Senior High School

Media and
Information Literacy
Quarter 3 – Module 3: Languages and
Policies in Media and Information
 INTRODUCTORY MESSAGE
In the preliminary modules, you have understood that while messages are conveyed
based on how their senders package them, the end meaning would still fall upon how the
receiver interprets such a message. One message sent to different people may have
varying meanings to each one as well, but there are also some messages that the people,
although different in perspective, interpret such in the same way. This complex construct of
meaning-making can be understood by looking into the language of media and information.
Every day, you are bombarded with countless information, content, and media
messages which you are compelled to interpret and give meaning to. Today, in the
Information Age, you are able to acquire, use, and share information from various
sources. However, the extent of this freedom to consume and share information has
its own legal and ethical boundaries, limits that you as a media and information producer
and the consumer must be aware of. This module will help you learn these aspects –
how audiences interpret the meaning of media messages through the presence of genres,
codes, and conventions and the legal and ethical policies that govern you as a media
consumer in using and sharing data and information you obtain.

Specifically, this module consists of the following lessons:

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

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

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

What I Need to Know

Learning objectives

In this lesson, you will:

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

What I Know
Pretest

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

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

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

Genre, Code, and Conventions

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

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

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

Every medium has its own codes and conventions.

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

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

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

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

This a comprehensive movie genres list:

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

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

Type of Codes

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

Camera Techniques

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

Wide Shot A view of the situation or setting from a

distance

Medium Shot Shows a subject down to his or her waist

with space above to his or her head.

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

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

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

It is the interruption of a continuous shot by

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

Over the shoulder, the shot is a camera

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

Also known as POV shot, is an angle that

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

Using a shallow depth of field, the subject

can be rendered in sharp focus with the
rest of the image blurring into the image
Selective Focus foreground and background. This
technique isolates the subject within the
image, drawing the eye of the viewer to the
exact point which the photographer wishes
to be observed.
It refers to when the level of your camera
is placed at the same height as the eyes of
Eye-Level the characters in your frame. It also
simulates standard human vision and thus
present visual information through a
familiar viewpoint.
It is a cinematic technique where the
camera looks down on the subject from
a high angle, and the point of focus
High
often gets “swallowed up.” High-angle
Angle
shots can
make the subject seem vulnerable or
powerless when applied with the
correct mood, setting, and effects.
 It is a shot from a camera angle
Low Angle positioned anywhere below the eye
line, pointing
upw
ard.
A shot in which the camera shoots a
scene from directly overhead. It usually
Bird’s Eye
has an extreme long shot to establish a
View
setting. We use this angle to look down
at the scene from a higher point.

is a shot that is looking up from the

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

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

The setting is the time and place of

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

It is a French term that means

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

e
x
p
r
e
s
s
i
o
n

Colour has highly cultural and

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

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

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

Types of
Conventions

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

Today the capacities of the human mind aided by technology enable the process
of construction of media and information messages. The media employ more than
words to construct a more complex society. Film and broadcast communication use the
language of the camera, the tools, and techniques of editing and the power of words – as
dialogue and narration – to capture the world of a story, deliberately making choices on
what not to include, what to highlight, and what should serve as a backdrop. It is very
important to keep in mind: every media, every media form or, media text whether it
is a printed advertisement prominently lining on the streets we pass through to the
television we watch every day.
 Output No. 12
Application

What you will do…

Using your mobile phone, take a photo of DIFFERENT CAMERA TECHNIQUES.

Extreme Wide Shot

Wide Shot
Medium Shot
Medium Close- up
Close- up
Two Shot
Cut Away
Over the Shoulder
Point of View
Selective Focus
Eye-Level
High Angle
Low Angle
Bird’s Eye View
Worm’s Eye View

Assessment
Posttest

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

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

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

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

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

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

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

6. What is a wide shot?

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

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

8. Why is a mid-shot used?

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

9.

