Media and

Information
Literacy
Quarter 1 – Module 1
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A. QUARTER: First
B. WEEK: 1

D. CONTENT STANDARDS:
• The learner demonstrates understanding of media and
information literacy (MIL) and MIL related concepts.
E. PERFORMANCE STANDARDS:
• The learner organizes a creative and interactive symposium
for the community focusing on being a media and
information literate individual.
F. MELC:
• Describe how communication is influenced by media and
information
G. LECTURE NOTES:

TOPIC: INTRODUCTION TO MEDIA AND INFORMATION

LITERACY
• What is communication?
• Why do we communicate?
• How do we communicate?
COMMUNICATION
• the act or process of using words, sounds, signs, or behaviors
to express or exchange information or to express your ideas,
thoughts, feelings, etc., to someone else-
(http://www.merriam-webster.com)
• the exchange of information and the expression of feeling
that can result in understanding
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(http://dictionary.cambridge.org)

TWO BASIC TYPES OF COMMUNICATIONS

1. NON-VERBAL COMMUNICATION
refers to gestures, facial expressions, tone of voice, eye contact (or
lack thereof), body language, posture, and other ways people can
communicate without using language.
2. VERBAL COMMUNICATION
is the use of words to share information with other people. It can
therefore include both spoken and written communication.

PROCESS OF COMMUNICATION
Lasswell’s Communication Model (1948)

Who Says What In Which To Whom With what

Channel effect?
COMMUNIC MESSAGE RECEIVER
ATOR MEDIUM EFFECT

This model is about process of communication and its

function to society, According to Lasswell there are three functions
for communication:
1. Surveillance of the environment
2. Correlation of components of society
3. Cultural transmission between generation
Lasswell model suggests the message flow in a multicultural society
with multiple audiences. The flow of message is through various
channels. And also this communication model is similar to
Aristotle’s communication model.
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In this model, the communication component who refers the

research area called “Control Analysis”, Says what is refers to
“Content Analysis”, In which channel is refers to “Media Analysis”,
To Whom is refers to “Audience Analysis” With What Effect is refers
to “Effect Analysis”

EXAMPLE:
CNN NEWS – A water leak from Japan’s tsunami-crippled nuclear
power station resulted in about 100 times the permitted level of
radioactive material flowing into the sea, operator Tokyo Electric
Power Co said on Saturday.
Who – TEPC Operator
What – Radioactive material
flowing into sea Channel – CNN
NEWS (Television medium)
Whom – Public
Effect – Alert the people of japan from the radiation.
How is communication affected by media and information?
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MEDIA
• refers to the combination of physical objects used to
communicate or mass media communication through
physical objects.
• It also refers to any physical object used to communicate
media messages.
INFORMATION
• A broad term that covers processed data, knowledge
derived from study, experience, instruction, signals or
symbols.

TRANSMISSION MODELS SHANNON-WEAVER’S COMMUNICATION

MODEL (1948)

Sender: The originator of message or the information source selects

desire message
Encoder: The transmitter which converts the message into signals

Note: The sender’s messages converted into signals like waves or

Binary data which is compactable to transmit the messages through
cables or satellites. For example: In telephone the voice is
converted into wave signals and it transmits through cables

Decoder: The reception place of the signal which converts signals into
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message. A reverse process of encode

Note: The receiver converts those binary data or waves into

message which is comfortable and understandable for receiver.
Otherwise receiver can’t receive the exact message and it will affect
the effective communication between sender and receiver

Receiver: The destination of the message from sender

Note: Based on the decoded message the receiver gives their

feedback to sender. If the message distracted by noise it will affect
the communication flow between sender and receiver

Noise: The messages are transferred from encoder to decoder

through channel. During this process the messages may distracted
or affected by physical noise like horn sounds, thunder and crowd
noise or encoded signals may distract in the channel during the
transmission process which affect the communication flow, or the
receiver may not receive the correct message

Note: The model clearly deals with external noises only which affect
the messages or signals from external sources. For example: If there
are any problems that occur in network which directly affect the
mobile phone communication or distract the messages

Practical Example of Shannon-Weaver model of communication:

Thomson made call to his assistant “come here I want to see you”.
During his call, noise appeared (transmission error) and his
assistant received “I want” only. Again Assistant asked Thomson
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(feedback) “what do you want Thomson”.

