WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

ENGLISH – SHS GRADE

MEDIA AND INFORMATION
12
LITERACY

3
LEARNING QUARTER

MODULE WEEK 3

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 12 MIL 0

 MODULE IN
MEDIA AND INFORMATION
LITERACY

QUARTER 3
WEEK 3
Information Literacy
Development Team
Writer: April Rose D. Corpuz
Editor: Bryan C. Ecija
Reviewer: Adelyn C. Domingo
Illustrator: Wynnelord Rainier E. Tibay
Layout Artist: Wynnelord Rainier E. Tibay
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 12 MIL 1

 What I Need to Know

Most Essential Learning Competencies:

▪ Discuss responsible use of media and information

In your journey through the discussions and different tasks, you are expected to:

1. define information needs, locate, sources of information, assess, organized,

communicates information;
2. identify relevant ethical standards or principles in information and media use;
and
3. demonstrate ethical use of information.

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 What Know

Put a check mark (/) if the sentence characterizes a media and information literate
person, and (X) if it is not. Write your answer on a separate sheet of paper.

_____ 1. John has the ability to enjoy, understand, and appreciate media content.

_____ 2. Maria is an intelligent student. She has a lot of good ideas every time her
teacher gives them a certain topic. As her teacher assigned her to post a video of
herself discussing a certain topic, she refused and said that she will just write it in
an essay form.

_____ 3. As Joseph opens his Facebook account, he saw a sensual picture posted
in his timeline. He immediately reported it to the administration and blocked the
person who posted it on his account.

_____ 4. Jessica and her friends created a group chat wherein they can exchange
ideas and discuss a certain topic. They are also active in talking about someone in
their group chat especially if they do not like the person.

_____ 5. Noel is too focused on searching for new information in the internet that
he even forgot to copy the name of the author of the article and its URL.

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 Lesson
Information Literacy
3
In module 1 and 2, you have been introduced to the concept of information
and information literacy, as well as the characteristics of a media literate individual.
But before you dive deeper into information literacy approach you have to take note
that an information literate individual is one who can do the following:

1. Determine the extent of information needed.

2. Access the needed information efficiently and effectively.

3. Evaluate information and its sources critically.

4. Incorporate selected information into his or her knowledge base.

5. Understand economic, legal, inclusion and social issues surrounding access and
use of information.

6. Access and use information ethically and legally.

What’s In

In the previous discussion, it has been said that information is broadly

defined as data, knowledge, or instructions through signals or symbols.

In the study of information and its role in the modern age, a finer description
of information is observed, and its ethical use is elaborated.

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

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 What’s New

On a sheet of paper, assess yourself as an information gatherer and user

through answering the questions below.

1. What is your primary source of information especially for schoolwork?

2. What are your considerations when looking for particular information? Do you
need a quick fact or a critical analysis?

3. Do you prefer unbiased information or an opinion? How about current information

or a historical one?

4. Do you automatically use a web search engine to locate for the information you
need? What is/are the common search engine/s that you use?

5. What are your personal criteria for selecting a website as your source of
information?

6. If you use traditional sources of information such as print, podcast, electronic

media, which among these do you often refer to and why?

7. What are the good and bad practices that you usually commit during information
search and sharing?

What is it

Information literacy is an important skill in life. An individual who is literate in

the location, access, evaluation, and use of information also displays a certain
sense of critical literacy. When you are information literate you are able to evaluate
what information, you need what to discard, how to use the information you

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selected. As a student, you unknowingly and unwittingly display information literacy
when you search for information to address certain task such as projects
assignments or research papers. Information takes many forms. It is often
interchange with data which is essentially raw information and knowledge which is
characterized by effective use of information.

Facts or knowledge about a topic are referred to as information. Knowledge has

never been easier to access than it is now. Knowledge is at the user's fingertips for
those who expend a lot of time, effort, and money on research today.

Technology advancements have resulted in an inexhaustible supply of

knowledge and more easy access to it. However, it raises questions about the
reliability of the available data, necessitating careful information filtering and
verification. The aim of information literacy is to address this issue.

