SENIOR HIGH SCHOOL

GENERAL ACADEMIC STRAND

MEDIA AND INFORMATION LITERACY (ACADEMIC)

(APPLIED SUBJECT)

EduKahon® is duly registered at the Intellectual Property Office of the Philippines under application number 4/2021/00528566 by Kingsville Advanced School
Inc.
 Subject: Media and Information Literacy

Module No. 1 of 4 Strand: Academic - GAS

REMINDER: DO NOT WRITE ANYTHING ON THE MODULE

Guide Questions
1. Why is communication a process?
2. What are the important elements of communication?
3. How can we achieve an effective communication with other people?

Discussion
Humans are social beings. Every day, we use communication to
express our thoughts and opinions, to respond to other people, and to
transact formal and commercial dealings. Whether it be willingly or
compulsory, communication has been carved deeply into our existence
that its loss and misuse would have undesirable effect on our everyday
lives.
In this module, we will discuss about the role of media in the
communication process.

Lesson 1: The Role of Media in the Communication Process

Communication is an inescapable part of our daily lives and part of this process is our immersion
to different kinds of media. It holds a significant role that its loss would have a noticeable effect on how we
deal with our everyday living.
This leads us to the two distinct elements that are intrinsically interconnected with the concept of
communication – media and information. In other words, information is one of the reasons why
communication is done in the first place and this information can be shared through media. Like
communication, media have been defined in several ways by different sources. Strictly speaking, media is
the plural form of medium, however over the years, the term media has taken various definitions although
similar in nature.
Media is an instrument for transmitting information – it’s the vehicle for a message. Books, films,
paintings, songs, TV shows, poems, video games, magazines, radio podcasts, music videos, vlogs,
newspapers, emails, tweets, posts, letters, traffic signs, graphics, Instagram stories – these are all media.
It may range from print media, broadcast media, film or cinema, and new media or the internet.
How then will all these affect the process of communication?
1. It makes the world a smaller place
Today, the world seemed like a smaller place than before, as through digital media, a person can be
connected to anyone else in the world at any given time. Social media platforms brings people from different
locations, background, culture, and race together. Today’s media also creates bridges between countries
and cultures without having the need to travel physically, all we need is to look something up on the web.

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2. It makes communication convenient
In the past, communicating to someone from far away meant sending telegrams and snail mails. These
modes of transfer compel people to wait for days, weeks, months, and even years before their intended
receivers obtain their message. Now, people may communicate without having to wait long through the
existence of email and various messaging sites and apps
3. It shapes public opinion
In his book “Setting the Agenda,” Maxwell McCombs explained that mass media shapes public
opinion through its wide reach, not to mention the perceived credibility of the media, they can sway the
opinion of their audience according to the message they convey. This is perfectly illustrated in surveys
conducted before elections. When a TV network broadcasts the results of a recent survey, they do more
than just inform the public where their candidates currently stand. They also affect the decision-making
process of their listeners or viewers in the upcoming elections. For example, a person who is already thinking
about voting for “Candidate A” might suddenly switch to “Candidate B”, if they hear that the latter is leading
in the polls. This classic case of jumping on the bandwagon proves the extent of mass media’s influence on
public opinion (Gonzales, 2016).

Lesson 2: Media Literacy, Information Literacy, and Technology Literacy

Media and information are necessities of your communicative lives. When you understand and use
various media forms to access information, you consider yourself media literate. An information literate
person, on the other hand, is able to recognize when information is most needed and is knowledgeable on
how to locate, evaluate, use, and share it in different forms. When you are digitally literate, you are able to
utilize different digital technologies and communication tools or networks to manage information.
UNESCO defines literacy as the “ability to identify, understand, interpret, create, communicate,
and compute, using printed and written materials associated with varying contexts.” Literacy involves a
wide range of learning, wherein individuals able to develop their knowledge and skills, achieve their goals,
and participate fully in their community and wider society.

Definition of Media Literacy, Information Literacy, and Technology Literacy

Literacy Definition
Media Literacy The ability to access, analyze, evaluate, and create media in a variety of
forms. It aims to empower citizens by providing them with the competencies
(knowledge and skills) necessary to engage with traditional media and new
technologies.
Information Literacy The ability to recognize when information is needed, and to locate, evaluate,
and effectively communicate information in its various formats.

Technology (Digital) The ability of an individual, either working independently or with others, to
Literacy responsibly, appropriately, and effectively use technological tools. Using
these tools an individual can access, manage, integrate, evaluate, create
and communicate information.

Media and Information Literacy

UNESCO defines Media and Information Literacy as “a set of competencies that empowers citizens
to access, retrieve, understand, evaluate and use, to create as well as share information and media content
in all formats, using various tools, in a critical, ethical and effective way, in order to participate and engage
in personal, professional and societal activities.” In simpler terms, it is the ability to effectively and efficiently
create, use, comprehend, and share information through any mediated communication. The ability to
navigate the media is a powerful and crucial skill.
Media literacy, information literacy, and technology literacy are combined together as Media and
Information Literacy (MIL). Since media and information is taking up more and more of our time, it’s

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important that we understand its influence on everything we do and how we can knowledgeably and skillfully
navigate our way through them.

to access & retrieve,

understand & evaluate, &
use, create, and share

set of competencies that information and media

empowers citizens content in all formats

MIL DEFINED

in order to participate and

engage in personal, in a critical, ethical and
professional and societal effective way
activities

Key Concepts of MIL

1. All media messages are constructed
Messages, as products of media, are created by sources who deliberately or unconsciously choose
the quality and quantity of content they wish to send or disseminate – what to include, what to leave out,
and how to portray such information. These decisions follow the creator’s opinions and perspective, either
intentional or instinctive, as influenced by their prior knowledge, assumptions, and biases. Thus, media
products are never entirely accurate reflections of the real world. We should ask:
• Who created this media product? What is its purpose?
• What assumptions or beliefs do its creators have that are reflected in the content?
2. Audiences negotiate meaning
Meanings are truly in people. The meaning of any media product is not solely formed by the source
or its creators but a collaboration between them and the audience – which means that the different
audiences may have varied takeaways from the same content. Much like how creators have their influences
in the messages they create, we, as consumers also have our own baggage too which determines how we
react to and interpret messages. MIL encourages us to understand how individual factors, such as age,
gender, race and social status affect our interpretations of media. We should ask:
• How might different people see this media product differently?
• How does this make you feel, based on how similar or different you are from the people portrayed
in the media product?
3. Media messages have commercial implications
A lot of the media messages that we consume every day are funded by advertisements or financed
by businesses. Thus, some of these content are bound to sell a product or service or make a profit. For
instance, some advertisements come in the guise as informative articles but are actually luring audiences
to buy their product.
4. Media messages have social and political implications
The media, as vehicles of information, may convey ideological messages about values, power, and
authority. The media as the press, being the fourth estate, also has an explicit capacity of advocacy and
implicit ability to frame social and political issues. These messages may be packaged out of conscious
decisions, but more often than not, they are the results of unconscious biases and unquestioned assumptions
– and they can have a significant influence on what we think and believe. In consequence, media have great

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influence on politics and on forming social change. TV news coverage and advertising can have a huge
influence on the people’s political decisions, social views, and cultural perspectives. Representations of world
issues, both in journalism and fiction, can affect how much attention they receive; and society’s views
towards different groups can be directly influenced by how – and how often – they appear in media. And so
we ask:
• Who and what is shown in a positive light? In a negative light?
• Why might these people and things be shown this way?
• Who and what is not shown at all?
• What conclusions might audiences draw based on these facts?
5. Each medium has a unique aesthetic form
You must remember that the kind, quality, and quantity of information that you can communicate
is determined by the media that you use. This includes the technical, commercial, and creative demands of
each medium. So ask yourself:
• What techniques does the media product use to get your attention and to communicate its
message?
• In what ways are the images in the media product manipulated through various techniques (for
example: lighting, makeup, camera angle, photo manipulation)?
• What are the expectations of the genre (for example: print advertising, TV drama, music video)
towards its subject?

