SOUTHERN BAPTIST COLLEGE, INC.

HIGH SCHOOL
M’lang, North Cotabato, 9402 Philippines
sbcmlanghs@gmail.com; 09518263138; 0645726321

Media & Information Literacy

WEEKS 5-8 FACT SHEETS
GRADE 12 STEM
Glory Ann S. Bene
INSTRUCTOR

CONTENT STANDARD
The learner demonstrates understanding of media and information literacy (MIL) and MIL
related concepts.
MOST ESSENTIAL LEARNING LEARNING COMPETENCIES
COMPETENCY(-ies)
Present an issue in varied ways to disseminate The learner evaluates everyday media and
information using the codes, convention, and information with regard to with codes, convention,
language of media and messages; in regards with audience, producers,
and other stakeholders
The learner produces and assesses the codes,
convention, and messages of a group presentation

Cite practical situation when to apply knowledge in
intellectual property, copy right, and fair use
guidelines.
Create a campaign add to combat digital
divide, addiction, and bullying.
Puts into practice their understanding of the
intellectual property, copy right, and fair use
guidelines
Demonstrates proper conduct and behaviour online
(netiquette, virtual self)
Puts into action their personal resolve to combat
digital divide, addiction, and bullying
Explains copyright, fair use, etc. vis-a-vis human
rights
Discusses current issues related to copyright vis-à-
vis gov’t./provide sectors actions

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 Explains actions to promote ethical use of media
and information.
Enumerates opportunities and challenges in media
and information.

Cite an example of an issue showing the power
of media and information to affect change
Describe the impact of massive open on-line
Discuss the implication of media and
information to an individual and the society
Realizes opportunities and challenges in media and
information
Researches and cites recent examples of the power
of media and information to affect change
Eevaluates current trends in media and information
and how it will affect/how they affect individuals
and the society as a whole; describes massive open
on-line
Predicts future media innovation
Synthesizes the overall knowledge about media and
information with skills for producing a prototype of
what the learners think is a future media innovation

LESSON 1

LESSON TITLE:
Media and Information Sources
a. Media as an Information Tool
b. Evaluating Your Information Sources

Media and Information Languages

a. Codes, Conventions, and Messages,
b. Audience, Producers, and Other stakeholders

Indigenous Media as Tool for Expression and Participation

Information offered by the indigenous media is primarily to “open up other spaces for the
discussion of indigenous peoples’ issues (AIPP, 2005).”
In the ASEAN region, there are indigenous organizations that have initiated the promotion of
freedom of expression and have increased access to information among indigenous peoples (IPs). An
example in the Philippines in the Northern Dispatch Weekly, or NORDIS, which is a weekly newspaper
covering the Ilocos region, the Cordilleras, and the Cagayan Valley region – places where indigenous
communities in Northern Luzon live. NORDIS extends its effort for media to reach the IPs an rural
communities. The newspaper is non-profit and promotes a more democratic ownership of media facilities,
and more reader-oriented industry practitioners.
Library

 places “in which literary, musical, artistic, or reference materials (books, manuscripts, recordings,
or films) are kept for use but not for sale (Merriam-Webster Online Dictionary).”
 came into existence because of the birth of printing press.
 Main role is to organize and provide you access to information.

Library facilities “serve as a social function, providing a common ground for users to interact or a
neutral site for individuals from different disciplines to come together.”

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Media as Information Tools
Media Type/ Form PROS CONS
Books  Portable/transferable information  “Print is dead” or ist it?
 Affordable by volume, depending on size of  Costly typesetting and design
print run  Expensive storage and shipping
 Enduring medium that can last for many  Environmental issues
years
Magazines and  Loyal (but shrinking) readership  Newspaper valid only for a day
Newspaper  Can be shared with others  Message can be lost (most
 Target geographical area papers have more than 60%
advertising)

Cinema  Reaches many demographics, literate or  Expensive production

illiterate
 Can be entered in local/international film
festivals and competitions for further
exposures
Radio  Trusted medium with loyal followers
 Community radio has loyal audiences
interested in local activities
 National broadcasters can carry messages
for nationwide events
 May or may not hold
interest/attention
 Niche market: stations cater to
specific types of listeners
 Audience will tune out
 Background medium (hard to
hold attention)

Television  Quickly spreads the message on different  Expensive

channels and times of day  Short message that must be
 Improves credibility repeated to sink in
 Best suited for large-scale communications  Traditional TV is less watched
activities by younger people

World Wide Web  Main point of contact between user and  Perceived difficulty to set up
audience  High cost maintenance
 Act as a hub for all other activities/content (constant updating)
 Easy access from multiple platforms
 24/7 interaction with target audiences
Social Media  Attract a large number of people in short  Very time consuming to
time engage directly with followers
 Bring people together  Bad news can go viral
 Easy feedback  Negative feedback cannot be
 Give a voice to timid people ignored
 Do not capture tone

Evaluating Your Information Source

1. The information provided by a source is credible and reliable.
2. Breadth and depth of the discussion on a topic is also a consideration.
3. The information can be cross-referenced.
4. The manner on how the information has been dealt with by the source is ethical and legal.

Differentiating Media Messages through Genres

Codes are known as a system or collection of signs that create meaning when put together.
Codes are better understood when you have a good grasp of what the genres in media are and how they
are classified and interpreted using codes and conventions. You know that a certain written text is a news
story and not a feature story because there are elements that you find in news that you do not see in

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feature writing. Or, maybe, a science fiction or fantasy genre has a different way of telling a story than a
drama or a thriller.

