Media

Information
Literacy
Learner’s
Module
Core Subject Description: The course introduces the learners to basic understanding

of media and information as channels of communication and tools for the

development of individuals and societies. It also aims to develop students to be

creative and critical thinkers as well as responsible users and competent producers of

media and information.

 LESSON 1

Introduction to Media and Information Literacy

a. Media Literacy b. Information Literacy c. Technology Literacy

Objectives:

1. Describes how communication is affected by media and information

2. Identifies the similarities and differences of media literacy, information
literacy, and technology literacy
3. Editorializes the value of being a media and information literate individual
4. Identifies characteristics /describes a responsible uses and competent
producers of media and information.
5. shares to class media habits, lifestyles and preferences

DATA - is a raw and

unorganized fact that
required to be
processed to make it
meaningful eg. Facts
and figures

INFORMATION- is a
set of data which is
processed in a
meaningful way
according to the
given requirement
Literacy - The ability to identify, understand, interpret, create, communicate and
compute, using printed and written materials associated with varying contexts.

- It involves a continuum of learning, wherein individuals are able to achieve

their goals, develop their knowledge and potential to participate fully their
community and wider society.

Media – The physical objects used to communicate with, or mass communication

through physical objects.

Media Literacy – The ability to analyze, evaluate, and create media in variety of
forms.

- It aims to empower citizens by providing them with the competencies

necessary to engage with traditional media and technologies.

Information – a broad term that covers processed data, knowledge derived from
study, experience, instruction, signals or symbols.

Information Literacy- The ability to recognize when information is needed, and to

locate, and to evaluate, and to use effectively communicate information in its various
formats.

Technology – comes from the Greek words “ techne”, which means art or skill, and
“tekhnologia”

Which means systematic treatment

- It is a systematic application of one’s art or skill for a practical purpose.

Technology literacy – is the ability to acquire relevant information and use modern
day tools to get, manage, apply, evaluate, create and communicate information.

MEDIA AND INFORMATION LITERACY - the essential skills and

competencies that allow the individuals to engage with media and other information
providers effectively, as well as develop critical thinking and lifelong skills to
socialize and become active citizens.
RELEVANCE OF MEDIA AND INFORMATION LITERACY TO STUDENTS

 It is essential for you to become a media and information literate individual as

this will help you to acquire knowledge and process information even if the
subject you are studying is difficult to understand.
 It can help the students to conduct a well –organized and thorough research.
 It allows students to develop 21st century skills such as digital literacy,
leadership and civic literacy, which can make them well-rounded a productive
global citizens in the future.
 Can also develop students to become globally competitive with their activity
to communicate effectively using various forms of media.
 Lastly, enhances the ability of students to comprehend and analyze
information which allow them to create a productive output such as music,
video, and using the modern technology.

CREATORS OF MEDIA AND INFORMATION

1. Writer and journalists - their primary role is to translate relevant information

and meaningful information into printed materials, such as books, newspapers,
magazines etc.
- They generally possess a good command or grammar.
2. Editors – make sure that the material to be published is free from factual or
grammatical errors
3. Directors – sees to it that the message of a show is made clear to the audience.
4. Performers
5. Visual Artists – Paintings and sculptures are some of their masterpieces.

CHARACTERISTICS OF A GOOD MEDIA PRACTITIONER

1. Truthfulness
2. Fairness and objectivity
3. Empathy and sympathy
4. Hardworking
ACTIVITY

A. Write True if the statement is correct. Write false if otherwise.

__________1. A visual artist paints to convey message.

__________2. A responsible journalist must write a biased article for a politician.

__________3. Facebook is an example of print media.

__________4. A literate person can read and write.

__________5. Journalists should write articles that interest to the public.

B. Choose the letter that best describes the type of literacy in each situation.
a. Information Literacy
b. Media Literacy
c. Technology Literacy

____1. James found erroneous facts in the newspaper he is reading.

____2. Peter uses tablet to read his e-books, which he downloaded using an app.

____3. Charlene, an exchange student, tells her mother that she misses her through
email.

____4. The teacher told the students to go to library for their research activity.

____5. A mother bought an alphabet chart for four-year-old daughter.

WEEKLY INTERACTION LOG WITH INFORMATION AND INFORMATION

PROVIDERS
MEDIA or INFORMATION NUMBER OF HOURS IN A WEEK
PROVIDER
Youtube
Facebook
Television
Books
 Others ( specify ):