Benefits of Media and Information Literacy

1. It teaches you how to verify information and acknowledge others’ perspectives.
Is this photo real or edited? Did this person really say this statement? Is the source of this article
credible? Is this post backed with evidence? These are the things the MIL teaches you to ask. Ultimately, it
compels you to discern the credibility of information you come across especially on the Internet.
2. It encourages audiences to think critically.
With critical thinking, you are able to wisely use the information you have with you to objectively
form an informed opinion or perspective about a certain matter or issue. You are also able to discern whether
these information makes sense, what it contains, and what it lacks. You not only get to formulate your own
ideas using the information you’ve acquired, but also cite these ideas as examples to support your opinions.
3. It promotes responsible information sharing and dissemination.
With the spread of false information nowadays, MIL encourages you to step back and evaluate the
truthfulness of the things you share in social media and even those that you speak of to your friends,
relatives, or colleagues.
4. It helps you identify and understand the media’s role in our culture.
From the billboards to the texts and the videos that we see around us, media tend to promote our
culture in various ways. MIL makes you conscious of these influences on your preferences, tastes, choices,
and even lifestyles. This is important for you to be aware of the extent of media’s influence on your life so
as for you to evaluate whether it has been doing you good or bad.
5. It teaches you to think and decide objectively, factually, and reasonably.
Each story and information that you see everywhere you go has a side. MIL reminds us that the
messages we encounter often have more than one side and that it is our responsibility to explore these
other angles. Knowing all sides of the story will not only keep you neutral in issues but will also help you
stay aware of texts or images that are meant to deceive its readers into picking sides, such as fake news or
propaganda messages.
6. It encourages you to actively participate in public affairs as a citizen.
Media keeps you updated with what’s happening in current affairs. Have the opportunity to voice out
your opinions, whether literally or in social media, gives you the ability to actively engage in public discourse,
healthy conversations, where the views of people may affect the collective opinion of others regarding a
certain issue. If done correctly, sending out a voice or starting a movement through social media can also
make an impact in government affairs or make a similar change in the world.

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7. It teaches you to create your own content responsibly
Media creators aren’t only those who work under the media industry. In reality, even our Facebook
posts or tweet are already a form of media. You, in turn, are creating a piece of information that you’re
willing to share, and each post that you share on social media contains information that you are responsible
for.
8. It makes you better appreciate media products
MIL makes you more familiar of how media messages and productions are created, developed,
improved, packaged, advertised, and disseminated. Your knowledge on these make you value more the
work and effort poured into making such products. Moreover, as you view or listen products of art through
media, you are able to appreciate not only its entertainment value but also its technical aspects.

Lesson 3: Responsible Use of Media and Information

The Information Disorder

There are three categories of Information Disorder: Misinformation, Disinformation, and Mal-
information.
1. Misinformation – refers to information that is false, but the person sharing or disseminating it
unknowingly perceives it as something true.
A. False connection – when headlines or visuals do not support the content
B. Misleading content - by cropping photos or choosing quotes or statistics selectively
2. Disinformation – refers to content that contains false information with the deliberate intention to mislead
or deceive the audience.
A. False context – when genuine content is re-circulated out of its original context
B. Imposter content – persons’ bylines used alongside articles they did not write, or organizations’
logos used in videos or images they did not create
C. Manipulated content – when genuine content is manipulated to deceive D. Fabricated content –
fabricated “news sites” or fabricated visual
3. Mal-information – refers to information that is based on reality but is used to inflict harm
Examples:
A. Leaks to the press of private information for personal or corporate interest (e.g. revenge porn)
B. Using a picture (e.g. of a dead child, with no context or false context) in an effort to ignite hatred
of a particular ethnic group

Media and Information Literacy Skills

The Center for Media Literacy (2005) lists five core concepts of Media Literacy:
1. All media messages are ‘constructed.’
2. Media messages are constructed using a creative language with its own rules.
3. Different people experience the same media message differently.
4. Media have embedded values and points of view.
5. Most media messages are organized to gain profit and/or power.

The following are seven (7) MIL skills that you, as a media user and producer, should develop:
1. The ability and willingness to make an effort to understand content, to pay attention, and to filter out
noise
2. An understanding of and respect for the power of media messages
3. The ability to distinguish emotional from reasoned reactions when responding to content and to act
accordingly
4. Development of heightened expectations of media content

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5. A knowledge of genre conventions and the ability to recognize when they are being mixed
6. The ability to think critically about media messages, no matter how credible their sources
7. A knowledge and appreciation of the internal language of various media and the ability to understand
its effects, no matter how complex

ACCESS ANALYSIS EVALUATION CREATION

to information of how media is of a content’s of a media

constructed meaning, value, content or
purpose, and message
to point of view
communication
tools

My Responsibility as a Media Consumer

According to the Center of Media Literacy, when analyzing media messages, you should ask these
five key questions related to the five core concepts of Media Literacy:
1. Who created this message? (Author)
Guide questions:
• Is it from a news organization, a corporation, or an individual?
• What links do they have to the information they are providing?
• If the author claims something to be true, does he or she have the expertise and background to
claim such? Consider who is presenting the information and evaluate its credibility.
2. What creative techniques are used to attract my attention? (Format)
Guide questions:
• Does the message include persuasive elements to convince you its story is true?
• Is the footage overly graphic or designed to provoke a specific reaction?
• Which celebrities or professionals are endorsing this message?
3. How might other people understand this message differently than me? (Audience)
Guide questions:
• Imagine yourself in another’s shoes. Would someone of the opposite gender feel the same way as
you do about this message?
• How might someone of a different race or nationality feel about it?
• How might an older or younger person interpret this information differently?
• Was this message made to appeal to a specific audience?
4. What values, lifestyles and points of view are represented in, or omitted from, this message? (Content)
Guide questions:
• What ideas or values are being “sold” to us in this message?
• What political ideas are communicated in the message? Economic ideas?
• What ideas or perspectives are left out? How would you find what’s missing?
• What judgments or statements are made?
5. Why is this message being sent? (Purpose)
Guide questions:
• Who’s in control of the creation and transmission of this message?
• Why are they sending it? How do you know?
• Who profits from this message? Who pays for it?
• Who is served by or benefits from the message:
o the public?
o private interests?
o individuals?
o institutions?

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 My Responsibility as a Media Producer
1. Give credit where credit is due.
2. Avoid sharing raw and unverified information
3. Think about who can see what you have shared
4. Be open to learning and constructive criticisms
5. Share expert knowledge
6. Respect other people’s privacy
7. Always be respectful

Readings
• For additional information, access the links below:
https://portal.edukasyon.ph/blog/8-reasons-why-media-literacy-is-important.
https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-
fundamentals/media-literacy-fundamentals.
https://open.lib.umn.edu/mediaandculture/front-matter/publisher-information/.

Assessment
Ia. MULTIPLE CHOICE. Identify the correct letter of the answer to the following. Write it on the space
before the number.

_____1. This type of literacy is able to access, manage, and integrate technologies to create and
communicate information.
a. Media Literacy c. Technology Literacy
b. Information Literacy d. Media and Information Literacy
_____2. This type of literacy evaluates different media forms and how can they be analyzed, evaluated, and
created to send out messages efficiently and ethically.
a. Media Literacy c. Technology Literacy
b. Information Literacy d. Media and Information Literacy
_____3. This type of literacy identifies what the information is for, where to find it, and how to evaluate it.
a. Media Literacy c. Technology Literacy
b. Information Literacy d. Media and Information Literacy
_____4. This refers to how a person is able to look for relevant information from various media with the
help of technology.
a. Media Literacy c. Technology Literacy
b. Information Literacy d. Media and Information Literacy
_____5. These are acquired data for specific purpose.
a. Information c. Media
b. Technology d. Literacy

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Ib. MULTIPLE CHOICE. Identify the correct letter of the answer to the following. Write it on the space
before the number.
A. Media Literacy B. Information Literacy C. Technology Literacy
_____1. Liam found erroneous facts in the newspaper he is reading.
_____2. Lian uses her tablet to read his e-books, which she downloaded using an app.
_____3. Joy, an exchange student, tells her mother that she misses her through e-mail.
_____4. The teacher told the students to go to the library for their research activity.
_____5. A mother bought an alphabet chart for her four-year-old daughter.
_____6. Van is preparing a PowerPoint presentation for his report in history.
_____7. The students are researching about the effects of social media on students’ performance in class.
_____8. Rachel chats with her friends in London very often.
_____9. A TV news program reported that a strong earthquake struck Manila yesterday.
_____10. The Grade-11 students are to create a webpage of their advertisement in Economics.