Genre is a French word for "type" or "kind." Genre has been a major component in understanding
literature, theatre, film, television, and other art and media forms. The grouping into recognizable
categories of content of these forms is what character1zes genre. Each of these categories is further
marked by parțicular set of conventions, features, and norms (Neale as cited in Creeber, 2003)." Some
experts on genre (Bhatia, 1993) define the term as the following:
 Recognizable communicative event
 Characterized by a set of communicative purpose(s)
 ldentified and mutually understood by the members of the professional or academic community in
which it regularly occurs

The “communicative event” referred-to is the nature of your media exposure such as reading a book or a
newspapers, watching a film or television show, or surfing the Internet. The “communicative purpose” is
the intention of the media messages that you are exposed to, e.g, a news report informs you of an event
thus utilizing the principles of newswriting to do so; as film entertains so it utilizes aspects of filmmaking
(also known as mise-en-scene) to get you engaged in the narrative. Being able to identify and mutually
understand the messages simply means that it does not matter who the audience is as long as he or she can
understand the messages the same way as other audiences would.

There are different ways that genres may be categorized. The categorization may be based on how the
content is presented, or what the intention of the content is, or other specificities that may depend on who
makes the categories.

Role of Genre in Understanding Media Messages

Genre helps audiences-readers and viewers-to understand the text by merely looking at those signs
that you can recognize and interpret. Oftentimes, you may not understand the whole film you are
watching but because there are clues in context that these codes or signs provide, you are able to form
interpretations. This is why those who construct the message should "conform to certain standard
practices within the boundaries of a particular genre (Bhatia, 1993)." The codes in the genre guide the
audience toward a particular understanding of the message.

But a genre is not fixed or static. There are factors that may influence how messages may be
understood. The factors include:

 one's role in the society, i.e., a student may interpret the message different compared to someone
who is a working adult;
 group purposes-your reasons for consuming the message affect your understanding of it, eg, when
you watch for entertainment, you may tend to be less critical of the hidden intention of the
message;
 professional and organizational preferences and prerequisites-your biases toward The message
may also affect your interpretation of it, and
 cultural constraints-the culture you belong to may have a different way of looking at things
compared to other cultures.

Hart (1986) points out that "genre analysis is pattern-seeking rather than pattern imposing (Bhatia,
1993)." It means that the genre already has embedded patterns of codes or signs that you will have to
merely identify, rather than having to force your own particular pattern just for you to be able to
understand the message of the genre.
Here are a few tips that Bhatia (1993) suggests when you analyze genre that you may be unfamiliar
with:

1. Place the given genre-text in a situational context. Literal understanding of the text may not be
helpful because messages have intentions. Some of the things that can help you understand the
messages you encounter in context would be your own prior experience and knowledge about the
message and the clues that are embedded in the message.
2. Survey existing literature. This simply means that you may also consult related or similar genres
that provide the same type of message or the tools such as film reviews, newspaper editorials and
commentaries, and guidebooks or, manuals to help you construct an interpretation of the text. One

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 of the few things you can do to understand an art film beyond your comprehension is to read
synopses or reviews of that him.
3. Refine the situational or contextual analysis of the text by doing the following:
 Defining the speaker or writer of the text, the audience, their relationship, and their goals
 Defining the historical, socio-cultural, philosophic and/or occupational placement of the
community in which the discourse takes place.
 Identifying the network of surrounding texts and linguistic traditions that form the background to
this particular genre-text
 Identifying the topic, subject, or extra-tęxtual reality which the text is trying to represent, change,
or use and the relationship of the text to that reality. In other words, you will have to be more
critical in analyzing the messages in the media texts by-considering all the factors that have
influenced the creation of those messages.
4. Select corpus or body of works that characterize the genre. You have to define the genre and
the subgenre that you are trying to analyze "so that it may be distinguishable from other genres
either similar or closely related in some ways (Bhatia, 1993)." Definition may be developed
through citing examples of the texts that may belong to that genre.
5. Study the institutional context. As stated earlier, messages have intentions. You should then be
aware of the institution or organization from which the message originated because they may
have influenced how the message was constructed. For example, if a television network owns
both a news agency and a public utility company, the news agency may be influenced to frame
their news to favour the public utility company.

Codes in Media Messages

Mcquail (2005) argued social and cultural values and beliefs are reflected in media content. This is
the reason why scholars and field experts in history, anthropology, and sociology study how media
content relay these values and beliefs of a particular time and place or social group. In order to effectively
understand how media content or messages produce desired effects by both authors and audience, there
should first be a familiarity with genre codes and conventions.

Codes consist of signs that have meaning and the meanings are dictated by agreed rules of
interpretation. Although codes guide the way a message may be interpreted or understood, it is not
guaranteed that all people will understand the message in the same way that others would. The message is
still open to miscommunication and misinterpretation because of certain factors such as culture, personal
biases, and level of knowledge.

Cultures affect the way codes are interpreted. For instance, a salutation in one cultural group may
be different in another.

Perhaps the most common area on which codes are expected to be strictly manifested are in audio-
visual media messages such as films and television programs. Some of these codes may also be seen in
printed media messages. Meanwhile, Chandler’s typology corresponds broadly to three key kinds of
knowledge required by interpreters of a text like you.
1. Knowledge of the World (Social Knowledge)
2. Knowledge of the Medium and the Genre (Textual Knowledge)
3. Knowledge of the Relationship between (1) and (2) (Modality Judgments)

Types of Codes

Social codes:
 bodily codes (facial expressions), verbal language, Commodity codes (fashion), behavioral codes
(role playing, rituals)
Textual codes:
Representation Codes
o scientific, aesthetic codes (art, theatre, realism), genre/stylistic (narrative, dialogue,
setting), mass media (Televisual, radio, filmic, magazine codes)
Interpretative codes:
o perceptual codes (visual perception), ideological codes (dominant, negotiated, feminism,
racism)

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Common Codes

1. Technical Codes
When equipment is used to tell the story in a media text which consequently affects how you can interpret
the meaning of that text, you are dealing with technical codes. These are signs that are produced when
camera techniques, framing, depth of fields, lighting and exposure, and just a position are utilized, The
type of film shot or the manner of capturing a scene or even the way the scenes are spliced and put
together through editing suggests a particular meaning. You can notice this in certain genres of film and
television. In Philippine independent films, you may have observed that the camera is following a central
character or the protagonist. Or, a thought bubble on screen may suggest a character to be daydreaming or
in a trance. You may also find how the video editing technique, used in scenes in a film or in a television
program, affects the way we understand the narrative, e.g, a flashback would normally be shown in black
and white.

