Media and Information Literacy: Learning Activity Sheets

12
MEDIA AND
INFORMATION
LITERACY
FIRST QUARTER
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
COPYRIGHT PAGE
Learning Activity Sheet in MEDIA AND INFORMATION LITERACY
(Grade 12)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works
are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : ORLANDO E. MANUEL, PhD, CESO V
Asst. Schools Division Superintendent(s): MARITES L. LLANES
WILMA BUMAGAT
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ROGELIO PASINOS
Development Team
Writers : Danilo Duque (Baybayog NHS), SDO CAGAYAN
Elvira Tuliao; (Andarayan NHS), SDO CAGAYAN
Girlie Serquiano (CDNHS-Capissayan Annex), SDO CAGAYAN
Ivy Lorraine Guillen (Cabatacan NHS), SDO CAGAYAN
Marvie Bautista (Calaoagan Dackel NHS-Main), SDO CAGAYAN
Jerich Gaspar (GNTS), SDO CAGAYAN
Genevie Chrisse Tong (Gammad NHS), SDO CAGAYAN
Lisa Ramos (ASAT), SDO CAGAYAN
Jerome Rosales (SAFNHS), SDO CAGAYAN
Sharmaine Urbi (Ballesteros NHS), SDO CAGAYAN
Emmanuel Dillig (TVTS Main), SDO CAGAYAN
Ruth Tuddao (Magalalag NHS), SDO CAGAYAN
Myra Berbano (Piat NHS), SDO CAGAYAN
Rosel L. Gannaban (Gadu NHS), SDO CAGAYAN
Note: Practice Personal Hygiene protocols at all times. i

Writers: Elen Valoria (Casambalangan NHS), SDO Cagayan
Grace Sapla (Gonzaga NHS), SDO Cagayan
Content and
Language Editor: Rose Macapulay, SDO CAGAYAN
Benito Ricardo (Baybayog NHS), SDO CAGAYAN
Maylin Bumanglag, SDO CAGAYAN
Exelsis Pastor, SDO CAGAYAN
Edna Lacerona, SDO CAGAYAN
Gloria Ulita, SDO CAGAYAN
Cora Cocal, SDO CAGAYAN
Regidor Torio (AENHS), SDO CAGAYAN
Ma. Victoria Quiambao, SDO CAGAYAN
Noli Viloria, SDO CAGAYAN
Corazon Camayang, SDO CAGAYAN
Evangeline Baccay, SDO CAGAYAN
Geraldine Chua, SDO CAGAYAN
Rodolfo Ballad, SDO CAGAYAN
Darwin Taguiam, SDO CAGAYAN
Wilhelmina Mata, SDO CAGAYAN
Mary Ann Madrid, SDO CAGAYAN
Glenys Santiago, SDO CAGAYAN
GLENAH A. TAGUIBAO-SDO TUGUEGARAO CITY
Focal Persons : EMLYNNE U. AGCAOILI , PhD., Division Learning Area Supervisor

NICKOYE V. BUMANGALAG, PhD. Division LR Supervisor
MIRAFLOR D. MARIANO, PhD., Regional Learning Area Supervisor
RIZALINO G. CARONAN, Regional LR Supervisor
Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph
Note: Practice Personal Hygiene protocols at all times. ii

Table of Contents
Describe how Communication is influenced by

media and information (Quarter 3, Week 1)
MIL11/12IMIL-IIIa-1 ----------------------- 1
Identify the similarities and differences between

and among media literacy, information literacy, and
technology literacy. (Quarter 3, Week 2) 9
-----------------------
MIL11/12IMIL-IIIa-2
Note: Practice Personal Hygiene protocols at all times. iii

MEDIA AND INFORMATION LITERACY
Name of Learner: _______________________ Grade Level & Section: _____________

Track/Strand: __________________________ Score:___________________________
LEARNING ACTIVITY SHEET
HOW COMMUNICATION IS INFLUENCED BY MEDIA AND

