Mil PDF

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UNIT INTRODUCTION TO MEDIA

AND INFORMATION LITERACY
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Learning Contents
The learner demonstrates understanding of media and information literacy (MIL) and MIL related
concepts.
Learning Outcomes
The learner
o describes how communication is affected by media and information
o identified the similarities of and differences of media literacy, information literacy, and
technology literacy
o editorializes the value of being a media and information literate individual
o identifies characteristics /describes a responsible uses and competent producers of media and
information.
o shares to class media habits, lifestyles and preferences
What is Communication?
Communication is defined as the method wherein language, symbols, or manners are used to
share information or to state opinions or thoughts. It is also defined as the exchange of information and
the expression of thoughts or notion that can result in understanding.
Basic Types of Communication

1. Non-verbal Communication
2. Verbal Communication
Non-verbal Communication Verbal Communication

Signs Oral
Symbols Written
Colors
Gestures
Body Language
Facial Expressions
Media and Information Literacy

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How is Communication affected by Media and Information?
Media are communication tools that give information.

Information is knowledge or data gathered through experiences
or research.
Media Literacy, Information Literacy, and Technology Literacy
Media Literacy refers to reading, analyzing, evaluating and

producing communication in different media forms.
Information Literacy refers to the ability to know when information is required. This also pertains to the
ability to find, analyze, evaluate, communicate and use information effectively in different formats.
Technology Literacy refers to the ability of knowing how to use technology, its tools or networks to find,
create, evaluate, or use information.
WHY MEDIA AND INFORMATION LITERACY?
Media and Information Literacy (MIL) recognizes

the individual and society roles of media and information
sources.
It promotes one’s right to communicate and
express; to find, obtain, and share information and/or
ideas. Media and Information Literacy also evaluates the
sources, medium, and audience of messages based on
how they were created, carried, and by identifying its
listeners.
WHAT IS MIL?
Media and Information literacy brings together disciplines that were originally different and
separate. Media and Information Literacy aims to inspire citizens with essential knowledge about the
functions of media and information systems in a democratic society, how these functions apply and how
citizens assess the quality of the content they provide.
Furthermore, MIL signifies important abilities and skills to equip citizens in the present day, such
as the ability to effectively engage with media and information systems, improve critical thinking and life-
long learning skills that will help them to communicate and become active citizens. These goals underpin
the draft model of media and information literacy curriculum.
INFORMATION LITERACY
• Meaning and delivery of information
• Location and access of information
• Evaluation of Information
• Information organization
• Information uses
• Communicating and using information ethically

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MEDIA LITERACY
• Know the role and functions of media
• Understand the circumstances under which media and fulfill them
• Examine and assess media content critically
• Using media for preparing for democratic and intercultural discussion and learning
• Make user- generated content
TECHNOLOGY LITERACY
International Society for Technology in Education states that students who are technology literate should
demonstrateskills in several areas, including:
• Communication
• Innovation
• Collaboration
• Information and research fluency
• Processes and concepts of technology

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UNIT THE EVOLUTION OF TRADITIONAL
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TO NEW MEDIA
Learning Outcomes
The learner
o identifies traditional media and new media and their relationship
o editorializes the roles and functions of media in democratic society
o searches latest theory on information and media
Prehistoric technology
Prehistoric technology refers to the technology that exists before recorded history. History refers
to the study of the recorded past events. Anything that
predates the first written accounts of history is prehistoric,
including earlier technologies. Technology began, about 2.5
million years before writing was developed, with the earliest
hominids who used stone tools, which they may have used
to start fires, hunt, and bury their dead.
Industrial Age
The Industrial Age began around 1760 – and later in
other countries – that includes economic and social
organization changes. This period of history is known by the
concentration of industry in huge businesses and for the
replacement of hand tools with machines that are driven by power (e.g. power loom and steam engine).

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Electronic Age
Electronic age refers to a period wherein
people can easily – and instantaneously –
communicate with anyone anywhere. It was
ushered in by the invention of the telegraph in
1844. Made printed word a thing of the past.
Could gain information despite not being able to
read or write, since we can depend on the other
senses. Communicating with the world in became
constant in the daily life of an individual. What we
feel was more important than what we think. The
electronic media have kept people informed
about events across the globe without leaving the
comfort of their own homes.
Information Age
Information age, also known as the Digital
Age, Computer Age, or the New Media Age, refers
to a period of history wherein it is described as an
economy based on the computerization of
information improved from the Industrial
Revolution brought through industrialization. The
beginning of Information Age is linked with Digital
Revolution, just like Industrial Age marks the
beginning of Industrial Revolution.

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Evolution of Traditional to New Media
Traditional Media are those forms in the earliest periods, specific characteristics that they have and
functionalities that they offer. According to McQuail (2015), traditional media is one directional. The
media experience is limited and the sense of receptors used are very specific.
New Media
The experience here is more interactive. The audiences are more involved and are able to send
feedback simultaneously and new media integrates all those aspects of the traditional media.
Categories of New Media

• Interactive
• Interpersonal play
• Collective participation
• Information location
Functions of Communication and Media

• Inform people of what is happening around them or in the environment
• Educate the audience about the definition and importance of facts.
• Create and facilitate an area for the public for discussion of opinion
• Provide exposure to political or government organizations
• Serve as a medium to convey advocacy of political view points

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UNIT INFORMATION LITERACY
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Learning Outcomes
The learner
o defines information needs, locates, accesses, assesses, organizes, and communicates
information.
o demonstrates ethical use of information
Information is a term that refers to knowledge or processed data gathered through experiences
or research.
Information Literacy refers to the ability to know when information is required. This also pertains
to the ability to find, analyze, evaluate, communicate and use information effectively in different formats.
In other words, information literacy refers to finding the right information needed and knowing how to
use it.
According to Shigeru Aoyagi, Division of Basic Education, UNESCO, “For all societies, Information
Literacy is becoming an increasingly important component of not only literacy policies and strategies, but
also of global policies to promote human development.”
Information literacy is essential for today’s society for it improves skills related to critical thinking
and problem solving; it gives the ability to identify what information is true and appropriate not just for
work or school, but also for everyday decisions in our life.
Information Literacy and Information Technology

Information literacy gives us the skills to locate and evaluate information, including the use of
technology. Information Literacy has been an educational concern for many years now. At present,
employees and students alike has paid attention more to developing computer and information
technology skill.
Because of the fast-growing of technology in our society, becoming information literate is just as
essential as becoming technology literate. Through information technology, information is much easier to
access and locate information. The use of technology enables an individual to access a large scale of
information either for personal, work-related, or academic uses. According to the study of Harrison in
2001, they stated that “at the most ‘basic’ level, children spend three times as long on computers in the
home as they do in school on average”.

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5 Components of Information Literacy

1. Identify – An information literate can identify the nature and extent of information needed.
Example: Knowing the difference between a published court decision AND an article about
the court case
Identifying the most current information available on a medical procedure
2. Find – An information literate can find the information needed effectively and efficiently.
Example: Searching public archives for information on local history
Accessing a government website for local crime statistics
Interviewing the right respondents for a research paper
3. Evaluate – An information literate can evaluate information and its sources critically
Example: Researching the claims made in a political ad on television
Able to judge if a post on social media is a hoax or not
4. Apply – An information literate can apply information effectively to accomplish a specific purpose
Example: Doing a biography of a person based on his answers to the interview conducted
Citing an information made by experts to support a point during a discussion
5. Acknowledge – An information literate can acknowledge sources of information and the issues
surrounding information.
Example: Referencing information source in the text of a research paper
Obtaining permission before copying a news story to a blog
Downloading legally purchased music

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UNIT TYPES OF MEDIA
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Learning Outcomes
The learner
o classifies contents of different media types
o defines media convergence through current examples
o discusses to class on how a particular individual/ or society is portrayed in public using different
type of media
Nowadays, people will consider their life incomplete without media for we depend some major
aspects of our life to it. From the moment we wake up, some elderly read the daily newspaper while taking
their breakfast; students use books, or journals for their studies; people listen to radio or watch the
television for information, or for entertainment purposes; and most of all, people use social media to
communicate with their loved ones from another side of the world.
Media is the use of various devices – such as television, radio, television, computers, etc. – to
provide or share information massively. This also refers to any object that is used to relay messages. Media
is considered as a source of reliable information for its contents are provided by a credible organization
or went through editorial process.
TYPES OF MEDIA
1. Print Media
Print media refers to materials that are printed such as books, newsletter, magazines, journals,
etc. that provide information. The newspaper is the most popular form of print media that plays a
significant role in an individual’s daily life. Newspapers gather, and edit reports or articles for
information, or entertainment purposes. Eveningers are newspapers published in the evening.
2. Broadcast Media
a. Telephone broadcasting (1881–1932): Nowadays, telephones are only usedd for communicating
with people far away. Way back, telephone broadcasting is considered as the earliest form of
electronic broadcasting. This began with Theatre Phone systems or “Théâtrophone” that was
made by Clément Ader, a French inventor, in 1881. Theatre Phone allows people to listen to live
opera and theatre performance over the telephone.
In 1890s, telephone newspaper services were introduced that broadcasts news and
entertainment programs over the telephone. It is mostly popular in large European cities.
Subscription to these telephone-based services are considered as the first examples of providing
a wide variety of programming in electronic broadcasting.

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b. Radio broadcasting started experimentally in 1906, and commercially in 1920. These refers to
sounds signals that are transported from a transmitter through the air as radio waves, collected
by an antenna and transmitted to a receiver. Radio networks links radio stations to disseminate
radio programs.
c. Television broadcasting (telecast), started experimentally in 1925, commercially in the 1930s.

Television broadcasting is an extension of radio broadcasting, including not only sound signals,
but also including video signal.
d. Cable radio (or "cable FM", created in 1928) and cable television (created in 132): originally, they
mainly serve as media to transmit radio or television stations programming via coaxial cable, and
then escalating into a wide-range universe of different cable-originated channels.
e. Direct-broadcast satellite or DBS, started commercially in 1974 and Satellite Radio started
commercially in 1990 provides a combination of television broadcasting and traditional radio that
has a dedicated satellite radio programming. Meant for direct-to-home program broadcasting.
f. Webcasting of video/television started commercially in 1993 and Webcasting of audio/radio

that started commercially in 1994 streams radio and television station programming through
Internet
3. New Media (internet)

New media refers to the content that is accessed on Internet that is easily accessed on any digital
device. Examples of new media include websites (e.g. blogs, social media, online newspapers, etc.) or
even video games. Unlike the previous technologies, New Media exists on an interactive community.
New Media provides content through discussion that allows people to share and discuss their own
opinions about several topics.

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UNIT
MEDIA AND INFORMATION SOURCES
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Learning Outcomes
The learner
o compares potential sources of media and information
o interviews an elder from the community regarding indigenous media and information
resource
As discussed in the previous unit, media plays a big role in our daily lives, especially when it comes
to gathering information. Information is now widely available to us in many different formats through the
use of media. In this unit, several sources of information will be discussed and the type of information
they provide.
Media and Information Sources

1. Indigenous Media
Also known as community media; this refers to any form of media utilizing indigenous
knowledge that is made and managed by, for, and about the community. Indigenous knowledge
refers to the unusual source of information that is delivered through people media or through
indigenous media. Indigenous knowledge is defined as the knowledge that is unique to a given
culture or society (Warren, 1991). This is created by indigenous people to scatter appropriate
information, usually in the language understood by the community, regarding the community
needs and interests.

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Examples:
a. Northern Dispatch Weekly (NORDIS) Philippines – a newspaper and an online news
website (nordis.det) covering the three regions of Northern Luzon (Ilocos, Cordillera, and
Cagayan Valley). According to their website, the newspaper comes out every Sunday, and
the website is updated a few hours after.
b. Zigzag Weekly – a weekly newspaper that is created by and for the people of Baguio City.
Like the NORDIS, they also run an online news website – zigzagweekly.net

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c. Northern Philippine Times – a weekly publication of opinion and news from the Cordillera,
Ilocos Region, Cagayan Valley, and Central Luzon. They also utilize a website called
northphilitimes.blogspot.com
2. Library
A place wherein literary, musical, artistic, or reference books or materials are found and
used by various people but are not for sale.
Examples:
a. Books – these are used in looking for a great deal of information about a topic. “Stacks”
refer to collections of books that are organized and stored by libraries.
Examples of books:
• “The American People: Creating a Nation and a Society” by Gary B. Nash in
1990.
• “Visions of Suburbia” by Roger Silverstone in 1997
• “Roman Villas: A Study in Social Structure” by J.T. Smith in 1997

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b. Academic Journals – Mostly used by students for research, academic journals refer to a
group of articles – reviewed by an editorial board – typically written experts or scholars
in a professional or academic field that covers precise topics about a various fields.
Examples of academic journals:

• “Journal of Communication”
• “The Historian”
• “Journal of the American Medical Association”
• “Lancet”
c. Encyclopedia - Encyclopedias are collections of various facts usually written by different

contributors who are knowledgeable about that topic.
General and Subject Encyclopedia are two kinds of encyclopedia. General

Encyclopedia covers a large variety of topics. Subject Encyclopedia covers more specific
and in-depth entries of information, usually just focusing on a distinct field of study.
Examples of General Encyclopedia:

• “Encyclopedia Americana”
• “World Book” – an online general encyclopedia
Examples of Subject Encyclopedia:

• “African-American Encyclopedia”
• “Gale encyclopedia of genetic disorders” – an online subject encyclopedia

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d. Library Catalog - refers to organized collection of records of the items found in a library,
usually can be searched on the library’s home page. Library catalogue can lead you to the
location of a source about a topic in the library’s collection of materials. The Example of
this is the Virginia Tech's library catalog called Addison.
3. Mass Media – reaches a large audience through written, spoken, or broadcast communication.
Example:
a. Magazines – cover a large variety of articles and images of up-to-date information or
opinion about a topic, event, or popular culture.
Examples of Magazines:
• National Geographic • Sports Illustrated
• Ebony • People Magazine
b. Newspaper - Newspapers collect, and edit reports or articles about current events for
information, or entertainment purposes that is usually published on a daily basis. People
read newspapers to gather up-to-date information about local, national, or international
events.
Examples of Newspapers:
• The Philippine Star • The Philippine Daily Inquirer
• Manila Bulletin • The Manila Times

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c. Radio – These refers to sending sounds signals from a transmitter through the air as radio
waves, collected by an antenna and transmitted to a receiver. Radio networks links radio
stations that communicates information and messages.
d. Television – like the Radio, Television sends information and messages through the air,
but instead of just sounds, television also sends visual images through channels for
information, education, or entertainment purposes.
e. Internet – composed of millions of networks that are connected by networking

technologies. Nowadays, people rely the most on internet for information.
• Web Sites - The World Wide Web allows one to easily and instantaneously access
several types of information such as text, pictures or images, sounds, and/or video.
Examples of Websites:
• The Library of Congress • Blog Sites
• Wikipedia • Social Media Sites
• Database - A database is composed of collections of articles – that may also provide

short summaries or complete information about these articles – cited in
newspapers, journals, magazines, podcasts, and other media types.
Examples of Database:
• “Academic Search Complete” – a general database
• “Compendex” – an engineering database
• “ABI/Inform” – a business database

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UNIT
MEDIA AND INFORMATION LANGUAGES
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Learning Outcomes
The learner
o evaluates everyday media and information with regard to with codes, convention, and
messages; in regards with audience, producers, and other stakeholders
o produces and assesses the codes, convention, and messages of a group presentation
MOTIVATION
1. Let the learners watch different kinds of trailers for upcoming movies and let them identify the
genre of each trailer.
2. Quickly discuss how they assessed the trailers and ask them to list down the signs that helped
them decide the genre of each trailer shown.
Movie Trailer Genre and signs
1.
2.
3.
4.
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CODES – refers to signs that create meaning.
TWO CATEGORIES OF CODES:

1. Technical Codes – refers to methods of how an equipment or device is used to tell the story. This
includes how cameras work in a film, its framing, lighting, etc.
Examples:
a. Basic Camera Shots

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b. Shot Angles
c. Camera Movements
2. Symbolic Codes – demonstrates or shows what lies below what the audience see. For instance,
an actor or a character’s actions depicts or describes how or what that character feels or thinks.
Example:
a. Setting - the place where an event happens.
In the picture above, we can conclude that the photo took place in London
during the Victorian era judging the way they dress or the transportation used by the
people in the picture.