2. Visual/Symbolic Codes
There are codes that are embedded in the technical codes such as objects, setting, body language,
clothing, and, color. These codes suggest or connote, rather than explicitly state thee meaning of a media
message. The understanding of the message may depend on the receiver of the message. For instance, in a
soap opera scene, you may see a character dressed in black and cryıng while seated on a rocking chair and
caressing an object of importance to him or her. Because of your familiarity with the cultural symbolism
of wearing black, you will begin to think that another character very dear to the one crying has passed
away. Another example is when a drinking glass suddenly slips from the hand of a character which
connotes a premonition that danger looms or trouble waits. Symbolic codes are very effective in
suggesting meaning because they utilize our sense of imagination and rely on our familiarity with cultural
signs and symbols.

3. Written Codes
The use of language style and textual layout also express meaning. In newspapers for instance, the layout
speaks about the degree of importance of a news story with respect to other news stories. Typically,
newspaper editors follow the inverted "S" of news layout because the mode by which people read would
be from left to right and from the upper fold of the newspaper down to the lower fold. Captions, titles,
slogans, taglines, and some other language elements are also utilized in a way that may suggest a
particular meaning. This is more often dictated by editorial principles and policies of a particular news
agency/organization.

Textual Features and Distinctive Properties Attributed to a Film Genre (Chandler, 2014)

Textual Features Distinctive Properties Attributed to a Film Genre

Narrative Plots and structures, predictable situations, sequences,
episodes, obstacles, conflicts and resolutions
Characterization Similar types of characters (sometimes stereotypes),
roles, personal qualities, motivations, goals, behavior
Basic themes, topics, subject matter, and Social, cultural, psychological, professional, political,
values sexual, and moral
Setting Geographical and historical
Iconography (echoing the narrative, A familiar stock of images or motifs, the connotations
characterization, theme, and setting) of which have become fixed; primarily but not
necessarily visual, including décor, costume and
objects, certain typecast performers (some of whom
may have become icons), familiar patterns of dialogue,
characteristic of music and sounds, and appropriate
physical topography
Filmic techniques Stylistic or formal conventions of camerawork,
lighting, sound recording, use of color, editing, etc.
(views are often less conscious of such conventions
than of those relating to content)

For further explanation of this topic you may read the content of the given link below.
https://media.codes/media-codes-and-conventions-c03423c06aa8

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Conventions: Indicators of Content Familiarity
When you are exposed to a certain message, often, you look for something recognizable or
familiar for you to be able to make sense of what it means. Say you read a highly complex storyline in a
graphic novel or comic book. You rely highly on the images or the illustrations
presented as a way of unlocking those that you find difficult to understand. Or, perhaps, when you watch
an episode, of a telenovela that you do not regularly follow, you still seem to know the story even if you
have missed certain episodes. Or, when you watch a film produced by a particular movie production
house that resembles the same theme and structure of the narrative that you have watched before. All
these examples pertain to a "formula” for content presentation.
Formulaic messages are what they are because of the use of conventions. A convention refers to
the generally accepted way of doing things that has formed into a habit because of repeated exposure and
experience of these messages. Sometimes, a convention may prove to be a hindrance in critically
assessing media content or messages because people may grow too accustomed to them and they do not
see the values and biases that are embedded in the content. On the other hand, recognizing a convention
may also be useful for keeping the audience's guard up. When you are able to spot the convention used,
you may find it easier if there are any agenda or propaganda in media messages.

Codes and conventions are likened to rules on grammar. When you know the rules, you are
better equipped at using the language to communicate your thoughts.

Tropes in Television

Television is a very popular media form as this is perhaps the most "invasive" of all media
technology. You may have several television monitors in every corner of your home. Thus being the case,
you might have encountered, without you knowing it, the different tropes in television programs.
Tropes are storytelling devices. They are also conventions seen in television genres. In the study
of literature, tropes are the figures of speech that audiences recognize too easily because of their
occurrences in almost all programs under a particular genre. In film language these are called motifs or
recurrent theme. According to tvtropes.org, tropes highlight twists on the plot or narrative, much like how
an idiom is used to connote a meaning rather than being literal about an expression, Tropes provide
texture to a story.

On the Web site www.tvtropes.org (accessed on 17 September 2015), you will find an
extensive but not exhaustive list of commonly used tropes in television programs, Visit the site and find
out which among these do you often encounter in your own exposure of television content.

Although very informal and not quite scholarly, the wiki site http://tytropes.org presents an
interesting and extensive discussion on the tropes that several audiences of television have mustered to list
based on their exposure to television programs. The Web site is a starting point for understanding how
tropes work in television. Over the years, the Web site has slowly looked into other types of media, and
according to the authors of the site, "T)ropes transcend television... reflect life [and since] a lot of art,
especially the popular arts, does its best to reject life, tropes are likely to show up everywhere."