Sender: Thomson
Encoder: Telephone
(Thomson) Channel:
Cable
Noise: Distraction in
voice Reception:
Telephone (Assistant)
Receiver: Assistant.
Due to transmission error or noise, Assistant can’t able to
understand Thomson’s messages.
*The noise which affect the communication flow between them.

How is communication affected by media

and information?

MEDIA
• refers to the combination of physical objects used to
communicate or mass media communication through
physical objects.

• It also refers to any physical object used to communicate

media messages.
INFORMATION
• A broad term that covers processed data, knowledge
derived from study, experience, instruction, signals or
symbols.
Source: MIL Curriculum for Teachers by UNESCO, 2011
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ACTIVITY
INTRODUCTION TO MEDIA AND INFORMATION LITERACY

LET’S ANSWER!
Directions: Answer and discuss the following questions about
the influence of communication to media and information.

1. How do you use Facebook as a tool or medium for

communication?

2. How did Facebook affect or change the way we communicate

with other people?

3. How did Facebook affect the quantity and quality of

information available to people? Is it a good thing or bad
thing?
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A. QUARTER: First
B. WEEK: 1
C. CONTENT STANDARDS:

• The learner demonstrates understanding of media and

information literacy (MIL) and MIL related concepts.

D. PERFORMANCE STANDARDS:

• The learner organizes a creative and interactive symposium

for the community focusing on being a media and
information literate individual.
E. MELC:
• Identify the similarities and differences between and
among media literacy, information literacy, and technology
literacy
• Discuss responsible use of media and information
F. LECTURE NOTES:
TOPIC: SIMILARITIES AND DIFFERENCES OF MEDIA LITEARCY,
INFORMATION LITERACY AND TECHNOLOGY
LITERACY
MEDIA LITERACY
• Is understanding and using mass media in either an assertive or
non-assertive way, including an informed and critical understanding
of media, what techniques they employ and their effect. Also, the
ability to read, analyze, evaluate and produce communication in a
variety of media forms, e.g. television, print, radio, computer and
other. Another understanding of the term is the ability to decode,
analyze, evaluate and produce communication in a variety of form.
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• The ability to access, analyze, evaluate, and create media in a

variety of forms. It aims to empower citizens by providing them
competencies (knowledge and skills) necessary to engage with
traditional media and new technologies.

Source: UNESCO MIL Curriculum for Teachers

INFORMATION LITERACY:
• The ability to recognize when information is needed, and to
locate, evaluate, and effectively communicate information in its
various formats.
For example, you cannot speak authoritatively on whether
video games have a positive or negative effect on the brain just
from your own knowledge. You need to be able to back up your
thoughts and claims with valid research. Therefore, you need to
know what to look for, how to tell if it is reasonable and well-
founded, and, finally, you need to be able to compile it in a way that
you can make conclusions.
Information Literacy is the keystone of lifelong learning. A
person becomes information literate when he has learned to
maximize all kinds of information sources in finding answer to his
queries.
Eisenberg and Berkowitz (1988) introduced BIG 6 approach
to measure the information literacy skills of learners.
TABLE INDICATORS OF THE BIG SIX INFORMATION LITERACY
1. Task Definition
• Able to define the problem.
• Identify the information needed to complete the task.
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2. Information Seeking Strategies

• Able to determine all possible sources.
• Able to select the best source.