To be information literate, you must possess four skills. The first is the ability to
identify when information is required, the second is the ability to locate and access
that information, the third is the ability to interpret or analyze that information, and
the fourth is the ability to efficiently use that information.

Recognize the
need for
information

Able to Ability to
Information
assess and locate and
Literate
evaluate access

Ability to use
the needed
information
effectively

The Four Skills Necessary to be Information Literate

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An information literate individual is able to:
▪ determine the extent of information needed;
▪ access the needed information effectively and efficiently;
▪ evaluate the information and its sources critically;
▪ incorporate selected information into one's knowledge base;
▪ use information effectively to accomplish a specific purpose;
▪ understand economic, social issues surrounding the use of
information; access, and use information ethically and legally.

Technology literate students should be able to:

▪ demonstrate an understanding of concepts underlying hardware,

software, networking connectivity and in the use of computers and
applications;
▪ demonstrate an understanding of ethics and safety issues in using
electronic media and responsible use of technology, and;
▪ use technology for communication, search and collaboration, and
problem-solving. With proficient technology skills, one should be able
to locate, collect, synthesize and evaluate information from a variety of
digital sources, and use telecommunications and other media to
interact or collaborate with peers, experts, in other audiences.

What determines your need for information ?

Information seeking is relatively synonymous to the idea of research. When you

locate information, you employ the necessary skills to engage in the research
process. Your need for information depends on your priority and experience,
whereas your goals and objectives. These means that the information you gather
also depends on its relevance to the task you are supposed to accomplish. Ask
yourself who will consume and/or benefit from the information you are trying to
locate. You must also identify how much information you need and its adequacy to
address your task.

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Typology of Information

According to www.lib.odu.edu, the kind of information you are looking for may
be categorized as the following:

1. Factual vs Analytical. Information is factual if it is based on evidence and

findings provided by the liable sources. Example of these sources may include
academic texts such as books, encyclopedias, newspapers or technical
reports by agencies and institutions. On the other hand, analytical information
analyzes or interprets facts by individual. Examples are feature articles
commentaries or reviews.

2. Subjective vs Objective. A subjective kind of formation is when you

consult an expert opinion such as those found in the editorial section of a
newspaper or any web log entries of prolific writers. It is important to evaluate
the validity of the claims in subjective information because a valid argument is
more often than not a successful argument. Objective information is unbiased
and does not lead you to judge the information in a certain way. Examples of
objective information are scientific papers and news reports.

3. Current vs Historical. Information that is up-to-date and recent is called

current information. It does not necessarily mean that the more current the
information is the more reliable and useful it is. There are old and historical
information that are very helpful in providing insights and comparison of
events.

But the requirements for the use of either current or historical information
depend on that discipline that makes use of them. In the hard or natural
sciences, the more recent findings are preferred. For the humanities,
historical information is primarily used to describe an event or phenomenon
the social sciences usually consult both current and historical information.

4. Scholarly vs Popular. Scholarly information comes from academic

sources. It is a product of an author's expertise and study on the subject
matter. It is usually year review popular information. On the other hand,
popular information appeals to the general interest and is usually found in

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 the general circulation materials such as magazines coffee table books or
online feature articles.
A Comparison of Primary, Secondary, and Tertiary Sources of
Information
The origin and the levels of transfer of the information is also an important factor
to consider in your information search.
Information Characteristics Examples
Source
Primary ● original, first-hand ● creative work
information ● diary
● hasn't been interpreted, ● speech
analyzed, condensed, or ● letter
changed ● interview
● information may need to be ● news film footage
constructed with raw data ● autobiography
● photograph
● official record
● historical document
● email written by a
researcher to a colleague
which includes data from
an experiment
● professor's lecture
● tweet or order dispatch
via a social media outlet
Secondary ● one or more steps removed ● news commentaries
from a primary source and ● articles in magazines and
may interpret or analyze a newspapers
primary source ● critical review of a literary
● usually written by someone scholar
other than the original ● textbooks
researcher or author ● encyclopedias
● research papers
Tertiary ● topic review; and usually ● Bibliography of primary
include bibliographies of and secondary sources
primary and secondary about a person or topic
sources ● Encyclopedias
● provide access to materials ● Databases and indexes
on specific topics
Source: http://www.lib.odu.edu/genedinfolit/1infobasics