INFORMATION
Background Information for Learners
Communication is a natural and inescapable fact of life. This is precisely the reason why you are
thought to learn how to speak, read, write and use it. Communication is a process that involves
transmission of messages, performance of rituals, competing over attention, and reception of
messages as dictated by context and culture. Since 300BC, theorists have developed
communication models in attempts to explain and understand how to improve communication and
rhetoric. As time has passed, we have developed increasingly more complex models to explain
how we communicate. One example is the Berlo’s S-M-C-R Model. Berlo’s model of
communication explains it in four steps: Source, Message, Channel, and Receiver. The unique
aspect of Berlo’s model is that it gives a detailed account of the key elements in each step that will
affect how well the message is communicated:
Source(S): Elements of the source include communication skills of the sender, their attitude and
their culture.
Message(M): Elements of the message include its content, structure and code.
Channel(C): Elements of the channel include the senses of hearing, seeing, touching, smelling,
etc.
Receiver(R): Elements of the receiver include their attitude, knowledge and culture.
Note: Practice Personal Hygiene protocols at all times. 1

Concepts of Media and Information
Media and Information are necessities of your communicative lives. When you understand and use
various media forms to access information, you consider yourself media literate. An information
literate person, on the other hand, is able “to recognize when information is needed and to locate,
evaluate, effectively use, and communicate it in its formats.” When you are technologically or
digitally literate, you can utilize different “digital technology”, communication tools or networks
to locate, evaluate, use, and create information.” Critical thinking id necessary for discerning the
media source and the kind of information that you use.
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 can achieve their goals, develop their knowledge and potential, and participate
fully in their community and wider society.
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.
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.
Learning Competency with code:

Describe how Communication is influenced by media and information (Quarter 3, Week 1)
MIL11/12IMIL-IIIa-1
Exercise 1.
Directions: Make a throwback of your past week activities. Record your use and interaction with
media and information providers (such as internet, YouTube, Facebook, TV, radio, newspaper,
books, etc.). Using the prescribed table format below, indicate how many hours were spent
engaged in each one. You may not have to be exact, instead, estimate the number of hours you
spend each week. Cite at least Five (5) media and information providers.
Weekly Interaction Log with information and Information Providers

Media or Information Provider Number of Hours Spent in a Week
Questions:
1. Which media provider did you spend the most time?
2. What roles do media play in your life? (entertainment, learning, communication, etc.). In
no less than 4 paragraphs, give your reasons why those roles of media affect your life.
Rubric for Scoring
CATEGORY 10 8 6 4
Exceptional Meets Satisfactory Unacceptable
Expectations
Topic Excellent, Very good content Limited content Poor content
Analysis objective content and understanding and and
(Content) and understanding of the subject understanding understanding
of the subject matter of the subject of the subject
matter matter matter
Organization Logical Logical Organization is Poorly
progression of progression of clear, transitions organized
ideas with a clear ideas, transitions are evident
structure, are equally evident
transitions are
evident
Creativity Written in an Written in an Written with Has little style
extraordinary style interesting style good style
Grammar/ Virtually no Limited misspelled Few misspelled A greater
Mechanics misspelled words, words, words, number of
punctuation, or punctuation, or punctuation, or misspelled
grammatical errors grammatical errors grammatical words,
errors punctuation, or
grammatical
errors

Exercise 2.
Direction: Examine the following News Headlines with the help of the guide questions below.
LUFTHANSA UNVEILS DUTERTE, TRUMP SIGN THIS YEAR’S MISS UNIVERSE

‘NEW NORMAL’ AIRCRAFT ABS-CBN ONLINE PETITION PAGEANT WILL BE VIA ZOOM
Guide Questions.
1. Did you believe these news items were true? How did you know they were true/false?
2. Are all news and information in the internet true? Why or why not?
Rubric for Scoring
10 8 6 4
CATEGORY Exceptional Meets Expectations Satisfactory Unacceptable
Content Answers are Answers are Answers are not Answers are
comprehensive, accurate and comprehensive not
accurate and complete. Key or completely comprehensive
complete. Clear points are stated stated. Key or completely
ideas are clearly and supported. points are stated. Key
stated, explained Sentences have addressed, but points are not
and supported with great word choice. not well addressed.
facts, knowledge supported
and details.
Sentences have
great word choice.
Organization Response is well Organization is Response has Response has
organized, mostly clear and inadequate inadequate
coherently easy to follow organization or organization or
developed, and easy development. development.
to follow Structure of the Structure of
answer is not the answer is
easy to follow not evident.
Mechanics misspelled words, words, punctuation, words, number of
punctuation, or or grammatical punctuation, or misspelled
grammatical errors errors grammatical words,
grammatical
errors
Exercise 3.
Directions: Using as the most popular social media platform, create a best post
(characterization, picture, cartoon sketch, diagrams, quotations, etc.) convincing the Generation
Z “Gen Z” (5-25 years old) to stand together in Fighting the use of Fake News in any platform of
social media and the internet.
Rubric for Scoring
Category 10 8 6 4
Exceptional Meets Satisfactory Unacceptable
Expectations
Display The display The student Does not have Poor. Does not
Content includes all presents the all the enough have relevant
information on the information clear relevant information.
topic in an and displays a information on Information is
organized fashion. reasonable the display unorganized
Information is understanding of presented.
presented clearly information. Most Information is
and displays a information is not well
complete factually correct organized and
understanding of and is somewhat contains several
information organized factual errors
Critical Post is remarkable Good and Shows limited Post is poorly
Thinking and profoundly Organized Post plan focus on details created and
planned of the Post planned
Organization, Post format is Post is clear and Post is Post is hard to
Format & clear and precise. content is easy to relatively clear, follow. Major
Clarity Content is follow. No and content is problems with
straightforward problems with easy to follow. formatting (text
and simple to formatting. Slight problems is out of place)
follow. with formatting
Creativity Extremely Many creative Some creativity Little creativity
creative post. elements in the found in post. found in post.
Topics are very post. Topic Topic is Topic in the
engaging. Post discussed is relative general. Some discussion is
contains visual and is somewhat use of visual plain and
elements that engaging. Use of elements relatively
helps facilitate visual elements are uninteresting
topic relative to the
content of the post

