MIL S2-1Q Week 4

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Senior High School
Department of Education
Region VIII
Division of Southern Leyte
District of Liloan 1
Saint Ignatius Loyola Academy
Poblacion, Liloan, Southern Leyte
Media and Information Literacy G-12

2nd Semester
Learning Material Week 4
February 01 – 05, 2021
Quarter 3 – Media and Information, Then and Now
MELC: In this lesson, you will:

1. Identify the different types of media
2. Classify contents of different media types. MIL11/12TYM-IIId-10;
3. Define media convergence through current examples. MIL11/12TYM-IIId- 11;
4. Discuss to class on how a particular individual is portrayed in public using different type of
media. MIL11/12TYM-IIId-12;
Lesson
Types of Media
5
Modern media comes in many different formats, including print media (books, magazines, newspapers),
television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of
media involves both contents, and also a device or object through which that content is delivered.
By which, it has also an important accountability mechanism: it raises important issues, corruption for
example, that might otherwise never be publicly debated or addressed. The media also has an important role in
stimulating governments to act on social policy, can also expose problems that need to be addressed, for example
poor living conditions or lack of access to services and so on. Thus, it takes to the idea of how media is now used
and by what degree of confidence does the content is credible in different media formats. With this, the lesson will
give you the direction on the different type of media and the how an individual is portrayed in a public using
variety of media formats.
What is It
Discussion
TYPE OF MEDIA
Media simply refers to a vehicle or means of message delivery system to carry an ad message to a targeted
audience. Media like TV, Radio, Print, Outdoor and Internet are instruments to convey an advertising message to
the public.
The main task of media planners is to select the most appropriate media channels that can effectively
communicate the advertising message to a targeted audience. Hence, it is essential for media planners to:
 Keep up with latest media trends
 Keep up with New technological developments
 Determine long- and short-term effects of different media
 Analyse Strengths and Weaknesses of different media
Each type of media involves both contents, and also a device or object through which that content is
delivered. By which these are different types of media
1. Print Media - media consisting of paper and ink, reproduced in a printing process that is traditionally
mechanical. It is used to describe the traditional or "old- fashioned" print-based media that today's parents
grew up with, including newspapers, magazines, books, and comics or graphic novels
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2. Broadcast Media - media such as radio and television that reach target audiences using airwaves as the
transmission medium.
3. Film/Movies. These are the oldest form of motion picture technology capable of capturing lifelike video-style
images. Originally, movies could only be consumed at a neighborhood movie theater, but these days movies
are widely available for people to consume in their homes, on their computers, and even in through their
telephones. Commercial movies are broadcast on television, and via cable and satellite services which may
feature High Definition (HD) video resolution and sound, essentially allowing the movie theater experience to
be replicated in a home theater environment
4. New Media - content organized and distributed on digital platforms such as the Internet. It refers to “those
digital media that are interactive, incorporate two-way communication and involve some form of computing,”
Robert Logan writes in his book Understanding New Media. New media is “very easily processed, stored,
transformed, retrieved, hyperlinked and, perhaps most radical of all, easily searched for and accessed.”
Activity 1. Type of Media

Write your answer on a separate sheet of paper.
1. With these given media formats below:
Promotional poster uploaded in Facebook Media and Information Literacy textbook

24- Oras news program uploaded on YouTube
One-Punch Man manga uploaded in MyManga website Jason Bourne movie shown
in theaters
Philippine Daily Inquirer news paper
7 Years by Lukas Graham played on 90.7 Love Radio Memeography
Books
Bawal Lumabas (The Classroom Song) by Kim Chui in Spotify
2. Classify the terms above and have them write the terms in their corresponding columns.
PRINT BROADCAST FILM/MOVIE NEW MEDIA
What’s More
Enrichment
MEDIA CONVERGENCIES
Media convergence is the merging of mass communication outlets – print, television, radio, the Internet
along with portable and interactive technologies through various digital media platforms.
Media convergence is the blending of multiple media forms into one platform for purposes of delivering a dynamic
experience.
Technologically rich societies have entered the digital age, and media industries are grappling with new
opportunities – and threats – afforded by what is called “convergence”. Media people tend to get very excited
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about convergence, because it holds so much promise. The melding together of different media, incorporating new
personalized services is both impressive and overwhelming.
• co-existence of traditional and new media.
• co-existenceof print media, broadcast media (radio and television), the