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b. Body Language – refers to an example of nonverbal communication through gestures or

movements. For example, on the left side of the picture below shows a man who is
nervous, and on the right side of the picture shows a man with confidence.
3. Written Codes –use of language style and textual layout (headlines, captions, speech bubbles,
language style, etc.)
CONVENTIONS – refers to the methods of doing something that is largely accepted. In print media, for
instance, the use of quotes when writing is considered as a general convention. Conventions can also be
genre specific.
AUDIENCE – refers to the recipients of – or anyone that is exposed to – the message shown through
media.
PRODUCERS – refers to people who engaged or who are part of the process in creating and finishing the
media product.
OTHER STAKEHOLDERS- Libraries, archives, museums, internet and other relevant information providers.

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UNIT LEGAL, ETHICAL, AND SOCIETAL ISSUES
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IN MEDIA AND INFORMATION
Learning Outcomes
The learner
o puts into practice their understanding of the intellectual property, copy right, and fair use
guidelines
o demonstrates proper conduct and behavior online (netiquette, virtual self)
o puts into action their personal resolve to combat digital divide, addiction, and bullying
o explains copyright, fair use, etc.vis-a-vis human rights
o discusses current issues related to copyright vis-à-vis gov’t./provide sectors actions
o explains actions to promote ethical use of media and information.
o enumerates opportunities and challenges in media and information.
o
ETHICS, also known as moral philosophy, refers to the morals connecting to human behavior, whether
certain actions are morally accepted or not.
Areas of Ethical Concerns in Digital Media:

1. Social networking
Social networking refers to use of websites and applications to interact or to

communicate with other people. Since social networking sites is vastly used nowadays, it is
questionable whether people apply ethical use of social media.

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Ethical Concerns in Social Networking

a. Privacy – the world wide web is a very open source of information and that includes the
information we put on our social network accounts, like our address, contact numbers, or
our location.
b. Free Speech – since social networking sites give the users the power to post anything, some
users think it is acceptable to put anything on their account even it is against another
person’s privacy, knowledge, principles, or culture.
c. Authenticity –the biggest problem in using social media is authenticity. Since users has no
power to validate if something is legitimate on social media, it is very easy for some people
to execute identity theft wherein they would steal or use another person’s information to
get something valuable (e.g. money, important information). Another issue in authenticity
are some online shops seen in social media wherein a user is selling something across the
site, wherein the seller will deliver the product after the customer has made the payment,
but it turns out that it’s just a way for some people to get money from people.
2. Blogging-
Blog refers to a website that intends to inform people or to discuss about a particular topic.
It is sometimes used to advertise products that are considered useful in their own experience. It is
sometimes used by people as their online journal to tell stories about their daily lives or adventures.
According to Article III, Section 4 of the Philippine Constitution, there is no law that should
be passed that relates in reducing or removing people’s right to express. Although the Philippine
Constitution protects people’s right to free speech and expression, this does not give them the
freedom to write to harm other people.
3. Gaming
As the gaming industry grows, more and more people – especially people in younger
generations – are engaging with games on various platforms. Each year, games become more and

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more realistic to the eyes of every player which changes the way people interact with games. Some
issues include excessive violence and its effect to the players, the question whether proper guidelines
in making a game is applied, the values people get in playing, respecting races and culture, and most
of all, addiction in games.
4. Instant messaging
Often shortened to “IM” or “IMing”, instant messaging refers to the act of exchanging
message through a software application in real time. This software usually includes the ability to
easily let the user know if a person to be contacted is online or connected through the application.
Ethical concerns about authenticity, and security of data is mostly the issues of instant
messaging. Like in social networking, people can easily send any information to other people,
whether it is authentic or not, or whether the message violates another person’s privacy.
5. Downloading music/movies/media
Downloading music, movies, books or any other media off the internet is considered as a
norm in today’s society. But unlike many others believe, downloading these type of files without
proper permission is an act of piracy. Piracy refers to the unauthorized use or reproduction of
another’s work.
6. Uploading and sharing original creations–Media, especially social media, can be considered as a
great place wherein a person can share or flaunt skills in creating something. But, uploading and
sharing original creations throughout media can be a big risk on the original creator’s part, some
people may post another person’s original creation as their own without the original creator’s
knowledge, therefore getting credit on something they did not create in the first place.
7. Using work from another company, service, individual, or product, such as photography, logos, or
any other copyrighted, patented, or trademarked material –Using any material or work used from
another company, service, individual, or product is a violation of copyright, intellectual property
rights, and also an act of plagiarism.
COPYRIGHT

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Copyright is a type of intellectual property wherein the author has the absolute right of an original
work for a specific period of time; afterwards, the creation is now considered public domain. Note that in
order for an original work to be considered copyright, the idea must be expressed first.
Copyright can protect things like Difficult or Impossible to Copyright

1. Photos 1. Ideas
2. Stories 2. Facts
3. Illustrations 3. Most federal, state and local government records
4. Cartoons 4. Slogans
5. Advertisements 5. Titles
6. Novels 6. Short phrases
7. Internet publications 7. Names
8. Marketing campaigns 8. Familiar symbols
9. Lists of ingredients
10. Basic instructions
Since copyright is the author’s legal ownership of his intellectual property, he/she has the right to
execute, authorize, or to prevent the following acts:
1. Reproduction of any part of the work
2. Adaptation, arrangement, or any kind of transformation of the work
3. Selling or transferring ownership of the work
4. Lending the work to another for any kind of purpose
5. Displaying the work in public
6. Performing or executing the work in public
7. Communicating the work in public
FAIR USE
Refers to the author’s sole right and the author’s limitation – which was given by copyright law –
to an original work. This may include criticism, researching, commentary, news broadcasting, scholarship,
search engines, and library archiving.
PLAGIARISM
Refers to taking credits for or stealing another person’s idea or work. This may also refer to using
another’s intellectual creation without properly crediting the original creator, or taking an existing idea
from existing source and presenting it as a new or an original idea.
COPYRIGHT INFRINGEMENT VS. PLAGIARISM

Copyright Infringement Plagiarism
Using or reproducing someone else’s work Claiming a work or an intellectual property as your
without permission own
NETIQUETTE
Netiquette refers to ethical guidelines in communication or using the Internet. This includes rules
on how to act during discussions and also the unique nature of the medium. Netiquette is usually
administered by people who can immediately recognize violators or violations of netiquette.
For instance, the following is an example of netiquette in electronic mailing based on Virginia
Shea’s 2004 online book called “Netiquette”:

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1. Introduce yourself – always begin by identifying yourself so that the receiver will can easily know
the sender and at the end of a message, use a signature or footer with information about yourself.
2. Enter a subject line – in the subject line, include a descriptive phrase that express the topic of the
message.
3. Do not use sarcasm – avoid using sarcasm because some might misinterpret the message and will
cause conflict.
4. Value and have respect for others’ privacy – do not send out or share somebody else’s email
without permission.
5. Immediately respond to messages
6. Be cautious in copying – avoid copying everyone you know on each message.
7. Do not spam or send out junk mail – do not respond or massively send out worthless email
postings like chain letters, rumors, gossip, etc.
8. Be curt – be concise in responding or sending out email
9. Observe proper language – avoid rude language, use proper grammar, and check spelling
10. Use proper emotion icons (or emoticons) to help express meaning – use appropriate emoticons
like smileys = ) or : - ) to accentuate emotions or feelings.
11. To emphasize or to convey meaning, use suitable intensifiers
- avoid typing sentences in all caps or “screaming” when sending or responding to email.
- for emphasis, one can type words between two asterisks (e.g. “to be submitted *tomorrow*”)
- to express state of mind, one can type words between brackets (e.g.” I’m so glad to hear from
you (grin)”)
SOME ISSUES RELATED IN USING MEDIA AND INFORMATION

a. Digital Divide – originally, digital divide refers to the gap between users when it comes to access
of information and communication technology (e.g. those who have Internet connection at home
vs. those who don’t). But since information and communication technology is within our reach
nowadays, digital divide may refer to the gap between users when it comes to skills in using
information and communication technology or the gap between users who have less and more
bandwidth.
b. Addiction – commonly called PIU or Problematic Internet Use that refers to too much use of
Internet to the point that affects daily life.
c. Cyberbullying or cyber-harassment – a type of bullying done online. This includes sending threats,
sexually harassing others, posting rumors, sharing private information, or negative comments or
posts against a person.
d. Virtual Self - digital identity or assumed identity in the virtual world.

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UNIT
OPPORTUNITIES, CHALLENGES AND POWER OF
8 MEDIA AND INFORMATION
Learning Outcomes
The learner
o realizes opportunities and challenges in media and information
o researches and cites recent examples of the power of media and information to affect change
MOTIVATION
1. Begin by asking the learners if they or anyone they know has experience with online shopping. Ask
them to share about items they bought and how successful they were at using online shopping
systems.
2. Ask the following questions:

• What forms of payment are accepted in online shopping?
• If customers have concerns or inquiries about the product, what support mechanisms are
provided?
• How will the customers receive the purchased product?
ISSUES OF USING UNGUARDED INTERNET

1. Citizen Journalism
Can also be known as “public journalism”, “street journalism”, “democratic journalism”,

“participatory journalism”, or “guerilla journalism”. This refers to people or citizens that gather and
share news or information.
Courtney C. Radsch defines citizen journalism as an “activist” alternate type of gathering and
disseminating news that functions outside the typical way of broadcasting news and information.
Meanwhile, citizen journalism, according to Jay Rosen, simply refers to the audience that informs
other audiences using the press tools they own.

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2. Phishing
Phishing refers to obtaining private information – like username and passwords, sometimes
money through credit card account numbers – by posing as a trustworthy entity (usually a website)
often for malicious purposes. Phishing is a term coined from fishing which is similar to phishing
wherein a bait (the trustworthy entity) is used to catch a victim.
Phishing is usually executed through email. Users receive a message from a “legitimate”
institution (e.g. social web sites, banks, auction sites, IT experts, online payment companies, etc.),
usually the message contains a link that leads to a fake website – sometimes infected with malware –
wherein the user is required to enter personal information.
3. Human Trafficking
Human trafficking refers to the use of threats or tricking people into doing some type of labor or
forcing or commercial sex act. Millions of people including men, women, and even children, are
trafficked into different countries in the world that makes a large profit estimating many billions of
dollars per year. Human trafficking is considered as a concealed crime for there are rarely reports
involving human trafficking because of victims to look for help because of fear of the traffickers,
judgement, or sometimes, fear of the law enforcement. Traffickers catch their victims by taking
advantage of the victim’s vulnerability, lack of knowledge and awareness of the human trafficking,
natural disasters, or poverty to lure them into human trafficking.

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UNIT
CURRENT AND FUTURE TRENDS OF
9 MEDIA AND INFORMATION
Learning Outcomes
The learner
o evaluates current trends in media and information and how it will affect/how they affect
individuals and the society as a whole
o describes massive open on-line
o predicts future media innovation
o synthesizes the overall knowledge about media and information with skills for producing a
prototype of what the learners think is a future media innovation
DISCUSSION
1. Let the learners read the article “Technology in the 20th Century,”
Technology has become a vital part in the everyday life of citizens; most people depend their
tasks, either personal or work-related, on technology as it has made work easy. Nowadays, it seems like
technology is continuing on becoming more advanced as time goes by. At present, technology experts are
discovering the power of virtual reality, artificial intelligence, holographic images, interactive technology,
computer generated storytelling, avatar emotions, and more that may help on every aspect of life. Below
are some emerging technology and trends:
1. Haptics Technology
A type of technology wherein the user’s sense of touch is used to feel force, vibrations, or
motions for several purposes. Haptics Technology is most commonly applied in video games, movies,
or in the virtual arts, such as synthesis of sound, and for graphics designing and animation.
a. Game Controllers/Joysticks – vibrations are felt on the controllers whenever there are obstacles
on the game to alert the player.

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b. Steering wheels - According to popsci.com, there are new steering wheels that utilizes haptics
technology wherein instead of using the voice of GPS applications as a guide for direction, the
steering wheel will vibrate to tell you which way to turn.
2. Context awareness
Context awareness, or contextual awareness, gathers information from the user and
predicting or anticipating the user’s needs from those choices or preferences. For example, a user
has input the same route to work every day, context awareness can advise the user to leave earlier
than the usual time, or to take a different route because it sensed traffic jams on the route that
the user usually takes.
3. Voice and tone recognition
At present, voice recognition is widely used by some technologies (e.g. commanding a smart
phone to do a certain task, confirm a person’s identity, etc.). Voice AND tone recognition
technology can be used to identify a person’s health or sense emotional state. This technology
can become useful in the field of security and healthcare.