"[T]rope" has the even more general meaning of a pattern in storytelling, not only within the media works
themselves, but also in related aspects such as the behind-the-scenes aspects of creation, the technical
features of a medium, and the fan experience. The idea being that storytelling is not just writing, it is the
whole process of creating and telling/showing a story.

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 LESSON 2
TOPICS
Legal, Ethical, and Societal Issues in Media and Information
a. Copy Right/Fair Use/ Plagiarism
b. Netiquette
c. Digital Divide, Addiction, and Bullying
d. Virtual Self
e. Others

The inventiveness of human beings is inarguably due to having a superior intellect.

Humans continue to survive because of their ability to create or invent technology furthering the
preservation of the species. Of course, this presumption may be debated on again and again in different
fields and disciplines. But one thing is apparent-humans are able to create because of their ability to think.
In contemporary times, the creation of the human mind is given so much value to the extent that
mechanisms to protect these creations are put in place. One such mechanism is legal and ethical in nature.
We know of it today as the intellectual property right.
Intellectual property, or 1P, as defined by the World Intellectual Property Organization (WIPO), is the
"creation of the mind, Such as inventions, literary and artistic works, designs and symbols, names, and
images used in commerce. Since the products of human intellect have a direct influence on human
civilization and on the development of societies, there should be safeguards on intellectual property.
Laws are enacted to enforce respect and recognition toward the fruits of other people's ingenuity.
Inventions or creations serve some benefits to users, thus, in the logic of commerce of business, inventors
and creators should be properly compensated for their contribution. If their intellectual property right is
protected, people will be motivated to contribute more by continuously inventing and creating things for
the public good in the spirit of fair play.
The WIPO is the "global forum for intellectual property services, policy, information, and cooperation." In
the Convention Establishing the World Intellectual Property Organization
Signed at Stockholm on 14 July 1967 and amended on 28 September 1979, it has been agreed among the
state signatories that the WIPO will be "responsible for the promotion and protection of intellectual
property throughout the world through cooperation among states and, where appropriate, in collaboration
with other international organizations, and for the administration OT various treaties dealing with
intellectual property rights.
Types of Intellectual Property

Terms Description Coverage

 Legal term used to  Books, music, paintings,

describe the rights that sculptures, films, computer
Copyright creators have over their programs, databases,
literary and artistic advertisements, maps, technical
works. drawings
 Provides the patent owner  Exclusive right granted for an
with the right to decide invention
Patent how, or whether, the
invention can be used by
others in exchange for
this right. The patent
owner makes technical
information about the
invention publicly
available in the published
patent document.

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  A sign capable of  Products sold or services
distinguishing goods or offered by a business entity
Trademark services of one enterprise
from those of other
enterprises
 Dates back to ancient
times when craftsmen
used to put their signature
or “mark” on their
products
 Constitutes the  Design of an object (shape or
ornamental or aesthetic surface, patterns, lines, or
Industrial Design aspect of an article/object colors)
 Sign used on goods that  The name of the place of origin
have a specific of the goods/products
Geographical Indication And geographical origin and
Appellation of Origin possess qualities, a
reputation or
characteristics that are
essentially attributable to
that place of origin

What Is Copyright?
Copyright is mainly the protection of one's expressions which only becomes tangible and concrete when
objects are created as manifestation of these expressions. According to VIPO, laws do not normally have
a complete list of all the works protected by copyright, thus, it would serve more practical to be familiar
with the broader list of those commonly protected.

 literary works such as novels, poems, plays, reference works, newspaper articles
 computer programs, databases
 films, musical compositions, and choreographies
 artistic works such as paintings, drawings, photographs, and scułptures
 architecture
 advertisements, maps, and technical drawings

Copyright does not cover "ideas, procedures, methods of operation or mathematical concepts because no
one person or institution can claim sole ownership of these. Sufficient authorship must exist for these to
be covered by copyright. Even titles, slogans, or logos may or may not have copyright. lf you are an
author of a particular work, you are entitled to two types of rights under a copyright law. These are the
following:

 Economic Rights or the rights of an owner/author to be properly compensated financially upon

his or her permission for the work to be used by another, and
 Moral Rights or the rights to non-economic interests of the author.

To protect his or her economic rights, an author has the discretion to limit or prohibit the use of the work
in terms of the following:

 Reproduction in various forms, such as printed publication or sound recording

 Public performance, such as in a play or musical work
 Recording, for example, in the form of compact discs or DVDs
 Broadcasting by radio, cable, or satellite
 Translation into other languages
 Adaptation such as a novel into a film screenplay

An author's moral rights pertain to his "right to claim authorship of a work and the right to oppose
changes to a work that could harm the [his] reputation."

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Registering Copyright

Majority of the state signatories of WIPO adhere to the Berne Convention that provides automatic
copyright protection. This means that a registration or any other formality is not required. As for most
countries, including the Philippines, there is a system for voluntary registration of works. Such system
"help solve disputes over ownership or creation, as well as facilitate financial transactions, sales, and the
assignment and or transfer of rights."
The Intellectual Property Law of the Philippines
The Philippines, as a States signatory in the Convention Establishing the World Intellectual Property
Organization, is duty-bound to pass a law on intellectual property protection. Thus, the enactment of
Republic Act 8293, otherwise known as "The Intellectual Property Code of 1997."
According to this piece of legislation, intellectual property rights consist of
1. Copyright and related rights;
2. Trademarks and service marks;
3. Geographic indications;
4. Industrial designs,
5. Patents;
6. Layout-designs (Topographies) of integrated circuits; and
7. Protection of undisclosed information.

As you can see, these are all adhering to the more broad classifications of IP provided by WIPO. The
Philippine IP Law has provisions on copyright and are found on the fourth part of the law. Chapter I of
the law provides the legal definitions of terms related to copyright. Here are a few of the terms indicated
in RA 8293 which you may find helpful in your understanding of copyright and intellectual property.
Respecting the rights of others is your moral and legal obligation. Upholding these rights is
indicative of your utmost valuing for your own and other people’s integrity.

