Title: Media and Information Literacy

Subject Description: This book covers thorough discussions in the principles and
concepts of media and information literacy (MIL), which includes media evolution, media
types, and formats. At the end of the course, students will develop a more sensible
perspective on media and precise framing of information hence, turning them to
responsible users and efficient producers.

Reference: Edward D. Gonzales. Media and Information Literacy. ISBN: 948 – 621415
– 044 -1

Placement: GRADE 12

Subject Outline:

First Quarter

Unit 1 – Media and Information Literacy

Lesson 1: Introduction to Media and Information Literacy

Lesson 2: The Evolution of Media: from Traditional to New Media

Lesson 3: Information Literacy

Lesson 4: The Various Media in the Age of Information

Lesson 5: The Media and Information Sources

Second Quarter

Unit 2 – The Media and Information Languages

Lesson 1: The Legal, Ethical, and Societal Issues in Media and Information

Lesson 2: The Opportunities, Challenges, and Power of Media and Information

Lesson 3: The Current and Future Trends of Media and Information Literate Individual

Lesson 4: The Media and Information Literate Individual

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 First Quarter

Unit 1 – Media and Information Literacy

Lesson 1 – Introduction to Media and Information Literacy

Introduction

In this lesson, the discourse on communication process and

its elements will provide learners full understanding of the
significant role of media and information in effective
communication.

Learning Objectives

1. Describe how communication is affected by media and information

2. Identify the similarities and differences of media literacy, information literacy and
technology literacy
3. Editorialize the value of being a media and information literate individual

Lesson Proper

I. The Concept and Nature of Communication

Communication is an essential skill that a man should enrich. It is the process by

which messages or information is sent from one place to another or the message
itself according to Cambridge Content Dictionary.

II. The Types of Communication

A. According to Channels Used:
1. Verbal Communication – refers to the form of communication in which
message is transmitted verbally. It can be done by word of mouth and a
piece of writing.

Verbal Communication can be subdivided into two, oral communication and

written communication.

 Oral Communication – spoken words are used, includes face to face

conversations, speech, telephonic conversation, video, radio, televisions,
and voice over the internet. Communication is influence by pitch, volume,
speed, and clarity of speaking.

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  Written Communication – written signs and symbols are used to
communicate. A written message may be printed or hand written.
Types of written communication used for internal communication
 Memos
 Reports
 Bulletins
 Job description
 Employee manuals
 Electronic mail (email)

For communicating with the external environment in writing are the following:

 Electronic mail
 Internet Websites
 Letters
 Proposals
 Telegrams
 Faxes
 Postcards
 Contracts
 Advertisements
 Brochures

2. Non – Verbal Communication – is the sending or receiving of wordless

messages. It is also about the body language of the speaker.

Three elements of Nonverbal Communication

 Appearance – when someone speaks, the way he or she looks can

determine how a message will be received.
 Body Language – the way one acts as he or she speaks, whether he’s
fidgeting or standing stolidly, the receiver adds that in the black of
information to process.
Fidgeting – may be taken as a sign or nervousness or anxiety, and affect
the meaning of the words that are verbally expressed.
 Sounds – tone, pace and volume are considered in understanding the true
meaning of what someone is saying. For instance, a raised voice can be
taken as a sign of anger, a hurried pace can mean annoyance, and a
condescending tone is often understood as sarcasm.

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 B. Types of Communication Based on Purpose and Style
There are two types of communication depending on style and purpose,
formal and non – formal.

1. Formal Communication – mostly takes place professional settings:

 Corporate meetings
 Conferences
 Academic seminars
 Political sessions
 Juridical proceedings

Its primary purpose is information dissemination to concerning parties that are

involved in certain types of official business.

Formal communication abides by a set of pre – determined guidelines in

delivering a message. Due to its formal nature, there is a great emphasis on
observing proper grammar and correct pronunciation. Accuracy and strict
obedience to traditional rules are encouraged. Slang and foul language are
strongly discouraged. Remember that roughness does not earn your points in
formal communication.

2. Informal Communication – is the most commonly used form of

communication. It takes place in our daily interaction with one another. It
happens in ordinary settings between friends, family, classmates, and
practically anyone who wishes to speak with another.
III. The Communication Process
Communication process though complex can be simplified through
communication models.

Shannon & Weaver, The Mathematical Theory of Communication

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  Information source – typically refers to a person, who then sends a
message with the use of transmitter.
 Transmitter – could be any instrument today, from phones to computers
and other devices.
 Signals – that are sent and received can vary depending on the method of
communication.
 Noise – refers to any signals that may interfere with the message being
carried.
 Receiver – is equipment at the end of the line that delivers the message to
its destination or the person intended to receive the message.

Years later, David Berlo developed Shannon’s model to focus on the

relationship between the person sending the message and the receiver.
According to this model, for the message to be properly encoded and
decoded, the communication skills of both the source and the receiver
should be at best.

Berlo’s SMCR Model of Communication

S – Source

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The following are factors affecting the source:

 Communication Skills
The ability to communicate effectively is a skill worth honing. The way
words are said is critical in delivering the right message and ensuring that
it is received well. The source should eloquent in speech. Correct
pronunciation, proper use of pause, and neutral or understandable accent
are just some of the variables affecting our communication skills.
 Attitude – is said to make or break a person. Talent can only get you far
enough, but without the right attitude; you can never get to your
destination. No matter how well composed your message is, without the
appropriate attitude, you will never get your information across.
 Knowledge – this simply means delivering the message clearly. Speaking
straight to the point, without comprising thoroughness is important to make
your audience truly understand your message. Conveying the message
with enough information is a source test of knowledge.
 Social System – are the world where people having something in common
live in. as a source, it is important to consider the social system of your
audience in starting the communication process this is because people
belong to different social system receive and process information
differently.
 Culture – sources must consider the culture of their audience in
communication. In doing so, a source can show respect towards his/her
listener’s cultural background.

M – Message

Message pertains to any information that is passed on through communication.

Based on Berlo’s model, any message is comprised of the following.