Internet, mobile phones, as well as others, allowing media content to flow
across various platforms.
• ability
to transform different kinds of media into digital code, which is
then accessible by a range of devices (ex. from the personal computer to
the mobile phone), thus creating a digital communication environment
Sourrce : Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY.
For much of modern history, the different types of media — books, newspapers, radio, television, cinema
— were distinct technologies. They also existed in separate industries. Digitization, computer networking and the
rise of the Internet, however, have resulted in the breaking down of these silos. This has led to the integration of all
media. It enables the immediate and global exchange of every kind of content.
Our experience with convergence to date has also revealed some drawbacks. Not everyone has ready and
affordable access to digital media, or the skills to employ them. A connection to computer networks (and the
literacy required to navigate them) is increasingly vital. It creates a digital divide between haves and have-nots.
Also, the tracking capacity of computer programs has resulted in increased surveillance. This has prompted
concerns about personal privacy and security.
But media convergence isn't only an end result like a smartphone, but also a process in how we create,
consume, and distribute media. Think for a minute about how you found out about the latest big event in the news.
Were you watching television? Reading a newspaper? Probably not. Most likely you were informed thanks to
convergence, perhaps reading it on a social media feed on your smartphone as you commuted to work.
Media convergence has even changed the way we receive data. Instead of getting a news report from TV,
we're getting that same report from a television station by way of the internet and social media, in particular. For
people who work in media, convergence has changed the way they do their jobs. Instead of reporters simply
writing a story to appear in tomorrow's newspaper, they're filming short video clips and tweeting about it, too—a
smash- up of different digital technologies.
Communication and technology are just two of the areas where convergence has been impactful.
What you will do
Activity 2. Sample of Media Convergence

Instruction: Do a research of at least 2 examples for the following platform where the media convergence is much
existing. Use the table below to be guided. Write your answer on a separate sheet of paper.
Media Convergence in Platform Specific Example
Communication Social Network Facebook, Instagram,

Twitter
Entertainment Multimedia Personality
Education Learning Resource Center
Advertisement Services Advertisement
News News Agency
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What is It
Discussion
MASS MEDIA AND MEDIA EFFECTS
The flow of information has completely changed bringing an overhaul to the overall media sector.
Basically, when a person is portrayed in public more people are likely to access the information online.
In this age of media convergence, there has been an increase in the number of blogs that give information
unlike in the past where one could only access information from very limited sources, mainly “the print media”.
There is no restriction on who can write a blog with platforms like word press offering even a free version of their
blogs. More to that, there has been an increase of video blogs that give information and news within a click of a
button from your computer. Some of the platforms include YouTube where uploading a video is completely free.
Basically, more people will access a person portrayed in public via digitized system as compared to the old types
of media.
MASS MEDIA
It is known as being one of the most significant forces in modern culture. It refers to channels of
communication that involve transmitting information in some way, shape or form to large numbers of people.
Further, it is a communication—whether written, broadcast, or spoken—that reaches a large audience. This
includes television, radio, advertising, movies, the Internet, newspapers, magazines, and so forth.
Sociologists refer to this as a mediated culture where media reflects and creates the culture. Communities and
individuals are bombarded constantly with messages from a multitude of sources including TV, billboards, and
magazines, to name a few. These messages promote not only products, but moods, attitudes, and a sense of what is
and is not important. Mass media makes possible the concept of celebrity: without the ability of movies,
magazines, and news media to reach across thousands of miles, people could not become famous. In fact, only
political and business leaders, as well as the few notorious outlaws, were famous in the past. Only in recent times
have actors, singers, and other social elites become celebrities or “stars.”
MEDIA EFFECTS
These are the intended or unintended consequences of what the mass media does (Denis McQuail, 2010).
Further, it is typically defined as social or psychological responses occurring in individuals, dyads, small groups,
organizations, or communities as a result of exposure to or processing of or otherwise acting on media messages.
The changes caused by media can take place on several dimensions. The effects can be intended by the message
source or unintended. The consequences can include not only changes, but also preservation of the status quo. If a
certain social situation perpetuates because of media this is also considered a media effect. In addition, media
effects can be both short-term and long-term.
These are the new theories moved away from the notion that exposure to media can immediately and
directly affect people’s attitudes and behaviors.
1. Third – party Theory.

