Department of Education

Region IV-A - CALABARZON

Schools Division of Calamba City

SELF-LEARNING MODULE

GRADE 12

MEDIA AND INFORMATION LITERACY

Introduction to Media and Information Literacy
Quarter 1 – Module 2

Module Development Team

Writer: Ronan DC. Vergara

Reviewers: Cristeta M. Arcos
Lorence Albert R. Paz
Gerry Bs. Romero
Layout: Ren Mac Mac G. Motas
Management: SDS Susan DL Oribiana
ASDS Rogelio F. Opulencia
CID Chief Dolorosa S. De Castro
EPS-LRMDS Cristeta M. Arcos

Department of Education│R4A│Division of Calamba City

Office Address: DpEd Bldg., City Hall Compound, Brgy. Real, Calamba City
Landline: 049–554 9830 loc. 14
Email Address: lrmds.depedcalamba@deped.gov.ph

For DepEd Calamba City USE only. We Value your feedback and recommendations.
 The Influence of Media and Information to
I Communication
Your journey towards becoming a media and information literate individual starts with
this simple proverb: “Begin with the end in mind.” By the end of this MIL course, the media
and information literate you must have the knowledge and skills to access, evaluate, select,
and create information necessary in making a positive change in the world. We have seen
how information has destroyed relationships, but we have also witnessed how this has been
used to build a stronger society. The latter must be your goal.

Of course, this might take some time, so we better begin now through your first self-
learning module (SLM).

In this SLM, you will be able to describe how communication is influenced by media
and information. this is an important springboard in our aim to be media and information
literate individuals. With the massive volume of content people are exposed to in this “Age of
Information and Connectivity,” we must have that skill to understand and evaluate
information in respect to their truthfulness, value, and impact in our lives.

This SLM consists of one lesson discussing communication and the influence of
media and information.

After going through this module, you are expected to:

1. explain the unifying power of communication

2. identify elements and concepts of communication alongside media and
information through different communication models;
3. relate the concepts presented in the communication models to the current
situation;
4. reflect on how media and information has affected the way you communicate;
and
5. create your own model of communication based on your personal experiences.
I
“Four Pics One Word” is one of the many trending game apps. Give it a try
and guess the words that are related to this lesson.

ANSWER: _____ _____ e

_____

ANSWER: _____ _____ _____ _____ _____ _____ e

_____

ANSWER: _____ e
_____ __________ _____

Are you able to guess the three words? On a sheet of paper, explain how this
words are related to communication.
 I
True of False.

Write TRUE if the statement is a fact; if not, write FALSE. Write the chosen letter on a
separate sheet of paper.

1. Only living beings can be a source of information.

2. It always takes two or more participants for communication to take place.
3. Communication takes places regardless of time and distance.
4. In the communication process, silence can already be considered a message.
5. A channel is the medium or way used to transfer information.
6. In the communication process, noise is any sound that blocks the smooth flow of
communication.
7. Communication begins with the source and ends with the receiver.
8. If you use both written and spoken words in communicating, your audience will
easily understand you.
9. Mutual understanding happens when there is already a common understanding
among the participants of the communication process.
10. The source and the receiver in the communication process can switch roles.

D
Communicating is like climbing a staircase; you have to go step-by-step to reach the
top. Moreover, you have to watch your steps, or you might set your foot into something
unpleasant and halt your way up. Let us go into the core of communication on our first step.

Here is a chatroom conversation between two classmates. Jacqueline is the class

fashionista who loves all that is trending in social media. Lee, the one with a laptop, is the
friendly and reliable go-to girl when it comes to information. She always has the right news,
and is very much willing to share her thoughts on different issues.

Read their conversation, then answer the questions that follow.

 Beep! Beep! (Message notification)

JACQUELINE
Mommy Leeeee!
LEE
Hi, Jacky! Wazzup?
JACQUELINE
Help naman!
LEE
Sure!
JACQUELINE
(Sends pics of colorful face masks)
Hindi ako makadecide kung ano ang isusuot ko for Monday to Friday.
Need kasi para alam ko kung ano ang ima-match ko na accessories.
LEE
Kailangan talaga matching?
JACQUELINE
Yessss.
Para sa face-to-face natin sa August, everyday, iba ang
look ko.
Actually dapat 20 masks ang piliin ko para for one month
na yun.
Baka kasi sabihin nila, ang bilis kong mag-ulit ng
OOTD. Ewwww!
LEE
Jackie...
JACQUELINE
And then, I saw this fashion vlog with OMG!
Napaka-stylish ng mga PPE! As in, who would think that a medical suit can be
used for fashion. Help me naman kung ano ang isusuot ko sa school.
LEE
Jackie, wait lang...
JACQUELINE
And also, there’s this line of fashionable face shields from Lazhapee! As in
they’re so cheap pero magaganda. Send ko sa ‘yo ang screenshots...

(Phone rings. Lee is calling, then drops the call before Jacqueline can answer.)

JACQUELINE
Why call?
LEE
Kasi, hindi kita mapatigil mag-chat!
JACQUELINE
Ay... Sorna!
LEE
Hindi pa naman tayo puwedeng mag-face to face sessions e.
JACQUELINE
Whaaaat?
LEE
Oo.
Wala pang go signal galing sa government na puwede na ang
 face to face sessions. Sa ngayon, pagdating ng August, online, modular, or
blended learning ang choices natin.
JACQUELINE
You mean hindi talaga tayo pupunta sa school,
as in never?
LEE
Yup. At kapag pinayagan na tayong
mag-face to face, hindi araw-araw ay papasok tayo sa school. Magiging limited
kasi ang mga students sa loob ng isang classroom.
15 to 20 lang.
JACQUELINE
Ay ganern?
LEE
Ganern talaga.
JACQUELINE
Tsss... Anyway...
Might as well ipili mo na rin ako para sa aking PPOTD?
LEE
PPOTD? Ano yun?
JACQUELINE
Profile Pic of the Day!
LEE


QUESTIONS

1. What means of communication does Lee and Jacqeline use?

2. What are the contrasting ideas of the two friends?
3. What makes it difficult for Lee to say her ideas at the start?
4. Jacqueline loves social media so much, but why does it seem that she is
misinformed about the latest modalities in learning?
5. Why is it easy for Lee to convince Jacqueline?
6. Have you ever been misinformed before? Where did you get the misinformation?
Who or what made you change your beliefs?

D
There are a hundred and one ways of defining communication, and countless
communication experts have given their interpretation of the communication process through
various contexts. For now, let us define communication based on the basic core – its root
word.

Looking into the etymology or the origin of the word communication, this may be
reduced into a simple Latin word: “unum” which means “one” in English. With this, we can
define communication as a process through which that participants end up with “one”
common understanding. This can also be termed as a “mutual understanding.” Hence, if the
participants in the communication process have not yet attained a mutual understanding of a
message, communication is not yet completed.

Participants in the communication process do not have to rely on written and oral
languages. Anything perceived by the senses can be used to communicate. For instance, a
baby cries to communicate that he or she is hungry or not feeling well; the odor of burned
rice may say that you have to rush to the kitchen and put off the fire; the color of your attire
may convey your mood; food tasters will know if the cooked passed their standards by
sampling the meals; and blind people rely on their touch to perceive the world around them.
What matters in communication is that the participants share and understanding of symbols
or codes, may it be verbal or non verbal. For example, one cannot appreciate a novel written
in “hanggul” if he or she does not speak or read Korean at all; the American Sign Language
will be meaningless for deaf mutes who are not taught this standard codes; and a Chinese
who slurps soup to convey that it is savory might be considered rude by cultures whose
manner of appreciating a well-prepared meal is through silent eating.

Communication may seem to be a process involving two or more persons, but the
fact is, this may take place with only one participant. This is intrapersonal communication, or
communication within a person. This comes in the form of self talk and meditation. Of
course, there is also interpersonal communication, which happens among participants, as in
the case of chat, dialogues, classroom discussion, and book reading. Finally, there is mass
communication, which takes place within a large group of participants. Social media vlogs,
TV and radio broadcasts, and newspapers are all tools for mass communication.

Time and space may affect but not prevent communication. We owe this to
technology. People who live hundreds and thousands of years ago can still communicate
today through their books of teachings. Moreover, long distance communication is becoming
faster and faster. A mail correspondence that took weeks to complete is now snail-paced
compared to emails and viceo conferences that link the participants at any pint in the wired
world in a snap.

Communication theorists attempted to explain the concept of communication through

models. Models are important because they are able to explain hard-to-understand abstract
concepts through simpler means. Here are some models of communication.

Models of Communication

1. Lasswell’s Model

Harold Dwight Lasswell presents a simple, linear model of communication

that signifies its process and function to society. He states that there are three
functions of communication:

a. Surveillance of the environment (the watchdog)

b. Correlation of components of society (the policy makers)
c. Cultural transmission between generation (the educators)
 What is clear about Lasswell’s model is the presentation of the elements of
communication, similar to the model used by Artistotle thousands of years ago.

Here is an application of Lasswell’s model.

Vince has a crush on Lee, and he plans about ways to get noticed by her,
although in a slow yet sure manner. Vince (WHO) scribbles a cute note that goes “Hi!
I hope we can be friends. – V” (SAYS WHAT) and sticks it in a pack of cupcake (IN
WHICH CHANNEL) which he secretly puts in Lee’s (TO WHOM) bag. He patiently
waits for the moment for Lee to see the cupcake. During recess, Lee sees the
cupcake in her bag, gets it and reads the note. She frowns a bit, curious of the “V”
who gave the gift, and gives the cupcake to her seatmate, Jacqueline (WITH WHAT
EFFECT).

2. Shannon – Weaver Model

This early model of communication emphasizes a factor that affects the

transmission of message through the channel – noise.

Noise is anything that disrupts the channel during the flow of message from
the sender to the receiver. Since Shannon and Weaver worked in a communications
company, they deviced this model in order to address the technical communication
issues they encountered. Putting this in modern context, this model explains how
poor signal and weak data may affect communicating using electronic devices.
 Let us go back to the story of Vince and Lee.

With his first attempt an epic fail, Vince plans to call lee through a voice
messenging app. He loads 50 pesos to his phone and subscribed for enough data to
make a call. At home, Vince contacts Lee, who answers the phone after only a ring.
Vince is caught by surprise and nervously stutters so badly that he cannot even
complete a sentence. Lee thinks that there is a bad sound reception and hangs up.
Epic fail number two.

What is the noise presented in this situation? Although Lee thinks that the
noise occurs in the transmission of data from phone to phone, the real noise is
actually Vince’s nervousness. His inability to voice out his words leads to stuttering
(POOR ENCODING) and later, to Lee’s inability to hear him (POOR DECODING).

3. Osgood – Schramm Model

This model of communication is unique because it is not linear; rather, it is

circular.

This form highlights the shifting roles of the encoder (source) and the decoder
(receiver). Also, this presents that communication does not really end with the effect
on the side of the receiver. There should be another element that serves as the
decoder’s reply to the encoder. This is feedback.

Vince is desperate after epic fail number two. Drastic measures are needed,
he thinks. He opens his little piggy back and gets 40 pesos. He vows to sacrifice his
afternoon computer shop hobby to gain more funds. By the end of the week, he has
prepared a basket of goodies that contain a chocolate bar, three red roses and a
small teddy bear keychain. He asks Iking to deliver the basket to Lee’s favorite
“tambayan” after class. Evening comes, and Iking texts Vince the news:
“Erp, nagustuhan yung pinadala mo... kinuha ni Jacqueline yung key chain,
kinain ni Lisa yung chocolate, and inuwi ni Gody yung roses. Oo nga pala. May
pinapasabi si Lee. Kahit siomai rice lang daw, solve na siya.” Feedback)

Did you notice how the roles of Vince and Lee sifts roles in the
communication process?
4. Dance’s Helical Model

This model is similar to Osgood and Schramm’s model because of their

circular nature. However, Dance gives an additional interpretation in order to explain
the dynamism of communication.

Dance explains that communication is dynamic or evolutionary. This means

that change must be result of communication, and this change must be constant as
communication progresses.

At last! Vince discovers that the key to getting close to Lee is siomai rice. The
following week, Vince hurries to be the first in line for siomai rice. Then, he
approaches Lee and her circle of friends who are having review sessions in a corner.
With his heart pounding and hands trembling, he walks towards Lee, uttered a feeble
“Hi!” and offered the siomai rice cup. Lee smiles as she accepts the food and thanks
the giver. Vince stays a while with the group as Lee eats her first spoonful. She
grimaces and gives the cup to Gody who its it in three spoonfuls. Embarassed, Vince
turns his back, but Lee suddenly speaks.
“Next time, bawasan mo ng toyo at alamang ha. At dagdagan mo ng bawang.
Pero thank you talaga!”

By this time, you should have noticed how the communication between Vince
and Lee progressed, from a confusing cupcake, to a failed phone call, to a useless
basket of goodies, to a very salty cup of siomai rice. You should have noticed also
how the feedbacks lead to improvement in the succeeding messages, and you might
already have a strong guess as to what will happen next. This is the dynamism of
communication.

5. Kincaid’s Convergence Model

 The last communication model presented in this SLM is similar to Dance’s
Helical Model in terms of presenting the evolutionary aspect of communication. But
Kincaid’s Convergence Model highlights the ideal end product of this dynamism: the
sense of mutual understanding.

Notice that the lines connecting Participant A and Participant B begins with
“and then...” to assume that there have been previous communication. The lines also
get closer and closer after every repetition until the participants join and establish
mutual understanding. Therefore, this model implies that effective communication
should be consistent and repetitive.

Let us go to the final part of Vince and Lee’s story.

First month. It has been the regular Monday-Wednesday-Friday habit of Vince

to treat Lee with siomai rice: four pieces, one scoop of alamang, a drizzle of soy
sauce and two scoops of garlic.
Second month. Vince regularly joins Lee’s circle of friends not just for after-
class snacksbut also for group activities. He has totally ignored DOTA and ML and
has developed a habit of studying, much like Lee.
Third month. Vince meets Lee’s mother for the first time in her home.
Accompanying Lee on her way home has become their favorite moment of the day,
which they spend cracking jokes and E.I.W.W. – Eating Isaw While Walking. They
just can’t get enough of street food.
Fourth month. Vince meets Lee’s father for the first time through a video call
(Lee’s father is an OFW in Saudi Arabia). The moment is not scary at all for Vince, as
Lee has talked much about him to his dad.
Fifth month. It is Vince and Lee’s first date in a mall. His budget is enough for
only two mango graham shake – buy one take one – which they enjoy while sitting on
the grass as if the park is their own, enjoying every second and dreaming of how to
spend every single day together.
“Prrrrrrrrrrt! Boy, bawal tumambay diyan!”
Vince wakes up on the shout of the security guard. He has slept on the grass.
The small basket in his hand has been emptied of the goodies he just bought.
Somebody stole it. “I will never play ML until 4:00 AM ever again!” he tells himself as
he stands up and plans for a comeback after epic fail number three.
 And that ends the story of Vince and Lee. It is fictional, but the process of
communication is set clearly. Notice how events progressed and deepened day after
day, and how shallow conversation became serious talk later on. This is the essence
of convergence.

This is also the reason why advertisers spend so much for frequent
commercial air time or persistent visuals everywhere. Since they want the consumers
to buy their product or avail of their services, they need to be consistent in “talking”
their way to the consumers’ preferences.

E
If you are an online learner, visit the link below to find information about other models
of communication. Pick one that strikes you most aside from those presented above. Copy
the drawing and explain it briefly. Then, using the characters of Vince and Lee, come up with
a short story to explain your chosen model. Send your report through platform identified by
your teacher.

https://www.communicationtheory.org

The rubric below will serve as guide and basis of your score.

Performance Score
4 3 2 1
Areas
Summarization The chosen model The summary The summary No summary
is clearly presented lacks lacks supporting is presented.
summarized. essential points. points.
Application The short story is The short story is The short story No relevance
well written and well-written, but the lacks the at all.
contains the essential points are necessary
essential points not clearly elements to
related to the presented. explain the
model. chosen model.
Form The work is highly The work lacks The work has The work has
organized with very organization in form several errors in serious errors
minimal or no flaw with minimal flaw in writing (3-4 in form and
in grammar and grammar. errors) organization.
composition.

If you are a modular learner, choose two of the five models of communication
presented above. On a sheet of paper, write a communicating experience you have had and
relate it to your chosen models. Refer to the stories presented above for examples.

The rubric below will serve as guide and basis of your score.
 Performance Score
4 3 2 1
Areas
First model The short story The short story The short story No relevance
contains the misses the lacks the at all.
essential points essential points necessary
related to the related to the elements to
model. model. explain the
chosen model.
Second model The short story The short story The short story No relevance
contains the misses the lacks the at all.
essential points essential points necessary
related to the related to the elements to
model. model. explain the
chosen model.
Form The work is highly The work lacks The work has The work has
organized with very organization in form several errors in serious errors
minimal or no flaw with minimal flaw in writing (3-4 in form and
in grammar and grammar. errors) organization.
composition.

If you are a blended learner, you may choose one of the two activities, whichever is
most accessible to you at this point.

E
At this point, have you ever realized that we cannot NOT communicate? Living in a
society, we should be engaged in a constant sharing of information, and as technology
changes our lives, it also changes our power to inform and be informed.
In the 21st century, information is practically in our fingertips, especially if we have the
handy smart phone opening the doors of the whole world right in front of us. As post-
millennials born in the age of information and raised to become dependent on technology, it
is proper to reflect for a while and look into the scenario if suddenly, information ceases.
Imagine that one day, you wake up to find no internet, libraries, and cell phones.
There are no newspapers and magazines to read, no radio programs to listen to, and no
television shows, vlogs or movies to view.

On a sheet of paper, answer the following:

1. How would you be informed of anything now?
2. Through what ways would you have to communicate with one another?
3. How would you share information and communicate news and events?
4. What would happen with the decisions you usually make?
5. How would it affect the way you live?
6. What would you personally miss most in such a situation?
7. What would society lose in this situation?
 E
By this time, you have known that communication is an ever-changing process, and
as the means of communication changes, so does the communicator. How much change
have you experienced as technology improves and magnifies the information available for
you? Has your means of relating to others changed as well?

Here is a supplementary reading material that will give additional input to our
discussion. Read this and make this a part of your reflection later on.

Effects of Social Media on Communication Skills

By Prof. Chetan R. Bhamare
M.A., B. Ed. English
RJSPM-ACS College, Pune

The emergence of social media has created a new avenue for facilitating
daily information and communication needs. As technology grows and expands
our range of communication, social media is becoming a vital tool for daily social
interaction. It creates opportunity for people to interact with each other in a way
that is both helpful and essential to socially motivate people. The rapid fire quick
communication style that captivates the millennials and other generation has
shifted our conversations from ‘face-to-face’ instances to ‘through –the-screen’
ones.

Social Media is described as the collection of online communication

channels dedicated to community based input, interaction, content sharing and
collaboration. Some of the commonly known communication websites are
Facebook, Twitter, Instagram, and Pinterest. With the help of this websites
people can share memories, reconnect with friends, plan events, and
communicate almost instantaneously. The social media has positive as well as
negative impacts on communication skills.

