COMMUNICATING IN A communicate and interact as if they were next-door
neighbors.
MULTICULTURAL SOCIETY AND
WORLD: COMMUNICATION &
GLOBALIZATION
INTRODUCTION
Nowadays, almost everyone is practically addicted
to social media. Mention Google, Facebook, Instagram,
Twitter, YouTube, or Pinterest and you will readily see
the faces of your friends light up. In any public place,
you see people taking selfies, and their pictures are
readily posted on a social-media website.
As long as you have cell phone, an internet
connection, and downloaded application, like Facebook,
Messenger, Skype or Viber, you can now talk, text,
instant message, and video chat or video call your family
and friends anywhere in the world and all for free. You
can converse with anyone on a particular blog spot, news
article, or event.
You can also meet people from other countries,
make friends, with them, and learn about them and their
countries without leaving the comforts of your home and
your country; all these are possible through these social
media.
Researching, too, is no longer difficult, just use
Google, the world’s information through web pages,
images, or videos. Even the ordinary television allows
you to watch events as they happen anywhere else in the
world.
What do all these suggest? By means of television and
the Internet, the world has now become like one small
community where people from different countries can
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Globalization: Happening Now…
Globalization is the trend of increasing interaction
between people or companies on a worldwide scale due
to advances in transportation and communication
technology, nominally beginning with the steamship and
the telegraph in the early to mid-1800s. With the
increased interactions between nation-states and
individuals came the growth of international trade, ideas
and culture. It is primarily an economic process of
integration that has social and cultural aspects, but
conflicts and diplomacy are also parts of the history of
globalization. (Wikipedia, 2018)
Globalization has affected us in numerous ways.
The free trade of goods and services all over the world
has brought multinational companies and foreign
investors to our shores.
Because of all these factors, it is imperative to be
aware of the differences between our culture and the rest
of the world’s cultures.
The advent of the Internet has caused the world to
seem to be shrinking continually. One can communicate
internationally in a matter of seconds, whether one is
sending an email, chatting in social media, or sending a
text message. One can read about different cultures and
have access to films, academic papers, and the like from
countries around the world, one should know the
difference between the kind of English that we write and
speak, and the kind of Englishes that exist outside of the
Philippines.
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Globalization and the Global Village
You can now travel across the world anytime, too,
and when you are in a foreign country from any of its
automated teller machines (ATMs) as long as you have
an international debit card. While there, you can also use
the card to pay for anything – a product or a work
service. This is an example of globalization.
Globalization – the process of bringing people
together and making them interact and exchange ideas
across traditional borders. (Nowacyk, 2017)
The world driven largely by advances in
technology, has become inextricably interconnected
across distance and other boundaries. (Downing, 2007)
Globalization is the increasing economic, political
and cultural integration and interdependence of diverse
cultures. (Gamble & Gamble, 2013)
Global Village –one world interconnected by an electronic
nervous system [media] – has become a reality.
(Stewart, 2015)
Thomas Friedman (NYTimes columnist) argues that
in the process of globalization (the flattening of the
world), a surprising and lightning-quick convergence of
technologies allows individuals (not just countries and
companies) to communicate “from anywhere to
anywhere”, collaborating and competing for the first time
on a level-playing field.
“Ours is an Age of GLOBALIZATION.”
What is Globalization anyway?
▪ Globalization is the process by which people and
goods move easily across borders. Principally, it is
an economic concept – the integration of markets,
trade, investments with few barriers to slow the
flow of products and services between nations.
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There is also a cultural element, as ideas and
traditions are traded and assimilated.
▪ Globalization has brought many benefits to many
people. But not to everyone.
NB: Globalization, done wisely, could lead to
“unparalleled peace and prosperity. Done
poorly, “to disaster”. – IMF
How did Globalization happen?
▪ We might think of globalization as a relatively new
phenomenon, but it’s been around for centuries.
▪ One example is the Silk Road, when trade rapidly
between China and Europe via an overland route.
Merchants carried goods fro trade back and forth,
trading silk as well as gems and spices and of
course, coffee.
What Drives Globalization?
▪ Globalization has sped up enormously over the last
half-century, thanks to great leaps in technology.
▪ The Internet has revolutionized connectivity and
communication, and helped people share their
ideas much more widely, just as the invention of
the printing press did in the 15th century. The
advent of email made communication faster than
ever.
▪ The invention of enormous container ships helped
too. In fact, improvements in transport generally
– faster ships, trains and airplanes – have allowed
us to move around the globe and much more
easily.
What is Good about Globalization?
▪ Globalization has led to many millions of people
being lifted out of poverty.
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▪ For example, when a company like Starbucks buys
coffee from farmers in Rwanda, it is providing a
livelihood and a benefit to the community as a
whole. A multinational company’s presence
overseas contributes to those local economies
because the company will invest in local resources,
products and services.
▪ Socially responsible corporations may even invest
in medical and educational facilities.
▪ Globalization has not only allowed nations to trade
with each other, but also to cooperate with each
other as never before.
▪ Take the Paris Agreement on Climate Change,
where 195 countries all agreed towards reducing
their carbon emissions for the greater global good.
What is Bad about Globalization?
▪ While some areas have flourished, others have
floundered as jobs and commerce move elsewhere.
▪ Like the closure of call centers in the US in favor
the Philippines. Steel plants in UK closed down,
thousands of jobs are lost because China has
produced a cheaper steel.
▪ Every step forward in technology brings with it new
dangers. Computers have vastly improved our
lives but cyber criminals steal millions of money per
year. Global wealth has skyrocketed, but so has
global warming.
▪ While many have been lifted out of poverty, not
everybody has benefited. Many argue that
globalization operates mostly in the interests of
richest countries, with most of the world’s
collective profits flowing back to them and into the
pockets of those who already own the most.
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▪ Although globalization is helping to create more
wealth in developing countries, it is not helping to
close the gap between the world’s poorest and the
richest nations.
▪ Ex. When Starbucks can legally avoid paying
taxes, the global inequality crisis worsens.
▪ The evolution of Cancel Culture. Urban Dictionary
defined this as a modern internet phenomenon
where a person is ejected from influence or fame
by questionable actions. It is caused by a critical
mass of people who are quick to judge and slow to
question. It is commonly caused by an accusation,
whether that accusation has merit or not. It is a
direct result of the ignorance of people caused
communication technologies outpacing the growth
in available knowledge of a person.
➢ What does Cancel Culture do? It is reactionary,
quick to judge, and quick to anger. It can be
vindictive and seek to take justice and
punishment into our own hands. It relies on mob
justice. It often has disproportionate
consequences to the offense committed. It is
often unforgiving, lacking any sense of grace
and mercy.