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4. Intelligent routing to devices
This future technology will become handy to those people who are always on the move. For
instance, intelligent routing can provide location just by taking a picture of the street, or by giving
specific description using smart phones and GPS or the Global Positioning System. Intelligent
routing might become helpful to people from response teams during calamities, or to alert the
authorities in case of unexpected incidents.
5. Eye tracking technology
Eye tracking refers to a form of technology that analyzes the movements or positions of a
person’s eyes through computer applications. Nowadays, in some institutions, eye tracking is used
for identifying or confirming one’s identity. Eye tracking has potential application in the following
fields:
a. Road Safety – drivers who are feeling sleepy or distracted can be alerted
b. Health Care – people with disabilities can easily communicate with their aid and can push
themselves when roaming around on electric wheelchair
c. Security – catch people with suspicious behavior
d. Interaction between human and computer – users can blink or gaze on an icon to control
e. Retail – examining customer behavior on certain products or goods to improve marketing
strategies
f. Law enforcement – for lie detection
6. Internet glasses
Internet glasses refer to technology currently being developed that displays visuals directly on the
eyes that doesn’t block one’s line of sight. Internet glasses can be utilized in eyeglasses and can be
used for e-Gaming, military defense, or can even replace Smartphones. Internet glasses has the
following potential applications:
a. See location of other people, or the structure of a building
b. One can see information while giving a speech on-stage
c. See directions while walking to a location
d. Follow recipe while also executing it
e. Locate friends nearby while walking down the street

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UNIT
MEDIA AND INFORMATION
10 LITERATE INDIVIDUAL
Learning Outcomes
The learner
o synthesizes the overall implication of media and information to an individual (personal,
professional, educational, and others) and the society as a whole (economic, social, political,
educational, and others)
DISCUSSION
1. Discuss the characteristics of a media literate individual. Use the framework of Aufderheide (1992 as
cited in Koltay, 2011)
2. Emphasize to the learners that there are many technologies that people use for their businesses,
commerce, and communications.
3. Have the learners read the article “Social Media in the Philippines is Widespread, but what is its
Impact?”. It can be accessed here: http://asiafoundation.org/in-asia/2011/10/12/social-media-in-
the-philippines-is-widespread-but-what-is-its-impact/ Give the following guide questions:
• How did social networking help in the Philippine elections?
• How did the Asia Foundation help the advocacies of some human rights-based organizations?
• How did USAID and the authors help non-government organizations help in their advocacies and
objectives?
• How did ArdanSali of the Bangsamoro Center for Just Peace in the Philippines use social
networking in its advocacies?
• What was the purpose of hashtag #WeWantPnoyTo? Do you think it was an effective tool for
awareness and change?

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OVERALL IMPACT OF MEDIA AND INFORMATION

1. Individual
a. Personal
Due to the vast development of technology, use of media has always been part
of our daily routine. Almost everything is within our reach by using media. For instance,
many years ago, people find it hard to contact with people whom you once knew
somewhere – a childhood friend, a school mate when you were in high school – some
people even lost touch with these people permanently. But with the use of media, it has
become very easy to reconnect with them. Media has a large impact not just in terms of
communication, but also in terms of entertainment and information gathering.
b. Professional
Media has had a profound effect in the professional world. Most recruitment
agencies and companies make their hiring decisions based on information they find on
the Internet. To do a background check, the company may call the people on the
applicant’s character references or the previous companies he has been employed in. The
company may research about an applicant through social media.
On the other hand, job seekers or soon-to-be-professionals may find their dream
jobs through media like newspapers, advertisements, online job fair sites, etc.
Professionals also use media to research about the job they are in or to talk to other
professionals who are in the same field as them.

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c. Educational
In education, the use of media has tremendously helped not just the students,
but for teachers as well. Through media, students have easy access when it comes to
gathering numerous information about an assignment, research paper, or project.
Teachers also use media to gather more knowledge and examples about a topic they are
lecturing. Also, students and teachers use media to communicate with their each other
outside of school vicinities regarding their studies.
2. Society
a. Economic
The use of media has played a big part in the development in improving the
economical aspect of every country. Through media, production and distribution of goods
has become much easier because of the new ways of communicating between the
manufacturer and the consumer. Also, advertisement of products has become more
efficient and efficient to attract more customers. Examples of these are commercials we
see on the television or hear on the radio, online advertisements, the billboards we see
on the road, etc.
According to Rayman-Bacchus and Molina, tourism has greatly transformed
tourism by mass communication – especially Internet – for it has empowered new tourists
to become more knowledgeable. Internet is considered as a vital part of making
transaction because of the development of online sales in the tourism industry. The
number of sales has tremendously increased because of successful online booking
platforms for airlines, hotels, travel agencies, etc.

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b. Educational
Media educates the people in the most effective and efficient way. For example,
print media (e.g. workbooks, textbook, manuals) is still being used in most schools; the
television, on the other hand, is preferred by other learners when it comes to gathering
information about a topic, and; of course, the internet is considered as a huge home
library of information that can be accessed in just one click.
c. Social
Almost every person in the world uses media as a means of communication.

Whether it’s to be update on your friends, or to contact someone who is far away, or to
make new friends, it has become more simple through the use of media like internet,
radio, or even television.
d. Political
Through media, political information has become more accessible to citizens of a

country. For example, when politicians run for a position, it is much easier for the citizens
to search the credibility and the background of the candidates who are running for the
position, therefore, it is much easier for them to decide who they will vote. Also, citizens
can be easily updated on the latest political activities and news through media like
newspapers, television, radio, or online news websites.

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UNIT PEOPLE MEDIA
11
Learning Contents
The learner demonstrates understanding of different resources of media and information, their design
principle and elements, and selection criteria.
Learning Outcomes
The learner
o cites studies showing proofs of positive and negative effects of media,information on individual
and society.
o describes the different dimensions of people media
DISCUSSION
1. Explain briefly how Philippine media has grown throughout history and how new professions for
people in media have evolved.
2. Discuss how traditional media has affected Filipinos in the past, throughout the different eras.
a. Pre-Spanish Era – knowledge was passed on through folk media and indigenous forms of media.
Careers: Town crier, messenger, community scribe.
b. Spanish Era – while education was limited to the elite, publication of books (i.e., Noli MeTangere
and El Filibusterismo) and newspapers (La Solidaridad) advanced the Propaganda movement
which led to the people’s revolution against Spanish rule. Filipinos at that time did not have a
common language. Only the elite spoke and understood Spanish. Thus, communication was
limited. Pen names were used to avoid political oppression. Careers: book writers, newspaper
writer, editor, publisher, copyreader, artist.
c. American and Japanese Era - During this era, major newspaper (i.e. Manila Times and Manila
Bulletin), radio broadcasting and movies became available. Media was used for propaganda by
government and other groups. Careers: book writers, newspaper writer, editor, publisher,
copyreader, artist, cartoonist, reporter, producer, broadcaster.
d. Post-war Era – the golden age of Philippine Journalism. Advertising, Communication Education,
and press freedom flourished in this era. Careers: book writers, newspaper writer, editor,
publisher, copyreader, artist, cartoonist, reporter, producer, media technicians, advertisers.
e. Martial Law Era - Highlights of this era include the government takeover of media and the press
and the image engineering of the Marcoses in the name of nationalism.
f. Post-EDSA Era - People Power brought greater freedom for Philippine media. During this era, the
new Constitution recognized the vital role of communication and information in nation- building.
Press freedom influenced the growth in media careers.

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g. Modern Era – Careers: web designer, online instructors, digital producers, bloggers, animators,
programmer, archivist, metadata analyst, data miner, user experience designer, call center
agents, virtual assistants.
PEOPLE MEDIA
Refers to persons that are involved in the use, analysis, evaluation and production of media and
information. There are two types of People Media: People as Media and People in Media
People in People Lower-

Media as Media end Users
1. People in Media – these are media practitioners or experts that have professional journalism
training who gather information through direct or actual experience of events.
a. Print Journalists – refers to people who provide information by writing articles about a
news on printed materials like magazines and newspapers.
b. Photojournalists – refers to people who capture, edit, and present images to convey
information. They are often employed in newspaper and magazine publishing companies.
c. Broadcast Journalists– refers to media people who deliver information on-air. Examples
of this are news anchors, field reporters and radio announcers.

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d. Multimedia Journalist– responsible for gathering information through interview,

observation, or research; also responsible for writing, capturing visual content and editing
stories to be presented.
2. People as Media – these are media users who are make use media sources and messages to
provide information to people with limited access to media and information or lower-end users.
a. Opinion Leaders – refers to people who are actively use media and interprets or delivers
messages for lower-end users. Their opinions are usually accepted by a group.
b. Citizen Journalism– an individual or a group of citizens without proper training for

journalism that uses media – usually through Internet – to make or deliver information.
They are usually the witnesses of an event worth sharing (e.g. fire in a location, tragic
events, etc.)
c. Social Journalism – refers to journalists who delivers information through social media to
make their content more accessible to people.
d. Crowdsourcing – these are people who provide services, ideas, or content that are
sponsored by a large group of people, especially from the online community.

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UNIT
TEXT MEDIA AND INFORMATION
12
Learning Outcomes
The learner
o describes the different dimensions of text information and media
o comprehends how text information and media is/are formally and informally produced,
organized, and disseminated
o evaluates the reliability and validity of text information and media and its/ their sources using
selection criteria
o produces and evaluates a creative text-based presentation using design principle and elements
Text is a simple and flexible format of presenting information or conveying ideas whether hand-
written, printed or displayed on-screen. Text is very powerful as well in disseminating information,
providing direction and giving suggestions.
Text is available in different sources whether it is formal (news articles, published books,
newspapers, magazines, advertisements, research works, etc.) or informal (blogs, personal e-mails, SMS
or text messages, online messengers, social media platforms, etc). Formal text-based materials are
created and distributed by established institutions (such as publishing companies, news agencies, etc.)
and go through a rigorous process of editing or evaluation and are usually governed by censorship of the
state. Informal text-based materials, on the other hand, come from personal opinions or views on
different issues, processes, etc.
Text can be as short such as a single sentence or phrase, or they can be as lengthy as news articles
or investigative reporting. No matter how brief or lengthy, however, a text is always carefully written with
the intent of sending a very specific message to the target audience.
In our exposure to text media and information, we can either be a consumer or a producer of
content. As a consumer, these are the questions that you need to ask with regards to the content of text
media and information:
• Who or what institution is the message sent?

• What methods are utilized to draw and hold attention?
• What is the language used by the writer?
• What views are represented? Are they balanced?
• How might the message be interpreted in different ways?
• What is omitted, slurred or added in the message?

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As a producer of text media and information, we must review the media and information design
framework: target audience, author or sender, key content, purpose, form/style and format.
Text as visual
Typeface (also called font, font type, or type) refers to the representation or style of a text in the
digital format.A typeface is usually comprised of alphabets, numbers, punctuation marks, symbols and
other special characters. When fonts are installed in the computer, they usually come in file formats such
as True Type Font (.ttf), Open Type Font (.otf), etc.
Types of Typefaces:
In the absence of images or drawings, text is the easiest way of communicating to your audience.
The use of various font types can express different emotions or meaning.

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Design principles and elements – the principles in designing text elements are Emphasis,
Appropriateness, Proximity, Alignment, Organization, Repetition and Contrast.
1. Emphasis - refers to the importance or value given to a part of the text-based content. When trying
to make a point or highlighting a message, you can make the text bold, italicized, have a heavier weight,
darkened or lightened (depending on your background color) or enlarged.
2. Appropriateness - refers to how fitting or suitable the text is used for a specific audience, purpose or
event. In the creation of text-based content, make sure that the selection criteria (tone, style, purpose,
clarity) is followed. As for the choice of typefaces to be used, refer to the discussion of the characteristics
of the fonts. When it comes to large body text, the font should be clear enough to read.
3. Proximity - refers to how near or how far are the text elements from each other. When two things
are closely related, we bring them close together. Otherwise, we put text elements far from each other.
For example, the main title and subtitle are usually placed close to each other.
4. Alignment - refers to how the text is positioned in the page. This can be left, right, center or justified.
5. Organization - refers to a conscious effort to organize the different text elements in a page.
Organization ensures that while some text elements are separated from each other (based on the
principle of proximity), they are still somehow connected with the rest of the elements in the page.
When there are many elements needed to fit in a page, start by creating a framework or a compartment
for the elements. Divide the space by creating lines across the page, making it look like a cabinet with
various space sizes. Once you are done compartmentalizing, you can place the different text elements
on the boxes.
6. Repetition- concerns consistency of elements and the unity of the entire design. Repetition
encourages the use of repeating some typefaces within the page. When several typefaces are used on
a page, it might distract the audience and fail to communicate what you want them to get from the
content. To strike a balance, do not also use just a single typeface for a visual design product.
7. Contrast- creates visual interest to text elements. Contrast is achieved when two elements are
different from each other. When you place a white text on a very light yellow background, contrast is
not achieved and the text will be difficult to read, but when you put a white text on a dark brown
background, contrast is created. Contrast can be achieved in various ways, by joining the following
elements: large font with a small font, serif and sans serif, thin elements with thin elements, cool color
and warm color.

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WORKING WITH TEXTS
The Type Tool

In this lesson, you will how to create and modify texts. The type tool is important because it gives
a capability to enter a text into an image. You can edit the text, change its color and apply effects.
Text Tools
Icon Name Description
Text Tool Creates texts
Path selection Tool Selects a shape or segment, direction lines and points
You can view the different kinds of tools by holding the triangle at the text tool button and the
hidden menu will be displayed. Selecting one of the options will activate the selected tool.
Type Tools
Icon Name Description
Horizontal Type tool This tool is the regular tool to create a text.
Vertical type tool This arranges the vertical type.
Horizontal type mask Tool This is the normal tool that is masked in the image
Vertical type masked tool This the vertical type tool with mask.

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Creating a type
There are three methods in creating a type: Point Type, Paragraph Type and type on a Path
• Point type – Refers to a line of text (either horizontal or vertical) that starts where you click and goes
on as you type. There is no boundary so you have to press the enter key to make a second line.
1. On the tools panel, click the Type tool and click the horizontal type tool.
2. Click on the image and type your text.
• Paragraph Type – This type is a box type that uses boundaries to control the flow of the characters in
the text. This might come in handy when you want to make more paragraphs, by doing this, you need
to select the type tool and then drag the tool to create a square border where you want to place your
text.
1. On the Tools panel click the type tool and click the Horizontal type tool.
2. Click on the image and drag the mouse to form a text box.
3. Type your text inside the text box.

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• Type on a Path – refers to tools that flow along the edge of an open or closed path. The text flows in
the direction in which points were added in the path.
1. Click Ellipse tool from the Tools panel.
2. On the Options bar, select NO Fill and NO Stroke.
3. Click Text from the tool bar.
4. Click on the edge of the circle until the cursor changes to a line with S shape.
5. Type your Text.
6. Click any of the Layers panel to deselect the command.
Moving Text
You can move or arrange your text to another location in the image.
1. If there are several layers in your image, select first the text layer from the Layers panel.
2. On the Tools panel, click the Move tool.

3. Click on the text and drag your mouse to move the text.
Type Tool Option Bar

When you have selected the type tool from the Tools panel, the option bar will show the various
commands that you can use to modify and format the Text. Paragraph and Character panels can be
displayed from the Menu bar, click Window and check Paragraph or character.
Tool Description
Text Orientation Changes the text orientation form horizontal to vertical.
Font Family Shows the available Fonts you can use.
Font Style Shows the Font Style that you can use.
Font Size Shows the Font Sizes that you can use.