Social networks have become the central facilitator for daily

communication with peers, family and acquaintances. It is affecting our
relationships and decreases the quality of inter-personal communication. Another
impairment of communication skills caused by the extensive use of social media
platform is the impoverishment of language. Using messengers’ people often use
shortened versions of words in order to type and deliver their messages as
quickly as possible. Shortened versions like “k”, “ttyl”, “ur”, “der”, “gr8”,”cu”,”tc”
and so on completely ruins the grammar and syntax. It also develops the use of
slang terms and sometimes people tend to forget that they are neglecting the
beauty of language when they are online busy with the social media.
 Social media and online communication is believed to be having adverse
effect on social skills and communication among adolescents. Long ago, the time
when social media did not exist and social communication and interaction were
the only way of communication. In the era of technology, social media
interactions now dominates both online and offline conversations. In a society
where interacting and over-sharing is the norm, you are probably more likely to
speak to friends and family through electronic devices than face-to-face. Often at
events or parties, guests are attached to their smart phones twitting or texting,
but no one is truly engaging or interacting with the people around them. As more
generations are born into the social age, social media will continue to be the
favored communication form among young people. However, this shift may begin
to affect their ability to properly communicate in person with peers.

“Communication is constantly evolving, some people are used to seeing

their friend’s online avatar as if the face”. There is a greater desire to share with
other people you barely know, than actually hanging out with friends and making
memories. At the end of the day, nothing can replace face-to-face conversation
and interaction. Despite the explosion of online endorsements and social media
dialogue between individuals and brands, researchers have found word-of-mouth
exchanges and in-depth conversations are still most influential.

Whether or not people want to accept it, social media has several
negative impacts on their daily lives. We cannot deny the fact that social platform
is very helpful providing news, gossips, and to keep in touch with friends and
family, but we cannot afford it to become the focal point of our lives. The access
that people have on the internet and social media specifically has become too
easy. It has made the language lazy and thus resulting people uninterested in
meeting others in person, which eliminates any chance of deep and meaningful
conversation. People have started losing their ability to communicate efficiently,
which is a testament, to what kind of total control social media has over their
lives. Overall, social media can be beneficial if used wisely and in the proper
proportion. So, it is easy to conclude that the negative impact of social media far
outweigh any benefits that they may provide to society at this juncture.

A
This will serve as your reflection on the lesson discussed. While there are no right or
wrong answers, your response will serve as your journal towards becoming a media and
information literate individual.

Answer the following questions?

1. Which part of the lesson strikes you most? Why?

2. How can this lesson help you become a media and information literate person?
 A
After the discussion of the principles of communication and the models develop to
explain them, it is time for you to design your own model of communication. Observe how
you and the people around you communicate: a toddler learning his or her first words; the
neighbors spreading fresh gossip; friends chatting on social media, and others. Develop your
model based on what you observe. On a sheet of paper, sketch its form and write a short
paragraph to explain it. Provide also a practical scenario that supports your model.

The rubric below will serve as guide and basis of your score.
Performance Score
4 3 2 1
Areas
Content The complete idea The ideas are The idea lacks No supporting
is clearly stated vague, lacks focus. supporting points. points.
Practicality The practical The answers are The answers No relevance
scenario is aligned somewhat have a little at all.
to the given idea. misleading. relevance to what
is asked for.
Mechanics and Written answers Written answers Written answers Written
Grammar have no errors in are relatively free of have several answers have
word selection and errors in word errors in word serious errors
use, sentence selection and use, selection and in word
structure, spelling sentence structure, use, sentence selection and
and capitalization. spelling and structure, spelling use, sentence
capitalization. (1-2 and structure,
errors) capitalization. (3- spelling and
4 errors) capitalization.
 Introduction to Media and information
I Literacy
MOST ESSENTIAL LEARNING COMPETENCY
Identify the similarities and differences between and among media literacy, information literacy, and
technology literacy

OBJECTIVES
At the end of the lesson, you are expected to
1. Make a personal assessment of one’s media and information engagement;
2. Define the key concepts (media, information, technology literacy, and media and
information literacies);
3. Align one’s personal engagement with media to the key concepts of MIL

I
Welcome back, dear students! I hope your first week of learning in the new normal
turned out quite well. If you find the new modalities, kind of hard, don’t worry. We’ll get used
to such in no time!

Previously, we discussed the elements of communication and looked into various

models of communication from various experts. Later on, you attempted to explain your
understanding of communication by conceptualizing your own models. Did you adopt the
previous models in your personal work, or did you try to make it much more original. No
matter what design you did, cherish it well because that is your own, and your understanding
of the communication process is worthy of respect.

By the way, the first week’s content serves as an “appetizer” to the “main course”,
which begins today. I believe you are much more conditioned now for an “MIL feast.”

For this module, the most essential learning competency that you are expected to
attain is:

 to identify the similarities and differences between and among media literacy,
information literacy, and technology literacy.

So, are you all set? Then let’s continue, and may every turn of the page be a
delightful learning experience for you!
 I MY MEDIA LOG

Let us begin with personal assessment on exposure to and use of media. Think
about your past week and note down your interaction with media or information providers
(internet, newspaper, TV, radio, books, movies, and others). Write the number of hours you
spent with each one. Then, check the main reason for your media engagement
(leisure/entertainment, learning, or communication). You don’t have to be very precise in
your numbers; you may provide a good estimation in case you cannot provide a detailed log.
On a separate sheet of paper (or on a word document for online learners), copy the table
and fill it up with your answers. Feel free to add on the list, or to delete rows that are not
applicable for you?

Media or Information Provider Number of Reasons for engagement in such media

hours Leisure/ Learning Commu- Others
spent in a Entertainment nication (specify)
week
1 FaceBook
2 Messenger
3 Instagram
4 YouTube
5 Spotify
6 Twitter
7 Wattpad
8 Television
9 Radio
10 Printed Newspapers
11 Printed Books
12 Comic Books / Magazines
13 Zoom / Google Classroom
14 Netflix
15 GMail / Yahoo Mail
16 Gaming App
17 Others
TOTAL NUMBER OF HOURS

After accomplishing the list, go over it, and reflect on your media engagement. Here
are some questions to guide you in your reflection:
1. Which media or information provider do you normally use?
2. We all have 168 hours in a week; how many hours do you usually spend on
media?
3. During this quarantine period, how do media play a crucial role in your day-to-day
activities?
4. What are positive and negative changes that media brought to your daliy
activities?
 I
IDENTIFY THE LITERACY

Read the statements below and classify to which literacy they belong. Write the statement’s
number on the corresponding column.

11. I can tell if news is fake or true.

12. I know that visuals in a movie are needed in storytelling.
13. I choose the best children’s book for my younger siblings.
14. I can operate a DSLR camera.
15. I analyze survey results.
16. I decide which medium is best used for a specific purpose.
17. I use Adobe Pro CC as my editing tool.
18. I outline the information from a book before I paraphrase them.
19. I assess all available natural light sources before a shoot.
20. I consider the TV as a powerful educational gadget.

Media Literacy Information Literacy Technology Literacy

D HOW “LITERATE” AM I?

“Literacy, most especially amongst the children and youth, is one of the key factors
that determine how well a country progresses in this rapidly-changing world. We have an
unfortunate reality where some Filipinos, both young and old, are still struggling with their
literacy skills,”
- Rommel Fuerte, Executive Director of World Vision in the Philippines.

With a 97.95% literacy rate among the 15-24 years old bracket, the Philippines is
considered as the most literate country in South East Asia, based on a report by United
Nations. At first glance, this is something to be proud of. But as we think about the numbers,
we might ask ourselves, how literate are we?

I will never forget that moment when I was in college, when, during a religious
ceremony, a classmate misread a written text and in so doing, offered prayers for the eternal
repose of the soul of a person who was still very much alive and present attending that
religious gathering. The presider of the ceremony, while controlling his anger, correctly read
the text and apologized in public. It was an embarrassing moment, but what came after was
a bigger blow: we were called “semi-literates.”

So I am posing a question that triggered me when I was young. Is being literate just
the same as being able to read and write, or is there something more beyond that?

Activity:
Rate yourself on a scale of 1 to 10, with 10 being the highest. How literate are you?
Then, explain your rating using the format below:

“I give myself a _____________because ___________________________

____________________________________________________________
____________________________________________________________

D
DEFINITION OF TERMS
By this time you have already in mind the basic concepts of media literacy in which
we can use that as a springboard for our further discussions regarding different MIL literacy.

1. Literacy
The ability to identify, understand, interpret, create, communicate and
compute, using printed and written materials associated with varying contexts.
Literacy involves a continuum of learning, wherein individuals are able to
achieve their goals, develop their knowledge and potential, and participate fully in
their community and wider society. (CHED, 2016)

The ability to read and write is just a small portion of literacy. Besides, there is
just more to reading and writing than knowing the alphabet, forming words out of
it, and knowing the meaning of each word. What is more important is for you to
have the ability to use the words for the right purpose.
Why do some neighboring Asians come to the Philippines to study English
Language? Basically because they need to put into practice the language by
conversing with other people who can also speak well using the target language.
If they will only use English language the way they learn it from school they
cannot fully understand the different options by which a discourse can be used.

2. Media:
The physical objects used to communicate with, or the mass communication
through physical objects such as radio, television, computers, film, etc. It also
refers to any physical object used to communicate messages. (CHED, 2016)
 Megaphones and microphones are sound devices which can be used to
amplify volume and for that purpose they are considered media. Today media
has been classified as traditional and modern. All forms of media may it be digital
or online context is considered modern.

Media, in the light of mass communication, must always have a sense of

credibility and dignity. To do so, media must pass through an editorial process
that ensures the dignity and legality of the information being conveyed.

3. Media Literacy:
The ability to access, analyze, evaluate, and create media in a variety of
forms. It aims to empower citizens by providing them with the competencies
(knowledge and skills) necessary to engage with traditional media and new
technologies. (CHED, 2016)

(Take note of these four key words: access, analyze, evaluate, and create.
Therefore, in order for a person to be considered FaceBook literate he or she
must be able to:
 create an FB account and surf for FB content;
 check if the content found is true or fake;
 decide whether it is worth sharing or worth reporting for violations,
and;
 post different contents that are also worth liking and sharing.

4. Information:
A broad term that covers processed data, knowledge derived from study,
experience, instruction, signals or symbols. (CHED, 2016)

The key word in this definition is “processed data.” For instance, if a person
just declares, “This plant is an effective cure for the virus”. We cannot right away
consider his or her statement as information unless there are supporting facts to
this declaration. Now, can we say that a fake article found in social media is
information? It can still be considered as information, although further analysis
will lead us to discover that it is wrong information. This issue leads us to the
need for information literacy.

5. Information Literacy:
The ability to recognize when information is needed, and to locate, evaluate,
and effectively communicate information in its various formats. (CHED, 2016)

Since there is always a need to evaluate information, literacy on this matter is

also very essential.
Take for instance the need for parents to be informed regarding the new
learning modalities of education. Before any information related on the issue at
hand is given to parents, the sender must ask first the following:
 Do parents still need this new information?
 Where will I get the facts regarding these new learning modalities?
  Are all these new modalities applicable, considering the (the)
resources that the families (concerned) have?
 How would I inform parents regarding this? Should I invite parents
for a meeting, prepare pamphlets for them to read, or engage
them in an online meeting?

6. 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. (CHED, 2016)

The “new normal” has drastically changed the educational system, and with
all the modalities of learning, there stands one factor that is common to all
modalities: “distance learning.” In order to execute distance learning properly,
teachers must be technology literate, meaning he or she must be able to find,
design and use technological tools for learning. Zoom and Google Classroom are
technologies that enable distance learning for those with good internet access.
But then, there must be good alternative technologies as well. FB Messenger
may be a good means for students with limited online access, and printed
modules are perfect learning materials for many who do not have good access to
new media forms.

Another aspect of information literacy touches on ethical implications on the

use of technology. Hence this type of literacy may be explained as this:

Information Literacy includes the competencies to be effective in all stages of

the lifecycle of documents of all kinds, the capacity to understand the ethical
implications of these documents, and the ability to behave in an ethical way
throughout these stages.(CHED, 2016)

Even if it is already a common knowledge that everything can be found in the

internet, it also has the ability to filter content that is judged as unfit. That is why
we can already encounter instances of deleted or blurred post, and we have rules
to follow in order to protect all netizens against the harm that new media can
bring. All of these come up because of strong grounds on information literacy.

7. Media and Information Literacy:

The essential skills and competencies that allow individuals to engage with
media and other information providers effectively, as well as develop critical
thinking and life-long learning skills to socialize and become active citizens.
(CHED, 2016)

UNESCO (United Nations Educational, Scientific, and Cultural Organization)

strongly supports media and information literacy. In an article published online,
UNESCO states that:
 People across the world are witnessing a dramatic increase in access to
information and communication. While some people are starved for information,
others are flooded with print, broadcast and digital content. Media and
Information Literacy (MIL) provides answers to the questions that we all ask
ourselves at some point. How can we access, search, critically assess, use and
contribute content wisely, both online and offline? What are our rights online and
offline? What are the ethical issues surrounding the access and use of
information? How can we engage with media and ICTs to promote equality,
intercultural and interreligious dialogue, peace, freedom of expression and
access to information?

Consider our society today as a melting pot of knowledge, culture, and

beliefs, and we must admit that all of these do not blend together. Media comes
in like fuel that can fire up the content of our pot. If we do not attend to this fire,
we will end up with useless content. But if we are careful enough, then countless
ideas that define today’s generation will not lead to misunderstanding, but to a
harmonious society shared by all. Yes, the definite goal of MIL is to promote
peace in a world confused by too much information.

E REFLECTION

It is reflection time once again! Now, I want you to focus on two questions to answer:

1. In your opinion, what makes an individual literate in media and information?

2. What activities/habits do you practice which illustrate media and information
literacy? Give at least three examples.

E
Imagine yourself as a content creator. The DepEd Schools Division Office in your
locality commissioned you to produce an educational content in any form that would serve
as supplemental learning materials for distance learning. Keep that topic in your mind as you
accomplish the media and information design framework matrix below:

Component Guide Questions Your Answer

Target Audience Who is the intended
audience? (Choose a
specific grade level)
Sender / Author Who is the producer?

Purpose What is the purpose of your

work?
Key Content What is the topic?

Form / Style How can I present this

information? How would this
affect my audience?
Medium / Format What platform will I use?
Why?

Be imaginative in establishing the situation that you will present. Take this situation
as an example.
Arnold has been commissioned by the Schools Division of Cavite to inform the
families living in Sitio Balagbag Araw, a remote community in the uplands near Tagaytay
City, about the new modalities of learning. He accomplished this media and information
framework as his guide:

Component Guide Questions Your Answer

Target Who is the intended The families living in a remote upland barrio.
Audience audience?
Sender / Who is the producer? The Schools Division of Cavite.
Author
Purpose What is the purpose To inform the community about the new modalities
of your production? of learning.
Key Content What is the topic? Due to the COVID 19 pandemic, DepEd shall
employ new modalities of learning in order give
students access to education even if they do not
report to school. The new modalities to be used
shall depend on the availability of resources in the
community.
Form / Style How can I present Since the people who will benefit from my work live
this information? How in a remote area with little access to modern means
would this affect my of communication and do not have a steady
audience? electricity supply, my presentation must not focus
on content that requires the use of modern media
equipment.
Medium / What platform will I I found out that the most popular medium used in
Format use? Why? the sitio is the radio. Therefore, I will produce a
radio program to inform the community members
about the new modalities of learning.

Now is the time to craft your own situation. Get your tools ready and complete the
matrix presented above.
 E
MY MIL PHONE

Your phone reflects who you are; the apps that

it contains speak of your preferences, engagements
and connections. If you are media and information
literate, what would your phone feature?
Fill this blank phone template with icons of
apps that you think are important tools for media and
information literacy. Then, provide a 1-sentence
explanation for each app that you place on the phone
template. You may use the format below for your
explanation.

Name of app Explanation

1
2
3
4
5
6
7…

A
A while ago, you did your first work as a “content creator.” For some, that could be a
brand new experience; for others who are used to creating vlogs and memes, this could
already be a familiar ground. Regardless of what your case may be, everything boils down to
the fact that it is your responsibility to be media and information literate individuals, and
whatever medium you use, you must always keep in mind to aim not for anything popular,
but rather, for something that is proper. Do promise that you will work on this, okay?

MY PROMISE

Fill in the space with what you promise to do to be truly considered a media and
information literate person.

 As a MEDIA LITERATE person, I will _____________________________

___________________________________________________________.
  As an INFORMATION LITERATE person, I will _____________________
___________________________________________________________.

 As a TECHNOLOGY LITERATE person, I will ______________________

_________________________________________________________.

A
Identify if each statement as ML for media literacy, IL for information literacy, and TL
for technology literacy.

_______________ 1. It is best to use Filipino language in our focus group

discussion with the farmers.

_______________ 2. The memes I regularly post on FB gets an average of

20,000 likes.

_______________ 3.The survey results show that there is a need to educate the
children about proper nutrition.

_______________ 4.Google translator is not the perfect means to translate your

speech to various languages.

_______________ 5. The director should have put more close-ups of the actress
because of her expressive face.

_______________ 6. Incorporating a sign language interpreter in the news

program is essential for the non-hearing members of the
community.

_______________ 7. I found out that my girlfriend prefers to hear me sing rather

than to receive flowers.

_______________ 8. The actor’s eyes are always sad; he deserves to play that
role in parasite.

_______________ 9. Video and music can be embedded in a PowerPoint

presentation.

_______________ 10. I can do photographic wonders with my phone camera.

 Responsible Use of Media and
I Information
MOST ESSENTIAL LEARNING COMPETENCY
Discuss responsible use of media and information
OBJECTIVES
At the end of the lesson, you are expected to
1. Identify the dangers the internet might post to the unwary user;
2. Exercise responsible use of media
3. Make a stand against the issue of cyber bullying and other irresponsible use of media.

“In formal education, the teacher is the central influence on the students in the
classroom. In informal education, the mass media – print, radio, and especially television –
are the teachers of the biggest classroom ever, the world outside the school, including the
home” (Lagerwey, 2014)

And we are now in week three! Congratulations for remaining eager to learn this far.
By this time, you should already be getting a hang of the new modalities of learning. By this
time also, you should have been so exposed to media, much more than how you have been
exposed the previous years. This is my personal realization in the new normal, and i guess
you have observed the same. During the times when we were stuck in our homes due to
quarantine, media became our wide window, and while we could not go out, media became
our virtual get-away vehicle.

I began this lesson with a quote from Fr. Cornelio Lagerwey, MSC to highlight the
fact that media has become our greatest influencer. As we get more and more exposed to
media, we get to see not just the positive stuff that it can offer. Much negativity lurks around
as well, and we pray that we do not contribute to such negativity around.

Just recently, there has been a rant over the uploaded video of a certain content
creator popular for hard-hitting commentaries on social issues in short film format. In this
particular video, the creator aired his sentiments regarding online classes. While some
netizens lauded the creator’s courage in airing out negative concerns over the internet, many
were outraged on how online teachers and learners were portrayed. Petitions to remove the
post circulated, and some netizens called for a more responsible use of media.
LET’S BEGIN WITH SAMGYUPSAL

Who could not resist thinly-sliced fresh meat sizzling on a grill, a steaming hotpot of
goodies, and a horde of spices, condiments and side dishes within your reach (unless you’re
a vegetarian)? Pigging out with this feast can be in anybody’s bucket list. Now, supposing
that your friend tagged you along a Korean eat-all-you-can restaurant, then asked you not to
eat anything while the rest devours samgyupsal to their heart’s content, what would you do?
Or should I ask, is that possible? With a feast before you, you can’t help but eat. The
question on how much food you can take or whether the stuff you eat would not compromise
your health becomes the secondary concern. With a feast before you, everything becomes
irresistible.