 Content – according to Berlo, content has to be sensible, accurate, crisp,

and related to the thought. By ensuring that content meets these
guidelines, misunderstanding can be avoided.
 Element – a message should be delivered with postures, gestures,
movement, and facial expressions. These elements make sure that a
message will have an impact on the receiver.
 Treatment – Berlo states that treatment is actually the way one treats his
message and how he conveys it to the listeners. It is important to know the
message to determine the right way to deliver it.

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  Structure – whenever you tell a story, you will always start at the
beginning. When you read a novel, you begin with the prolog and end with
the epilog. Much like these examples, a message must be delivered with a
certain structure. This ensures that the message is receive according to
the thought of the sender.
 Code – is the use of all the components in the message. One must be
able to use the right content, elements, treatment, and structure,
according to the thought of the sender.
 Channel – refers to the medium and how the information flows from the
sender to the receiver.

R – Receiver – refers to the listener of the message. Berlo further explained that in
order to have a smooth conversation between the source and receiver, they should
share the same flat form, have communications skills, exhibit the right attitude, and
have the same level knowledge.

While Shannon and Berlo’s models are linear in structure, Wilbur Schramm adapted
Osgood’s theory to develop a circular communication model. In this model, both the
sender and receiver take turns in becoming the encoder and decoder.

Schramm, The Process and Effects of Mass Communication, Urbana II,

University of Illinoise Press, 1954

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 IV. The Description of Media Literacy, Information Literacy, and Technology
Literacy.

Media Literacy

The ability to analyze, access, evaluate, and communicate

information in a variety of forms, including print and non –
print messages. According to Yale University, this involves
the ability to synthesize, analyze and produce mediated
messages.

Information Literacy

The Association of College and Research Libraries (ACRL

USA) defined information literacy as a set of abilities
requiring individuals to recognize when information is needed
and have the ability to locate, evaluate, and use the needed
information effectively.

Technology Literacy

The New York State Education Department (NYSED) defines

technology literacy as the understanding of the concepts
behind computing equipment, network connectivity, and
application software; the skills to responsibly use
appropriate technology to access, synthesize, communicate,
and create information to solve problems and improve
learning.

V. The Role of Media and Information in Effective Communication

1. It makes the world a smaller place.

2. It makes communication convenient.
3. It shapes public opinion.

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 VI. The Media and Information Producers and Users
Media Producers as someone who overseas projects (eg. films, TV shows)
from conception to completion and may also be evolved in the marketing and
distribution processes.

Media Users refer to the audience or consumers of media.

Producers and Users of Media and information may have the following purpose:

1. To inform
2. To educate
3. To entertain
4. To advocate
5. To promote business
6. To increase network

Evaluation

A. Identification: Write the correct answer before each number.

__________ 1. It pertains to any information that is passed on through

communication.
__________ 2. He established the idea of communication as information
processing was firmly established.
__________ 3. It is the origin of the message.
__________ 4. Berlo states that treatment is actually the way one treats his
message and how he convey it to the listener.
__________ 5. It is the use of all the component in the message.

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 B. Describe the similarities and differences of Media Literacy, Information Literacy,
Information Literacy, and Technology Literacy. (5 points).

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Lesson 2 – The Evolution of Media: from Traditional to New Media

Introduction

In this lesson, the importance of media will be discussed, mass media and
demassification will be defined. And the evolution of media will be identified.

Learning Objectives

1. Identify traditional media and new media and their relationship

2. Write the roles and functions of media in democratic society
3. Search latest on information and media

Preliminary Activity

True or False: Write T if the statement is true and write F if the if the statement is false.

______ 1. One of the important values of media is its function as a source of

entertainment.

______ 2. The media has the power to persuade people.

______ 3. Media has become the largest source of information nowadays.

______ 4. The invention of telegraph led to telephone, radios, and televisions.

______ 5. The media has a binding influence with its audience.

Lesson Proper

I. The Importance of Media

 Pervasiveness

The Cambridge dictionary defines pervasiveness as present or noticeable in

every part of a thing or a place. Over the past couple of decodes, the world
has power more and more dependent on media. It is for the reason that TV
networks and radio stations continue to multiply. Print media do not seem to
die down completely despite many expert predictions. The internet has ever
been human right by the United Nations.

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 • Information Source

People even take to social media websites for updates whenever there's a
catastrophe. There is no denying that media has become the largest source
of information.

• Entertainment Source

TV shows, music, films, books, clips, and videos, and social media, are just
some of the things that the media offers as entertainment.

• Persuasion Forum

The media has the power to persuade people. Swaying people's beliefs
does not happen instantly; though everytime someone shares an opinion
about a subject, another opposing view is bound to come up.

• Binding Influence

People rely on media in their daily lives. Wether it is for research on a school
paper, or a recipe for a delicious meal, the media has become part of
everyone's mundane lives.

II. The Concepts of Mass Media and Media Demassification

Mass Media - refer to channels of communication that involve transmitting

information in some way, shape or form to large numbers of people. Dutton et
al (1998) suggest that traditionally the mass media has been differentiated
from other types of communication in terms of four essential characteristics:

* distance

* technology

* scale

* commodity

Media Demassification - is derived from the word demassify which means to

devide or break up (a social or political unit) into its component parts.

The Evolution of Media

Prehistoric Age

NBC news reported the discovery of a 4000-year-old cave painting in

Sulawesi, Indonesia. Several other discoveries of cave art around the world

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 have proven that even at a time when no known civilizations existed, the
media have been a part of man's life. The innate need for people to
communicate is said to he the reason for their existence. Despite their lack of
speech during those days, cavemen found a means to convey their thoughts.

After the Stone Age, ancient civilizations began to emerge along with a
certain form of speech. The development of language made record keeping
among civilizations possible. This is where the ancient forms of writing came
into the picture. The earliest of which is hieroglyphic script of the Egyptian
civilization developed another notable ancient form of writing around 5000
BCE called the cuneiform. (Mark, 2011)

The earliest scripts were initially inscribed on wet clay with a red Implement.
Eventually, with the invention of paper through an abundant Reed found
along the Nile River. History, however, credits the Han dynasty for the
invention of paper. (Violatti, 2013).

The creation of paper allowed ancient scribes to preserve history through

manuscripts. These manuscripts are referred to as the earliest form of the
print media.