Copyright Protected Works

Under Philippine copyright, both original works and derivative works are protected. Original works are
those that are literary or artistic in nature which include the following:
 Books, pamphlets, articles, and other writings
 Periodicals and newspapers
 Lectures, sermons, addresses, dissertations prepared 1or oral delivery, whether or not reduced in
writing or other material form
 Letters
 Dramatic or dramatico-musical compositions; choreographic works or entertainment in dumb
shows
 Musical compositions, with or without words
 Works of drawing, painting, architecture, sculpture, engraving, lithography or other works of art;
models or designs for works of art
 Original ornamental designs or models for articles of manufacture, whether or not registrable as
an industrial design, and other works of applied art
 Illustrations, maps, plans, sketches, charts and three-dimensional works relative to geography,
topography, architecture or science
 Drawings or plastic works of a scientific or technical character
 Photographic works including works produced by a process analogous to photography; lantern
slides
 Audiovisual works and cinematographic works and works produced by a process analogous to
cinematography or any process for making audio-visual recordings;
 Pictorial illustrations and advertisements
 Computer programs
 Other literary, scholarly, scientific and artistic works

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Works “by the sole fact of their creation, irrespective of their mode or form of expression, as well as of
their content, quality and purpose (Sec. 2, PD. No. 49a)” are also protected. Derivative works, on the
other hand, refer to:
 Dramatizations, translations, adaptations, abridgments, arrangements, and other alterations of
literary or artistic works
 Collections of literary, scholarly or artistic works, and compilations of data and other materials
which are original by reason of the selection or coordination or arrangement of their contents.
(Sec. 2, [P] and [Q}, PD. No. 49)

Publishers own copyright limited to the night of reproduction of the typographical arrangement of the
published edition of the work.

Works Not Protected

There are also works that are not covered by copyright due to insufficient authorship or due to the work
being of importance to public interest.
1. Unprotected Subject Matter
 any idea, procedure, system, method or operation, concept, principle, discovery or mere data as
such, even if they are expressed, explained, illustrated or embodied in a work
 news of the day and other miscellaneous facts having the character of mere items of press
information
 any official text of a legislative, administrative or legal nature, as well as any official translation
2. Works of the Government
 any purpose of statutes, rules and regulations, and speeches, lectures sermons,addresses, and
dissertations, pronounced, read or rendered in courts of justice, before administrative agencies, in
deliberative assemblies and in meetings of public character. (Sec. 9, first par., PD. No. 49)

The Use of Fair Use

The IP law of the Philippines specifies certain limitations or exceptions to copyright including a provision
also referred to as fair use or fair dealing clause. Fair use limits the rights of holders who are entitled to
reproduce works for a limited time period. When you wish to copy an entire work or portions of it even
with the copyright holder failing to give his or permission, fair use may be invoked in certain occasions.
The rationale of fair use is to "guarantee a breathing space for new expression within the confines of
Copyright Law”. In other words, it copyright holders have complete control of their works, information
may be constrained and restrained from ever reaching a wider audience.
As much as copyright protects the interests of the producers of a work for economic and moral reasons, it
is also important to make the works a little more accessible to the public. The expiration of a copyright
term empowers the general public to have unlimited access and use of the work as it has become part of
the "public domain." Anything that is within the realms of the public domain cannot owned by anyone
and has no copyright coverage. So what works are covered by fair use? When the work is

 a criticism or a commentary; a parody;

 a news report;
 an artistic expression or artifact;
 scholarly and research works;
 a product of a time-shifting device such as a TV program recorder, or
 an information found through Web search engines;

It becomes available for unlimited use by the public provided that

 its use is based on a factual and historical news event;
 it is only a small portion of the work and the purpose is a commentary;
 its use is "transformative';
 it is used solely for the purpose of scholarly analysis; and
 it is not infringing and does not hurt the market value of the copyrighted material.

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Legal Sharing using Creative Commons
Apart from invoking fair use, licenses provided by Creative Commons (a nonprofit licensing
organization) can enable the legal sharing and use of works. Creative Common licenses enable copyright
holders to easily change terms of copyright "from the default of all rights reserved to some rights
reserved". According to Creative Commons "licenses are not an alternative to copyright… [they] work
alongside copyright' to modify the copyright terms to best suit the need of the copyright holder.
A Creative Commons license can "give people the right to share, use, and even build upon a [created]
work" (e.g, automatic permission for noncommercial use of a work) as well as protect users against threat
of copyright infringement with the condition that these users abide by the conditions specified by the
owner or holder of the copyright.
Creative Commons has opened opportunities for universal access through "a free, public, and
standardized infrastructure" of sharing content and information within the bounds of free flow of
information and protection of copyright.