That happens when you open yourself to media. Your computer or smart phone turns
into a “warp zone” that allows you to live in a different world. The same is true with every
book or newspaper that you read, every poster you look into, every TV show you view, and
every radio program you listen to. These worlds are all exciting, and we might forget the
dangers that go with it.

Bing (2014) San Soo Gab San. Photograph.

https://www.flickr.com/photos/85508296@N0
0/15373300902. Licensed under CC BY-NC-
SA 2.0
https://creativecommons.org/licenses/by-nc-
sa/2.0/?ref=ccsearch&atype=rich.

Choose the letter of the best answer.

1. The first rule of netiquette is:

a. God sees you.
b. Act before react.
c. Remember the human.
d. Think before you click.

2. Using ALL CAPS in your electronic messages implies that”

a. Zyou are happy
b. you are shouting
c. you have a very important message to say
d. you are demanding others to read your post
3. What is a social media troll?
a. a spy
b. an online seller
c. a person who always wish you good luck
d. a person who intentionally post offensive things online to provoke
others

4. In posting a comment on an attached article in social media, you should:

a. just use an emoji.
b. react as quickly as possible.
c. read the article first before reacting.
d. share the article only to your closest friends.

5. During online meetings, which is the most polite way to say in breaking into
the conversation?
a. Excuse me…
b. May I butt in?
c. Permission to speak…
d. Say nothing at all, even when it is called for.

6. To flame means to:

a. send insulting posts
b. react as quickly as possible.
c. read the article first before reacting.
d. share the article only to your closest friends.

7. The practice of sending emails in order to access somebody else’s personal

information such as passwords and credit card numbers in called:
a. cyber bullying
b. falsification
c. phishing
d. scamming

8. Forwarding or posting email messages that you received is allowed only if:
a. the sender is a close friend.
b. the email message is not copyrighted.
c. the sender of the email has given consent.
d. a contract has been signed by you and the sender.

9. A spam mail is:

a. confidential
b. official
c. spicy
d. unwanted

10. Republic Act 10627 aims to protect students from:

a. adult websites
b. bitcoins
c. cyber bullying
d. online gaming addiction
 D
LIVING IN THE DANGER ZONE

The internet can be a dangerous place to explore for an unguarded individual. Think
about the different dangers of the internet, and write them around our friend, Lee.

D
Unfiltered. This is a word that has become so popular among millennials. This has
been a tag for all those who wish to speak up or speak out with no holds barred. It’s freedom
of expression. It is being honest and letting others see you as you are. This could be good,
but not in all contexts.

As media and information literate persons, we should have a filtering mechanism in

what we express. It is true that everything can be said and done with media, but not
everything MUST be said and done. We take into account our responsibility in using media
for our good as well as for others so that we would not be contributors to the dangers that
media could pose to others.

In social media, this is called “netiquette” or etiquette (good manners) in using the
internet. Now that students are very much into distance learning, netiquette becomes a very
essential rule of thumb. With your classmates and teacher beyond your physical reach, you
become much more in control of your time and resources. With this, there is a need to put
the brakes.

Do you recall the Golden Rule? “Do unto others what you want others do unto you.”
This is the timeless reminder for all of us to treat others that ay we want ourselves to be
treated. In the Age of Communication, when progress in the society is equated with modern
communications technology, one rule of netiquette is regarded as the first and Golden:
“Remember the Human”. This is a reminder that despite the dominance of artificial
intelligence in the world, the prime concern of communication remains humanity.

So how can humanity be uplifted? The following is a conglomeration of various rules

to follow while engaging in media. However, take not that this may look custom-made in the
context of the internet, but this can be well applicable in all media engagements.

The online portal of University of Chichester in England posts this simple yet
straightforward general code of conduct for students, which may be applied even for
engagement in the use of the internet:

Act
 in accordance with all (school) regulations;
 within the law;
 with respect for the dignity and rights of others, irrespective of their
background;
 with respect for the property of others and the proper use of (school) facilities;
 with regard to the health and safety of others;
 with regard to the (school’s) good reputation;
 with honesty.

Furthermore, the university set these golden rules for online engagement:

 If you wouldn’t say it to someone’s face in a public place, don’t say it online.
 Don’t rely on privacy settings – anyone who can see your content can
download it, copy it, take a screen shot and then share it publicly.

As you go online, you leave behind traces of yourself. It is just like leaving your
footprints on a freshly-cemented pavement. Online, you leave behind the “digital footprint.”
This is a data of your interactions in the digital world. It is the public record of what you said,
what is said about you, what you liked, forwarded or shared, and where you have been at
any given time. Since every click that you do online can be recorded, you have to be
responsible for every click. The same goes with everything that you search or Googled,
although this is less public compared to your normal posts.

The following set of strategies to safeguard one’s digital footprint is also proposed:
What will your strategy be?

You may want to:

 think about what you want your social media use to say about you
  consider what you want to achieve, and which tools would be best for the job
 keep your personal and professional identities separate
 check security settings regularly
 communicate positively, not negatively
 choose quality over quantity
 Google yourself regularly
 untag yourself from photos or posts that could show you in a negative way

Make sure you don’t:

 use social media to complain or vent frustrations
 share personal pictures or information that will reflect badly on you
 announce when you’re on holiday (and leaving your home empty)
 express concerns about others, even if you think you are anonymous
 connect with people you don’t personally know, or at least without there being
a purpose for the connection
 forget to log out of shared machines

In addition to this, the responsible user of media and information must be careful in
using the following:
 strong language – EVEN SIMPLE WORDS CAN LOOK STRONG AND
COMMANDING WHEN SET IN ALL CAPS, MUCH MORE WHEN USED
WITH EXCLAMATION POINTS!!!!!! Using such is the same as yelling.
 humor and sarcasm – Jokes might sound differently in social media posts and
might be misinterpreted. Remember that not all share common humor; what
is fine to one can be hurtful to another.
 grammar and spelling – It is all right to talk to your friends using emojis  ,
fancy spelling (j3j3mon bhe lyk) and millennial abbreviations (LOL, GG, BRB),
but these can be impolite in conversing with elders and superiors.
 flood messaging – in group chats, flood messages push away much more
vital communication. Doesn’t it sound annoying when somebody tells you to
back read after a lengthy flood message?

E
One important concern regarding the responsible use of media is cyber bullying,
which is described in the “Implementing Rules and Regulations of Republic Act No. 10627
(Anti-bullying Act of 2013)” as:

“any bullying done through the use of technology or any electronic means. The term
shall also include any conduct resulting to harassment, intimidation, or humiliation, through
the use of other forms of technology, such as, but not limited to texting, email, instant
messaging, chatting, internet, social media, online games, or other platforms or formats as
defined in DepED Order No. 40, s. 2012.”
 Have you been cyber-bullied, or have you cyber-bullied someone before? I hope not.
Such is proven to be a traumatic experience, and worse, this not an isolated case. In 2019,
UNICEF Philippines posted a press release on the status of cyber bullying in the country.
Read this document accessed from www.unicef.org/philippines.

Online bullying remains prevalent in the Philippines, other countries

Cyberviolence affects almost half of Filipino children aged 13-17

MANILA, 6 September 2019⁠—One in three young people in 30

countries said they have been a victim of online bullying, with one in five
saying they skipped school due to cyberbullying and violence, according to a
new poll released today by UNICEF, the United Nations organization working
for children’s rights.

In the Philippines, latest national data show that cyberviolence affects

almost half of children aged 13-171. The prevalence of cyberviolence for
males (44 per cent) is almost the same for females (43 per cent).

One-third of cyberviolence experienced by Filipino children are in the

form of verbal abuse over the internet or cellphone, while a fourth are through
sexual messages. More females received messages of sexual nature or
content than males. However, twice as many males than females reported
having their nude body or sexual activities, whether real or falsified, shown on
the internet or cellphone.

Violence against children, in all forms including online bullying or

cyberbullying, has devastating effects on the physical and emotional wellbeing
of young people. This can create lasting emotional and psychological scars,
even physical harm. It is particularly challenging to address since children are
vulnerable and have easy access to the internet, making them easy targets of
online violence.

In the UNICEF U-Report poll conducted in June 2019, almost three-

quarters of young people from 30 countries said that social networks including
Facebook, Instagram, Snapchat and Twitter are the most common platforms
for online bullying. Being connected online means that school no longer ends
once a student leaves class, and neither does bullying.

The U-Report further revealed that 32 per cent believe that the
government is mainly responsible in addressing online bullying, 31 per cent
said that young people are responsible, while 29 per cent said internet
companies. These show that opinions are equally divided on who should be
responsible for ending online bullying – highlighting the need to involve
children and young people in the shared responsibility.
 UNICEF is calling for urgent action to implement policies that will
protect children and young people from bullying – both online and offline.
Addressing the problem requires action from all of us.

Establishing and equipping national helplines to support children and

young people in reporting violence is a concrete step. Training teachers and
parents to respond to and prevent bullying will ensure the safety of children
and young people, particularly the most vulnerable ones.

Gathering better data about the online behavior of children and young
people, and how criminals are using the internet, will guide policies and action
plans.

UNICEF is also urging social media and social networking service

companies to improve ethical standards and practices in collecting and
managing information of children.

E
WWYD (What Would You Do?)

Below are three situations. Respond to one of these based on the indicated
modality. Send your answers either in electronic or handwritten format, whichever is easier
for you.

For Online Learners

You are tasked to facilitate a group session via Zoom or Google Meet. You
allotted five minutes to discuss the house rules to follow during your online meeting. Prepare
the content of the first five minutes of your discussion. Write it in essay format.

For Modular and Blended Learners

You have opened a Group Chat for your class. After a day of conversation in your
GC, you realized that information is not efficiently relayed because other group members mix
up official and informal conversations. List down the steps that you will do in order to prevent
unnecessary messages and promote efficient correspondence.
 E
Here is another set of differentiated activities. As one activity if for online learners and
the other one for modular learners, those who take up blended modality has the option to
choose which one is more doable for him or her.

FOR ONLINE LEARNERS

1. Obtain access to Deped Commons. Go to https://commons.deped.gov.ph/. To those

who use data, do not worry. This site does not incur charges.
2. Sign up by providing the following information: (Column 1)
a. Select whether your school is public or private
b. Type your school name or your school’s ID.
c. Select if you are a student or teacher
d. Type your name
e. You may choose to type your email address also.
f. Click “Save”
3. After clicking, you will be moved to this page “Grade Levels” (Column 2). Click
“Spotlight” button.
4. In “Spotlight” (Column 3). You will find “Cyber Safety” button.

1 2 3

5. You will be led to three interactive modules for children on the topic “Cyber Safety”.
These are “Be a Buddy not a Bully,” “Some Things are Not Worth Sharing,” and “Add
Friends Not Strangers.” Feel free to navigate through the page and find out how
cyber bullying is taught to younger children.
FOR MODULAR LEARNERS

1. Study the infographics above taken from www.broadbandsearch.net. These are

mental health problems that stemmed from cyber bullying.
2. Think about an actual case that you know. Were these effects manifested in the
cyber bullied person? What support system was used to help him or her? Take note
of these information.

A
Here is one reminder before we go to your reflection activity:

Remember that even outside school premises, you hold on to the name of your
school. You will be known as that student coming from that school and not just as any
private individual. I recall the instance when somebody faked the cancellation of class
FaceBook post of the Governor of Laguna, which resulted to confusion and loss of credibility
of other weather update post that came after that. The issue was not ignored, and tracing
was done as to who created the fake post. Comments in the inquiry posted on FaceBook led
to a certain high school student, studying in a certain school in Calamba. Indeed, you as a
student, carry not just your name, but your school as well both in the real and online world.
RESPONSIBILITY WALL

Some schools feature a Freedom Wall where students can write anything they
wish, unfiltered. Let’s reverse the situation create a responsibility wall, where you can write
slogans that promote responsible use of media and information. Design the wall as you wish,
but make sure that what you write follows the etiquette of communication. By the way, I used
the wall as a symbol because responsibility on media touches not just what we watch see or
hear on TV, radio, printed materials, and internet. Sometimes, our walls become platforms
where we can practice responsibility on media.
You may wish to design this wall digitally, or on paper, depending on your modality.

A
For Online Learners

Recall the modules you have just viewed in DepEd Commons. Set yourself in the
context of a seven year old child. Do you believe that the modules are fit for young children?
Explain why. Also, if you were to design a module for senior high school students, what
would it contain, and how would it be told? Organize your thoughts on a 200 to 250 word
essay.

For Modular Learners

1. Using the information you have previously gathered. Write a short report about the
effects of cyber bullying to a child. In order to protect the identity of the persons
involved, change their names, as well as other recognizable details. Briefly narrate
the story of the person.
2. If the child has already recovered from the effects of cyber bullying, explain how the
process of helping the cyber bullied child went. If he or she is still in the process of
recovering, briefly narrate the procedures being taken now.
3. Mention in your report how the family plays a very important role in helping the
bullied member.
4. Write a 450 to 500 word essay on this topic. You may use the language you are most
comfortable with in your writing. Make sure you conclude your essay with your stand
against cyber bullying and other irresponsible use of media.
 The Evolution from Traditional to
I New Media
MOST ESSENTIAL LEARNING COMPETENCY
Explain how the evolution of media from traditional to new media shaped the values and norms of
people and society

OBJECTIVES
At the end of the lesson, you are expected to
1. Enumerate notable media features on the four ages of media
2. Relate the concept of the Internet of Things in the current situation
3. Explain the roles of media in a democratic society
4. Project future media trends

By Willy Stöwer, died on 31st May 1931 - Magazine Die Gartenlaube. Public
Domain, https://commons.wikimedia.org/w/index.php?curid=97646

Here is an artistic rendition of what is considered as one of the worst sea disasters:
the sinking of R.M.S Titanic in 1912. It was so famous (or infamous) that it has inspired
plays, written stories and film across the century. I guess you have watched the Titanic film
starring Leonardo DiCapro and Kate Winslet. Its sinking scene is the closest we can get to
the actual events that happened, so you would get the actual feel of the tragedy.
 Now think: if the Titanic sank somewhere in the Atlantic Ocean, how do you think the
news reached England and New York at that time? Also, if the Titanic sank today, in what
format would people receive or read the news? Write your answer in your notebook or in
your online portal.

II
FIRST THINGS FIRST

Arrange the following media from earliest to latest (1 to 10).

_____ 1. Internet Explorer _____ 6. Television

_____ 2. Motion Picture _____ 7. Twitter
_____ 3. Overhead Projector _____ 8. Transistor Radio
_____ 4. Papyrus _____ 9. Woodblock Printing Press
_____ 5. Telegraph _____ 10. YouTube

D
MEDIA AND ME, THE 10+ YEARS CHALLENGE

Go down to memory lane and think about your earliest recollections as a child. List
down the media and information equipment ten or more years ago and now. Take my
experience as an example.

I was born in 1978, and my earliest remembered date is 1982 (or was it 1981?) Our
telephone had useless dial, and to use it, they would just lift the headset and wait for the
operator’s “hello” to be connected to another line, and if you gossip by phone, four or five
houses will know your scoop just the same because of the party line system. My first movies
were watched in open-air cinema (yes, we had that even before Nuvali had it), and we had
to clean our nostrils after the show because of the black smoky kerosene lamps used by the
food vendors surrounding the viewers. We had black and white TV, and to change channels,
we had to use the dial as well. Lastly, we took pictures through a small camera that looked
like a black pencil case. And we had to be very sure with our shots or we would waste
precious 24 or 26 frames in one roll.

So that is a bit of my childhood media. Fill the diagram below with yours. Copy the
format for your online submission, or scribble it down your notebook.
 THEN 2020

D
How has media changed in the course of millennia? Here is an outline of its
revolution, from the pre-industrial age which stretches far back to pre-history, to today’s
information age.

PRE-INDUSTRIAL AGE
(BEFORE 1700S)
People discovered fire, developed paper
from plants, and forged
weapons and tools with stone, bronze,
copper and iron.
Examples:
• Cave paintings (35,000 BC)
• Clay tablets in Mesopotamia (2400 BC)
• Papyrus in Egypt (2500 BC)
• Acta Diurna in Rome (130 BC)
• Dibao in China (2nd Century)
One of the cave painting found in Lascaux, • Printing press using wood blocks (220
France, depicting an encounter between a AD)
man and a bull. • Codex in the Mayan region (5th
Peter80 (2005). File:Lascaux 01.jpg. https://commons.wikimedia
.org/w/index.php?curid=2416632. Licensed under CC BY-SA Century)
3.0. https://creativecommons.org/licenses/by-sa/3.0/?ref=
ccsearch&atype=rich.

Wild, Wolfgang (2010)., Account of the Last Invasion of Britain
in the London Gazette, 1797. https://www.flickr.com/photos/
43953088@N08/4917975506. Licensed under CC BY 2.0.
https://creativecommons.org/licenses/by/2.0/?ref=
ccsearch&atype=rich.
INDUSTRIAL AGE (1700S-1930S)
People used the power of steam,
developed machine tools, established iron
production, and the manufacturing of
various products (including books through
the printing press).
Examples:
• Printing press for mass production (19 th
century)
• Newspaper- The London Gazette (1640)
• Typewriter (1800)Telephone (1876)
• Motion picture photography/projection
(1890)
• Commercial motion pictures (1913)
• Motion picture with sound (1926)
• Telegraph
• Punch Card

ELECTRONIC AGE (1930s-1980s)

The invention of the transistor ushered in
the electronic age. People harnessed the
power of transistors that led to the
transistor radio, electronic circuits, and
the early computers. In this age, long
distance communication became more
efficient.
Examples:
• Transistor Radio
• Television (1941)
• Large electronic computers- i.e. EDSAC
Backdoor Survival (2012). Old Television.
https://www.flickr.com/photos/66751160@N07/6894739788. (1949) and UNIVAC 1 (1951)
Licensed under CC BY-NC 2.0. https://creativecommons.org/ • Mainframe computers - i.e. IBM 704
licenses/by-nc/2.0/?ref=ccsearch&atype=rich.
(1960)
• Personal computers - i.e.
HewlettPackard 9100A (1968), Apple 1
(1976)
• OHP, LCD projectors

Pokemon Go is an example of augmented
reality, where the Pokemon world is
superimposed to real places through GPS.
Zeyus Media (2016).Pokemon Go Weedle.
https://www.flickr.com/ photos/80490962@N06/27820253593.
Licensed under CC BY 2.0..
https://creativecommons.org/licenses/by/2.0/?ref=ccsearch&aty
pe=rich.
INFORMATION AGE (1980s-2000s)
The Internet paved the way for faster
communication and the creation of the
social network. People advanced the use
of microelectronics with the invention of
personal computers, mobile devices, and
wearable technology. Moreover, voice,
image, sound and data are digitalized.
We are now living in the information age.
Examples:
• Web browsers: Mosaic (1993), Internet
Explorer (1995)
• Blogs: Blogspot (1999), Live Journal
(1999), Wordpress (2003)
• Social networks: Friendster (2002),
Multiply (2003), Facebook (2004)
• Microblogs: Twitter (2006), Tumblr
(2007)
• Video: YouTube (2005)
• Augmented Reality / Virtual Reality
• Video chat: Skype (2003), Google
Hangouts (2013)
• Search Engines: Google (1996), Yahoo
(1995)
• Portable computers- laptops (1980),
netbooks (2008), tablets (1993)
• Smart phones
• Wearable technology
• Cloud and Big Data

E
Let me share something again.
In 2017, I attended an orientation seminar-workshop designed for newbie senior high
teachers. In one group session, we were asked to draw the classroom of the future. While
some group drew a four-walled classroom furnished with the latest gadgetry, our group did
another interpretation.
Our classroom was all set in a screen monitor, with students virtually sitting side by
side whule they are actually in the comforts of their homes. The teacher moderates the class
and facilitates learning through buttons in a touch screen. Passing of activities are just a click
away in a virtual pidgeon hole. Assessment is a breeze with every test done automatically.
Who would ever know that what we thought about is beginning to happen right now.
 Media has undergone drastic changes across the centuries, and this change
accelerates. There have been instances of devices that become obsolete six months after its
release; while before, years would pass before a new model emerged.
You might be thinking: with all the modern stuff that we have, is there a room for
development in the future? This will bring us to the concept of “The Internet of Things.”

