Senior High School

Media and
Information Literacy
Quarter 3 – Module 3:
Languages and Policies in Media and
Information
Media and Information Literacy – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 3: Languages and Policies in Media and Information
First Edition, 2020

Republic Act 8293, section 176 states that: “No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition, payment of
royalties.
Borrowed materials included in this module are owned by the respective copyright
holders. An effort has been exerted to locate and seek permission to use these materials
from the respective copyright owners. The publisher and author do not represent nor claim
ownership over them.

Published by the Department of Education – Division of Misamis Oriental

Division Superintendent: Jonathan S. Dela Peña, PhD, CESO V

Development Team of the Module

Author/s: Mary Antoinette M. Magallanes, Christina B. Takiang, Gilbert Rolly T. Valmoria
Reviewers: Cherlita M. Sulague, Jackie Lou P. De Mata
Illustrator: Jennelaiza J. Woo
Layout Artist: Merry Easter Abigail Ranido, Mary Antoinette M. Magallanes
Evaluator: Renel Jay A. Quirit, MIT
Development Team

Chairperson: Dr Arturo B. Bayocot, CESO III

Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD,

EPS-ADM; Erlinda G. Dael, PhD, CID Chief; Nelson Absin, EPS (Learning
Area) In-charge; Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar,
Librarian II; Kim Eric G. Lubguban, PDO II

Printed in the Philippines by

Department of Education – Division of Misamis Oriental

Office Address: Del Pilar corner Velez Street, Brgy. 29, Cagayan de Oro City 9000
Telephone Nos.: (088) 881-3094 | Text: 0917-8992245 (Globe)
E-mail Address: misamis.oriental@deped.gov.ph
11

Media and
Information Literacy
Quarter 3 – Module 3:
Languages and Policies in Media and
Information
This page is intentionally blank
 Table of Contents
Introductory Message .......................................................................................................... i
General Instructions ............................................................................................................ i
Module Icons ...................................................................................................................... ii

Lesson 7: Media and Information Languages ................................................................... 7

What I Need to Know ..................................................................................................... 7
What I Know .................................................................................................................. 7
What’s New ................................................................................................................... 8
Activity 7.1 Describe This Movie ............................................................................. 8
What is It........................................................................................................................ 9
Genre, Code, and Conventions ...................................................................................... 9
What’s More ................................................................................................................ 14
Activity 7.2 Ads, Ads, Ads ..................................................................................... 14
What I Have Learned ................................................................................................... 14
What I Can Do ............................................................................................................. 15
Assessment ................................................................................................................. 15
Additional Activity......................................................................................................... 18

Lesson 8: Legal and Ethical Issues in Media and Information ...................................... 19

What I Need to Know ................................................................................................... 19
What I Know ................................................................................................................ 19
What’s In...................................................................................................................... 20
What’s New ................................................................................................................. 21
Activity 8.1 Complete Me! ..................................................................................... 21
What is It...................................................................................................................... 21
Intellectual Property ..................................................................................................... 21
Types of Intellectual property ....................................................................................... 22
Plagiarism .................................................................................................................... 22
Activity 8.2: Case Study ........................................................................................ 23
Fair Use ....................................................................................................................... 23
Activity 8.3 Sticky Situations ................................................................................. 24
Responsible Digital Citizenship .................................................................................... 24
Netiquette .................................................................................................................... 25
Activity 8.4 Comic Strip ......................................................................................... 28
Digital Divide ................................................................................................................ 29
Activity 8.5 Question and Answer.......................................................................... 30
Internet Addiction ......................................................................................................... 30
Activity 8.6: Self-Test ............................................................................................ 31
Cyberbullying ............................................................................................................... 31
Activity 8.7 Effects of Cyberbullying ...................................................................... 32
What’s More ................................................................................................................ 32
Activity 8.8 Think it Through .................................................................................. 32
Activity 8.9 Looking for Violations .......................................................................... 33
Activity 8.10: Case Study on Cyberbullying ........................................................... 34
What I Have Learned ................................................................................................... 34
What I Can Do ............................................................................................................. 34
Assessment ................................................................................................................. 37
Additional Activity ......................................................................................................... 38
What’s In the Law? ............................................................................................... 38
Key Answers................................................................................................................ 39
References .................................................................................................................. 40
 INTRODUCTORY MESSAGE
In the preliminary modules, you have understood that while messages are conveyed
based on how their senders package them, the end meaning would still fall upon how the
receiver interprets such a message. One message sent to different people may have
varying meanings to each one as well, but there are also some messages that the people,
although different in perspective, interpret such in the same way. This complex construct of
meaning-making can be understood by looking into the language of media and information.
Every day, you are bombarded with countless information, content, and media messages
which you are compelled to interpret and give meaning to. Today, in the Information Age,
you are able to acquire, use, and share information from various sources. However, the
extent of this freedom to consume and share information has its own legal and ethical
boundaries, limits that you as a media and information producer and the consumer must be
aware of. This module will help you learn these aspects – how audiences interpret the
meaning of media messages through the presence of genres, codes, and conventions and
the legal and ethical policies that govern you as a media consumer in using and sharing
data and information you obtain.

Specifically, this module consists of the following lessons:

• Lesson 7 – Media and Information Languages
• Lesson 8 – Legal and Ethical Issues in Media and Information

GENERAL INSTRUCTIONS

For the learners: For the teacher:

To be guided in achieving the
objectives of this module, do the
following:
1. Read and follow instructions
carefully.
2. Answer the pretest before
going through the lessons.
3. Take note and record points
for clarification.
4. Compare your answers
against the key to answers
found at the end of the
module.
5. Do the activities and fully
understand each lesson.
6. Answer the self-check to
monitor what you learned in
each lesson.
7. Answer the posttest after you
have gone over all the
lessons.
To facilitate and ensure the students’
learning from this module, you are
encouraged to do the following:
1. Clearly communicate learning
competencies and objectives
2. Motivate through applications
and connections to real life.
3. Give applications of the theory
4. Discuss worked-out examples
5. Give time for hands-on
unguided classroom work and
discovery
6. Use formative assessment to
give feedback
7. Introduce extensions or
generalizations of concepts
8. Engage in reflection questions
9. Encourage analysis through
higher order thinking prompts
10. Provide alternative formats for
student work
Module Icons

What I Need to In this section, you will know what you need to
Know learn in this module.

In this test, we will see what you already know

What I Know
about the module lesson.

This is a short exercise or review to help you

What’s In
relate the current lesson to the previous lesson.

In this section, the new lesson will be introduced

What’s New in many ways, such as a story, song, poem,
opening problem, task or situation.

In this section, you will be given a brief

What is It discussion of the topics in this lesson. It aims to
help you understand new concepts and skills.

This section consists of activities for guided and

What’s More independent training to strengthen your
understanding and skills in the subject.

What I Have This contains sentence stems to help you

Learned process what you have learned from the lesson.

This contains activities that can help you

What I Can Do translate new knowledge or skills into real-life
situations or current realities.

This section contains the post-test which will

Assessment evaluate your level of mastery in achieving the
learning objectives.

Additional In this part, you will be given additional activities

Activities which will reinforce your learnings.

It contains the objective answers to all the

Answer Key
activities in the module.
 Lesson Media and Information
7 Languages
‘The medium is the message, ‘now a famous quote was written by Marshall McLuhan
in 1964. By which the medium may be affected how messages are received, the
users’/audiences’ own background/experience may have also affected the interpretation of
messages. An important first step in becoming media and information literate is to understand
how information, ideas, and meaning are communicated through and by various media and
other information providers, such as libraries, archives, museums, and the Internet. Each
medium has its own ‘language’ or ‘grammar’ that works to convey meaning in a unique way.
‘Language,’ in this sense, means the technical and symbolic ingredients or codes and
conventions that media and information professionals may select and use in an effort to
communicate ideas, information, and knowledge.