II. TRUE OR FALSE: Write TRUE if the statement is valid and FALSE if otherwise.
____________ 1. An information literate person should first understand the question to figure out the type
of information sources he or she needed.
____________ 2. Information needed comes from one source or method.
____________ 3. Media creators are only those who work under the media industry.
____________ 4. Information is difficult to be shared or learned upon if a person cannot understand what
it is about.
____________ 5. Media is a collection of communication mediums such as radio, television, newspaper,
and the Internet
____________ 6. All information found in the Internet are reliable.
____________ 7. A media literate person understands which media is appropriate and the processes how
media is created
____________ 8. A media literate person understands that media sometimes shows biased messages.
____________ 9. Being able to assess, evaluate information, critically thinking and using the information
effectively, and creating messages are the important aspects of Media, Information, and Technology
literacies.
____________ 10. Media, Information, and Technology Literacy are three separate entities that are not
related.

III. CORRECT OR INCORRECT: Write YES for CORRECT if you think the statement shows responsible use
of media and information. Write NO for INCORRECT if you think otherwise.

______ 1. Sarah checks the truthfulness of the news she sees online by looking into other news outlets for
the same content.
______ 2. Lia’s Facebook friend sent her through FB messenger a forwarded message about an upcoming
7.8 earthquake in their locality. Rattled, she also forwarded the unverified message to her family’s group
chats, warning them of such quake.
______ 3. Zayn and his research group mates utilizes Google Drive to work on their study.
______ 4. Autumn helps her local barangay in their campaign against COVID-19 by designing posters of
local emergency hotlines and fast facts about the novel coronavirus.
______ 5. A friend sent me a video of a scandal from Facebook. Curious as to who the people in the video
were, I also sent it to several of my friends
______ 6. Kelly validates the source of a Facebook post before she shares it.
______ 7. Demi uses YouTube crash courses to complement her learnings in school.
______ 8. Lisa believes that print media like newspapers and books are useless today because everything
may already found on the Internet

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______ 9. Teddy cites Wikipedia in his research study because he considers anything on the Internet true
and credible.
______ 10. Johnny photoshopped a false quotation beside a celebrity, published it on social media, and
claimed it to be true.

-----End of Module 1---

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 Subject: Media and Information Literacy

Module No. 2 of 4 Strand: Academic - GAS

REMINDER: DO NOT WRITE ANYTHING ON THE MODULE

Guide Questions
1. Does technology shaped us or is it us who shaped technology? Expound your answer and give
illustration.
2. What is your basis in classifying the media formats to corresponding type?

Discussion

The concept of media is derived from the plural of the word

medium, which means medium or vehicle, concept, information,
education, etc. that takes place through the transfer of all kinds of
information to individuals or communities.
In this module, we’ll discuss about the evolution of media,
its types, and media and information sources.

Lesson 1: Evolution of Media

Media fulfills several basic roles in our society. One obvious role is entertainment. Media can act
as a springboard for our imaginations, a source of fantasy, and an outlet for escapism. It can also provide
information and education. Information can come in many forms, and it may sometimes be difficult to
separate from entertainment.
Today, newspapers and news-oriented television and radio programs make available stories from
across the globe, allowing readers or viewers in London to access voices and videos from our country or
neighboring nations. Books and magazines provide a more in-depth look at a wide range of subjects.
Similarly, it can be used to monitor government, business, and other institutions.
These are how media and information has evolved throughout history. It is described into four
ages.
Pre-Industrial Age (Before 1700s)
People discovered fire, developed paper from plants, and forged weapons and tools with stone,
bronze, copper and iron.
Examples:
1041: Movable Clay type printing in China
1440: The First Printing Press in the world by German goldsmith Johannes Gutenberg
1477: First Printed advertisement in a book by William Caxton

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Industrial Age (1700s-1930s)
People used the power of steam, developed machine tools, established iron production, and the
manufacturing of various products (including books through the printing press).
Examples:
1774: Invention of Electric Telegraph by George Louis Lesage
1829: Invention of Typewriter by W.S. Burt
1876: Invention of Telephone by Alexander Graham Bell
1877: Invention of the phonograph by Thomas Alva Edison
1894: Invention of Radio by Guglielmo Marconi
The early 1900’s: Starting of the Golden Age for Television, Radio and Cinema
1918: First color movie shot Cupid Angling
1920: Invention of TV by John Logie Baird and First Radio Commercial Broadcast by KDKA radio
station a daughter company of Westinghouse Electric and Manufacturing Company
1923: The first news Magazine was launched - TIME
1927: First TV transmission by Philo Farnsworth
Electronic Age (1930s-1980s)
The invention of the transistor ushered in the electronic age. People harnessed the power of
transistors that led to the transistor radio, electronic circuits, and the early computers. In this age, long
distance communication became more efficient.
Examples:
1940: Community Antenna Television system, early cable
1950: Black and White TV came out and became mainstream
1960: Rise of FM Radio
1963: Introduction of Audio Cassettes
1972: Email was developed by Ray Tomlinson
1973: First handheld Mobile Phone by John Mitchel, and Martin Cooper
1975: Introduction of VCRs
1980: Color television became mainstream and First Online Newspaper - Columbus Dispatch
1981: IBM Personal Computer is introduced
1985: Microsoft Windows is launched
1986: MCI Mail - First Commercial Email Service
Information Age (1900s-2000s)
The Internet paved the way for faster communication and the creation of the social network. People
advanced the use of microelectronics with the invention of personal computers, mobile devices, and
wearable technology. Moreover, voice, image, sound and data are digitalized. We are now living in the
information age.
Examples:
1991: World Wide Web came into being by Sir Timothy John-Berners Lee
1995: Microsoft Internet Explorer was launched
1997: DVDs replaced VCR
2001: Instant Messaging Services
2002: Satellite Radio is launched
2004: Facebook
2005: YouTube
2006: Twitter
2007: Tumblr
2010: Instagram

As Briggs and Burke note, these advances meant that “hundreds of thousands of components could
be carried on a microprocessor.” The reduction of many different kinds of content to digitally stored
information meant that “print, film, recording, radio and television and all forms of telecommunications

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[were] now being thought of increasingly as part of one complex.” This process, also known as convergence,
is a force that’s affecting media today.

ROLES OF MEDIA IN A DEMOCRATIC SOCIETY

Media fulfills several roles in our democratic society, including the following:
1. Channel. It provides opportunities for people to communicate, share ideas, speculate, tell stories and
give information.
2. Watchdog. It exposes corrupt practices of the government and the private sector. Creating a space
wherein governance is challenged or scrutinized by the governed. It also guarantees free and fair elections.
3. Resource center. It acts as a gateway of information for the society’s consumption. Also, it becomes a
keeper of memories of the community, preserver of heritage and source of academic knowledge.
4. Advocate. Through its diverse sources or formats, it bridges the gap of digital divide.