Here is an extract of an article written by McClelland (2020) explaining the IoT.

What is IoT? - A Simple Explanation of the Internet of Things

The Internet of Things(IoT) is about extending the power of the internet beyond
computers and smartphones to a whole range of other things, processes, and
environments. Here's everything you need to know.

Probably, you’ve heard that the Internet of Things has the power to drastically
change our lives, from how we manage and operate our homes to even
automating jobs across nearly all industries. But what is IoT actually? I’ve been
asked that question more times than I can count and, over the past several years,
I’ve boiled the answer down to something that I think anyone can understand. In
this article, I’m going to share everything you need to know about the Internet of
Things.

The Internet of Things (IoT) Explained: Simply and Non-Technically

How are you reading this post right now? It might be on desktop, on mobile,
maybe a tablet, but whatever device you’re using, it’s most definitely connected
to the internet.

An internet connection is a wonderful thing, it give us all sorts of benefits that just
weren’t possible before. If you’re old enough, think of your cellphone before it
was a smartphone. You could call and you could text, but now you can read any
book, watch any movie, or listen to any song all in the palm of your hand. And
that’s just to name a few of the incredible things your smartphone can do.

Connecting things to the internet yields many amazing benefits. We’ve all seen
these benefits with our smartphones, laptops, and tablets, but this is true for
everything else too. And yes, I do mean everything.

The Internet of Things is actually a pretty simple concept, it means taking all the
things in the world and connecting them to the internet.

I think that confusion arises not because the concept is so narrow and tightly
defined, but rather because it’s so broad and loosely defined. It can be hard to
nail down the concept in your head when there are so many examples and
possibilities in IoT.
To help clarify, I think it’s important to understand the benefits of connecting
things to the internet. Why would we even want to connect everything to the
internet?

Why IoT Matters

When something is connected to the internet that means that it can send
information or receive information, or both. This ability to send and/or receive
information makes things smart, and smart is good.

Let’s use smartphones again as an example. Right now you can listen to just
about any song in the world, but it’s not because your phone actually has every
song in the world stored on it. It’s because every song in the world is stored
somewhere else, but your phone can send information (asking for that song) and
then receive information (streaming that song on your phone).

To be smart, a thing doesn’t need to have super storage or a supercomputer

inside of it. All a thing has to do is connect to super storage or to a
supercomputer. Being connected is awesome.

In the Internet of Things, all the things that are being connected to the internet
can be put into three categories:

Things that collect information and then send it.

Things that receive information and then act on it.
Things that do both.

And all three of these have enormous benefits that feed on each other.

1. Collecting and Sending Information

This means sensors. Sensors could be temperature sensors, motion sensors,
moisture sensors, air quality sensors, light sensors, you name it. These sensors,
along with a connection, allow us to automatically collect information from the
environment which, in turn, allows us to make more intelligent decisions.
On the farm, automatically getting information about the soil moisture can tell
farmers exactly when their crops need to be watered. Instead of watering too
much (which can be an expensive over-use of irrigation systems and
environmentally wasteful) or watering too little (which can be an expensive loss of
crops), the farmer can ensure that crops get exactly the right amount of water.
More money for farmers and more food for the world!

Just as our sight, hearing, smell, touch, and taste allow us, humans, to make
sense of the world, sensors allow machines to make sense of the world.

2. Receiving and Acting on Information

We’re all very familiar with machines getting information and then acting. Your
printer receives a document and it prints it. Your car receives a signal from your
car keys and the doors open. The examples are endless.
Whether it’s a simple as sending the command “turn on” or as complex as
sending a 3D model to a 3D printer, we know that we can tell machines what to
do from far away. So what?

The real power of the Internet of Things arises when things can do both of the
above. Things that collect information and send it, but also receive information
and act on it.

3. Doing Both

Let’s quickly go back to the farming example. The sensors can collect information
about the soil moisture to tell the farmer how much to water the crops, but you
don’t actually need the farmer. Instead, the irrigation system can automatically
turn on as needed, based on how much moisture is in the soil.

You can take it a step further too. If the irrigation system receives information
about the weather from its internet connection, it can also know when it’s going to
rain and decide not to water the crops today because they’ll be watered by the
rain anyways.

And it doesn’t stop there! All this information about the soil moisture, how much
the irrigation system is watering the crops, and how well the crops actually grow
can be collected and sent to supercomputers that run amazing algorithms that
can make sense of all this information.

And that’s just one kind of sensor. Add in other sensors like light, air quality, and
temperature, and these algorithms can learn much much more. With dozens,
hundreds, thousands of farms all collecting this information, these algorithms can
create incredible insights into how to make crops grow the best, helping to feed
the world’s growing population.

Why does IoT matter?: IoT provides businesses and people better insight into
and control over the 99 percent of objects and environments that remain beyond
the reach of the internet. And by doing so, IoT allows businesses and people to
be more connected to the world around them and to do more meaningful, higher-
level work.
Casaleggio Associati (2011). "L’evoluzione di Internet of things" https://www.flickr.com/photos/55645419@
N05/5436515880. Licensed under CC BY-NC-ND 2.0. https://creativecommons.org /licenses/by-nc-nd/2.0/?ref
=ccsearch&atype=rich.

Here is a portion of an infographic on the development of The Internet of Things.

Look at how the internet became an instrument in widening man’s perception of the world,
how it has taken control, and how it gives things intelligence. What could be the future of
technology?

E
With the information that you have on the evolution of media and the emergence of
the Internet of Things, complete the table below. The row on Pre-Industrial Age has been
accomplished as an example.

Age Format / equipment Format / equipment Format / equipment

used to communicate used to store used to share or
with each other. information broadcast
information
Pre-industrial Age Traditional paper and Traditional paper and Traditional paper and
writing materials writing materials, writing materials,
cave paintings, stone cave paintings, stone
 tablet tablet
Industrial Age

Electronic Age

Information Age

Is there an instance wherein traditional and new media forms overlap in a single cell.
It is a normal happening to find traditional and new media forms functioning together. For
example, traditional forms such as TV and radio are still being used today, and often times,
they are used alongside new forms such as live streams. This is called media convergence.

E
After plotting the information in the table, set yourself in the context of today’s society. We
live in a democratic society where we experience a certain freedom of expression. Of
course, media has an important role in our democratic exercise, and it performs a set of
functions for the benefit of the society as a whole. Here are the functions of media in a
democratic society:

1. Channel - provides opportunities for people to communicate, share ideas, speculate,

tell stories and give information
2. Watchdog - exposes corrupt practices of the government and the private sector.
Creating a space wherein governance is challenged or scrutinized by the governed. It
also guarantees free and fair elections
3. Resource center - acts as a gateway of information for the society’s consumption.
Also, it becomes a keeper of memories of the community, preserver of heritage and
source of academic knowledge.
4. Advocate - through its diverse sources or formats, it bridges the gap of digital divide.
 In this table, list down TV shows, radio programs, advertisement, and other forms of
media that fulfil the specified media role and function. List down at least three per column.

Channel Watchdog Resource Center Advocate

A
Let us have another point of reflection as we end this fourth module. As you
progress, you discover much more things, and realize that you could have had
misconceptions before. So for now, write your self assessment following this format.

Before, I thought that. _________________________________________________.

Now, I realized that. _________________________________________________.

Therefore, I will _________________________________________________.

A
Look back into the internet of things and look how media is still in its evolutionary
phase. Reflect on this situation, and design a futuristic gadget that will function as any of the
four functions stated above. You do not have to produce a very artistic drawing. For this
exercise, you will be evaluated by the concepts you present.
You may wish to design your work digitally if you have the means. Otherwise, use a
clean short bond paper for your work.

Component Fully Fairly Lacks satisfactory Not TOTAL

Satisfied satisfied details satisfied
The concept of The Internet of 3 points 2 points 1 point 0 point
Things is evident in the design.
The design shows at least one 3 points 2 points 1 point 0 point
function of media in a
democratic society.
The design was satisfactorily 3 points 2 points 1 point 0 point
explained.
The presentation of design and 1 point 0 point 10
explanation is clear and points
organized, with minimal or no
error in writing.
 I Types of Media

MOST ESSENTIAL LEARNING COMPETENCY

Compare and contrast how one particular issue or news is presented through the different types of
media (print, broadcast, online)
OBJECTIVES
At the end of the lesson, you are expected to
1. Classify media into its different types
2. Cite examples of convergence in media
3. Apply media convergence in practical situations

I
MY FAVORITE THINGS

We all have our favorite media. I, for instance, am inclined to photography and film.
That is why the media content that I produce are in the line of these two media forms. I take
pictures, do short films and create vlogs. However, there are times when we have to use
other media forms to ensure a much more effective output, and if I were to present a content
using another media, I cannot use the style that I do in film and photography, because these
might not work. A media practitioner must always look into the most effective tool to relay his
or her message to a specific audience, and there are different techniques for different media
– that is what matters this time.

Have you ever answered a classmate’s slam book when you were in grade school? It
is one of these cute stuff children to as they socialize with their peers. We will have an MIL
inspired slam book this time, which, hopefully, would be much more meaningful than the
one-dot-one-comment trend that we could have noticed in FaceBook.

Fill up the gaps with the information being asked.

FAVORITES NAME / TITLE . WHY?

Local TV Show
Foreign TV Show
Radio Program
Online Game
App
Vlogger
Book / e-book
Writer
Local Artist
Foreign Artist
Song
Movie
 Were you able to fill up the spaces with information? That means you are familiar of
the different types of media. If you do not have a particular favorite, it is okay. That is part of
your self-evaluation on your media engagement.

I
Classify the following as print, broadcast, or new media. Fill up the table with your
answers.

Toy Story Avengers DZBB Pamphlet

Paperback novel MOR Tarpaulin poster Gmail
Manila Bulletin Wish Mobile Legends MYX
KMJS Magazines The Hows of Us Crash Landing
on You
Cable TV Twitter YouTube

PRINT RADIO TV CINEMA NEW MEDIA

Is it easy to classify these items, or do some of them overlap? Note down your
observations:

1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
 Basing on the previous activity, fill up the empty blocks/

MEDIA

______ NEW

PRINT BROADCAST _____ _____

_____

_____

D
Why don’t you enjoy some moments of leisure viewing or listening while learning?
Tune in to a radio program, watch TV, explore the social media, and accomplish these tasks:

1. Listen to radio programs in both AM and FM stations. What is the difference between
the content of an AM program and an FM program? Which one appeals to more
Filipinos? Why?
2. Watch a vlog in YouTube and a TV show. Observe the host or speaker in both
contents. Do you see a difference in their manner of delivering their dialogue?
3. Observe the advertisements shown in the internet and the TV commercials. Are
online ads longer that TV ads, or is it the other way around?
4. Record your observations and take note of these as we go along the lesson.
 D
FORMS OF MEDIA

Media can be classified into two: traditional and new.

TRADITIONAL MEDIA

Traditional media include those types which have been used for decades (even
centuries) already, before the internet gained popularity. Traditional media include the
following:

Print Media

Eilders (2016) defines print media as “traditional mass media published on paper.”
This is considered as the oldest and most widespread type of mass media compared to
electronic media because the users do not need elaborate and modern technology to access
it. Print media is also regarded as the “backbone of the democratic public sphere” because it
serves as a major starting point in a sharing of public opinion. Traditionally, print media is the
newspaper, and its main function is to provide information. However, other print media forms
such as the magazine are published to provide not just information but also entertainment
and leisure. Books, comics, journals, pamphlets, brochures, and fliers are classified as print
media. Posters and photographs may also be classified as such.

Cinema

Also known as film or motion picture, this may be categorized as another type of
traditional media (Liquigan 2016). After the invention of photography – the technology that
captured actual images on a plate, developers began to look into the possibility of capturing
actual movement. In 1878, English photographer Eadward Muybridge took twelve
successive photographs of a galloping horse to be viewed in a zoetrope, a rotating device
that provides the illusion of movement to any illustration attached to it. Muybridge’s series of
horse photographs is regarded as the first motion picture.
The race in developing motion picture arts continued. In 1890, Thomas Edison and
his assistant William Dickson developed the Kinetograph the prototype of motion picture
cameras. Two years later, the newly-developed Kinetoscope allowed moving pictures to be
projected on a wall. More and more people became fascinated with that form of media in
early movie theatres called “Kinetograph Parlors” inaugurated in 1894.
In France, the brothers Auguste and Louis Lumiere were also developing motion
picture, and in 1895, they introduced the Cinematographe, a projector that could show 16
frames per second. The the Lumiere brother’s own movie parlor, the audience enjoyed
watching simple mute movements, such as workers leaving the factory captured in black and
white.
Cinema developed not just as a science but also as an art, and as innovations in motion
picture technology were unveiled one after the other, so did the visual and literary art
components of films. Silent films were replaced by talkies, color was introduced, visual
effects were improved. Today, scenes that were considered impossible to do may be
actualized due to digital technology.

Broadcast Media

Although cinema has become a very popular media, there is one thing that was
impossible during its early years: one could not easily bring movies to the comforts of the
home. When broadcast media became accessible to the public, quick access to information
and entertainment in the homes became accessible,
Broadcast media is any method of one-to-many communication that can reach a
very large audience from a single source. (Spacey, 2020). The radio and television are
examples of such.

Radio

Basically, radio broadcasting is the transmission of sound through the radio

waves, the type of electromagnetic radiation that is often used in communication
technologies. Scientists explored the possibility of wireless communication during the
time when long distance communication was possible only through cables.
The Italian Guglielmo Marconi is credited as the inventor of the radio. His
radiotelegraphy machine was filed for a patent in 1896. However, the Russian
Alexandr Popov developed the first radio capable of distinguishing Morse code in
1895. Unfortunately, his work was neither patented nor commercialized. (Marsh,
2020)
Setting up a radio transmitter and receiver required relatively simple
technology, and as soon as people discovered these communicative potentials, many
had installed transmitters, filling the airwaves with content wherever these were
accessible. This led to the need to regulate radio transmissions. When the United
States entered the First World War in 1916, all amateur radio operations were
suspended to clear the airwaves for vital military communications. When the
suspension was lifted after the war in 1919, radio broadcasters returned to the
airwaves, made use of the development in radio technology, and popularized the
medium as source of information and entertainment in the household.
Transmission of sound happens either through amplitude modulation (AM) or
through frequency modulation (FM). FM transmits better sound quality than AM
because of its high bandwidth. However, it has a shorter range compared to AM. That
is why AM radio programs are more in the grassroots level, catering to the population
who owns only the most basic radio equipment or those who live in far-flung areas
unreachable by other forms of communication.

Television

DeRooj (2015) defines television as a mode of telecommunication typically

used for transmitting moving images and sound to audiences. After the possibility of
transmitting sound through radio waves was realized, inventors began the quest to
transmit images through the same radio media. This was first actualized in the 1924,
when the Scottish engineer John Logie Baird, developed a way of passing a beam of
 light through a rapidly spinning disc punched with holes, so that a simple image could
be ‘scanned’, transmitted, and reconverted. No one is given the sole credit of
inventing the TV, though, as the televisions development was a conglomeration of
efforts coming from France, Gernany, Hungary, the USA, Russia, and the United
Kingdom. (Hendy, 2020).
In the 1930’s, television was the groundbreaking media that was seen as a
promising tool to inform the public. Before the Second World War, Adolf Hitler utilized
television to promote his political ideologies and build up the pride of what he
considered was the superior race. The first broadcast Olympics, the 1936 Berlin
Games, was a showcase of such ideology. The German broadcast continued on
during the war, boosting the morale of the German people, until the allies destroyed
the German TV transmitter in 1943. (Barovic, 2015)
Initially, the TV was a luxury item only the rich could afford, all changed after
the war, when producers dropped the price of TVs and in so doing, increased its
popularity. (Wilson, 2020). Broadcast stations started producing radio drama
programs for TV, and the demand for TV as a household source of entertainment
further increased. By the 1950’s television welcomed its Golden Age. Satellites made
possible transcontinental transmission. Colored TV was later on introduced to the
market, followed by the cable TV’s that offered clearer reception. Today, digitization
has further improved the quality of television transmissions, and this medium remains
a popular means for information and entertainment, especially in areas unreachable
by the internet.

NEW MEDIA

This includes content organized and distributed on digital platforms. All content
coming from the internet belong to new media. The South Eastern University online learning
portal posts that new media forms include “those digital media that are interactive,
incorporate two-way communication and involve some form of computing,” (2016). Citing
Logan (n.d.), an important characteristic of new media is that it is “very easily processed,
stored, transformed, retrieved, hyperlinked and, perhaps most radical of all, easily searched
for and accessed.”

While both traditional media and new media may be both considered as forms of
mass media, there is one important difference of new media: it is highly interactive. Since
new media is based on the internet, the communication between the broadcaster and the
audience becomes much quicker.

MEDIA CONVERGENCE

At the dawn of the Information Age, the internet has been regarded as a much better
choice for transmission of information, thus new media becomes much more popular.
Traditional media forms then resorted to utilize the digital media as another platform for
information correspondence. This merging of traditional and new media is called media
convergence.
 Media Convergence is also defined as the co-existence of traditional and new media,
allowing media content to flow across various platforms. This is also characterized by the
ability to transform different kinds of media into digital code, which is then accessible by a
range of devices (example from the personal computer to the mobile phone), thus creating a
digital communication environment.

In the entertainment industry, a clear example of media convergence that creative a

massive impact was the Kalyeserye segment of Eat Bulaga, featuring the AlDub love team.
What started out as a funny portion of the TV show gained media attention and trended in
the internet. It broke records as the most tweeted event in the world and established high
ratings on TV. Its print media counterpart through special magazine issues experienced the
same effect.