Exercise 4.
Directions: Based on studies, it is now a fact that citizens of the 21st Century are dependent on
technology. As a technology-inclined citizen, how would you go along a scenario; where, upon
waking up one day, you found no more media, internet, libraries, and cell phones. In addition, all
newspapers and magazines have disappeared while radio stations and TV channels have totally
shut down. Using the given questions below, make an analysis that addresses the problem scenario.
Write your answers in brief and concise sentences.
• How would you be informed of anything now?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would society lose with this kind of problem?
Rubric for Scoring
10 8 6 4
CATEGORY Exceptional Meets Satisfactory Unacceptable
Expectations
and supported with great word not well addressed.
facts, knowledge choice. supported
and details.
Sentences have
great word choice.
developed, and development. development.
easy to follow Structure of the Structure of
Grammar/ Virtually no Limited Few misspelled A greater
Mechanics misspelled words, misspelled words, words, number of
grammatical errors grammatical grammatical words,
errors errors punctuation, or
grammatical
errors
Exercise 5.
Directions: Write an open ‘letter to the editor’ with your conclusions on the value of media and
information in a democratic society. Maximum of four (4) paragraphs.
Rubric for Scoring
8 6 4 2
CATEGORY Exceptional Meets Satisfactory Unacceptable
Expectations
and supported with great word not well addressed.
facts, knowledge choice. supported
and details.
Sentences have
great word choice.
developed, and development. development.
easy to follow Structure of the Structure of
Grammar/ Virtually no Limited Few misspelled A greater
Mechanics misspelled words, misspelled words, words, number of
grammatical errors grammatical grammatical words,
errors errors punctuation, or
grammatical
errors

MEDIA AND INFORMATION TECHNOLOGY
Name of Learner: _______________________ Grade Level: __________________

Section:_______________________________ Score:________________________
LEARNING ACTIVITY SHEETS

SIMILARITIES AND DIFFERENCES BETWEEN AND AMONG
MEDIA LITERACY, INFORMATION LITERACY AND
TECHNOLOGY LITERACY
Background Information for Learners

Media and Information Literacy plays an important role in communication and information
dissemination. Media and Information will enable us to access, understand and create
communications in a variety of contexts in the form of accessing, understanding and creating
media and information.
Media and Information play several roles. They:
• act as channels of information and knowledge through which citizens communicate with
each other and make informed decisions
• facilitate informed debates between diverse social actors
• provide us with much of what we learn about the world beyond our immediate experience
• are means by which a society learns about itself and builds a sense of community
• function as a watchdog of government in all its forms, promoting transparency in public
life and public scrutiny of those with power through exposing corruption,
maladministration and corporate wrongdoing
• are essential facilitators of democratic processes and one of the guarantors of free and fair
elections
• are a vehicle for cultural expression and cultural cohesion within and between nations
• function as an advocate and social actor while respecting pluralistic values
Media literacy, information literacy, and technology literacy are all similar in terms of goals. They
all share the common goal of cultivating people’s ability to access, understand, use, evaluate, and
create media messages, information, or content using information technology.

