Information Gathering

One of your major responsibilities is to gather information related to the subjects that you are studying.
You read your textbooks, watch informative medias and even listen to news reports in order to fully
understand not only your academic topics but as well as what’s happening around you.
Information gathering is the act of getting varied kinds of information for a particular reason or purpose.
The common methods in gathering information are the following:
listening
reading
interviews
questioning
questionnaires
observation
study of existing reports
Textual Aids
Textual aids refer to non-textual elements that help readers understand the content of the text. They also
refer to elements that stand-out from the main text such as titles and subtitles, bold, italicized and
underlined texts. Non-textual elements include illustrations, maps, tables, graphs and charts.
These aids have two main functions, namely: first, to direct the readers’ attention to important ideas in the
text and second, to provide more information as a supplement to what is already written.
Textual Aid
Description
1. Titles and Subtitles
> Provide initial idea on what the text is all about
> Activate prior knowledge on the topic
> “Represent the key concepts (title) and supporting ideas (subtitles) in the paper” (Elite Editing, 2015)
> Layering or positioning of these aids convey the ideas’ level of importance
2. Illustration
> Visual representation of a subject
> Facilitates better retention of the information presented
3. Tables
> Information (facts and figures) that are organized and arranged in columns and rows
> Used to show patterns and relationships that still appeals to the readers’ verbal system, meaning tables
are supposed to be read like a text (Nussbaumer, 2011)
> Column headings - found on top of the columns; used to identify the contents of a specific column
> Row headings - used to define or identify the contents of a specific row
4. Graphs
> Used “when a simple table cannot adequately demonstrate important relationships” of and within data
(Mind Tools Content Team, 2020)
> 4 types:
A. bar graph - uses either vertical or horizontal bars to show the data it represents but
SkillsYouNeed.com (2020) emphasized that these bars do not touch each other; height of the bar indicates
the value it represents: the longer the bar, the higher the value it represents, the shorter the bar, the lower
the value it represents
B. line graph – used to show how numerical data have changed over time and it is best used to show
trends
C. pie graphs - show “how a whole is divided into different parts” (SkillsYouNeed.com, 2020)
D. pictograph - “similar to bar chart but use pictures to symbolize a countable unit of items” (Google
Sites, n.d.).
5. Maps
> Visual representations of selected characteristics of a place, usually drawn on a flat surface
> 2 types
A. physical map - includes labels for features such as mountain ranges and bodies of water
B. political map - usually includes labels for features such as cities and major towns, units such as states
or provinces, and bodies of water
Identifying the Writer’s Purpose
When you talk about a film you have watched, there is always a storyline creatively written by its writer.
This storyline is made up of different elements that coherently keep the story together.
1. Characters - In every story, there are different types of characters. They may be human beings in
conflict with each other such as the protagonists and the antagonists. In some stories, you also see
supernatural beings, animals, or even inanimate objects as characters.
Related to this element, is the term characterization.
a. This is the process by which a writer reveals the personality of a character. This is achieved
by the writer directly telling the viewers what a character is like. For example, the dialogue
“Michelle has always been a smug, wicked princess” is an explicit characterization.
b. On the other hand, an indirect characterization relies on the reader to discover what the
character is like. It doesn’t use verbal descriptions of a character, rather it relies on the
behavior, speech, and appearance of the character.
2. Setting - Setting can be a combination of a place of occurrence, the time in which the event takes
place, a historical period, and even the weather described in the story. Some are specific like Mt.
Olympus where gods and goddesses from Greek mythology are seen, while others are descriptive
such as a ship on its maiden voyage in the ocean.
3. Plot - Without the plot, there is really no story to be told. The plot is the story sequence where the
characters systematically play their roles. It is also where the setting acts a supporting element in
the development of the story. A plot has a beginning, middle and end – with all the necessary
descriptions called exposition – so that the viewer can make sense of the action and follow the
story line. This is where another important element appears – the conflict. This refers to the
struggle between opposing forces in a story.

By definition, a film genre is the term categorizing a film based on some stylistic criteria. From
there, sub-genres are developed. The category of a film indirectly assists in shaping the characters and
the story of the movie. The shaping determines the plot and setting used.
Comedy Horror Action Sci-fi Romance Thriller Drama Fantasy

Generally, a film has the purposes of to entertain and to inform. It goes hand in hand with why an
audience want to watch a film – to be entertained and to be informed.
A subtext is an underlying message, theme, or metaphor being conveyed through the dialogues,
images, background music, or even the whole film itself. These are not directly stated but rather
realized by the audience as they appraise the characterizations, the settings, and the story plot.
MOVIES vs TEXTS