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Stable vs Unstable Information

Information may be stable or unstable. When the information you have obtained
is published digitally over the internet, stability becomes a consideration. It is often
difficult to know how long a certain website or page will last. But an online source
may still be predicted to be stable or otherwise by evaluating it based on the
following questions:
1. Has it been around for a long time?
2. Is it routinely updated?
3. Are print versions of an online document available?
4. Is the site associated with a reputable institution?

If your answer to most of the question is yes, you can be confident that the
website or page is stable enough for you to use as information source.

Information seeking, like any other human activity, a certain level of ethical
conduct is upheld. Responsible handling of information from access down to sharing
is necessary to promote a fair and just utilization of information.

The Ethical Use of Information

The scholars defined 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 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

The abundance of information is because of the huge number of content

contributors. 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 others'
work, as one can see, is not just ethical; it is also mean legal repercussions.

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2. Practice due diligence

Whenever people comic information, must validate its authenticity. Is

important to find out if the source of information is credible and is based on
facts in 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 over what their friends
share online they do not have control over what they put out on to the virtual
space. Why it is not wrong to express oneself, is not necessary that users
share every minor detail of their life on social media accounts. This behavior
does not only take up valuable storage space in cyberspace, services
security concerns. In addition to this, users should not share personal
information about someone else without their consent.

4. Separate facts from opinion

The beauty of information in the digital age is its use of the so-called big
data or content pulling by individuals, but it has also its curse. Everyone with
access to the internet can contribute to the web of information. Users decide
to do so, they have to separate fact from opinion. Users should not publish
personal beliefs and claim that they are right without proper research. Only
consider information and not abuse it.

What’s More

Disaster Scenario

Study the scenario below then complete the table that follows. Write your
answer on a sheet of paper.

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 “According to the weather forecast, there is no typhoon. However, your locality
is experiencing heavy rainfall, while some parts in your province /region are already
flooded. There are reported incidents of landslide, evacuation, stranded vehicles,
and drowning. As a student, what are you going to do?”

Information needs
What information do you need?
Sources of information
Where will you get them?
Access to the information
How will you access them?
Evaluate information

How will you check the quality of
information?
Organize information

How will you organize and store them?
Communicate information

How will you create and communicate
them?

What I Have Learned

Match My Type
Match column A with the correct answer on column B. Write only the letter of
the correct answer on a sheet of paper.
A B
Typology of Information
1. Encyclopedia a. Factual
b. Analytical

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 2. Online feature articles and c. Subjective
magazines d. Objective
3. News reports and scientific papers e. Scholarly
4. Feature articles and commentaries f. Popular
5. Editorial
Sources of Information
6. Critical review of a literary scholar a. Primary
7. Databases and indexes b. Secondary
8. Diary c. Tertiary
9. Official record
10. Articles in magazines and
newspapers

What I Can Do

I. Performance Task
Learning Competency: (D) Discuss responsible use of media and information.

PERFORMANCE STANDARD: Using any application that you are most

competent with, present the responsible use of media and information through a
creative brochure.

SITUATION: You are tasked to plan an academic trip. You have to list
pertinent information on two possible destinations (somewhere in the country or
abroad). To present valid and reliable information, consider the following:

● Identify the information needed – what, where, who, when, why, how

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 ● Determine all the possible sources, select the best sources – the world wide
web, travel guidebooks, brochures, maps and atlases, tour bureaus, family
members, and friends
● Locate and find information within the sources – blogs, travel reviews, posts
from social networking sites, travel features, pictures, stories, and testimonials
● Extract relevant information and cite pertinent sources
Fill in the table below to help you in organizing your plan. You may write a draft
of your plan on a sheet of paper.
Sample Data Plan A Plan B
Place/ Location/ Destination
Activity/ Schedule
Best time to visit/ Length of vacation
Transportation (type, budget, schedule, others)
Accommodation (type, budget, schedule,
others)
Food (type, budget, schedule, others)
Things to bring/ Reminders
Other information you may need
Total Budget

GOAL: After having a plan, you may now present it creatively through a travel
brochure. You may create your brochure using publisher (or any application of your
choice). Consider the attached rubric.