This is an aerial shot

A. True
B. False

10. What does an over the shoulder shot represent?

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

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

12. What is the name of this type of

A. High angle shot

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

13. A close-up shot will show .

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

A. True
B. False

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

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

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

A. True
B. False

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

A. True
B. False

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

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

20. This includes the ways in which equipment is used to tell the story (camera techniques,
framing, depth of fields, lighting and etc.)
A. Technical Codes
B. Symbolic Codes
C. Written Codes

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

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

What I Need to Know

Learning objectives

By the end of this lesson, you will:

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

What I Know
Pretest

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

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

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

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

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

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

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

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

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

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

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

What’s In
Review

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

Intellectual Property
Intellectual property (IP) refers to creations of the mind, such as inventions; literary
and artistic works designs and symbols, names, and images used in commerce

Types of Intellectual property

Copyright - a legal device that gives the creator of a literary, artistic, musical, or other
creative work the sole right to publish and sell that work. Copyright owners have the right to
control the reproduction of their work, including the right to receive payment for that
reproduction. An author may grant or sell those rights to others, including publishers or
recording companies. Violation of a copyright is called infringement.

REPUBLIC ACT 8293

INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES
COPYRIGHT VALIDITY PERIOD
During the lifetime of the author plus 50
Literary Works years after the death
Art 25 years from the date of creation
Photographic work 50 years from publication
Audio-Visual Work 50 years from publication

Sound Recording 50 years from year recording took place

Broadcast Recording 20 years from the date of broadcast

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

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

Types of Plagiarism

➢ Sources Not Cited

1. The Ghost Writer -The writer turns in another’s work, word-for-word, as his
or her own.
2. The Photocopy- The writer copies significant portions of text straight from
asingle source, without alteration.
3. The Potluck Paper- The writer copies from different sources and altersthe
sentences to make them fit together while retaining most of the original
phrasing.

4. The Poor Disguise- The writer has altered the paper’s appearance slightly
 by changing keywords and phrases.
5. The Labor of Laziness - The writer takes the time to paraphrase most
of the paper from other sources and make it all fit together.
6. The Self-Stealer- The writer “borrows” generously from his or her previous work.

➢ Sources Not Cited (But still plagiarized)

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

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

Guidelines for Fair Use

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

Responsible Digital Citizenship

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

Rule 1: Remember the human

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

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

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

Rule 3: Know where you are in cyberspace

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

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

Rule 5: Make yourself look good online

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

Rule 6: Share expert knowledge

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

Rule 7: Help keep flame wars under control

“Flaming is what people do when they express a strongly held opinion withoutholding
back any emotion.” (Shea, 1994). Flamers, from the name itself, add fuel to the flame – they
provoke people whose opinions are different from theirs. These are the people who express
their opinion in an aggressive or offensive manner, usually resulting in “flame-wars” where
two or three people exchange angry posts between one another.
 You have to remember, though, that exercising one’s right to self-expression isn’t a
bad thing in itself. There is a thin line between expressing your opinion in a respectful
manner and attacking the opposing party to prove your point – that line something you have
to keep in mind whenever you are confronted with a disagreement with someone online.

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

Rule 8: Respect other people’s privacy

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

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

Rule 9: Don’t abuse your power

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

Rule 10: Be forgiving of other people’s mistakes

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

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

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

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

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

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

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

Other helpful questions to consider:

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

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

The digital native and digital immigrants

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

There may have been a time in your life when your parents or elder relatives asked
you to teach them what to click on their mobile phones or how to navigate through
the Internet. That is an example of a digital divide between digital natives and digital
immigrants. This divide doesn’t necessarily mean that the elderly do not have access per se,
but some are simply not comfortable with the use of digital devices and the Internet.
However, this does not hold true to some as there are digital immigrants who
accepted the advent of technology and sought to learn to adapt to the digital age.
 The digital rich and the digitally poor
A huge part of the digital divide, especially in developing countries such as the
Philippines, is the differences in the socioeconomic status of social groups. The financial
capacity of an individual affects his ability to purchase a gadget and reliable Internet access.
Smartphones are getting more affordable, but stable Internet access is still a work in progress
(Dado, 2019). Technology has made numerous positive implications in education, healthcare,
transportation, and many more. Learning materials and resources may now be conveniently
accessed online, and technology has also paved the way for advancements in medicine and
healthcare, transportation is now made more convenient and comfortable. While many are able
to enjoy and adapt to all these developments, sadly, a lot more are struggling to keep up. Day by
day, as we face a world of inequality and injustice, this gap widens even more.

