Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS

LEARNING ACTIVITY SHEET TEMPLATE

MEDIA AND INFORMATION LITERACY
Lesson 1: Introduction to Media and Information Literacy
Name of Learner:
Grade Level:
Strand/Track:
Section:
Date: (Introduction to Development)
(Engagement to Assimilation)

A. Background Information for Learners

‘Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart information
and ideas through any media and regardless of frontiers.’ Media and information literacy
(MIL) equips citizens with competencies needed to seek and enjoy the full benefits of this
fundamental human right. The realization of this right recognizes the need for political
and educational systems to promote citizens’ critical understanding of ‘the phenomena of
communication’ and their participation in media (new and old). This lesson recognizes
how MIL ’empowers people in all walks of life to seek, evaluate, use and create
information effectively to achieve their personal, social, occupational and educational
goals.

B. Learning Competency with code

MELC1: Discuss responsible use of media and information

C. Directions/ Instructions

✔ Read the instructions carefully before doing each task.

✔ Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
✔ Observe honesty and integrity in doing the tasks and in checking your answers.
✔ Finish the task at hand before proceeding to the next.
✔ Return this module to your teacher/facilitator once you are through with it.
✔ If you encounter any difficulty in answering the tasks in this module, please
consult your teacher or facilitator.

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

🕿🕿(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-
1662
🖂🖂deped.batangas@deped.gov.ph
CRN 44 100 18 93 0045
 D. Exercises / Activities

I. INTRODUCTION

a. WHAT I NEED TO KNOW

In answering this module, the following learning objectives should be considered and
achieved:
1. Describe the key concepts (media, information, technology literacy, and media
and information literacies).
2. Create a log that reflects their current use and interaction with media and
information.
3. Appreciate how media and information affect communication.

Activity 1: The Low-tech Future!

Directions: Remind yourself that you are living in the 21st Century, where people are
dependent on technology. Imagine waking up one day to find no Internet, libraries,
and cell phones. Newspapers, magazines, radio stations and TV channels have also
disappeared. Answer the following questions in 1-2 sentences:
4. What ways would you have to communicate with one another?
5. How would you share information and communicate news and events?
6. How would it affect the way you live?
7. What would you personally miss most in such a situation?
8. What would society lose in this situation?
II. DEVELOPMENT
a. WHAT I KNOW
Activity 2: My How’s of Tech!

Directions: Using some pictures below, you are tasked to describe the pictures and be
able to describe how communication is influenced by media and
information. This can be done by constructing 2-3 meaningful statements.
You may choose to respond from these options: oral and written forms.
2
1

4
3

5
b. WHAT’S IN
Activity 3: The Collab Tech
Directions: From the ideas expressed in the previous activity, you may explore and
find ways to clarify the information using the given terms below. You
may seek the assistance of your classmates, friends, and relatives in
any possible form of communication. After doing the collaboration, you
may write your learnings in your notebook on what you understood from
the assistance given to you.
1. Literacy
2. Media
3. Media Literacy
4. Information
5. Information Literacy
6. Technology Literacy
7. Media and Information Literacy

c. WHAT IS IT
Activity 4: Shared Info!
Directions: You will watch the PowerPoint presentation to be sent by the teacher in
the Google drive or Messenger for a clearer understanding of the
concepts about Media and Information Literacy and how communication
is influence by media and information.

The following concepts will be provided to the students after watching the presentation:

• Communication is a process because it has different element and need to follow a

sequence or order to take place.
• Communication is a two-way process. The sender encodes a message deliver
through channels or medium and the receiver decode the message and gives
feedback.
• 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.
• 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.
• 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.
• Information: A broad term that covers processed data, knowledge derived from
study, experience, instruction, signals or symbols.
• Information Literacy: The ability to recognize when information is needed, and to
locate, evaluate, and effectively communicate information in its various formats.
• 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.
• 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.

III. ENGAGEMENT

Activity 5: Experience Wise!

Directions: Using your notebook, create a list of activities/habits do you practice

which illustrate media and information literacy? Give at least five
examples.

IV. ASSIMILATION
a. WHAT I HAVE LEARNED

Activity 6: Famous

Saying

Directions: Choose only one from the given terms below. Think and write a
specific quotation or saying on a famous author or person that is best applicable
for the chosen term. Write your learnings in your notebook.
1. Communication
2. Literacy
3. Media
4. Media Literacy
5. Information
6. Information Literacy
7. Technology Literacy
 8. Media and Information Literacy

b. ASSESSMENT

Activity 7: My Own Meter!

Directions: Using a short bond paper, the learners will make a drawing/sketch on
their own 10 Levels on Intimacy in Today’s Communication based
in their everyday life experiences. The learners cannot use any
electronic application. Use a landscape layout. Submit the output
with a brief explanation of their work.
Drawing/Sketch Sample Rubric

Category Exemplary Accomplished Developing Beginning

5 4 3 2
Appropriateness The use of arts The use of arts The use of arts The use of
to present the to present the to present the arts to
message is message is message is present the
suitable and on satisfactorily acceptably message is
purpose. suitable suitable poorly
executed.
Originality The use of arts The use of arts The use of arts There is no
is is new, but with is not very new. hint of
little creativity originality in
new and novel the submitted
work.
Meaningfulness The student was The student was The student The student
able to able to create a was able to was not able
cohesive but not create a to create a
create a comprehensive cohesive cohesive or
cohesive and sketch, with sketch, with not meaningful
comprehensive supporting so much sketch.
sketch, with details to its supporting
supporting meaning. details to its
details meaning.

E. Reflection
The learners, in their notebook, journal or portfolio will write their insights about the
lesson using the prompts below.
1. What were your thoughts or ideas about Media and Information Literacy?
2. What new or additional ideas did you learn after knowing the lesson?
F. References for learners
● Teachers Guide for Media and Information Literacy, pp.16-19; Curriculum
Guide MIL11/12IMIL-IIIa-1
● Perspectives in Media and Information Literacy pp.1-11
● https://www.google.com
● https://www.shutterstock.com
● https://www.gettyimages.com