounts of government and private entities collect personal information
5. RECAPITULATION/SUMMARY (5 minutes) from you such as your real name and date of birth. These platforms may use your digital
data to further understand who you are including your preferences.
Selected students will be asked to complete one open-ended sentence about what
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

they learned from the lesson. You also tick a box that prompts you to agree with the platform’s terms of use
• I realized that digital identity is… including the privacy policy ; otherwise, you cannot push through with your online
• I learned that digital footprint… account registration. Your consent to the terms will authorize the online platforms to
• I believe that the right to post is… use your personal information for very specific purposes enumerated in the agreement.
• I disagree that the right to post is… The platform also guarantees that it will protect your personal information.

Almost all of us tend to tick the agreement box without thoroughly reading the lengthy
terms or conditions. We seem to trust that the platform will responsibly use and secure
our data. Or, we believe that having a social media account despite its potential harms is
better than the probable loss of opportunities for disconnecting with the online world.
This cost-benefit analysis is a compelling reason to be extra careful. We do not pay any
centavo when we open an account, so why does the platform lure us to be part of its
ecosystem? How does the platform earn from us?

The second component of your digital identity plays an important commercial role
to sustain the platform’s business model and support your free social media use. The
following elements comprise your digital footprints and subsequently your digital identity:

Lesson prepared by: Joeven R. Castro

Resources 1. Creation of content: Users usually curate their content. They make sure that a post
• Sample Digital Footprint Quiz: https://www.proprofs.com/quiz-school/story. is pleasing to an imaginary public whom they expect to react. But even without
php?title=your-digital-footprint engagement from the public, looking and feeling good about one’s self is fulfilling,
• ABC Action News (2013). Picture of Taco Bell employee licking taco shells has some as the image or post is already documented in the digital world which the user can
concerned about bad behavior in the kitch [Video]. YouTube. https://youtu.be/ refer back to anytime. Social media platforms provide an opportunity for users to
HPs2DjEn4Fo recreate themselves, at least virtually. This recreated self confirms the concept of
• Celebalita (2019). #NoToDoctorShaming “Yeng Constantino versus Medical Doctor in multiple identities depending on who we deal with. The social media content we
Siargao” [Video]. YouTube. https://youtu.be/2zIK2P4TSo8
post is just one of our identities. Such has a counterpart in the offline world: We
• Facebook Digital Tayo. (2019). https://wethinkdigital.fb.com/ph/en-us/
change our self-presentation depending on who we will face. We have a way of
dealing with close friends, another for teachers, parents, and another for strangers.

70 #MIL4Democracy Handbook www.ootbmedialiteracy.org 71

 LESSON 12 | HANDOUT: What are the elements of your digital identity? LESSON 12 | HANDOUT: What are the elements of your digital identity?

In social media, sometimes due to emotional peaks, users post anything regardless Social media allows the creation of an online community composed of like-minded
of other people’s opinions. This courts a digital risk. Uncivil comments, for example, individuals. For example, dog or coffee lovers can form an online group where they
will stay on the platform unless the user deletes them. Others may do a screengrab can privately share tips and photos or plan meet-ups. Or outside of this private
of the uncivil remarks and report the user who posted them. The screengrab can group, a public post can generate several reactions from a network of friends. All
turn into a piece of evidence and implicate the user legally and or reputationally. It of these interactions are insights into your digital identity and while you are actively
can be turned over to the user’s school principal or superiors in the workplace for engaging with your nodes or circle of friends and sometimes with audiences whom
disciplinary action. Inversely, an inspiring online message, a beautiful photo or work you do not personally know, the algorithm is working quietly to lurk on the content
of art, or participation in an online advocacy can be rewarding. that you like, dislike, or neutral about.
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

2. Patterns of use: Social media platforms have a way of recording your pattern of 4. Community standards and policies: All social media platforms implement
use that reflects your preferences and interests. Social media have algorithms or community standards and policies that account holders/users must agree on before
“mathematical calculations used to understand user habits and customize social they can use the platform. These standards and policies guide the interaction of
experience” (Matelski, 2018). Algorithms filter and organize what the users can see all users who come from diverse backgrounds and geographical locations. The
on their social media feed such as advertisements. standards identify offensive content and online behavior or those that violate the
You will realize that algorithm is at work if an advertisement suddenly pops up in universal principles of respect, equality, diversity and inclusion, etc. Users abide by
your social media feed. You probably clicked on the advertisement of a Japanese these policies to support the online community’s common pursuit of shared use
restaurant, for example, and in a few minutes, several ads about restaurants offering of the virtual space and to avoid the suspension or loss of their accounts or avoid
this cuisine are beginning to populate your feed. Initially, you may enjoy the power of the ire of other users who may be offended by a post that violates the community
algorithms to make your content search much easier through the recommendations standards.
of relevant content. In the long run, however, if you do not control your social media
settings that will deactivate the appearance of similar ads, the algorithm will clutter In sum, digital footprints and identity are intertwined. Your footprints are traces of what
your feed and unknowingly hook you to these contents. Imagine an 8-year-old you do online—your posts, likes, shares, comments, participation in online games, online
sibling who has a social media account and who once clicked a violent video. The search results, activation of geolocation—which when combined can partially make up
algorithm will feed your sibling with the same content over and over again. Constant your digital identity. Who mines or puts together your digital footprints to make sense
exposure to violent content will be unhealthy for your sibling, isn’t it? of your digital identity? Social media platforms can do this and may share your data
with advertisers who pay the platform to reach a group of users who have the same
characteristics on record. Therefore, be cautious of your digital footprint. You cannot be
an open book. Just like in the physical world, we select the kind of information we share
according to the types people we engage with. Social media should be no different
even if a virtual identity does not need to be a replica of the offline identity. Always
remember: The digital footprint is there to stay in the digital world; it will be a segment
of your digital identity. How do you want to be known digitally?
3. Levels of engagement: Social media users engage with the content of other users
either through reactions (e.g. like, love, care, laugh, wow, sad, and angry), comments,
shares, and downloads. The time spent in social media, types of content and people
that users interact with, and the comments contributed in threads all help compose
the digital identity.