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Anti-Aliasing method Shows the options to smoothen the edges of the text like
Sharp, Crisp, Strong, Smooth.
Text Alignment Shows the option to align text like, left, center or right.
Text Color Shows the color options that you can use.
Create Warped Text Distort text to have a special effect.
Toogle the Character and Paragraph Toogle between the Character and paragraph panels that
palettes shows other text editing options.
Modifying Text
You can edit, resize, and color your text in Photoshop. You can even use tools for images in editing
your text.
• Resizing Text
1. Place your mouse pointer on the corner of the textbox until it changes into a double-headed
arrow.
2. Click and drag the mouse to increase or decrease the size.
3. You can also select the Text tool and on the Options bar, select the font size.
• Rotating Text
1. Place your mouse pointer on the corner of the textbox until it turns into a curve two headed
arrow.
2. Click and Drag your mouse in circular motion.
• Skewing Text
1. Hold Ctrl key on the keyboard.
2. Click the edge of the textbox and drag the mouse to skew the text.
Editing Text
To edit the text, you should open the Character panel. As seen in the image, there is no character
panel so you need to open it from the Menu bar. The character panels show font options which will allow
you to edit your text.
1. On the Menu bar, click Window select Character and the character panel will appear.
2. On the Tools panel, click the type button, click on the text and highlight it.
3. On the Character panel select the font, size or color you want to apply.
Coloring Text
To change the text color:
1. On the Tools panel, click the Type icon.
2. Click on the text in the image and highlight it.
3. On the toolbar, click the Set foreground color button.
4. When the Select Text Color dialog box shows, click a color and click OK.
5. The new color will now be applied on your text.
Deleting Text
• To delete the entire text:
1. Click the text layer from the text Layers Panel and click the Delete layer buttons.
• To a portion of the text:
1. On the Tools panel, click the Type tool.
2. Click the text on your image and press Backspace key or Delete key of the keyboard.

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Using Drop Shadow

You can create various effects on your text such as Drop Shadow, Inner Glow, Outer Glow, Bevel
and Emboss, Satin and many others.
1. Select Type on the Tools Panel and drag your mouse on the image to create a textbox.
2. Type your text and Highlight it.
3. On the Menu bar, click Layer, click Layer Style and click Drop Shadow.
4. When the Layer style dialog box appears, make the necessary angle, color and distance
adjustments.
5. You can the result in your image and return back to the dialog box until you research your
desired outcome.

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Using Bevel and Emboss

There are many options in the Bevel and Emboss Effects. Aside from the color, style, angle, there
is Gloss Contour and other adjustments. You can experiment and combine them with other effects.
.
1. On the layers panel, click the Text layer.
2. Select the Text that you will modify.
3. On the Menu bar, click Layer, select Layer style and check Bevel & Emboss.
4. On the dialog box, make your adjustments.

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Using Inner Glow

Inner Glow can make your text glow inside. You can apply this effect by going to the Menu bar
and click Layer, select Layer Style and check Inner Glow and then the Inner Glow option window will
appear. Make your adjustments and click OK.
You can remove the Inner Glow by selecting the Inner Glow layer and from the Style panel, select
the white box with the red line which will cancel the effect.

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Using Outer Glow

The Outer glow effect adds faint color to the outside of your text. You can add this effect by
selecting the layer that you want to edit. Go to the layer menu and then select Layer Style. Click Outer
Glow and then the option window will appear. You can edit or change the opacity of your outer effect as
well as the noise.
You can change the Outer Glow color by selecting the color box below the Noise Slide tab. This
will open the Color picker window.

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UNIT
VISUAL MEDIA AND INFORMATION
13
Learning Outcomes
The learner
o describes the different dimensions of visual information and media
o comprehends how visual information and media is/are formally and informally produced,
o evaluates the reliability and validity of visual information and media and its/their sources using
selection criteria
o produces and evaluates a creative visual-based presentation using design principle and
elements
1. Visual media and information – refers to instruments, applications, etc. that teachers and/or students
use to convey new information to help learn the uses, assessment, and creation of visual images.
2. Types of visual media – photography, video, screenshots, infographics, data visualization (charts and
graphs), comic strips/cartoons, memes, visual note-taking, etc.
3. Formally and informally produced visual media – visual media produced by formal organizations such
as schools, government, and established media/publishing outfits are considered formally produced.
Other visual media are considered informally produced.
4. Purpose of visual information – the primary purpose of visual information is to gain attention, create
meaning, and facilitate retention.
5. Visual design elements – refers to basic components in constructing a visual image.

a. Line – refers to an outline that sometimes create a shape. Its texture can be thick or thin, may
be vertical, horizontal, diagonal, implied, actual, or contour lines.
b. Shape – refers to a form of an object that stands out. Shape may also be organic.
c. Value – refers to the lightness or darkness in a design. It refers to the changes between black
and white and all the tones in between.
d. Texture – the way a platform feels or supposed to feel. This is added to draw or prevent
interest to a visual element. Visual texture is the illusion of the surfaces peaks and valleys,
resulting in a feeling of smoothness or roughness in objects.
e. Color – determined by its hue (name of color), intensity (purity of the hue), and value
(lightness or darkness of hue). Color and color combination plays a big role in designing. Color
may be used for emphasis, or may elicit emotions from viewers. Color maybe warm, cool, or
neutral. It plays an important role in our visual perception because it affects how we react

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about the environment around us. It is therefore important to make color palettes that
suggest appropriate audience reactions.
f. Form – refers to the volume or thickness of an object. The illusion of a 3-D object is created
through the manipulation of light and shading.
6. Visual Design Principles are:

a. Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide
presentations or documents that are more than one page.
b. Center of interest – the area in a composition that is more valuable or important than the
other parts of the composition; usually this can be noticed first and attracts attention.
c. Balance – refers to the feeling of symmetry between form, value, color, shapes, etc. In a
composition, textures, colors, shapes, etc. is used in creating equilibrium in a composition.
d. Harmony – is the same as unity; harmony combines similar units within a composition. For
instance, if straight lines and organic shapes are used within a composition, one would be
consistent in using the said elements.
e. Contrast – refers to the change or the difference between objects (e.g. alterations in color,
shapes, etc.) that is mostly used to create a subject of emphasis.
f. Directional Movement – refers to the visual flow of the objects in the composition. It refers
to how objects are placed and positioned.
g. Rhythm – a consistent movement within the elements. Like in dancing, the movement of
objects will seem to be in sync or like the beat of music.
h. Perspective – refers to objects made in a two-dimensional area to seem realistic.
STARTING PHOTOSHOP
Sources of Images
You can Images from different sources like:
1. Scanned photos from printed materials
2. Digital photos from your camera
3. Images purchased from the internet
4. Create your own image from scratch using Photoshop’s drawing and painting tools.
Opening an Image
There are two ways to open an Image to Photoshop.
• To open an image using the Menu bar:
1. On the Menu Bar, click File and select Open.
2. Once the open dialog box shows, click the file name of the image you want to open.
3. In the open dialog box, go to the Look in and select the location where the image is stored.
4. From the list, choose an image in the existing files and click file name or enter the file name
in File name textbox and select open.
5. The image will now appear in the window and ready for editing.

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• To open an image using the Workspace.

1. Double click the gray area in the Photoshop Window.
2. When the Open dialog box appears, click the image file name you want to open, then select
Open button.

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Creating a New Image in Photoshop
You can create new images in Photoshop from scratch to make your own image using the
different tools of the program.
1. On the Menu bar, click File.

2. Select New.
3. Once the New Dialog box appears, fill up the name and settings required such as size, resolution
and back-ground.
4. Click OK.
5. A blank window will open where you can work on your image.
Create New Window Image

You can create multiple windows for your Image. This allows you to compare the original Image from
your edited image and makes it easier to navigate through with multiple windows to organize.
1. Go to the Menu bar and click Window.
2. Check Arrange, select New Window.
3. A new Window will appear for your Image.

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Import Multiple Images

You can import multiple files in your Photoshop using the Open dialog box.
1. On the Menu Bar, click File then click Open.
2. Select as many images as you want simultaneously for multiple image imports by highlighting
the images that you want to import.
3. Then clicking the Open button will import all the images in the Photoshop window.
4. After importing multiple files, you will see separate windows for the respective files that you
opened.
5. You can also float the opened files manually by dragging the file to the Photoshop window by
its title bar.

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Using Rulers
Rulers help you to position your images accurately. They will help you organize your images and
measure your design precisely.
To view the Ruler, go to Menu bar and click window, select View and check Ruler. This will show
the ruler at the left side of the image and at the top of the window.

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Using Ruler Guides

Guides are line to help you place your image or object in a specific area. A guide will not be visible
when you print your file.
1. On the menu bar, click view and select Ruler.
2. When Ruler appears, click the edge of the ruler until you see a blue line.
3. Drag the line to your desired measurement.
4. Check the Snap command for the object to be pulled into the ruler guide.
Snapping
Snapping lets you Snap, the image to a precise point in the ruler. The default Snapping location
is (0, 0). To snap your image, go to the Menu bar and click View and select Snap.
Using the Navigator Panel

To view a particular area in your image,
1. On the Menu bar, click Window and click Navigator.
2. The Navigator panel opens to show your current view relative to the entire image.
3. Click and drag the navigator slider to zoom in or out.

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Using the Hand Tool

You can view another area image by selecting the Hand tool and dragging to the area you want
to view in. You can use this tool when you want to edit another part of the image and instead of zooming
out, you can just move the image using the Hand tool to see your desired area.
1. Click the Hand button found on the Tools panel

2. Click and drag the image to go to a particular area.
Zooming the Image

You can change the size of the view of your image on the screen to have a closer look at your
image to work on it with better control and flexibility. One way is to zoom in and out of your image by
clicking Zoom tool in the Tools panel. Then select the part of your image where you want to zoom in. The
image will now move closer and you can now be edited in a bigger and closer view. You can also use the
keyboard shortcuts Ctrl+ to zoom in or Ctrl- to zoom out.
When you click the Zoom tool, a plus + sign will appear. The image will be magnified more each
time you click the mouse. To zoom out or decrease the magnification, click the Zoom icon and hold the
Alt key. A minus- sign will appear. The view will be reduced each time you click the mouse.
You can view another area image by selecting the Hand tool and dragging to the area you want
to view in. You can use this tool when you want to edit another part of the image and instead of zooming
out, you can just move the image using the Hand tool to see your desired are as you can see from the
image above to the image below.
Using the History Panel

You can undo multiple commands by using the History panel. The History panel shows the list of
recently executed commands that you can view to correct mistakes, undo or redo the operations you have
performed on your image.

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1. On the Menu Bar, click Window and click History.

2. On the History panel, click the History slider and drag it upward to undo the previous command.
3. Click and drag the slider down to redo the command.
4. You can also the Menu Bar, click Edit and click Undo.
Saving your Images

It is important to know the options to save a file. New, edited and opened document may be saved
for future use or for a succeeding action such as printing and modifying.
Save Commands
Save This save function overwrites a previously saved file. This save command opens a Save As
dialog box the first time a document is saved. You can enter a file name and location
where the file will be saved.
Save As This save command opens the Save As dialog box so you can save an existing file either
using the same name or giving it a new name. You can also choose to save the file in a
different file location, name or file type.
You can save your images to many kinds of files. If you are not ready to save your image
permanently to another application, you can save your image to a Photoshop file. You can do this by
clicking on Save As on the File menu and then a dialog box will appear that will ask you where you will
save the file and what kind of application you want it to be saved in.
As you type your file name and the folder where you want to save, on the format drop down
menu select Photoshop. The file extension for that is .psd or .pdd. This will save your application to the
Photoshop image and can be edited again with the layers and the effects that you have placed in the
image. You can also save your image through any kind files like the .jpeg file or the .bmp file in case your
image is final. Just by selecting the format drop down menu, select the file name where you want to save
your image.
Exiting Photoshop
After you have finished using the application, you can exit Photoshop.
1. On the Menu Bar, click File and click Exit.
2. If you have not saved your work, Photoshop alerts you to save them first.
3. You can also use the Close button to close the program.

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UNIT
AUDIO MEDIA AND INFORMATION
14
Learning Outcomes
The learner
o describes the different dimensions of audio information and media
o comprehends how audio information and media is/are formally and informally produced,
o evaluates the reliability and validity of audio information and media and its/their sources using
selection criteria
o produces and evaluates a creative audio-based presentation using design principle and
elements
MOTIVATION
1. Show the learners a video clip of a Charlie Chaplin movie (silent movie) without audio.
2. Start a quick discussion about how they found the experience of watching something without audio.
3. Write down key words/ideas on the board. Use those words to highlight the value of audio
information and media to the learners. Some sample responses:
a. “I was more focused on the film without the audio” - Perhaps we are so used to media that use
multiple forms and channels. Audio, if not used well, can be distracting. That is why it’s
important to ensure that the key message and intention are consistent across the different
media that you will use.
b. “It was boring” - We are not used to singular media anymore, and that can be a good example
of convergence of media and how it is prevalent in our daily lives. Audio is a powerful tool to
set the mood and convey emotions that visuals can’t.
AUDIO
This refers to a sound made or created by various platforms. Audio Information and Media refers
to instruments, applications, programs, etc. that teachers and/or students use to convey new information
to help learn the uses, assessment, and production of sound.
TYPES AND CATEGORIES OF AUDIO INFORMATION

1. Radio broadcast - live or recorded audio sent through radio waves to reach a wide audience.

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2. Music – refers to sounds that are made vocally, sometimes combined with instrumental sounds, to
create harmony that is performed or composed to express thoughts, feelings, or emotion, for
artistic, ceremonial, entertainment, or religious purposes.
3. Sound recording - recording of an interview, meeting, or any sound from the environment.
4. Sound clips/effects – refers to sounds that is synthetically produced to make an effect in a

composition or presentation.
5. Audio Podcast – a recording of a story or a radio program, typically released or can be downloaded
in series or episodes.

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DIFFERENT WAYS TO STORE AUDIO

1. Tape – refers to a magnetic tape that can store audio or sound.
2. CD – refers to circular plastic-fabricated medium used for keeping and playing computer data (e.g.
video, audio, programs, pictures, or even text files)
3. USB drive – a type of external storage that is portable and can be connected to any device that
has a USB port.
4. Memory Card – also known as storage card or flash memory card; usually connected to a device
(e.g. cellphone, laptop, etc.) to store data.
5. Computer hard drive - secondary storage device for storing audio files.
6. Internet/Cloud - websites or file repositories for retrieving audio files, and more precisely the files
are stored in some datacenter full of servers that is connected to the Internet.