Lesson 2: Types of Media

Modern media comes in many different formats, including print media (books, magazines, and
newspapers), television, movies, video games, music, cell phones, various kinds of software, and the
Internet. Each type of media involves both contents, and also a device or object through which that content
is delivered.
1. Print Media - media consisting of paper and ink, reproduced in a printing process that is traditionally
mechanical. It is used to describe the traditional or "old-fashioned" print-based media that today's parents
grew up with, including newspapers, magazines, books, and comics or graphic novels
2. Broadcast Media - media such as radio and television that reach target audiences using airwaves as
the transmission medium.
3. Film/Movies. These are the oldest form of motion picture technology capable of capturing lifelike video-
style images. Originally, movies could only be consumed at a neighborhood movie theater, but these days
movies are widely available for people to consume in their homes, on their computers, and even in through
their telephones. Commercial movies are broadcast on television, and via cable and satellite services which
may feature High Definition (HD) video resolution and sound, essentially allowing the movie theater
experience to be replicated in a home theater environment
4. New Media - content organized and distributed on digital platforms such as the Internet. It refers to
“those digital media that are interactive, incorporate two-way communication and involve some form of
computing,” Robert Logan writes in his book Understanding New Media. New media is “very easily processed,
stored, transformed, retrieved, hyperlinked and, perhaps most radical of all, easily searched for and
accessed.”

MASS MEDIA AND MEDIA EFFECTS

The flow of information has completely changed bringing an overhaul to the overall media sector.
Basically, when a person is portrayed in public more people are likely to access the information online.

MASS MEDIA
It is known as being one of the most significant forces in modern culture. It refers to channels of
communication that involve transmitting information in some way, shape or form to large numbers of
people. Further, it is a communication—whether written, broadcast, or spoken—that reaches a large
audience. This includes television, radio, advertising, movies, the Internet, newspapers, magazines, and so
forth.

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MEDIA EFFECTS
These are the intended or unintended consequences of what the mass media does (Denis McQuail,
2010). Further, it is typically defined as social or psychological responses occurring in individuals, dyads,
small groups, organizations, or communities as a result of exposure to or processing of or otherwise acting
on media messages.

These are the new theories moved away from the notion that exposure to media can immediately
and directly affect people’s attitudes and behaviors.
1. Third – party Theory
People think they are more immune to media influence than others.
2. Reciprocal Effect
When a person or event gets media attention, it influences the way the person acts or the way the event
functions. Media coverage often increases self-consciousness, which affects our actions.
3. Boomerang Effect
It refers to media-induced change that is counter to the desired change. Communicative messages are often
constructed strategically. In many cases, the creators of such messages strive to curtail specific anti-social
or unhealthy attitudes and behaviors held by the target audience.
4. Cultivation Theory (George Gerbner)
It states that media exposure, specifically to television, shapes our social reality by giving us a distorted
view on the amount of violence and risk in the world.
5. Agenda-setting Theory (Lippmann/ McCombs and Shaw)
It process whereby the mass media determine what we think and worry about. Further, public reacts not to
actual events but to the pictures in our head, created by media.
6. Propaganda Model of Media Control (Herman & Chomsky )
The model tries to understand how the population is manipulated, and how the social, economic, political
attitudes are fashioned in the minds of people through propaganda.

Lesson 3: Media and Information Sources

SOURCES OF MEDIA AND INFORMATION

Information can come from virtually anywhere — media, blogs, personal experiences, books, journal
and magazine articles, expert opinions, encyclopedias, and web pages — and the type of information you
need will change depending on the question you are trying to answer. But, what was the basis for your
choice of information source?
A. Indigenous Knowledge (IK) is an unconventional source of information. It is also known as
local knowledge. According to Warren (1991), it is the knowledge that is unique to a given culture or society.
It may contrast with the international knowledge system generated by universities, research institutions
and private firms.
Examples for IK: Muyongs: Ifugao’s traditional land-use zoning system.
This knowledge is then be transfer through Indigenous Media(IM).
IM is owned, controlled and managed by indigenous peoples in order for them to develop and produce
culturally appropriate information in the languages understood by the community by utilizing indigenous
materials and resources, reflecting community needs and interests, visions and aspirations, and independent
from vested interest groups (Indigenous Media, Freedom of Expression and Right to Information: ASEAN
Scenario, 2014).
Indigenous Media’s characteristics are as follows: Similarities Differences 35  oral tradition of
communication  store information in memories  information exchange is face to- face  information are
contain within the border of the community
B. Library. It is a place in which literary, musical, artistic, or reference materials (such as books,
manuscripts, recordings, or films) are kept for use but not for sale. It existed because of the birth of the

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printing press. And expected to select and provide content that area easy to access. Its main role is to
organize and provide you access information. And labelled as “steward of good information”. No longer static
of limited to purely collecting physical materials for archiving, but has extended to acquiring new modes of
providing information such as the use of digital sources and facilities that utilize media.
Types of Library
1. ACADEMIC LIBRARY. It serves colleges and universities.
2. PUBLIC LIBRARY. It serves cities and towns of all types.
3. SCHOOL LIBRARY. It serves students from Kindergarten to Grade 12.
4. SPECIAL LIBRARY- These are in specialized environments, such as hospitals, corporations,
museums, the military, private business, and the government.
C. Internet. It is a global computer network providing a variety of information and communication
facilities, consisting of interconnected networks using standardized communication protocols.

How will you evaluate the information found in the internet?

1. Authorship
It is critical to relate the ideas you find at a site to a particular author, organization, or business. In
this way, there is a degree of accountability for any of the ideas expressed. Be especially wary of sites in
which the author or sponsoring organization is not clearly stated.
2. Publishing body
Anyone with an Internet Service Provider (AT&T, UP.net, NMU, etc.) can put up a Web page. As a
result, you need to have some idea 36 whether the group claiming responsibility for the information on the
Web site is legitimate.
3. Accuracy and Verifiability
A source of information is known to be scholarly when it provides references to the information
presented. In this way, the reader can confirm whether the information is accurate or the author's
conclusions reasonable. A page without references still may be useful as an example of the ideas of an
individual, organization, or business, but not as source of factual information.
4. Currency
Some information is very time sensitive. For example, a page talking about the top rate Web search
engines in 1997 is going to be horribly out of date in 2000. There have been incredible changes in search
engine technology and new developments appear almost monthly. However, a page discussing the Civil War
is likely still relevant today even if the page was created in 1996 and has not been updated. Regardless, a
site should always provide some indication of when the information was created or the site was last updated.
SKILLS IN DETERMINING THE RELIABILITY OF INFORMATION
✓ Check the Author
✓ Check the Date of Publication or of update
✓ Check for Citations
✓ Check the Domain or owner of the site/page
SKILLS IN DETERMINING THE ACCURATE INFORMATION
✓ Look for facts
✓ Cross-reference with other source for consistency.
✓ Determine the reason for writing and publishing the information.
✓ Check for advertising. Advertisers may use related information to market their product.

ACCURACY, RELIABILITY AND VALUE OF INFORMATION

1. Reliability of information - Information is said to be reliable if it can be verified and evaluated. Others
refer to the trustworthiness of the source in evaluating the reliability of information.
2. Accuracy of information - Accuracy refers to the closeness of the report to the actual data. Measurement
of accuracy varies, depending on the type of information being evaluated. Forecasts are said to be accurate
if the report is similar to the actual data. Financial information is considered accurate if the values are
correct, properly classified, and presented

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3. Value of information - Information is said to be of value if it aids the user in making or improving decisions.
4. Authority of the source - Much of the information we gather daily do not come from a primary source but
are passed on through secondary sources such as writers, reporters, and the like. Sources with an
established expertise on the subject matter are considered as having sound authority on the subject.
5. Timeliness - Reliability, accuracy, and value of information may vary based on the time it was produced
or acquired. While a piece of information may have been found accurate, reliable, and valuable during the
time it was produced, it may become irrelevant and inaccurate with the passing of time (thus making it less
valuable). Other information may be timeless, proven to be the same in reliability, accuracy, and value
throughout history.