The Philippine elections coverage is also an example of effective media

convergence. Television alone cannot provide a wide coverage of the event. In order to
create a more comprehensive news reporting that also serves as a transparency board of
the elections, broadcast, print and digital media practitioners team up. Thus, the coverage
spans television, newspaper, radio and online platforms, catering to more Filipinos whose
media preference and accessibilities vary also.

E
There is a saying that goes, “There are many ways to skin a cat.” Putting this in the
context of our studies, “there are many channels to deliver information.” But together with the
varied channels are the different styles. One style may fit one type of media, but would not fit
in another. For example, while language in vlogs can be very informal and even vulgar, a
vlogger cannot do the same on TV, or he/she will be highly censored.
The same is true in delivering news. In a study conducted by Kavanagh, et al. (2019),
there has been an obvious change in the manner of news reporting through print, broadcast
and new media. Here is a portion of their key findings:

1. Print journalism has made modest shifts toward more-subjective reporting.

Typical characteristics of print reporting in the pre-2000 period were context-
and event-based reporting, reliance on directives, and use of titles and official
positions. Many of these linguistic features were frequently used together. The post-
2000 sample showed a meaningful shift away from such language and toward
unpacking social and policy issues through character-centered stories, such as
homeless children as a way to discuss homelessness.

2. Television news has made stronger shifts to subjectivity, conversation, and argument.
Similar to print journalism, television news has shifted from straight reporting
that dealt with complex issues and grounded news in the abstract concepts and
values of shared public matters to a more subjective, conversational, argumentative
style of news presentation. When comparing broadcast news with prime-time cable
programming in the period after 2000, an even more dramatic difference is apparent,
with prime-time cable programming being more subjective, abstract, and directive.
 However, prime-time programs on cable news channels tend to be opinion-based
shows led by pundits, not news reporting-based programs, which could influence the
comparison.

3. Online journalism features a subjective kind of advocacy.

This is more personal and direct than print journalism, narrating key social
and policy issues through very personal frames and subjective references.

E
Let us go into show business for the meantime, since celebrities are good examples
of media convergence. Their personality makes them fit to promote products or speak about
an advocacy, as they are also called media influencers. Here is a list of media personalities.
Check out their presence in the following media. I have given Number 1 as an example.

Celebrity Print Broadcast Cinema New Media

Alex Gonzaga Posters of her TV Hostings Mary Marry Me Alex Gonzaga
product (The Voice) vlog on
endorsement YouTube and
other social
media
Daniel Padilla

Mimiyuuh

Alden Richards

Sarah
Geronimo
 E
Now that we are in the new normal, and schools are compelled to employ distance
learning only, the demand for media convergence in education becomes much stronger and
urgent. Identify the evidences of media convergence in today’s education. Search the
internet or do quick interviews in order to fill up the table below.

PHILIPPINE EDUCATION IN THE NEW NORMAL

PRINT RADIO TV NEW MEDIA

A
Let us be extra imaginative in this modules reflection.
A young vlogger always begins her videos with the greeting, “Hi guys! Welcome to
my life!” That is simply the fact. A media influencer opens his or her life to the public; whether
the public will be accepting or not is another question.
Imagine that you are a media influencer with millions of followers on Tiktok. Your
talent manager discusses with you upcoming media engagements, and you were given the
opportunity to choose. After some reflection, you come up with this list:

YOUR SCREEN NAME (or would you rather use your own name?)

________________________________________

MY UPCOMING MEDIA ENGAGEMENTS

1. In what kind of TV show will I appear? Why?

________________________________________

2. In which radio program will you first guest? Why? Would you sing or not?
________________________________________

3. Who will be your first movie partner? What will be the story of your first movie?
________________________________________
 4. What will be the main content of your new YouTube vlog? Why?
________________________________________

5. What products will you endorse? Give at least three.

Food ________________________________________
Clothing ________________________________________
Others ________________________________________

Explain what part of your life do you want to be seen in media through your vlogs.

A
The following are examples of media convergence. Research on the following and
identify their traditional media component.

Example:

New Media Component Traditional Media Component

1. Diary ng Panget (on Wattpad) Diary ng Panget (movie)
2. Riverdale (on Netflix)
3. www.inquirer.net
4. Wish 107.5 (on YouTube)
5. eatbulaga79 (on Instagram)
6. Jowable
7. To All the Boys I’ve loved Before
(Netflix film)
8. Despicable Me: Minion Rush
9. Cosmo.ph
10. www.gmanetwork.com
 Indigenous Media and Other Common
I Sources of Information
MOST ESSENTIAL LEARNING COMPETENCY
Contrast indigenous media to the more common sources of information such as library,
internet, etc.

OBJECTIVES
At the end of the lesson, you are expected to
1. Explain how indigenous media becomes a good source of information.
2. Justify the urgent need for Open Educational Resources at present.
3. Extract indigenous information from your locality.

I
All of us have had at least one unforgettable summer vacation. I’ve had lots of good
memories during summer. Let me share to you one, as I find this fitting for this week’s
lesson.

More than a decade ago, I spent an unforgettable vacation in Caramoan Islands in

Camarines Sur. We were supposed to spend a night in a small island more than an hour
from the mainland. However, many in our group did not want the amenities in the island, so
we decided to go back to our base. The decision came a bit late, though, so we had no
choice but to ride our small motor boats after sunset. We hesitated, because we feared
something might go wrong in the open seas, like our boat might get jammed in a coral reef
and sink, and we might not see the light of day anymore. We just could not help it. It was so
dark, and our only light source were our cell phones (which at that time, did not have
flashlights yet) and the small flashlight of our guide, who kept flashing on the waters below to
see the sharp coral reefs that might damage our boat. Many of us were silently praying, while
some were annoyingly expressive of their answer over our choice. As some continued to
whine, the captain of our boat calmly said, “Huwag po kayong matakot. Alam namin ang
dagat. Kailangan lang nating magdahan-dahan.” (Don’t be afraid. We know the sea. We just
have to take it slowly.” After more than an hour (which felt like forever), we reached the dock
safely. All I wanted to do that time was to kiss the dry land, but that would be too foolish of
me, so I just cried and thanked God nothing bad happened along the way.
Recalling the incident, I feel a sense of guilt not trusting the boat’s captain during the
trip. We felt that we knew everything and we forgot that the persons in authority at that place
are actually its inhabitants. Truly, they know the sea more than we do, and we should have
held on and trusted them. They were our only source of credible information, not ourselves.
 I
INDIGENOUS WHAT?

How much do you know about the term “indigenous?” Give one example of each of
the indigenous “something” indicated down below. Answer in the context of our region,
CALABARZON. One example is given for you.

INDIGENOUS… YOUR ANSWER

Food Bibingkang abnoy
Person
Belief
Materials
Song
Art
Literature

What, then, is the meaning of indigenous? Write it down.

D
Check out the word in the dictionary, or google it. Is the definition somewhat related
to what you have listed? Were you able to discover something new? Chances are, you will
have the following on your list:

 Indigenous - native; local; originating or produced naturally in a particular region.

 Indigenous knowledge - knowledge that is unique to a specific culture or society;

most often it is not written down.

 Indigenous communication - transmission of information through local channels or

 forms. It is a means by which culture is preserved, handed down, and adapted.

 Indigenous media and information - original information created by a local group

of people. This also refers to content about indigenous peoples that may be
distributed through dominant forms of media or through forms of communication
unique to their people group.

D
Popular media cannot reach some rural areas. While print, broadcast, and new
media have a wide reach, there are still areas that these forms of media have not
reached. Indigenous media and information are highly credible because they are near the
source and are seldom circulated for profit.

Indigenous media are channels for change, education, and development because
of its direct access to local channels. Ignoring indigenous media and information can result in
development and education programs that are irrelevant and ineffective.

Here are forms of indigenous media and their local examples:

a. Folk or traditional media
b. Gatherings and social organisations
c. Direct observation
d. Records - may be written, carved, or oral
e. Oral instruction

So how important is it to consider indigenous media as an essential source of

information? In this age when the internet transforms societies into one generic culture, it is
very important to establish the nation’s cultural identity without compromising the need to be
at par with the rest of the world. Hence, there comes need for indigenization.

Let me share with you a portion of a research I conducted in 1997, wherein concept
of indigenization is touched.

Indigenization is the degree of contextualization that refers to the process of

enhancing curriculum competencies, education resources, and teaching-learning processes
in relation to the bio-geographical, historical, and socio-cultural context of the learners’
community. Indigenization may also involve the enhancement of the curriculum framework,
curriculum design, and learning standards of subject areas, guided by the standards and
principles adhered to in national curriculum (DepEd Order 32, series of 2015).
Sayid Fared Alatas (1993) points out that as the intellectuals from non-western
societies champion the development of social scientific knowledge that regards the essence
of historical experiences and cultural practices, hence the call for empirical or experiential
theories of development. However, he did not rally on the rejection of Western social
sciences; instead, he called for the selective adaptation of indigenous needs. He further
expounds indigenization as to be understood in four levels: (1) the metatheoretical level,
wherein the ontological, epistemological and ethical assumptions are considered in the world
views; (2) the theoretical level, wherein concepts and theories are derived from indigenous
historical experience and cultural practices; (3) the empirical level, which regards the needs
of relevant experience; and (4) the applied social science level, which touches the practices
employed by local institutions.
As indigenization is viewed in different perspectives, in the aspect of language,
indigenization is qualified as “the acceptance by the local community of the existence of a
local variety of a language in wide use in day-to-day communication” (Sah & Upadhaya,
2016 on Pang, 2003). Kyong-Dong (2017), in his discussion on social science in the Korean
context, discussed that social science studies should never rely solely on the theories and
methods coming from the dominant Western academia. He rallied that realistic and relevant
explanations and interpretations of social science phenomena in each society can be made
possible only when it is drawn upon the traditional intellectual resources and utilizes
vernacular languages in each society. This, he said, is manifested in the indigenization
efforts in Korean sociology. Most importantly, he urged Western social scientists to recognize
the alternative discourses produced in non-Western academia in the enrichment of global
scholarship in the relevant disciplines.
Indigenization also takes place in Western countries with diverse culture. In Canada,
the practice of indigenization is changing the shape of schools and universities. MacDonald
(2016) reported on the comments of Shauneen Pete, a professor and executive lead for
indigenization at the University of Regina, who said that indigenizing the academy is “really
about transforming the university as its very core… about re-centering indigenous world
views as a starting point for that transformation and it’s a process of institutional
decolonization.”
The end line of all these processes is a culture-based education, one that is being
rallied on by countries in the move to preserve their cultural heritage.
Cultural heritage, defined by Zialcita (2007, on Ocampo and Delgado, 2014) means
“all the beliefs, values, practices, and objects that give a place its own specific character. A
more detailed definition is presented in Republic Act No. 10066, or “An Act Providing for the
Protection and Conservation of the National Cultural Heritage, Strengthening the National
Commission for Culture and the Arts [NCCA] and Its Affiliated Cultural Agencies, and for
Other Purposes,” stipulating that “Cultural heritage” is the “totality of cultural property
preserved and developed through time and passed on to posterity.” Moreover, the Act
defines the “Intangible cultural heritage” to mean as “the practices representations,
expressions, knowledge and skills, as well as the instruments, objects and artifacts
associated therewith, that communities, groups and individuals recognize as part of their
cultural heritage such as: (1) oral traditions, languages and expressions; (2) performing arts;
(3) social practices, rituals and festive events; (4) knowledge and practices concerning
nature and the universe; and (5) traditional craftsmanship.”
With such emphasis given on upholding the cultural heritage, a society upholds itself
in the hope of establishing a lasting identity called culture.
Bruner (1996, as cited by Demmert, 2011) states that culture shapes the mind and
provides people with a tool kit to construct not only worlds, but the very conceptions of
themselves and their powers. Consequently, mental activity cannot be understood unless the
cultural setting and resources – the things that give the mind its shape and scope – are taken
into account. With this premise, a generic curriculum may be set in the context of culture so
as to turn it into an empowering tool fit for a society.
 Kana’iaupuni (2007), with the context of his native Hawaii, presented five basic
elements that comprise culture based education, namely: language; family and community;
context; content; and data and accountability. Demmert, on the other hand, presented seven
principles for effective teaching in a cultural context: (1) teachers and students working
together; (2) development of language and literacy across the curriculum; (3) connecting
lessons to students’ lives; (4) engaging students with challenging lessons; (5) emphasizing
dialogue over lectures; (6) learning through observation; and (7) encouraging student
decision making.
Culture-based education is also given impetus in the Philippine setting, with the
National Commission for Culture and the Arts as an empowering agency. The Commission
continues to partner with the Department of Education in coming up with the Philippine
Cultural Education Program. In DepEd Memorandum No. 16, s. 2018, DepEd released the
list of programs that aim to foster cultural awareness to educators and learners alike,
including graduate diploma courses, research conferences, and competitions.
This alone is already a clear evidence on how much importance is given in the
preservation of the country’s culture, and with the inevitable surge of modernity and
connectivity, the thrust to uphold what is uniquely a country’s identity becomes more and
more a demand.

In 2017, I had the chance to send one our short films, “Kinamulatan” in the Diwa Film
Showcase in Seattle, USA. This is a small film festival organized by the Filipino community in
Seattle, and is meant to establish the cultural connections of the Filipinos living in the area. A
year after, I initiated a correspondence with the festival organizer, Adrian Alarila, a Filipino
filmmaker based in Washington. His response truly justifies the beauty of indigenous
information and how local stories can be connected in spirit with other local stories across
the globe. Here is a portion of his response:

Personal Impressions on Kinamulatan

My own personal impression of the film is that I was really impressed not only by
the production quality, but by the cultural awareness of the story, the scriptwriting,
and the heart that went into the making of it. This love for the environment and for
traditional ways of understanding and taking care of the environment really
radiated from the film. It showcased Filipino values [bayanihan, pakikisama sa
kapwa, pag-aalaga sa kalikasan] [cooperation, solidarity and care for nature] that
are very important to help promulgate especially in our modern times. While at
the same time being site-specific to the Southern Tagalog region, at the same
time it is a universal story that people from all over the world can learn from.

On Diwa’s Reception of the Film

I must admit that Diwa is a fairly small community film festival here in Seattle. We
are still cultivating our audience here, but are glad that more and more people
come every year. Kinamulatan was watched by around 25 people, mostly
Filipinos currently living here in Seattle. Overall, the audience was really moved
by the film. During an informal post-screening discussion, many said they were
surprised when they learned this was a student project. The film reflected a
maturity and wisdom that may be lacking in many mainstream films today.
 Some of those who attended were also those in the academia, some colleagues
and friends of mine from the University of Washington. We talked about how this
film acknowledges the importance of indigenous understandings of the
environment that persist until today despite colonialism and modernity. The film
reverberates especially here in Seattle. Seattle was once a settlement of the
indigenous Duwamish people. It is surrounded by mountains, and much of our
freshwater comes from these mountains, therefore the mountains are respected
and guarded by guardian deities. When the white settlers came to build the city,
they levelled many hills, cut down the trees, and polluted the rivers and seas so
that at one point, the Duwamish river was almost dead. But thanks to the rise of
environmentalism with an emphasis on indigenous conservatism, cleanup of the
river started in the 1990s. Today, the river still has problems, but is at least a lot
cleaner than it was 50 years ago.

At that instance, I realized the essence of promoting indigenous knowledge as a

prime and credible source of information. Aside from that, I discovered that somewhere in
this planet is a host of vital information that is just waiting to be discovered, and if these
resources can be harnessed, kind of global cultural connection may be established,

E
In 2012, UNESCO organized the World Open Educational Resources (OER)
Congress in Paris, France. This gathering aimed to foster the accession and use of free and
credible information and promote a culture of academic research. At the end of the
Congress, UNESCO gave ten recommendations:

a. Foster awareness and use of OER.

Promote and use OER to widen access to education at all levels, both formal and
non-formal, in a perspective of lifelong learning, thus contributing to social inclusion,
gender equity and special needs education. Improve both cost-efficiency and quality
of teaching and learning outcomes through greater use of OER.
b. Facilitate enabling environments for use of Information and Communications
Technologies (ICT).
Bridge the digital divide by developing adequate infrastructure, in particular,
affordable broadband connectivity, widespread mobile technology and reliable
electrical power supply. Improve media and information literacy and encourage the
development and use of OER in open standard digital formats.
c. Reinforce the development of strategies and policies on OER.
Promote the development of specific policies for the production and use of OER
within wider strategies for advancing education.
d. Promote the understanding and use of open licensing frameworks.
Facilitate the re-use, revision, remixing and redistribution of educational materials
across the world through open licensing, which refers to a range of frameworks that
allow different kinds of uses, while respecting the rights of any copyright holder.
e. Support capacity building for the sustainable development of quality learning
materials.
 Support institutions, train and motivate teachers and other personnel to produce and
share high-quality, accessible educational resources, taking into account local needs
and the full diversity of learners. Promote quality assurance and peer review of OER.
Encourage the development of mechanisms for the assessment and certification of
learning outcomes achieved through OER.
f. Foster strategic alliances for OER.
Take advantage of evolving technology to create opportunities for sharing materials
which have been released under an open license in diverse media and ensure
sustainability through new strategic partnerships within and among the education,
industry, library, media and telecommunications sectors.
g. Encourage the development and adaptation of OER in a variety of languages and
cultural contexts.
Favour the production and use of OER in local languages and diverse cultural
contexts to ensure their relevance and accessibility. Intergovernmental organisations
should encourage the sharing of OER across languages and cultures, respecting
indigenous knowledge and rights.
h. Encourage research on OER.
Foster research on the development, use, evaluation and re-contextualisation of OER
as well as on the opportunities and challenges they present, and their impact on the
quality and cost-efficiency of teaching and learning in order to strengthen the
evidence base for public investment in OER.
i. Facilitate finding, retrieving and sharing of OER.
Encourage the development of user-friendly tools to locate and retrieve OER that are
specific and relevant to particular needs. Adopt appropriate open standards to ensure
interoperability and to facilitate the use of OER in diverse media.
j. Encourage the open licensing of educational materials produced with public funds.
Governments/competent authorities can create substantial benefits for their citizens
by ensuring that educational materials developed with public funds be made available
under open licenses (with any restrictions they deem necessary) in order to maximize
the impact of the investment.

E
Let us take some wisdom from our brothers and sisters in the Cordilleras.
The indigenous communities living in the area, like the Ifagaos, Ibalois and
Kankanays, give high regard to their elders as their wise leaders. During community
gatherings, where traditional music is required, the elders will be given the largest and most
important percussion instrument. This serves as the base of the smaller musical instruments,
and the beat that will be initiated by the elders, will be followed by all through music and
communal dancing.
This time, you will also give regards to your elders as your source of indigenous
wisdom.
Interview the oldest family member, relative, or neighbor. Gather information from
them on what traditions and beliefs were practiced when they were young and are now
forgotten by the younger generation. This may also include superstitious beliefs, which may
be inconclusive by scientific standards, but are actually practical wisdom. Take for instance
this Vietnamese custom that I watched in a documentary.
 Two elderly Vietnamese women who took refuge in the Philippines during the
Vietnam war are now running a small restaurant in Palawan. When asked what is their secret
in cooking hearty meals, they simply said that they do not speak while cooking. The silence
allows them to concentrate on their cooking, thus producing delectable results. I related this
in a Filipino custom that single ladies should not sing while cooking, or bad luck will befall
them. Seemingly, there is wisdom in staying silent, since single ladies who are preparing
themselves for motherhood should concentrate on their task in order to get the food’s taste
right.
For sure, the elderly whom you know will have more stories to share. Gather
information from them and submit them according to the rules of your respective learning
modalities.