72 #MIL4Democracy Handbook www.ootbmedialiteracy.org 73

 LESSON 12: Digital Identities and Footprints
LESSON 13
WORKSHEET Protecting Our Digital Identities Online Self vs Offline Self
OBJECTIVES
Name: Students will be able to...
• Differentiate online from offline communication
• Compare the advantages and disadvantages of online and offline communication.
Discuss and analyze the case of singer Yeng Constantino who was bashed online for
• Enumerate ways on how to create a positive presence of oneself in the online and
“doctor shaming” after she uploaded a video lambasting the medical treatment her
husband received in Siargao, Philippines. online world.
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

Guide Questions: ACTIVITY OVERVIEW (Duration, Materials, Preparation)
• What triggered Yeng Constantino to post about her experience in her vlog? • Duration: 60 minutes
• Materials: Metacards, worksheet, avatar masks, Manila paper
• Preparation: Download the video to be shown in class. You may also share it with
them beforehand. Print or draw 7-10 avatar masks for the activity.
• What was Yeng Constantino complaining about?
MELCs for MIL G11/12 subject
• Describe how communication is influenced by media and information
• Why should one avoid posting online during an emotional peak? • Discuss responsible use of media and information

INSTRUCTIONS
1. MOTIVATION (10 minutes)
Start the class with this icebreaker, 2 Truths, 1 Lie:
• Yeng Constantino received a massive flak from the netizens. What does this audience
Distribute metacards to students and let them write something about themselves: two
response say about one’s right to post and comment on other people’s post?
(2) true statements and one (1) false statement about them.
• Divide the class into four. Assign a number for each member and pair them
with the other group.
• Draw a number pair who will read their metacard and the other will guess
which of the three statements are two truths and one lie.
• Yeng Constantino eventually apologized to the public for posting her sentiment. • The group that guessed a higher number of correct answers wins the game.
What could have been done to avoid any unnecessary public apology? After the game, ask what they learned and realized from it. Point out that the statements
they wrote on the metacards are things about them that they can control sharing to
others.
2. DISCUSSION (10 minutes)
Present five avatar masks on the board and ask 7-10 students to pick an avatar and
• Why is audience response to a social media post crucial to upholding a digital right? explain to class why they chose it. Tell the class: An avatar is a digital representation
of yourself. It appears on screen when you are communicating to someone or when
you are expressing yourself on your own timeline and everybody sees that on their own
wall. But of course, your avatar may be completely different or somehow the same with
the kind of person you project when you are in your offline world. We play different
roles in different settings with the different people we communicate with at a given time.

74 #MIL4Democracy Handbook www.ootbmedialiteracy.org 75

 3. DISCUSSION (20 minutes) LESSON 13: Online Self vs Offline Self
Watch this video from Common Sense Media and lead a discussion with the students
after:
• What is the message of the video?
• Who is Jaime Johnson offline? Who is he online?
WORKSHEET WHICH ME SHOULD I BE?
• What part of the video do you agree or disagree with? Why?
On Self-expression and Identity
• When did he cross the line?
*adopted from DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE
• How can he be true to himself?
© 2010 www.commonsense.org
• What part of Jaime Johnson can you relate to? Why?
• If you will be asked the same question, “How can you be true to yourself?”
Explain your answer. Name:
After this series of questions and guiding the discussion, synthesize the ideas shared
by the students. Anchor their reflections to the previously discussed binary between
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

self and online self. Online/Offline Maria
4. INDIVIDUAL ACTIVITY (10 minutes) Maria is a 13-year-old girl. She has many different parts to her personality, on and off
Give each student a copy of the Which Me Should I Be? worksheet (adopted from the Internet. These identities are influenced by the roles she plays and the settings she
Common Sense Media) and let them answer it for five minutes. After answering, have is in. These personalities or roles include:
some students share their answers with the class. Focus your discussion on the following
items:
• After you have completed filling in the diagram, compare your offline and online Online Offline
selves. What do you notice? Discuss the following questions in your group.
• Do you see any similarities between yourself offline and online? Do you see • trumpet player in the school • Student25, Mrs. Harrison’s Class, on
any differences? band the school website
• Why do you think you might act differently online than you do in person? • forward on the soccer team • ScaryMaria, a critic of scary movies
• big sister to two younger brothers who writes reviews at www.
5. RECAPITULATION/SUMMARY (10 minutes) commonsense.org/
DON'Ts of How can I be
To wrap up the session, divide the class into four online self true to myself? • archergal5, a gamer on Runescape
groups and give each group a piece of Manila (an online medieval multiplayer
paper where they will write at least three answers How To Be Me game)
to each item in the following format:
Note to Self What I learned
today
The following diagram describes where Maria expresses each one of her identities,
Lesson prepared by: Gemma Soneja and what each one is like. There are a lot of differences, but some similarities, too.

Resources
• Chamorro-Premuzic, T. (2015, September 24). How different are your online and offline Online/Offline You
personalities? The Guardian. https://www.theguardian.com/media-network/2015/ You have different aspects to your personality, too. Name three aspects of your offline
sep/24/online-offline-personality-digital-identity personality. Think about who you are in person, in school, and with your friends and
• Guay, K. (2018). Online vs. Offline Self: Who is the Real You? | CMASAS Accredited Private
family. Also think about your favorite offline activities.
Online K-12 School. https://www.cmasas.org/online-vs-offline-self-who-real-you
• Lee, L. (n.d.). Is Your Online Self Different from your Offline Self? Which Offline Self?. Now name three of your online personalities. Think about who you are when you are
https://lauraleeauthor.wordpress.com/2014/10/19/is-your-online-self-different-from- on the Internet or your cell phone, and what sites you use. Include any screen names,
your-offline-self-which-offline-self/ profile names, or avatars you use. Describe what you are like in each role.
• Common Sense Education. (2017). My Online Self (6-8) [Video]. 2018 from https://www.
commonsense.org/education/lesson/my-online-self-6-8

76 #MIL4Democracy Handbook www.ootbmedialiteracy.org 77

 LESSON 13 | WORKSHEET: Which me should I be?
LESSON 14
Online Offline
Cybersecurity
OBJECTIVES
Students will be able to...
• Realize the importance of self-restraint and caution in social media use
• Practice different ways of mitigating digital threats involving privacy
• Realize that digital footprints have implications on social life and future professional
persona
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

ACTIVITY OVERVIEW (Duration, Materials, Preparation)
• Duration: 2 hours
• Materials: documentary, copy of Cybercrime Law and Safe Spaces Act, drawing
materials, sticky notes
• Preparation: Download the video and the Cybercrime Law and Safe Spaces Act. You
may also share these materials with the class beforehand.
After completing the diagram, compare your offline and online selves. What do you
notice? Discuss the following questions in your group:
MELCs for MIL G11/12 subject
• What similarities do you see between your offline and online self? • Discuss responsible use of media and information
• Describe how communication is influenced by media and information
• Contrast indigenous media to the more common sources of information such as
libraries, internet, etc.
• Discuss the implication of media and information to an individual and the society

INSTRUCTIONS
• If any,what differences do you see between your offline and online self? 1. MOTIVATION (15 minutes)
Start the class by viewing this short documentary about the financial, emotional, and
health struggles faced by a victim of a fake online relationship. Ask these questions
to the students after viewing:
• How was Hector tricked?
• What could have Hector done to verify the identity of his newfound romantic
partner?
• Why do you think you might act differently online than you do in person? • What emotional/psychological factor/s increased Hector’s inclination to be
deceived
2. ACTIVITY 1 (60 minutes)
Divide the class into eight groups. Instruct them to prepare a 3-minute skit to
present a cybersecurity issue assigned to them, as provided below. Suggest that
students may base their role-play on actual news stories.
• Hacking
• Photo and video voyeurism
• Phishing
• Cyberbullying