People think they are more immune to media influence than others.
Source : https://www.linkedin.com/pulse/deathhumanconversation-awadabdelgayoum
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2. Reciprocal Effect
When a person or event gets media attention, it influences the way the person acts or the way the event
functions. Media coverage often increases self-consciousness, which affects our actions.
Source : http://www.flickriver.com/photos/billyjo29/tags/kapamil
3. Boomerang Effect
It refers to media-induced change that is counter to
the desired change.
Communicative messages are often constructed
strategically. In many cases, the creators of such
messages strive to curtail specific anti-social or
unhealthy attitudes and behaviors held by the target
audience. However, these messages are not always
successful in achieving the intended effect. Messages
with a specific intent can backfire and cause an
increase in the unhealthy or anti-social attitude or
behavior targeted for change.
4. Cultivation Theory (George Gerbner)
It states that media exposure, specifically to
television, shapes our social reality by giving us a
distorted view on the amount of violence and risk in
the world. The theory suggests that television and
media possess a small but significant influence on the
attitudes and beliefs of society about society. Those
who absorb more media are those we are more
influenced.
In a nutshell, heavy viewing of television and the
associated violence leads the viewer to believe that the
world is a much more dangerous place than it actually
is, with a serial killer, rapist, or pedophile lurking
around every corner.
5. Agenda-setting Theory (Lippmann/ McCombs

and Shaw)
It process whereby the mass media determine what
we think and worry about. Further, public reacts
not to actual events but to the pictures in our head,
created by media. Also, agenda setting is very
important in the political aspect because the public
agenda influences the policy agenda which means
that candidates will try to focus on issues that the
public wants to hear about. In conclusion the
agenda setting theory has many beneficial uses in
our society and it is part of our communication.
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6. Propaganda Model of Media Control (Herman

& Chomsky )
The model tries to understand how the population

is manipulated, and how the social, economic, political
attitudes are fashioned in the minds of people through
propaganda.
Example: Corporate organization who owns

media never publishes the financial details, which may
endanger them.
Activity 3. Media Personality

These are given pictures of famous individuals who are featured across all types of media. In a separate
paper, answer the following question. Follow the given table below.
Source:https://upload.wikimedia.org/wikipedia/commons/ Source:https://d3s3zh7icgjwgd.cloudfront.net/
9/9c/ Angel_Locsin_3.jpg Acu
Custom/Sitename/DAM/168/Lea_Salonga.jpg

Question Angel Locsin Lea Salonga
1. What do these two personalities have in

common?
2. How did they become that prestige in

their life?
3. What made them so famous?
4. What have they contributed to society?
5. How do these personalities influence

the way the people see themselves and
others?
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Citizens require new competencies (knowledge, skills and attitudes) in order to participate in and contribute
to society. An understanding of these terms is necessary before engaging and must first of all begin with a clear
comprehension of the concept of information. By that, getting credible and reliable from a reputable source takes a
lot of considerations. This lesson will give us the idea of how important is indigenous media and other sources of
information and the skills on evaluating information.
By the end of this lesson, you will be able to:

1. Identify the different sources of information
2. Compare potential sources of media and information. MIL11/12MIM- IIIe-13.
3. Interview an elder from the community regarding indigenous media and information resource.
MIL11/12MIM-IIIf-14
Lesson
Media and Information Sources
6
What is It
Discussion
SOURCES OF MEDIA AND INFORMATION
Information can come from virtually anywhere — media, blogs, personal experiences, books, journal and
magazine articles, expert opinions, encyclopedias, and web pages — and the type of information you need will
change depending on the question you are trying to answer.
But, what was the basis for your choice of information source?
A. Indigenous Knowledge* (IK) is an unconventional source of information. It is also known as local knowledge.
According to Warren (1991), it is the knowledge that is unique to a given culture or society. It may contrast with
the international knowledge system generated by universities, research institutions and private firms.
Examples for IK: Muyongs : Ifugao’s traditional land-use zoning system.
This knowledge is then be transfer through Indigenous Media(IM).
IM is owned, controlled and managed by indigenous peoples in order for them to develop and produce culturally
appropriate information in the languages understood by the community by utilizing indigenous materials and
resources, reflecting community needs and interests, visions and aspirations, and independent from vested interest
groups (Indigenous Media, Freedom of Expression and Right to Information: ASEAN Scenario, 2014).
Indigenous Media’s characteristics are as follows:

 oral tradition of communication
 store information in memories
 information exchange is face to- face
 information are contain within the border of the community
B. Library*. It is a place in which literary, musical, artistic, or reference materials (such as books, manuscripts,
recordings, or films) are kept for use but not for sale. It existed because of the birth of the printing press in
which it is expected to select and provide content area which are easy to access. Its main role is to organize and
provide access to information. It is labeled as “steward of good information”. No longer static of limited to
purely collecting physical materials for archiving, but has extended to acquiring new modes of providing
information such as the use of digital sources and facilities that utilize media.
Types of Library
1. ACADEMIC LIBRARY. It serves colleges and universities.

2. PUBLIC LIBRARY. It serves cities and towns of all types.
3. SCHOOL LIBRARY. It serves students from Kindergarten to Grade 12.
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4. SPECIAL LIBRARY- These are in specialized environments, such as hospitals, corporations, museums,
the military, private business, and the government.
C. Internet*. It is a global computer network providing a variety of information and communication facilities,
consisting of interconnected networks using standardized communication protocols.
Unlike similar information found in newspapers or television broadcasts, information available on the Internet is
not regulated for quality or accuracy; therefore, it is particularly important for the individual Internet user to
evaluate the resource or information. Keep in mind that almost anyone can publish anything they wish on the Web.
It is often difficult to determine authorship of Web sources, and even if the author is listed, he or she may not
always represent him or herself honestly, or he or she may represent opinions as fact.
How will you evaluate the information found in the internet?
1. Authorship. It is critical to relate the ideas you find at a site to a particular author, organization, or
business. In this way, there is a degree of accountability for any of the ideas expressed. Be especially
wary of sites in which the author or sponsoring organization is not clearly stated.
2. Publishing body. Anyone with an Internet Service Provider (AT&T, UP.net, NMU, etc.) can put up a
Web page. As a result, you need to have some idea whether the group claiming responsibility for the
information on the Web site is legitimate.
3. Accuracy and Verifiability. A source of information is known to be scholarly when it provides

references to the information presented. In this way, the reader can confirm whether the information is
accurate or the author's conclusions reasonable. A page without references still may be useful as an
example of the ideas of an individual, organization, or business, but not as source of factual information.
4. Currency. Some information is very time sensitive. For example, a page talking about the top rate Web
search engines in 1997 is going to be horribly out of date in 2000. There have been incredible changes in
search engine technology and new developments appear almost monthly. However, a page discussing
the Civil War is likely still relevant today even if the page was created in 1996 and has not been updated.
Regardless, a site should always provide some indication of when the information was created or the site
was last updated.
SKILLS IN DETERMINING THE RELIABILITY OF INFORMATION
 Check the Author

 Check the Date of Publication or of update
 Check for Citations
 Check the Domain or owner of the site/page.
.com – commercial
. edu - educational
.mil - military
.gov – government
.org - nonprofit organization
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SKILLS IN DETERMINING THE ACCURATE INFORMATION
 Look for facts.