What I Need to Know

Learning objectives

In this lesson, you will:

1. Discuss concepts of codes, codes, and other media languages
2. Produce and assesses the codes, convention, and messages of a group presentation
(MILI11/12MILA-IIIf-16).
3. Present an issue in varied ways to disseminate information using codes, convention,
and languages of media

What I Know
Pretest

Answer the following as directed. Strictly no erasures. Write only the letter of your choice.

1. _______ can be recognized by its common set of distinguishing features.

a. Genre c. Codes
b. Conventions d. Class
2. _______ are systems of signs, which create meaning
a. Genre c. Codes
b. Conventions d. Class
3. _______ are the generally accepted ways of doing something.
a. Genre c. Codes
b. Conventions d. Class
4. _______ ways in which equipment is used to tell the story (camera techniques, framing,
depth of fields, lighting and etc.)
5. _______ show what is beneath the surface of what we see (objects, setting, body
language, clothing, color, etc.)
 What’s New
Activity 7.1 Describe This Movie

What you will do

Activity 7.1 Describe This Movie

Complete the table by making a short description of the following films. Write your
answers on a separate sheet of paper.

MOVIES

1. Hello, Love, Goodbye (2019) 2. Heneral Luna (2015)

Kathryn Bernardo, Alden Richards John Arcilla

Director: Cathy Garcia-Molina Director: Jerrold Tarog

3. Buy Bust (2018) 4. Block Z (2020)

Julia Barretto, Joshua Garcia, Ian Veneracion,

Anne Curtis Dimples Romana
Director: Erik Matti Director: Mikhail Red
 What is It
Discussion

Genre, Code, and Conventions

All media messages are constructed using a particular set of codes and conventions.
When we say media messages are constructed using codes and conventions, we mean that
every media product we encounter is a coherent body with its own rules. Take a look at the
previous exercise you had done. You are tasked to illustrate the description of the movie and
how this description is illustrated in the set of codes you may observe in the film.

In this lesson, we engaged with the thought that media messages are constructed.

We have established that the meaning is something that comes out as an interaction
between the message sent and its receiver, both of which are surrounded by a context that
bears on how the process of reading and receiving the encoded message is decoded.

Every medium has its own codes and conventions.

GENRE – It is a French word which means “kind” or “class.” The original Latin word is
“genus” and means a class of things that can be broken down into subcategories. It tends to
be understood to constitute particular conventions of contents and to follow a distinctive
style in terms of form and presentation.

The primary genres that media creators and producers invoke are the following:
entertainment, news, information, education, and advertising. These sample of the
subcategory of some of the given primary genre

1. News. These are stories that have critical importance to community and national life.
News stories are also told following the basic structure of beginning, middle, and end.
Journalists, people trained to report the news to an audience, are expected to be objective,
comprehensive, and bias-free. They work for newspapers, radio stations, televisions, and
lately, online or web-based news services.
Major Division for News stories: Hard or straight news; Feature, Soft News, Investigative
News, Opinion

2. Entertainment. It is derived from the French word “entretenir,” which means “to hold the
attention, keep busy, or amused.

This a comprehensive movie genres list:

(a) Action movies require stunts, set pieces, explosions, guns, and karate. They are
usually about a clear hero and a clear villain. Action movie stakes are huge, like saving
the world or the universe. They’re often bombastic and move quickly. Their pacing and
structure are built around scenes like car chases, and their climaxes often have the
biggest set-pieces.
(b) Adventure movies are usually built around a quest. They take place in faraway
lands or jungles. Many adventures may be period pieces, although more contemporary
adventure stories are coming back to the forefront. They can be swashbucklers or
treasure hunts.
(c) Comedy films usually are written with a few laughs at a scene. The stakes are
usually much smaller or interpersonal. Comedy films can vary in their darkness and the
way they deal with life and death. They tend to be shorter films, spoofs and can have
broader casts.
 (d) Drama is regularly mashed up with other genres because most movies and TV rely
on character-driven stories to keep the audience involved. These are serious stories
that hinge on events that regularly happen in everyday life. They usually focus on
character and how these people arc over time.
(e) A horror film focuses on adrenaline rides for the audience that dial in the gore,
scares, and creative monsters. Horror is always re-inventing old classics, like adding
fast zombies, and CGI creatures. It also is seen as the most bankable genre with a
huge built-in audience. Ghouls, ghosts, slashers, creatures, and body disfiguring are
some of its settings
(f) Romance movies are about people coming together, falling apart, and all the
hurdles in between. Love is a universal language. They can be paired with comedy and
ram, but a straightforward romance focuses on two characters or an ensemble falling in
love.
(g) Thriller movies. What would you do when you were over your head? This is usually
linked with horror, action, and drama, but thrillers are about exciting situations that
have constant danger. They’re about stressed characters, corrupt investigators, and
criminals living on the edge.
(h) War/Conflict movies are about POWs, men in foxholes, tanks, and planes.
They’re about people finding commonalities, differences, and sacrificing their lives.

CODES – These are a system of signs that, when put together, create meaning.

Type of Codes

1. Technical Codes
The way in which equipment is used to tell the story (camera techniques, framing,
depth of fields, lighting and etc.)

Camera Techniques

Extreme Wide
Shot off, e.g., a large crow or a view of the
Shot scenery as far horizon.

Wide Shot A view of the situation or setting from a

distance

Medium Shot Shows a subject down to his or her waist

with space above to his or her head.

Medium Close-
Shows a subject down to his or her chest
up with space above to his or her head.
 Close- up
A full screenshot of a subject face

A two-shot is a type of shot in which the

frame encompasses two people. The
subjects do not have to be next to each
Two Shot
other, and there are many common two
shots that have one subject in the
foreground and the other subject in the
background.

It is the interruption of a continuous shot by

inserting a shot of something else. Usually,
you then cut back to the first shot. These
Cut Away
can be done within the same scene, cuts to
other scenes, or even as one continuous
shot as the camera pans across to
something else.

Over the shoulder, the shot is a camera

angle used in film and television, where the
Over the camera is placed above the back of the
Shoulder shoulder and head of a subject. This shot
is most commonly used to present
conversational back and forth between two
subjects.

Also known as POV shot, is an angle that

shows what a character is looking at.
Point of View Typically POV shots are placed in between
a shot of a character looking at something
and a shot showing the character’s
reaction.

Using a shallow depth of field, the subject

can be rendered in sharp focus with the rest
of the image blurring into the image
Selective Focus foreground and background. This
technique isolates the subject within the
image, drawing the eye of the viewer to the
exact point which the photographer wishes
to be observed.

It refers to when the level of your camera is

placed at the same height as the eyes of
Eye-Level the characters in your frame. It also
simulates standard human vision and thus
present visual information through a
familiar viewpoint.
 It is a cinematic technique where the
camera looks down on the subject from a
high angle, and the point of focus often gets
High Angle
“swallowed up.” High-angle shots can
make the subject seem vulnerable or
powerless when applied with the correct
mood, setting, and effects.

It is a shot from a camera angle positioned

Low Angle
anywhere below the eye line, pointing
upward.

A shot in which the camera shoots a scene

from directly overhead. It usually has an
Bird’s Eye View
extreme long shot to establish a setting.
We use this angle to look down at the
scene from a higher point.

is a shot that is looking up from the ground

Worm’s Eye and is meant to give the viewer the feeling
View that they are looking up at the character
from way below, and it is meant to show
the view that a child or a pet would have.

