Professional Documents
Culture Documents
PRE-REQUISITE : NONE
CO-REQUISITE : NONE
CREDIT UNIT(S) : 3 UNITS
CLASS SCHEDULE : 1.5 HOURS PER MEETING
COURSE 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.
COURSE OUTCOMES
1. Communicate the importance of the course in meeting personal and institutional goals;
2. Demonstrate understanding of media and information literacy (MIL) and MIL related concepts;
3. Synthesize the overall implication of media and information to an individual and to the society and;
4. Produce a creative form of multimedia about the opportunities, challenges, and power of media and information in
economic, educational, social, and political aspects.
COURSE COVERAGE
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4 Media and Information Sources 7. Compare potential sources of media
Indigenous and information. (C02)
Library
Internet
Others
5 Legal, Ethical, and Societal Issues in Media 9. Explain actions to promote ethical use
and Information of media and information. (C03)
Copy Right/Fair Use/Plagiarism
Netiquette
Digital Divide, Addiction, and Bullying
Virtual Self
Others
6 Media and Information Literate Individual 10. Synthesize the overall implication of
Improved quality of life media and information to an individual
Greater political participation and the society as a whole. (C03)
Better economic opportunities
Improved learning environment
More cohesive social units
Others
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FINAL COURSE ASSESSMENT
12 EDMELIA C. TANDANG
Program Chair/Cluster Coordinator
Date Given: Validated By:
Goal – To facilitate a group plenary discussing the topic covered topic in the recently culminated OBE
Role – Students are website designers, researchers, writers, editors, media creators, and speakers. Each group will
have 3-5 members.
Audience – Digital citizens, panelists, and researchers
Situation – After conceptualizing and publishing a website or a digital portfolio that covers a particular topic about
the aforementioned field, your department will facilitate a differentiated plenary session in the MEDIA CONGRESS
2019.
Product – Plenary Session
Standards – Rubrics for grading
* For Midyear Term, one (1) week covers two (2) weeks of a Regular Term.
*To track the progress of the course, students and professors should take note of the date when the topic was covered.
TEXTBOOK
Cantor, O. L. (2016). Media and Information Literacy. Quezon City: Vibal Group, Inc.
REFERENCES
Biagi, Shirley (2017). Media Impact: An introduction to mass media (12 th ed.). Boston, MA: Cengage Learning.
Cantor, O. L. (2016). Media and Information Literacy. Quezon City: Vibal Group, Inc.
Yuvienco, J. (2017). Media & information literacy: Being a B.E.S.T digital citizen for senior high school. QC: C&E Publishing, Inc.
COURSE REQUIREMENT
Performance-Based Task:
MIDTERM:
Criteria Weight
I. Portfolio
1. SOURCES OF LEARNING 10
Documentation and description of learning experiences related to course learning outcomes
exceed expectations.
2. DEMONSTRATION OF LEARNING 10
The presentation of artifacts is convincing, with strong support for the course’s learning
outcomes.
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3. EVIDENCE OF LEARNING 10
The portfolio provides clear evidence of learning tied to sound educational theory (or
grounded in appropriate academic frameworks).
4. MASTERY OF KNOWLEDGE AND SKILLS 10
The portfolio demonstrates the student has mastered the knowledge and skills for the course
learning outcomes and can apply them in practice.
5. REFLECTION ON LEARNING 10
The portfolio shows that the student has reflected with substantial depth upon how the prior
learning experience is aligned to the course learning outcomes for which credit is being
sought.
TOTAL 50
II. Presentation and Group Performance
6. GROUP PERFROMANCE 10
The group is able to operate in harmony; leadership reflects the capacity of the group.
Members function with a sense of urgency and a positive outlook towards the goal.
7. INDIVIDUAL PERFORMANCE 20
*This part is the product of weighted/averaged peer evaluation scores.
8. PRESENTATION OF ONLINE PORTFOLIO 10
The portfolio is well-organized with all critical elements included; learning is well-documented
with writing and production skills that exceed those of most students.
9. WEBSITE AESTHETICS AND INTERFACE 10
The website appeals visually with details arranged in an aesthetic and understandable
manner. Viewers can access and navigate through the website with ease
TOTAL 50
Criteria Weight
1. ORGANIZATION AND TIME MANAGEMENT 10
Students present information in logical, interesting sequence which audience can
follow; students maintain the allotted time
2. DELIIVERY AND ELOCUTION 10
Students appropriately maintain eye contact with audience, seldom returning to notes;
students are natural, relaxed, yet well‐prepared and professional; students use a clear voice and
correct precise pronunciation of terms so that all audience members can hear presentation.