C. MEDIA USE LOG

In the past week, record the se and interaction with media and information providers.
(YouTube, TV, books etc. ) Indicate how many hours you were spent engaged with one.
After that, prepare a report by answering the following:

1. Which media provider did you spend the most time?

2. What role does the media play in your lives? (Leisure, learning,
communication, etc.)

LESSON 2

The Evolution of Traditional to New Media

a. Prehistoric Age b. Industrial Age c. Electronic Age d. New (Information) Age
Objectives:

1. identifies traditional media and new media and their relationships

2. Editorializes the roles and functions of media in democratic society.
3. searches latest theory on information and media

EVOLUTION OF MEDIA

Pre-Industrial Age ( Before 1700s) – people discovered fire, develop paper from
plants and forged weapons and tools with stone, bronze, copper and iron.

 Cave paintings (35,000 BC).

 Clay tablets in Mesopotamia ( 2400 BC)
 Papyrus in Egypt ( 2500 BC)
 Acta diurnal in Rome ( 130 BC)
 Diabo in China (2nd Century).
 Printing press using wood blocks (220 AD)
 Codex in the Mayon region ( 5th century)

Industrial Age (1700s-1930s ) – People used the power of steam. Develop machince
tools, established iron production, and the manufacturing of various products
(including books through the printing press)

 Printing press for mass production ( 19th century )

 Newspaper the London gazette ( 1640)
 Typewriter (1800)
 Telephone ( 1876)
 Motion Picture photography / Projection ( 1890)
 Commercial motion pictures (1913).
 Motion Picture with sound ( 1926)
 Telegraph
 Punch cards
Electronic Age (1930s-1980s) – The invention of the transistors ushered in the
electronic age.

- People harnessed the power of transistors that led to the transistor radio,
electronic circuits and the early computers. In this age, long distance
communication became more efficient.
 Transistors radio
 Television ( 1941)
 Large electronic computer (EDSAC 1949) and (UNIVAC 1 1951).
 Mainframes Computers
 Personal Computers
 OHP and LCD Projectors

Information Age (1900s-2000s) – The internet paved the way for faster
communication and the creation of the social network.

- People advanced the use of microelectronics with the invention of personal

computers, mobile devices, and wearable technology.
- Voice, image, sound and data are digitalized.

 Web browser : Mosaic ( 1993)

 Internet explorer ( 1995)
 Blogs: BlogSpot (1999), LiveJournal (1999), WordPress (2003).
 Social networks: Friendster ( 2002),Multiply ( 2003), Facebook ( 2004)
 Microblogs: Twitter (2006),Tumblr (2007)
 Video : YouTube (20050
 Video chat : Skype (2003), Google hangouts (2013)
 Search Engine: Google (1996), yahoo (1995).
 Portable laptops (1980),netbooks (2008),Tablets (1993)
 Smartphones
 Wearable Technology
 Cloud and Big Data
 ROLES AND FUNCTIONS OF MEDIA IN A DEMOCRATIC SOCIETY

Democracy- from the greek word “demo’ ( people ) and “kratos” ( rule )

 In democratic society , the welfare of the public is important and their rights
are protected by the government.

Some roles and function:

1. Channel
2. Watchdog
3. Resource Center
4. Advocate

SELECTED THEORIES ON MEDIA AND INFORMATION

1. Media Rihness Theory – Referred to as information Richness Theory.

- Richard l. Draft and Robert H. Lengel introduced this theory in the 1980s
- Communication serves as a medium that can produce information.
2. Information Processing Theory – suggests that the humans process the
information theory received instead of merely responding to the stimuli.
 3. Contingency Theory – Joan Woodward’s work in 1958.
- Argued about the influence of technology and other variables in organizations.
4. Media Naturalness Theory – Prosed by Nereu “ Ned”Knock based on the
concept of human evolution.
- This theory is communication is better established and that the message is
more clearly understood if people talk in a person.
5. Media Synchronization Theory – It is better if people who need communicate
are all present and available in real time.
6. Channel Expansion Theory – Proposed by John Carlson and Robert Zmed in
1999.
- Suggests that an individual chooses a type of media to use communication
based on his experience in handling that type of media alongside the person he
needs to speak and what their topic is all about.