2. Symbolic Codes
It shows what is beneath the surface of what we see (objects, setting, body
language, clothing, color, etc.)

The setting is the time and place of the

narrative. When discussing the setting,
you can describe the setting of the whole
Setting story or just a specific scene. A setting
can be as big as the outback or space, or
as small as a specific room. Setting can
even be a created atmosphere or frame of
mind.

It is a French term that means ‘everything

within the frame.’ In media terms, it has
become to mean the description of all the
objects within a frame of the media
Mise en product and how they have been
scene arranged. An analysis of the mise en
scene includes:
✓ Set Design
✓ Costume
✓ Props
✓ Staging and Composition
 Actors portray characters in media
products and contribute to character
development, creating tension, or
advancing the narrative. The actor
Acting portrays a character through:
✓ Facial expression
✓ Body Language
✓ Vocal qualities
✓ Movement
✓ Body contact

Colour has highly cultural and strong

connotations. When studying the use of
color in a media product, the different
Colour
aspects of being looking at are:
✓ Dominant color
✓ Contrasting foils
✓ Colour symbolism

3. Written Codes
These are the formal written language used in a media product. It can be used to
advance a narrative, communicate information about a character or issues and themes. It
includes printed language, which is the text you can see within the frame and how it is
presented, and also spoken language, which includes dialogue and song lyrics.

CONVENTIONS – These are the accepted ways of using media codes. These are closely
connected to the audience’s expectations of a media product.

Types of Conventions

1. Form conventions. These are certain ways we expect types of media’s codes to be
arranged. For instance, an audience expects to have a title of the film at the beginning and
then credits at the end. Newspapers will have a masthead, the most important news on the
front page and sports news on the back page. Video games usually start with a tutorial to
explain the mechanics of how the game works.
2. Story Conventions. These are common narrative structures and understandings that are
common in storytelling media products.
Examples of story conventions include:
✓ Narrative structures
✓ Cause and effect
✓ Character construction
✓ Point of View
3. Genre Conventions. It points to the common use of tropes, characters, settings, or
themes in a particular type of medium. Genre conventions are closely linked with audience
expectations. Genre conventions can be formal or thematic.

Today the capacities of the human mind aided by technology enable the process of
construction of media and information messages. The media employ more than words to
construct a more complex society. Film and broadcast communication use the language of
the camera, the tools, and techniques of editing and the power of words – as dialogue and
narration – to capture the world of a story, deliberately making choices on what not to include,
what to highlight, and what should serve as a backdrop. It is very important to keep in mind:
every media, every media form or, media text whether it is a printed advertisement
prominently lining on the streets we pass through to the television we watch every day.
 What’s More
Enrichment

What you will do

Activity 7.2 Ads, Ads, Ads

Single out a commercial on television meant to sell skin products for women.
1. Name all the elements you hear and see.(People, places, time or historical
period, objects, ways of life and even identity.
2. Where is the setting?
3. Since this was a shot using a camera, try to discern the language of the
camera by listing the angles and corresponding scene that it tries to capture.
4. What is the beginning, middle and end?
5. A commercial product always selling a product. How is this commercial
selling its product? What is its most potent way of selling the product?
6. Are there memorable lines or visual effects? What makes it memeorable?

What I Have Learned

Generalization

Complete the sentence stem below. Write your answers on a separate sheet of paper.

1. Genres are defined as _____________________________________________________

_________________________________________________________________________
_________________________________________________________________________.

2. Codes are illustrated as the _________________________________________________

_________________________________________________________________________
_________________________________________________________________________.

3. There are three types of codes which are: ______________________________________

_________________________________________________________________________
_________________________________________________________________________.

4. Conventions, on the other side, is defined as ___________________________________

_________________________________________________________________________
_________________________________________________________________________.

5. Of which, classified into three types: __________________________________________

_________________________________________________________________________
_________________________________________________________________________.
 What I Can Do
Application

What you will do

Using your mobile phone or a simple point-and-shoot camera, explore what you can do
with the features of the camera. Familiarize yourselves with its features- how to turn it
on, how to turn it off, the capacity of the lens to zoom in and zoom out, how to move for
shots that will pan right to left, or tilt up and won. If it has a manual, turn to the manual
so you can read about the features.

After getting thoroughly familiar with its features, you can now prepare for a 3-
minute video shoot. You will prepare a video portrait of an ordinary person in the place.
By an ordinary person as a subject of your interview, we mean somebody whose life
and work are hardly noticed or rarely given attention do they deserve in spite of their
valuable contribution to the community.
1. Do an interview. Use open-ended questions that would elicit a substantial
response.
2. Shoot the subject doing his/her work, something like capturing his/her life in
a fragment of a day.
3. Evaluate your work. Go back to the decisions you made with the use of the
camera, the angles that you created, the use of the magnification capacity of
the lens that zooms in and out, and the capacity of the camera to pan and tilt.
Why did you do it? What was the effect on how you portrayed your subject?
How did the camera help you tell the significant work that your subject does?
4. Upload your video to youtube, and please don’t forget to send a link to your
teacher.

Assessment
Posttest

MULTIPLE CHOICE. Encircle the letter of your choice. Be wary of options; choose only the
best. ONLY THE BEST. You will get wronged and hurt if you choose the wrong ones. It is
only your conscious choice that will dictate your fate. May God be with you!

1. What shot is used to represent a character as having power?

A. High angle shot C. Establishing shot
B. Low angle shot D. Canted shot

2. What shot is used to show the emotions on a character’s face?

A. Extreme close up C. Aerial shot
B. Close up D. Scooby doo shot

3. Why is a shot-reverse-shot used?

A. To show the location C. To manipulate situations
B. To show something forwards and backward D. To show two-sides of a conversation
4. An establishing shot/long shot is used to set the location of a scene
A. True B.False

5. What shot is this?

A. Medium shot
B. Long shot
C. Canted shot
D. Extreme long shot

6. What is a wide shot?

A. When it makes a character looks really fat
B. When a character takes up the whole frame

7. What shot would be used to establish the full costume of a character in TV drama?
A. Establishing shot C. Close up
B. Long shot D. Extreme close up

8. Why is a mid-shot used?

A. To show a character facial expression while still showing a lot of their body
B. To show someone’s feet
C. To show someone walking

9.

This is an aerial shot

A. True
B. False

10. What does an over the shoulder shot represent?

A. Someone’s facial expressions
B. To show one persons side of the conversation
C. The view someone can see

11. A master shot is when you can see all the action taking place in one shot
A. True
B. False

12. What is the name of this type of

A. High angle shot

B. Close up shot
C. Extreme close up shot
D. Establishing shot

13. A close-up shot will show____________.

A. A shot of a hand, eye, mouth, or object and foot in detail.
B. A full screenshot of the subject’s face showing the detail of their facial expressions
C. A view of a figure’s entire body in order to show action or a group of characters
14. This is an establishing shot.

A. True
B. False

15. What is the effect of this low angle shot?

A. It creates shadows under his eyebrows and makes him look
sinister
B. It allows you to see up his nose
C. The viewer can have a better view of his acne
D. The viewer can see what’s on the ceiling

16. The purpose of an “over the shoulder” or “point of view” shot is to show the audience
how that character views the situation so that they have empathy with
the character. In this shot, the audience feels helpless and compelled
to do something to help the woman.