3. PREPARED AND FIELD QUESTIONING 10
All aspects of the presentation are well-prepared. Students were
able to field questions with explanations and elaboration regarding the topic (within the scope of thei
r research.
4. COLLABORATION AND ORIGINALITY 10
Students engage the audience in the subject
with originality, creativity, and intuition; students appear in synch with the panel, well‐prepared, and
balanced in a collaborative effort.
5. CONTENT 10
Students convey the content of his/her research with originality and clarity, and that
content is highly appropriate to the integrative theme; students demonstrate
successful application and knowledge of integrative interdisciplinary research process.
TOTAL 50
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The final grade of the student is based on the following components:
The grading system follows a transmutation scheme whose passing rate is 60%, transmuted to 75. This means that for a student to
pass a particular course, he must be able to consistently meet 60% of the total score across all the requirements of the course.
Below is the transmutation table:
The transmuted grades will then have the descriptions of the student’s performance as shown in the table below:
LEGEND:
100 - 75 Passed
74 - 72 C1
71 below C2
Grade Descriptions:
C1: The course is FOR COMPLETION with the course instructor thru a final assessment or OBE requirement. The course will remain
as C1 until it is passed. Once PASSED, course instructor submits a class list of passing students in the Registrar Office for grade
posting.
If the course is a prerequisite of another course, the next course MAY NOT be enrolled until the prerequisite course is PASSED.
Students with C1 prerequisite course must go through STUDENT ADVISING before enrolling in the succeeding term.
C2: The course is FOR REMEDIATION. The student must enroll in a remedial course IMMEDIATELY the succeeding term. The
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remedial course will be scheduled and MUST BE ATTENDED similar to a regular course. To enroll a remedial course, student must
go through STUDENT ADVISING before enrolling. The course will remain as C2 until it is passed. Once PASSED, course instructor
submits a class list of passing students in the Registrar Office for grade posting.
If the remedial course is NOT PASSED within the term, the same course must be re-enrolled as REMEDIAL COURSE again the next
term until it is passed.
Aside from academic deficiency, other grounds to fail the course are the following:
✓ Intellectual dishonesty (cheating and plagiarism) during examinations and other requirements;
✓ Per Section 73 of the 1992 Manual of Regulations for Private Schools, a student who has incurred more than 20% of the
total number of school days (i.e., 5 unexcused absences) shall not be given credit to the course regardless of class
standing. For further provisions of the said policy, please refer to the MCL Student Handbook.
Other grounds as stipulated in the MCL Student Handbook, and other relevant policies and regulations that may be
promulgated from time to time.
Aside from academic deficiency, other grounds to fail the course are the following:
Intellectual dishonesty (cheating and plagiarism) during examinations and other requirements;
Per Section 73 of the 1992 Manual of Regulations for Private Schools, a student who has incurred more than 20% of the
total number of school days (i.e., 5 unexcused absences) shall not be given credit to the course regardless of class
standing. For further provisions of the said policy, please refer to the MCL Student Handbook.
Other grounds as stipulated in the MCL Student Handbook, and other relevant policies and regulations that may be promulgated
from time to time.
STUDENT INTERVENTION
Students with a preliminary class standing of ≤ 55% or those whose GWA status is marked “NOT OK” in the Student Intervention
Module (OSS Application) need to undergo intervention activities which include but are not limited to any of the following:
a) Textbook
b) Course Syllabus
c) Other course materials (i.e. handouts, ppt. slides) available through Blackboard
LANGUAGE OF INSTRUCTION
English is the medium of instruction. Lectures, discussions, and documentation will be in English. Code switching is
highly discouraged and the use of other languages aside from English in communicating and in presenting course
works will be a valid ground for demerits in that given exercise.
ATTENDANCE
Per Section 73 of the 1992 Manual of Regulations for Private Schools, a student in a private school who incurs
absences of more than twenty percent of the prescribed number of class or laboratory periods during the School
year or term should be given a failing grade and given no credit for the course of the subject. For further provisions
of the said policy, please refer to the MCL Student Handbook.
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COMMITTEE MEMBERS
CONSULTATION SCHEDULE
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