ACTIVITY:

A. Knowing You Media at Different Ages.

Provide answers to fill in the table below:

AGE What format/ What format/ What format/

equipment did equipment did equipment did
 people use to people use to store people use share
communicate with information? or broadcast
each other ? information?
Pre-industrial Age
Industrial Age
Electronic Age
Information Age

B. Modified True or False. Write TRUE if the statement is correct. If it is

FALSE, write the correct concept on the blank to make the statement true.

______________1. Draft and Hengel proposed the Media Richness Theory which
cites e-mails and video call as example of media richness.

______________2. Media naturalness Theory suggests that people should

communicate in real time to clearly understand their exchanges of messages.

_____________3. According to the Channel Expansion Theory, people should talk

face-to-face as human interaction allows them to get the message directly.

_____________4. Contingency Theory argued about the influence of technology and

other variables in organizations.

____________5. Suggests that the humans process the information theory received
instead of merely responding to the stimuli Channel Expansion Theory.

LESSON 3

INFORMATION LITERACY

Objectives:

1. defines information needs, locates, accesses, assesses, organizes, and

communicates information
2. demonstrates ethical use of information
INFORMATION LITERACY

 Media Literacy
 Computer Literacy
 Library Instruction/skills
 Information ethics

 Information Literacy- is a set of abilities requiring individuals to “ recognize

when the information is needed and have the ability to locate, to evaluate ,and
to use effectively the needed information”

Why it is important?
 It is essential for students, academic work, research knowledge processing and
in personal life.

PEOPLE WHO CAN ACCESS INFORMATION

1. Students
2. Teachers
3. Scientists
4. Medical Practitioners
5. Lawyers
6. Journalist and reporters
7. Artist

ACCESSING INFORMATION USING THE CARD CATALOG

1. Author Card
2. Title Card
3. Subject Card – a subject catalog lists books or other materials under the
subject treated and arranged alphabetically or by classes. It organizes all the
library list titles by main subjects.

CLASSIFICATION OF BOOKS IN THE LIBRARY

DDC 23 SUMMARIES (Main Classes)

000 Computer science, information & general works
100 Philosophy & psychology
200 Religion
300 Social sciences
400 Language
500 Science
600 Technology
700 Arts & recreation
800 Literature
900 History & geography

LIBRARY OF CONGRESS CLASSIFICATION SYSTEM

Instead of numerals, the Library of Congress (LC) uses
upper case letters to represent major classes of
knowledge
A General Works LB Teaching
AE Encyclopedias M Music
B Philosophy. Psychology. ML Literature on Music
Religion MT Musical Instruction and
BF Psychology Study
BL-BX Religion N Fine Arts
C Auxiliary Sciences Of NA Architecture
History NB Sculpture
D History (Except America) NC Drawing. Design.
DA Great Britain DC France Illustration. (Commercial
DD Germany Art)
DP Spain - Portugal ND Painting 1
DS Asia P Language And Literature
E History: America PC Romance Languages
E151-889 United States PD Germanic Languages
E184.5-185.98 African PE English Language
Americans PL Chinese and Japanese
F History: America Languages and Literature
F1-975 United States Local PN Literature (General)
History PN1600-3307 Drama (Films,
F336-350 Mississippi Theater, etc.)
F1201-3799 Latin America. PQ Romantic Literature
Spanish America. (French, Italian, Spanish,
G Geography. Anthropology. Portuguese)
Recreation PR English Literature
GN Anthropology (British)
GR Folklore PS American Literature
GV Recreation. Leisure. PT Germanic Literature
H Social Sciences PZ Juvenile Literature
HA-HJ Business (Economics, Q Science
Industries, Finance) QA Mathematics. Computer
HF5600-5689 Accounting Science
HM-HX Sociology QB Astronomy
HQ The Family. Marriage. QC Physics
Women. QD Chemistry
HV Social Pathology. Social QE Geology
and Public Welfare. QH Natural History. Biology
Criminology. QK Botany
J Political Science QL Zoology
K Law QP Physiology
KF Law: U.S. QR Microbiology
KFM6601-7199 Law: R Medicine
Mississippi S Agriculture
L Education T Technology (General)
U Military Science
V Naval Science
Z Bibliography. Library
Science. Information
Resources (General)
SECTIONS IN THE LIBRARY

1. General Reference Section - Encyclopedias, dictionaries, almanacs.

2. Circulation Section – are mostly textbooks that covered by different subject areas.
3. Periodical Section – Newspapers, magazines, and journals.
4. Filipiniana Section – Materials are printed materials written by Filipino authors about the
Philippines and published in the Philippines.
5. Audio Visual Section
6. E-Library

SOURCES OF INFORMATION

Determination of Information Needs

Information need- as state or process when one perceives that there is a gap between the
information and knowledge available to solve a problem and actual solution of the problem.
Information Sources
-place or person which you can obtain something useful or valuable.
-One which provides us the required information
-source from where we get information

Information Resources
- is something that can be used to perform some function.
are defined as the data and information used by an organization.
-Information and related resources, such as personnel, equipment, and information
technology of an organization

Information Sources

Books – most reliable source of information.