Readings
• For additional information, access the links below:
https://open.lib.umn.edu/mediaandculture/chapter/1-3-the-evolution-of-media/
https://courses.lumenlearning.com/suny-amgovernment/chapter/the-evolution-of-the-media/
https://www.nimcj.org/blog-detail/timeline-of-the-evolution-of-mass-media.html
https://www.axiapr.com/blog/what-are-the-different-types-of-
media#:~:text=The%20three%20types%20of%20media,%2C%20movies%2C%20and%20video%2
0games.
https://whatagraph.com/blog/articles/different-types-of-media
https://www.sparknotes.com/us-government-and-politics/american-government/the-
media/section1/

Assessment
I. MULTIPLE CHOICE. Identify the correct letter of the answer to the following. Write your answer on a
separate sheet of paper.
1. One of the difficulties of coping with twenty-first-century media is ___________.
a. a lack of information.
b. a lack of reliable information.
c. the need to sift good information from bad information.
d. All these answers are correct.
2. When searching the Internet you should keep in mind...
a. That you can find any information online if you just search long enough
b. That banner ads and chat rooms will often lead you to the best quality information
c. That because of copyright laws, nothing worthwhile is ever published on the
Internet
d. That not all online sources provide reliable or authoritative information
3. When working on a research assignment, what is an effective and efficient plan of action to take? Arrange
the steps below from start to end for an effective and efficient plan.
A. Select information resources
B. Cite sources
C. Organize information
D. Conduct effective searches
E. Evaluate information
F. Define topic
G. Review (and repeat)
a. F, A, C, B, D, G, E c. A, B, C, D, E, F, G
b. F, A, D, G, E, C, B d. A, F, D, G, E, C, B

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4. Which of the following is NOT one of the main ways of evaluating information found online?
a. Looking at the brand name. . .is it a trusted brand?
b. Checking the website's internal information and procedure for fact-checking and mission, as well
as what types of web sites it links to
c. Comparing the information on the website with the same information from an established media
company or with original source material
d. None of the above
5. In order to assess whether the information you found is biased, which of the following should you
consider?
I. Author’s age
II. Author’s organization
III. Author’s academic/professional qualifications
IV. Purpose of the information
V. Tone of language
VI. Type of publication, e.g. scholarly journal, popular magazine, website
a. I, III, IV c. II, IV, V
b. II, III, IV, VI d. III, IV, V, VI

II. TRUE OR FALSE. Write TRUE if the statement is valid and FALSE if otherwise.
__________1. Indigenous media and information are highly credible because they are near the source and
are seldom circulated for profit.
__________2. Indigenous media are channels for change, education, and development because of its direct
access to local channels.
__________3. Ignoring indigenous media and information can result in development and education
programs that are irrelevant and ineffective.
__________4. Oral instruction, Records - may be written, carved, or oral, Gatherings and social
organizations and direct observation are few forms of indigenous media.
__________5. Indigenous Knowledge is unique to a given culture or society.

-----End of Module 2---

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 Subject: Media and Information Literacy

Module No. 3 of 4 Strand: Academic - GAS

REMINDER: DO NOT WRITE ANYTHING ON THE MODULE

Guide Questions
1. Answer the following questions and write them on a separate sheet of paper:
a. What are example of copyright protected works under the Philippines Law?
b. What are example of works not protected by copyright?
c. What is the difference between original works and derivative works?
d. As a student, how can you promote ethical use of media and information?
2. What ways can you suggest to your peers to avoid developing Internet or computer addiction?

Discussion
Have you ever shared an inspiring photo or quote on
Facebook? Or Instagrammed a meme you found online? A lot of
what we consider everyday media culture is built on this kind of
casual information and content sharing. However, in those
moments, did you ever think about where that content came from
or if you were even allowed to use it? What happens when what you
are sharing is someone else’s property? Or could harm somebody?
In this module, we’ll discuss about media and information
languages and legal and ethical issues in media and information.

Lesson 1: Media and Information Languages

GENRE, CODE, AND CONVENTIONS

All media messages are constructed using a particular set of codes and conventions.
When we say media message are constructed using codes and conventions, we mean that every media
product we encounter is a coherent body with its own rules. Take a look at the previous exercise you had
done, you are tasked to illustrate description of the movie and how this description is illustrated in the set
of codes you may observe in the film.
In this lesson, we engaged with the thought that media messages are constructed.
We have established that the meaning is something that comes out as an interaction between the
message sent and its receiver, both of which are surrounded by a context that bears on how the process of
reading and receiving encoded message is decoded.
Every medium has its own codes and conventions.
Genre. It is a French word which means “Kind” or “Class”. The original Latin word is “genus” and mean
class of things that can be broken down into subcategories. It tends to be understood to constitute particular
conventions of contents and following a distinctive style in terms of form and presentation.

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The primary genres that media creators and producers invoke are the following: entertainment, news,
information, education, and advertising. These sample of sub-category of some of the given primary genre
1. News. These are stories that have critical importance to community and national life.
News stories are also told following the basic structure of beginning, middle and end.
Journalists, people trained to report news to an audience, are expected to be objective, comprehensive and
bias-free. They work for newspaper, radio stations, televisions, and lately, online or web-based news
services.
2. Entertainment. It is derived from the French word “entretenir” which means “to hold the attention, keep
busy, or amused.
This a comprehensive movie genres list:
(a) Action movies
(b) Adventure movies
(c) Comedy films
(d) Drama
(e) Horror film
(f) Romance movies
(g) Thriller movies
(h) War/Conflict movies

Codes. These are system of signs that when put together create meaning.
Type of Codes
1. Technical Codes. The way in which equipment is used to tell the story (camera techniques, framing,
depth of fields, lighting and etc.)
Camera Techniques
Extreme Wide Shot
Shot of, e.g a large crow or a view of scenery as far horizon.
Wide Shot
A view of situation or setting from a distance
Medium Shot
Shows a subject down to his or her waist with a space above to his or her head.
Medium Close- up
Shows a subject down to his or her chest with a space above to his or her head.
Close- up
A full screen shot of a subject face,
Two Shot
A two shot is a type of shot in which the frame encompasses two people. The subjects do not have
to be next to each other, and there are many common two shots which have one subject in the
foreground and the other subject in the background.
Cut Away
The interruption of a continuous shot by inserting a shot of something else. Usually, you then cut
back to the first shot. These can be done within the same scene, cuts to other scenes, or even as
one continuous shot as the camera pans across to something else.
Over the Shoulder
The Over the shoulder shot is a camera angle used in film and television, where the camera is placed
above the back of the shoulder and head of a subject. This shot is most commonly used to present
conversational back and forth between two subjects.
Point of View
Also known as POV shot, is an angle that shows what a character is looking at.
Typically POV shots are placed in between a shot of a character looking at something and a shot
showing the character's reaction.

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 Selective Focus
Using a shallow depth of field the subject can be rendered in sharp focus with the rest of the image
blurring into the image foreground and background. This technique isolates the subject within the
image, drawing the eye of the viewer to the exact point which the photographer wishes to be
observed.
Eye-Level
It refers to when the level of your camera is placed at the same height as the eyes of the characters
in your frame. It also simulates standard human vision and thus present visual information through
a familiar viewpoint.
High Angle
It is a cinematic technique where the camera looks down on the subject from a high angle and the
point of focus often gets "swallowed up". High-angle shots can make the subject seem vulnerable or
powerless when applied with the correct mood, setting, and effects.
Low Angle
It is a shot from a camera angle positioned anywhere below the eye line, pointing upward.
Bird's Eye View
A shot in which the camera shoots a scene from directly overhead. It usually has an extreme long
shot, to establish setting. We use this angle to look down at the scene from a higher point.
Worm’s Eye View
A shot that is looking up from the ground, and is meant to give the viewer the feeling that they are
looking up at the character from way below and it is meant to show the view that a child or a pet
would have.