COMMUNICATION AND GLOBALIZATION
Communication is essential for personal and
professional effectiveness. It helps establish good
relationships, creates a better working environment,
strengthens collaboration and cooperation and unifies
conflicting ideas.
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 Globalization on the other hand, is very
complex to define because different scholars and
institutions view it differently. Nonetheless, the basic
concept of globalization is the expansion and
integration of cultural, political, economic and
technological domains of countries. This reflects that
the world is borderless, and the countries are
interconnected and interdependent. For example, the
United States of America (General Electric, Chevron,
Starbucks and MacDonalds), Japan (Toyota, Honda,
Hello Kitty), South Korea (Oppo and Samsung), and
the Philippines (Jollibee and Bench) have local
companies that have expanded overseas and have
become transnational or multinational.
With the advent of globalization associated
with advanced technologies and systems across
regions, the flow of information and communication
has become smoother, faster and easier. Plus,
business transactions and partnerships among local
and international institutions have become more
efficient. One best example is the use of electronic
mail (e-mail) such as Gmail and Yahoo Mail, or social
networking sites such as Facebook, Twitter and
Instagram.
Consequently, the context of globalization
requires effective communication skills from students
and workers to cope with the demands and challenges
brought about by this phenomenon. This includes
communicating effectively with people of different
background, age, culture, gender, beliefs,
orientations, preferences and status.
How to Communicate Effectively in a Global Society
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1. Express your ideas effectively in verbal, non-
verbal and written forms in either digital or non-
digital environment or both.
2. Use effective listening skills to evaluate
arguments and rationalize judgments and improve
job-effectiveness and work relationship.
3. Communicate with purpose to a variety of
audiences.
4. Promote collaboration and cooperation with
others.
5. Understand the concept of diversity and promote
respect at all time.
6. Use technology and social media responsibly.
CULTURAL IMPERIALISM
▪ Cultural Imperialism is the imposition or extension
of cultural influence of a dominating nation over
less powerful societies. It is perceived to be a
“cultural legacy of colonialism and is attributed to
Western hegemony” (domination). From a post-
colonial perspective, it creates a notion of
dichotomy between the oriental and the occidental
culture, seeing the East as inferior and the West as
the superior. In other words, Western culture
dominates the global community, while Eastern
culture tries to preserve its own and adjust to the
modern world system shaped and overpowered by
the West.
▪ In communication, cultural imperialism is seen on
various perspectives. One is electronic colonialism.
Less powerful societies continuously adapt to the
importation of hardware, software and other forms
of communication technologies produced and
developed by first world countries to improve their
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 own mass media and communication networks.
This somehow leads to alterations of domestic
cultures brought by exo-cultural norms and values
of the West.
▪ With this technological breakthrough is the rise of
English as the lingua franca of the global
communication. It has become the language of
globalization and has spread cultural perspectives
(American/English) through new media and
technological advancements. This has even led
some in taking English Language tests (IELTS,
TOEIC, TOEFL, etc) that has set criteria and
standards on English language proficiency for
global mobility and work opportunity. In some
cases, language loyalty is lost, embracing the new
Western identity and totally choosing and using the
new spoken language of the West.
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Communication Aids and Strategies
Using Technology
Using Traditional Visual and Audio Media
✓ Overhead Transparencies - Transparencies are clear
acetate pages displayed by an overhead projector during
a speech.
✓ Flip Chart- a large pad paper that rest on an easel
allowing the speaker to record.
✓ White board/chalk board- these materials can also help
you achieve the same outcome.
✓ Document Camera- is a projector device. Give students
the ability to see an object or text clearly from anywhere
in the classroom, which is important for comprehension
and understanding.
✓ Video- showing a video clip can elicit an emotional
response from the audience.
✓ Handouts- are sheet of paper containing relevant
information that some speakers use in conjunction with
other presentation media.
✓ Sound recordings- sounds, like visual images can
stimulate mental images triggering the imagination and
setting mood.
COMPUTER-MEDIATED COMMUNICATION (CMC)
This is generally referred to as any human symbolic
interaction that takes place through digitally based
technologies. Digital simply means that the information
contained in sounds, images and procedures is converted into
combinations of the digits one and zero.
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 Digital communication generally has precise meanings
and precise beginnings and endings. “Mediated” comes from
the Latin media, meaning “middle”. It has come to mean
anything that comes between one person’s message and
audience. Computers in one way or another are the channels
or intermediaries through which CMC messages travel from
one person to other persons.
Computers are technological media, which can contrast
with natural media. Natural media are those that send and
translate symbols using only our bodies and minds such as
spoken words, gestures, posture and all other verbal,
nonverbal and listening processes.
Technological media are those devices that translate,
amplify or otherwise alter the information in these natural
media and typically include telephones, instant messaging,
teleconferencing, videophones, videoconferencing, email,
and other computer-assisted interactions such as
telemarketing, group-decision support systems, computer
chat lines, blogging, multiuser domains and some virtual
reality systems.
The most commonly used forms of CMC are email, the
World Wide Web (WWW), chat rooms, blogging, and
videophone communication via the computer, including
instant messaging (IM)
We’ll also look at telephone communication, still preferred
mode of everyday conversation. There are also other forms of
computer interaction, such as video games, that can be
clearly communicative in the sense that they involve
multiparty interactions as part of the games.
NB: Competence in CMC is a combination of richness, context
and message.
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Characteristics of Computer-Mediated Communication
RICHNESS
• When you talk to people face to face, you see them, hear
them, and perhaps even touch and smell them. Such
natural media are very rich in sensory information.
• Media richness is the extent to which a medium represents
all the information available in the original message.
• It is called “presence”, which is the extent a medium allows
communicators to feel like they are in the physical space of
another.
• Richer media permit more feedback, greater immediacy,
more types of verbal, visual and audio cues or information,
more tailoring of messages to particular individuals; and
more use of informal language.
• Interactivity is the extent to which parties can communicate
simultaneously in response to each other’s messages.
• Standard e-mail and IM are not very interactive because a
writer must complete an entire message, send it, wait for
transmission systems to receive, transfer and deposit the
message to the recipient’s system.
• Many chat rooms, in contrast, are more interactive because
they allow a recipient to see the words of the other person
as they are being typed and permit interruptions in
midsentence almost like a face-to-face conversation.
• The more interactive the medium, the richer it is.
• Completeness is the extent to which a medium represents
the nonverbal and emotional content of messages.
• The telephone reflects a wider range of vocalic information
about speaker intent and emotion than letters and e-mail,
but all these media are less complete than video-telephony.
Yet even video-telephony presents only a fairly flat, two-
dimensional picture of a person.
• The more complete the medium, the richer it is.
• We all adapt our message to the medium and to the context,
such as our goal or the type of relationship we have with the
receiver.