Industrial Age

The industrial age brought improvements in mass media. In the book

Industrialization in the Modern World, Hinshaw and Stearns cited the changes
in mass media in the industrial age. In print, faster, steam-driven presses and
methods of translating photographs to the printing press. The year 1850s
paved the way for cheaper manufacturing of paper. In 1890s automatic
composing machines allowed semiskilled typesetting from keyboards to
replace highly manual setting. Advances in photography allowed illustration.

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 Early form of printing press in industrial age

Evaluation

Illustrate the four essential characteristics of mass media in a short coupon bond and
don't forget to write your name.

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Lesson 3 - Information Literacy

Introduction

In this lesson, the information in the modern age, the concepts of information
needs, and the communication of information will be discussed. Also, the ethical use of
information will be identified.

Learning Objectives

1. Define information need, locate, accesses, assesses, organize and communicate

information

2. Demonstrate ethical use of information

Lesson Proper

I. The Information in the Modern Age

Information - defined as facts or details about a subject.

There are four skills necessary to be information literate.

1. To be able to recognize when information is needed.

2. To have the ability to locate, access said information.

3. Being able to evaluate or assess said information

4. The ability to use the needed information effectively

An information literate individual is able to:

• Determined the extent of information needed

• Access the needed information effectively and efficiently

• Evaluate information and its sources critically

• Incorporate selected information into one's knowledge base

• Use information effectively to accomplish a specific purpose

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• Understand the economic, legal, and social issues surrounding the use of information,
and use of information, and access and use information ethically and legally

The Information Needs

Information Today INC defines information needs as the motivation people think and
feel to seek information. It is the reason why people go out of their way to find answers
to their questions, or solutions to their problems.

Since it is such a broad subject, information needs can be further divided in two,
demands and wants according to the University of Washington.

Two Divisions of Information Needs

Information demands - refer to the requirement of information while information wants

deals with the desire to have information.

Taylor, (1968) explains that there are four points along the need continuum:

1. An actual but unexpressed need

2. A conscious description of the need

3. A formal statement of the need

4. A comprised need

III. The Communication of Information

University of Washington defined communication of information as the transfer of

meaning.

Meltzer (1971) said that communication of information requires an understanding of the

data. Transferring information from one party to another cannot be considered
communication of information data is not understood.

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IV. The Ethical Use of Information

The scholars define ethics as the branch of philosophy that involves systematizing,
defending, recommending concepts of right and wrong conduct.

Ethics gives a predetermined set of guidelines based on a code of morality that people
in the society will follow.

While ethics may vary depending on a number of factors, its core remains the same,
mankind's concept of right and wrong.

1. Give credit where credit is due

It is important that an individual's work or knowledge is given credit when someone

uses it as material. Failing to recognize them or claiming other's work, as one can see,
is not just unethical; it can also mean legal repercussions.

2. Practice due diligence

Whenever people come across information, they must validate its authenticity. It is
important to find out if the source of information is credible and is based on facts and
research. Doing due diligence before accepting information is necessary to filter out
false or misleading data.

3. Respect everyone's privacy

It is true that privacy is becoming more and more difficult to uphold in this information
age. While users may not have control about what their friends share online, they do
have control over what they put out onto the virtual space.

4. Separate facts from opinion

The beauty of information in today's digital age is its use of the so-called big data or
contents pooling by individuals, but it has also its curse. Users should not publish
personal beliefs and claim that they are right without proper research. They must only
consider information and not abuse it.

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 Ethical Use of Information

Evaluation

As technology and information literate, create a poster educating students on the

issue of information illiteracy. (20 points) Make it in a short coupon bond.

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Lesson 4 - The Various Media in the Age of Information

Introduction

In this lesson, different types of media will be discussed, which includes the
definition, its form, and characteristics. And also, the convergence of media in the age
of information will be emphasis.

Learning Objectives

1. Classify contents of different media types

2. Define media convergence through current examples.

Preliminary Activities

I. True or False: Write T if the statement is true and write F if the statement is false.

______ 1. Broadcast media is the most portable flatworm of media.

______ 2. Newspaper refers to as a document published regularly, consisting of news

reports, articles, photographs, and advertisement that are printed on large sheets of
paper.

______ 3. The invention of radio began with telegraph

______ 4. Unlike the radio, the invention of television was initially prompted by
commercialism.

______ 5. Through developments in computer networks, information resources need to

be stored on a single centralized server instead made it possible to just connect the
networks together.

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Lesson Proper

I. Three Basic Types of Media

1. Print Media

2. Broadcast Media

3. New Media

1. Print Media is a typed media used in mass communication in the form of printed
publications.

The Major Types of Print Media

a. Book

b. Newspapaer

c. Magazine

d. Poster

e. Brochure

f. Press Release

The Characteristics of Print Media

1. A proponent of literacy

2. Portable

3. Independent form of Media

4. Structure

2. The Broadcast Media

The term broadcasting refers to the airborne transmission of electromagnetic

audiovisual signals (television) that are readily accessible to a wide population via
standard receivers

a. Radio Broadcasting

The invention of radio began with the telegraph.

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B. TV Broadcasting

Unlike the radio, the invention of television was initially prompted by commercialism.

Characteristics of Broadcast Media

3 Elements of Radio

1. Voice

2. Sound

3. Music

2 Types of radio format in terms of frequency

1. AM( Amplitude Modulated) radio

2. FM (Frequency Modulation) radio

AM radio offers variety stations that feature different program formats

1. Dramatic

2. Non-Dramatic Programs

a. News and commentary

b. Talk show

c. Counseling

d. Educational

e. Informative

In FM radio, the majority of the stations offer music and entertainment program formats.

Television can be considered as the most powerful medium in the mass communication.

Television has two main elements

1. Audio - sound, music, and voice

2. Video or visual - footage, graphics, and text

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Television program formats are almost similar to the program formats in radio.

1. Dramatic format

a. Drama series

b. Drama special

c. Sitcom

2. Non-dramatic format

a. News and public affairs program

b. Talk show, debate, discussion program

c. Contest, quiz show, game show pprogram

d. Educational program

e. Informative program

f. Variety shows program

Radio Characteristics

Advantages Disadvantages

Local coverage

Low cost Audio only

High frequency Clutter

Low production cost Fleeting message

Well segmented audience

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 Television Characteristics

Advantages Disadvantages

Mass Coverage Low selectivity

High Reach High absolute cost

Impact of sight, sound, and motion Short message life

High prestige High production cost
Moderate cost per thousand exposure Clutter

The New Media: The World Wide Web

Characteristics of New Media

1. Networked Linkage: Vanishing of fixed place: Geographical separation is no longer

an issue with the new media.