2. Symbolic Codes. It shows what is beneath the surface of what we see (objects, setting, body language,
clothing, color, etc.)
Setting
Setting is the time and place of the narrative. When discussing setting, you can describe the setting
of the whole story or just a specific scene. A setting can be as big as the outback or space, or as
small as a specific room. Setting can even be a created atmosphere or frame of mind.
Mise en scene
It is a French term that means ‘everything within the frame’. In media terms it has become to mean
the description of all the objects within a frame of the media product and how they have been
arranged. An analysis of mise en scene includes:
Set Design
Costume
Props
Staging and Composition
Acting
Actors portray characters in media products and contribute to character development, creating
tension or advancing the narrative.
The actor portrays a character through:
Facial expression
Body Language
Vocal qualities
Movement
Body contact
Color
Color has highly cultural and strong connotations. When studying the use of color in a media product
the different aspects to be looking at are:
Dominant color
Contrasting foils

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 Color symbolism
3. Written Codes. These are the formal written language used in a media product. It can be used to
advance a narrative, communicate information about a character or issues and themes. It includes printed
language which is text you can see within the frame and how it is presented, and also spoken language,
which includes dialogue and song lyrics.

CONVENTIONS. These are the accepted ways of using media codes. These are closely connected to the
audience expectations of a media product.

TYPES OF CONVENTIONS
1. Form conventions. These are the certain ways we expect types of media’s codes to be arranged. For
instance, an audience expects to have a title of the film at the beginning, and then credits at the end.
Newspapers will have a masthead, the most important news on the front page and sports news on the back
page. Video games usually start with a tutorial to explain the mechanics of how the game works.
2. Story Conventions. These are common narrative structures and understandings that are common in story
telling media products.
Examples of story conventions include:
Narrative structures
Cause and effect
Character construction
Point of View
3. Genre Conventions. It points to the common use of tropes, characters, settings or themes in a particular
type of medium. Genre conventions are closely linked with audience expectations. Genre conventions can
be formal or thematic.

Lesson 2: Legal and Ethical Issues in Media and Information

Types of Intellectual property

Copyright - a legal device that gives the creator of a literary, artistic, musical, or other creative work the
sole right to publish and sell that work. Copyright owners have the right to control the reproduction of their
work, including the right to receive payment for that reproduction. An author may grant or sell those rights
to others, including publishers or recording companies.
Violation of a copyright is called infringement.

Plagiarism
Plagiarism is an act or instance of using or closely imitating the language and thoughts of another
author without authorization; the representation of that author's work as one's own, as by not crediting the
original author.
Types of Plagiarism
Sources Not Cited
1. The Ghost Writer -The writer turns in another’s work, word-for-word, as his or her own.
2. The Photocopy- The writer copies significant portions of text straight from a single source, without
alteration.
3. The Potluck Paper- The writer copies from several different sources, tweaking the sentences to
make them fit together while retaining most of the original phrasing.
4. The Poor Disguise- The writer has altered the paper’s appearance slightly by changing key words
and phrases.
5. The Labor of Laziness - The writer takes the time to paraphrase most of the paper from other
sources and make it all fit together.
6. The Self-Stealer- The writer “borrows” generously from his or her previous work.

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 Sources Not Cited (BUT STILL PLAGIARIZED)
1. The Forgotten Footnote - The writer mentions an author’s name for a source, but neglects to
include specific information on the location of the material referenced.
2. The Misinformer - The writer provides inaccurate information regarding the sources, making it
impossible to find them.
3. The Too-Perfect Paraphrase- The writer properly cites a source, but neglects to put in quotation
marks on text that has been copied word-for-word, or close to it.
4. The Resourceful Citer- The writer properly cites all sources, paraphrasing and using quotations
appropriately. The catch? The paper contains almost no original work!
5. The Perfect Crime- The writer properly quotes and cites sources in some places, but goes on to
paraphrase other arguments from those sources without citation.

NETIQUETTE
Netiquette is a made-up word from the words net and etiquette. Netiquette thus describes the rules
of conduct for respectful and appropriate communication on the internet.
Netiquette is often referred to as etiquette for the internet. These are not legally binding rules, but
recommended rules of etiquette. Netiquette is mostly used for dealing with unknown people on the internet.
The rules of netiquette very depending on the platform and its participants. Generally, it is up to the operator
of a website or communication app to specify the type and scope of netiquette. It is also their responsibility
to monitor compliance with these basic rules and to penalize violations of them.
Rule 1: Remember the human
Rule 2: Adhere to the same standards of behavior online that you follow in real life
Rule 3: Know where you are in cyberspace
Rule 4: Respect other people's time and bandwidth
Rule 5: Make yourself look good online
Rule 6: Share expert knowledge
Rule 7: Help keep flame wars under control
Rule 8: Respect other people's privacy
Rule 9: Don't abuse your power
Rule 10: Be forgiving of other people's mistakes

INTERNET ADDICTION
Internet addiction is a broad term that covers a range of behaviors and impulse-control problems
involving internet, personal computer, and mobile technology. While there is yet no officially accepted
criteria to diagnose an internet addiction, researchers have identified 5 subcategories of specific types of
computer and internet addictions.

Cybersex Addiction
A cybersex addiction is one of the more self-explanatory internet addictions. It involves online
pornography, adult websites, sexual fantasy/adult chat rooms, and XXX webcam services. An obsession
with any of these services can be harmful to one’s ability to form real-world sexual, romantic, or intimate
relationships. Treatment options are available for those with cybersex addictions, typically in the form of
intervention followed by ongoing inpatient or outpatient therapy.

Net Compulsions
Net compulsions concern interactive activities online that can be extremely harmful, such as online
gambling, trading stocks, online auctions (such as eBay), and compulsive online shopping. These habits can
have a detrimental impact on one’s financial stability and disrupt job-related duties. Spending or losing
excessive amounts of money can also cause stress in one’s relationships. With instant and easy access to
online casinos and stores, it is easy for those who are already susceptible to a gambling or spending addiction
to get hooked online.

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Cyber (Online) Relationship Addiction
Cyber or online relationship addicts are deeply involved with finding and maintaining relationships
online, often forgetting and neglecting real-life family and friends. Typically online relationships are formed
in chat rooms or different social networking sites but can occur anywhere one can interact with people
online. Often people who pursue online relationships do so while concealing their real identity and
appearance; this modern phenomena led to the creation of the term “catfish.”

Compulsive Information Seeking

The internet provides users with a wealth of data and knowledge. For some, the opportunity to find
information so easily has turned into an uncontrollable urge to gather and organize data. In some cases
information-seeking is a manifestation of pre-existing, obsessive-compulsive tendencies. Compulsive
information-seeking can also reduce work productivity and potentially lead to job termination. Depending
on the severity of the addiction, treatment options can range from different therapy modalities — which
target changing compulsive behavior and developing coping strategies — to medication.

Computer or Gaming Addiction

Computer addiction, sometimes referred to as computer gaming addiction, involves online and offline
activities that can be done with a computer. As computers became more widely available, games such as
Solitaire, Tetris, and Minesweeper were programed into their software. Researchers quickly found that
obsessive computer game playing was becoming a problem in certain settings. Office employees would
spend excessive amounts of time playing these games, causing a notable decrease in productivity. Not only
are these classic games still available today but so are thousands of new ones, and the condition of computer
gaming addiction is as prevalent and harmful as ever.

CYBERBULLYING
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets.
Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where
people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing
negative, harmful, false, or mean content about someone else. It can include sharing personal or private
information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line
into unlawful or criminal behavior.
The most common places where cyberbullying occurs are:
• Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok
• Text messaging and messaging apps on mobile or tablet devices
• Instant messaging, direct messaging, and online chatting over the internet
• Online forums, chat rooms, and message boards, such as Reddit
• Email
• Online gaming communities

Frequency of Cyberbullying
There are two sources of federally collected data on youth bullying:
• The 2019 School Crime Supplement to the National Crime Victimization Survey (National Center for
Education Statistics and Bureau of Justice) indicates that, nationwide, about 16 percent of students
in grades 9–12 experienced cyberbullying.
• The 2019 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention)
indicates that an estimated 15.7% of high school students were electronically bullied in the 12
months prior to the survey.