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DIFFERENT FILE FORMATS OF AUDIO

1. MP3 (MPEG Audio Layer 3) – standard audio format for transferring or playing audio.
2. M4A/AAC (MPEG-4 Audio/Advanced Audio Coding) – an audio format that is considered to be the
successor of the MP3 audio format that has better sound quality.
3. WAV (Waveform Audio File Format) – a standard audio format for Microsoft for storing audio or
for the playback of game sound effects, etc.
4. WMA (Windows Media Audio) - a technology developed by Microsoft for compressing
audio and is used with Microsoft’s Windows Media Player.
CHARACTERISTICS OF SOUND
1. Volume– refers to the volume of the sound
2. Tone - refers to the quality of sound
3. Pitch - refers to the highness or the lowness of the sound or tone
PURPOSES OF AUDIO
1. Give instruction or information– in most times, audio is used to provide more specific
information. For instance, some tutorial videos have audio background for the viewers to fully
understand the lecture.
2. Provide feedback– In terms of oral communication, audio is essential. Between two people who
are having a conversation, one might use their voice to provide feedback such as talking, making
approving sounds, grunting, etc.
3. To personalize or customize
ELEMENTS OF SOUND DESIGN– the objects or things that we have to work with
1. Dialogue - speech, conversation, voice-over.
2. Waterfall – refers to a state where the second audio starts with full volume just as the first audio
fades out. This is commonly used in radio programs for song or voice transition.
3. Sound Effects - any sound other than music or dialogue.
4. Music - refers to sounds that are made vocally, sometimes combined with instrumental sounds,
to create harmony that is performed or composed to express thoughts, feelings, or emotion, for
artistic, ceremonial, entertainment, or religious purposes.
5. Silence - absence of audio or sound.
PRINCIPLES OF SOUND DESIGN– the techniques for combining the different elements or objects.
1. Mixing – the blend, symmetry, and control of multiple audio
2. Pace – refers to timely order of events. This may be linear, non-linear, or multi-linear.
3. Transitions – how one element shifts to another
a. Segue – an audio begins as soon as another stops. Also refers to “cut” in films.
b. Cross-fade – an audio fades in volume just as another fades out volume, making both
elements overlap.
c. V-Fade – an audio begins after the first one fades to silence.
d. Fade to Black – similar to V-Fade but a silence is included between elements.
4. Stereo Imaging - Using left and right channel for depth.

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Importing audio files and browsing media:
Open: Adobe Audition CS6
Note: Adobe Audition CS6 is licensed software on campus

computers. The Adobe program is a part of one of many available
Adobe applications. The main focus of Adobe Audition is the
capability to edit and produce audio tracks. It is not the latest version
of Adobe Audition. Some of the other features will not be available if
you are using an older version of Audition or the newer Adobe
Audition CC.
Import File:
Click File -> Import -> Audio
Browse: For your audio file
Supported Audio Formats: APE, AU, AVR, BWF, CAF,

FLAC, OGG, PAF, PCM, PVF, HTK, IFF, M4A, MAT, MPC,
MP2, MP3 (Including MP3-surround), SF, SND, VOC,
VOX, W64, WAV, OGA, RAW, RF64, SD2, (including
files with up to 32 channels)
After the Importing is finished your

audio file will be presented in the
Waveform workspace for editing.

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This panel is an alternative tool to assist and maintain your imported media files
Choose open audio file to both be

a selection option in this panel and
also have it accessible for edit in the
waveform workspace
Choose Import media. Function is

almost the same with open file. By
doing this it only import file to Files
panel.
Choose create a blank slate for an

audio track
Choose after highlighting audio file in the File window to create a new Multi-track session
Choose after highlighting audio file in the

File window to delete item from File Window
Note: This will not delete audio file from your computer, rather it deletes the asset from your File panel.
Also, the files located here will disappear after closing out Adobe Audition. Use this panel as a ways to
quickly work on multiple audio tracks at the same time. Files with an asterisk in the title have been
changed in the workspace and will overwrite the original file
Files with Asterisk Must to Be Saved:

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Setting Up Audio Capture Settings:
Before the audio recording begins, be sure that your

audio hardware is configured and ready. Setting up
audio can be done through the Audio Hardware
Preferences menu system.
Select: Edit ->Preferences -> Audio Hardware
Audio Hardware gives you the chance to select:
Device Class: Based on audio card in computer station. MME and ASIO are common driver types that can
be found on Windows machines. ASIO is higher since it is better at decreasing latency between input and
output sources.
Below Options Based on MME setup

(Normally Used in Media Center):
Default Input: Recording device
Default Output: Playback speakers
Master Clock: You can select which

device to have all synchronized with
Latency: Delay among input and

output devices. Only change this
setting if you hear so many latency
among your several input devices.
Lowering is idea, however too much

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can generate audio dropouts or clicks in your recording. The range of 200 ms is normally used in the Media
Center, but testing may be required to determine the best setting for your audio setup.
Recording Audio
Below the Waveform workspace, Choose “Record”

from the play options
Note: When you choose Record your recording will

start where the play head is located in the timeline.
By doing this, it will overwrite the data
following that point, until you
stop it.
Basic Selections:
Selecting: This is essential when describing which specific

components in the timeline you wish to modify.
Click & Drag: mouse over in the timeline region to choose,

either by starting left to right or vice-versa
Note: Waveforms that are highlighted with a white

background are chosen areas in your workspace.
Select All:
Double Click: Timeline to highlight entire area
Keyboard Shortcut: Ctrl + a

65
UNIT
MOTION MEDIA AND INFORMATION
15
Learning Outcomes
The learner
o describes the different dimensions of motion information and media
o comprehends how motion information and media is/are formally and informally produced,
o evaluates the reliability and validity of motion information and media and its/their sources
using selection criteria
o produces and evaluates a creative motion-based presentation using design principle and
element
MOTIVATION
1. Bring the learners to a focus by showing an example of a flipbook.
2. Challenge learners to quickly create a motion media by making a flipbook.
3. Show a sample of a flip book. Point out how minor changes in the picture for each page create the
illusion of motion.
4. After showing the example, have each learner think of a simple motion. Let them draw the picture
to show the starting position of the object/subject. This must be drawn in the last page of their
flipbook.
5. Next, have them draw the last picture on the top page of their flipbook.
6. Let them draw the pictures in between in the succeeding pages until they finish all the pages of the
flipbook.
7. Have them show their flipbook to another learner for feedback.
8. Call some learners to describe their work. Ask learners how the picture changes or creates the
illusion of movement or blending.
MOTION MEDIA
Motion Media refers to a media form with moving graphics or texts. According to Roblyer, the
purpose of motion media is to convey information in several ways. Each picture is a frame and that motion
is created by rendering or showing consecutively several frames per second. 24 frames (0pictures) or more
per second makes for a smooth animation.; videos, film, slides also make use of frames. The series of
graphics or images follow a sequence to create a story. This sequence is often called a storyboard which
shows a set of components (audio, visual, videos, etc) changing in time to create a story or a message.
Motion media can be produced formally and informally. Informally produced motion media are
created by individuals often for personal use. Formally produced motion media are created by
professionals who follow industry standards in creating, editing and producing motion media. Formal
production of animations involves the following steps:

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1. Writing the story - writers and directors create the story board
2. Script is written and dialogue is recorded
3. Animators sketch major scenes; inbetweeners fill in the gaps • background music and
background details are added
4. Drawings are rendered
Videos are produced in the same manner except that instead of drawing the scenes they are acted
out and shot. Once the scenes have been shot, all clips are edited and put together in a final product.
Motion Media Formats, Types and Sources

1. Animations - animated GIFs(Graphic Interchange Format), Flash, Shockwave, Dynamic HTML
2. Video formats/Video Codecs - motion media use large resources. Codecs compresses and
decompresses video files. Examples are H.26N series, Quicktime, DivX, MPG, MP4
3. According to purpose: education, entertainment, advertising
4. According to source: personal, social media, media companies
5. According to audience: private or public; directed or general
6. In some of these, media convergence can be observed with one artefact falling into several
categories.
Creating a FLA file and adding graphic elements
When creating a content in Flash Professional CS6 choose File > New , and document is called a
FLA file. FLA files use the file extension .fla (FLA). While editing a FLA file in the Flash Professional CS6
environment, you'll notice that the user interface is divided into five main parts:
• The Stage is like a white space area that are the visible area throughout the playback; you
arrange graphics, videos, buttons, and other elements on the Stage while editing projects.
• The Timeline manipulates the timing that specifies when elements in the animation appear on
the Stage. The playhead begins at Frame 1 and moves from left to right as the animation plays
through the frames. Drag the layers in the Timeline to organize and position the layering order of
graphics on the Stage. Graphics in the upper layers appear to be placed on top of the graphics in
the lower layers.
• The Tools panel has the tools used to select objects on the Stage, create text elements, and draw
vector graphics.
• The Property inspector shows contextual information about the characteristics of any selected
object; you can edit these options to adjust an object's settings.
• The Library panel has media elements and symbols that are stored for a project. Use this panel
to manage and organize the project's elements. When publishing a SWF file, only the Library items
you actually use are included in the published file.

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Figure 1. Flash Professional CS6 user interface is comprised of five main parts.
ActionScript code allows you to enhance interactivity to the elements on your animation. The
user can add code that causes a button to display a new image when it is clicked. You can also use
ActionScript to add logic to your applications. Logic enables your application to behave in different ways
depending on the user's actions or other conditions. There are different versions of ActionScript. Flash
Professional uses ActionScript 3 when an ActionScript 3 or Adobe AIR file is created, or ActionScript 1 and
2 when an ActionScript 2 file is created in the New Document dialog box.
Creating a simple FLA file

In creating a basic FLA document you'll use these instructions when creating projects in Flash
Professional. The first step involves creating a new document:
1. Choose File > New.

a. In the New Document dialog box, the ActionScript 3.0 file type is selected by default.
Figure 2. The New Document dialog box displays the file types you can create in Flash Professional.

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2. Use the workspace drop-down menu to be found on the upper right of the screen to select the
Essentials workspace layout option (see Figure 3). This step confirms that the layout of the panels
in Flash Professional CS6 match the arrangement of the panels showed in the screen shots.
Note: Later, you can create a preset of your own custom workspace by setting the panels in any way that
you prefer. Choose the New Workspace option and enter a name to save your personal configuration.
Once it's saved, you can reset the workspace by choosing its name from the workspace menu.
Figure 3. Choose the Essentials option to view the changes in workspace layout.
3. Click the Properties tab in the upper right side of the user interface to see the Property inspector,
which shows the Stage properties for the file when no other objects are selected.
4. By default, the Property inspector is perpendicularly aligned along the right side of the
workspace. The Size section displays the existing Stage size setting as 550 × 400 pixels (see Figure
4). The Stage background color swatch is normally white. You can change the color of the Stage
by clicking the swatch and choosing a different color in the color picker that appears.
Figure 4. The Property inspector shows the Background color and the Stage size.
Tip: You can change the background color of the Stage in the Flash movie file by clicking Modify >
Document or by choosing the Stage and then changing the Stage color swatch in the Property inspector.
There's no need to draw a rectangle to mark the background color. When you publish your Flash movie
file, Flash sets the background color of the published HTML page to the identical color as the Stage
background color (if only you decide to generate an HTML file).

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5. Click File > Save.

6. Browse the path to save the FLA file on your hard disk. Name it MySimpleAnimation.fla and then
click Save. Remember the path where you save the FLA file because you'll need to find this
directory later.
Drawing a circle on the Stage

After the creation of Flash file, prepare to enhance some artwork to the Flash file. Drawing shapes
is a normal task in Flash. Use the drawing tools in the Tools panel, the vector graphics that you design can
be modified any time. The following steps illustrate how to create a circle; later, you'll use this circle to
design some basic animation. Follow these instructions:
1. Choose the Oval tool from the Tools panel (see Figure 5).
Figure 5. Tools with a triangle in the bottom left corner have more than one tool option; click and hold
the shape tool icon to choose the Oval tool from the list that shows in the Tools panel.
2. Click the stroke color swatch in the Property inspector to choose the No Color option (red
diagonal stripe) from the Stroke Color Picker (see Figure 6).
Figure 6. The common "no" symbol (red diagonal stripe) shows that the color swatch is set to the No
Color option in the Stroke color picker.

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3. Pick and choose a color from the Fill color picker, placed directly below the Stroke color picker.
Choose a fill color that differs with the Stage color. In this example, an oval with a blue fill color is
showed on top of a red Stage color.
4. In creating a vector shape, you have the option of choosing two drawing modes: Merge drawing
mode and Object drawing mode. Click the drawing mode button to select the Object drawing
mode at the bottom of the Tools panel. When the Object drawing mode is chosen, the button will
appear darker and selected, as shown in Figure 7.
Figure 7. The Drawing mode button alternates between modes; choose Object drawing mode by clicking
the button to make its background look darker.
5. While the Oval tool still chosen, press and hold the Shift key from the keyboard. Put a circle on
the Stage by Shift-dragging on the Stage (see Figure 8). The Shift key is a modifier key; when you
press and hold the Shift key while drawing or transforming a shape with the Oval tool, Flash makes
the Oval tool shape to a circle that is perfectly proportioned.
Note: The Shift key works in the same way with other auto shapes; when you press and hold Shift key
while drawing a shape with the Rectangle tool, you can create a perfect square.
Figure 8. Press and hold the Shift key and use Oval tool to draw a perfect circle on the Stage.
Creating a symbol and adding animation
A symbol is a media asset that can be used everywhere in your Flash file without the need to
redesign it. Symbols can incorporate bitmap and vector snap shots and animations, together with
different varieties of content material.

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In creating tweened animations, it is common to use symbols. As you become more familiar with
Flash Professional CS6, you'll use symbols to organize applications and interactivity using several
timelines. Symbols are useful for compartmentalizing parts of a project to make it easier for you to edit
specific sections later. Follow these instructions to create a symbol:
1. Click the Selection tool in the Tools panel (see Figure 9).
Figure 9. The Selection tool is the first tool showed in the Tools panel.
2. To select it, click the circle on the Stage. A bordering box selection shows around the circle.
3. While the circle is still chosen, click Modify > Convert to Symbol (or press F8) to open the Convert
to Symbol dialog box (see Figure 10). Type the name of the symbol in the Name field. Use the
Type menu to select the Movie Clip option.
Tip: You can also convert a graphic into a symbol by choosing it and dragging it into the Library panel.
Figure 10. Type a name for the symbol in the Convert to Symbol dialog box.
4. Click OK. A square bordering box is showed around the circle symbol. You've just created a
reusable asset, called a symbol, in your Flash file. In this case, you designed a movie clip symbol
named my_circle. (For more information about symbols, read Working with symbols in the Flash
Professional online documentation.)
If the Library panel is not open, click Window > Library to open it. The new symbol is now listed in the
Library panel. (Drag a copy of the symbol from the Library panel to the Stage, the copy on the Stage is
called an instance of the symbol.)
Animating the circle

In this section, use the symbol in your Flash document to create an animation that moves around the
Stage:
1. Pick the circle on the Stage and drag it off the Stage area to the left (see Figure 11).