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OPENNESS
• It is the extent to which messages sent through the
medium are publicly accessible.
• Erving Goffman (1973), a sociologist, argued that people
have two areas of action, front stage and back stage.
• Front-stage behavior is public and accessible to all who
ware present. That makes it high openness.
• Ex: When you give a speech to a class of students, it is
front-stage. However, when you change your seating to
get a better look at the person you intend to ask out on a
date, it is more back stage than front stage.
• Computers permit a wide-range of front stage and back
stage action. (Post in FB vs. post in Messenger)
• To some extent, computer-based media have begun to
blur the lies between public and private communication.
Virtually everything sent by e-mail is recorded somewhere.
• Unlike letters that can be burned, voice mail that can be
erased, and telephone and face-to-face conversations that
are rarely recorded, computer-based messages are
commonly copied, manipulated, forwarded and
reproduced for many eyes to see.
• The fact that messages often take on a life of their own on
computer-based networks is one of the many features any
communicator needs to consider when choosing to send a
message.
The Importance of Computer-Mediated Communication
• The invention of the printing press made the transfer and
accumulation of generalized knowledge far more
accessible than ever before.
• The Industrial Revolution gave way to the service
economy. Most contemporary observers believe that the
microchip and computer have ushered in the next
revolution.
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The Extent of Mediated Communication
• The sheer pace of change is often difficult for people today
to fully comprehend.
• According to researchers Mike Bloxham, Robert Pepper,
Mark Popovich and Michael Holmes (Ball State University
Newscenter, 2005), people in America now spend more
time per day engaged in media activities (30%) and in media
while engaged in some other activity (39%) than in work
(21%).
• Almost one-third (30%) of all-time using media use involves
using more than one medium at a time.
• People still spend more time with the television (241
minutes a day), but the computer appears to be catching up
(120 minutes a day).
• The first programmable computer, named ENIAC
(electronic numerical integrator and computer), was
unveiled 1946. It was 110 feet tall and 150 feet wide. It
costs millions of dollars and executed about 5000
operations per second.
• Today’s personal computers execute millions of operations
per second using microchips the size of thumbnails.
NB: All this computing power is potentially useless if a person has
no access, no motivation, no knowledge and no skills to use it.
Information Haves and Have-Nots
• The information haves, those who have computer
resources and the skills to use them, will have enormous
advantages over the have nots.
• About three-fourths of the US population does not know the
meaning of the term “phising” (sending unsolicited e-mails
to acquire personal and sensitive information) or
“podcasting” (uploading downloadable audio files for play on
MP3 and iPod players)
• The problem of have-nots is far worse in developing
countries and cultures in the world.
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 • The result of such media illiteracy and lack of access can be
devastating. Those with no access to media and no
competencies with it will become increasingly powerless
and dependent on others, which will result in lower status
and lower economic potential.
• However, some trends suggest the gap between the haves
and have-nots is narrowing. Computer power grows
cheaper and more user-friendly every year. Many countries
are bypassing expensive cable and telephone lines and
moving straight to cellular and wireless infrastructure, which
is likely to be far more affordable for the government and
their publics.
• However, having access and knowledge do not necessarily
imply CMC competence in using these technologies.
• If you now feel like you’ve got it made because you have
media access and some level of competence, don’t be
fooled. There is a dark side to this brave new world in the
possibility some see of dystopia, a world of constant
surveillance, technological dependence and manipulation.
• Even the popular image of the information highway is
suggestive of a problem: either get on with everyone else or
get left behind or run over.
• CMC competence in the future will increasingly consist of
being able to recognize people’s deceptions, scams and
exploitations ad being more selective in choosing the media
that are appropriate for specific messages.
• The communication competence model can serve as
framework for better understanding this understanding this
computer-mediated environment.
Overcoming Challenges to Mediated Communication
• Given that much of the economy, and therefore your own
livelihood, will depend significantly on how competently
people use evolving media, it is vita; to have some road map
to help navigate the technological jungle.
• The most significant challenges to competence in mediated
communication are access and mastery.
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• Access is the extent to which a user understands many
types of options in these media are available.
• Mastery is the extent to which a user understands how to
use the media.
• Clearly it is difficult to have mastery without access.
However, access alone is not enough to achieve mastery.
ACCESS
• Most of the world does not have access to high-technology
communication media. Access represents more of a
challenge than merely being able to physically touch a
keyboard; it has both depth and breadth dimensions.
BREADTH how many different types of communication media
a person has to access. You can own a pager, cellular phone,
and a computer but not be able to afford access to an Internet
service provider. You may have a computer and a dial-up
Internet service, but only one telephone line, so you can access
only one mode of communication at a time.
DEPTH, in contrast, refers to your access to various options
available within a medium. You may have an Internet service
provided but a dial-up connection too slow to allow full access
to the content available on the network. You may have a
computer but not the appropriate imagery software to edit the
images from your digital camera. Both the depth and the
breadth of access may sound like merely economic issues.
Make more money and buy better upgrades. However,
upgrades depend not only on money but also on mastery.
MASTERY
This depends on three factors: the pace of change,
information overload and technophobia. The sheer pace of
change has become one cause of technophobia, affecting many
people’s perception of their ability to master communication
media.
Imagine how intimidating it seems to someone who has
never gotten online to consider buying a computer, much less
8
becoming expert at it. Many people feel left behind in the
information revolution.
Information Overload is the feeling of having more media
content and access to and from people than we can process
meaningfully. About a quarte (26%) of 8-18 year olds use more
than one medium at a time. Although most youth seem to adapt
well to such multi-tasking , those who are least contented spend
more time using media than their most contented peers. Such
multitasking may permit more to get done, but at the cost of the
quality of the average interaction.
A person goes on a weekend vacation and returns to 40 to
50 e-mail messages, 20 0r 30 voice mail messages, a stack of
snail mail and several pages and cellphone calls.
Such overload makes it challenging to devote one attention
to messages equally. People have less time to compose their
thought, much less their mediated response to messages.
The media through which we communicate are changing
more rapidly than at any time in history. The defects on society,
and on the relationships we have within that society, are changing
our relationships better or worse – the truth is probably that they
make some of our relationships better and some of them worse.
Regardless, being prepared to navigate the increasingly complex
waters of this mediated environment is more important than ever.
STRATEGIES USING TOOLS OF TECHNOLOGIES
• Keep it simple. Emphasize your key ideas.
• Show what you can’t say.
• Use close up shots and other images
• Keep the number of images you present manageable.
• Combine variety with coherence. Use large lettering.
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MULTIMEDIA
In 1966, the term multimedia was coined by Bob Goldstein
and in 1993, Vaughan declared the definition in his book entitled.