A. True
B. False

17. This long shot is also a low-angled shot.

A. True
B. False

18. The establishing shot is also known as a wide-angled shot because the film-makers use
a wide-angle lens to fit as much scenery as possible
into the shot. It also has the effect of showing the
audience the characters against the setting.
A. True
B. False

19. What type of shot shows a subject down to his or her waist, e.g., showing head and
shoulders and is also known as a mid- shot?
A. Long shot
B. Medium shot
C. Low angled shot
D. Over the shoulder shot

20. This includes the ways in which equipment is used to tell the story (camera techniques,
framing, depth of fields, lighting and etc.)
A. Technical Codes
B. Symbolic Codes
C. Written Codes
 Additional Activity
Watch the clip from Jollibee Studios “Kwentong Jollibee Valentine’s Series 2018:
Signs” https://www.youtube.com/watch?v=JRoFOwQ9nVY. Afterwards, answer the following
on your notebook:

1. What codes were used to compliment the brilliant acting of this actress?

2. How did this scene convince the audience that it is possible for Star and Mark can be
meant to be?

3. How did the director use codes to make the audience think that Star and Mark are meant
to each other? Do you think it was intentional in the part of the director to “suggest” or
“misled” the audience to think that Star and Mark are meant to each other? Why or why not?

Great work! You are done with Lesson 7.

Have a break! You deserve one 😊
Then let’s take off to Lesson 8! So, read on!
 Lesson
Legal and Ethical Issues in
8 Media and Information
Have you ever shared an inspiring photo or quote on Facebook? Or Instagrammed a
meme you found online? A lot of what we consider everyday media culture is built on this kind
of casual information and content sharing. However, in those moments, did you ever think
about where that content came from or if you were even allowed to use it? What happens
when what you are sharing is someone else’s property? Or could it harm somebody?

The media and information age, especially the Internet, gave tons of people access to
tools for communication and media creation but also opened up many legal loopholes and
ethical challenges. Given its widespread use and the vast majority who now have access to
an array of information, media and information have been the subject of legal, ethical, and
societal problems. While its positive implications are undeniable, there are issues that come
along with it.

What I Need to Know

Learning objectives

By the end of this lesson, you will:

1. Cite practical situation when to apply knowledge in intellectual property, copyright,
and fair use guidelines; and
2. Create a campaign ad to combat the digital divide, addiction, and bullying
(MIL11/12LESI-IIIg19)

What I Know
Pretest

Let’s see how much you already know before we tackle the next lesson.
Write the letter of your choice on a separate sheet of paper.
1. The writer provides inaccurate information regarding the sources, making it
impossible to find them.
A. The Misinformer C. The Perfect Crime
B. The Resourceful Citer D. The Self-Stealer

2. The writer “borrows” generously from his or her previous work.

A. The Misinformer C. The Perfect Crime
B. The Resourceful Citer D. The Self-Stealer

3. The writer properly cites all sources, paraphrasing and using quotations appropriately
A. The Misinformer C. The Perfect Crime
B. The Resourceful Citer D. The Self-Stealer
4. The writer properly quotes and cites sources in some places, but goes on to
paraphrase other arguments from those sources without citation.
A. The Misinformer C. The Perfect Crime
B. The Resourceful Citer D. The Self-Stealer

5. The writer turns in another’s work, word-for-word, as his or her own.

A. The Ghost Writer C.The Potluck Paper
B. The Photocopy D. The Labor of Laziness

6. The writer takes the time to paraphrase most of the paper from other sources
and make it all fit together
A. The Ghost Writer C.The Potluck Paper
B. The Photocopy D. The Labor of Laziness

7. The writer copies from several different sources, tweaking the sentences to
make them fit together while retaining most of the original phrasing.
A. The Ghost Writer C.The Potluck Paper
B. The Photocopy D. The Labor of Laziness

8. The writer copies significant portions of text straight from a single source, without
alteration
A. The Ghost Writer C.The Potluck Paper
B. The Photocopy D. The Labor of Laziness

9. A legal device that gives the creator of a literary, artistic, musical, or other
creative work the sole right to publish and sell that work
A. Cyberbullying C. Patent
B. Fair Use D. Copyright

10. This means you can use copyrighted materials without a license only for certain
purposes.
A. Cyberbullying C. Patent
B. Fair Use D. Copyright

What’s In
Review

In the previous lesson, you have learned that meanings are produced through the use
of codes and conventions and that media carry these meanings along with the messages or
information they relay. All the codes, conventions, and languages are tools for understanding
and interpreting media contents or messages, tools that are essential in creating a sound and
valid content analysis. With numerous information that is available today, being able to
sensibly understand media content would provide media consumers with more effective
ways of selecting and utilizing information.
 What’s New
Activity 8.1

What You Will Do

Activity 8.1 Complete Me!

The following terms are all associated with the ethical and legal use of media and
information. These concepts will be discussed in this lesson. But before you proceed,
try to figure out what these terms are by filling out the blank boxes.

1. C R G

2. F R U E

3. N E R T

4. N E Z N S P

5. E T Q E T E

6. C B B L L I G

7. D D C O N

8. P A G R I M

9. R G H

10. L M W S

What is It
Discussion

Intellectual Property
Intellectual property (IP) refers to creations of the mind, such as inventions; literary
and artistic works designs and symbols, names, and images used in commerce
Types of Intellectual property
Copyright - a legal device that gives the creator of a literary, artistic, musical, or other creative
work the sole right to publish and sell that work. Copyright owners have the right to control the
reproduction of their work, including the right to receive payment for that reproduction. An
author may grant or sell those rights to others, including publishers or recording companies.
Violation of a copyright is called infringement.

REPUBLIC ACT 8293

INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES
COPYRIGHT VALIDITY PERIOD
During the lifetime of the author plus 50
Literary Works
years after the death
Art 25 years from the date of creation

Photographic work 50 years from publication

Audio-Visual Work 50 years from publication

Sound Recording 50 years from year recording took place

Broadcast Recording 20 years from the date of broadcast

Valid for ten years and may be renewed
Trademark
for periods of 10 years
Valid for 20 years from the Filing date
Invention Patent application

Plagiarism
Plagiarism is an act or instance of using or closely imitating the language and thoughts of
another author without authorization, the representation of that author’s work as one’s own,
as by not crediting the original author.

Types of Plagiarism

➢ Sources Not Cited

1. The Ghost Writer -The writer turns in another’s work, word-for-word, as his
or her own.
2. The Photocopy- The writer copies significant portions of text straight from
a single source, without alteration.
3. The Potluck Paper- The writer copies from different sources and alters the
sentences to make them fit together while retaining most of the original
phrasing.
4. The Poor Disguise- The writer has altered the paper’s appearance slightly
by changing keywords and phrases.
5. The Labor of Laziness - The writer takes the time to paraphrase most of
the paper from other sources and make it all fit together.
6. The Self-Stealer- The writer “borrows” generously from his or her previous work.
➢ Sources Not Cited (But still plagiarized)

1. The Forgotten Footnote - The writer mentions an author’s name for a source, but
neglects to include specific information on the location of the material referenced.
2. The Misinformer - The writer provides inaccurate information regarding the
sources, making it impossible to find them.
3. The Too-Perfect Paraphrase - The writer properly cites a source but neglects to
put in quotation marks on a text that has been copied word-for-word, or close to it.
4. The Resourceful Citer- The writer properly cites all sources, paraphrasing, and
using quotations appropriately. The catch? The paper contains almost no original
work!
5. The Perfect Crime- The writer properly quotes and cites sources in some places,
but goes on to paraphrase other arguments from those sources without citation.