 Table of Content
 Index
 Glossary
 Bibliography
Thesis and Dissertation

Interviews- interviewing a resource person who is an expert in a specific field, another way of
getting accurate and reliable information.

Museum

 Primary Sources- provide direct or first-hand evidence about an event, object,

person or work of art.
 Secondary Sources- produced sometime after an event happened.
-contain information that has been interpreted, analyzed or processed.

Internet

A search engine is a website that collects and organizes content from all over the Internet.  

Advantages

 The indexes of search engines are usually vast, representing significant portions of the
Internet, offering a wide variety and quantity of information resources. The large number
and variety of search engines enrich the Internet, making it at least appear to be
organized.
 Good source to locate scholarly information

Disadvantages

 Anyone can publish information on the Internet

 No bibliographic control on published  information
 Content and features of sites change very fast
 Creates information overload

Examples

General: Google, Google Scholar, Bing (Microsoft's search engine).

Google tips

Internet searches, such as using the search engine ‘Google’ will give us different types of
information than searching a scholarly journal database.

Recognize official links as opposed to commercial websites.

• .edu (It sometimes means it is related to educational or research material)
• .gov (It usually means it is related to government resources ).
• .org (It usually is related to official organizations, eg. United Nations)
Google will also provide ‘related searches’ that might help us to narrow down our research topic.
For example, Neo needs information on the postmodern theorist Fredric Jameson.

Scroll down to bottom of the page and look at what type of information it provides. This might
help us to narrow down our search.

• Put quotation marks "__" around words that one wants to search as a phrase; i.e. “semiotics
analysis"
• To remove a word from a search, use the hyphen (minus sign) - just in front of the word; i.e.
semiotics theorists
• -Barthes (excludes search term)
• -COM will remove commercial sites from one's results.
• To search colleges & university sites, use site: edu as part of one's search. To search site: with
any domain. Must be a lower case (s) in site. No suffixes. E.g site:newyorktimes.com.
• A plus + symbol in front of a word means the word will definitely be in the search; i.e.
+“barthes“
• .. Shows all results from within the designated time range, e.g 2008..2013.
Definitions
• Just put define:… in front of the word one wants, e.g define: semiotics.

Websites
1. Government Information – products are published, compiled or created by the
government at expense or as required by law. This applies to all government
publications.

The Constitution
Agreements
Annual Reports
Bills
Debates
Budget Documents
Statistics (Census)
Guidelines documents
Policy documents
Journals and newsletter
Speeches and Media releases etc.

Government Publications- are documents issued, published or financed by local, state,

national, or international government agencies
Types of government publications

Books
Journals
Newsletter
Bulletin
Pamphlets and brochure
Directories
Annual Reports
Journals of the Senate
Official Records

2. Academic Information- relating to college, academy, school or other educational

institution.

Admission to undergraduate programs

Entry Requirements for Freshmen/Transferees
Schedule of Enrollment/Registration
Tuition fees
School calendars
Adding or dropping
Grading system
Academic honors
Academic status
Graduate Academic Status
Graduation with honors for undergraduate
Examinations
Graduation requirements
Issuance of Credentials to the graduates
Scholarships etc.

3. Private Sector information - run by private individuals or groups.

-The resources of production owned
by the private sector in the form of private
property
PROPER CITATION OF SOURCES OF INFORMATION

A citation is a reference to an individual work or set of works that are quoted,

paraphrased or characterized in a piece of scholarly writing, usually in abbreviated form "in text"
as for example, (Jones 2004: 27-32) or a footnote or endnote with this reference.

A "citation" is the way you tell your readers that certain material in your work came from
another source. It also gives your readers the information necessary to find that source again,
including:

 information about the author

 the title of the work
 the name and location of the company that published your copy of the source
 the date your copy was published
 the page numbers of the material you are borrowing

Why should we cite sources?