2. Ubliquity: New media made information simultaneously present everywhere.

3. Digital: Because of its digital nature, information in the new media became:

• Infinite, where duplication and multiplication of information are possible.

• Easily altered or edited

• Easily retrievable, and machine readable

• Frequently stored on magnetic or optical surfaces, which do not have a proven

permanence.

4. Space Binding and Distance Insensitivity: New media creates bridges across
continents. Information from anywhere in the world can be easily accessed everywhere.
The only problem is that the volume of information makes it difficult to store them over
time.

5. Geographical Insensitivity: Distance makes little differences in time, cost or speed of

getting information.

6. Personalized: New media commonly exist in smart (computing) devices and

networks.

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7. Prosthesis and Telepresence: Studies show that personal gadgets like smartphones
and computers reveal a lot about its user.

8. Virtuality, Virtual Community: New media has created a social environment without
having the need for proximity.

9. Hypertext: Links documents together in such a way that one need not read
documents in a prescribed order; authors, styles and permissible rules of content may
vary as one reads linked documents; responsibility and control are diffused - as is
ownership of the resulting content; form and structure are easily changed, composed on
demand for individuals.

10. Interactivity: It seeks user input to perform functions based upon it.

11. Push vs. Pull: New media contrast with older forms in that users/audiences request
custom content and are not programmed to in the usual sense of television and the
press. Instead, content is "pulled" by the consumer, not "pushed" by the media
organization.

12. Convergent: Merged Modal Capabilities, multimedia, and multiple media. These
terms denote that formerly separate technologies are blending together with a digital
common denominator.

13. "Smart" Server controlled functions, applications.

Below are terminals of new media.

• Hot Java and implications

• Web TV and implications the core idea here is an "appliance" computer for web
access.

14. Wired, Wireless, Terrestrial and Satellite-based

15. Electromagnetic vs. Optical: Digitally based new media are more readily converted
to optical transmission, which affords advantages over conventional electronic
transmission.

The Avenues of new media: Social Media Networking Sites

• Facebook

• Twitter

• Instagram

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• Youtube

• Tumblr

The Convergence of Media in the Age of Information

Digital Print Media

Newspaper business like the Manila Bulletin, Philippine Daily Inquirer and Philippine
Star have gone digital. These so called big three in the newspaper print sector of the
media are all running online news sites to supplement their daily prints. As a means of
reaching the smartphone population, these newspapers have also launched apps.

Teleradio

Teleradio or television - radio is a program that combines the visual aspect of television
with AM or news radio.

Stream Media

Stream media, in this context refers to the transmission of television or radio content
online.

A good example of stream media would be ABS-CBN's IWantTv. This websites allows
users to view episodes of the network's program either for free and also live streams TV
shows.

Mass Media and Social Media

Social Media websites are extremely popular in society. Billions of people from all over
the world are connected to several social media websites and apps at any given time of
the day.

Mas media platforms sought to take advantage of these numbers and bring their
content to a wider audience.

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Evaluation

Directions:

1. Look for any newspaper and read the editorial section.

2. Discuss the issue raised in the editorial.

3. Weigh the argument of the editor by answering the following questions:

a. What are the significant points of the editor in his/her Article?

b. What do you think of the manner it was written? Is it fair and unbiased? Support your
answer.

c. Based on the discussion of the group, what is your stand on the issue?

4. Write your answer in a short coupon bond and paste the editorial section that you
have read.

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Lesson 5 The Media and Information Sources

Introduction

In this lesson helps you to understand the integrity of the information

sources and the media.

Learning Objectives

1. Discuss the media as the information source.

2. Identify the examples of indigenous media.

Lesson Proper

I. The Media as information source

One of the primary source of media plays is to inform. The library of Virginia
explains that information can come from virtually anywhere -- media, blogs, personal
experiences, books, journal and magazine articles, expert opinions, encyclopedias and
web pages -- and the type of information you need will change depending on the
question you are trying to answer.

II. Indigenous media

Indigenous media maybe define as forms of media expression conceptualized,

produced, and circulated by indigenous peoples around the globe as vehicle for
communication, including cultural preservation, cultural and artistic expression, political
self-determination, and cultural sovereignty, according to Oxford bibliographies.

III. The community media and the indigenous people

Community media is an independent, civil society based media that operate for
social benefit and not for profit according to UNESCO. As the term implies community
media is run by a community and for a community. Community in this context can be
geographical or a community of people with the same interests.

IV. Examples of Indigenous media

1. Ethnographic films

Mathew Durington defines ethnographic film as the visual manifestation of

anthropological practice organized in a linear moving media. Ethnographic film is a

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nonfiction work that reflects the lives of indigenous people, typically following the
documentary format.

2. Aboriginal Media

One of the most aboriginal media in existence is run by the Central Australian
Aboriginal Media Association or CAAMA called Imparja. Imparja means "tracks" or
footprints in Central Australian language, Arrante.

V. Traditional media as primary source of information

• traditional media - print, radio, television-was initially invented as a means of mass

communication with the purpose to inform.

VI. The library as source of information

The library in its most traditional sense is defined by the Merriam - Webster's
dictionary as a place where books, magazines, and other materials. Since it hosts a
collection of information materials, this is a place where people go -or at least to go-go
for research or to simply read.

VI. The Internet as a source of information

Abundance, availability, and accessibility are the three key aspects of Internet as a
source of information. The World Wide Web has considerably grown from its
introduction in 1991. As of the writing of this book, Internet Live Stars has reported over
a billion of registered websites.

Evaluation

Identification: Identify the correct answer in each number. Write your answer in the
blank.

1. __________________ media may be defined as forms of media expressions

conceptualized, produced, and circulated by indigenous peoples around the world.

2. Community media is an independent, civil society based media that operate for social
benefit and not for profit according to __________________.

3. ______________ means "tracks" or "footprints" in Central Australian language.