What You Will Do

Activity 8.2: Case Study

Directions: Answer the questions briefly. Write your answers in a separate
sheet of paper

Case 1: Plagiarism
Read the following articles on a case of plagiarism: “UP student plagiarizes
prize-winning photos” (Source Link: https://www.rappler.com/move-
ph/39566-up-student- admits-plagiarized-photos)

After reading, answer the following questions:

1. First article: “UP student plagiarizes prize-winning photos.”
• In what competition did Solis send in his plagiarized work?
• What sanctions did he receive from the organizing committee?
Describe his actions.
• Do you think technology and the Internet have made plagiarism
easier? Do you think technology has made people more or less
creative? Explain your answer by citing examples.
2. Second article: “UP grad in photo plagiarism gets redemption.”
• According to the article, how did Solis redeem himself? What job did he have?
• What project did he help?
• What is there to learn about the life of Solis?

Fair Use
Fair use means you can use copyrighted materials without a license only for certain
purposes. These include:
1. Commentary
2. Criticism
3. Reporting
4. Research
5. Teaching

Guidelines for Fair Use

• A Majority of the content you create must be your own.
• Give credit to the copyright holder
• Don’t make money off of the copyrighted work
 What Have I Learned So Far

Activity 8.3 Sticky Situations

With what you have learned so far, cite a situation, which is most likely for you to
experience, where you could apply your knowledge on intellectual property right,
copyright, and fair use guidelines. Include a simple illustration of such situations.

Intellectual Property _____________________________

_____________________________
_____________________________
_____________________________
_____________________________
1. _____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Copyright _____________________________
_____________________________
_____________________________
_____________________________
_____________________________
2. _____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Fair Use Guidelines _____________________________

_____________________________
_____________________________
_____________________________
_____________________________
3. _____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Responsible Digital Citizenship

Digital citizenship refers to having the appropriate knowledge and skills to effectively
use digital technologies to communicate with others, participate in society, and create and
consume digital content. Responsible digital citizenship is essential, especially now in the face
of a technology-saturated world, to helping media and information consumers achieve and
understand digital literacy, as well as ensuring cyberbully prevention, online safety, digital
responsibility, and digital health & wellness. Let’s go through some of the aspects of digital
citizenship below:
Netiquette
Netiquette, or network etiquette, is a set of socially constructed rules and norms for
behaving and communicating responsibly in an online environment. Simply stated, it is the
etiquette of cyberspace. While not all of these rules hold legal power nor are strictly enforced,
it is important that you, as a media consumer, have a well-defined set of guidelines that helps
keep you or the people you know in check in terms of your online activity and presence.
Consider the following “rules,” adapted from Virginia Shea’s The Core Rules of Netiquette,
whenever you communicate in the virtual world.

Rule 1: Remember the human

The impact of the advent of technology is a double-edged sword – an ironic one, that
is, as it brings people together who otherwise cannot meet, however at the same time,
mediated communication makes human interaction less personal. When you communicate
electronically, all you see is a computer monitor, laptop screen, or a phone display. Your non-
verbal cues in personal interaction – facial expressions, gestures, and tone of voice – now
take the form of words, videos, or words. Today, in an era that much of our communication
happens online or electronically, where we most often just face devices, it is easy to forget
that those at the receiving end of the line are actual human beings. Somehow this electronic
barrier gives people misplaced boldness resulting in a cruder and often offensive behavior
online or over the phone.

Remember the human – remember that the receiver on the other side of your computer
or phone is another human person capable of understanding, feeling, and getting hurt. Putting
yourself in others’ places can put everything in the right perspective. Before you send that
message, upload that photo, or send that tweet, ask yourself: How would the other person or
people at the end of the line, feel if I do or say this? Always put in mind that empathy is one
of the most powerful motivations for some basic decency online.

Rule 2: Adhere to the same standards of behavior online that you follow in real
life
Good netiquette is derived from the same standards set in real life. While it can be
argued that standards of behavior may be different in the virtual world, they certainly should
not be any lower. In real life, we are constantly reminded to be respectful to other people,
mindful of our words, follow the law and other societal rules. This holds true for cyberspace
etiquette as well. Further, actions have consequences. Whatever is deemed illegal or
irresponsible in real life is most probably deemed the same in the online world. While the
chances of getting caught or punished may be slim, your accountability and liability for your
actions aren’t totally erased. Thus, you should do your best to act within the laws and ethical
standards in the online environment just as you would in real life.

Rule 3: Know where you are in cyberspace

The Internet may be as vast as the earth’s oceans or the outer space with parts least
visited, not discovered, and some deemed even dangerous. Today, you are presented with a
wide array of internet domains and websites. While there may be millions of it on the Internet,
they can easily be categorized according to content or intended audience. In this context, your
manner of interaction may differ from one domain to another. What’s perfectly acceptable in
one area may be dreadfully rude in another, and depending on where you are in the virtual
world, the same written communication can be acceptable in one area, where it might be
considered inappropriate in another. For example, in most TV discussion groups, passing on
idle gossip is perfectly permissible. But throwing around unsubstantiated rumors in a
journalists’ mailing list will make you very unpopular there. And because netiquette is different
in different places, it’s important to know where you are.
Rule 4: Respect other people’s time and bandwidth
Have you ever felt that time passes faster now than it does before? Have you ever felt
like days pass even more swiftly and that sometimes, our 24 hours in a day seem like less
than it really is? Cliché, but your observations are valid. In this fast-paced time, people are
pushed to squeeze in school, work, social life, chores, errands to run, sleep, personal
wellness, and more all in 24 hours. That is why time seems to pass twice as fast as it did
before because of all the essential things we have to accomplish in a day. In the context of
netiquette, whenever you post something online or send a message to someone, you’re taking
up a few precious minutes from the already limited time of another. Electronic communication
takes time: time to read and time in which to respond. Most people today lead busy lives, just
like you do, and don’t have time to read or respond to frivolous e-mails or discussion posts.
Thus, it is your responsibility to ensure that the time of reading your message or post isn’t a
waste of anyone’s time.

On the other hand, the word “bandwidth” is sometimes used synonymously with time,
but it’s really a different thing. Bandwidth is the information-carrying capacity of the wires and
channels that connect everyone in cyberspace (Shea, 1997). However, these bandwidths
have a limit as to the amount of data it can carry at a given moment. All those unnecessary
data uploaded in cyberspace is taking up space in the bandwidth that could’ve been reserved
for more valuable data.

Rule 5: Make yourself look good online

In the real world, other people’s immediate judgment of you would be based on your
physical appearance, your demeanor, how you speak, how you carry yourself, or even how
you dress. In the virtual environment, you will be judged by the quality of your writing or the
content that you post. Both worlds are filled with prying eyes, and whether we like it or not,
thus we need to be mindful of what we call our “virtual self.” So, keep the following tips in
mind:
✓ Always check for spelling and grammar errors
✓ Verify the truth of what you are posting or sharing
✓ Know what you’re talking about and state it clearly
✓ Be pleasant and polite
✓ Making yourself look good online does not mean you are pretending to be someone
else for others to like you, rather it means that you ought to step up in making sure that
content you produce should reflect that of a responsible digital citizen until such time
that it becomes your lifestyle.

Rule 6: Share expert knowledge

The strength of the Internet is the extent of the information it offers and various sources
this information comes from. While credibility issues are a concern, the Internet, as an overall
knowledge bank, continues to grow and expand as experts contribute facts that people
constantly consume. Although netiquette lists several red flags, sharing your knowledge on
something doesn’t count as one. So do your part – share what you know! When you post a
question and receive intelligent answers, share the results with others. Are you an expert at
something? Post resources and references for your subject matter. You have recently
expanded your knowledge about a subject that might be of interest to others? Share that as
well.