Revolutionizing Education ™
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Readings
• For additional information, access the links below:
https://www.verywellmind.com/internet-addiction-4157289
http://www.albion.com/netiquette/corerules.html
https://varsitarian.net/opinion/20121109/amalayer_a_victim_of_cyber_bullying
https://coursedesign.colostate.edu/obj/corerulesnet.html

Assessment
I. MULTIPLE CHOICE. Identify the correct answer to the following questions. Write the letter of your
answer on a separate sheet of paper.
______ 1. This is an act or instance of using or closely imitating the language and thoughts of another
author without authorization
a. Intellectual Property
b. Copyright
c. Plagiarism
d. Conventions
______ 2. __________ can be recognized by its common set of distinguishing features.
a. Genre
b. Conventions
c. Codes
d. class
______ 3. __________ are systems of signs, which create meaning
a. Genre
b. Conventions
c. Codes
d. class
______ 4. __________ are the generally accepted ways of doing something.
a. Genre
b. Conventions
c. Codes
d. class
______ 5. This is a type of plagiarism where the writer copies from several different sources, tweaking the
sentences to make them fit together while retaining most of the original phrasing.
a. The Ghost Writer
b. The Misinformer
c. The Perfect Crime
d. The Potluck Paper
______ 6. This is a type of plagiarism where the writer properly quotes and cites sources in some places,
but goes on to paraphrase other arguments from those sources without citation.
a. The Ghost Writer
b. The Misinformer
c. The Perfect Crime
d. The Potluck Paper

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______ 7. This refers to having the appropriate knowledge and skills to effectively use digital technologies
to communicate with others, participate in society and create and consume digital content.
a. Netiquette
b. Netizenship
c. Digital Citizenship
d. Media consumerism
______ 8. What shot is used to represent a character as having power?
a. High angle shot
b. Low angle shot
c. Establishing shot
d. Canted shot
______ 9. What shot is used to show the emotions on a characters face?
a. Extreme close up
b. Close up
c. Aerial shot
d. Scooby doo shot
______ 10. All of these choices are factors contributing to Internet addiction EXCEPT:
a. Depression
b. Anxiety
c. Social belongingness
d. Lack of parental guidance

II. Read each scenario below and identify if the situation manifests good or bad netiquette.
Write GOOD for good netiquette and BAD for bad netiquette.
____ 1. Shia wants to post a comment to an online message board. She really wants to emphasize her
opinion so she responds in ALL UPPERCASE LETTERS!
____ 2. Trix had a small disagreement on Facebook with her friend about a certain issue. She noticed that
her friend started to get personal with her responses. Instead for responding with anger, Trix told her friend
that they could just agree to disagree.
____ 3. Hyo is an Internet expert. He reads a question from a newcomer in an online discussion group. For
him the answer is easy but the "newbie" is having trouble. He responds, "Hey newbie! Can't you read a
book? Don't ask such nonsense question!"
____ 4.Liam’s laptop got broken so he borrowed his classmate’s for an assignment he had for school. As he
opened the Internet browser, his classmate apparently left his Facebook messenger open. Curious, Liam
browsed through his classmate’s messenger.
____5. Shana noticed a factual error on her Facebook friend’s post. Instead of shaming or mocking her, she
privately messaged her friend and politely told her that her post has an error and that she should correct it.

-----End of Module 3---

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 Subject: Media and Information Literacy

Module No. 4 of 4 Strand: Academic - GAS

REMINDER: DO NOT WRITE ANYTHING ON THE MODULE

Guide Questions
1. Imagine a world without media. How do you think it will be?
2. Is the Philippines ready for more trends of media and information? Justify your answer.

Discussion

Media and information has definitely evolved throughout the

decades. With the advent of technology, human life has been
continually influenced, shaped, and improved.
In this module, we will discuss about the Opportunities,
Challenges, and Power of Media and Information and the
Current and Future Trends of Media and Information

Lesson 1: Opportunities, Challenges, and Power of Media and Information

INFORMATIONAL (SOCIAL MEDIA AND THE WEB)

The new media has enabled audiences to faster, easier, and more efficient access and utilization
of data and information especially that search engines have made information seeking and retrieval more
interacting, engaging, and convenient. It also links users through the vast networks of communication
platforms such as e-mail, Internet search, and messaging application. Moreover, the Internet has afforded
the audiences to a world that connects people and share cultures transcending physical boundaries.

Challenges/Opportunities of Social Media

Challenges/Opportunities
Collaborative • The joint effort of many actors leads to a better outcome than any actor could
projects achieve individually. • From a corporate perspective firms must be aware that
collaborative projects are trending toward becoming the main source of information
for many consumers.
Blogs • Many companies are already using blogs to update employees, customers, and
shareholders on developments they consider to be important.
• It is risky because customers who turn out to be dissatisfied with or disappointed
by the company’s offerings may decide to engage in virtual complaints in the form
of protest websites or blogs which results in the availability of potentially damaging
information in online space.

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 Content • While major content communities have rules in place to ban and remove such
communities illegal content, it is difficult to avoid popular videos being uploaded only hours after
they have been aired on television.
• On the positive side, the high popularity of content communities makes them a
very attractive contact channel for many firms.
Social networking • High popularity, specifically among younger Internet users
sites

On the other hand, still because of all the information and data right at the audience’s disposal,
Cybercrime has also been one of the greatest challenges in media and information. According to the
Department of Justice, Cybercrime is “a crime committed with or through the use of information and
communication technologies such as radio, television, cellular phone, computer and network and other
communication device or application.”

ECONOMIC (BUSINESS AND MARKETING)

Due to the impact of social media as a new medium, the relationship between brands and
consumers have changed a lot. Now, through social media marketing, business owners can connect with
their target consumers for free through using social media platforms like Facebook, Twitter, etc., and can
significantly lower their marketing costs.
The New Media also allows them to see what potential customer’s opinions are and network with
them as well. It creates a platform for discourse and lets the business owners respond to customer
grievances, questions, and concerns almost instantly. Businesses will always be connecting with customers,
both actual and potential ones, and social media enable for a more fast and cost-efficient mechanism.
However, its opportunities are also its disadvantages. The ability for new media to cater online
feedback, however, may pose a challenge as they can also spread bad things from your product or brand.
Competitors may also be lurking around studying your business.

EDUCATIONAL
Media and information have made a radical impact on education. At present, the advancement in
media tools and information dissemination has made learning and education resources more open and free
for public use. What we had to research in the library before can already be sought through your laptop or
phone today.
Furthermore, it has also opened the opportunity for various modes of learning to exist, both in
formal and non-formal arrangements. One of the growing trend in education is distance or online learning
where students need not attend classes physically, instead, register to online courses or programs and
attend in such even in the comfort of their homes.
However, the opportunities that media and information brought has also opened several
challenges. For instance, the problem with overflowing information available for public use is people having
to assess and evaluate the usefulness and credibility of the information on their hands.

POLITICAL (POLITICS AND GOVERNANCE)

The communication of political information is an important process in the political system, and the
mass media play a central role in this activity.
Through media and more information provided to the public, a bigger platform for political
discussions has also been opened. This validates that “the media assist the working of a democratic system
through facilitating free speech and unrestricted public debate.
On the other way around, politics can also have an effect on media as, at times, although not
explicitly, powerful political figures and even the government can manipulate or influence media’s content.

SOCIAL (CITIZEN ENGAGEMENT AND SOCIAL CHANGE)

As defined by Encyclopedia Britannica, citizen journalism is “journalism that is conducted by people
who are not professional journalists but who disseminate information using Web sites, blogs, and social

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Phone: (075) 636 1584 Mobile: 0920 745 7630
Email: [email protected] Website: www.kingsville.edu.ph
media.” Citizen journalism is one of the biggest opportunities in media and information as it encourages
ordinary citizens to take part in the news production process.
Apart from mass protests, calls for social change may also be in the form of what we call as social
marketing. Social marketing refers to using business and marketing techniques to encourage people in
adopting certain behaviors that would lead to better physical and mental health, and eventually to wide-
scale social change.
However, due to the influx of various differing ideas, the broadening problem of polarization has
been one of the undeniable challenges in media and information. Because of the differences of views and
opinions of the audience, a culture of social division is becoming evident and is taking a toll on unity and
even social trust.