4. __________________ print, radio and television was initially invented as a means of

mass communication with the purpose to inform.

5. _______________ a place where books, magazines, and other materials are

available for people to use or to borrow.

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 Second Quarter

Lesson 1 - The Media and Information Languages

Introduction

In this lesson, the importance of content analysis will be given an emphasis in selecting and
utilizing information. The form and the content of the message will be elaborated. The codes
and conventios in the media will be discussed.

Learning Objectives

1. Evaluate everyday media and the information with regard to the codes, convention, and
message; in regards to audience, producers, and other stake holders.

2. Produce and assess the codes, conventions, and messages of a group presentation.

Lesson Proper

The content analysis: 'Says what?'

According to Berrelson (1952), content analysis is a research technique for the objective,
systematic, and quantitive description of the manifest content of communication. The content
analysis aims to decipher the real message of the content, through careful evaluation of the
elements found in the message. Content in this context can refer to letters, diaries, newspaper
content, folk songs, short stories, poetry, radio and television programs, books, films,
documents, or symbols. Devi Prasad explains that content analysis conforms to three basic
principles of scientific method. They are:

1. Objectivity: Content analysis requires objectivity. Evaluation of content must be impartial that
other researcher will be able to arrive at the same results of your study if they use the same
conten.

2. Systematic: Content inclusion and exclusion are done according to some consistently rules
whereby the possibility of including only materials which support the researcher's ideas- is
eliminated.

3. Generalizability: results obtained from a successful content analysis can be applied to

similar situations.

Below is a table adopted from Berrelson (1952) reflecting the purpose of content
analysis.

What - the purpose is to describe the characteristics of content. The research problem is to
describe trends in communication content.

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How - the purpose is the same with what. The research problem is to analyze techniques of
persuasion and to analyze style.

To whom - the research problem is to relate known characteristics of the audience to messages
produced for them and to describe patterns of communication.

Why - the purpose is to make inferences about the causes of content. The research problem is
to secure political and military intelligence, to analyze psychological traits of individuals, to infer
aspects of culture and cultural change, and to provide legal evidence.

Who - the purpose is the same with why. The research problem is to answer questions of
diputed authorship.

With what effect - the purpose is to make inferences about the effect content. The research
problem is to analyze the flow of information, to measure readability and to asses responses to
communication.

Prasad detailed the process involved in doing content analysis in these six steps.

1. Formulation of the research questions or objectives

2. Selection of communication content and sample

3. Developing content categories

4. Finalizing units of analysis

5. Preparing a coding schedule, pilot testing and checking intercoder reliabilities

6. Analyzing collected data

The codes and conventions in media

The operative definition of codes in this context is the meaningful pattern into which
signs are conveyed. Conventions, on the other hand, are the rules, which describe predictable
patterns.

The source of the message

The source in the communication process is the origin of information. Joe Nicolas, and
John Prince listed the following as source.

1. News Agencies are organizations employing journalists to find and write stories.

2. Stories are written by a news organization's own staff.

3. Press releases are publicity statements released by organizations.

4. Emergency services such as police, fire, ambulance, search and rescue teams are valuable
sources of information for incidents worth reporting on.

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5. Members of the public give good leads for stories.

6. Another media refers to previously released materials which can be further developed.

7. Court the judicial system can provide compelling stories through court cases.

8. Diary stories or coverage stories.

9. Contacts refer to a journalist's connections in organizations that willingly provides alternative

information provided by PR sources.

The audience of the message

The audience refers to the recipient of information or the consumers of media. There are
two general types of media audience, the mass, and the niche.

• Mass Audience - refers to the mainstream consumers.

• Niche Audience - a small, influential audience with a unique taste.

As a commercial industry, the media depends on advertisers or profit. An audience is

necessary to encourage advertisers to invest. It is for this reason that media producers spare no
expense in understanding their audience. Among their many efforts is classifying the audience
according to their demographic profiles.

A. Top management, bankers, lawyers, doctors and other highly salaried professionals.

B. Middle management, teachers, many 'creative'e.g graphic designers, etc.

C1. Office supervisors, junior managers, nurses, specialist clerical staff, etc.

C2. Skilled workers, tradesperson (white collar)

D. Semi-skilled and unskilled manual workers (blue collar)

E. Unemployed, students, pensioners, casual workers

Other players in the process: Gatekeepers and Regulators

The abundance of information creates the need for gatekeepers. According to Westley
and Maclean (1957) gatekeepers filters the message according to the needs of the audience
and media institutions. They determine which information passes through the communication
process and those, which are discarded. Their communication model further explains that a
gatekeeper's job happens in the following levels.

Individual level: Refers primarily on who the gatekeeper is an individual and his or her
preferences.

Routine practice level: This is the standard operating procedure followed by a gatekeeper as
dictated by the typed of work to be done.

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Communication organizations: The policies of the organization that will publish the work

Social institutions:The social system by which the message is formed.

Evaluation

Self Reflect: What is the difference between mass audience and niche audience? Explain in
one paragraph only.

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Lesson 2 - The Legal, Ethical, and Societal Issues in Media and Information

Introduction

In this lesson, the legal, ethical, and societal issues will be tackled. Their characteristics will
be identified. And guidelines that govern the media and information age will be discussed.

Learning Objectives

1. Put into practice their understanding of the intellectual property, copyright, and fair use of
guidelines

2. Demonstrate proper conduct and behavior online (netiquette, virtual self)

3. Explain actions to promote ethical use of media and information

Lesson Proper

I. Defamation

The Cornell University Law School defines defamation, as Defamation is a statement

that injures a third party’s reputation. The civil wrong of defamation includes both libel (written
statement) and slander (spoken statements).

To win a defamation case, a plaintiff must show four things:

1. A declaration that a false statement is fact;

2. Publication or communication of that statement to a third person;

3. Fault;

4. Damages to the subject (person, institution, etc.) of the statement.

With the existence of the new media, everyone is at liberty contributed and post
information online. The problem with this evolutionary form of media is the lack of check and
balance that traditional media requires. Often, those who post their opinions are taken as facts
that may sometimes result of defamation.