 Cross-reference with other source for consistency.
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 Determine the reason for writing and publishing the information.
 Check for advertising. Advertisers may use related information
to market their product.
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Other alternative forms of communication and distribution have become popular. These include social media,
blogs, and flash mob performances. These alternative forms provide greater freedom and power to ordinary
individuals and are a quicker way of distributing information. The downside is that a lot of the information being
passed around is biased and inaccurate.
Activity 1. Spot it Out!

Read and understand the directions and answer the given activity.
These are news articles, book and magazines by which our current president was illustrated.
A Published Book A Published Magazine A Published News Article

Retrieved from https://images-na.ssl- Retrieved from Retrieved from
images-mazon.com/images/I/71tW3FksbK https://images.gmanews.tv/webpics/2016/05/640_Dute https://cnnphilippines.com/news/2020/2/26/RodrigoDuterte-
L.jpg rte_Time_(1)_2016_05_14_15_28_35.jpg ABS-CBNapology.html?fbclid=IwAR3kN3WokT7wOwVSO4Ds
Illustrate the differences and similarities between the information gathered in each source. Write your answer on a
separate sheet of paper.
Similarities Differences
What is It
Discussion
ACCURACY, RELIABILITY AND VALUE OF INFORMATION
Although, the value of information would also depend on the need of the user but these are the key skills to better
get the rightful information that you need to:
1. Reliability of information - Information is said to be reliable if it can be verified and evaluated. Others
refer to the trustworthiness of the source in evaluating the reliability of information.
2. Accuracy of information - Accuracy refers to the closeness of the report to the actual data. Measurement
of accuracy varies, depending on the type of information being evaluated. Forecasts are said to be
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accurate if the report is similar to the actual data. Financial information is considered accurate if the
values are correct, properly classified, and presented
3. Value of information - Information is said to be of value if it aids the user in making or improving
decisions.
4. Authority of the source - Much of the information we gather daily do not come from a primary source
but are passed on through secondary sources such as writers, reporters, and the like. Sources with an
established expertise on the subject matter are considered as having sound authority on the subject.
5. Timeliness - Reliability, accuracy, and value of information may vary based on the time it was produced
or acquired. While a piece of information may have been found accurate, reliable, and valuable during
the time it was produced, it may become irrelevant and inaccurate with the passing of time (thus making
it less valuable). Other information may be timeless, proven to be the same in reliability, accuracy, and
value throughout history.
Activity 2. Evaluating Information

Read and understand the given news below and answer the follow up questions.
This is a news article from CNN Philippine website. Retrieved from

https://www.cnnphilippines.com/news/2020/4/6/arrests-over-coronavirus-fake-news.html
Fill out the following table on the next page. Write your answer on a separate sheet of paper.
Selection Criteria Questions to ponder Your answer
1. Which of these details can be
Reliability verified in other sources?
2. Could these details be true? Why
or why not?
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3. Which of these facts are

Accuracy measurable?
4. Is the article written with care?
5. Who would find this article
Value valuable?
6. Who wrote the article?