“Multimedia: Making it work”. Also, he added that multimedia can
be called interactive when it allows people to generate computer
command.
Documents and presentations that incorporate any
combination of different media types are often called multimedia.
Most people understand multimedia to be the Web and other
computer-based applications and documents, but there is no one
single standard for what constitutes “multimedia”.
Software applications that produce presentations, web
pages and even word processing documents all offer multimedia
because they can incorporate many types of digital and
interactive media elements into one document. Media elements
can be purchased or licensed from professional sources or
created in house.
Multimedia documents can also be read by many types of
devices, including computers, cell phones, and personal digital
assistants (PDAs).
Basic Kinds of Multimedia
The basic kinds of multimedia files that are most
commonly used in technical communication include the following:
PHOTOGRAPHS – still images, often acquired with a scanner or
taken with still camera or cellphone.
VIDEO – moving images, usually recorded on a video camera or
cell phone.
AUDIO – audible sounds with music, voice or other sound effects,
usually recorded with a microphone.
ANIMATION – shapes, drawings, text or illustrations that are
designed to move on the screen.
STORYBOARDS – a visual outline or overview of a media or
multimedia project in sequenced drawings or screens.
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PODCASTS – audio and video broadcasts about a particular
topic that can be downloaded to a computer or portable MP3
player.
NB: Technical communicators are often asked to create a
document or website in a multimedia format. It is important to
determine exactly what mix of sound, moving images, still
images, text, interactivity and other features are required for a
particular project.
Most digital media contains some combination of
multimedia, such as photographs, music, audio, animation, video,
podcasts, text and illustrations. The key is not to overwhelm your
audience with too many moving elements. Keep the use of
multimedia straight forward and simple, with an eye toward what
people really need.
The Advantages of Using Multimedia in Web Design
Enrich your web design project with multimedia elements to
captivate and inform Web page visitors, regardless of which
browser they are using. Sound files, pictures, animations and
video footage are considered forms of multimedia that you can
combine to enhance a website if you take steps to overcome
accessibility challenges that threaten the inherent advantages of
using multimedia elements. Be sure that these objects are
accessible to a broad range of website visitors to maximize their
advantages.
Embedded Video Footage
Embedded video is an advantage of using multimedia in a Web
design. Such videos can contain an array of footage to serve not
only a website's mission but also its visitors. Multimedia of this
variety is useful to site visitors who have literacy challenges and
those with visual, audio or cognitive disabilities. Provide links to a
narration transcript to reach the broadest audience should
accessibility issues occur.
Informative Images
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The advantage of using photos in a multimedia Web design goes
beyond the use of images as decoration. Images in a multimedia
context consist of slide shows or galleries that a website visitor
can view. In situations where you use photos as multimedia
objects, embed them with descriptive HTML code such as a title
-- because if a browser fails to load the images, your website
visitor will at least know what should be there.
Animated Information
Flash objects are multimedia elements that you can use in your
Web design as well. The advantages of adding Flash animations
to your design include featuring scalable, dynamic and media-rich
content that stays within one container on a Web page. This
content can illustrate how things work or present information in
entertaining ways. Consider including an alternative animation
file type that a visitor can view in the event that your Flash
animation fails to load in the browser they are using.
Sound
Sound can enhance your Web design project. The sound clips
you incorporate can be short or long. You may use them to deliver
website visitors information in the form of recorded speech. If you
incorporate multimedia of this type into your design, embed
descriptions within your HTML code and consider linking to a
transcript. These extra steps enable site visitors to review the
contents of featured sound files in the event that an accessibility
issue arises.
Guidelines for Using MULTIMEDIA
▪ Decide what mix of sound, moving images, still images,
text and interactivity are required for a particular project.
▪ Determine the types of devices where your project will be
viewed, such as computers and cell phones.
▪ Start simple and do not overwhelm your audience with too
many moving elements.
▪ Conduct usability testing on your document to make sure
people actually need and use the multimedia elements.
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 PHOTOGRAPHS
Photographs use light and exposure to create a
reproduction or “picture” of what appears in the camera frame and
then save this image onto film or digital storage device. Scientists
and technical communicators use photographs for many
purposes:
➢ provide evidence for a claim made in the document
(picture of pollution)
➢ present an accurate picture of an object described in the
document (picture of an equipment)
➢ present information or a location in a holistic, unified way
(picture of an interior of a building or aerial shot of a given
location)
➢ provide data or information that explains or illustrates
something not easily said in words (series of photos of an
erosion)
Printed and Digital Photograph Formats
Photographs are available in many print and digital formats that
can serve various purposes.
➢ Prints: Hard copy photo paper in matte or glossy finishes,
made from film or digital files.
➢ Slides: Made from film or files to protect or view on a light
table.
➢ Posters: Large format prints made on oversized printers
to create a display piece.
➢ Image files: For displaying on screen, projecting from a
computer or inserting into documents, see various formats
below.
➢ Photo CDs and DVDs: Developed film or digital files
saved onto CD or DVD.
Image Resolution
❖ Resolution refers generally to the density and number of
pixels (dots on the screen) in an image file. More pixels
usually mean that you see a finer level of detail and clarity;
more pixels also result in larger file sizes because they
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include more information. Images for web pages are
usually measured in pixels, width x height. Images in
printed publications are usually measured in dots per inch
(dpi). In either case the higher the numbers, the better the
resolution.
❖ Print quality photos and slides require images with the
highest resolutions. Higher resolution is especially
important in larger images and in printed publications, but
it is unnecessary if the image will only appear on screen.
❖ You may need to save several copies of an image using
different resolutions for separate applications.
❖ Be sure to confirm how your images will be used and what
devices will be used to print or display them before
finalizing your documents.
❖ Most digital cameras allow you to choose the quality of the
photograph you’ll be taking. If you are unsure about the
final use of the photo, take it the highest quality setting.
You can always save it as a smaller file or at a lower
resolution, but the higher resolution file will ensure the best
quality for either print or screen.
Photograph File Formats and Quality
Most digital cameras have a range of options that adjust
how images are captured and stored. Your settings will depend
on the purpose and function of the photographs you will be taking
or acquiring and using in your documents.
Digital photographs may be saved in several common file
formats. Software, email readers, or different computer platform
may convert photo files into these different formats. It’s useful to
know the differences among these formats, because each has its
own advantages and disadvantages.
▪ Joint Photographic Expert Group (JPEG) are the most
common form of digital photograph. JPEG is the best
choice for displaying photographs on the Web. JPEG files
are “compressed” meaning the file sizes are much smaller
than with other formats. Highly compressed files can
suffer some loss in image quality (images can look blurry
11
 or “pixelated”) but generally this is not noticeable in smaller
images published on web pages.