Text Both Film

• The books show many served
characters in more its •only the major
details, and in a better purpose, characters are given
light. which is more exposure.
• scenes are more to •scenes are shown.
described in detail. entertain •some scenes were
not seen in the
movie
 Evaluating Information Sources
(Print Vs. Web)
A print source is exactly as its name suggests - material that has been printed
and can be produced in a hard copy. Examples of print sources are books, magazines,
scholarly journals, and newspapers. These materials are commonly found in a
physical library when doing academic research.
While there is no definite tool that can be used to gauge the reliability of all
information, there are a number of memory devices that can help you remember key
factors to consider. One device is the CRAAP test, developed by the Meriam Library
at California State University, Chico. analyzing the C.R.A.A.P (currency, relevance,
authority, accuracy, purpose) in a print and web source can help you determine its
credibility and suitability.
A. Currency: the timeliness of the information
Determining when an item of information was published or produced is an
aspect of evaluating information.
Key indicators of the currency of the information are:
 date of copyright
 date of publication
 date of revision or edition
 dates of sources cited
 date of patent or trademark
B. Relevance: the importance of the information for your needs
Some questions to consider are:
 Does the information relate to my topic or answer my question?
 Who is the intended audience?
 Is the information at an appropriate level (i.e. not too simple or advanced) for
my needs?
 Did I look at a variety of sources before deciding to use this one?
 Would I be comfortable using this source for my college research paper?
C. Authority: source of information
Some external indications of knowledge of or expertise
are:
 a formal academic degree in a subject area
 professional or work-related experience–businessmen, government agency
personnel, sports figures, etc. have expertise on their area of work
 organizations, agencies, institutions, corporations with active involvement or
work in a subject area.
D. Accuracy: reliability, truthfulness, and correctness of the information
An important aspect of accuracy is the intellectual integrity of the item.
 Are the sources appropriately cited in the text and listed in the references?
 Are quotations cited correctly and in context? Out of context quotations can
be misleading and sometimes completely erroneous.
 Are there exaggerations, omissions, or errors? These are difficulty to identify if
you use only one source of information. Always use several different sources
of information on your topic. Analyzing what different sources say about a
topic is one way to understand that topic.
E. Purpose: reason the information exists
Identifying the intended audience of the information or product is another aspect of
evaluating information. The intended audience of an item generally determines the
style of presentation, the level of technical detail, and the depth of coverage. You
should also consider the author’s objectivity. Are they trying to persuade, to inform, or
to entertain? Determining the intended audience of a particular piece of information
will help you decide whether or not the information will be too basic, too technical, too
general, or just right for your needs.
On the other hand, Web sources include anything you can find on the Internet,
which contains a wealth of high-quality information if you know where to look. Some
web sources are databases of scholarly articles. Scholarly articles are published in
scholarly journals and are sometimes called peer-reviewed articles.
Using the CRAAP test can also be a good tool to check the reliability and effectiveness of your source:
A. Currency: the timeliness of the information
 When was the information published or posted?
 Has the information been revised or updated?
 Is the information current or out of date for your topic?
 Are the links functional?
B. Relevance: the importance of the information for your needs
 Does the information relate to your topic or answer your question?
 Who is the intended audience?
 Is the information at an appropriate level (i.e. not too elementary or
advanced for your needs)?
 Have you looked at a variety of sources before determining this is one you
will use?
 Would you be comfortable using this source for a research paper?
C. Authority: the source of the information
 Who is the author/publisher/source/sponsor?
 Are the author's credentials or organizational affiliations given?
 What are the author's credentials or organizational affiliations given?
 What are the author's qualifications to write on the topic?
 Is there contact information, such as a publisher or e-mail address?
 Does the URL reveal anything about the author or source?
 Is the site personal, commercial, governmental, organizational, or
educational? (.com, .gov, .org, .edu,.net)
.com Commercial business
.gov Government agencies
.org Nonprofit organization
.edu Educational institutions
.net Network organizations
D. Accuracy: the reliability, truthfulness, and correctness of the content
 Where does the information come from?
 Is the information supported by evidence?
 Has the information been reviewed or refereed?
 Can you verify any of the information in another source or from personal
knowledge?
 Does the language or tone seem biased and free of emotion?
 Are there spelling, grammar, or other typographical errors?
E. Purpose: the reason the information exists
 What is the purpose of the information? to inform? teach? sell? entertain?
persuade?
 Do the authors/sponsors make their intentions or purpose clear?
 Is the information fact? opinion? propaganda?
 Does the point of view appear objective and impartial?
 Are there political, ideological, cultural, religious, institutional, or personal
biases?
Analytical Listening in
Problem Solving
In the previous lessons, you learned about the different types of listening. Let us recall the
different types of listening. The four types of listening are appreciative, empathic,
comprehensive, and critical/analytical.
When you listen for appreciation, you are listening for enjoyment, so this is appreciative listening.
Example, when you listen to your favorite music and you enjoy singing along with it, it is appreciative
listening.
When you listen empathically you are doing so to show mutual concern. During this listening process,
you are focused to the speaker, and you try to show him that you are in his situation.

If you are watching the news, listening to a lecture, or getting directions from someone, you are listening
to understand or listening to comprehend the message that is being sent. This is comprehensive
listening wherein you do active listening.

The last type of listening is analytical/critical listening. Analytical listening is listening to evaluate the
content of the message. As a critical listener you are listening to all parts of the message, analyzing it, and
evaluating what you heard.
Analytical listening is being a “better” listener by listening critically to a person, a song, or other audio
materials to get the message that is intended to be conveyed by the speaker. Being an analytical listener,
you must consider listening in two aspects: listening to understand and listening to evaluate.
Here are some tips to be a good listener:
1. Withhold judgment.
2. Talk and interrupt less.
3. Ask questions.
4. Paraphrase.
5. Attend to non-verbal cues.
6. Take notes.
7. Analyze the speaker’s evidence.
8. Examine emotional appeals.
Analytical listening involves problem solving or decision making. You have to ask yourself questions
like ‘what is the speaker trying to say?’, or ‘what is the main argument being presented?’, ‘how does what
I hear differ from my beliefs or opinions?’ Remember your values and opinions are based on your ability
to process information to be able to solve problems or make informed decisions after weighing pros and
cons.