78 #MIL4Democracy Handbook www.ootbmedialiteracy.org 79

 •
•
•
Digital forgery
Cybersex
Online scams
LESSON 15
• Cyber libel Building Secure Relationships Online
Provide the students 20 minutes to prepare their respective skits.
OBJECTIVES
Afterwards, give each group one minute to explain the assigned issue after the Students will be able to...
presentation of the short skit. The discussion should be based on the Cybercrime • Realize the importance of self-restraint and caution in social media use
Law and relevant articles in the Safe Spaces Act such as the Gender-Based Online • Practice different ways of mitigating digital threats involving contact and privacy
Sexual Harassment. Clarify the following concepts in case the following are not • Realize that digital footprints has implications on social life and future professional persona
sufficiently tackled by the students:
• implications on personal safety
• how the cyber security issue takes place (e.g. factors that lead to it, poor ACTIVITY OVERVIEW (Duration, Materials, Preparation)
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

digital literacy) • Duration: 1 hour
• interventions (immediate and long-term) • Materials: Cartolinas, pentel pens, screenshots of chat conversations
• Preparation: Discuss the pre-meeting activity with the class in an earlier meeting, or
3. ACTIVITY 2 (30 minutes)
through online communication.
Ask the students in their respective groups to synthesize the discussions through
a visual presentation (e.g. simple concept map, cartoon) of their respective MELCs for MIL G11/12 subject
cybersecurity issues, the aggravating factors, and the potential solutions. • Discuss responsible use of media and information
Provide the students 20 minutes to prepare their presentation. Afterwards, give • Describe how communication is influenced by media and information
each group 2 minutes to present their output. • Contrast indigenous media to the more common sources of information such as
libraries, internet, etc.
4. SYNTHESIS ACTIVITY (15 minutes) • Discuss the implication of media and information to an individual and the society
As their exit ticket, each student will write on a sticky note a one-sentence pledge
about the cybersecurity issue assigned to their group. It will be posted on a board INSTRUCTIONS
where the students can view each other’s statements. This board can be labelled
Pledge of Cyber Security. 1. PRE-MEETING ACTIVITY (no time allotment)
Prior to the meeting, instruct students to find a new friend online and initiate a short
Lesson prepared by: Joeven Castro socialization chat. Emphasize these safety precautions and ethical considerations:
• Befriend one who is of your age.
• Be polite.
Resources • Converse on topics you are only comfortable with.
• Investigative Documentaries. (2018). “Investigative Documentaries: Isang OFW, niloko • Politely withdraw from any conversation that has made you feel uncomfortable.
at pinerahan ng isang poser sa social media” [Video]. YouTube. https://youtu.be/
• Reveal eventually that the online conversation is a class project and that you are
uyciuOL1l5c
• Scoring rubric for Graphic Organizer https://www.nps.gov/apco/learn/education/
still interested to be their friend. Apologize and be ready to accept their reaction.
upload/Grading%20Rubrics.pdf 2. ALTERNATIVE TO PRE-MEETING ACTIVITY (15 minutes)
• Corpus Juris. (2020). An act defining gender-based sexual harassment in streets, public
As an alternative to Activity 1, tell the students to pair up. First, with a classmate that
spaces, online, workplaces, and educational or training institutions, providing protective
measures and prescribing penalties therefor. https://thecorpusjuris.com/legislative/ they are close to and second, with someone they have limited interaction with. Instruct
republic-acts/ra-no-11313.php them to look eye to eye. Allow at least 30 seconds for each role and ask them how
• Stairway Foundation. (2020). Cybersafe: Online safety lesson plans for teachers. http:// they felt during the activity.
www.cybersafe.asia/wp-content/uploads/2016/05/CyberSafe_Manual_2_final_HIGHRES. Process the activity focusing on the difference between communicating with familiar
pdf
and unfamiliar person in terms of:
• Official Gazette. (2015, August 12). Implementing rules and regulations of Republic
Act 10175. https://www.officialgazette.gov.ph/2015/08/12/implementing-rules-and- • level of ease during information sharing
regulations-of-republic-act-no-10175/ • level of comfort while holding each other’s hands
• quickness of feedback

80 #MIL4Democracy Handbook www.ootbmedialiteracy.org 81

 3. MOTIVATION/PROCESSING DISCUSSION (40 minutes)
Divide the class in groups of six and have them discuss the following questions LESSON 16
about the pre-meeting activity. Allot 10 minutes for them to discuss and prepare
their respective group presentations. Provide cartolinas and pentel pens for the Clap Back at Cyberbullying
presentations. Each group will select a representative who will present their common
experiences in the online chat activity.
• What initial information was shared during the first encounter? OBJECTIVES
• What topics were discussed when both parties decided to continue on with the Students will be able to...
chat? • Define cyberbullying
• Is the chat still active? If yes, what are the contributing factors? If not, what • Give examples of the various forms of cyberbullying
caused the discontinuation? • Discuss positive messaging
• Describe how cyberbullying affects people’s lives
After the group presentations, continue the discussion using the following prompts: • Suggest ways to deal with cyberbullies
• How did you feel knowing that your intent for the online chat was not really • Commit to practice positive messaging online
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