▪ Tagged Image File Format (TIFF) are an older but still
another common digital file format used for printing. At
higher resolutions, TIFF files can be quite large, and they
are rarely used on the Web for this reason.
▪ Graphic Interchange Format (GIF) are compressed for
use on the Internet. Unlike JPEG files, GIF files are not
suitable for photographs, which require many more colors.
GIF files are useful instead for graphics and illustrations
with a small number of colors.
▪ Photoshop (PSD) Adobe Photoshop is so widely used
that its file format has become a fourth type of standard file
format for saving and manipulating digital image files.
Many cameras and most scanners will save files directly
to PSD format, which makes it easy to open and edit the
files in Photoshop. PSD files, however, cannot be opened
or read by users who do not have Photoshop installed on
their cameras.
Scanned Images
A scanner works like a photocopier to save images onto a
computer as a digital file. Scanners come in several sizes and
levels of quality, but even an inexpensive flatbed scanner can be
used to acquire high-quality versions of printed photographs.
When scanning an image, you should first decide the
following:
• What type of digital file you need (JPEG, TIFF). Choose
the format based on the final project output and also the
easiest for your software to access.
• Whether you need colored or black-and-white image,
which can have one-third the file size of color.
• If you want portrait (vertical) or landscape (horizontal)
orientation for the image.
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• What resolution quality you need. Use the lowest
resolution for the project at hand without compromising the
image quality.
• What dpi setting should be (lowest for onscreen, higher
print, highest for photos).
These settings are all defined in advance in the scanner
driver software program. Each setting affects the size of a digital
photo file, so generally you want to minimize file sizes, which then
increases the speed of handling the file.
Editing Digital Photographs
Commonly used software for photo editing includes the
following:
• Adobe Photoshop and Image ready
• Photoshop Elements
• GIMP (Gnu Image Manipulation Program), an open-
source tool available over the Internet
• Apple iPhoto (consumer/home software with wide sorting
and publishing capabilities and basic editing tools that
comes with the McIntosh computers)
• Picasa, a similar program for Windows users (provides
photo editing and storage software, offered free from
Google at http://picasa.google.com/)
• Basic paint programs and accessories that come with
computers also do minor editing and sizing of photos.
• Word Processors and PowerPoint provide minor editing
sizing of inserted photos.
Ethics of Using Photographs and of Photo Alteration
• When you use a photograph in a document or on a web
page, you should always include a photo credit. The
owner of the photograph will usually specify how he or she
wishes to have this credit listed. You may need to request
permission or pay a licensing fee depending on the
copyright requirements.
• If you find a photograph that is right for your document or
web site, but you want to alter it, the ethical issues can be
12
 tricky. A deliberately altered photograph can make a
powerful statement.
• When you alter another’s original photograph significantly
for illustrative or artistic purposes, it requires both a photo
credit and a clear indication of the photo’s altered status
as an illustration.
• Unacknowledged alterations can result in biased
meanings, stereotypes or unethical statements. As noted
above, you may also need to seek permission to use the
photo, depending on the copyright situation.
Guidelines in Using Photographs
• Decide on your purpose for your using a photograph in
your document.
• Determine what image file format and quality best
complements your document delivery.
• Purchase or find a suitable photograph, or take the photo
yourself with a digital camera.
• If necessary, select a basic image editing software
program such as Picasa or a program such as Picasa or
professional quality program like Photoshop and enhance
your photograph.
• If you alter a photograph significantly, make sure the
changes are ethical and in good taste. You should also
label the photo as altered or as a photo-illustration.
• If a large format photo or an elaborate photo-illustration
best suits your needs, hire a professional artist to make
sure the results look professional and of high quality.
POCKET TECHNOLOGIES
Personal digital assistants (Palm Pilots, BlackBerries),
smart digital phones, MP3 players, global positioning system
(GPS), e-book viewers, iPhones and other mobile technologies
allow on-the-go access to information in an increasingly mobile
world. These “pocket technologies” provide instant, portable
access to the Web, email, audio and video programming, text
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documents, spreadsheets, maps, photographs, and other
multimedia and information formats.
Designing Text and Visual Information
Compared with desktop computer, pocket technologies
have very small screens with limited memory and computing
capacity. If you are helping create information that will be used
on a pocket technology, you face a wide range of design
considerations. Text needs to be brief and to the point. Graphics
need to be limited so that they do not crowd out the text.
Some search engines and news sites have special web
addresses that are for use with mobile devices. The sites offer a
more brief, minimal screen design that is easier to read on small
screens.
If you know that the document or information you are
working on will be displayed on a pocket device, you may need
to create one document for a regular web page and an alternative
document, one with shorter amounts of text and fewer graphics
that is specifically created for a pocket technology. It will not work
simply to transport the web page for a computer onto a PDA’s
small screen.
When dealing with large amounts of information (news),
the more common approach is to create content once, in small
chunks, independent of the platform, and store it in a data base.
Then, various chunks of information are pulled together in
different formats, depending on whether the final form will be
delivered on a PDA, on a regular computer, on a cell phone or in
print.
Guidelines for Creating Information for Pocket
Technologies
• Design for the small screen using a layered approach:
display headings and summary information first.
• Don’t import a web page design directly onto a smaller
screen.
• Give users control over the font size.
• Use color to help users navigate on the small screen.
13
 PODCASTS
Podcasts are audio files about a particular topic that can
be downloaded and listened to on a computer or portable MP3
player. Users can subscribe to podcasts and have the audio files
downloaded automatically using one of several software tools.
Because MP3 players are portable and easy to use, technical
communicators have begun to use podcasting as a way to
distribute product and technical information to customers, clients
and employees.
Many MP3 players also include video playback capability
and video podcasts (or V-casts) are becoming commonplace in
tech-related industries. Video podcasts can include presentation
slides or even video tutorials (screencasts).
Technical communicators have been quick to embrace
podcasting as a means of information delivery because it offers
the immediacy of oral presentation with the easy distribution of
the MP3 audio file format.
Popular audio and screen recording programs frequently
offer the ability to format recorded presentations in compressed
files suitable for podcasting, making it relatively easy and
inexpensive to produce and distribute high-quality presentations
through pocket technologies or computers.
Subscribing to Podcasts
Podcasts are available on almost any topic of interest,
from news and information to hobbies to scientific and technical
topics. Web sites and blogs often provide annotated links to
current podcasts related to specific industry or technology. Fields
where information changes and needs to be frequently updated,
like computer security, for example, rely heavily on podcasts to
distribute critical information quickly.
A number of software tools, including Apple iTunes allow
users to locate and subscribe to podcasts. Podcast directories,
like Podcast Alley, also allow easy searching and downloading
from among the expanding universe of downloadable and usually
free, podcasts.