Lesson 2: Current and Future Trends of Media and Information

Media and information, much like almost anything in the world, is a dynamic and developing entity.
It is ever-changing in nature – a product of continuous improvement.

MASSIVE OPEN ONLINE COURSES

MOOC is defined as “a model for delivering learning content online to any person who wants to take
a course, with no limit on attendance.”
Furthermore, MOOCs can be characterized by the following:
1. A revolutionary approach to education that transitions from physical setting to a virtual set-up
2. A kind of learning that is facilitated online, breaking the norm of having to physically go to
traditional schools or universities for higher education
3. Utilizes information technologies like analytics to help instructors evaluate their students’ learning
4. Emphasizes connectedness (Gonzales, 2016)

MOOCS are asynchronous, open-access, Web-based courses geared toward enrolling hundreds or
thousands of students at a time. MOOCs deliver content via recorded video lectures, online readings, and
online assessments, as well as various degrees of student-student and student-instructor interaction (Kurt,
2018).
Features of MOOCs:
1. Massive - It should allow access to a very large number of students, much larger than a face-to-face
class, or a traditional online course. It can even reach up to 500,000 learners or more!
2. Open – It does not have an admission process nor qualifications to be able to register or enroll. MOOCs
being open also means free and open access to educational resources hosted in varied online places.
3. Online – The course is done remotely via the Internet and does not require physical attendance at a
classroom which also means that anyone from anywhere around the world with an Internet connection can
avail of these courses.
4. Courses - It should have learning objectives to be achieved by students after certain activities within in
a given period of time.

MOOCs offer a strong starting point for a number of reasons, including:

1. Lack of entry requirements – a MOOC can be taken by anyone who is interested in the subject
matter and able to access the course, regardless of age, background, or location
2. Repetition – a MOOC will often run two or three times a year, ensuring that students won’t miss
their chance
3. High quality – MOOCs are led by subject matter experts (SMEs) and supported by teaching
assistants, so that students have access to first-rate educational resources

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 4. Feasibility – a MOOC usually necessitates around 1-2 hours of study a week for about 5 weeks,
making learning doable for students with busy lives
5. Self-paced but supported learning – a MOOC enables students to work through the course
materials and assessments at their own rates while also interacting with a global learning community (Kurt,
2018).

WEARABLE TECHNOLOGY
Also known as wearables or fashion technology, wearable technology is a general term which
encompasses a field of smart devices that are worn on the body. This technology is also considered as a
trend in media and information as with it, people and access information through media in a much faster
manner.
Examples:
1. Smartwatch
2. Fitness trackers and sports watches
3. Smart glasses
4. Hearables
5. VR Headsets

3D ENVIRONMENT
3D or three-dimensional in its literal sense refers to anything that has a width, height, and depth
(Gonzales, 2016). The physical world, the realm we live in including us humans, are examples of 3D
environments.
Another 3D technology, which have existed for actually quite a while now, is 3D printing. This
innovation brings digital data and design to the physical world – literally. Simply put, it brings your design
to life!

UBIQUITOUS LEARNING
Ubiquitous Learning or u-learning is a kind of e-learning experience that “implies a vision of learning
which is connected across all the stages on which we play out our lives.
Compared to mobile learning and e-learning, it is a more context-based approach and more adaptive
to the needs and pacing of the learner.
U-learning is a kind of wireless modality where learning takes place at anytime, anywhere, and with
anyone. It benefits from the use of technologies to implement the learning activities and achieve learning
objectives.

PAPERLESS SOCIETY
A paperless society is a society where communication and transactions are done electronically or
digitally and all forms of printed communication have become obsolete. It is characterized by the shift from
letters to e-mails, newspapers to news web pages, books to e-books, and so on (Gonzales, 2016).
Going paperless offer several benefits like acquiring savings on costs on materials, printing, labor,
and storage. In addition, paperless transactions minimizes the risk of losing or misplacing a digital document
and allows employees to access and edit a digital document, whether remotely or in the office, then
electronically manage or send it.
However, for a country like the Philippines where many places are still without electricity, even more
so Internet, going entirely paperless is still a far-fetched aim. Bureaucracy in several companies and
organizations, both public and private, also hamper the actual realization of a paperless society. Despite
such, societies are positively gearing towards going paperless as places and people who are capable of
carrying it out have already adapted such procedures.

Revolutionizing Education ™
This material belongs to Kingsville. Unauthorized duplication is strictly prohibited.
Main: New Kingsville Building, Quezon Boulevard
Poblacion D, Tayug, Pangasinan, Philippines 2445
Phone: (075) 636 1584 Mobile: 0920 745 7630
Email: [email protected] Website: www.kingsville.edu.ph
Readings
• For additional information, access the links below:
https://www.accreditedschoolsonline.org/resources/moocs/
https://www.ecomatcher.com/a-complete-shift-to-a-paperless-society-is-it-possible/
https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_224
https://milproject.wordpress.com/3d-
environment/#:~:text=3D%20environment%20allows%20you%20to,would%20it%20be%20used%
20for%3F&text=It%20is%20widely%20used%20by,%2C%20packaging%2C%20and%20architectur
al%20designs.
https://www.techtarget.com/searchmobilecomputing/definition/wearable-technology

Assessment
I. MULTIPLE CHOICE. Identify the correct answer to the following questions. Write the letter of your
answer on a separate sheet of paper.

1. Another term for MOOC.

a. Distance Learning c. Online Information Hub
b. E-school d. Internet School
2. It refers to the model delivering content online to any person who want to take a course, with no limit
to attendance.
a. Education Model c. Massive Open Online Course
b. Model of Online Learning d. Electronic Learning Model
3. The letter M is MOOC stands for?
a. Media c. Market
b. Massive d. None of the Above
4. Which of the following is not a material suitable for 3D printing?
a. Concrete c. Glass
b. Plastic d. Human tissue
5. Which of the following is not a type of wearable technology with health applications?
a. Pedometer c. Calorie Tracker
b. Heart-rate monitor d. None of the Above
6. A technology that helps instructor evaluate their students’ learning.
a. Analytics c. Online exams
b. Learning trackers d. All of the above
7. This refers to a society’s characterized by the shift from letters to e-mails, newspapers to news web
pages, books to e-books, and so on.
a. Electronic Society c. Paperless Society
b. Internet Society d. Digital Society
8. Which of the following is not an element of the 3D environment?
a. Height c. Length
b. Width d. Depth
9. Which of the following is not an example of modern wearable technology?
a. Smart Watches c. Smartphones
b. Fitness Trackers d. Headsets
10. Refers to a type of learning that happens anytime, anywhere, and with anyone.
a. Ubiquitous Learning c. Wide Learning
b. Global Learning d. None of the Above

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11. What composes of the New Media?
a. TV and radio c. Books and newspapers
b. Internet and Social Media d. AIs and robots
12. All are cybercrime offenses EXCEPT one:
a. Content-related offenses c. Copyright infringement
b. Computer-related offenses d. Profile stalking
13. Businesses will always be connecting with customers, both actual and potential ones, and social media
enable for a more fast and __________ mechanism.
a. Cost-efficient c. Amazing
b. Hassle d. Challenging
14. This refers to the kind of education where students need not attend classes physically.
a. Modular c. Distance learning
b. Mobile Education d. Summer class
15. The media assists the working of a __________ system through facilitating free speech and unrestricted
public debate.
a. Unfair c. Dictatorial
b. Balanced d. Democratic

-----End of Module 4---

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Main: New Kingsville Building, Quezon Boulevard
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Phone: (075) 636 1584 Mobile: 0920 745 7630
Email: [email protected] Website: www.kingsville.edu.ph