ROLE: Academic trip planner

PRODUCT: Brochure

AUDIENCE: Grade 12 students

STANDARDS: Your output will be evaluated in terms of completeness of the

relevant information, creativity of the output, appropriate format and graphics and
proper mechanics as indicated in the rubric.

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 Criteria 4 3 2 1
Completion Timeline is finished. Timeline is Timeline is Timeline is
incomplete and incomplete and incomplete
contains 1 to 3 contains 4 to 6 and contains 7
unfinished unfinished or more
elements. elements. unfinished
elements.
Graphics All graphics are All graphics are Some 9up to Most (60%+)
related to content. related to 59%) of the of the graphics
All graphics are in content. All graphics are are unrelated
appropriate size graphics are in unrelated to to content. Too
and good quality. appropriate size content. Too many graphics
Graphics create an and good many graphics on one page.
overall theme and quality. on one page. Most of the
make connections Graphics do not Some of the graphics
that help the create an overall graphics are distract from
audience theme but show distracting. the text.
understand the a general flow of Images are of Images are
concepts. topics. poor quality. poor quality.
They are either They are
too large or too either too large
small. or too small.
Mechanics Most words are Some words are Words are Words are
carefully chosen; carefully chosen with less chosen with
writing is clear and chosen; writing care; writing is less care;
legible. Most words is clear and sometimes writing is
are spelled legible. Most unclear; most sometimes
correctly and words are words are unclear; some
proper punctuation spelled spelled correctly words are
is employed correctly, and and is spelled
proper grammatically incorrectly,
punctuation is correct. and proper
employed. punctuation is
not employed.
Content Major points are Major points are Major points are Topic is
presented and fully presented. presented. oversimplified
supported with However, some However, most or fails to
convincing of them are not of them are not present major
arguments, ideas supported with supported with points.
and data. convincing convincing
arguments, arguments,
ideas, and data. ideas, and data

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 Assessment

Put a check mark (/) if the sentence characterizes a media and information literate

person, and (X) if it is not. Write your answer on a separate sheet of paper.

_____ 1. Liam's attention is so much on looking for new Internet data that it has
forgotten to copy the URL and the author’s name.

_____ 2. Anna is a bright young lady. Every time her teacher assigns a subject to
them, she comes up with a lot of good ideas. Her teacher asked her to post a video
of herself discussing a particular subject, but she declined, saying she would rather
write it in an argumentative essay.

_____ 3. As soon as Daniel logged into Twitter, he saw a sensual photo on his feed.
He reported it to the administrators right away, and the individual who posted it on
his account was blocked.

_____ 4. Rebecca as well as her teammates created a blog chat to share thoughts
and explore a particular subject. They are also interested in discussing others in
their blog, especially if they hate them.

_____ 5. Whenever Lucas come across new information, he always practices due
diligence first before accepting it.

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17 SHS English 12 MIL Self-Learning Module MELC-Aligned WBLS-OBE
Assessment
What’s More 1. X
1. E 2. X
3. /
2. B
4. X
3. D 5. /
4. F
5. C What I Can Do
6. B
Answers may vary.
7. C
What I Know
8. A 1./
9. C 2.X
What I Have Learned 3./
10. B
4.X
Answers may vary. 5.X
Answer Key
 References

Gonzales, Edward D. 2016. Media & Information LITERACY. 1ST ed. Vol. 1. MANILA,
PHILIPPINES: JFS PUBLISHING SERVICES.
Koren,Johan. “Information Literacy.” Slideshare. June 15, 2014.
https://www.slideshare.net/joh5700/info-literacy
Liquigan, Boots C. Media and Information Literacy. Makati City: Diwa Learning Systems,
Inc., 2016.

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 For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address: laoagcity@deped.gov.ph