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Figure 11. Move the instance of the my_circle symbol to the left of the Stage area.
2. Right-click the circle instance on the Stage and select the option to Create Motion Tween in the
menu that appears. Notice that the Timeline is automatically extended to Frame 24 and the red
marker (the current frame indicator, also known as the playhead) moves to Frame 24 (see Figure
12). This indicates that the Timeline is prepared for you to edit the ending location of the symbol
and create a one-second animation—assuming that you haven't changed default frame rate for
the project from 24 fps in the Property inspector. A span of 24 frames is the equivalent of one
second at a rate of 24 fps. (For more information about the Timeline, read Working with timelines
in the Flash Professional online documentation.)
Figure 12. The Create Motion Tween operation automatically extends the frames in the Timeline and
places the playhead on Frame 24.
3. Select the circle instance on the Stage and drag it to the right side, outside the Stage area. This
step of repositioning the instance generates a tweened animation. On Frame 24, notice the
diamond-shaped dot (known as a property keyframe) that shows. On the Stage, also notice the
motion guide that indicates the circle's path of motion between Frame 1 and Frame 24 (see Figure
13).

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Figure 13. After creating a 24-frame tween animation, the circle is positioned at the far right at the end
of the animation.
4. In the Timeline, move the red playhead back and forth from Frame 1 to Frame 24 to test the
animation; this is known as scrubbing the Timeline.
5. You can modify the circle's direction in the middle of the animation. First, move the playhead to
Frame 10 in the Timeline. Then pick the circle and move it to other side of the Stage, down on the
Stage. As you observe the change is showed in the motion guide and the new dot (property
keyframe) shows on Frame 10 of the Timeline (see Figure 14). The property keyframes on the
Timeline mark the timing of the animation, directing the frames whenever objects change on the
screen and storing the properties of the object that modified. In this example, it is the circle's
position on the Stage (known as its X and Y or horizontal and vertical) properties that are moving
as the playhead moves through the Timeline.
Figure 14. After locating the playhead on Frame 10 and dragging the circle instance down on the Stage,
the motion guide of the tweened animation and the property keyframe in the Timeline show the
location change of the animated circle.

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6. Try to play and edit the animation by modifying the shape of the motion guide path. Use the
Selection tool in the Tools panel and then click a part of the motion guide line. Drag it to curve the
line shape (see Figure 15). When you curve the motion path, you produce the animation to follow
along a smooth curved line instead of a unbending straight line.
Figure 15. Use the Selection tool to change the tweened animation's motion path; rather than a straight
line the edited motion guide line is now curved.
7. Click Control > Test Movie to test the FLA file and view the animation play back in Flash Player.
8. When finish watching, close the Test Movie window.

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UNIT
MANIPULATIVE INFORMATION AND MEDIA
16
Learning Outcomes
The learner
o describes the different dimensions of manipulative information and media
o comprehends how manipulative information and media is/are formally and informally
produced, organized, and disseminated
o evaluates the reliability and validity of manipulative information and media and its/their
sources using selection criteria
o produces and evaluates a creative manipulative-based presentation using design principle and
elements
MOTIVATION
1. Relate experiences in using interactive media by identifying the software or media used and
how they interacted.
a. Example 1: Social media (Facebook) - sent friend request; responded to friend request; liked
a post; followed a site; commented on a friend’s post; uploaded a file; chat with a friend;
sent private message.
b. Example 2: Online booking - search for flights; booked a flight and paid through credit card;
web-check-in.
Interactive Media
Interactive Media refers to a communication technique wherein the program depends on the
user’s input to display the output. Common examples of Interactive Media are video games and
websites.
Interactivity
Refers to the communication between humans and computer programs or software. For instance,
in video games, the user has to constantly interact with the game for the program to continue or flow.
Aside from video games, database, trading, engineering, and financial applications are also type of
software that involves interactivity.
One area where interactivity is most useful is in online training. Interactivities in this area allow
learners to interact with the course in terms of action and/or thinking.
DIFFERENT PLATFORMS OF INTERACTIVE MEDIA

1. Mobile apps – refers to software applications dedicated for small wireless devices such as
smartphones or tables
2. 3D TV – refers to a type of television that displays a three-dimensional effect, makes it more
realistic for viewers for the objects seen has height, width, and depth.

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3. Multi-player video games – a type of video game that enables two or more users to play with one
another or against each other.
4. Role-playing games (RPG) – a type of game wherein the user plays as a fictional character to
follow a story, to make decisions and to be responsible for that fictional character throughout the
whole narration.
5. Massively Multiplayer Online Role Playing Game (MMORPG) –a type of game that lets players
to interact or play with a large group of players, usually the player creates a character and typically
based in a virtual world.
6. Interactive websites – refers to websites that allows people to interact such as pools, surveys,
or exams and exercises for online training.
7. Virtual reality and immersive environments – refers to simulation applications that the user can
interact with. Games that is played on the VRBox is an example of this.
8. Social media - websites or online services where users (actual people) are the creators and
consumers of the content, and where social interactions (commenting, liking, posting, talking) are
the main features of content. Examples are Facebook, Twitter, Instagram, Snapchat, Vine, etc.
Relate this topic to their output in the previous activity.
DIFFERENT WAYS OF INTERACTING WITH THE INTERNET

1. Online shopping - compare prices; compare features of similar items; add to cart; choose payment
type; track delivery; get advice from experts; search products; check local availability
2. Online gaming - choose a game; play with computer; play with others; choose a level, in-game
3. Online classes - interact with content; interact with instructors; interact with classmates.
4. Chat - group chat; search groups; search friends; translate language.
5. News and information - exchange information; give reaction; news on demand; monitor views. f.
Videos - choose your own adventure; get multimedia content; experience game elements.
TYPES OF INTERACTIVITY
1. Click on images
2. Hotspot – a part of the web page that leads to another web page. Hotspots can take form in
different shapes such as rectangle, circle, polygon, or triangle.
3. Rollover – a part of a picture or a picture that shifts into another appearance when the mouse
hovers over it.
4. Tabs - clicking on them displays a relevant content with an appropriate graphic.
5. Timeline - a menu slide that branches to different events.
6. Numbers/processes – datapoints in and interactive function that depends on the number of clicks
and time spent.
7. Slideshow - non-linear interactive slideshow where the pathway through the show is determined
bythe user's interaction with it.
8. Frequently asked questions (FAQs)
9. Flip cards - a card that when clicked flips to display a description and other information.
Using Premiere
Open Premiere
Go to Start → All Programs → Adobe Premiere Pro CS6.
Or look under: C:\ProgramData\Microsoft\Windows\Start Menu\Programs\Adobe Production
Premium CS6
Click "New Project".

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Setting
Now, go to "Location" at the bottom, click "Browse..." and navigate to your folder on the network.
If you haven’t made a folder yet be sure to create one:
X:\user\projects\instr\production1\[your student files folder].
• Editing Mode - "Custom" (This will free up the resolution to be changed)

• Timebase -"24.00 frames/second"
• Frame size - "640" in horizontal, "360" in vertical
• Pixel Aspect Ratio - "Square Pixels (1.0)"
• Fields - "No Fields (Progressive Scan)"
• Sequence Name - “[firstname]_[lastname]” (This can be changed later)
Once you’ve changed the settings above, click “OK”.
Import files into Premiere

The main interface should now have shown up. The bottom half of the screen contains the Project
Control Panel on the left and the Timeline on the right.
The Project Control Panel will show you the contents of your project, including imported media
and sequences. The Timeline is where all of your editing will be done. It always shows the currently active
sequence; in this case it will be the [lastname]_[firstname] sequence. *Note that “sequence” in this case
just means an edit of a film – a single Premiere project can contain multiple sequences.
The top half of the screen contains the viewports. The left viewport shows you individual media
clips, and the right viewport shows you the Timeline, which is how your movie will appear in the end.
To get your files into Premiere go to File → Import... and again navigate to your folder on the network
where you have saved boards.
Select the desired files (use Ctrl to select multiple files) and hit "Open." They should appear in the
Project Control Panel. Alternatively, you can drag and drop the files into the Project Control Panel.
Import all files you need, including audio clips.

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For your own sanity, you will want to create “bins” (basically folders) to organize the media in your
project. Just click the folder icon to make a new bin, then drag your files into it.
Putting together the boards

Select the first shot you want in your movie in the Project Control Panel. Then left-click-drag it
into the Timeline. You should see the clip appear as a rectangle at the start of the timeline.
If you hover the mouse over the right edge of the clip your cursor will turn into a red bracket with
two arrows. This tool will let you adjust the length of your clip. All photo clips are going to be longer than
you want, so you’ll be doing a lot of editing.
Repeat this process with all of your clips, dragging them after the previous one in the timeline.
You will notice that Premiere has a nice feature that automatically tries to snap your next clip onto the
end of the previous one. If you find that that your clips aren’t snapping to nearby clips hit the s key to
toggle snap back on.
Now that you have them all in the timeline, scrub through your film and make sure everything
appears the way you want them to in the top right panel. To scrub, click and move the yellow marker in
the timeline or alternatively hit the play button under the viewport to watch it play in realtime. You can
also just hit the spacebar to play and pause.

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Tools to edit media tracks:
Export the Sequences

The last step is to export your film. Select your sequence in the Project Control Panel and export it. Now
go to File -> Export ->Media...
The file name should automatically be that of the sequence you are exporting.
Click [lastname]_[firstname]and navigate to the place you want to export, which is your student folder.
Select "H.264" as the format. Go to the video tab, scroll down and find Basic Video Settings. Then change
the Width and Height into 640*360. Make sure that Frame rate is “24” and Field order is “Progressive”.
When you’re ready, hit "Export". Don’t forget to save your premiere project.

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UNIT
MULTIMEDIA INFORMATION AND MEDIA
17
Learning Outcomes
The learner
o describes the different dimension of multimedia information and media
o comprehends how multimedia information and media is /are formally and informally
produced, organized, and disseminated
o evaluates the reliability and validity of motion information and media and its/their sources
using selection criteria
o synthesizes overall knowledge about different information and media sources by producing
and subsequently evaluating a creative multimedia form (living museum, electronic portfolio,
others)
CLASSIFYING MEDIA
1. Show to the learners a 3-minute multimedia video that explains an advocacy, lesson, or concept.
2. After they have viewed the video, ask the learners the following questions:
a. What is the video all about?
b. Did the video effectively convey the information to you?
c. What are the components of the video?
d. How did the components contribute to conveying of the information?
DISCUSSION
1. Discuss with the learners how, in the past, people used a single, unique medium when presenting
information: As discussed in the first part of the course, people used the human voice as a type
of medium until writing was discovered.
2. Over the years, it has been established that information can be expressed through text, speech,
sound, graphics or images, animation, and video. A combination of these media sources is
considered multimedia.
3. Dave Marshall defines multimedia as “the field concerned with the computer-controlled
integration of text, graphics, drawings, still and moving images (video), animation, audio, and any
other media where every type of information can be represented, stored, transmitted and
processed digitally.”
4. While traditional or analog media still co-exist with computer-controlled media, Savage and Vogel
(2009) assert that the contemporary definition of multimedia is mostly in the digital form.
Moreover, both trending and emerging forms of multimedia are described as ubiquitous,
interactive, massive, and immersive.

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USES OF MULTIMEDIA
1. Entertainment and Fine Arts - movies and animation, interactive multimedia, others
2. Education- computer-based training courses, edutainment (blend of education and

entertainment)
3. Engineering, Mathematical and Scientific Research - modelling, simulation, others
4. Industry- presentation for shareholders, superiors and coworkers, employee training, advertising
and marketing, others

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5. Medicine - virtual surgery, simulation, others
6. Multimedia in Public Places - stand-alone terminals and kiosks in establishment such as

shopping malls, convenient stores, hotels, and train stations; digital bulletin boards; others

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REFERENCES
• 5 components of Information Literacy

- https://courses.lumenlearning.com/informationliteracy/chapter/definitions
• Importance of Information Literacy

- http://www.therightinformation.org/realrelevant-importanceof/
- http://www.connect2tls.info/information-literacy.html
• Media and Information Source

- https://prezi.com/zgyvwlmmrp6b/media-and-information-sources/
- https://zigzagweekly.net/
- https://northphiltimes.blogspot.com/
- https://.nordis.net/
• Codes, Languages, Conventions, etc.

- https://www.slideshare.net/arnielping/mil-media-and-information-languages-genre-codes-
and-conventions
• Ethical issue of social media

- http://cariblogger.com/2014/05/ethical-issues-in-social-networking/
• Ethical issue of blog

- https://en.wikipedia.org/wiki/Blog
- (workbook) Ethics for IT Professionals with Legal Aspects in Computing, Charlemagne G. Laviña,
Melchor G. Erise, Corazon B. Rebog, Susan S. Caluya, 2012
• Ethical issues on games

- https://www.slideshare.net/jcolebrook/ethical-issues-in-the-games-industry
• Ethical issues on IM
- http://katiejohnsonbuad477.blogspot.com/2006/03/instant-messaging-how-safe-is-it.html
• Copyright vs. plagiarism

- https://www.plagiarismtoday.com/2013/10/07/difference-copyright-infringement-plagiarism/
• Opportunities, challenges, and power of Media and Information

- https://prezi.com/5n74tju4mpau/opportunities-challenges-and-power-of-media-information/
• Steering Wheel Utilizing Haptics Technology

- http://www.popsci.com/cars/article/2012-03/haptic-steering-wheel-buzzes-give-you-
directions-supplanting-gps-device-instructions
• Educational impact of media

- https://www.slideshare.net/sslyngdoh/impact-of-media-on-education
• Personal impact of media

- http://linguagreca.com/blog/2013/05/impact-of-social-media-in-our-lives/

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• People media
- https://www.slideshare.net/arnielping/11-media-and-information-literacy-mil-people-media
• Photojournalist
- http://www.journalismdegree.com/photojournalist-job-description/
• Multimedia journalist
- https://journalism.berkeley.edu/career/jobs/detail/14669/
• Opinion leaders
- https://en.wikipedia.org/wiki/Opinion_leadership
• Pitch and loudness

- http://www.differencebetween.com/difference-between-pitch-and-volume/
• Interactive media
- http://www.investopedia.com/terms/i/interactive-media.asp
• Interactivity
- https://www.techopedia.com/definition/14429/interactivity
PICTURE REFERENCES
Indigenous people
- https://www.michaeldsellers.com/wp-content/uploads/2015/11/Lumads.jpg
Library
- https://savvybookwriters.files.wordpress.com/2013/11/library_pataskala_026.jpg
magazines
- http://www.livingtraditions-magazine.com/wp-content/uploads/2016/03/IPC-magazines-014.jpg
- https://www.wikipedia.org/
camera shots
- http://www.thewildclassroom.com/wildfilmschool/gettingstarted/images/Camera-Shots.jpg
shot angles
- http://visual-memory.co.uk/daniel/Documents/short/Images/angles.jpg
camera movements
- http://write.flossmanuals.net/video-production/camera-movements/static/VideoProduction-
cameramovements-en.png
body language
- https://cdn.lynda.com/course/184804/184804-636190607265175509-16x9.jpg
victorian era
- http://1.bp.blogspot.com/-
qbzsPj_6S1E/UkARhYI8bxI/AAAAAAAAOls/uk_Zbm_mwFk/s1600/Victorian+London+1888+(1).jpg

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body language
- https://cdn.lynda.com/course/184804/184804-636190607265175509-16x9.jpg
social media icons