to find a new friend but only to fulfill a classroom requirement? If your roles
are switched; meaning, you will be the respondent of the chat initiated by
someone who does it for a classroom requirement, how will you feel? ACTIVITY OVERVIEW (Duration, Materials, Preparation)
• What were your considerations before you shared your information? • Duration: 60 minutes
• Why do you think more and more relationships are initiated through social • Materials: Celebrity Mean Tweets List, video
media and dating apps? • Preparation: Write/Print the celebrity mean tweets list below or draft your own.
• How is the activity connected with the need to be responsible with online Download the Amalayer viral video or share with the class beforehand.
communication transactions and with the need to protect digital privacy?
MELCs for MIL G11/12 subject
4. EVALUATION (5 minutes)
• Describe how communication is influenced by media and information
After taking lessons on digital identity and cybersecurity, the students are ready • Discuss responsible use of media and information
to apply their new knowledge by creating an information campaign about Digital • Discuss the implication of media and information to an individual and the society
Identities and Online Relationships. Have the students accomplish a group output
within the same group assignments as the previous activity. INSTRUCTIONS
They may choose any one of the following: 1. MOTIVATION (5 minutes)
a. launch an online campaign, Start the class with this icebreaker. Ask volunteers to pretend they are celebrities
b. mount a creative performance such as spoken poetry, reading mean tweets directed at them. After the skit, ask them how they genuinely
c. conduct a booth activation, or felt after reading the tweets?
d. other activities that will generate active participation from other students. • @MajaSalvador ang pangit mo at ang ugali mo! I hate you!
Prepare a rubric according to your class or school's grading system with the following • @BillyCrawfor Billy Crawford is a two-faced d******bag! I hate him literally and
components: group cooperation, form, content, and impact (based on degree of figuratively speaking!
participation). • @MarisRacal Maganda ka ba o kasing pangit mo si Maris Racal? The best role for
her is yaya ni Jane or doggy ni Daniel.
• @KathrynBernardo Kathryn Bernardo isn't special. Stop bragging about it.
Lesson prepared by: Joeven Castro • @AlexGonzaga Napaka-OA ni Alex Gonzaga! Sayang airtime sayo flop queen,
babalina!
Resources • @GeraldAnderson Mukha na sya'ng gorilla!
• Scoring Rubric for the Creative Project https://www.westmarkschool.org/uploaded/ • @RubyRodriguez Ang taba mo! Parang umahon si Ursula sa dagat!
photos/1617/Summer_Reading/Creative_Project_Assessment_Rubric.pdf • @ZanjoeMarudo Zanjo is the ultimate hipon in Philippine showbiz
• Anderson, M. & Vogels, E. (2020, March 6). Young women often face sexual harassment online
– including on dating sites and apps. https://www.pewresearch.org/fact-tank/2020/03/06/ 2. CLASS ACTIVITY (15 minutes)
young-women-often-face-sexual-harassment-online-including-on-dating-sites-and-apps/
• Drouin, M. (2016). Online love & infidelity. We're in the game, what are the rules? [Video]. Share to the students how cyberbullying affected the life of then-college student
YouTube. https://youtu.be/gQGjAp4GXU4 Paula Salvosa also known as “Amayaler” girl after a video of her berating and shouting
• Facebook Digital Tayo. (2019). https://wethinkdigital.fb.com/ph/en-us/

82 #MIL4Democracy Handbook www.ootbmedialiteracy.org 83

 at a lady guard in a train station became viral online.You can view in class the original • Encouraging - Did the response try to be positive without sounding sarcastic?
viral video. After which, lead a discussion on the following key points: • Empowering - Did the response help the other user recognize their capacity to
• In ancient Greece, agora is a word that refers to a place where freemen in say better things next time?
a community assemble. It is where most religious, economic, and political
interactions take place. In today's modern-day digital setting, we can perceive 4. UNGUIDED PRACTICE (12 minutes)
the internet, particularly the social media , as an agora where users can freely Give the students 10 minutes to write a three-to-four paragraph reflection. Ask
discuss a wide range of topics. With this much freedom though, social media has students to reflect on their online self, in particular about a personal experience of
also changed the way we communicate with others. Often, with its anonymity, being bullied or bullying someone online.
social media has empowered many users to be bolder, oftentimes, meaner to
The reflection must be submitted within the class period and will be their exit ticket
others.
• Cyberbullying is bullying that takes place in the digital world using digital
from the class.
devices such as cellphones, tablets, computers, etc. It includes sharing
negative, harmful, false, or mean contents about someone. Its goal is to cause 5. EVALUATION (3 minutes)
embarrassment or humiliation to someone. For their homework, assign the students to go over their Facebook and/or Twitter
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

• Positive messaging - Messages that show thanks, provide recommendations, feeds and list down (or screenshot) comments or tweets they believe is a form of
motivation, inspiration, and encouragement. cyberbullying. Ask them to monitor their feeds for 3-5 days. After compiling, ask
them to write beside the list or screenshot how they would likely respond to those
comments/tweets if those were directed at them.

Illustration from Freepik

Lesson prepared by: Rechelle Tolinero-Barraquias
3. GROUP ACTIVITY (25 minutes)
Divide the class in small groups. Direct the class to recall the Celebrity Mean Tweets
activity at the start of the class. Ask students how they will “clap back” or respond to
Resources
• Philippine News. (2019, July 11). Amalayer airs side of Story, SHARES horrible experience
the mean tweets if they were the celebrities who received it. A clap back is a clever AFTER viral video. https://philnews.ph/2019/07/11/amalayer-story-experience-viral-video/
or witty answer to a criticism or insult. Ask them to brainstorm with their peers in • Lacuata, R.C. (2014, June 27). How cyberbullying changed 'Amalayer' girl. ABS-CBN News.
the group. Provide the class with this rubric, with a scale of 1-5 (1 being least and 5 https://news.abs-cbn.com/lifestyle/06/26/14/how-cyberbullying-changed-amalayer-girl
being most) to assess the responses: • Assistant Secretary for Public Affairs (ASPA). (2020, September 15). What is cyberbullying.
https://www.stopbullying.gov/cyberbullying/what-is-it
• Personal - Did the response make an effort to “approach” the other party on a • Common Sense Education (2020, November 14). Is it cyberbullying? https://www.
personal level? (e.g. called the user in their name) commonsense.org/education/digital-citizenship/lesson/is-it-cyberbullying

84 #MIL4Democracy Handbook www.ootbmedialiteracy.org 85

 LESSON 17 • The details surrounding the issue are debated.
• Various audiences had different opinions about the topic/issue.
• Several media content were created out of the topic/issue (memes, GIFs,
Digital Rights (Part I) tweets, videos, etc.).
Each group will then be given 25 minutes to prepare their presentation and discuss
the topic assigned to them using the following guide questions:
OBJECTIVES
Students will be able to... • What made the issue viral? Talk about the different forms (news articles,
• Evaluate an online media text based on content and form. photos, memes, etc.) and content.
• Understand how online topics become viral or trending thus affecting students’ • Who are the actors involved?
• What are the impacts to the audience?
perception and attitudes.
• What made the audience offensive on one end and defensive on the other?
• Realize the limitations of the digital world and how to process both the positive and
Talk about the different sides (pro and anti).
negative impacts to the students’ lives.
• Why do you think the audience were so vocal about their opinions? Talk
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