Rule 7: Help keep flame wars under control

“Flaming is what people do when they express a strongly held opinion without holding
back any emotion.” (Shea, 1994). Flamers, from the name itself, add fuel to the flame – they
provoke people whose opinions are different from theirs. These are the people who express
their opinion in an aggressive or offensive manner, usually resulting in “flame-wars” where
two or three people exchange angry posts between one another.
 You have to remember, though, that exercising one’s right to self-expression isn’t a
bad thing in itself. There is a thin line between expressing your opinion in a respectful manner
and attacking the opposing party to prove your point – that line something you have to keep
in mind whenever you are confronted with a disagreement with someone online.

Remember, do not feed the flames; extinguish them by guiding the discussion back to
a more productive direction. Furthermore, opinions are always welcomed to be voiced out,
but at the end of the day, parties may just agree to disagree and end a conversation in a
decent way.

Rule 8: Respect other people’s privacy

Privacy is a human right. Much like how you do not want your phone opened just by
anyone or your messages read by someone without your permission, other people value their
privacy as well. That is someone you have to always remember, especially in cyberspace,
where you get to access loads of information. The advent of the Internet has put everyone
almost everyone’s lives under a microscope. Even so, information that is private in nature
must remain private, and that is a right the needs to be asserted – a right that everyone is
afforded.

Wherever you are in the online world, you may be exposed to some private or personal
information that needs to be handled with care. Ask yourself: What do you think would happen
if this information “got into the wrong hands?” Embarrassment? Hurt feelings? Loss of a job?
Just as you expect others to respect your privacy, so should you respect the privacy of others
as well.

Rule 9: Don’t abuse your power

Just like in the real world, people in cyberspace have their own influence and power
– some with power greater than others. These people are the technology wizards, experts
with years of experience, and system administrators, among others. If you are one of these
people or if you are someone with knowledge powerful enough to navigate through
cyberspace expertly, remember that knowing more than others does not give you the right to
take advantage of them.

Rule 10: Be forgiving of other people’s mistakes

Not everyone has the same amount of experience working in the virtual world. And not
everyone knows the rules of netiquette. As you move along and around cyberspace, at some
point, you will bump into a ridiculous post, a nonsense photo, a poorly constructed sentence,
or a stupid question. When this happens, learn to carry an understanding attitude. Practice
tolerance when you see minor and forgivable mistakes. If you feel compelled to correct and
respond to a mistake, do so, preferably in private and as politely and respectfully as possible.

Moreover, always choose your battles wisely. Not every mistake or opposing opinion
you see on the Internet needs your reaction. Do not sweat over the small stuff or things that
do not have much weight and just let it slide. Conversely, learn to admit your mistakes as well
should there be instances when you commit one. No one is perfect, and neither are you. So
practice changing your opinion when presented with facts and learn to acknowledge your
errors or inaccuracies.

Alternatively, you can follow the THINK acronym to guide you on how you behave and
interact on the Internet or on social media. This applies to everyday communication, too,
whether you’re talking to work colleagues, family, or friends.
THINK
T – Is it true?
• Is this fact, or is it really an opinion or feeling?
• Know and be clear before you speak

H – Is it helpful?
• Will it just aggravate the situation if you do talk about it or post a rant about it?
• Does it help you, them, or the situation?

I – Is it inspiring?
• Will people be in awe after reading your status?

N – Is it necessary?
• There are things that are better left unsaid.
• Some people are making their social media account as daily/ routinely diaries

K – Is it kind?
• What is your motivation for communicating?

Other helpful questions to consider:

• Am I saying this from a place of anger? Am I respectful?
• Who is my audience? Who else might be able to hear, see, or read this?
• How might what I’m saying appear to others?
• Could someone misinterpret what I’m saying?
• What am I saying about myself with these words?

What have you learned so far?

Activity 8.4 Comic Strip: Read and understand the comic strip below. Answer the
questions that follow on a separate sheet of paper.

Source: Carnegie Mellon University, Lesson 7: Netiquette (2017). Retrieved on June 26, 2020 from
https://www.carnegiecyberacademy.com/documents/Lesson7_Netiquette.pdf

1. What are the differences between talking to your friends or family over the
Internet and talking to them in person?

2. What could Erika have done to avoid this situation?

3. What could Alan have done to avoid this situation?

Digital Divide
Digital Divide is inequality or disparity between demographic groups in terms of
access to, use of, or knowledge of ICT. Different segments have varying levels of
knowledge and access to digital developments due to a number of factors which include, but
not limited to, race, age, education, income, socioeconomic status, and geographical
location. The digital divide may further be grouped into three divisions, as relayed by The
Manila Times writer Noemi Lardizabal-Dado (2019):

The digital native and digital immigrants

The people born in the Internet and digital technology age are who we call digital
natives. The term is often used synonymously with ‘Millennial,’ though not all digital natives
are millennials, and not all millennials are digital natives. Regardless, digital natives are
those that are immersed in digital technology, growing up, making them more
knowledgeable and comfortable in the digital age. Digital immigrants, on the other hand, are
those born before the widespread adoption of computers and the Internet and have had to
adopt digital technology later in life. Due to the gap in generations, not excluding other
factors, digital immigrants are considered to be less technically able than digital natives.

There may have been a time in your life when your parents or elder relatives asked
you to teach them what to click on their mobile phones or how to navigate through the
Internet. That is an example of a digital divide between digital natives and digital immigrants.
This divide doesn’t necessarily mean that the elderly do not have access per se, but some
are simply not comfortable with the use of digital devices and the Internet. However, this
does not hold true to some as there are digital immigrants who accepted the advent of
technology and sought to learn to adapt to the digital age.

The digital rich and the digitally poor

A huge part of the digital divide, especially in developing countries such as the
Philippines, is the differences in the socioeconomic status of social groups. The financial
capacity of an individual affects his ability to purchase a gadget and reliable Internet access.
Smartphones are getting more affordable, but stable Internet access is still a work in progress
(Dado, 2019). Technology has made numerous positive implications in education, healthcare,
transportation, and many more. Learning materials and resources may now be conveniently
accessed online, and technology has also paved the way for advancements in medicine and
healthcare, transportation is now made more convenient and comfortable. While many are
able to enjoy and adapt to all these developments, sadly, a lot more are struggling to keep up.
Day by day, as we face a world of inequality and injustice, this gap widens even more.

On a more personal level, you may have known a student who has struggled to do
homework or submit a project because it involves a certain device or it needs an Internet
connection. Perhaps a friend? A classmate? A neighbor? Or that someone may even be you.

Access to all the Internet and all these technological advancements is a privilege; not
all are able to afford it. In a country like the Philippines, where a huge chunk of our
population falls below the poverty line, acquiring digital devices, let alone securing a stable
Internet connection, is at the bottom of the list of priorities.

The digital skills and digital unskilled

A discrepancy in terms of digital skills occurs because of the lack of funds and
opportunities. Similarly to the aforementioned, lack of digital skills may stem from an
individual’s socioeconomic status. A person belonging to a family falling below the poverty
line would most probably have less to no access to digital devices and stable Internet
connection. In effect, he will fall behind on updated information, up-to-date learning
resources, and even on job openings.
 This limited access to information would also limit his door of opportunities to learn
and improve his skills. However, being poor is not a death sentence. Difficult as it may seem,
this gap may be narrowed if an individual is eager and hardworking enough to hurdle
constraints and seek learning for himself. For instance, they are enrolling in free online
courses, self- earning, and even on-the-job training. People try to overcome financial
challenges to become digitally skilled.

What have you learned so far?