E
Now that the pandemic has quarantined the students in their homes, the need for
Open Educational Resources of OER has become more evident. You have been oriented on
one OER here in the Philippines: the DepEd Commons. It is your task to discover more.
For online learners, go to https://open4us.org/find-oer/. This is a website that will
guide you in searching for the right OERs for your needs. Using this, list down five sites on
indigenous media. Challenge: do not use Google!
For modular learners, search for good sources of information outside the internet.
You may observe TV shows, both foreign and local, radio programs in both AM and FM
stations. List down at least five and include this in your submission.

A
For your reflection this week, look back into your experience interviewing an elderly.
Write a short reflection on your realizations while interviewing them. What wise advise did
you get from them? What forgotten tradition would you want to revive? Write them down and
share.
 A
Read the article below on indigenous information. Afterwards, do the writing activity
that follows.

HOW INDIGENOUS KNOWLEDGE ADVANCES MODERN SCIENCE AND

TECHNOLOGY
Jesse Popp
Adjunct professor, Biology, Laurentian University, Laurentian University
January 3, 2018 10.03am AEDT

Throughout history, Indigenous peoples have been responsible for the

development of many technologies and have substantially contributed to science.

Science is the pursuit of knowledge. Approaches to gathering that knowledge are

culturally relative. Indigenous science incorporates traditional knowledge and
Indigenous perspectives, while non-Indigenous scientific approaches are
commonly recognized as Western science. Together, they contribute
substantially to modern science.

Although the value of integrating Indigenous science with Western science has
been recognized, we have only begun to scratch the surface of its benefits.

Indigenous perspectives are holistic and founded upon interconnectedness,

reciprocity and the utmost respect for nature. Both Western and Indigenous
science approaches and perspectives have their strengths and can greatly
complement one another.

As an Indigenous scientist who specializes in combining traditional ecological

knowledge with wildlife ecology research, I have come across many examples
where blending both approaches has resulted in excellent contributions to
modern science.

Roots of food and medicine

For centuries, Indigenous people’s lives depended on their knowledge about the
environment. Many plant species — including three-fifths of the crops now in
cultivation and enjoyed across the globe — were domesticated by Indigenous
peoples in North, Central and South America. Corn, squash, beans, potatoes and
peppers are just a few examples of foods that now contribute vastly to global
cuisine!

Indigenous knowledge about the medicinal properties of plants has been

instrumental in pharmacological development. For example, as settlers arrived in
North America, Indigenous people helped newcomers cure life-threatening scurvy
through conifer-needle tonics that were rich in vitamin C.
The active ingredient in the pain reliever Aspirin, acetylsalicylic acid, was first
discovered by Indigenous people who utilized the bark of the willow tree.
Medicinal plant properties are still being recognized to this day — especially in
tropical ecosystems — as Indigenous people share their knowledge.

Technology to TEK
Technological innovations such as the canoe, kayak, toboggan or snowshoe
aided in travel and transport and were quickly adapted by European settlers.

Indigenous peoples, with their decades of personal experience combined with

that of their ancestors, harbour vast knowledge about the environment and the
ecological relationships within them. Tremendous opportunities exist where such
knowledge can contribute to modern science and natural resource management.

Indigenous knowledge, also known as Traditional Ecological Knowledge (TEK), is

essentially the cumulative body of knowledge associated with ecological
relationships, which is handed down through generations by Indigenous people.

TEK has already provided insight into environmental change, wildlife population
monitoring, sustainable harvesting practices, behavioural ecology, ecological
relationships and so much more.

Inuit observations have identified several important environmental changes in the

Arctic as a result of climate change, and their knowledge about bowhead whale
behaviour helped researchers revise their survey methods to improve population
size estimates.

Elders of the Heiltsuk First Nation in B.C. recognized two types of wolves —
coastal and inland — previously undocumented by Western scientific methods.
With such proven value in only a few examples, imagine how TEK can further
inform science!

TEK continues to complement Western science. In light of recent moose

population decline across North America, my own research aims to incorporate
Indigenous knowledge to help identify factors that may be responsible for this
decline.

Indigenous education is essential

Despite the recognized value of Indigenous perspectives and knowledge, there
are few Indigenous science scholars. Scholars with specialization in Indigenous
science can provide mentorship as well as become role models for current and
prospective Indigenous science students.

By encouraging Indigenous science scholar recruitment, forthcoming research

incorporating Indigenous perspectives can pave the way to promote culturally
inclusive scientific approaches.

Many wildlife species are at risk across the planet, and engaging in co-operative
management initiatives that embrace Indigenous science are now more important
than ever. Collaborations are becoming more and more common. For example,
the Canadian government incorporates TEK in assessing species at risk. The
 Worldwide Indigenous Science Network (WISN) restores TEK dialogue to the
world’s most pressing ecological issues.

Throughout history, Indigenous people, perspectives, and knowledge have

contributed substantially to the development of science and technology and will
surely continue to do so for generations to come!

Guide to Your Writing Activity

1. Take note of the contributions of indigenous societies to science. List them in outline
format.
2. Recently, we hear some news regarding traditional herbal medicines that apparently
can cure COVID 19. With the context of indigenous media and open education
resource, write an essay 400 to 500 words long that will explain these two premises:
a. You cannot disregard the wisdom from indigenous media
b. Open education resources serve as the key to verify information.
3. You may write this essay using the language you are most comfortable with.

Highly evident Evident, Evident, Not Undone

but with but with evident
minor major
lapses lapses
Content
The essay contains all factual 5 4 3 2 1
information
The essay supports the two 5 4 3 2 1
given premises..
Conventions:
The essay contains very few 5 4 3 N/A N/A
grammatical errors.
III. Organization:
The essay organizes evidence 5 4 3 2 1
in a logical order.

You may extract factual data from the articles posted here.
 Media Language, Codes and
I Conventions
MOST ESSENTIAL LEARNING COMPETENCY
Present an issue in varied ways to disseminate information using the codes, convention, and
language of media
OBJECTIVES
At the end of the lesson, you are expected to
1. Define codes, conventions and media language
2. Explain the concept of automaticity
3. Interpret visual media in the context of cultural codes and conventions

I
WHAT’S IN A PIC?

Here are six common images that you might have seen somewhere. Identify these
images and what they mean. Take number 1 as an example.

What does this mean?

1

No Parking

4
 5 Note. This is colored red.

Were you able to identify the five symbols? If not, what could be the reason why
some symbols are unfamiliar to you?

I
Identify the most common symbols used to visualize the following concepts:

Concept Most Common Symbol (object or color)

1. love
2. justice
3. peace
4. country at war
5. birthday

D
“Language may be a source of misunderstanding”
Marshall McLuhan

It is common to say that language unites people. But Marshall McLuhan, one of the
biggest names in media theory, say otherwise. Analyze this quote and write down your
interpretation of it. If you are an online learner, you may post your insights on your FB Group
page or MIL Portal and reflect also on you classmates’ interpretation. If you are a modular
learner, you may ask your companions in the house what they think about it. Regardless of
your modality, write down three significant interpretations of this quote – one from you and
two more coming from your classmate or companion. Analyze these responses, then answer
the following:

Does the user’s/audience’s own background or experience affect the interpretation of

messages?

Is it possible that a different individual derives a different meaning from the message?
Explain.

D
The following are important terms on media languages:

Language pertains to 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.

Media Languages codes, conventions, formats, symbols and narrative structures

that indicate the meaning of media messages to an audience.

Codes consists of signs that have meaning, and the meanings are
dictated by agreed rules of interpretation. Codes are not
guaranteed to be understood by all. Certain factors such as
culture, political biases, and level of knowledge can affect the
interpretation of codes. For instance, in some cultures, a nod
means yes. However, for some, it means no.

Technical codes include sound, camera angles, types of shots and lighting.
They may include, for example, ominous music to
communicate danger in a feature film, or high-angle camera
shots to create a feeling of power in a photograph.
Symbolic codes or visual codes include the language, dress or actions of
characters, or iconic symbols that are easily understood. For
example, a red rose may be used symbolically to convey
romance, or a clenched fist may be used to communicate
anger

Written codes include the language style and textual layout that are also
sources of meaning. For instance, the layout of texts in the
newspaper can signify the degree of importance of a news. If
the headline is set in the center with the largest font size,
complementing the biggest picture, then that news is the most
important news of the day.
Convention in the media context, refers to a standard or norm that acts as
a rule governing behavior. This may be defined also as a
generally accepted way of doing things that has formed into a
habit because of repeated exposure and experience. For
example, it has been the convention for Catholics to make the
sign of the cross whenever they pass by a church as a sign of
reverence. On the other hand, in North Korea, it is the
convention for the citizens to look at the gigantic statutes of
Kim Il-sung and Kim Jong-il whenever they pass by in front of
it.

Too much familiarity with conventions may lead to automaticity.

This is the tendency for an automatic response to a message.
Unfortunately, automaticity may compromise the real meaning
of a behavior. For instance, some young people get used to
cursing as a response to practically anything. Thus cursing
becomes a convention which unfortunately might lead to
automaticity. Young people may imbibe curses as a normal
expression without truly understanding their impolite
implications.
 E
Last year, the Philippines hosted the 30 th Southeast Asian
Games. It was a glorious moment for the Philippines, with the
country ending up as the over-all champion once again. (The
last time this happened was also in the Philippines in 2005.) This
big sporting event was net void of controversy, though, from budgeting,
to delays, to unfinished venues, to the overpriced cauldron, to the
athletes food and accommodations, and more. But on the branding
side, there was an early controversy that ensued – one
concerning the design of the SEA Games logo (left) and
mascot (below).

Here is an article about this issue. Take time to
read this short write up. Take into consideration your role
as a media and information practitioner as you reflect on
the article.
2019 Southeast Asian Games (30th SEA
Games) - Philippines logo
https://en.wikipedia.org/wiki/File:2019_Southeast
_Asian_Games_(30th_SEA_Games).svg

Reactions, Reimaginings, and a Retraction of the 2019 SEA Games Logo

How low can a logo go?

by Lynn Lopez
Aug 22, 2018

(SPOT.ph) Nobody could believe their eyes when a picture of the logo of the
2019 Southeast Asian Games, which will be held in the country from November
29 to December 10, was floated online. The logo was
displayed on a white screen during an August 19 Pami, official SEA Games mascot
https://2019seagames.com/
presentation made by Philippine SEA Games Organizing
Committee at the Olympic Council of Asia
General Assembly in Jakarta, Indonesia.
That’s probably why it was easy to assume
that the amateurish-at-best logo—featuring
colorful rings arranged in the shape of the
Philippines—was a prank.

But as it turned out, the logo was confirmed to be

real and it instantly became the butt of jokes all
over social media, and even various brands like
Nissin Yakisoba and Japan Home Centre have
joined the fun. The reaction is not unwarranted;
one can only imagine the government funds—a.k.a.
our taxes—that went toward the creation of a logo that was poorly thought out
 and strangely represents the Philippines alone and not Southeast Asia, which,
you know, is what the games are actually for. A logo that seems to have been
created by someone who just figured out how to make perfect circles on
Photoshop. A logo that seems inspired by the MMDA Art of old.

People have responded with their own, much better ideas for the 2019 SEA
Games logo.The Philippine Star also shared logos for the previous SEA Games
hosted by the Philippines, signifying that the current one is a disappointing fall
from grace.

The Philippine SEA Games Organizing Committee (PhilSGOC) has since stated
that the logo as well as the mascot—which has also prompted laughter and
criticism—are still the unofficial versions and that the official ones will actually be
released in November 2018. We should remember to give that same excuse the
next time our bosses don’t like whatever we submit at work.

E
Having gone through the article, answer the following questions:

1. How do you find the logo and mascot? Do you agree on the comments given by the
netizens?
2. What came into your mind when you first saw the logo and mascot?
3. Without doing any research, identify the symbols presented in the logo and their
meaning.
4. What could be the conventions implied in the SEA Games logo that resulted to an
automatic negative reaction towards it?
5. As a reaction to the controversial logo design, many netizens proposed new logos for
the sporting meet. Sketch your own logo for the past 2019 SEA Games. Explain the
codes that you use to come up with the design.

E
The 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.
On the right is an old postcard design for Calamba.
Answer the following questions for submission or posting in
your FB Group Page or MIL Portal:
 1. Based on the postcard, what is the cultural identity of Calamba?
2. What is the traditional symbol of Calamba? What is the history behind this?
You may do some quick research on this.

A
Unleash your artistic side on this lesson’s reflection!

Symbols, codes and conventions are tangible evidence of our culture. The way we
look, the words we use, and the beliefs we practice all contribute to our identity as Filipinos
and as “global citizens” as well. Below is a picture of generic individuals. Add some features
to these human forms – body features, attire, emotions. You may even make them talk to
each other, but make sure that you answer this question through your artwork:

WHO ARE THE MILLENNIAL FILIPINOS?

You may copy the drawing on a sheet of paper and design it accordingly. You may
also use your computer in designing it. Feel free to use the most convenient media for you.
Then, at the bottom of your drawing, write a short explanation of your work.
 A
Movie posters offer a hint of the film’s theme
and story without spoiling its plot. Here is
the poster we designed for the short film
“Kinamulatan,” CALABARZON’s entry to the
2nd National ASYD Film Festival by the
Commission of Population in 2016.

Answer the following.

1. Identify the cultural convention

presented in the poster. Hint: It is a
belief that revolves around a folklore in
Calamba.
2. What are the meanings of the codes
used in the poster. Take into
consideration the culture of our locality
in answering this portion.
a. Mt. Makiling
b. colors (white and green)
c. the text
d. the gestures of the two
characters.

RUBRIC (Highest possible score is 10)

Component Fully satisfied Partially satisfied Not satisfied

The convention was fully
2 1 0
identified and explained
Code A was interpreted. 2 1 0
Code B was interpreted. 2 1 0
Code C was interpreted. 2 1 0
Code D was interpreted. 2 1 0
 Intellectual Property, Copyright, and
Fair Use
MOST ESSENTIAL LEARNING COMPETENCY
Cite practical situation when to apply knowledge in intellectual property, copy right, and fair
use guidelines

OBJECTIVES
At the end of the lesson, you are expected to
1. Define and explain copyright and other related issues
2. Discuss current issues related to copyright in relation to actions of government and private
sectors, including but not limited to Cybercrime Law RA10175.
3. Explain actions to promote ethical use of media and information

I What Is
In Lesson 3, we discussed the responsible use of media and information. Now that
we are down to the last two lessons for the first quarter, we are going to go deeper into the
issue of media responsibility.

You have already learned how the internet becomes an open door for everybody and
anybody. In our quest for knowledge and development, this opportunity given by the internet
is indeed a blessing. Sad to say, this opportunity has been subjected to abuse to the point
that the boundaries between what is proper and not gets thinner and thinner.

As media and information literate individuals, it is our responsibility to serve as the

watchdog that would protect the vulnerable internet user from whatever harm the online
world might bring him or her. As we encourage people to explore the online world, we must
also set limits. This will be our quest for the week.
 I
Read the following situations. Then, write OK if it is an acceptable practice, NO if it
not acceptable, and ID if it depends on the situation.
_____ 1. Shirley is working on her Practical research project and its deadline is
fast approaching. Since she is on a hurry, she copies substantial
content from the internet as they are and credits the writing as her
own.
_____ 2. Ely is an aspiring vlogger who regularly posts cover of his favorite
songs in YouTube and FaceBook.
_____ 3. Vicky posts on FaceBook Live her commentaries about foreign and
local news.
_____ 4. Marcus, a rap artist who already has a recording contract uses free
music from Sound Cloud for his own compositions.
_____ 5. George, a filmmaker, uses OPM songs as background for his short
films, which he submits to Cinemalaya Film Festival.

D
Are you familiar with the “Pieta” by Michelangelo Buonarotti? It is the larger-than-life
marble statue of the Blessed Virgin Mary cradling the dead Christ, and is currently installed
at St. Peter’s Basilica in the Vatican City. It is the only signed work for Michelangelo.
Accordingly, when the Pieta was first displayed, the artist overhead some viewers saying that
the sculpture was made by somebody else. Not wanting others to be credited for his own
work, he sculpted “Micheangelo Buonarotti, a Florentine, was making this.” (translated from
the original Latin) in the sash across the Virgin Mary’s collar. An historical account mentioned
that Michelangelo regretted this act of pride over his work that he promised never to sign any
of his masterpiece again. But whether signed or unsigned, no one can ever deny the
magnificent contribution of Michelangelo in the world of art.

There is great wisdom that we can get from this story, though.

Due to the quick-paced and open nature of social media, netizens have developed
terms to convey a message in the shortest possible means. Thus, it is already common for
us to see abbreviations and acronyms in social media posts. LOL, GG, and BRB and like
have been mentioned in this module. This time, we will focus on another term: CTTO.

Where do you usually see this term? What does this convey? Does this have an
ethical implication, or is this just another interjectory term like “laughing out loud” and “good
game”?
 D
“Give credit where credit is due.” This is a long-standing expression that all of us
might have heard. Its premise is very simple: we cannot own somebody else’s work, and if
we need to use that work, we must not forget to thank its creator. This expression is much
more commanding now that we are in the information age, when accessibility to information
becomes much easier. As much as we want others to respect our original work, we also give
respect to the product of other person’s creativity, and there is a mechanism to ensure this –
it is called “intellectual property rights.”

INTELLECTUAL PROPERTY

The World Intellectual Property Organization (WIPO) states that intellectual property
(IP) is the “creation of the mind, such as inventions; literary and artistic works; designs; and
symbols, names and images used in commerce.” This is protected by law through patents,
copyrights and trademarks. Creations that carry any of these three allow creators to get
recognized or benefit financially from their works. More importantly, the IP system promotes
“an environment in which creativity and innovation can flourish.”

TYPES OF INTELLECTUAL PROPERTY

1. Copyright

This is a legal term that describes the rights that creators have over their literary and
artistic works. The creations that may be covered by copyright are books, music,
paintings, sculpture and films, computer programs, databases, advertisements, maps
and technical drawings.

Under the copyright law, an author or creator of a particular work is entitled to two
types of rights. These are:

o Economic Rights – financial compensation may be given to the creator once

he or she grants permission for the copyrighted work to be used by another.
o Moral rights – the rights to non-economic interests of the creator. Some
creators may offer the use of their works for free, provided that they must be
duly given credit through citations.

2. Patent

This is an exclusive right granted for an invention. The patent gives the patent owner
the right to decide how his or her invention can be used. It is the responsibility of the
patent owner to make technical information about the invention available in the
published patent document accessible to the public.
3. Trademark

This is a sign capable of distinguishing the goods or services of one enterprise from
those of other enterprises. During the ancient times, artisans and craftsmen put a
signature or “mark” on their products to distinguish their creation from others.
McDonald’s double arches, Coke’s ribbon design, Nike’s swoosh, and Macintosh’s
apple are all registered trademarks and are therefore protected.