about anonymity online.
• How did the audience express their opinions about or emotions toward the
ACTIVITY OVERVIEW (Duration, Materials, Preparation) issue? Talk about user-generated content.
• Duration: 60 minutes • How long did it become viral and to what extent?
• Materials: List of Exhaust Categories
• Preparation: Print/Write 5-10 categories to play Exhaust. 3. RECAPITULATION/SUMMARY (5 minutes)
After each group has shared their insights to the big class, tell the class that all the
MELCs for MIL G11/12 subject topics presented are real and concrete issues that we face both inside and outside
• Discuss responsible use of media and information the digital world. These issues are not separate from the offline world because what
• Cite an example of an issue showing the power of media and information to affect happens online always manifests offline and vice versa. Thus, our critical decisions
change and actions toward these trending, socially relevant topics or issues should be able
• Discuss the implication of media and information to an individual and the society to transcend our digital lives in order to create lasting, positive impact.
• Analyze how the different dimensions of media are formally and informally produced,
organized, and disseminated 4. EVALUATION (1 minute)
INSTRUCTIONS Prompt for the next lesson: Ask the students to write a 200-word reflection paper
on this question, “How can we protect ourselves online while exercising our digital
1. MOTIVATION (7 minutes)
rights?”
To start the class, play a quick game of Exhaust. Give a category and each student
needs to answer one word that describes or is related to that category. If a student
can’t answer in three seconds or if they repeat an answer, they are out. Play at least
five rounds. Examples of categories: social media platforms, content creators in the
Philippines, most shared fake news, top viral videos, this month’s trending topics, etc.
Process with the students the answers they provided in each category. Were the
students able to provide answers quickly? Was it muscle memory for them? Which
categories do they have the most and least knowledge, and why?
Lesson prepared by: Sarah Torres
2. GROUP ACTIVITY (43 minutes)
Ask the class for trending topics online that are of social importance (e.g. COVID-19
Vaccine Race, NTF-ELCAC and Red-Tagging, Health Protocol Violation of Public Resources
Personalities). List down on the board the issues. After listing five or so topics, divide • Foundation for Media Alternatives. (n.d.). The Philippine Declaration on Internet Rights and
the class into groups according to the number of listed topics and assign a topic by Principles. https://www.fma.ph/ph-declaration-internet-rights-principles/
• The Universal Declaration of Digital Rights. https://www.theiofoundation.org/universal-
draw. Make sure that the topics selected meet any of the following criteria:
declaration-of-digital-rights#UDDR
• The topic/issue had been shared quickly and widely.

86 #MIL4Democracy Handbook www.ootbmedialiteracy.org 87

 LESSON 18 • empowerment and liberty
• (gender) equality
• (environmental) sustainability
Digital Rights (Part II) 2. GROUP ACTIVITY (25 minutes)
Divide the class into ten groups and assign each group one concept of Digital Rights
by draw. Ask them to give at least one definition and discuss the concepts in relation
OBJECTIVES to the Internet. Provide them 15 minutes for the discussion.
Students will be able to...
• Identify the depth of students' Internet use through their best and worst experiences While they are in their groups, flash on the board (if face-to-face) or screen (if online)
• Define digital rights through researching case studies and answering guide questions the Philippine Declaration on Internet Rights and Principles that was drafted in 2015
by Foundation for Media Alternatives. Have them identify which right/s align with the
• Identify general problems or challenges that students face in the digital world through
concept assigned to them.
mapping out the case studies they have presented
• Design and implement an advocacy campaign in in their school Afterwards, have each group assign a representative to present their work, with a
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

• Realize how students can take advantage of Internet rights and apply these in their maximum of one minute for each presentation.
daily digital lives
3. RECITATION (15 minutes)
Set up a quiz bee with screenshots of tweets, headlines, or photos that concretize the
ACTIVITY OVERVIEW (Duration, Materials, Preparation) Declaration on Internet Rights and Principles. The group must correctly identify which
right/principle best explains the screenshot. The group with the most points wins.
• Duration: 60 minutes
Sample topics include: ABS-CBN shutdown, child pornography, online harassment, etc.
• Materials: Pieces of paper, Presentations with examples of PH Declaration on Internet
Rghts and Principles; Screenshot of tweets, headlines, or photos related to Internet rights Based on the Quiz Bee items, map the general problems or challenges that we face
and principles, worksheet, rubric in the digital world together with the students. Tell them that one way to look at these
• Preparation: Download the PH Declaration to be shown to the students. Select topics for challenges are as violations or barriers to our rights online.
the quiz bee and draft a rubric for the class project.
4. ASSIGNMENT/FINAL CLASS PROJECT (5 minutes)
MELCs for MIL G11/12 subject
As a collaborative project, assign your students to come up with an advocacy campaign
• Discuss responsible use of media and information based on the challenges they have identified and the digital rights they have learned.
• Cite an example of an issue showing the power of media and information to affect
Provide a worksheet for this.
change
• Discuss the implication of media and information to an individual and the society Aside from filling in the worksheet, the groups must produce a short presentation (3-5
• Produce a creative text-based, visual-based, audio-based, motion-based, and slides, if Powerpoint) or a campaign ad (30 seconds to 1 minute, if video) providing
manipulative-based presentation using design principle and elements the main points of their advocacy campaign and a call to action persuading the viewer
to participate in the campaign.
INSTRUCTIONS Craft a rubric for grading which students may use as the basis for preparing their
1. MOTIVATION (10 minutes) presentation.
Provide each student with two sticky notes of different colors. Ask them to write 5. SYNTHESIS (5 minutes)
on one sheet a 2-3 sentence story on their best experience on the Internet and on
As a reflection, ask the students: Having learned about your different rights online, what
the other, their worst experience. Collate their answers and sort them on the board
will you do more, do less, and improve when engaging other audiences on the Internet?
based on the following concepts of Digital Rights:
• rights
• democracy Lesson prepared by: Sarah Torres
• freedom (of expression, of association)
• privacy Resources
• safety and security • Foundation for Media Alternatives. (n.d.). The Philippine Declaration on Internet Rights and
• accessibility Principles. https://www.fma.ph/ph-declaration-internet-rights-principles/
• (digital) literacy • The Universal Declaration of Digital Rights. https://www.theiofoundation.org/universal-
declaration-of-digital-rights#UDDR

88 #MIL4Democracy Handbook www.ootbmedialiteracy.org 89

 LESSON 18: Digital Rights (Part II) LESSON 18 | WORKSHEET: Digital Campaign Strategy Plan Template

Digital Campaign
WORKSHEET Strategy Plan Template Advocacy Objective # 1

Campaign Title Key Methods of Engagement

Stakeholders Advocacy Achievements Resources
Scope Timeframe
of Audience Messages or milestones Needed
Communication Activities or Media
Team Name Team Members Materials Events Channel

Social Media Page(s). Write here the URLs or handles of the social media account/s that you
will use for your campaign.
Digital Citizenship: Our Responsibilities and Rights Online

Digital Citizenship: Our Responsibilities and Rights Online

Platform URL or Handle

Facebook:
Advocacy Objective # 2

Twitter: Key Methods of Engagement

Stakeholders Advocacy Achievements Resources
Scope Timeframe
of Audience Messages or milestones Needed
Communication Activities or Media
Instagram: Materials Events Channel

YouTube:

Others:

Digital Rights Challenge. What do you want to solve?

Reasons why this issue is important. What are the causes and effects?

Vision of Change. What do you want to achieve?

90 #MIL4Democracy Handbook www.ootbmedialiteracy.org 91

 TALKING ABOUT TOUGH TOPICS
APPENDICES The Media and Information Literacy (MIL) class is a perfect setting to engage students in discussing
contemporary issues of the society. To do this, it is imperative to create a safe learning environment
where students can freely share their ideas, respectfully disagree, and constructively challenge one
another. Teachers need not avoid controversial issues or tough topics in the class if they are able to
set the right atmosphere. Here are some guidelines on how to facilitate class discussions on tough
topics taken from the resource, Teaching Democracy: A Media Literacy Approach from the National
Center for the Preservation of Democracy.
Start with:

“Today, we’re going to talk about some ideas that may be controversial —
(A) some will agree with them, others will disagree. The discussion will be most fruitful if
we can...