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Creating Podcasts
Podcasts can be created on a computer using audio and
video recording and editing tools. Audio-only podcasts require a
microphone, headphones and audio editing software (such
Audacity) and video podcasts also require a video camera or
screen capture tool (like Camtasia Studio). Once the recording
equipment and software are installed and tested, most podcasts
can be created using a series of basic steps:
1. Plan the podcast (determine the audience, purpose, style,
format and frequency needed) and draft a script or outline
to follow during recording.
2. Record the audio (voice, music, sound effects) and video
(images and screen captures) files.
3. Edit the audio and video tracks.
4. Convert the edited files to MP3 or similar format.
5. Publish the podcast and promote it so users know where
to find it.
Guidelines for Creating Podcasts
• Speak in an informal tone and connect to your listeners as
individuals with an interest in your topic.
• Practice your delivery to be sure that your voice is clear,
direct and audible.
• Edit audio and video tracks carefully to eliminate noise,
repetition, pauses and gaps and to create and effective,
concise listening experience of your audience.
• Test your files to be sure that your podcast can be
downloaded and played back on an MP3.
• Post your podcast in a place where your audience can
easily find it and include a brief annotation or note to clarify
what each episode includes or covers.
USING THE DIGITAL TECHNOLOGY
When using the digital technology, some things will work,
others won’t. Using the digital technology can include the
following:
14
 ▪ accessing blogs, vlogs, chatroom, social networking sites,
social media and discussion forums to help people
communicate and collaborate with each other
▪ accessing cloud storage facilities, which you can use to
upload, share, collaborate with others
▪ accessing digital media for visual/audio recording and
playback
▪ annotating images and videos (www.thinglink.com)
▪ checking for plagiarism with specialist software
(www.grammarly.com/plagiarism)
▪ creating a private YouTube channel and empowering
learners to make and add videos for their peers to review
and comment on (www.youtube.com)
▪ creating a Twitter hashtag for a topic (#) and encouraging
others to use it, then checking the comments later by
searching for the hashtag (www.twitter.com)
▪ creating a wiki for learners to collaborate with their peers.
They can contribute to a discussion with a trackable history
of changes (www.wikispaces.com)
▪ creating an online glossary
▪ their own devices might run out of credit if paying for wifi
Advantages and Disadvantages of Using Technology
Advantages
▪ accessible and exclusive
▪ addresses sustainability, i.e. no need for paper copies
▪ an efficient use of time
▪ auditable and reliable
▪ available and flexible i.e. resources and materials can be
accessed at a time and place to suit teachers and learners
▪ cost-effective i.e. available to many learners in large online
classes, and can save on the purchase of printed copies
of textbooks or the printing of handouts and resources
▪ gives immediate results from online tests and polls
▪ learners can do bring your own device (byod) to use during
sessions
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▪ on demand, i.e. tests can be taken when a learner is ready
and results can be immediate
▪ documents can be saved in the cloud, i.e. they are stored
remotely and can be accessed anywhere at any time via
an internet-enabled device.
Disadvantages
• finance is required to purchase or upgrade equipment,
some software might be expensive for the initial purchase
• it could lead to copying, cheating and plagiarism by users
or learners
• the identity of the learner and the authenticity of their work
must be checked
• it is time consuming to initially set up
• it might create barriers if a learner cannot access it, is not
confident to use it or has health concerns which prevent
using it
• learners/teachers/assessors accessing the internet via
or accidentally download a virus
• learners might misuse or abuse certain aspects of
technology
• power cuts/low broadband speeds/limited wifi networks
can affect connections and access
• an internet connection is often required to access certain
websites
• security of data could be compromised
• some people might be afraid of using technology or certain
devices
• some organizations block access to certain sites
• there might not be enough resources available for all
learners to use at the same time
15
 Information and Communication Technology (ICT) • virtual learning • virtual reality googles
Resources environment (VLE)
The ICT can encompass a wide variety of responses, • webcasts • webinars
methods and media, for example, using: • wikis • websites which are
• applications (apps) • audio, video, digital and interactive for creating and
online clips (creating or using surveys, polls and
viewing, recorded or live) questionnaires
• augmented reality • blogs
• calculators • calendars and diaries Social Networking and Social Media
(online) Social networking is about connecting and communicating
• chatrooms • cloud computing apps with friends, family and other people who share an interest (i.e. a
• computer programs • digital cameras, network of people). It can be used to build up contacts with other
camcorders and video professionals and future employers. Social media is about using
recorders technology to turn communication into an interactive dialogue.
• discussion boards • distance/online/open However, you might consider some networking sites to be social
learning media sites depending upon the situation in which they are used.
• e-assessments • electronic brain games Both can be used by teachers and learners, providing everyone
• email (text and video with • e-portfolios, e-assessment is aware how to stay safe online. Most social networking and
or without attachments) social media sites are free to join; however, you might need to
• e-readers • file sharing websites pay for extra facilities if you wish to use them.
• gaming software • graphic organizers
• interactive and online • interactive whiteboards Be careful with any information one posts about himself
programs and educational linked to the internet that can be accessed in the public domain. Online presence
games should be kept minimal and with limitations.
• internet/intranet access • laptop, netbooks and tablets
• mobile phones and • online discussions With most social networking sites, there is usually an
smartphones option to communicate to communicate privately rather than
• online voting • podcasts (digital audio files) publicly; again, be careful of what you say to people you don’t
• presentation software • robotics know. What you post (text or images) can easily be taken out of
context and can be accessible for many years. If you are ever
• scanners • simulators
unsure, don’t post anything in a public forum which you would not
• software and programs • social networking and social
willingly say a total stranger you have just met.
media
• smartboards • three-dimensional printers
There are some negative sides to social networking sites,
• translation software • video conferencing and
besides people who join with an assumed name. Sometimes
video email
people post nasty or untrue comments, or troll others. Trolling is
about annoying, mocking or upsetting others by posting
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inflammatory and derisory comments. This can be hurtful to the
person on the receiving end. Social networking sites can also be
a target for others to steal personal information and identities and
use them immorally.
A positive side is that social networking enables people to
keep in touch and to receive information quickly. A digital citizen
is a person who is acting responsibly when participating in social
activities using the internet and digital technology.
Online Communities
An online community is a virtual community consisting of
a group of people with common interest, for example, a particular
educational subject. Communication is via the internet, often
using social networking or social media to post questions and
discuss various topics.
Social Media
Media relates to information which is accessible via
newspapers, magazines, radio and television. Social media
relates to information and materials which are accessible via the
internet. Using social media is a way of transmitting information
very quickly to a lot of people. This can include text, videos,
pictures, documents, blogs and vlogs. A blog (weblog) is a
succession of written posts about various topics, a bit like a diary.