Flame Wars
Information is a valuable intellectual commodity, thus, you are expected to consume information as
responsibly as possible. Part of the responsible use of information is the maintenance of appropriate
behavior in the production, consumption, and sharing of information.
In this day and age of the Internet, even the exchange of subjective and objective information call for the
observation of such propriety. Known among Internet users (or netizens) is the term flamer defined as
someone who knowingly attacks other netizens, or expresses in aggressive manner his opinion on
controversial issues. To widen your online vocabulary, you may check the following tems on the Internet:
1. Flame
2. Flame War
3. Troll
4. Flaming

Taxonomy of Online Discussion Archetypes

A certain Web illustrator named Reed has come up with a list of online discussion archetypes known to
cyber communities as Flame Warriors. This list is a product of a long period of exposure to the dynamics
that exist among participants of online discussions. What, Reed provides is not a formal list of these
archetypes, but rather a self-made "compendium of the different species of virtual combatant that inhabit
today's online forums, mailing lists and other communities." Throughout the years, netizens have added
more categories in the list.
You are entitled to your opinion. But expressing opinions also require as much courtesy and propriety
with regard to other people’s thoughts and feelings.
Responsible Netizenship
Becoming a lame warrior can be an indication of one's failure to be a responsible netizen. Like any other
social activity, an online discussion group typically requires its members or participants to abide by rules
of acceptable behavior. Flame warriors 'are not necessarily consciously violating these rules but instead
they might, in certain occasions, only be too emotional or opinionated in expressing their thoughts. They
may often fail to display good netiquette.
Netiquette refers to observing proper etiquette as you engage in activities over the Intemet. lt is contrary
to what Flame Warriors display. Online discussion members who adhere to rules of netiquette have high
respect for the views and opinions of other members and have high regard for courtesy.
Core Rules of Netiquette
Virginia Shea, author of a book titled Netiquette, has these following core principles for observing proper
Internet etiquette:
1. The virtual world does not dismiss the fact that you are talking to another human being who is
entitled to his or her feelings.

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 2. Behavior does not necessarily have to change when you are online. The same set of expectations
when it comes to attitude and behavior still apply. Give other people their due.
3. It Online users are using the same space and are also utilizing bandwidth. You can show some
respect by refraining maligning this space and bandwidth.
4. In the online world, impression is everything since people can take any identity. It is important to
create good impression and maintain a respectable stature
5. Share only knowledge that matters. Do not share knowledge that may not be productive or that
may jeopardize others.
6. Do not provoke or attack others. This way, you help avoid flame wars.
7. Privacy is a natural human right. Utmost respect of this right should always be observed.
8. Great power comes with great responsibility. Yield your power over the Internet wisely.
9. Nobody is perfect. Learn to admit your mistakes and forgive errant netizens.

Alternatively, others suggest the following rules:

1. Avoid attacking the personhood of another online user.
2. Do not post multiple versions of the same message. Spamming is disrespectful of other's space
and bandwidth.
3. Observe clear language when expressing your thoughts to avoid misinterpretation that may lead
to misunderstanding.
4. Think before you click. Information over the Internet move so fast that you barely have control
over those you posted by mistake. Posts are public and may be kept even when you have deleted
them.
5. Do not veer away from the topic especially in forums that talk about certain topics. Being off-
topic is not just annoying but also impolite, intrusive, and disruptive.
6. Use common sense. Do not ask for something you are capable of doing by yourself. When asking
for help with other online users, it is common courtesy to provide as much details as you can to
spare them the trouble of providing for information you already know.
7. If it is not your own idea, cite the source. Respect intellectual property.
8. Follow rules and policies as imposed by moderators in forums or discussion boards.

Cyberbullying
An ill-managed impression often invites unwanted, offensive, and perhaps violent responses from other
people. You are familiar to a situation like this as bullying, In the case of the Internet, cyberbullying has
been one of the worst kinds of flaming activities because even innocent people are victimized by this.
Cyberbullying is a type of offensive action toward another which takes place using electronic technology.
This is a phenomenon that can trigger traumatic experiences and can be worse than physical bullying
since cyberbullying can happen anytime of the day. Cyberbullies anonymously post hateful and mean
messages and images and can reach other people very quickly. Often, the sources of these images and
messages are difficult to trace and even hen scme of the content are erased, there are still remnants left
behind because of the very nature of the Internet Excluding people from online conversations in bad faith,
invading their privacy, or mocking them through offensive Web sites are other instances of cyberbullying.
Cyberbullying can be avoided when you promote proper netiquette, foster mutual respect and courtesy by
avoiding “flame wars” and when you are vigilant against people’s intention to harm other netizens.
Internet Addiction
The Internet has introduced a whole new experience to human civilization. You, being part of the
Information Age, perhaps, have grown overly reliant on the Internet for almost everything. But excessive
use of online media can interfere with certain mechanisms that keep flame wars and cyberbullying at bay.
According to an article at HealthGuide.org, internet addiction, "otherwise known as computer addiction,
online addiction, or Internet addiction disorder (IAD) is an impulse control problem." It can take the form
of any of the following:

 Cybersex addiction - compulsive use of Internet pornography, adult chat rooms, or adult fantasy
role-play sites impacting negatively on real-life intimate relationships.
 Cyber-relationship addiction-addiction to social networking, chat rooms, texting, and messaging
to the point where virtual, online friends become more important than real-life relationships with
family and friends.

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  Net compulsions- such as compulsive online gaming, gambling, stock trading, or compulsive use
of online auction sites often resulting in financial and job-related problems.
 Information overload- compulsive web surfing or database searching, leading to lower work
productivity and less social interaction with family and friends.
 Computer addiction-obsessive playing of off-line computer games or obsessive computer
programming

The most common of these Internet addictions are cybersex, online gambling, and cyber relationship
addiction. You know that you are addicted to the use of the Internet when your daily routines are
disrupted. Particular moments of your life allotted for other chores and activities that the Internet uses up
is an indication of Internet addiction. More concrete examples include constantly checking how your
online friends are than your real friends or your exaggerated preoccupation with your gadgets.
Internet addiction is often triggered by factors such as stress, anxiety, depression, some other forms of
addiction, lack of social support, inactivity, and unhappiness. Some of the signs and symptoms of Internet
addiction, or computer addiction that can be observed may be the following:

 Being less conscious of the time sent online or with gadgets that enable Internet access
 Failing to complete tasks or activities intended to be finished at the time you were using the
Internet
 Having less time with friends and family
 Lack of remorse for your excessive Internet use
 Feeling more excited with Internet activities rather than physical activities