Privacy

Privacy is defined as the freedom from unauthorized intrusion. Also called as one’s right
to privacy, it refers to the concept that one’s personal information is protected from public
scrutiny. Social media has become the spotlight the world uses to take a peak into everyone’s
private lives. Even more concerning is the fact that ourselves beam in on our own personal
lives. Our penchant for oversharing details of our lives online poses serious security concerns.

In fact, social media has been linked to various stalking cases all over the world. Such a
problem reiterates the need for responsible consumptions o social media information.

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 Various social media platforms have incorporated privacy functions on their websites.
This allows their user to choose which information they want to share and to whom they want to
share with. Blocking and reporting abusive users have also been made available as an added
security feature. These efforts, along with current provision in the law help in ensuring
everyone’s right to privacy. However, it is important to note that self-discretion goes a long way
in protecting one’s privacy.

Obscenity and Pornography

Obscenity and pornography although related, are not the same. Pornography is the term
used to refer to any material that uses the elements of nudity to cause sexual arousal among
the audience. A pornographic material is considered obscene when it crosses a line to a point
that may be offensive. The concept of what’s obscene and what’s not in pornographic content
may be vague or subjective. This is because what might be obscene in one sector of society
can be totally acceptable in another.

Copyright

Copyright in its literal sense means the right to copy. The owner of copyright has the
exclusive right to reproduce, distribute, perform, display, licence, and to prepare derivative
works based on the copyrighted work. This protection is for “original works of authorship”. It
applies to intellectual properties like images (graphic designs, photos, drawings etc.), write
works (books, manuscripts, publications etc.), audio content (music and any other sound
recordings), and performance arts (play, movies, shows, and etc).

A person or entities violating copyright commits plagiarism. Plagiarism takes place when
someone else’s work is used by a different person and claimed as his or her own. This act of
stealing can be avoided by acknowledging the source or the original creator through citations.

The exclusive rights of the copyright owner are subject to limitation by doctrine of “fair
use”. Fair use of copyrighted work for purpose such as criticism, comment, news reporting,
teaching, scholarship, or research is not copyright infringement.

II. Basic Ethical Orientation

Basic ethical orientation refers to the ethical perception of an individual. It is the

reasoning behind his or her moral judgments and ethical practices. The following are the types
of basic ethical orientation.

a. Divine Command Theories

· Being good is equivalent to doing whatever the Bible—or the Qur’an or some other sacred text
or source of revelation—tells one what to do.

· “What is right” equals “What God tells me to do”.

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b. The Ethics of Conscience

· Conscience dictates what is right or wrong

· Often has a religious source

· Maybe founded on a notion of human nature

· Is often negative in character, telling people what is not right

c. Ethical Egoism

· Says the only person to look out for is oneself

d. The Ethics of Duty

· Begins with conviction that ethics is about doing what is right, about doing one’s duty

· Duty may be determined by reason, professional role, and social role.

e. The Ethics of Respect

· Human interactions should be governed by rules of respect.

· What counts as respect can vary from one culture to another

f. Utilitarianism

· Seeks to reduce suffering and increase pleasure or happiness

· Demands a high degree of self-sacrifice—considers the consequences for everyone.

· Utilitarianisms claim the purpose of morality is to make the world a better place.

g. The Ethics of Justice

· What is fair for one should be fair for all.

· Treating people equally may not mean treating them the same.

h. Virtue Ethics

· Seeks to develop individual character

· Assumes good persons will make good decisions

· Developed by Plato and Aristotle

· The Spiritual Exercises

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III. Netiquette

Netiquette or network netiquette is a set of rules for behaving properly online. (Shea, 1997)

Rules, that may not be strictly enforced or even regularly followed is important to keep
everyone online in check.

Virginia Shea published the following guidelines to cover the basis of netiquette.

1. Remember the human

2. Adhere to the same standards of behavior online that one follows in real life

3. Know where you are in the cyberspace

4. Respect other people's time and bandwidth

5. Make oneself look good online

6. Share expert knowledge

7. Help keeps flame wars under control

8. Respect other people's privacy

9. Don't abuse one's own power

10. Be forgiving of other people's mistakes

IV. The Bullying, Addiction, and Digital Divide

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a. CYBERBULLYING

Bullying that takes place online, or using electronic technology such as cell phones,
computers, and tablets over communication tools including social media sites, text messages,
chat, and websites. Examples of cyberbullying: text messages or emails composed to insult or
demean; rumors or false statements spread by email or posted on social networking sites; and
humiliating photos, videos, websites, or fake profiles deliberately shared across social media.

b. COMPUTER ADDICTION

The excessive use of computers to the extent that it interferes with daily life. This
excessive use may, for example, interfere with work or sleep, result in problems with social
interaction, or affect mood, relationships, and thought processes.

c. DIGITAL DIVIDE

An economic inequality between groups in terms of access to, use of, or knowledge of ICT. The
divide within countries (such as the digital divide in the United States) can refer to inequalities
between individuals, households, businesses, and geographic areas at different socioeconomic
(and other demographic) levels. The Global digital divide designates countries as the units of
analysis, and examines the divide between developing and developed countries on an
international scale.

Evaluation

Enumeration: Give what is asked.

1-4. Four things to win a defamation case

5-9. Examples of basic ethical orientation

10. Type of civil defamation

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Lesson 3 - The Opportunities, Challenges, and Power of Media and Information

Introduction

In this lesson, the opportunities and challenges of the media information in all sectors of
the society will be discussed. Their implications are identified. And the power of media and
information will be discovered.

Learning Objectives

1. Realize opportunities and challenges in media and information

2. Research and cite recent examples of the power of media and information to affect change.

Lesson Proper

I. Economics of media: Ratings and Revenues

The economics of media can be explained in the simple equation Ratings= Revenues.
As a commercial industry, the media earns profit through advertisement. Advertisers pay for air-
time or ad-space in media platforms to reach or to promote their goods or services to the
media’s audience. Advertisers are more likely to invest if there is a high volume of consumers
patronizing the media programs or content or if their target market is among those consumers.

Ratings

Is a colloquial term for audience measurement that influence timing, placements, and
markets for media content and advertising. (Balnaves, O’Regan, & Goldsmith, 2011) Ratings
determine the number of people who watches, listens to or reads a particular content.

Revenues

The business dictionary defines revenue as income generated from the sale of goods or
services, or any other use of capital or assets, associated with the main operations of an
organization before any costs or expenses are deducted.