The term comes from using the last letter of the web before the
word log. A vlog (video log) is a video version of a blog. The term
going viral is often used when people spread the message that
they have seen and it gets seen by thousands of people very
quickly.
There are lots of social media sites available which can
help support your subject. These enable people to communicate
with each other, to upload learning materials, videos and images
for them to access. You might consider the use of social media
sites for personal use; however, they can be used in imaginative
ways for teaching and learning purposes. These include:
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- blogger (www.blogger.com)
- Flickr (www.flickr.com)
- Instagram (www.instagram.com)
- Periscope (www.periscope.tv)
- Pinterest (www.pinterest.com)
- Snapchat (www.snapchat.com)
- Storify (www.storify.com)
- Ted Talks – (www.ted.com/talks)
- Tumblr (www.tumblr.com)
- Vimeo – (www.vimeo.com)
- Vine – (www.vine.com)
- WhatsApp (www.whatsapp.com)
- Wordpress (www.wordpress.com)
- YouTube (www.youtube.com)
You can generate your own social media page by going to
a relevant site and creating an account. You can see what others
are posting in public areas, add materials yourself, or just choose
to search for a person or a topic that you would like to follow.
When you follow someone, you can amend the site settings to
automatically be notified when the post something. This is useful
if you want to keep up to date with what influential people in your
sector are talking about.
Some educational organizations block access to certain
sites. Not all the information that is posted online is genuine. If
it’s being used to support educational purposes, origins need to
be confirmed. Learning opportunities should reflect the way
society is today, which includes working in online social
environments. You may need to enlighten others in how to get
the best out of communicating online, how to be effective
collaborators, how to interact with others in a polite way and how
to stay safe in the virtual world.
Communication in Social Media
There are various modes through which we can
communicate with each other. In the past, these modes took the
form of handwritten messages, typewritten messages, short
17
telegrams, computer-encoded texts, as well as landline
telephone conversations, and audio/video-recorded messages.
Because each mode of communication is distinct from the other,
the ways in which we craft our messages differ. Ex. There is a
greater tendency for us to write a longer, more visually detailed
message, or deliver it through an audio-recording, the message
will not be the same.
Today, with the rapid rise and spread of Internet
connectivity, the old forms of communication have given way to
new forms that make communication easier and faster.
News Report about the Use of Social Media in the Philippines
Pinoys Top Social Media Users, According to Study (Miguel
R. Camus)
Filipinos spend more and more time on social media sites
than anyone else in the world, going online roughly four hours
and 17 minutes a day, according to a report released on Tuesday.
Filipinos spend most of their online time on sites such as
Facebook, Snapchat and Twitter, said the report, called Digital in
2007, and prepared by social media platform Hootsuite and
United Kingdom-based consultancy We Are Social Ltd.
US Among Bottom Half
Brazilians and Argentinians followed closely behind,
spending three hours and 43 minutes and three hours and 32
minutes on social media, respectively, the report said. The United
States, where many of these social media players were founded,
is among the bottom half, with Americans spending an average
of just two hours and six seconds per day. The least active were
the Japanese, who log on an average of just 40 minutes daily.
“It’s probably due to the same cultural dynamics that made
us the text messaging capital of the world,” said Ramon Isberto,
spokesperson for telecoms giant PLDT and Smartcan, referring
to mobile phone text messaging in the past decade that is now
giving way to internet-based applications. “Filipinos like to keep
in touch,” Isberto said.
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Slowest in Asia Pacific
The Philippines’ social media usage was in stark contrast
to its internet speed. Fixed-broadband speed here is among the
slowest in Pacific Asia, while mobile connections are among the
fastest, according to the most recent Akamai report. The
Philippines, Brazil an Argentina have an average fixed-line
broadband speed pf 4.2 megabits per second (mbps), 5.5 and 5
mbps, respectively. The fastest was South Korea, with 26.3
mbps and its citizens just spend about 1 hour and 11 minutes a
day on social media.
Internet Use on the Rise
According to the report, the Philippines’ internet and social
media users, grew by over 24%, up 13 million and 12 million over
last year, respectively. Mobile was also a fast-growing platform,
accounting for 38 percent of all Web traffic in the country, up
almost a third over 2016. The Philippines, so far, had a social
media penetration rate of 58%, higher than the average of 47%
in Southeast Asia. Around the world, Internet users grow 10%,
or an additional 354 million people, while active social media
users jumped 21% or an additional 482 million. Global active
netizens using mobile phones and other devices surged 30% or
another 581 million people.
Digital Connectivity
The total Internet penetration rate stood at 50%, or 3.77
billion people, the report showed. “Half of the world’s population
is now online, which is a testament to the speed with which digital
connectivity is helping to improve people’s lives,” said Simon
Kemp, a consultant at We Are Social.
“The increase in Internet users in developing economies is
particularly encouraging,” Kemp added. The report compiles
data from the world’s largest studies of online behavior,
conducted by organizations including GlobalWebIndex, GSMA
Intelligence, Statista and Akamai in “a comprehensive state” of
social media reference.
18
 The 2016 report has been downloaded 70,000 times and
read 2.5 million times on SlideShare so far.
Internet and Online Class Updates in the Philippines
Internet Connection Problems Beyond our Control – DepEd
Manila Bulletin
An official of the
Department of Education
(DepEd) on Tuesday
assured that the agency
continues to find ways to
address the existing and
emerging concerns in the
implementation of blended
learning this school year
but said that Internet connectivity problems are beyond its control.
During the first day of classes on Monday, some teachers
and students encountered Internet connection problems for their
online classes – one of the alternative learning modalities under
distance learning. DepEd Undersecretary and spokesperson
Annalyn Sevilla, in a CNN Philippines interview, noted that the
connectivity problem is an issue that is beyond DepEd’s control.
“Internet problem is not just a problem in the Philippines but it’s
also a problem globally,” Sevilla said. While DepEd recognizes
that having an Internet connection is “one big factor in education
but right now,” she noted that DepEd is adopting a blended
learning approach this year. “DepEd cannot address the Internet
problem. What we can do is to move on,” Sevilla said. “We have
to do something and we need to have an alternative while they’re
working on the Internet connection,” she added.
Sevilla said that DepEd acknowledges that slow Internet
connection is indeed a problem “but for education, we need to
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continue, and we need to do something that we can do, and that’s
the modular approach.”
She said that the opening of the new school year amid the
COVID-19 pandemic is a huge challenge not only for DepEd but
for all education stakeholders. “The learning delivery modality is
really a big shift from the face-to-face that we were used to,”
Sevilla said.
Unlike in private schools where classes might be strictly or
fully online, Sevilla said that there are alternative learning
modalities in public schools. “We have prepared the modules so
if there are Internet problems, they can use these,” she added.