Stealing or Borrowing?
Ideas do not emanate merely from your own personal knowledge or experience. More often than not, you
need to consult other sources. But when you do so, you probably sometimes find yourself in a dilemma of
how to utilize the information you have collected. Some may opt to literally copy the information and
pass it off as their own, or some will extend all effort to cite their sources. When the first situation
happens, the person committed a grave sin in scholarship which is called plagiarism. Thę American
Association of University Professors defined plagiarism as "taking over the ideas, methods, or written
words of another, without acknowledgment and with the intention that they be taken' as the work of the
deceiver." Simply put, plagiarism is when you use others' ideas or words without informing your
readers/audience of the origin of the information. Plagiarism is often committed largely because of not
knowing what it is and of failing to respect other people's right over their work.
According to Ballenger (2009), plagiarism persists "because of that awkward feeling of reading someone
else's words and having to make a concerted effort to understand what they mean, and then finding your
own words to restate the ideas." Some people find plagiarizing a work tempting because they might have
a difficult time understanding the language or the work. It may also be the case that the author of the work
writes beautifully that it seems the material couldn't be said any better. But plagiarism is a tricky business.
Institutions differ in the way they perceive the concept of plagiarism.
Basic Human Values
 Truth telling – Demands both factual and contextual accuracy (requires practitioner to check and
recheck information by including the capacity to anticipate possibilities of error, as well as
alertness to questionable or biased information.
 Justice – fairness in the presentation of all sides of a given issue.
 Freedom – not limited to the absence of government control or regulation; a necessary condition
for the discharge of the information function.
 Humaneness – keeping the names of crime victims, women and minors.
 Stewardship – Journalists become responsible stewards of the media when they value and
observe the basic responsibilities of their craft.

For the types of plagiarism watch the link below or you may look to another links.
https://www.youtube.com/watch?v=3GJZwHk_RS4

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 LESSON 3

LESSON TITLE:

 Opportunities, Challenges, and Power of Media and Information

a. Economic, Educational, Social, and Political
b. Threats, Risks, Abuse, and Misuse
 Current and Future Trends of Media and Information
a. Massive open online content
b. Wearable technology (i.e. Google glass, iPhone watch, etc.)
c. 3D Environment (i.e. 3D printer, 3D films, holograms, etc.)
d. Ubiquitous Learning

The Challenges/Opportunities of Social Media

In terms of: Challenges/Opportunities

 Projects enable the joint and
simultaneous creation of content
Collaborative Projects be many end-users
 Wikis-Web sites which allow
users to add, remove and change
text-based content e.g., online
encyclopedia. Wikipedia
currently available in more than
230 different languages.
 Social bookmarking applications
enable the group-based
collection and rating of Internet
links or media content e.g.
Delicious, which allows the
storage and sharing of web
bookmarks.
 Special types of Web sites that
usually display date-stamped
Blogs entries in reverse chronological
order.
 The social media equivalent of
personal web pages and can
come in a multitude if different
variations, from personal diaries
describing the author’s life to
summaries of all relevant
information in one specific
content area.
 Usually managed by one person
only, but provide the possibility
of interaction with others
through the addition of
comments.
 Main objective of content
communities is the sharing of
Content communities media content between users.
 Exist for a wide range of
different media types, including
text, photos, videos, and
powerpoint presentations.
 The joint effort of many actors leads
to a better outcome than any actor
could achieve individually.
 From a corporate perspective, firms
must be aware that collaborative
projects are trending toward
becoming the main source of
information for many consumers.
 Many companies are already using
blogs to update employees,
customers and shareholders on
developments they consider to be
important.
 Customers who turn out to be
dissatisfied with or disappointed by
the company’s offerings may decide
to engage in virtual complaints in
the form of protest web sites or
blogs.
 From a corporate viewpoint, content
communities carry the risk of being
used as platforms for the sharing of
copyright-protected materials.
 While major content communities
have rules in place to ban and
remove such illegal content, it is
difficult to avoid popular videos

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 being uploaded only hours after
they have been aired on television.
 On the positive side, the high
popularity of content communities
makes them a very attractive contact
channel for many firms.
 Other firms rely on content
communities to share recruiting
videos, as well as keynote speeches
and press announcements, with their
employees and investors.
 Applications that enable users to  High popularity, specifically among
connect by creating personal younger internet users.
Social networking information profiles, inviting
sites friends and colleagues to have
access to those profiles, and
sending e-mails and instant
messages between each other.
 Can include any type of
information, including photos,
video, audio files, and blogs.
 Platforms that replicate a three-  Provide the highest level of social
dimensional environment in presence and media richness of all
Virtual game worlds which users can appear in the applications
form of personalized avatars and  Allows for an unlimited range of
interact with each other as they self-presentation strategies
would in real life.  Offer a multitude of opportunities
 Probably the ultimate for companies in marketing.
manifestation of social media.
 Virtual game worlds- require
their users to behave according
to strict rules in the context of a
massively multiplayer online
role-playing game
 Virtual social worlds – allow
inhabitants to choose their
behavior more freely and
essentially live a virtual life
similar to their real life

Cybercrime in the Philippines

Cybercrime – is a crime committed with or through the use of information and communication
technologies such as radio, television, cellular phone, computer and network, and other communication
device or application.

According to the 2001 Budapest Convention n Cybercrime, criminal offenses in cyberspace

include:
1. Offenses against the confidentiality, integrity and availability of computer data and systems;
2. Computer-related offenses
3. Content-related offenses; and
4. Offenses related to infringements of copyright and related rights.

The following are cybercrime-related laws in the Philippines.