II. The Opportunity

The Philippine media is a great asset in the country’s economy. In fact the Philippines
Star reported that in the year 2010 alone, the creative or copyright-based industries contributed
P661.23 billion to the Philippines economy.

III. The Challenges

Despite thriving as an industry, the media remains vulnerable to economic threats. The
most notorious among them is privacy. Privacy is defined as the unauthorized use of another’s
production, invention, or conception especially in infringement of copyright by the Merriam

Webster’s Dictionary.

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The existence of cheap or even free digital technologies like torrent downloading makes piracy
even more attractive to consumers.

IV. Media and Information for education

Media and information have made a radical impact in education. Learning has never
been easier and at the same time more complicated than it is today in the age of media and
information.

The Opportunity

Merriam-Webster’s dictionary defines education as the knowledge, skill, and

understanding that you get from attending a school, college, or university. Today, education has
taken whole new meaning with media and information.

Online education is now a fast becoming trend in society. Schools and universities are
adopting this practice as part of their offered services. Everyone with access to the internet
need not physically attend a class to get an education. This setup is popular among those who
wish to further their education but do not have the time or energy to deal with regular school.
With media and information, one can earn a degree from the comfort of their homes.

Education traditionally requires a student to prove that learning took place. To do so, one
must be able to pass exam that will test their knowledge on a certain subject and produce
outputs that will confirm if they can apply that knowledge. Media information makes this process
a little less rigorous through content contribution. By allowing people to share their knowledge
online for others to see, the network of experts can check and balance each other’s
understanding of subjects, therefore refining learning through interaction.

The convenience, abundance, and interconnection, aspects of media and information for
education are opportunities worth taking advantage of.

The Challenge

In education, the opportunities brought about by media and information is also to be

blamed for its many challenges. Not only does this promote laziness, constant access also puts
a lot of pressure on servers, requiring constant upgrades and regular maintenance around
cyberspace.

The overwhelming amount of content to but found online requires the tedious process of
sorting through unnecessary or unrelated content to one’s research. As challenging as it may
be, it is necessary. Allowing anyone with access to the internet to contribute to the network of
information raises credibility and authenticity issues.

V. Media and Information for social change

The society is heavily influenced by media and information. It is no surprise then that
media and

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information have been linked to social changes. Oxford bibliographies referred to the social
change as a significant alteration of social structure.

The Opportunity

Among the first to realize the possible positive applications of the media and society’s
co-dependent relationships were Daniel Lerner and Wilbur Schramm. In their perspective works,
The Passing of Traditional Society (1958) and Mass Media and National Development (1964)
served as the founding texts of development communication according to University of
Pennsylvania (UPenn). Development communication uses communication to aid in the
development of society. One practical application of this is community-based media programs.
Through information dissemination, promotion of development advocacies, and providing a
medium for social interaction among communities, these types of programs pave the way for a
positive social change.

The Challenge

Media and information have the power to sway society’s beliefs and perception. People
have the tendency to receive data from the media and accept it as fact right away without
conducting due diligence.

VI. Effect of media in politics

Politics regulates the media industry. They enforce the rules and regulations governing
the media industry as prescribed in a country’s current political system. It is for this reason that
the nature of media varies from country to country.

The Opportunity

The interrelationship between media and politics provides a fair foundation in nth
function of media as a source of information. Provisions in the law like the Freedom of
Information Bill which mandates the release of public documents to those who require it benefits
the media in their access to information and the government in its war against corruption (The
Official Gazette)

The Challenge

As a developing country, the governments concentrate on solving problems like poverty,

unemployment, lack of proper healthcare, and access to education.

The shortage of government funding, not to mention the lack of projects and programs,
that help cultivate creativity – which is the core of media – prevent the media industry in
reaching its potential for success. Even the weak enforcement of certain laws to protecting the
media exposes them to threats that could have damaging repercussions on the industry.

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Evaluation

True or False: Write True if the statement is correct and write false if it is wrong. Write your
answers on the blanks.

______ 1. Advertiser do not consider ratings in investing on programs

______ 2. Writing about friends and family members is a potential conflict of interest.

______ 3. Accountability in media is enforced by government.

______ 4. The society is heavily influenced by media and information.

______ 5. Media and information have made a radical impact on education.

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Lesson 4- The Current and Future Trends of Media and Digital

Introduction

In this lesson, the current trends of media and information will be explored and the future
development in these areas will be anticipated.

Learning Objectives

1. Evaluate current trends in media and information and how it will affect/how they affect
individuals and society as a whole

2. Describe massive open on - line

3. Predict future media innovation

Lesson Proper

I. Massive Open Online Content and its Implications

Massive Open Online Content (MOOC) is defined by Educause as a model for delivering
learning content online to any person who wants to take a course, with no limit on attendance. It
can be characterized by the following:

a. A revolutionary approach to education that veers away from the physical to the virtual

b. A kind of learning that happens online, breaking the norm of traditional schools or universities
for higher education.

c. Utilizes information technologies like analytics to help instructors gauge their student’s
learning.

d. Emphasis on connectedness.

The Implications

1. By taking learning into virtual space, attendance is no longer a determining factor in one’s
education. This makes MOOC learning a popular alternative for those whose life situations
make them unable to attend regular schools

2. Managing MOOC is relatively cheaper than running educational institutions. By taking out the
experiences of Universities – which are passed down to students in exorbitant fees- MOOC
addresses the high cost of education.

3. Analytic provides information about the learning process of students. Through the use of data
collected through analytic, MOOC provides a means to improve learning.

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4. Since it focuses on connectedness as part of the learning process, MOOC allows education
to take place on a global scale. Connecting learners and instructors all over the world to one
another to maximize education.

II. The use, advantages and disadvantages of wearable technology

Wearable technology is seen to be the up and coming technology of the future.

Wearable technologies today are smart watches. These watches are worn as a typical
wristwatch but do more than just tell time. Modern smart watches perform the same functions as
smartphones.

Smart watches as a wearable are developed for convenience, but its inability to function as an
independent gadget puts it at a distinct disadvantage.