Giving credit to the original author by citing sources is the only way to use other people's
work without plagiarizing. But there are a number of other reasons to cite sources:

 Citations are extremely helpful to anyone who wants to find out more about your ideas
and where they came from.
 Not all sources are good or right -- your own ideas may often be more accurate or
interesting than those of your sources. Proper citation will keep you from taking the rap
for someone else's bad ideas.
 Citing sources shows the amount of research you've done
 Citing sources strengthens your work by lending outside support to your ideas

Doesn't citing make our work seem less original?

Not at all. On the contrary, citing sources actually helps us reader distinguish our ideas
from those of your sources. This will actually emphasize the originality of your own work.

When do I need to cite?

Whenever you borrow words or ideas, you need to acknowledge their source. The following
situations almost always require citation:
 whenever you use quotes
 whenever you paraphrase
 whenever you use an idea that someone else has already expressed
 whenever you make specific reference to the work of another
 whenever someone else's work has been critical in developing your own ideas.
3. READING CITATIONS
Citations represent more than just books and magazines. They represent any written,
spoken, or broadcast source, including Web sites, a single chapter from a book, the text of a law
or treaty, an interview, or a documentary video. Accurate citations allow you to track down the
most difficult-to-find sources, wherever they may be located.
Clues to Reading a Citation:

Clues that the citation above is from a book:

 Italics are used to set off the title.  Sometimes the title is underlined instead.
 There is a place of publication and a publisher.
 There is no volume or issue number.
 There are no page numbers.

Clues that the citation above is from a book chapter:

 Italics  are used to set off the title (like a citation for a book).
 The word "In" followed by editors (authors), title, and page numbers.
 There are two titles.
 There is a place of publication and a publisher (like for a book).
 There is no volume or issue number.
 

Clues that the citation above is from a journal article:

 There are two titles.

 The second title is the journal title.  It is in italics. Sometimes this title will
be underlined instead.
 There is a volume number.  In this case there is also an issue number (which may or may
not be given).
 There are page numbers.
 There is a DOI (Digital Object Identifier).  This piece of information was introduced
relatively recently, so it may not always be given.

Clues that the above citation is from a newspaper article:

 In addition to the year, the date includes the month and day.
 There are two titles, and the title of the newspaper is in italics.  Sometimes it may
be underlined.
 A newspaper title often includes terms like "Times," "Post," "Tribune," or "Observer."

 
Clues that the citation above is from a webpage:

 There are no volume, issue, or page numbers.

 There is the phrase "Retrieved from" followed by a URL.

ETHICAL USE OF INFORMATION

1. Citation – A researcher uses citation to inform the reader that the certain texts or ideas on

his work came from another source.

2. Plagiarism – the act of using another person’s words or ideas without giving credit to that

person

3. Copyright – the legal right to be the only one to reproduce, publish and sell a book for a

certain period of tie.

4. Intellectual property- something such as an idea / invention or process that comes from

persons mind

5. Fair use – refers to the limitation and exception to the exclusive right granted by

copyright law to the author of a creative work.

 5 COMPONENTS OF INFORMATION LITERACY

1. Identify
2. Find
3. Evaluate
4. Apply
5. Acknowledge

1. Identify

Information need

Information Sources
-place or person which you can obtain something useful or valuable.

Information Resources
- is something that can be used to perform some function.
-are defined as the data and information used by an organization.
-information and related resources, such as personnel, equipment, and information technology of
an organization

PRIMARY AND SECONDARY SOURCES

Primary Sources- provide direct or first-hand evidence about an event, object, person or work of
art.
Secondary Sources- produced sometime after an event happened.
-contain information that has been interpreted, analyzed or processed.

2. Find/SEARCH

Searching Library databases contain information from published works.

Examples: Magazine and newspaper articles, encyclopedias and other reference books.
Library databases are searchable.
By Keywords, Subject, Author, Magazine Title, Date, etc.

BASIC SEARCH TIPS

1. Add additional keywords

2. Choose more narrow search term
broader term: Law
 Narrower term: environmental law
3. Use Limiters
4. Search a short phrase with Quotation Marks
“environmental law”
5. Boolean Operators ( AND,OR and NOT)

3. EVALUATE

 CREDIBILITY
Author’s Credibility - Knowing about an author can help you judge her or his credibility.
Publisher’s Credibility- Knowing more about a publishing company can help you understand
their potential biases.