Appendices
(B) focus on listening respectfully to all points of view. My job as facilitator is to see that
everybody can speak freely and that everybody feels heard. Your job as participants is to...
(C) be thoughtful in the way you participate so that everyone feels comfortable expressing
his or her thoughts.”

A. It’s okay to disagree.

Disagreeing with someone is not being rude or mean, it’s simply expressing a different idea
or another perspective. Differences in views should be seen as opportunities to explore
ideas, rather than as attempts to attack, disrupt, or outright reject some preconceived “right”
answer. When disagreements arise, remind students to keep their counterpoints “idea
based” rather than “person-based.”
Students: “I respectfully disagree with Erik’s suggestion that… but I think…”
B. Actively listen and build on each other’s ideas.
Rather than repeat what others have already said, acknowledge what others have contributed
and build on their ideas. Remind the students to actively listen to one another and let them
finish what they want to say without being interrupted.
Students: “ Adding to what Yna just said about… and what Sam mentioned…”
C. How you speak creates the space for everyone to speak.
It is everyone’s responsibility to keep the environment safe by avoiding name-calling
and insults. By addressing one another by name and looking at each other eye to eye,
conversations remain focused and respectful. Also, make sure to not let one or few students
dominate as this could discourage others to participate.
Talking About Tough Topics In facilitating class discussions, especially on controversial topics, teachers should hesitate
to express their opinions, especially at first. You do not want your students to feel disinclined
OOTB Media Literacy Theory of Change to participate just because they fear that they might offend you. Your role is not to engage in
Most Essential Learning Competencies (MELCs) debate with students but to facilitate the students’ conversation.
Glossary of Terms
Index Reference: Share, J. & Thoman, E. (2007). Teaching democracy: A media literacy approach. Los Angeles:
The National Center for the Preservation of Democracy. https://www.academia.edu/26709676/Teaching_
Biographies Democracy_A_Media_Literacy_Approach

www.ootbmedialiteracy.org 93
 OOTB MEDIA LITERACY what sells—restricting innovation, choice, and difference. The commercial
nature of media directly influences the limitations of mainstream news
media coverage, the ills of the Philippine movie industry, and the extractive

THEORY OF CHANGE business model of the Big Tech.

Out of The Box Media Literacy Initiative’s Theory of Change (TOC) offers a framework that
defines media literacy as a set of three distinct yet overlapping practices: to interrogate
media texts, to create with media tools, and to participate meaningfully in the digital media
space. Moreover, this framework maps out our vision of mainstreaming media literacy
in the Philippines from addressing the fundamental prerequisites for practicing media
literacy to the long-term societal outcomes of media literacy for the Philippine society.

What are the prerequisites to Media Literacy?

Appendices

Appendices
1. Media Access

Media access is the gateway to media literacy. In understanding access, we recognize

the following realities: (1) the pervasive nature of media and (2) the digital divide.
First, media seeps through all aspects of our lives, impacting our identities, values,
and experiences. Our daily exposure to media, both incidental and intended, makes
media literacy important to all individuals across ages, social classes, professions,
and so on. While we recognize the omnipresent quality of popular media, there
remains a wide disparity in media access and use, especially when it comes to
digital media technologies referred to as the digital divide. Both contexts must
be considered to best promote media literacy practices in specific settings and to
specific segments of the society.

2. Media Literacy Core Concepts

• Media have embedded values and ideals that are transmitted and
become part of culture. Mass media are culture industries—channels
of communication that produce and distribute TV shows, movies, songs,
newspapers and other cultural products that transmit cultural values and
ideals. This means that the way we view ourselves, others, and the world is
largely influenced by the media that we consume.

• Media messages are constructed using a creative language with its

own rules. Media texts are composed of signs and symbols that can be
deconstructed to uncover its underlying meanings. In building these texts,
media producers adopt creative techniques to attract people’s attention and
elicit response. At the same time, media consumers or audiences decode
these messages and negotiate their own understanding of the media based
on their prior knowledge and experiences.

• Media is business. Most media are created for profit, benefitted by just
a few media corporations. With few big players controlling the media
market, the media products tend to have limited diversity; they stick with

94 #MIL4Democracy Handbook www.ootbmedialiteracy.org 95

 3. Open-Mindedness
Most Essential Learning Competencies (MELCs)
One cannot effectively engage in critical inquiry of the media without an open mind.
A media literate person has to open up to differing opinions and perspectives and
for the SHS Grade 11/12 course
has to develop the capacity to unlearn preconceived notions and relearn them Media & Information Literacy (MIL)
through new lenses. Open-mindedness is beyond cognitive skills; it is a person’s
attitude towards truth and reality. In response to the massive changes brought by the COVID-19 pandemic, the Department
of Education (DepEd) of the Philippines introduced the Most Essential Learning
4. Civic Values Competencies (MELCs) for use in schools nationwide for the academic year 2020-2021.
To ensure education continuity amid the emergency distance learning context, MELCs
There are certain virtues that guide people in following democratic principles were identified from the existing K-to-12 curriculum guides.
and procedures that manifest in everyday life. These guide how people identify For the Grade 11/12 core subject Media and Information Literacy (MIL), sixteen (16)
themselves as citizens, as members of a community, and participate in public life. MELCs were identified and distributed across two quarters or one semester.
As citizenship has expanded to digital spaces, it is important for people to commit
Appendices

Appendices
to the values of democracy to stimulate engagement and generate action. 2nd Semester, Quarter 3
1. Describe how communication is influenced by media and information
What are the long-term societal outcomes of Media Literacy?
2. Identify the similarities and differences between and among media literacy,
information literacy, and technology literacy
Once media literacy becomes part of the Filipino culture we envision its impact 3. Discuss responsible use of media and information
in the media industry, in education, and in government. These institutions need to 4. Explain how the evolution of media from traditional to new media shaped the values
respond to more critical and proactive Filipino media consumers and citizens. We and norms of people and society
hope for better news coverage, better films and TV; stronger integration of critical 5. Compare and contrast how one particular issue or news is presented through the
thinking and civic education practices in schools; and a government that strives to different types of media (print, broadcast, online)
uphold the ideals of democracy. 6. Contrast indigenous media to the more common sources of information such as
libraries, internet, etc.
7. Present an issue in varied ways to disseminate information using the codes,
convention, and language of media
8. Cite practical situation when to apply knowledge in intellectual property, copyright,
and fair use guidelines
9. Create a campaign ad to combat digital divide, addiction, and bullying