Another example is a Fitness tracker. It is derived from smart watches in form and physical
design but serves health applications. Fitness trackers aim to promote health and wellness
among its enthusiasts, unfortunately, issues in their accuracy have been raised in several
reviews.

Virtual Reality (VR) wearable technology is gradually growing in popularity among enthusiast.
Oculus, a high-end VR headsets intended for entertainment has been released to the public on
March 28, 2016. This wearable technology takes users to computer generated worlds and let
them experience it as if they were actually there. Oculus have so far received positive reviews
among users. However, concerns were raised about VR technology’s potential to cause a total
disconnect from the physical world.

III. The Concept of 3D Environment

3D or three dimensional in its literal sense refers to anything that has width, height, and depth.
The physical world is an example of a 3D environment. The concept of 3D environment is
explored to mimic the physical world in media.

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Films are among the most common media offerings that incorporates 3D. 3D films make objects
in their material appear solid to the audience through the illusion of perception. Earlier 3D
motion pictures require audience to glasses with red and blue lenses.

According to How Stuff Work, these lenses force one eye to see the red part of the image and
the other eye to see the blue or green part.

Computer software with 3D design capabilities like Daz Studio allows graphic designers to
create 3D art and environments. This new technology is steadily revolutionizing digital graphics
in media.

Another notable development is 3D printing. This technology brings digital data and design to
the physical world literally. The concept of 3D bio-printing or 2D printing, using human materials
like tissue ad bones to create organs or body parts that can be theoretically translated to an
actual human body aims to solve that.

VI. The paperless society

The paperless society is a society where communication is done electronically and all forms of
printed communication have become obsolete. It is characterized by the shift from letters to e-
mails, newspapers to news web pages, books to e-books, and so on.

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VI. Ubiquitous learning

Ubiquitous learning is common in the age of information. Since information in the digital age can
be accessed by anyone, at any given time and place, ubiquitous or an ever-present type
learning of learning is possible.

Evaluation

Identification: Write the correct answer before each number.

__________1. It refers to a wearable technology with health applications.

__________ 2. Refers to a technology that immerse the user in a virtual reality.

__________ 3. Refers to 3D printing that uses human tissue or bones.

__________ 4. Refers to the process of material layering in 3D printing.

__________ 5. Refers to the obsoleteness of printed communications in society.

__________ 6. The ever - present nature of learning in the age of information.

__________ 7. Broadly defined as any gadget that is worn instead of carried.

__________ 8. The unabbreviated term for a model delivering learning content online to any
person who wants to take a course, with no limit on attendance.

__________ 9. The sense tricked in 3D films.

__________ 10. Refers to the predecessors of smartwatches.

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Lesson 5 - The Media and Information Literate Individual

Introduction

In this lesson you will find out the identity of media and information literate individual.
Discuss the roles they play in the sectors of society. And talk about the things of media and
information literate individual benefit from.

Learning Objectives

1. Synthesize 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)

Lesson Proper

I. Media and information improve quality of life

There is no denying the extent of how the media and information age has drastically
improved the lives of people. Communication has been made easier. Information has become
widely accessible. Conducting research has become more convenient. All these and more are
enjoyed by media literate individuals and prove just how much the quality of life has improved
thanks to media and information.

II. Media and information for greater political participation

The media and the government have a long standing relationship in the fields of public
service. While the government serves the people by leading the nation towards progress, the
media serve them by informing public about subjects they need or they want. Through the
media reports of government activities and issues, the publics are informed of the political
affairs in the country and are further encouraged to take a more active role in the government.

III. Media and information promoting economic opportunities

The media industry has grown in number on today’s information age both in content and in
the workforce. The open content contribution nature of the new media has made it possible for
ordinary individuals to offer their materials for consumption often for free, or at times for a cost.
Online content is free but has gained popularity, advertisers will offer to buy digital ad-space on
a web page.

Even Youtube, a free video host, pays video contributors if their videos get enough views
or of their channels have a high subscriber rate. Paid content, on the other hand, creates direct
revenue. Free or not, media and information gives contributors platform for earning additional
income.

It is true that the influx of media offerings has led to the creation of more jobs in the media.
The convergence of various media platforms has created hybrid mediums that require experts
to run. New jobs like social media managers or multimedia specialists have been created

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because of this growth. Even IT based jobs which were once rarities in the media are now a
necessity. As media and information grow, so does jobs that require media and information
literate individuals, and when jobs grow, so does the economy. Employment or the lack thereof
still persists as an economic problem in most developing countries like the Philippines. The
media industry in the age of information plays a vital catalyst role to address that.

IV. Media and information for improvement of learning improvement

Many believe that media and information have made learning easy, accessible, and
inexpensive. With these are true, the improvement in the learning environment brought by
media and information goes beyond convenience, availability, and cost.

Learning in schools meant understanding –or at least attempting to- subjects for the sake
of passing and getting good grades. One’s education is given importance because it is pre-
requisite to a good job which is then equated to a good life. Traditional learning environments
have caused people in general to lose appetite for knowledge. Luckily, media and information
have cleansed society’s palate and have reinvented learning as a whole.

Media does not force feed information to unwilling receivers, instead, media has made
information sought after. The media also made learning a choice instead of a necessary evil.
After all, no one is commanded “google” a topic or enrol in a certain online course, people who
do to choose to do it. Since the media is source information and information age is
characterized by the abundance of data, media and information have been closely linked to the
improvement of the learning environment in the present age. A media and information literate
individual take advantage of this further his or her lifelong learning process.

V. Media and Information individuals as more cohesive social units

The concept of unit cohesion stems from a military concept of bond soldiers have that
makes them more effective in working together to complete a mission. Media and information
literate individuals are said to be more cohesive social units than those who are not.

By keeping them informed, as well as connecting them in ways that weren’t possible before,
media and information literates become more cohesive social units. This creates a bond that
does not only have relational implications but also creates social impacts.

The media is said to have the power to affect social change. While this is true, it is not the
media that does the heavy lifting to create change in society, it is the individuals in the society
who developed a clamoring need for change because of media. The media may play a hand
towards a holistic development of the society, but without media and information literate
individuals sharing the same goal, development would not occur.

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Evaluation

Essay: In Three to five sentences explain the following statements in your own words.

1. Media and information improve the quality of life

2. Media and information promoting economic opportunities

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