Activity 8.5 Question and Answer: Answer the following questions briefly and write
your answers in a separate sheet of paper.
1. Cite a real-life situation, whether a personal experience or that of someone you
know, showing the existence of digital divide.
2. Which among the mentioned three groups do you think that situation belongs?
3. Suggest a way to help narrow such digital gap.

Internet Addiction
Merriam-Webster Dictionary defines addiction as “a compulsive, chronic, physiological
or psychological need for a habit-forming substance, behavior, or activity having harmful
physical, psychological, or social effects.” When we speak of addiction, we commonly
associate it with substances like recreational or illegal drugs. However, due to the
widespread use of the Internet, the digital age has ushered an addiction that has become a
growing concern in society – Internet Addiction.

Internet addiction may come in different forms, such as social media addiction, video
game addiction, cybersex or online sex addiction, and online gambling addiction.
Undeniably, the Internet has introduced to society a whole new human experience. Aside
from its educational and informational functions, the Web has offered media users a higher
and more enjoyable level of recreation with all the games, social media, and even online
shopping, which, in effect, makes users more glued to their devices. Moreover, thanks to
smartphones and mobile internet data services, people can now access these almost
anytime, anywhere! More and more individuals are now developing a heightened
dependence with these evolving technologies, some at a manageable level, but others at an
alarming degree opening the possibility of having their devices and the Internet interfere with
their daily activities.

Internet addiction may be developed due to several factors like stress, anxiety,
depression, other forms of addiction, lack of social support, or lack of parental guidance, or
inactivity. These are some of the signs and symptoms of Internet addiction you may want to
be mindful of:
• Being less conscious of time spent online or with gadgets that enable Internet access
• Failing to complete tasks or activities intended to be finished at the time you were
using the Internet
• Having less time with friends and family
• Lack of remorse for your excessive Internet use
• Feeling more excited with Internet activities rather than real-life or physical activities
 What You Will Do

Activity 8.6: Self-Test

Instructions: Take the self-quiz on Internet Addiction found in this website:

https://www.mind-diagnostics.org/internet_addiction-test. Afterwards, answer the
questions that follow:
1. Based on your result, how would you assess yourself in terms of Internet usage
and Internet addiction?
2. How would you improve your digital and online habits?
3. What ways can you suggest to your peers to avoid developing Internet or
computer addiction?

Cyberbullying
In 2012, a certain college student gained infamy after a video of her allegedly shouting
at a female security guard at LRT-2 Santolan went viral. She was subjected to severe ridicule,
hateful messages, and even threats, and because of the abuse she was getting on media,
she deactivated all her social media accounts and even refused to leave her home. In 2013,
a 12- year-old Fil-Am student from New York took her own life after she was bullied due to a
video uploaded on YouTube, where she was shown arguing with another classmate. In
2017, a Grade 8 student from Ramon Torres National High School (RTNHS) in Negros
Occidental ended his own life because of cyberbullying after being bullied and sent disturbing
messages accusing him of stealing his classmate’s computer tablet.

Online violence, cyberbullying, and digital harassment affect over 70 percent of

young people globally, according to the United Nations Children’s Fund (UNICEF), as it
called on internet users to “be kind online” and prevent this form of violence. These cases
are only a tiny fraction of this figure, just a few out of the countless victims of cyberbullying,
with some still constantly battling the pains and demoralization while others, in extreme
cases, succumbing to suicide.

By definition, cyberbullying is a type of offensive action toward another which takes

place using electronic technology (Liquigan, 2016). This occurrence can trigger traumatic
experiences for the victims, just like bullying in real life. Cyberbullies post or send hatefully
and mean messages as well images which are deliberately meant to mock, ridicule,
embarrass, hurt, or attack a person. What’s worse about cyberbullying is that online content
used by cyberbullies may stay on the Web for a long time. Even if the original content may be
deleted, screenshots or copies of it may continue to circulate on social media or on the
Internet. This makes it harder for victims to move forward if the things that traumatize them
constantly resurfaces on the Web. Cyberbullying and bullying, in general, also feed “a
continuum of damaging behavior.” Victims of cyberbullying are more likely to abuse drugs
and alcohol, skip school, receive poor grades, and experience low self-esteem and health
problems.

As a conscientious person and a responsible media consumer and producer, it is

your unspoken duty to refrain from and denounce cyberbullying. Moreover, to further avoid
cyberbullying, you can promote proper netiquette to your peers, foster mutual respect and
courtesy by avoiding flame wars, and be vigilant against people’s intention to harm other
netizens.
What You Will Do

Activity 8.7 Effects of Cyberbullying

Name two of the possible health-related effects that cyberbullying can have on a victim
and explain each.

1. ___________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. ___________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What’s More
Enrichment

What you will do

Activity 8.8 Think it Through

Analyze the graphic below and answer the questions that follow briefly. Write your
answers in a separate sheet of paper

Source: https://www.esa.int/About_Us/Law_at_ESA/Intellectual_Property_Rights/What_is_intellectual_property

Guide questions:
1. What issues do you see in the poster?
2. What possible dangers and issues in the picture?
3. Which of these issues have happened to you or to your friends? Why did they
happen?
Activity 8.9 Looking for Violations
Explain what each photo represents and what rule of netiquette is violated. Explain
how the issues implied in these photos affect media consumers like you. Write your
answers on a separate sheet of paper.

1.
Source: https://medium.com/@firdausbakharia_67166/netiquette-online-manners-e122223d0505

2.
Source: https://www.victoriaadvocate.com/news/education/should-the-definition-of-bullying-include-
cyberbullying/article_1276accf-7740-5d64-ac6f-40778961ab91.html

3.
Source: https://virtuallybadges.weebly.com/station-5-netiquette.html

4.
Source: https://www.slideshare.net/BlackOps2/what-is-plagiarism-copyrighting-and-netiquette
 Activity 8.10: Case Study on Cyberbullying

Read the news article about Robert Blair Carabuena and the Metropolitan Manila
Development Authority Aide Fabros: "Carabuena: From bully to cyberbullying
victim (Resource link: https://news.abs-cbn.com/lifestyle/08/23/12/carabuena-bully-
cyberbullying-victim)

After reading, answer the following questions:

• What did Carabuena do that made netizens angry?
• Describe the acts of cyber bullying that the netizens did to Carabuena. Do you
think their actions are justifiable? Defend your answer.
• How did the incident affect Carabuena's life?
• Do you think technology and the Internet has made bullying easier?
• Give one suggestion to avoid cyber bullying and give one suggestion to avoid
being a cyberbully.

What I Have Learned

Generalization

Complete the sentence stem below.

1. Plagiarism is a legal violation of __________________________________________
___________________________________________________________________
___________________________________________________________________
2. Practicing good netiquette entails ________________________________________
___________________________________________________________________
___________________________________________________________________
3. Digital Divide, Internet Addiction, and Cyberbullying are pressing concerns in media
and information today because __________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do
Application

Creating a Social Media Campaign

The Internet and social media have been efficient mediums not only in social networking
or marketing products and services but also in lobbying certain advocacies and
campaigns. In this activity, you are to create a 3-week social media campaign which
aims to combat any of the following issues (Choose only one):
A. Digital Divide
B. Internet Addiction
C. Cyberbullying

Read along and follow the instructions specified on the next page.
1. Before starting the campaign, draft a campaign plan containing the following parts:
I. The goal of the campaign
• Set your campaign goals
• What do you aim to achieve by the end of your campaign?
II. Target audience
a. Understand your ideal target market
b. What demographic, age bracket, or groups of people do you
intend to target with your campaign mainly?
III. Channel
• Choose your social media channel
• Will you use Facebook? Instagram? Twitter? YouTube?
TikTok? Or all ofthem?
IV. Content Creation
a. For the span of the 3-week campaign, you are to produce three outputs:
1) Photograph, 2) Infographic, and 3) 1-minute video infomercial.
b. Conceptualize what focus each output should contain and
decide on what week you will upload your outputs. You should
be able to publish one output per week.
V. Create a calendar
a. Your social media campaign must work on a 3-week schedule.
In this part of your plan, outline your activities and content
from beginning to end.
2. By the end of the campaign, you are to create an accomplishment report
with the following parts:
I. Social media analytics
• Report the campaign’s social media reach (likes and shares)
and engagement (shares and comments) of the posts.
II. Assess the overall impact of the campaign. Was your goal achieved?
Did the campaign reach your intended audience? Were you able to
get your message across?
III. Identify the challenges and difficulties you encountered in planning
and executing the social media campaign
IV. Lastly, suggest ways on how you can improve future social campaigns.