Republic Act No. 10175 – Cybercrime Prevention Act of 2012 (which is currently suspended due
to a TRO issued by the Supreme Court)
Republic Act No. 9995 – Anti-photo Voyeurism Act of 2009
Republic Act No. 9775 – Anti-Child Pornography Act of 2009
Republic Act No. 9208 – Anti-trafficking in Persons Act of 2003
Republic Act No. 8792 – E-commerce Act of 2000

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 Republic Act No. 8484 – Access Device Regulation Act of 1998; and
Republic Act No. 4200 – Anti-wiretapping Law

Media and Information Literate Audience

In the table below, there are tasks that you must be able to perform “to get more out of your
media exposure.”

Task Goal Focus

Filtering Message To make decisions To attend to only those Messages in the
about which messages messages that have environment
ignore and which to pay some kind of usefulness
attention in for the person and
ignore all other
messages
Meaning Matching To use basic To access previously Referents in messages
competencies to learned meanings
recognize referents and efficiently
locate previously
learned definitions for
each
Meaning Construction To use skills in order to To interpret messages One’s own knowledge
move beyond meaning from more than one structures
matching and to perspective as a means
construct meaning for of identifying the range
one’s self in order to of meaning options,
personalize and get then choose one or
more out of a message synthesize across
several

Media Content
According to Potter (2011), people live in two worlds: the real and media world. The challenge is
how you as students of media and information literacy are able to discern the thin line that separates these
two worlds. This means “being able to tell the two worlds apart as the two emerge together under
pressures from newer message formulas and newer technologies that seem to make boundary lines…very
fuzzy.” Information processing is a skill that every media and information literate audience must exploit
to avoid automatically and normalization.
Media Effects
Media is pervasive. This being the case, you might not notice the subtle ways media influence
your attitude and behavior.
…certain types of messages will lead to certain kinds of opinions and behaviors…
as individuals, we do not .have much power to control the media, but we have a great deal of
power (if we will use it) to control the media’s effects on us.
- W. James Potter, Media Literacy

Third-Person Effect
This is an effect that can make you think that media messages affect others but not you. This can
happen because you are made to think that media content may be too hard banal or simple to have any
effect on you. You have to remember three basic principles about media effects (Potter,2011):
1. Media effects are constantly occurring because of media’s constant and direct/indirect influence
on you,
2. Media work with other factors …in exerting influence; and
3. You can control the effects process in your life.

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 Current Trends in Media and Information and How They Affect Individuals and
the Society as a Whole
EDUCAUSE, a nonprofit association and community of IT leaders and professionals, described Massive
Open Online Course (MOOC) as “a model for delivering learning content online to any person who wants
to take a course, with no limit on attendance.”
According to the tech writer Justin Reich, MOOCs are open in two respects (Vollmer,2012):

 Open enrollment to students outside a hosting university ( as in “open registration” ); or

 The materials of the course were licensed using Creative Commons licenses so their materials
could be remixed and reused by others ( as in “open license”)

There are no limits in information as long as you know where to find alternative sources such as
MOOCs.

Wearable Technology
- are electronic technologies or computers that are incorporated into items of clothing and
accessories which can comfortably be worn on the body.
The characteristics of wearables, according to Wearable Devices magazine, include the following:
 Performing computer-related tasks such as laptops and mobile phones
 Provide sensory and scanning features (such as biofeedback and tracking of physiological
function) that are typically not seen in mobile and laptop devices
 Have some form of communications capability and will allow the wearer access to
information in real time
 Data-input capabilities
 Local storage capabilities

Some examples of devices include

 Watches
 Glasses
 Contact-lenses
 E-textiles and smart fabrics
 Headbands
 Beanies and caps
 Jewelry
 Hearing-aid-like devices (designed to look like earrings).

3D Environment
You may have seen computer graphics as well as animation and animatronics in video games,
movies, and TV shows. 3D graphics or environments have added texture to our media experience because
of the images that we see in three-dimensional rendering. According to www.imagearts.ryerson.ca, there
are three basic phases in 3D computer graphics creation:
1. 3D modeling – the process of forming a computer model of an object’s shape
2. Layout and animation – the motion and placement of objects within a scene.
3. 3D rendering – the computer calculations that, generate the image based on light placement,
surface types, and other qualities.

Some common uses of 3D environment are in

 Three-dimensional still models, landscape to represent buildings, objects for architecture or print;
 Two-dimensional animations for film or video effects, games, broadcast, Web and advertising;
 Three-dimensional virtual spaces; and
 Interactive 3D theaters.

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Ubiquitous Learning
A kind of e-learning that is more context-based and more adaptive to learner needs is called
ubiquitous learning or u-learning. It is a learning environment that can be accessed in various contexts and
situations, most prominently through mobile learning.
A student is more involved in the learning process because u-learning utilizes all forms of
materials “that can be transferred to mobile devices via cable or wirelessly and (can) be operated in these
mobile devices.” These materials can be videos, audios, Powerpoint presentations, or notes with
embedded source data in them. A student may not be conscious that he or she is undergoing a learning
process even by simply watching the video or reading the notes.

Wiki
These are applications allowing several people to collaborate, modify, extend, or delete the
contents or structure of a particular page devoted to a topic or content. Unlike blogs, a wiki has no defined
writer or author and has “little implicit structure, allowing structure to emerge according to the needs of
the users. The most popular example of a wiki is the online encyclopedia Wikipedia. There are other wikis
devoted to certain thematic interests of niche users or audiences. Wikis are useful only at a certain extent
because of the absence of a defined author. But they can be a jump-off point for locating other sources or
references, as well as related topics through links called wiki nodes.

References:
Book:
DIWA Senior High School Series
Media and Information Literacy Module
DIWA Learning System
Boots C. Liquigan et al. 2016

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