3. Location and Access

• Able to locate the sources.
• Able to find information with sources

4. Use of Information
• Able to engage the information in a source.
• Able to extract relevant information

5. Synthesis
• Able to organize information from multiple sources.
• Able to present the result

6. Evaluation
• Able to judge the result. (effectiveness
• Able to judge the process. (efficiency)

TECHNOLOGY LITERACY
• The ability of an individual, either working independently or
with others, to responsibly, appropriately, and effectively
use technological tools. Using these tools an individual can
access, manage, integrate, evaluate, create and
communicate information.
• is the knowledge about the latest technology and either be
able to create new tech or be able to use them to full effects?
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RESPONSIBLE SOCIAL MEDIA USE

Social media is often viewed as a blessing and a curse. Thoughts,
photos and videos are shared instantly and widely— friends, family and
complete strangers receive posts within seconds. In recent news, we’ve
discovered lingering or residual effects in which past posts— typically
those posted in haste—negatively impact young people seeking
employment or educational opportunities. Have college applicants lost
offers of admission or scholarship money due to social media posts they
made when they were much younger? Unofficially, some applicants say
“yes.”
Experts in social media know that your profile is your “brand,” and,
therefore, it must be managed. People can learn a great deal of
information about you through social media based on patterns of what
you say, what you like and what articles and videos you enjoy.
Given the fluidity of social media, refreshers on how best to separate our
personal and private information benefit each of us. Here are a few tips
and reminders to manage your social profile online responsibly and well.
1. Own your image, personal information and how these are used.
Pay close attention to the Terms of Use on apps and websites. Most
people skim through them to accept immediately, but it’s wise to
take a closer look and read all the sections thoroughly. In some
situations, you can opt out of automatic facial recognition tags.
2. Obtain permissions when posting videos or images of others on
your networks. Never take photos of patients during procedures
without permission.
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3. Scrub your accounts. Posting to social media leaves an imprint.

Delete anything that’s irrelevant, embarrassing or disrespectful.
That includes inactive accounts. If you don’t want the entire world
to see you in a compromising position, delete it. Reflect seriously
on what you post before you post it; if you wouldn’t want to see it
on the front page of the newspaper, or you wouldn’t want your
family to see it, do not post it.
4. Password diligence. Update passwords frequently. Keep an eye on
any dormant accounts if you decide not to delete them. Inactive
accounts are prone to hackers.
5. Spread love, not hate. Share uplifting or positive posts in support
of causes, subjects and persons you care about.
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ACTIVITY
SIMILARITIES AND DIFFERENCES OF MEDIA LITEARCY,
INFORMATION LITERACY AND TECHNOLOGY LITERACY

LET’S ANSWER!

Directions: Complete the Venn Diagram by supplying the similarities

and differences of media literacy, information literacy, and technology
literacy.

SOCIAL NETWORKING: BEWARE OF THE RISKS!!!

Directions: Provide advice to social networkers for each of the potential
areas of risk. Provide useful tips to keep social networkers free of risk
when they are social on games and posts.
1. Too much information:
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2. Avoid the cyber bully:

3. Stranger Danger:

4. Passwords:
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LET’S ANSWER!

ARE YOU MEDIA SMART?

Media messages are everywhere, online, in the news and
environmental print surrounds us. We are immersed with visuals and
auditory messages constantly. Therefore, we need to be diligent when
interpreting what the message is telling us by asking questions about what
we see and what you hear. We need to distinguish between facts,
opinions and the judgments of others always.
The Task: Answer the questions below on media literacy.
1. Describe a time when a media message impacted your beliefs
negatively?
2. Describe a time when a media message impacted your beliefs
positively?
3. List 3 reasons as to why it is important to question media messages.
4. List 3 techniques used in the media to attract your attention.
5. How can you distinguish between what is fact and what is opinion?
6. How can you distinguish between what is realistic and what is not?
7. It’s been said that most media messages are simply for profit or
power, discuss this statement.
8. Why do different people see the same media differently?
9. List 5 motives for the construction of various media?
10. Why is important to question what is missing in a media message?