Definition of Media Literacy, Information Literacy, and Technology Literacy
Media Literacy (UNESCO Media Literacy • This involves understanding and using
for Teachers) mass media in either an assertive or
nonassertive way, including an
informed and critical understanding of
media, what techniques they employ
and their effects.
• The ability to read, analyze, evaluate
and produce communication in a
variety of media forms, e.g. television,
print, radio, computers, etc.
Information Literacy (UNESCO Media • The ability to recognize when

Literacy for Teachers) information is needed and to locate,
evaluate, effectively use, and
communicate information in its various
formats.
Technology (Digital) Literacy (University of • The ability to use digital technology,
Illinois) communication tools or networks to
locate, evaluate, use, and create
information.
• The ability to understand and use
information in multiple formats from
wide range of sources.
• The ability to read and interpret media,
to reproduce data and images through
digital manipulation, and to evaluate
and apply new knowledge gained from
digital environments.
Learning Competency with Code:

Identify the similarities and differences between and among media literacy, information literacy,
and technology literacy. (Quarter 3, Week 2) MIL11/12IMIL-IIIa-2

Exercise 3.
Directions: Review the information above and write all relevant information on the appropriate
columns on the table below.
Your
Literacy Understanding USE Your Example
Media Literacy
Information
Literacy
Technology Literacy

Exercise 4.
Directions: Through a poster, illustrate the connection of each of the literacies. Use a short bond
paper for your output.
Rubric for Poster

1 2 3 4
Coverage of the The poster does The poster quite
The poster The poster shows
Topic not include the includes the
includes a good exceptional
central idea of central idea of
amount of ideas understanding of
the topic. the topic. about the topic. the topic.
Use of Graphics Graphics do not All graphics
All graphics are All graphics are
relate to the relate to the
related to the related to the
topic. topic. topic and much topic and
of the poster is everything in the
easy to poster is easier to
understand. understand.
Attractiveness The poster is not The poster is The poster is The poster is
attractive due to attractive but attractive in exceptionally
untidiness. somewhat terms of design, attractive in
untidy. layout, and terms of design,
neatness. layout, and
neatness.

Exercise 5.
Directions: Write your reflections on the following questions.

1. What specific instances in your life do you find being media and information literate
most relevant and important? Why do you say so?
2. How is media and information literate helpful in your future life?
Rubric for Scoring

10 8 6 4
CATEGORY Exceptional Meets Expectations Satisfactory Unacceptable
and supported with great word choice. not well addressed.
facts, knowledge supported
and details.
Sentences have
great word choice.
developed, and easy development. development.
to follow Structure of the Structure of
Mechanics misspelled words, words, punctuation, words, number of
punctuation, or or grammatical punctuation, or misspelled
grammatical errors errors grammatical words,
grammatical
errors

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LEARNING ACTIVITY SHEETS

Note: Practice Personal Hygiene protocols at all times. i

Focal Persons : EMLYNNE U. AGCAOILI , PhD., Division Learning Area Supervisor

Printed by: DepEd Regional Office No. 02

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Note: Practice Personal Hygiene protocols at all times. ii

Describe how Communication is influenced by

Identify the similarities and differences between

Note: Practice Personal Hygiene protocols at all times. iii

Name of Learner: _______________________ Grade Level & Section: _____________

LEARNING ACTIVITY SHEET

HOW COMMUNICATION IS INFLUENCED BY MEDIA AND

Note: Practice Personal Hygiene protocols at all times. 1

Media and Information Literacy

Learning Competency with code:

Weekly Interaction Log with information and Information Providers

Note: Practice Personal Hygiene protocols at all times. 3

LUFTHANSA UNVEILS DUTERTE, TRUMP SIGN THIS YEAR’S MISS UNIVERSE

Rubric for Scoring

Note: Practice Personal Hygiene protocols at all times. 5

Rubric for Scoring

Note: Practice Personal Hygiene protocols at all times. 7

Name of Learner: _______________________ Grade Level: __________________

LEARNING ACTIVITY SHEETS

Background Information for Learners

Media and Information play several roles. They:

Note: Practice Personal Hygiene protocols at all times. 9

Information Literacy (UNESCO Media • The ability to recognize when

Learning Competency with Code:

Note: Practice Personal Hygiene protocols at all times. 10

Note: Practice Personal Hygiene protocols at all times. 13

Rubric for Poster

Note: Practice Personal Hygiene protocols at all times. 14

Directions: Write your reflections on the following questions.

2. How is media and information literate helpful in your future life?

Rubric for Scoring

Note: Practice Personal Hygiene protocols at all times. 15

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