In the public education system, Sevilla said that “students and
parents know what to do when there’s a problem in the Internet
connection.” She explained that students and teachers have a
weekly learning plan and they have modules with them already.
“The module is a self learning tool and the learners have to do
these on their own – whether there’s internet or none,” Sevilla
said.
Sevilla noted that many students in public schools have
chosen modules so the problem in digital or Internet is a “holistic
problem.” Thus, an approach wherein the government and other
sectors can work together, is needed.
Based on the result of the Learner Enrollment Survey Form
(LESF), Sevilla said that about 85 percent of the enrollees chose
the modular, less than 10 percent chose online; and the
remaining 5 percent chose television and radio-based instruction.
New Poll Says Unstable Internet Remains Top Challenge in
Distance Learning – Interaksyon, Phil. Star
The unstable internet connection remains the main
problem of teachers, students and parents in distance learning,
according to a recent survey.
19

Children take online classes as the coronavirus disease (COVID-19) outbreak
stokes demand for internet services, in Tondo, Manila, Philippines, October 6,
2020. (Reuters/Eloisa Lopez/File Photo)
The poll conducted by an independent research firm
called iOptions Ventures Corporation showed that more than
half or 67% of parents, 84% of teachers and 71% of students
chose “unstable mobile/internet connection” in the list of
challenges encountered in distance learning.
Screenshot from the “Philippine Distance Learning Survey” on June 3, 2021
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Most parents (60%) and teachers (76%), meanwhile, face
the same concern on “children encountered difficulty in self-
studying.
All three groups of respondents also experience the following
struggles:
1. Distractions (social media, noise from
community/neighbors) – parents at 51%, teachers at
47%, students at 52%
2. Insufficient load/data allowance – parents at 50%,
teachers at 53%, students at 53%
Most teachers at 74% see the lack of time of
parents/guardians in helping their children with their studies as
challenges in the new learning approach. This was followed by
the unavailability of parents, guardians, adults as learning
facilitators wherein at least 61% of teachers chose this as a big
concern.
In line with this, these groups were also divided in the modes of
distance learning used.
Screenshot from the “Philippine Distance Learning Survey” on June 3, 2021
The Department of Education Commons, the education
agency’s own platform for learning materials, is mostly used by
20
teachers (53%). Parents (35%) and students (36%) use DepEd’s
Facebook page the most.
These findings were part of a report titled “Philippine
Distance Learning Survey” published on May 31. The online
poll was conducted from April 20 to 28.
The number of respondents were:
• Parents (6,991)
• Teachers (4,933)
• Students (7,178)
Prior to this, the Alliance of Concerned Teachers also
released a similar poll that showed 75% of public school teachers
outside of the National Capital Region experience the negative
impacts of their duties in distance learning to their physical health.
Some 76% of those within Metro Manila also experience the
same. This survey was conducted from March 29 to April 11. Its
participants are 6,731 public school teachers from Kindergarten
to Senior High School across the country.
Face-to-face Classes with Some Conditions
The Commission on Higher
Education previously proposed to end face-to-face classes as
they adopted a new policy to allow flexible or distance learning to
be the “norm” in the future.
Results in the recent survey, however, showed that most
parents, teachers and students still prefer face-to-face classes,
albeit limited.
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Screenshot from the “Philippine Distance Learning Survey” on June 3, 2021
Most of them chose the following as the top considerations should
face-to-face classes be returned:
• Readiness of the local government and community to
conduct limited face-to-face classes, such as providing
shuttles for students and distributing hygiene kits (face
masks, shields, alcohol, sanitizer)
• Readiness of the school to conduct limited face-to-face
classes such as having functional restrooms, provision
of handwashing facility, installation of acrylic panels on
the tables to be used in the classrooms
• Strict implementation of minimum health protocols,
such as wearing of face masks and shields
• Strict implementation of physical distancing
• Frequency of face-to-face classes per week
PURPOSIVE COMMUNICATION Required Readings and Other
Materials
• Adler, R, Elmhorst, J.M., & Lucas. Communicating at Work:
Strategies for Success in Business and the Professions. NY:
McGraw Hill, 2012.
• Alejandro, Aurecel, et. al. Purposive Communication. Mutya
Publishing House, Inc. Philippines: Malabon City. 2018
• Barrot, Jessie S. and Sipacio, Philippe John F. Purposive
Communication in the 21st Century. C&E Publishing House,
Philippines: Quezon City, 2018
21
 • Bullock, R. and Goggin, M. The Norton Field Guide to Writing. 3 rd ed.
W.W. Norton and Company, 2013
• Chase, R. and Shamo, S. Elements of Effective Communication. 4th
ed. Washington, Utah: Plain and Precious Publishing, 2013.
• Dainton, M. and Zelley E. Applying Communication Theory for
Professional Life. A Practical Introduction. 3rd ed., Sage Publications,
2015.
• Lucas, S. The Art of Public Speaking. NY: McGraw Hill, 201 1.
• Madrunio Marilou R and Marti Isabel P. Purposive
Communication: Using English in Multilingual Contexts. C&E
Publishing House, Philippines: Quezon City, 2018
• Mercado, Maria Cristina P. et. al. Purposive Communication:
Connecting the World. Mutya Publishing House, Inc. Philippines:
Malabon City. 2018
• Mooney, A, Peccei, J.S., La Belle, S, et.al. Language, Society and
Power: An Introduction. 3rd ed. London: Routledge, 2010.
• Padilla, Mely M. et. al. Communicate and Connect! Purposive
Communication. Mutya Publishing House, Inc. Philippines:
Malabon City. 2018
• Searles, G. Workplace Communication: The Basics. 6th ed.
Boston: Allyn & Bacon, 2014

PURPOSIVE COMMUNICATION Suggested Readings and References

• Abrams, R. Successful Business Plan: Secrets and Strategies.

Redwood, CA: Planning Shop, 2010.
• Anderson, K. & Tompkins, P. Practicing Communication Ethics:
Development, Discernment and Decision-making. Routledge, 2015.
• Axelrod, R. & Cooper, C. The St. Martin's Guide to Writing. 10th ed.
Bedford/St. Martin's, 2013.
• Biber, D. & Conrad S. Register, Genre, and Style. Cambridge:
Cambridge University Press, 2009.
• Lehman, C. & DuFrene, D. Business Communication. Mason, OH:
South-Western Cengage Learning, 2011
• Miller, K. Communication Theories: Perspectives, Processes, and
Contexts. 2nd ed. NY: McGraw Hill, 2004
• Wallace, C. Critical Reading in Language Education. Basingstoke
and New York: Palgrave McMillan, 2005

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