CRAAP
C- Currency
R-Relevance
A-Authority
A-Accuracy
P-Purpose

EVALUATING WEBSITES
 Authority- examines credentials of the producer or sponsor delivering the information.
 Look for “about us, home, biography, and credits on the home page.
 Check other publications by the author or sponsor by going to.
 Examine and decode a url address
 Check who owns a domain
 Search Google or Amazon for the other publications or sites done by the author.
 Currency- considers information currency at the time of publication.
 Purpose- considers or determines why the site was created.
 Accuracy/Objectivity– consider or determine it is the information is accurately and
objectively presented.
 Bias or undocumented opinions
Spelling or typographical errors and flaws or strengths in format and appearance.

4. Apply

*The information literate student can apply information effectively to accomplish a

specific purpose.

5. Acknowledged

* The information literate students can acknowledge sources of information and the ethical,
legal and socio-economic issues surrounding information.
ACTIVITY: INFORMATION LITERACY

LIBRARY TOUR; FINDING INFORMATION SOURCES AND CITING THE SOURCE

CORRECTLY.
 LESSON 4

TYPES OF MEDIA: PRINT, BROADCAST, NEW MEDIA

Objectives:

1. classifies contents of different media types

2. defines media convergence through current examples
3. discusses to class on how a particular individual/ or society is portrayed in public
using different type of media

I. PRINT MEDIA
- Refers to paper publication such as books, newspapers, magazines, journals and other
materials that are physically printed on paper.

1. Book - t is reading material that can be either be fictional or nonfictional.

A. Almanac – contains detailed information about topics of special
interests like the countries around the world.
B. Dictionary – words definition, etymology, pronunciation, forms,
etc.
C. Atlas- collection of maps, showing geographic features, political
boundaries etc.
2. Newspaper – contains a wide range of articles which appear on the different sections,
such as news, business, lifestyle, sports, and entertainment sections.
3. Magazines- It contains articles on various topics depending on the subject or area.
4. Journal – similar to newspaper, contains informative articles and provides accurate
reports on specific topic.
5. Newsletters – for organizations or companies releases newsletter for special purposes.
6. Gazette – pertains to official publication of government organization or an institution.
7. Pamphlet – s smaller booklet, a leaflet or a primer.
 8. Brochure – about a product or services offered by a company.
9. Flyer – a printed sheet of paper which contains information about a product for
advertising purposes.

II. BROADCAST MEDIA – consists of programs produced by television

networks and radio stations. It airs audio, video materials for public’s
information, interest, or leisure.
1. Radio
2. Television
3. Film – similar to television show it offers variety of themes and genres.

TV and Movie Classification Ratings

 G – rating means the show is for general patronage.

 PG – rating means that the show requires parental general.
 SPG – rating means that the strict parental guidance is required as the show may have
themes that involve violence, horror, inappropriate language that are nu suitable for
young audiences.
 R – rating means show is restricted for a particular age.

III. NEW MEDIA ( INTERNET ) – is an electronic communications network

that connects computer users through various networks and organizational
computer facilities around the world.
MEDIA CONVERGENCE

- the co-existence of traditional and new media

- the co-existence of print media, broadcast media , the internet, mobile phones as well as others,
allowing media content to flow across the platforms.

-the ability to transform different kinds of media into digital code, which is then accessible by
range devices.

MEDIA CONVERGENCE in PLATFORM SPECIFIC EXAMPLE

Communication Social network Facebook , Instagram
Education Learning Management Google class, Edmodo
System
Advertisement / Commercial Product advertisement Digitized print ads across
diffent platforms
News News Agency Have online portal
( webdite,Apps , etc. )
Entertainment Multimedia Personality A person has a television
show, publishes books, music
records, concerts etc.

ACTIVITY :
 A. Choose the letter of the answer that is related to the given concept.

a. Print Media
Broadcast Media
c. New media

___ 1. Television
___2. Book
___3. Internet
___4. Blog
___5. Film
___6. Newsletter
___7. Google
___8. Radio
___9. Journal
___10. Databases

B. Answer each question briefly based on your objective insight and critical thinking.

1. How should you handle books to retain in good condition?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Why do you think parents or adult restrict children from too much use of social media?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 LESSON 5

MEDIA AND INFORMATION SOURCES

a. Indigenous b. Library c. Internet d. Others

Objective :

1. compares potential sources of media and information

2. interviews an elder from the community regarding indigenous media and information resource

I. INDIGENOUS SOURCES

- When it exists naturally in a particular region or environment.