- https://ewebdesign.com/wp-content/uploads/2013/10/99.jpg
blog
- http://markdalton.net/wp-content/uploads/2017/03/F7148507-7860-465B-950B-2F55B420CEDB-
1229-0000010877FFE7CA_tmp.jpg
gaming
- https://s-media-cache-ak0.pinimg.com/originals/ff/5e/94/ff5e9407b3127a5532445046f0001504.jpg
IM
- https://www.marketingmag.com.au/wp-content/uploads/2014/12/instant-messenger-apps-slider.jpg
download
- http://talk.payloadz.com/wp-content/uploads/2013/10/Music-Downloads-For-Sale-660x320.jpg
upload
- https://ak5.picdn.net/shutterstock/videos/20964874/thumb/1.jpg?i10c=img.resize(height:72)
economy
- https://www.tnooz.com/wp-content/uploads/2012/10/economy-technology.jpg
education
- https://cdn.yourstory.com/wp-content/uploads/2015/08/yourstory-education.jpg
social
- http://www.socialstrategi.com/wp-content/uploads/2016/04/social-media-worlds-largest-focus-
group.jpg
politics
- http://az616578.vo.msecnd.net/files/2016/05/23/635996094343838861-1252440107_Politics-of-
nature.jpg
steering wheel -
http://www.popsci.com/sites/popsci.com/files/styles/large_1x_/public/import/2013/images/2012/03/s
teering.jpg?itok=XIfEyl2B
controller
- https://scufgaming.com/s/wp-content/uploads/2015/06/Hybrids_Front.png
context awareness -
https://media.licdn.com/mpr/mpr/AAEAAQAAAAAAAAMDAAAAJGI3YTcyNTJlLTVjMmMtNGU1NS1iMzIw
LTkwYzgzOWY4ZTI5NQ.jpg

86
voice recognition
- http://17026-presscdn-0-98.pagely.netdna-cdn.com/wp-
content/uploads/sites/11/AdobeStock_79969378-634x0-c-default.jpeg
intelligent routing
- https://ak8.picdn.net/shutterstock/videos/7359766/thumb/11.jpg
eye tracking technology

- https://bendeetech.files.wordpress.com/2017/01/eye-tracking.png
online journalism
- http://www.scribblelive.com/wp-content/uploads/2015/10/Screen-Shot-2015-10-02-at-1.45.16-
PM.png
education individual
https://expertbeacon.com/sites/default/files/advice_for_teachers_to_help_prevent_misbehavior_in_th
eir_classroom.jpg
professionals
- https://www.professionalsinteract.com/images/rpro.jpg
media
- https://www.unityinlynnwood.org/sites/unityinlynnwood.org/files/pictures/media.jpg
magazine
- http://images.huffingtonpost.com/2016-07-15-1468599333-3832514-ssdfsdfsdfsdf.jpg
newspaper
- http://media-assets-04.thedrum.com/cache/images/thedrum-prod/s3-news-tmp-116055-s3-news-
tmp-116055-newspapers-2_0-2x1-650--2x1--650.jpg
photojournalist
- http://images.wisegeek.com/press-photographer.jpg
radio announcer
- http://media.philstar.com/images/the-philippine-star/headlines/20140829/aquino-bashes-noli-de-
castro.jpg
tv anchors
- http://www.gmanetwork.com/news/cbb/content/387200/gma-news-and-public-affairs-announces-
big-changes-in-news-lineup/story/
multimedia journalist
- http://drkaufhold.com/wp-content/uploads/2016/09/interview-pic-.png
citizen journalist
- https://14415-presscdn-0-52-pagely.netdna-ssl.com/wp-content/uploads/2013/09/Featured-
Image4.png

87
wikipedia
- https://wikipedia.org
tripadvisor
- https://static.tacdn.com/img2/branding/rebrand/TA_brand_logo.png
film
- http://riff.is/wp-content/uploads/2016/07/Filmandclapboard.jpg
interactive media
https://media.licdn.com/mpr/mpr/AAEAAQAAAAAAAAg9AAAAJDgxOWYxOGZjLTk4N2MtNDJkNy04ZmI4
LTkxMTAwNjQzODIyZA.jpg
edutainment
- https://biznizcamp.com/images/kidscollage1.png
Microsoft virtual academy

- https://superdevresources.com/wp-content/uploads/2014/02/MicrosoftVirtualAcademy.png
Simulation
- http://www.ansys-blog.com/wp-content/uploads/2016/03/AIM_UI.png
Presentation using media

- https://blog.udemy.com/wp-content/uploads/2014/03/bigstock-A-group-of-people-listening-to-
12187889.jpg
Flyers
- https://images.contentful.com/wm1n7oady8a5/flyers-on-white-
table.jpg/b60817e3e285a116dd8afcdd360f18d6/flyers-on-white-table.jpg
Medicine simulation
- http://forgefx.com/wp-content/uploads/2014/07/dental-implant-simulation-training1.jpg
- https://i.ytimg.com/vi/TkuLAOzL0zU/hqdefault.jpg
Digital bulletin board

- http://www.csramultimedia.com/pages/digital-signage/dbb-
systems/data1/images/sew_eurodrive_digital_bulletin_board__updated_interface.jpg
Radio broadcasting
- http://soundinnovations.co.uk/images/S-Cool_Radio_Page_1.jpg
Music
- http://www.pngmart.com/image/24756
Recording sound
- http://www.wildfilmhistory.org/media/A4798C13-5849-44A6-B67B-
2E0F3F48EF56/weblarge_A4798C13-5849-44A6-B67B-2E0F3F48EF56.jpg
- https://blog.transcriptionstar.com/wp-content/uploads/2012/06/iphone-recording-300x218.jpg

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Sound effects
- http://www.cvctv.org/wp-content/uploads/2014/06/SOUND-EFFECTS.gif
- https://i.ytimg.com/vi/wZxFECPZE2A/maxresdefault.jpg
Audio podcast
- https://sixcolors.com/images/content/accidental.jpg
Tape
- http://cdn.ttgtmedia.com/rms/editorial/sDataBackup_Figure1_091916_desktop.png
- http://c8.alamy.com/comp/DRWND8/magnetic-tape-cassette-for-audio-music-recording-isolated-
over-white-DRWND8.jpg
Cd
- http://www.copynotify.com/images/CDAndDVD2.jpg
Flash drive
- https://upload.wikimedia.org/wikipedia/commons/thumb/8/86/SanDisk_Cruzer_Micro.png/1200px-
SanDisk_Cruzer_Micro.png
Memory card
- https://upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Memory-card-comparison.jpg/300px-
Memory-card-comparison.jpg
Hard drive
- https://upload.wikimedia.org/wikipedia/commons/thumb/f/f8/Laptop-hard-drive-
exposed.jpg/1200px-Laptop-hard-drive-exposed.jpg
Animations
- https://2.bp.blogspot.com/-
yEJpozbaaxA/Vr5FoaJp0fI/AAAAAAAABw8/MeRH8w2R1fw/s1600/xyzcreativegroup.jpg
Activity 6 war
- http://www.history.com/s3static/video-thumbnails/AETN-
History_VMS/303/775/History_World_War_I_One_Word_159255_SF_HD.jpg
Dora
- https://upload.wikimedia.org/wikipedia/en/6/64/Dora_and_Boots.jpg
Spongebob
- https://upload.wikimedia.org/wikipedia/en/4/4d/SpongeBob_SquarePants_characters_cast.png
Jollibee
http://cdn.ibtimes.ph/sites/ph.ibtimes.com/files/styles/lg/public/2017/02/10/16463405133640390307
24993722098740303685860o.jpg
Anime
- http://static.tvtropes.org/pmwiki/pub/images/5fae8c5e47de1ff754662bbe9006043e.jpg
Music video

89
- https://allworlddance.com/wp-content/uploads/2014/01/girls-generation-i-got-a-boy-music-video.jpg
Tutorial videos
- https://www.youtube.com/watch?v=vG41n5jrgBc

90
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 1
Introduction to Media and Information Literacy
A. Identification. Write your answers on the space provided.

___________________1. It is defined as the method wherein language, symbols, or manners are used
to share information or to state opinions or thoughts.
___________________2. Communication tools that give information.
___________________3. Refers to the ability to reading, analyzing, evaluating and producing
communication in different media forms.
___________________4. The ability to find, analyze, evaluate, communicate and use information
effectively in different formats.
___________________5. The ability of knowing how to use technology, its tools or networks to find,
create, evaluate, or use information.
B. Alternate Response. Write N if the following is an example of non-verbal communication, and I if it is

an example of verbal communication.
_________6. Talking _________11. Gesturing
_________7. Sign language _________12. Using color codes
_________8. Body Language _________13. Chatting online
_________9. Facial Expressions _________14. Sending an e-mail
_________10. Writing a letter _________15. Using symbols
C. Enumeration. List down five (5) skills required in the following areas of literacy.
Information Literacy
16. _______________________________________________________________________________
17. _______________________________________________________________________________
18. _______________________________________________________________________________
19. _______________________________________________________________________________
20. _______________________________________________________________________________
Media Literacy
21. _______________________________________________________________________________
22. _______________________________________________________________________________
23. _______________________________________________________________________________
24. _______________________________________________________________________________
25. _______________________________________________________________________________
Technology Literacy
26. _______________________________________________________________________________
27. _______________________________________________________________________________
28. _______________________________________________________________________________
29. _______________________________________________________________________________
30. _______________________________________________________________________________

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Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 2
The Evolution of Traditional to New Media
A. Multiple Choice. Write the letter of the correct answer on the space provided.
Choices for 1-15.
A. Prehistoric Technology D. Information Age
B. Industrial Age E. Traditional Media
C. Electronic Age F. New Media
1. A period in history that includes economic and social organization changes.

2. A period of history wherein the earliest hominids used stone tools, which they may have
used to start fires, hunt, and bury their dead.
3. Also known as the Digital Age, Computer Age, or the New Media Age,
4. It was ushered in by the invention of the telegraph in 1844.
5. Kept people informed about events across the globe without leaving the comfort of their
own homes
6. Known by the concentration of industry in huge businesses and for the replacement of
hand tools with machines that are driven by power
7. Refers to a period of history wherein it is described as an economy based on the
computerization of information improved from the Industrial Revolution brought through
industrialization
8. Refers to a period wherein people can easily – and instantaneously – communicate with
anyone anywhere.
9. Refers to the technology that exists before recorded history.
10. Refers to those forms in the earliest periods, specific characteristics that they have and
functionalities that they offer.
11. Technology that began about 2.5 million years before writing was developed.
12. Technology that predates the first written accounts of history.
13. The audiences are more involved and are able to send feedback simultaneously and new
media integrates all those aspects of the traditional media
14. The beginning of this period of history is linked with Digital Revolution
15. The experience in this period of history here is more interactive.

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Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 3
Information Literacy
A. In 3-5 sentences, explain the following terms. (5 points each)

1. Information
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Information Literacy
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Think of a situation/example wherein you can apply the 5 components of Information Literacy and
write the details of the steps in space provided.
Identify Find
Evaluate Apply
Acknowledge

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Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 4
Types of Media

___________________1. Refers to the use of various devices – such as television, radio, television,
computers, etc. – to provide or share information massively
___________________2. Type of media that is produced in the form of hardcopy.
___________________3. They are called eveningers.
___________________4. Type of media that provides information on-air.
___________________5. Type of media that refers to the content that is accessed on Internet that
is easily accessed on any digital device.
B. Multiple Choice. Write the letter of the correct answer on the space provided.
Choices for 6-30.
A. Print Media B. Broadcast Media C. New Media
6. Almanac 19. Tarpaulin

7. Books 20. Telephone
8. Cable Radio 21. Television
9. CD 22. Video Games
10. Computer multimedia 23. Virtual Reality
11. Direct-broadcast satellite 24. Webcasting of video/television
12. DVD 25. Websites
13. Encyclopedia 26. Augmented reality
14. Flyers 27. Social Media Sites
15. Journals 28. Blogs
16. Magazines 29. Internet
17. Newsletters 30. Movie
18. Radio

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Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 5
Media and Information Sources
A. Multiple Choice. Write the letter of the correct answer on the space provided.
Word bank for numbers 1-30.
Indigenous Media Encyclopedia Television
Indigenous Library Catalog Internet
Knowledge Mass Media Web Sites
Library Magazines Database
Books Newspaper
Academic Journals Radio
________________1. Cover a large variety of articles and images of up-to-date information or opinion
about a topic, event, or popular culture.
________________2. Mostly used by students for research, academic journals refer to a group of articles
typically written experts or scholars in a professional or academic field that covers precise topics about
various fields.
________________3. Composed of millions of networks that are connected by networking technologies.
________________4. Collect, and edit reports or articles about current events for information, or
entertainment purposes that is usually published on a daily basis.
________________5. A place wherein literary, musical, artistic, or reference books or materials are found
and used by various people but are not for sale
________________6. Reaches a large audience through written, spoken, or broadcast communication
________________7. Sends information and messages through the air, but instead of just sounds, it also
sends visual images through channels for information, education, or entertainment purposes.
________________8. Also known as community media
________________9. An organized and searchable collection of records of every item in a library and can
be found on the library home page.
________________10. Collections of short, factual entries often written by different contributors who are
knowledgeable about the topic.
________________11. Composed of collections of articles – that may also provide short summaries or
complete information about these articles – cited in newspapers, journals, magazines, podcasts, and other
media types.
________________12. Cover virtually any topic, fact or fiction.

95
________________13. Created by indigenous people to scatter appropriate information, usually in the

language understood by the community, regarding the community needs and interests
________________14. Defined as the knowledge that is unique to a given culture or society
________________15. Example of this is the Northern Dispatch Weekly (NORDIS) Philippines
________________16. Examples include “The American People: Creating a Nation and a Society, “Visions
of Suburbia”, and “Roman Villas: A Study in Social Structure”
________________17. Examples of magazines include national geographic, ebony, sports illustrated, or
people magazine
________________18. Examples of these are world book, and gale encyclopedia of genetic disorders.
________________19. Examples of this include “Journal of Communication”,” The Historian”, “Journal of
The American Medical Association”, and “Lancet”.
________________20. Refers to a type of encyclopedia that covers a large variety of topics.
________________21. People read these to gather up-to-date information about local, national, or
international events.
________________22. Reaches a large audience through written, spoken, or broadcast communication
________________23. Refers to the unusual source of information that is delivered through people media
or through indigenous media
________________24. The northern Philippine times is an example of this media and information source
________________25. Refers to sending sounds signals from a transmitter through the air as radio waves,
collected by an antenna and transmitted to a receiver.
________________26. These has two types: general and subject.
________________27. This refers to any form of media utilizing indigenous knowledge that is made and
managed by, for, and about the community
________________28. This can lead you to the location of a source about a topic in the library’s collection
of materials
________________29. Refers to a type of encyclopedia that covers more specific and in-depth entries of
information, usually just focusing on a distinct field of study.
________________30. Zigzag weekly is an example of this type of media and information source

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Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 6
Media and Information Languages

___________________1. Refers to signs that create meaning and can be divided into two categories
– technical and symbolic.
___________________2. Refers to methods of how an equipment or device is used to tell the story.
This includes how cameras work in a film, its framing, lighting, etc.
___________________3. Shows what is beneath the surface of what we see
___________________4. Use of language style and textual layout
___________________5. Refers to the generally accepted ways of doing something
___________________6. Refers to the recipients of – or anyone that is exposed to – the message
shown through media.
___________________7. People who engaged or who are part of the process in creating and
finishing the media product.
___________________8. Libraries, archives, museums, internet and other relevant information
providers
___________________9. The place where an event happens
___________________10. Refers to an example of nonverbal communication through gestures or
movements.
B. Enumeration. List down 5 technical and symbolic codes present in the photo below.
TECHNICAL CODES SYMBOLIC CODES

11. 16.
12. 17.
13. 18.
14. 19.
15. 20.