Encode and print these reports on an A4-sized bond paper. Attach with your
report the grading rubric found on the next page.

Excellent
Clear social media goals
Demonstrate realistic and
clear goals. Ex. Campaign goals are clear,
communications, well-defined, and realistic
identifying market needs,
etc.
The project includes all
information relevant to the
topic and is presented in a
Content well-organized fashion.
The message is clearly
related and presented in a
creative, thought-
provoking, and original
way.
The work done
demonstrates that learner
Work quality/effort
is proud of his/her work.
Effort exceeds
expectations.
Time Frame The student has
Students provided the completed the campaign
information in the within the prescribed 3-
acceptable time frame week schedule
Posts promote interaction
Social Media with the audience and
Engagement have
many likes, shares, &
comments
Good
Goals identified but the
group could have put
more in it
The project includes all
relevant information.
The content is well
organized. The message
is clear and presented in
an original way but lacks
in the creative aspect.
The work was done with
good effort. Time put into
this project is appropriate.
The student has
completed by the goals of
the campaign but a day
late after the
prescribed 3-week period
Some posts have a
limited amount of
interaction.
Fair
Goals identified but not
fulfilled
The project includes some
relevant information.
Content is somewhat
organized. There is not
enough information
presented to relate ideas
clearly. Information is
disorganized.
Work is done with fair
effort, but the quality is
still not what the learner is
capable of. It is evident
that the work was rushed.
The student has
completed by the goals of
the campaign but three
days late after the
prescribed 3-week period
Small audience and very
little interaction
Social Media Campaign Rubric
Poor
No goals identified
The project is lacking in
elements required. There
are many gaps in the
information presented.
Work is done with little
effort, and quality is not
what the learner is
capable of. Work was
rushed, and little time
was spent on the final
product. Work is
incomplete.
The student has
completed by the goals of
the campaign but a week
late after the
prescribed 3-week period
Under ten likes or shares
and no interaction
 Assessment
Posttest

I. MULTIPLE CHOICE. Identify the correct answer to the following questions. Write the
letter of your choice in the space before the number.
1. This is an act or instance of using or closely imitating the language and thoughts of
another author without authorization
a. Intellectual Property c. Plagiarism
b. Copyright d. Fair Use

2. RA 8293 is otherwise known as .

a. Intellectual Property Code of the Philippines c. Anti-Cyberbullying Law
b. Cybercrime Law d. Anti-Terrorism Act of 2020

3. Fair use means you can use copyrighted materials without a license only for certain
purposes. These reasons include all choices EXCEPT:
a. Reporting c. Research
b. Scamming d. Teaching

4. This is a type of plagiarism where the writer copies from several different sources,
tweaking the sentences to make them fit together while retaining most of the original
phrasing.
c. The Ghost Writer c. The Perfect Crime
d. The Misinformer d. The Potluck Paper
5. This is a type of plagiarism where the writer properly quotes and cites sources in some
places, but goes on to paraphrase other arguments from those sources without citation.
a. The Ghost Writer c. The Perfect Crime
b. The Misinformer d. The Potluck Paper

6. This refers to having the appropriate knowledge and skills to effectively use digital
technologies to communicate with others, participate in society, and create and consume
digital content.
a. Netiquette c. Digital Citizenship
b. Netizenship d. Media consumerism

7. This is what people do when they express a strongly held opinion on the Internet without
holding back any emotion
a. Flaming c. Arguing
b. Talking d. Discussing

8. The acronym used to help you review your behavior online

a. CLICK c. NET
b. FEEL d. THINK
9. The people who were born before the widespread adoption of computers and the Internet
and has had to adopt digital technology later in life are referred to as ____________.
a. Digital Natives c. Digital Citizens
b. Digital Immigrants d. Digital Netizens

10. All of these choices are factors contributing to Internet addiction, EXCEPT:
a. Depression c. Social belongingness
b. Anxiety d. Lack of parental guidance
II. Read each scenario below and identify if the situation manifests good or bad netiquette.
Write G for good netiquette and B for bad netiquette.

1. Alexi wants to post a comment to an online message board. She really wants to
emphasize her opinion. She responds in ALL UPPERCASE LETTERS!
2. Tina had a small disagreement on Facebook with her friend about a certain
political issue. She noticed that her friend started to get personal with her
responses. Instead of responding with anger, Tina told her friend that they could
just agree to disagree.
3. David is an Internet expert. He reads a question from a newcomer in an online
discussion group. For him, the answer is easy, but the “newbie” is having trouble.
He responds, “Hey, newbie! Can’t you read a book? Don’t ask such a dumb
question!”
4. Andrew’s laptop got broken, so he borrowed his classmate’s for an assignment he
had for school. As he opened the Internet browser, his classmate apparently left
his Facebook messenger open. Curious, Andrew browsed through his
classmate’s messenger.
5. Aubrey noticed a factual error on her Facebook friend’s post. Instead of shaming
or mocking her, she privately messaged her friend and politely told her that her
post has an error and that she should correct it.

Additional Activity

What’s In the Law?

Our Intellectual Property Rights are anchored on an actual law. In this activity, you will
further look into the actual law the where these rights are rooted. Follow the instructions
below:
1. Read the “The Intellectual Property Law of the Philippines”
Link: https://www.chanrobles.com/legal7code.htm#.XvXAbCgzbDc
2. Answer the following questions and write them on a separate sheet of paper:
a. What are example of copyright protected works under the Philippines Law?
b. What are example of works not protected by copyright?
c. What is the difference between original works and derivative works?
d. As a student, how can you promote ethical use of media and information?

Awesome! You are done with Lesson 8.

Relax and take a break 😊
Then let’s take off to Module 4! Read on!
 Lesson 8 Posttest Lesson 8 Posttest
Test I – Good or Bad Test I – Multiple Choice
Netiquette 1 C
1 B 2 A
2 G 3 B
3 B 4 D
4 B 5 C
5 G 6 C
7 A
8 D
9 B
10 C
Lesson 8 Activity 8.1 Lesson 7 Pre-test
1 Copyright 1 A
2 Fair Use 2 C
3 Internet 3 B
4 Netizenship 4 Technical codes
5 Netiquette 5 Symbolic codes
6 Cyberbullying
7 Addiction
8 Plagiarism
9 Rights
10 Flame wars
Key Answers
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an, Christopher Cervantes - June 28, Christopher Cervantes -, Robert Siy - June 27, et
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For inquiries or feedback, please write or call:
Department of Education – Division of Misamis Oriental
Don A. Velez St., Cagayan de Oro City
Contact number: 0917 899 2245
Email address: misamis.oriental@deped.gov.ph