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

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

The Digital Skills And Digital Unskilled

A discrepancy in terms of digital skills occurs because of the lack of funds

and opportunities. Similarly to the aforementioned, lack of digital skills may stem from
an individual’s socioeconomic status. A person belonging to a family falling below the poverty
line would most probably have less to no access to digital devices and stable
Internet connection. In effect, he will fall behind on updated information, up-to-date
learning resources, and even on job opening. This limited access to information would also
limit his door of opportunities to learn and improve his skills. However, being poor is not a
death sentence. Difficult as it may seem, this gap may be narrowed if an individual is
eager and hardworking enough to hurdle constraints and seek learning for himself.
For instance, they are enrolling in free online courses, self- earning, and even on-the-
job training. People try to overcome financial challenges to become digitally skilled.
so far
Internet Addiction
Merriam-Webster Dictionary defines addiction as “a compulsive, chronic,
physiological or psychological need for a habit-forming substance, behavior, or activity
having harmful physical, psychological, or social effects.” When we speak of addiction,
we commonly associate it with substances like recreational or illegal drugs.
However, due to the widespread use of the Internet, the digital age has ushered an
addiction that has become a growing concern in society – Internet Addiction.

Internet addiction may come in different forms, such as social media addiction, video
game addiction, cybersex or online sex addiction, and online gambling
addiction. Undeniably, the Internet has introduced to society a whole new human
experience. Aside from its educational and informational functions, the Web has offered
media users a higher and more enjoyable level of recreation with all the games, social
media, and even online shopping, which, in effect, makes users more glued to their
devices. Moreover, thanks to smartphones and mobile internet data services, people
can now access these almost anytime, anywhere! More and more individuals are
now developing a heightened dependence with these evolving technologies, some at a
manageable level, but others at an alarming degree opening the possibility of having their
devices and the Internet interfere with their daily activities.
 Internet addiction may be developed due to several factors like stress, anxiety,
depression, other forms of addiction, lack of social support, or lack of parental guidance, or
inactivity. These are some of the signs and symptoms of Internet addiction you may want to
be mindful of:
• Being less conscious of time spent online or with gadgets that enable Internet access
• Failing to complete tasks or activities intended to be finished at the time you were
using the Internet
• Having less time with friends and family
• Lack of remorse for your excessive Internet use
• Feeling more excited with Internet activities rather than real-life or physical activities.

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

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

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

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

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

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

is your unspoken duty to refrain from and denounce cyberbullying. Moreover, to further avoid
cyberbullying, you can promote proper netiquette to your peers, foster mutual respect and
courtesy by avoiding flame wars, and be vigilant against people’s intention to harm
other netizens.
Output No. 13

Activity 8.7 Effects of Cyberbullying

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

1.

2.

Output No. 14

Output 14.a Think it Through

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

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

Guide questions:
1. What issues do you see in the poster?
2. What possible dangers and issues in the picture?
3. Which of these issues have happened to you or to your friends? Why did
they happen?
Output 14.b Looking for Violations
Explain what each photo represents and what rule of netiquette is violated.
Explain how the issues implied in these photos affect media consumers like you. Write
your answers on a separate sheet of paper.

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

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

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

4.
Source: https://www.slideshare.net/BlackOps2/what-is-plagiarism-copyrighting-and-netiquette
 Assessment
Posttest

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

2. RA 8293 is otherwise known as .

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

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

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

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

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

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

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

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

1. Alexi wants to post a comment to an online message board. She really

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