97
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 7
Legal, Ethical, and Societal Issues in Media and Information

___________________1. Refers to the morals connecting to human behavior, whether certain actions
are morally accepted or not.
___________________2. Refers to the type of intellectual property wherein the author has the
absolute right of an original work for a specific period of time
___________________3. Refers to the author’s sole right and the author’s limitation – which was
given by copyright law – to an original work.
___________________4. Refers to taking credits for or stealing another person’s idea or work.
___________________5. Refers to ethical guidelines in communication or using the Internet.
B. List down etiquette guidelines that govern behavior when communicating on the Internet
6. ________________________________________________________________________________
7. ________________________________________________________________________________
8. ________________________________________________________________________________
9. ________________________________________________________________________________
10. _______________________________________________________________________________
C. A faculty (Teacher A) has decided to create a manual for his Media and Information Literacy class, and
has distributed copies to his students. One of his students (Student A) has retyped the manual and
changed the name of the author to his own name, and gave copies to his friends studying in other
schools. Friends of Student A has used this manual and reproduced it with Student A’s permission.
1. Can Teacher Asue Student A for copyright infringement? Explain.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Can Teacher Asue Student A for plagiarism? Explain.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Are the friends of Student A guilty of copyright infringement/plagiarism? Explain.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

98
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 8
Opportunities, Challenges and Power of Media and Information
A. In your own words, explain the following terms.

1. Citizen Journalism
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Phishing
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Human trafficking
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Illustrate a mind map of shopping on the space provided and explain it in 3-5 sentences.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

99
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 9
Current and Future Trends of Media and Information

___________________1. A type of technology wherein the user’s sense of touch is used to feel force,
vibrations, or motions for several purposes.
___________________2. A technology that gathers information from the user and predicting or
anticipating the user’s needs from those choices or preferences.
___________________3. Technology that uses a person’s sound to confirm his/her identity.
___________________4. Technology wherein people can capture photos and use GPS for precise
description of location.
___________________5. A form of technology that analyzes the movements or positions of a
person’s eyes through computer applications.
B. Enumerate five different applications of the following current and future trends of media and
information and explain briefly.
6. Haptics Technology
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Context Awareness
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. Voice and Tone Recognition
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. Eye Tracking Technology
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. Internet glasses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

100
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 10
Media and Information Literate Individual
In 3-5 sentences, explain the overall impact of media and information in the following aspects:
1. Personal
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Professional
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Economic
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Education
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Social
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Political
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

101
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 11
Media and Information Literate Individual
A. List down the similarities and differences between People in Media and People as Media using the
Venn Diagram below.
PEOPLE IN MEDIA PEOPLE AS MEDIA
B. Classify the following people media into their respective category.
PEOPLE MEDIA
Citizen Journalists News Anchors Radio Announcers
Crowdsourcing Opinion Leaders Social Journalists
Field Reporters Photojournalists
Multimedia Journalist Print Journalists
PEOPLE IN MEDIA PEOPLE AS MEDIA

102
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 12
Text Media and Information

___________________1. Simple and flexible format of presenting information or conveying ideas
whether hand-written, printed or displayed on-screen
___________________2. A type of text wherein materials are created and distributed by established
institutions.
___________________3. A type of text materials, on the other hand, come from personal opinions
or views on different issues, processes, etc.
___________________4. Refers to the representation or style of a text in the digital format
___________________5. Type of typeface that connotes formality and readability in large amount of
texts.
B. Matching type. Match the items in column A with the items in column B. Write your answer on the
space provided.
____6. Refers to the importance or value given to a part of the A. Emphasis
text-based content.
____7. Refers to how fitting or suitable the text is used for a B. Appropriateness
specific audience, purpose or event
____8. Refers to how near or how far are the text elements C. Proximity
from each other
____9. Refers to how the text is positioned in the page D. Alignment
____10. Refers to a conscious effort to organize the different
E. Organization
text elements in a page
____11. Concerns consistency of elements and the unity of the
F. Repetition
entire design.
____12. Creates visual interest to text elements G. Contrast
C. Classify the following font style into their respective typeface.

PEOPLE MEDIA
Arial Curlz MT Kunstler Verdana
Baskerville Edwardian Playbill Vladimir
Blackoak Garamond Rockwell
Calibri Helvetica Tahoma
Chiller Jokerman Times New Roman
Serif Sans Serif Slab Serif Script Decorative

103
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 13
Visual Media and Information
Write the letter of the correct answer on the space provided.

Balance Line
Center of interest Perspective
Color Purpose of visual information
Consistency Rhythm
Contrast Shape
Directional Movement Texture
Form Value
Formally and informally produced visual media Visual design elements
Harmony Visual media and information
____________________1. Refers to the feeling of symmetry between form, value, color, shapes, etc
____________________2. A figure having volume and thickness
____________________3. Refers to the consistent movement within the elements
____________________4. A visual flow through the composition
____________________5. The area in a composition that is more valuable or important than the other
parts of the composition
____________________6. Combines similar units within a composition
____________________7. Refers to objects made in a two-dimensional area to seem realistic
____________________8. Describes a shape or outline
____________________9. Determined by its hue, intensity, and value
____________________10. Refers to the change or the difference between objects that is mostly used to
create a subject of emphasis
____________________11. Refers to instruments, applications, etc. that teachers and/or students use to
convey new information to help learn the uses, assessment, and creation of visual images.
____________________12. Offers some change in value creating a visual discord in a composition
____________________13. Stability or constancy of margins, typeface, typestyle, and colors is necessary,
especially in slide presentations or documents that are more than one page
____________________14. Refers to basic components in constructing a visual image
____________________15. The degree of light and dark in a design
____________________16. The way a platform feels or supposed to feel
____________________17. The primary purpose of visual information is to gain attention, create
meaning, and facilitate retention.
____________________18. The way a surface feels or is perceived to feel
____________________19. Usually this can be noticed first and attracts attention.
____________________20. Visual media produced by formal organizations such as schools, government,
and established media/publishing outfits are considered formally produced. Other visual media are
considered informally produced.

104
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 14
Audio Media and Information
Write the letter of the correct answer on the space provided.

Audio Audio Podcast M4A/AAC Music

Audio Tape WAV Silence
Information and CD WMA Mixing
Media USB Drive Volume Pace
Radio Broadcast Memory Card Tone Transitions
Music Computer Hard Pitch Stereo Imaging
Sound Recording Drive Dialogue
Sound Internet/Cloud Waterfall
Clips/Effects MP3 Sound Effects
____________________1. A recording of a story or a radio program, typically released or can be

downloaded in series or episodes.
____________________2. A standard audio format for Microsoft for storing audio or for the playback of
game sound effects, etc.
____________________3. Refers to sounds that is synthetically produced to make an effect in a
composition or presentation.
____________________4. Refers to sounds that are made vocally, sometimes combined with
instrumental sounds, to create harmony that is performed or composed to express thoughts, feelings, or
emotion, for artistic, ceremonial, entertainment, or religious purposes.
____________________5. Live or recorded audio sent through radio waves to reach a wide audience.
____________________6. refers to a magnetic tape that can store audio or sound.
____________________7. MPEG Audio Layer 3
____________________8. MPEG-4 Audio/Advanced Audio Coding
____________________9. Recording of an interview, meeting, or any sound from the environment.
____________________10. Refers to instruments, applications, programs, etc. that teachers and/or
students use to convey new information to help learn the uses, assessment, and production of sound.
____________________11. Secondary storage device for storing audio files.
____________________12. A sound made or created by various platforms
____________________13. Refers to circular plastic-fabricated medium used for keeping and playing
computer data (e.g. video, audio, programs, pictures, or even text files)
____________________14. Websites or file repositories for retrieving audio files, and more precisely the
files are stored in some datacenter full of servers that is connected to the Internet
____________________15. Windows Media Audio

105
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 15
Motion Media and Information
Classify the following motion media according to purpose.
Educational Entertainment Advertisement
LIST OF MOTION MEDIA

Dora the Explorer SpongebobSquarepants
Jollibee Commercial Anime
Music Videos Tutorial Videos

106
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 16
Manipulative Information and Media

________________1. Refers to a communication technique wherein the program depends on the
user’s input to display the output.
________________2. Refers to the communication between humans and computer programs or
software.
________________3. Refers to software applications dedicated for small wireless devices such as
smartphones or tables
________________4. Refers to a type of television that displays a three-dimensional effect, makes it
more realistic for viewers for the objects seen has height, width, and depth.
________________5. A type of video game that enables two or more users to play with one another
or against each other.
________________6. A type of game wherein the user plays as a fictional character to follow a story,
to make decisions and to be responsible for that fictional character throughout the whole narration.
________________7. A type of game that lets players to interact or play with a large group of players,
usually the player creates a character and typically based in a virtual world.
________________8. Refers to websites that allows people to interact such as pools, surveys, or
exams and exercises for online training.
________________9. Refers to simulation applications that the user can interact with. Games that is
played on the VRBox is an example of this.
________________10. Websites or online services where users (actual people) are the creators and
consumers of the content, and where social interactions (commenting, liking, posting, talking) are the
main features of content.
B. In 3-5 sentences, explain the following types of interactivity on the space provided.
Hotspot
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rollover
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

107
Name: ______________________________________________ Score: ___________________

Section: ______________________________________________ Date: ___________________
ACTIVITY 17
Multimedia Information and Media
In 3-5 sentences, explain the use of multimedia in the following fields:

1. Entertainment and Fine Arts
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Education
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Engineering, Mathematical, and Scientific Research

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Industry
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Medicine
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Multimedia in Public Places

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

108
ABOUT THE AUTHORS
Christine Joy B. Onquit is a graduate of Bachelor of Science in Computer Science

from Our Lady of Fatima University - Quezon City Campus. During her college
days, she is a consistent Dean’s Lister from her batch and one of the recipients
of Academic Excellence Award. Their research was also awarded as the Best
Thesis in the College of Computer Studies and presented locally and
internationally. She is also a Certified Microsoft Office Specialist.
At present, she is taking up Masters of Science in Computer Science at Our Lady
of Fatima University - Quezon City Campus. There, she is also employed as a full-
time faculty member of the College of Computer Studies and a consistent
number one in the students’ evaluation for two (2) consecutive semesters of SY
2016 – 2017.
Jeffrey F. Calim graduated BS Computer Science at University of Manila last

2005 and finished his Master of Science in Information Technology at
Polytechnic University of the Philippines, Manila.
He is a faculty member of Computer Science department of College of
Computer Studies in Quezon City Campus.
His research was presented last 2015 for ORX – FURJ and won Third Place under
Faculty Category.
He earned his certification in Microsoft Technology Associate under Database
Track last June 2017.
He is a member of Oracle Academy and finished a short course in Adobe
Premiere CC (Film Editing)
Marissa G. Chua, graduated BS Computer Science at AMA University in Project

8, Quezon City. Finished her Master of Art in Computer Education and Master
of Science in Computer Science also at AMA University.
Her research was awarded as the Best Thesis among her batch in the program.
Taught in AMA University, Fairview Campus from year 2000 up to 2005 and
connected at Our Lady of Fatima University last November 2005 as a faculty
member.
At present, she is the Program Head of the Computer Science program of
College of Computer Studies at Our Lady of Fatima University, Quezon City
Campus. She taught subjects like C programming, C++, Visual Basic 6 and Visual
Basic.Net, Data Structures, MySQL, Microsoft Office, PHP Programming, HTML,
Java Programming and Applet, Multimedia.
She also passed the Microsoft Office Specialist and Microsoft Technology Associate exams. Lastly, she is a
consultant of NEDA, PN, DOH – HEMS, PDIC, Brewed Concepts Inc., MCDC, UP-NSRC, and ENC Interactive
Learning since 2009 and up to present.

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1

UNIT INTRODUCTION TO MEDIA

Basic Types of Communication

Non-verbal Communication Verbal Communication

Media and Information Literacy

How is Communication affected by Media and Information?

Media are communication tools that give information.

Media Literacy, Information Literacy, and Technology Literacy

Media Literacy refers to reading, analyzing, evaluating and

WHY MEDIA AND INFORMATION LITERACY?

Media and Information Literacy (MIL) recognizes

Media and Information Literacy

Media and Information Literacy

UNIT THE EVOLUTION OF TRADITIONAL

Media and Information Literacy

Media and Information Literacy

Evolution of Traditional to New Media

Categories of New Media

Functions of Communication and Media

Media and Information Literacy

UNIT INFORMATION LITERACY

Information Literacy and Information Technology

Media and Information Literacy

5 Components of Information Literacy

Media and Information Literacy

UNIT TYPES OF MEDIA

Media and Information Literacy

c. Television broadcasting (telecast), started experimentally in 1925, commercially in the 1930s.

f. Webcasting of video/television started commercially in 1993 and Webcasting of audio/radio

3. New Media (internet)

Media and Information Literacy

Media and Information Sources

Media and Information Literacy

Media and Information Literacy

Media and Information Literacy

Examples of academic journals:

c. Encyclopedia - Encyclopedias are collections of various facts usually written by different

General and Subject Encyclopedia are two kinds of encyclopedia. General

Examples of General Encyclopedia:

Examples of Subject Encyclopedia:

Media and Information Literacy

Media and Information Literacy

e. Internet – composed of millions of networks that are connected by networking

• Database - A database is composed of collections of articles – that may also provide

Media and Information Literacy

CODES – refers to signs that create meaning.

TWO CATEGORIES OF CODES:

Media and Information Literacy

Media and Information Literacy

b. Body Language – refers to an example of nonverbal communication through gestures or

Media and Information Literacy

UNIT LEGAL, ETHICAL, AND SOCIETAL ISSUES

Areas of Ethical Concerns in Digital Media:

Social networking refers to use of websites and applications to interact or to

Media and Information Literacy

Ethical Concerns in Social Networking

Media and Information Literacy

Media and Information Literacy

Copyright can protect things like Difficult or Impossible to Copyright

COPYRIGHT INFRINGEMENT VS. PLAGIARISM

Media and Information Literacy

SOME ISSUES RELATED IN USING MEDIA AND INFORMATION

Media and Information Literacy