- It connotes that the person belong to an ethnic tribe who has preserved and still practice
the culture and tradition of their ancestors.

 ORAL Tradition – form of narration where in the elders recount their culture to their
children and grandchildren through legends, folktales, epics, mythologies and folksongs.

1. Legend – It is a fiction which tells about the origin of something.

2. Folktale – similar to legend / is a narration about characteristics of time and place in which the
story is told.
3. Epic – tells a heroic adventure of main character that sometimes possesses in extraordinary
powers.
4. Mythology – similar to legend and folktale but I focuses more on creation. Tell how the lives or
mortals or humans are influenced by gods.

II. LIBRARY – store of knowledge, and” heart” of academic institution

4 types of Library

1. Academic library -
2. School Library -
3. Public Library -
4. Special Library -
 III. INTERNET

The internet allows transmission of a variety of file types, including non-written multimedia

WHO PUTS INFORMATION IN THE INTERNET?

Sites that you might find during the search are created by different people or organizations with
different objectives.

UNIFORM RESOURCE LOCATOR (URL)

Provides information about the Web Page

DOMAIN NAMES
Tells you the type of organization sponsoring a page

Criteria in Evaluating Information Sources

1. Authority
For books :
 Who is the author or creator (who is responsible for the intellectual
content) and what are his or her credentials? Is there any indication
of the author's education, other publications, professional
affiliations or experience?

For Web Sites :

 Be sure to distinguish between the author of the information and, if
separate, the Webmaster who put it up.
 In the case of Web material provided by committees, organizations, businesses, or
government agencies (rather than individuals), similar questions concerning the
authority of these bodies need to be asked. Be sure to consider whether
information provided by corporate bodies is likely to be objective, factual and
carefully researched or whether it is biased toward the particular objectives of
those bodies or the causes, movements or agendas they support.
 Look for an "about us" or "FAQ" (frequently asked questions) page.

2. Accuracy and Quality

For books :

 Is the information provided specific?

 For research on any topic dealing with things and events in the real
world, accuracy is, obviously, of highest importance. Data and
information must be based on observations, measurements,
analyses, interpretations and conclusions.
  Are methods of scientific research explained in such a way that it could be
reproduced?
 Are sources of information listed in foot/end notes, bibliographies, or lists of
references? How reliable are the cited sources?

For Web Sites :

 High-quality writing, including good format, grammar, spelling and punctuation,
can enhance the appearance of accuracy and bolster a reader's confidence in the
accuracy and reliability of a Web document. It is easy however, to produce a
website that appears "professional;" that's a good start, but not sufficient evidence
to conclude that the information provided is accurate.

3. Objectivity
 When using any information resource, you must decide whether the information is
sufficiently objective for your purpose or whether it is biased. Of course a highly
biased presentation can be included in scholarly research as long as that bias is
described and weighed against alternative views or interpretations.
 Is there any advertising or solicitation for donations associated with the source? This
financial support may skew the subject coverage by the publication.
 Does the author provide more than one point of view?
 Does the writing use inflammatory or biased language?

4. Currency
For books :
 Currency is especially important in the sciences where new developments occur
frequently.
 In the arts and humanities, currency needs to be judged as appropriate. In some
cases, a study written years ago may be essential to understanding.
 Consider whether or not the timeliness of the information will affect its
usefulness.
 In all cases, there should be some indication of the date of the material. If research
results are given, consider not only the date of the publication but also when the
research was actually conducted.

For Web Sites :

 In all cases, there should be some indication of the date of the material. If research
results are given, consider not only the date of the publication but also when the
research was actually conducted.
 There should be some indication of the date of the material, as in the "last
updated" statement at the end of many Web documents. Be aware that the "Last
updated" date of the web page may differ from the date of the content. This may
mean checking three dates, the date the page was last updated or posted to the
web, the date of publication, and the date of the research or statistics used.
5. Coverage
 Decide whether the information source adequately covers the topic. Documents
may cover only part of the topic, and you may need more sources to have a more
thorough understanding.
 Consider how coverage from one source compares with coverage by other
sources.
 Look for a statement describing the purpose or coverage of the source and
consider if the information is in-depth enough for your needs.
 Does the information source leave questions unanswered (ask the "five W's and
H" to check: who, what, when, where, why and how)?