2nd Semester, Quarter 4

1. Cite an example of an issue showing the power of media and information to affect
change
2. Describe the impact of massive open on-line course
3. Discuss the implication of media and information to an individual and the society
4. Describe the different dimensions of:
e. text information and media
f. visual information and media
g. audio information and media
h. motion information and media
i. manipulative information and media
j. multimedia information and media
5. Analyze how the different dimensions are formally and informally produced,
organized, and disseminated
6. Evaluate a creative multimedia form (living museum, electronic portfolio, others)
7. Produce a creative text-based, visual-based, audio-based, motion-based, and
manipulative-based presentation using design principle and elements

96 #MIL4Democracy Handbook www.ootbmedialiteracy.org 97

 GLOSSARY OF TERMS disinformation false information deliberately disseminated to deceive
the expression or holding of opinions different from those previously, commonly, or
alternative media any form of media text that contrasts and counters the popular, mainstream media dissent
officially held
avatar a digital representation of a user
a way in which individuals collectively decide whether a policy is legitimate; a process
a term that refers to the most dominant and largest technology companies in their respective democratic
Big Tech through which people grapple with the consequences of various public problems and
sectors deliberation
proposals (Noelle McAfee, 2004)
an informal, pejorative term referring to "poor" or "uncritical" voters, perceived to be voting the people who are eligible to vote in an election, especially their number; an electoral
"bobotante" electorate
out of name recall, patronage, "utang na loob," or vote buying and selling district or constituency, the geographic area of a particular election
Brexit a term that refers to the withdrawal of the United Kingdom from the European Union extremism the advocacy of extreme measures or views
broadcast media medium that transmits information via airwaves for public knowledge fake news an overused and thus problematic term that refers to untrue news story intended to deceive
civing film moving images or pictures
individual and collective actions designed to identify and address issues of public concern
engagement
film literacy ability to critically read a film's message through both its technical and narrative aspects
processes and practices that use the critique and creation of media that “produce and
civic media forgery the act of illegally reproducing a document, signature, work of art, or money
reproduce the sense of being in the world with others toward common good” (Paul
literacies
Appendices

Appendices
Mihailidis, 2019) fourth estate refers to the media and its capacity to frame political issues
civics the study of the rights and duties of citizens gatekeeper the role of media to limit and filter information disseminated to the public
civil liberties individual rights protected by law from unjust governmental or other interference the participation of common or ordinary people, especially as contrasted with the leadership
grassroots
or elite of a political party, social organization, in a particular activity, such as political
critical media education response that expands the notion of literacy to include different forms of mass participation
campaigns
literacy communication, popular culture, and new technologies
hacking attempts at exploiting a computer system or a private network through a computer
communication meaningful exchange of information; conversation between/among individuals
any kind of communication in speech, writing or behaviour, that attacks or uses pejorative or
connotation figurative or symbolic meaning of a word aside from its literal meaning
hate speech discriminatory language with reference to a person or a group on the basis of their identity
consent permission to do something markers
consumerism social and economic order that encourages the purchase of goods and services the relatively dominant position of a particular set of ideas and their associated tendency to
consumption reception of idea or message from different forms of media hegemony become commonsensical and intuitive, thereby inhibiting the spread or even the expression
of different ideas
counter-narrative messages that offer a positive alternative to extremist propaganda
historical a reinterpretation of a past event or a presentation of new narratives based on newly
culture of a condition where those who deny others their right to freedom of expression can do so
revisionism discovered or presented facts or sources
impunity knowing it is unlikely they will be held accountable
ideology system of beliefs that guides or explains how society works; leads to social action (or inaction)
cyberbullying a form of bullying or harassment using electronic means
impunity exemption from punishment or loss or escape from fines for criminal deeds
cybersecurity the protection of internet data and systems from threats
an overabundance of information that makes it hard for people to find trustworthy sources
cybersex sexual interactions mediated by digital technologies infodemic
and reliable guidance amid the COVID-19 pandemic
conspiracy a belief that some covert but influential organization is responsible for a circumstance or
information ability to recognize when information is needed and to research, evaluate, and use effectively
theories event
literacy the needed information
deconstruction process of breaking media texts to derive critical analysis of hidden messages
Internet the relationship between the number of Internet users in each country and its demographic
denotation literal (i.e., dictionary) meaning of a word penetration data
concept of developing a person's skills and knowledge to effectively use the Internet and journalism reportage of accurate and truthful current events for the public's information
digital citizenship other digital technology, especially in order to participate responsibly in social and civic
lateral reading jumping off the original page and opening up new tabs to search about information
activities
libel a published false statement that seeks to defame a person
digital era the current historical era where digital technologies are used in almost evert aspect of life
literacy ability to read, write, and comprehend
digital footprint the trail of data, including media, an internet user creates
mass the public
digital identity the online personal brand a person forms by using the internet
media collective means of communication
ability to use information and communication technologies to find, evaluate, create, and
digital literacy media literacy ability to critically and responsibly analyze media messages
communicate information, requiring both cognitive and technical skills
digital media digitized content that can be transmitted over the Internet misinformation inaccurate information disseminated to mislead
online businesses that facilitate commercial or other interactions between at least two news reportage of current events
digital platforms
different groups—with one typically being suppliers and the other consumers acquisition of critical thinking skills for analyzing and judging the reliability and accuracy of
news literacy
discourse written or spoken discussion or debate news we consume

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 passive consumer person who consumes media messages without much questions
INDEX
print media
newspapers, magazines, catalogs, books, and other media content reproducible by A M
printing ABS-CBN, 5, 19, 59, 89 mass, 32-37, 61, 94
a political approach that strives to appeal to ordinary people who feel that their concerns advertisement, 72 mass media, 61
populism alternative media, 8, 9 media
are disregarded by established elite groups
Ampatuan Massacre 19, 23, 24-26 media literacy. 94-96
concept in which objective facts are less influential in shaping public opinion than
post-truth
statements that appeal to emotion
B N
the right to publish newspapers, magazines, and other printed matter without broadcast media, 28, 33 news, 7, 14-16, 17, 19, 23-24, 27-30, 45, 47, 49-50,
press freedom
governmental restriction and subject only to the laws of libel, obscenity, sedition, etc. 52--53, 55, 63, 68, 79, 87, 95, 97
privacy policy a document that discloses the ways a party gathers, uses, and manages a client's data C news literacy, 29
civic media literacies, 7
production the creation of different forms of media texts
communication, 28, 38-39, 55-56, 61, 68, 75, 79, 81- O
propaganda a publication used to endorse a certain political view or advance an agenda 82, 83, 94
prosumer in the context of media, this is any person who both consumes and produces media content consumption, 50, 68 P
Appendices