During the early stages of planning for the Tokyo 2020 Olympics (which has been
postponed to 2021 due to the pandemic), a designer was commissioned to create the
official Tokyo 2020 emblem. (shown below, left). After it was revealed in public and
used, a Belgian designer took the International Olympic Committee to court, claiming
that the design he used for a commissioned Belgian theatre company logo (below,
right.) was plagiarized by the Tokyo 2020 designer. After a thorough investigation, the
Olympics organizers decided to scrap the old design and change the logo into
something more original.

Tokyo 2020 logo designed by Kenjiro Sano (left) and Théâtre de Liège logo designed by Olivier Debie.
Photograph: Tokyo202/Theatre de Liege. Accessed from https://www.theguardian.com/world/2015/
sep/01/tokyo-2020-olympics-logo-scrapped-after-allegations-of-plagiarism#img-1

4. Industrial Design

Also called “design patent,” this constitutes the ornamental or aesthetic aspect of an
article. This may consist of three-dimensional features, such as the shape or surface
of an article, or of two-dimensional features, such as patterns, lines or color.

An example of this is the specific design of a car model. One manufacturer cannot
copy the design of another manufacturer because it is an intellectual property.

5. Geographical Indication and Appellation of Origin

These are signs used on goods that have a specific geographical origin and possess
qualities, a reputation or characteristics that are essentially attributable to that place
of origin. A common example of this is the inclusion of the name of the place of origin
of the goods.
 For instance, at the turn of the millennium, Finland was the leading manufacturer of
cell phones, and while other countries manufacture the same brand of cell phones,
consumers would always and look for the mark that their phone was “made in
Finland.” This served as a mark of quality that no other countries could surpass.

6. Trade Secrets

These are IP rights on confidential information which may be sold or licensed. It is

considered an unfair practice and a violation of the trade secret protection if a trade
secret is acquired without permission from authorities or if it is made known to the
public.

In the animated series SpongeBob SquarePants, have you noticed how Mr. Krabs
protect his crabby patty recipe from his nemesis Plankton? Such is similar in real life,
as trade secrets do exist. The best example of this is Coca Cola, Its ingredients were
formulated more than 130 years ago, locked in a vault, and is known only to a few
individuals. It is even considered as the most guarded trade secret.

THE INTELLECTUAL PROPERTY LAW OF THE PHILIPPINES

Let us put into context our discussion of intellectual property and tackle how this is
applied in the Philippines. Our country is a state signatory in the Convention Establishing the
World Intellectual Property Organization and consequently a law has been passed to protect
the intellectual property in the Philippines. This I Republic Act 8293, or “The Intellectual
Property Code of 1997.”

The types of intellectual property stipulated in this lay is similar to the WIPO
classification. However, a component of industrial design is taken as a separate type, that is,
“layout designs” or “topographies” of integrated circuits.

There are also two types of works protected under Philippine copyright. These are
original works and derivative works.

Original works are those which are creations in the field of literature, visual arts
(painting, sculpture, architecture, and photography) and performing arts (music, theatre,
dance, cinema). If original works are dramatized, translated, adapted, abridged, arranged, or
subjected to other forms of alterations, these are already considered as derivative works.
Collections and compilations of original literary, scholarly or artistic works are also
considered derivative. The publishers of these type of derivative works own copyright limited
to the right of reproduction of the published edition of these works.

There are also works that are not covered by copyright because of insufficient
authorship or if such works are important to public interest. These are:

o Unprotected subject matter (ideas, procedures, methods of operation,

concepts, principles, news of the day, and official text of legislative
administrative or legal nature.
Works of the government (any statement rendered in the courts of justice, administrative
agencies, deliberative assemblies, and meetings of public character).

E
With all these said, does it mean that we cannot use somebody else’s work for our
own creative content without permission from the rightful copyright owners and payment of
royalties of fee for use? Not in all cases. If all intellectual properties are exclusive, then there
could be a lack of healthy sharing of information and space for creation of other works. Thus,
there is always an opportunity for the use of Fair Use and legal sharing through the Creative
Commons.

The “fair use” or “fair dealing” clause is a provision given by the Intellectual property
Law of the Philippines that allows exceptions to copyright. This guarantees a certain
“breathing space” for new expressions under the Copyright Law. According to Liquigan
(2016), the following are works covered by fair use:
o a criticism or a commentary
o a parody
o a news report
o an artistic expression or artifact
o scholarly and research works
o a product of a time-shifting device such as a TV program recorder
o Information found through Web search engines.
Moreover, such works become available for unlimited use by the public if:
o Its use is based on factual and historical news event
o It is only a portion of a work and the purpose is a commentary
o It is transformative
o It is used solely for the purpose of scholarly analysis
o It is not infringing and does not hurt the market value of the copyrighted
material.

As a content creator, I post certain creative content on social media, such as a short
film or audio visual material. Once, I posted an MTV using one whole copyrighted song. But
the, right after the MTV was posted, it became muted, with the whole song erased from my
post. Such is the effect of using a copyrighted music without due permission. However,
original music may still be used, but only for a limited length. That is one reason why Tik Tok
cannot run longer than 1 minute; one’s right to use a certain copyrighted material is limited to
that length.
Here is another case. A viral rap group normally use free music from Sound Cloud for
the music content they post on social media. Problem surfaced when their song became
famous over the radio, and they got to earn from it. Sound Cloud called their attention asking
for rightful honorarium, since what was intended only for free fair use became commercially
viable.
 Therefore, you need to be careful with what you get and post in social media.
Sometimes, it is pleasing to post an original work in FaceBook or YouTube and watch it get
likes and shares, but you have to remember that anything you post there that does not have
copyright becomes part of the Public Domain.

Public domain is any creation that is not protected by intellectual property laws. Once
it is made available through the internet, it becomes the property of the public, and anyone
can use this without asking for permission, but no one can own it.
Now, supposed that a book containing illustrations from the public domain is
copyrighted and published, the book’s author may have the rights to the book, but not to the
picture, and you can freely use these pictures for your personal interest.
So how do works arrive in the public domain? Here are the reasons:
o The copyright has expired
o The copyright owner failed to follow copyright renewal rules
o The copyright owner deliberately places it in the public domain known as
“dedication,” and
o Copyright work does not protect these types of work.

Another system that allows free yet legal use of content with some rights reserved is
the Creative Commons. This is also a means for you to obtain license for your content, thus
giving your work a certain protection once made available in the internet.

Remember that when you post something in the internet, that content becomes open
for all. If you are creating valuable original content, you must keep in mind to protect these
from others who might copy and own your work. With that, it is suggested that you obtain
license for your work through Creative Commons.

The CC website (www.creativecommons.org) posts: “Creative Commons is a

nonprofit organization that helps overcome legal obstacles to the sharing of knowledge and
creativity to address the world’s pressing challenges.” Remember that you cannot fully get
anything from the internet (even Googled pictures), use them in your work, and post them
back to the internet as your own work. Some creators in the internet do not actually ask for
any payment if you use their work for non-commercial purposes – the simple act of thanking
them by mentioning them and their work is more than enough, and I believe you would want
to be “thanked” as well for your contributions.

Currently, there are six types of Creative Commons licenses that offer varying
degrees of freedom in using content. The table below presents the six types of CC licenses
and the Creative Commons Public Domain Dedication.

ICON LICENSE DESCRIPTION ELEMENT(S)

TYPE PICTO- MEANING
GRAM
CC BY allows reusers to distribute, remix, BY – Credit must be
adapt, and build upon the material in given to the creator
any medium or format, so long as
attribution is given to the creator. The
license allows for commercial use.
CC BY- allows reusers to distribute, remix, BY – Credit must be
SA adapt, and build upon the material in given to the creator
any medium or format, so long as
attribution is given to the creator. The
license allows for commercial use. If
you remix, adapt, or build upon the SA – Adaptations
material, you must license the
must be shared
modified material under identical
terms. under the same
terms

CC BY- allows reusers to distribute, remix, BY – Credit must be

NC adapt, and build upon the material in given to the creator
any medium or format for non-
commercial purposes only, and only
so long as attribution is given to the NC – Only non-
creator. commercial uses of
the work are
permitted
CC BY- allows reusers to distribute, remix, BY – Credit must be
NC-SA adapt, and build upon the material in given to the creator
any medium or format for non-
commercial purposes only, and only
NC – Only non-
so long as attribution is given to the
creator. If you remix, adapt, or build commercial uses of
upon the material, you must license the work are
the modified material under identical permitted
terms. SA – Adaptations
must be shared
under the same
terms
CC BY- allows reusers to copy and distribute BY – Credit must be
ND the material in any medium or format given to the creator
in unadapted form only, and only so
long as attribution is given to the
creator. The license allows for ND – No derivatives
commercial use. or adaptations of the
work are permitted
CC BY- allows reusers to copy and distribute BY – Credit must be
NC-ND the material in any medium or format given to the creator
in unadapted form only, for non-
commercial purposes only, and only
NC – Only
so long as attribution is given to the
creator. noncommercial uses
of the work are
permitted

ND – No derivatives
or adaptations of the
work are permitted
CC0 a public dedication tool, which allows
(CC creators to give up their copyright
Zero) and put their works into the
worldwide public domain. CC0 allows
reusers to distribute, remix, adapt,
and build upon the material in any
medium or format, with no
conditions.
E
Read the following articles on a case of plagiarism:

1st Article

UP probes ‘photo grabber’

But exec calls case ‘a grey area’ as it happened outside UP
Philippine Daily Inquirer / 10:56 PM September 24, 2013

A fact-finding committee from the University of the Philippines (UP) will investigate
one of its students, Mark Joseph Solis, who has admitted that the winning photograph
that he earlier entered into a contest was lifted from someone else’s Flickr account.
Ma. Fe Mendoza, UP National College of Public Administration and Governance
(NCPAG) dean, told the Inquirer Monday that the committee’s first task would be to
gather all the available information on the controversy.
“The body will determine the facts first, the chronology of events and recommend
what the college can do to prevent this kind of unfortunate incident. It will also
recommend what course of action to take regarding Solis’ case,” she said.
The controversy involving the 22-year-old student—who is taking up his master’s
degree in public administration (MPA) at NCPAG—was a hot topic in social media web
sites on Sunday night after it was revealed that his photo, which won the Smiles for the
World contest sponsored by Chilean Ambassador Roberto Mayorga, was not his.
His entry showed a smiling boy supposedly from Zamboanga City who was helping
his father farm seaweed. The UP student received a cash prize of $1,000 in addition to
plane tickets for a trip to Chile and Brazil during the awarding ceremony held on Sept. 18.
But over the weekend, Gregory John Smith of the Children at Risk Foundation
came forward and said that he took the photo of the boy who was not from Zamboanga,
but from Brazil.
Smith took to Facebook and other social networks to air his gripes, saying “an
impostor has abused my copyrighted image.”
Solis later apologized to Smith in a letter he posted on Scribd in which he admitted
to passing off the latter’s photograph as his own.
He said he was driven by his “youth, lack of experience and the inability to see the
repercussions of my actions.”
Following his admission, the Chilean Embassy has announced that it was taking
back the prizes it had awarded to him. It also said it was considering taking legal action
against him.
On the Facebook group Narinig ko sa UP (Overheard at UP), netizens claimed that
Solis had done the same thing at least five times since 2011, posting several links to his
photographs, followed by the original sources of the pictures.
Plagiarism is a grave offense at the state university and is punishable by expulsion
and the stripping of one’s degree.
However, Mendoza admitted that Solis’ case was a “grey area” since it was not
committed within the confines of the university.
“There is a provision in the Code of Conduct which says all students of UP should
observe the laws of the land. It will be up to the committee if its appreciation of the facts
deems that the offense is covered by the Code of Conduct,” she said.
 The three-man fact-finding committee—to be composed of a senior faculty, junior
faculty and a student representative—is expected to submit its findings to Mendoza by
Oct. 4.
Their recommendations will be the basis of further actions to be taken in Solis’
case: If it will be elevated to a higher body and if he will be charged or reprimanded.
Solis graduated from UP cum laude with a degree in political science. Mendoza
said the student enrolled only this semester in the MPA program of NCPAG.
“It’s a very sad incident. We should condemn the act but not the actor because
there is due process to be observed. We were also surprised by the uproar,” Mendoza
said.
She added: “In the end, he is the only one who can explain what he did.”
Another official who declined to be named said the incident had also cast doubts
on Solis’ academic record at UP.
“If there is a complaint that some of [his] past papers were plagiarized, then UP can
act on it,” the official added.
A check of Solis’ background showed that he is a member of the International
Association for Political Science Students (IAPSS), which described itself on its web site
as “a platform for political science students and students interested in political science
issues. The Association is international, politically independent, non-profit and student-
run, and aims to have global impact in the political science sphere.”
In his profile on the web site, which listed him as a member of the editorial board of
one of IAPPS’ publications, Solis’ credentials included working for the Philippine Society
for Public Administration, a nonprofit organization dedicated to improving public service in
the Philippines and spearheading its three-year project called the “State of Good Local
Governance in the Philippines” funded by the United Nations Development Programme.
According to his LinkedIn profile, he was an exchange student to Japan’s Kyushu
University in 2010 to 2011 and won various awards and scholarships. Last year, he was
also recognized by the Knights of Rizal as one of the country’s top 10 students.

Originally posted: 2:48 am | Tuesday, September 24th, 2013

2nd Article

UP GRAD IN PHOTO PLAGIARISM GETS REDEMPTION

Janvic Mateo (The Philippine Star ) - December 2, 2015 - 9:00am

MANILA, Philippines - For former Chilean ambassador to the Philippines Roberto

Mayorga, Mark Joseph Solis more than just redeemed himself: he has proven that the
dark moments in one’s life often reveal the brightest trait of an individual.
For the past two years, Solis, a graduate of political science from the University of
the Philippines, managed a football program for street children at a makeshift field inside
the Baclaran church compound in Pasay City.
The football club, with players aged eight to 12, seeks to develop children’s
character through the sport.
“We were inspired by the world-class football players of South America who
started via street football,” Solis, who co-founded the program, said in an earlier report in
The STAR.
“But more than developing top athletes, we aim to provide these kids with
opportunities for personal and spiritual development,” he added.
The program was part of his commitment to Mayorga and the rest of the people
behind the Calidad Humana project following a photo plagiarism controversy that
hounded the Smiles for the World photo contest sponsored by the embassy of Chile in
2013.
Solis was stripped of the grand prize after it was learned that he was not the
person who took the winning photo. He later apologized for the incident.
Mayorga, meanwhile, asked him to participate in the activities of Calidad Humana
as part of his path to redemption.
“I think this is very important,” Mayorga told The STAR following the book launch
of “Calidad Humana: Sharing the Filipino Spirit” at the Cultural Center of the Philippines
yesterday.
“Mark Solis is an example that it is possible for someone to redeem himself, to
change,” he added.
Mayorga, now a consultant for the Energy Development Corp. (EDC), said the
issue is now closed as Solis has genuinely repented and redeemed himself following the
incident.
“Two years working with children, and now he’s a different person,” Mayorga
said.
For the former ambassador, the lessons Solis learned from one of most
challenging episodes in his life are more important.
“He was so damaged, totally damaged,” he recalled, adding that Solis has
worked hard to recover from the aftermath of the controversy. “After fulfilling his
commitment, he deserves to be recognized.”
Mayorga and Solis shared an emotional embrace at the culmination of the book
launch as the latter’s “redemption” from the controversy was imparted to the audience.
Solis, who has suffered harsh criticisms on social media over the plagiarism
case, declined the request for an interview, saying he is now “living a quiet life.”
He, however, pledged to continue working with the program to promote Calidad
Humana, a Filipino value loosely translated as kabutihang loob sa kapwa (goodness to
fellowmen).

Sharing the Filipino spirit

During the book launch, Mayorga stressed the need for Filipinos to recognize and
preserve an exceptional trait of “deep and intuitive concern for others that comes naturally
to Filipinos.”
“A majority of Filipinos are known for their positive attitude: friendliness,
hospitality, humility, the priority they give to others over material things, resiliency,
spirituality, joy of life and a sincere attitude. This is calidad humana,” he said.
The book contains articles that provide the intellectual framework aimed at
understanding and strengthening the concept. It also contains numerous messages from
various notable individuals from different sectors.
“Sometimes a country is best seen through the eyes of a foreigner. That is the
case with Roberto Mayorga, Chile’s former ambassador to Manila,” STAR editor-in-chief
Ana Marie Pamintuan wrote.
“(Calidad humana) is exemplified, he says, in the smile that comes easily to the
Filipino, even in the midst of poverty and adversary… This book is a tribute to the Filipino
spirit,” she added.
Oscar Lopez, chairman emeritus of the Lopez Group of Companies, wrote the
foreword to the book.
“Together, we need to do our utmost to safeguard, preserve and cultivate this
national spirit. But we should also be aware as Filipinos that our calidad humana can be
our gift to the world and that it is both a privilege and responsibility to share,” Lopez
wrote.
 “Just as all countries seek to export their natural resources or their industrial and
technological products, the Philippines is in a unique position to export its human richness
to all the peoples of the world,” he added.
Foreign Affairs Undersecretary Laura del Rosario, who attended the book launch,
said the department would distribute copies of the book to the different Philippine
consulates and embassies to spread the word on calidad humana.
Mayorga said a second part of the book, which will cover different ways on how
Filipinos can safeguard calidad humana, would be released next year.

After reading, answer the following questions:

1. First article: “UP student plagiarizes prize-winning photos”
a. In what competition did Solis send in his plagiarized work?
b. What sanctions did he receive from the organizing committee? Describe
his actions.
c. 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”
a. According to the article, how did Solis redeem himself? What job did he
have?
b. What project did he help?
c. What is there to learn about the life of Solis?

E
Here are some other activities differentiated based on your modalities.

FOR ONLINE LEARNERS

1. There are a number of websites created in order to help us detect a

plagiarized work. Using Google or other search engines, look for three
websites of this type. Screenshot their homepages and copy their URLs.
Paste them on a Word file for submission.
2. Go to the Creative Commons website and search for seven pictures or
illustrations that carry each of the 6 CC license types and the Public Domain
mark. Screenshot the picture together with the proof of its license. Here is an
example. Paste them also on a word document.
FOR MODULAR AND BLENDED LEARNERS

1. Compare the two leading fast food chains in the Philippines – Jollibee and
McDonalds and identify their trademarks. You may put pictures or drawings to
complement the information on this table.

Trademarks JOLLIBEE MCDONALDS

Country of Origin
Logo
Tagline or motto
Colors
Mascots
Name for their burger
Name for their spaghetti

2. Collect five different labels of any consumer products (canned goods,

personal hygiene products, food packs, soft drinks etc.). Cut them out and
paste them on a bond paper. Make sure that they present the following:
a. Brand name and trade mark
b. Place of origin (make sure to have at least one brand that bears a
foreign license)
c. Manufacturer
 A
As we end this lesson, take time to reflect on your realizations on intellectual
property, copyright, and fair use. Complete the statements below.

1. It is important to respect intellectual property because

______________________________.
2. The Creative Commons promotes fair use while guarding intellectual property
of a content because _________________________________.
3. After going through this lesson, I realized that
_____________________________.

A
Identify the type of intellectual property right that must be employed to safeguard the
following creations:

1. Brand logo _______________________

2. Musical composition _______________________
3. Three-legged armchair design _______________________
4. Formula in making milk tea _______________________
5. Original short story _______________________
6. Cloth exclusively made by weavers from Cotabato _______________________
7. COVID 19 vaccine _______________________
8. Deodorant _______________________
9. Brand name of detergent soap _______________________
10. Recipe for homemade tocino _______________________

Match the Creative Commons pictograms to their meanings.

Answer Pictogram Meaning

Credit must be given to the creator

Only non-commercial uses of the work are permitted

Public Domain

Adaptations must be shared under the same terms

No derivatives or adaptations of the work are permitted

 Societal Issues in Media and
I Information Literacy
MOST ESSENTIAL LEARNING COMPETENCY
Create a campaign add to combat digital divide, addiction, and bullying

OBJECTIVES
At the end of the lesson, you are expected to
1. Discuss the social issues of computer addiction and the digital divide.
2. Identify means to provide support to computer addicted young people..
3. Explain means of coping with the digital divide in the light of the current health situation
4. Utilize any type of media in expressing an advocacy concerning computer addition and the
digital divide.

I
Congratulations! We are down to the last lesson for the first quarter. If all went
smoothly as projected, this will be your ninth week in learning Media and Information
Literacy. I hope you are holding on to what you have learned so far and still consistently
eager to learn something fresh every day.

Originally, this lesson is part of a larger one that discusses legal, ethical and societal
issues as a whole. Now this large lesson has been divided into three, with legal issues
discussed in lesson 8, ethical issues discussed in lesson 3, and social issues, which will be
discussed in this lesson. This explains why our Most Essential Learning Competency this
week seems to overarch other lessons.

It is providential, though, that the societal issues will be tackled separately this time
around. As the pandemic reshapes our learning modalities, we begin to see the good and
bad sides of distance learning and experience the difficulties of accessing information
through new media. Also, we could have felt the addictive effects of the internet to the point
that it already controls our lifestyle. We hope that this lesson will serve as an open window
that will let us catch a wider view of our current social problems related to media and
information and gather solutions that will help us cope with the challenges of the times.
 I
One of our current political leaders often use the term “laylayan” or fringes when she
talks about the marginalized or poor members of the society. Sadly, many among us live
right there in the fringes, far from the center that serves as the “catchment” of all privileges.
(If you have read or watched “The Hunger Games,” then you’d get a cinematic picture of
what I mean. However, financial poverty is just one of the many types of poverties that we
experience right now. For this lesson, we will have another one: INFORMATION POVERTY.

Fill the fringe of the circle with what you believe are indicators of information poverty.

INFORMATION

D
On September 14, 2011, a new rap video was uploaded in YouTube, with lyrics that
begin with these:

Si Dota, isa lang sa mundo
GF, napakarami n'yan
Si GF, iiwanan ka din n'yan
Si Dota, hindi
Si GF, nagagalit kapag nagdo-Dota ka
Si Dota, hindi nagagalit kapag nag-GF ka
Si Dota, 20 pesos lang, masaya na
Si GF, baka 200 pesos, baka 'di pa masaya
'Pag nakakakita ka ng ibang hero, 'di nagagalit si
Dota
Pero 'pag nakakita ka ng ibang babae, nagagalit
si GF
Si GF, 'pag iniwan mo, mahirap kang balikan
Si Dota, kapag iniwan mo, handa ka pa ring
tanggapin
Ano'ng mas gusto mo? Dota o GF?
Ano'ng pipiliin mo, Dota o ako?
Ano'ng mas gusto mo, 'pag kasama ka'y 'yon
ang nasa isip
Ano'ng mas gusto mo, Dota o ako?
At ano ako sa 'yo?
Ano'ng mahalaga, mahal mo ba akong talaga?
Defense of the Ancient, tayo nang mag-Dota
Umulan o bumagyo kahit naka-bota
Tawagin na ang tropa, let's start the countdown
Everybody push, get ready for gangbang (first
blood)
Pumatak na ang dugo
Within three minutes, ang bilis makabuo
Parang basketball lang, make me like Mike
Sa dami kong kills, ako'y naging (Godlike)
Go line, stand, paki- toss yan
Pagkatapos n'yan, tayo nang mag-Roshan
Nice strategy, para bang Minesky
And skills are tight, para bang si Aikee
Destroy the last tower, panalo ang kuhain
Basagin na natin ang puno ng Mulawin
Good game, maybe, next time sir
Imba, sorry ka, GG na, sir
Ano'ng pipiliin mo, Dota o ako?
Ano'ng mas gusto mo, 'pag kasama ka'y 'yon
ang nasa isip
Ano'ng mas gusto mo, Dota o ako?
At ano ako sa 'yo?
Ano'ng mahalaga, mahal mo ba akong talaga?
Kapag naglalaro, anong ligaya ang nadarama
Nalilimutan ang problema at 'pag nadarapa
'Di ako nagdadrama, tingnan ang pagkakaiba
Kapag sinaktan ka ng girlfriend, puso ay nagigiba
Kapag mayro'n kang pera, kapag mayro'n kang
TF
Ang Dota, 20 pesos, the rest, mapupunta kay GF
'Di ka kayang mahalin ng Dota kailanman
'Yan ay nagbibigay libang kahit sa sinuman
Ano ba'ng nakita mo sa Dota na wala ako?
Kaya ka bang mahalin ng Dotang sinasabi mo?
Ang Dota ay laro na pwede mong paglaruan
'Wag mong itulad sa akin na nasasaktan
Ano ba'ng nakita mo sa Dota na wala ako?
Kaya ka bang mahalin ng Dotang sinasabi mo?
Ang Dota ay laro na pwede mong paglaruan
'Wag mong itulad sa akin na nasasaktan
Ano'ng pipiliin mo, Dota o ako?
Ano'ng mas gusto mo, 'pag kasama ka'y 'yon
ang nasa isip
Ano'ng mas gusto mo, Dota o ako?
At ano ako sa 'yo?
Ano'ng mahalaga, mahal mo ba akong talaga?
Ano'ng pipiliin mo, Dota o ako?
Ano'ng mas gusto mo, 'pag kasama ka'y 'yon
ang nasa isip
Ano'ng mas gusto mo, Dota o ako?
At ano ako sa 'yo?
Ano'ng mahalaga, mahal mo ba akong talaga?
Ang Dota ay isang larong imbento
Ito ay libangan ng mga tao
Ngunit mag-aral muna nang mabuti para sa
kinabukasan mo
Upang sa hinaharap, maipagmalaki mo

After reading (or even singing) the lyrics, answer the following questions:

1. Do you agree with the opinion of the speaker? Why or why not?
2. Which line are you totally against? Why?
3. Which line do you agree with? Why?
4. Have you experienced such, or do you know somebody who had been
hooked so much in mobile games?

D
GAMING DISORDER

If you do not know the context of the song “DOTA o Ako”, it would just sound like one
quirky love story involving one hard-to-please GF and the understanding DOTA. But the fact
is, this is a song about the love triangle between a boy, a girl, and a computer game.

The song “Dota o Ako” went viral, and was commonly viewed by the early and mid
teenagers of both genders. (Umbao, 2012). Aikee, the composer of the song, said that the
song speaks of a story in real life about a failed relationship because of computer gaming.
While the song may have sparked fun and entertainment among viewers, it talks of a serious
issue that must never be taken for granted. This is computer addiction.

On May 25, 2018, the World Health Organization (WHO) officially voted on adopting
“gaming disorder” for inclusion in its latest edition on International Classification of Diseases
as one type of behavioral addiction (Kamenetz, 2019). Below is the official write-up of WHO
regarding gaming disorder (2018)

What is gaming disorder?

Gaming disorder is defined in the 11th Revision of the International Classification

of Diseases (ICD-11) as a pattern of gaming behavior (“digital-gaming” or “video-
gaming”) characterized by impaired control over gaming, increasing priority given
to gaming over other activities to the extent that gaming takes precedence over
other interests and daily activities, and continuation or escalation of gaming
despite the occurrence of negative consequences.

For gaming disorder to be diagnosed, the behaviour pattern must be of sufficient

severity to result in significant impairment in personal, family, social, educational,
occupational or other important areas of functioning and would normally have
been evident for at least 12 months.

What is the International Classification of Diseases?

The International Classification of Diseases (ICD) is the basis for identification of

health trends and statistics globally and the international standard for reporting
diseases and health conditions. It is used by medical practitioners around the
world to diagnose conditions and by researchers to categorize conditions.

The inclusion of a disorder in ICD is a consideration which countries take into

account when planning public health strategies and monitoring trends of
disorders.

Why is gaming disorder being included in ICD-11?

A decision on inclusion of gaming disorder in ICD-11 is based on reviews of

available evidence and reflects a consensus of experts from different disciplines
and geographical regions that were involved in the process of technical
consultations undertaken by WHO in the process of ICD-11 development.

The inclusion of gaming disorder in ICD-11 follows the development of treatment

programmes for people with health conditions identical to those characteristic of
gaming disorder in many parts of the world, and will result in the increased
attention of health professionals to the risks of development of this disorder and,
accordingly, to relevant prevention and treatment measures.

Should all people who engage in gaming be concerned about developing

gaming disorder?
 Studies suggest that gaming disorder affects only a small proportion of people
who engage in digital- or video-gaming activities. However, people who partake
in gaming should be alert to the amount of time they spend on gaming activities,
particularly when it is to the exclusion of other daily activities, as well as to any
changes in their physical or psychological health and social functioning that could
be attributed to their pattern of gaming behaviour.

Going back to the song, it is good that it ends in a positive note that studies should
come first before gaming. That is a manifestation that the speaker had made a wonderful
realization despite the problem that he encountered before. Unfortunately, not all who have
experienced such are able to cope with their problems, and for that, he or she must be given
due support.

It must be clear that not all gamers have a gaming disorder. Engaging in online
games is a social engagement people may opt to do. The key, though is proper control of
technology, and proper emotional assistance if necessary.

DIGITAL DIVIDE

The Internet World Stats (2020) defines Digital Divide, or the digital split, as “a social
issue referring to the differing amount of information between those who have access to the
Internet (specially broadband access) and those who do not have access.” Dickard and
Schneider (2002) used the term information technology rather than internet, as the internet is
just one of the components of information and communications technology, but what is more
essential in their definition is the highlight on the transformational characteristic of
technology.

Lardizabal-Dado (2019), citing Sonido, states that these “divisions in humanity, or

more specifically in a country” could be grouped into three, namely:

1. The digital natives and the digital immigrants

Digital natives are born in the Internet and digital technology age which has made
them familiar by being exposed or immersed in digital technology and the Internet.
On the other hand, digital immigrants are those who were born before the age of the
internet and adapted technology later on.

2. The digital rich and the digital poor

This refers to the capacity of an individual to buy a gadget and reliable internet
connection. Even if smart phones become more and more affordable, owning such
will not guarantee a good internet connection. Besides, even those who own
expensive smart phone units may not be able to fully benefit from strong internet due
to other factors such as location.

3. The digital skilled and the digital unskilled

 Accordingly, difference in digital skills happens due to lack of funds and opportunities.
This may also vary depending on the eagerness of an individual to learn and adapt.
Financial challenges also affect one’s acquisition of digital skills, and those who have
the financial means to have access to ICT end up working from home, having online
businesses, or getting jobs such as virtual assistant, content writer, social
media/community manager, web designer and developer, graphic artist/designer,
App developer, English tutor, digital marketing strategist, search engine optimization
(SEO) specialist, voice talent and transcriber.

In the local context, the Philippines’ Internet penetration rate for 2019 is 71 percent
with the same social media penetration rate. This means that 3 out of 10 Filipinos do not
have access to the Internet with nearly the same number connecting on social media. The
good news is, due to the development in technology, the digital gap is closing, and we would
expect more Filipinos being able to benefit from internet connectivity and thus, have
transformed lives.

E
Read this opinion post by Mark Pere Mardona regarding the Digital Divide in times of
the pandemic.

Commentary: Pandemic bares digital divide in Philippine education

Mark Pere Madrona (Philstar.com) - May 21, 2020 - 3:51pm

MANILA, Philippines — Both the Department of Education and the Commission on

Higher Education have announced that online classes or distance learning will be
central in their respective plans for a “new normal” for academic year 2020-2021
which is due to start by August.

However, this is not as easy as it seems. If anything, a digital divide has long
existed in Philippine education system, and this COVID-19 crisis has laid bare this
reality. The Organization for Economic Cooperation and Development describes
digital divide as "the gaps in access to information and communication technology
between individuals, groups, or entire countries."

Totally switching to online classes is not a feasible option for a huge number of
Filipino students at this time. So many learners across the country simply do not
have the necessary devices and internet connectivity to be able to participate
fruitfully in online classes.

Here are some examples: If they're only relying on free data, will they be able to
religiously attend asynchronous classes? How can they download e-books, lecture
handouts, and PowerPoint presentations or submit video projects if they don’t have
a smartphone or computer?
 In fact, these are problems already being encountered by students, especially by
those in public schools, for years. Not only that, the The STAR reported just last
year that as many as 13 million Filipinos households do not even have electricity at
home.

Also, it must not be forgotten that for several years now, the internet connection in
the Philippines has been consistently among the slowest in the world.

Education institutions will not be able to live by their commitment of “Education for
all” that ensures that there is “no child left behind” if it pushes through with a
sudden and total transition to online classes given the aforementioned stark
realities.

There are just three months left before the announced date of school opening.
Within that time frame, education officials say they will be providing teachers with
training for the alternative modes of learning that will be used.

But more than skills enhancement, teachers will have to dramatically upgrade their
technological capacities to deliver online classes effectively as well – and this
includes having to buy smartphones and laptops as well as upgrade their
respective internet plans.

And, of course, the same thing goes for students whose parents might have lost
their sources of income because of ongoing lockdown.

Complicating things even further is the fact that face-to-face classes, especially
with a setup where there are 40 to 60 students in a classroom, cannot resume
unless the social distancing requirements and the prohibition on mass gatherings
is no longer in effect.

In other words, distance learning will be the way to go for the foreseeable future
especially since there is a need for the education process to go on.

Nevertheless, all these learning continuity plans being developed by education

officials need to be grounded on what students of all socioeconomic status can
realistically access like Facebook as well as lesson modules in Word and PDF
formats, not on pie-in-the-sky aspirations.

This article was published before the government decided to move the classes to
October 5, upon assessing the readiness of the Department of Education to conduct
distance learning for students. Do you think that efforts have been made in order to close the
digital gap for learners? Is there anything to improve in order to maximize the use of all
available technology for the sake of learners, especially those who do not have strong and
reliable ICT access? Write your opinions for submission.
 E
Through which modality are you attending classes? Modular, blended, or online? Try
to evaluate how you have been learning so far – the means by which you access and pass
information, the difficulties you encounter along the way, and the means that help you cope
with these difficulties. Write down your answers and submit it accordingly.

HOW NORMAL IS MY NEW NORMAL WAY OF LEARNING?

My Learning Modality

List down the means

by which you access
information related to
your studies.

List down the means

by which you relay
information.

What are the difficulties I encountered while What means have I used to cope with these
studying through this modality? difficulties?
1 1

2 2

3 3

4 4

5 5

Complete this:
Learning could have
been easier if…
 E
This questionnaire lifted from the website of Computer Gaming Addicts Anonymous (2020).
The questions below are meant to assess how your life has been affected by computer
gaming. Check the questions that you will answer with a “yes.”

 Do you set rules or limits with gaming and then break them, playing longer or more
frequently than intended?
 Do you lose hours of sleep to gaming?
 Do you skip or neglect self-care (cooking, eating, bathing, cleaning, shopping,
exercise, etc) when gaming?
 Do you find yourself gaming whenever you have free time?
 Have you ever sworn off a game, uninstalled it, and later returned to it?
 Do you often re-live gaming experiences or think about future ones?
 Have you ever used sick days or vacation days or skipped work or class just for
gaming?
 Has gaming taken the place of any hobbies or sports you used to enjoy?
 Has your contact with in-person friends and family declined significantly since
gaming?
 Have you ever taken a break from gaming and binged uncontrollably upon your
return?
 Do you feel irritable and restless when away from games for some time?
 Do you forget or neglect appointments, responsibilities or deadlines in work, school,
or family when gaming?
 When anxious, upset, or depressed, do you soothe yourself with games or plans to
game?
 Have you ever skipped real-world social plans that you were looking forward to in
order to game more?
 Have you ever gamed in inappropriate or unsafe situations (in class, at work, while
driving)?
 Do you get very angry when someone or something interrupts a game?
 Have you ever felt regret after a gaming binge?
 Do you hide or lie about your gaming?
 Have you ever had a moment when you really wanted to stop gaming to do
something else, but just could not?
 Do you feel guilt and shame around your gaming?

So, how many boxes have you checked? If you think you’ve had enough, please wait, for
here’s more! Here’s another set of questions meant to assess whether you have obsessive-
compulsive tendencies in gaming:

 Do you push your friends to play more than they want to?
 Do you make sure you have a mobile gaming device for trips away from home- either
long vacations or grocery runs?
 Have you ever regretted the amount of money you spent on a game?
  Have you stolen anything for gaming?
 Do you eat while gaming or forget to eat while gaming?
 Are most of your friends gamers?
 Are gaming stories the most exciting topics of conversation for you?
 Do you read or watch many game-related guides, articles, and videos?
 Do you fear a life without gaming?
 Do you envy people who can game in moderation?
 Do you prefer your game character identity to your own?
 Have you stolen money for gaming?
 Do you find yourself bored with most everything else in life?
 Have you put spending on games ahead of your financial responsibilities?
 Have you gained weight since becoming a gamer?
 Have you suffered any physical pains from intense gaming?
 Have you suffered more financial problems since obsessively gaming?
 When you want to spend time with friends, do you invite them to game?
 Do you get angry and insulting with other players who make mistakes?
 Have you tried limiting game time by switching games?
 Are the people in your life worried by your gaming?

Have you got additional checks on your list? Are your answers here clear evidences
that you have big behavioural problem? Well, there could be an issue somewhere down the
line, but this does not guarantee that you are a computer addict, at least on a clinical level.

You may wish to read again WHO’s declaration on gaming disorder. Just in case you
have checked a good number of boxes in the survey, try to assess whether the behaviors
you have confirmed have been true for more than a year. If they are only short-termed, then
you might not be experiencing gaming disorder yet. But you might need to reflect on these
and do better so as not to experience more disturbing conditions in the future.

A
After all the discussion and activities regarding Gaming Disorder and Digital Divide, it
is time for you to create two “bucket lists.” For each number, write at least five plans of action
to address the social issues discussed.

Bucket List Number 1: Steps to Take against Computer Addiction.

 ___________________________________________________
 ___________________________________________________
 ___________________________________________________
 ___________________________________________________
 ___________________________________________________
 Bucket List Number 2: The Things I Need to Bridge the Digital Divide.
 ___________________________________________________
 ___________________________________________________
 ___________________________________________________
 ___________________________________________________
 ___________________________________________________

A
Your final task for the first quarter is to create a campaign add to combat digital
divide, addiction, and bullying. Choose only one of the three issues presented above.
Consider your learning modalities and available resources in doing this. You may choose
one of the following options.

1. Short film or vlog

2. Tiktok video
3. Infographic
4. Handmade poster
5. Original song or rap
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