Appendices
cybersecurity, 79-80, 82 populism, 6
radio form of broadcast that only transmits sound
press freedom, 5, 8, 17-22
the act of labelling, branding, naming and accusing individuals and/or organizations of D privacy policy, 71
being left-leaning, subversives, communists or terrorists used as a strategy by State or other digital citizenship, 9, 67 production, 9, 11, 19
red-tagging
agents, particularly law enforcement agencies and the military, against those perceived to digital era, 31-32, 34, 36 propaganda, 6, 12, 39, 45, 55-57, 58-60, 61-62
be 'threats' or 'enemies of the State.' digital footprint, 68-70, 71, 73, 79, 81 protest, 31-32, 34, 36-37, 48, 66
ways how the media portray particular peoples, experiences, or topics through lens of a digital identity, 68-69, 71-73, 82
representation Q
particular ideology digital media, 7, 9, 94
reproduction disseminating and perpetuating information that has been consumed and believed discourse, 9, 14, 32
disinformation, 5, 6, 8, 19, 44-46, 47, 51-52, 59 R
semiotics study of meaning-making or interpretation through language and images radio, 16, 28, 47- 60
social media category of media where people converse, participate, engage online E Rappler, 15, 19, 61
stereotype widely held but fixed and oversimplified idea of a particular type of person or thing elections, 5 14-16, 39, 55-56, 64 red-tagging, 6, 86
extremism, 39-40 representation, 75
subtext hidden, underlying message
suffrage the right to vote in electing public officials and adopting or rejecting proposed legislation F S
television form of broadcast that transmit moving images projected on screen fake news, 12, 19, 40, 44-46, 47-48, 51, 63-64, 66, 86 social media, 5-6, 9-10, 31-33, 35, 37, 39-41, 47-48,
film, 18, 96 52, 55, 61-62, 64, 68-70, 71-74, 79-81, 84, 86, 90
terms and fourth estate, 23 suffrage, 14, 16
the legal agreements between a service provider and a person who avails that service
conditions
text any form of media product G T
a person who leaves an insulting or offensive message on social media in order to upset an television, 5, 10, 16, 28-29, 60, 94, 96
troll H terms of use, 71
individual, group, or set of beliefs or practices
hacking, 79 troll, 5, 52
deliberately provoking or insulting people, usually through the Internet, using dialogue or
trolling hate speech, 6, 8, 39-41, 63
speech (SEE troll) U
verification technique of verifying the accuracy of a statement, an image, or any piece of information I
encouraging, condoning, justifying, or supporting the commission of a violent act to ideology, 39 V
violent extremism impunity : culture of, 23, 25-26 verification, 29, 48, 49-51, 53
achieve political, ideological, religious, social, or economic goals
infodemic, 44, 46, 48, 51-52, 65
watchdog individuals or institutions that check if governments play their function and follow their laws
information literacy, 7-8, 9-11, 12, 83, 87 W
weaponization to make it possible to use something to attack a person or group watchdog, 23, 26, 36
J
journalism, 10, 23, 27-30, 49-51 X
K Y
L Z
libel, 5, 19, 80

100 #MIL4Democracy Handbook www.ootbmedialiteracy.org 101

 ABOUT THE AUTHORS Rechelle Ann Tolinero-Barraquias is currently
the department chairperson of the Development
Communication Department in Xavier University-Ateneo de
Marlon Nombrado is the Head for Research and Publicity Cagayan. She earned her master’s degree in Development
and Co-founder of Out of The Box Media Literacy Initiative. Communication at the University of the Philippines Open
He is a critical media literacy educator with five years of University in 2016. She is the founder of the online campaign
teaching experience in both secondary and tertiary levels. called The #SML (Social Media Literacy) Project which
He is currently a part-time lecturer at the College of Arts and worked on making social media, particularly Facebook,
Communication in the University of the Philippines Baguio. a safe, accepting, tolerant and loving platform for young
Marlon is also a graduate student of Communication at the people. She has been in the teaching profession for more
University of the Philippines Diliman where he finished his than 10 years and has been involved in several strategic
bachelor's degree in Journalism in 2014. communication projects and research works focusing
Appendices

Appendices
on participatory communication and communication for
Sarah Isabelle Torres is a development worker and development.
advocate of media literacy education. She earned her BA
Journalism and MA Media Studies from the University of the Marco M. Polo is Associate Professor, Communication
Philippines. She is the Head for Operations and Partnerships and Journalism Department and concurrent Director for
and Co-Founder of Out of The Box Media Literacy Initiative University Advancement at De La Salle University-Dasmarinas.
(OOTB). Sarah is also working as Coordinator of Reality He has over two decades of teaching experience. His MIL
of Aid - Asia Pacific (RoA-AP), a network of civil society engagements are through his professional organizations,
organizations monitoring aid and development cooperation the Philippine Association of Communication Educators
issues. (PACE) and the Asian Media Information and Communication
Center (AMIC). He is also an MIL resource speaker of the
Arniel V. Ping is a licensed professional teacher serving at St. National Council for Children’s Television (NCCT). He holds a
Stephen’s High School as the overall academic coordinator bachelor's degree in Development Communication (UPLB)
of the HS Department and concurrently coordinator of the and a master’s degree in Communication Management
Social Studies subject area. He is also the current president (AIJC). He is pursuing a doctorate degree at the Asian
of the Philippine Association for Media and Information Social Institute.
Literacy (PAMIL). He has served as a resource speaker in
numerous Media and Information Literacy seminars and Joeven R. Castro was former Vice President for Academic
workshops for educators in the Philippines. He obtained his Services of Far Eastern University (FEU) before his study
BSE major in Social Studies from the Universidad de Manila. leave in January 2021. He is currently a full-time PhD
He is a candidate for MAEd with a specialization in Social student at The University of Auckland, New Zealand.
Science Education at the National Teachers College. Joeven’s MIL advocacy engagements are through the
Philippine Association of Communication Educators as its
officer, FEU as faculty of the Department of Communication,
Gemma Soneja is a public high school teacher for more and the National Council for Children’s Television as its
than 20 years at Parang High School, Schools Division of former national resource speaker. Joeven also co-founded
Marikina City. She is a Master Teacher II handling Araling “Tama Raw? The Anti-Infodemic Campaign of FEU” that
Panlipunan subjects in the Junior High School and Media features the campaigns of students against information
and Information Literacy (MIL) in the Senior High School. disorder.

102 #MIL4Democracy Handbook www.ootbmedialiteracy.org 103

 #MIL4Democracy
The Media & Information Literacy for Democracy project or #MIL4Democracy is an initiative of
Out of The Box Media Literacy (OOTB), a non-government organization working to mainstream
media literacy in the Philippines through educational programs and campaigns. The project
aims to promote the important link between Media & Information Literacy (MIL), democracy
and civic engagement. By publishing a practical handbook and conducting training programs,
OOTB’s #MIL4Democracy aims to assist Filipino educators in teaching students the rights and
duties of citizenship and democratic values through lessons on Media and Information Literacy.

Scan the QR code or visit ootbmedialiteracy.org/mil4democracy to download the

#MIL4Democracy Handbook.

© This learning resource is made available by Out of The Box Media Literacy Initiative under a
Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0). You
can copy and redistribute the material, remix, transform or build upon it so long as you attribute
Out of The Box Media Literacy Initiative as the original source. You may not use the material for
commercial purposes. View detailed license information at creativecommons.org.