Authority
7. Are the sources properly
cited?
Timeliness 8. When was the article written?
Activity 3.
Being an empowered SHS student, your role is to showcase your versality in all forms of media. Perform the
following instruction:
1. You interview an elder coming from two families. You will ask the about cultural beliefs or practices in
the community valued by the elder. You need to identify and gather information to at least two cultural
beliefs or practices.
2. Encode/Write the information on a yellow pad/short bond paper, identify the source of information.
3. And then, you will do an online interview of your 10 classmates and find out if these cultural beliefs or
practices are still known and being valued by their generation. (Example 3 out of 10…)
4. Submit your work when you finish.
Quarter 3 – Languages and Policies in Media and Information
MELC: In this lesson, you will:

1. Produce and assesses the codes, convention, and messages of a group presentation
(MILI11/12MILA-IIIf-16).
2. Present an issue in varied ways to disseminate information using codes, convention, and languages
of media
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Lesson
Media and Information Languages
7
‘The medium is the message, ‘now a famous quote was written by Marshall McLuhan in 1964. By which
the medium may be affected how messages are received, the users’/audiences’ own background/experience may
have also affected the interpretation of messages. An important first step in becoming media and information
literate is to understand how information, ideas, and meaning are communicated through and by various media and
other information providers, such as libraries, archives, museums, and the Internet. Each medium has its own
‘language’ or ‘grammar’ that works to convey meaning in a unique way. ‘Language,’ in this sense, means the
technical and symbolic ingredients or codes and conventions that media and information professionals may select
and use in an effort to communicate ideas, information, and knowledge.
What is It
Discussion
Genre, Code, and Conventions
All media messages are constructed using a particular set of codes and conventions. When we say media
messages are constructed using codes and conventions, we mean that every media product we encounter is a
coherent body with its own rules. Take a look at the previous exercise you had done. You are tasked to illustrate
the description of the movie and how this description is illustrated in the set of codes you may observe in the film.
In this lesson, we engaged with the thought that media messages are constructed.
We have established that the meaning is something that comes out as an interaction between the message
sent and its receiver, both of which are surrounded by a context that bears on how the process of reading and
receiving the encoded message is decoded.
Every medium has its own codes and conventions.
GENRE – It is a French word which means “kind” or “class.” The original Latin word is “genus” and means a
class of things that can be broken down into subcategories. It tends to be understood to constitute particular
conventions of contents and to follow a distinctive style in terms of form and presentation.
The primary genres that media creators and producers invoke are the following: entertainment, news,
information, education, and advertising. These sample of the subcategory of some of the given primary genre.
1. News. These are stories that have critical importance to community and national life. News stories are also told
following the basic structure of beginning, middle, and end. Journalists, people trained to report the news to an
audience, are expected to be objective, comprehensive, and bias-free. They work for newspapers, radio stations,
televisions, and lately, online or web-based news services.
Major Division for News stories: Hard or straight news; Feature, Soft News, Investigative News, Opinion
2. Entertainment. It is derived from the French word “entretenir,” which means “to hold the attention, keep busy,
or amused.
This a comprehensive movie genres list:

(a) Action movies require stunts, set pieces, explosions, guns, and karate. They are usually about a clear hero and a
clear villain. Action movie stakes are huge, like saving the world or the universe. They’re often bombastic and
move quickly. Their pacing and structure are built around scenes like car chases, and their climaxes often have the
biggest set-pieces.
(b) Adventure movies are usually built around a quest. They take place in faraway lands or jungles. Many
adventures may be period pieces, although more contemporary adventure stories are coming back to the forefront.
They can be swashbucklers or treasure hunts.
(c) Comedy films usually are written with a few laughs at a scene. The stakes are usually much smaller or
interpersonal. Comedy films can vary in their darkness and the way they deal with life and death. They tend to be
shorter films, spoofs and can have broader casts.
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(d) Drama is regularly mashed up with other genres because most movies and TV rely on character-driven stories
to keep the audience involved. These are serious stories that hinge on events that regularly happen in everyday life.
They usually focus on character and how these people arc over time.
(e) A horror film focuses on adrenaline rides for the audience that dial in the gore, scares, and creative monsters.
Horror is always re-inventing old classics, like adding fast zombies, and CGI creatures. It also is seen as the most
bankable genre with a huge built-in audience. Ghouls, ghosts, slashers, creatures, and body disfiguring are some of
its settings
(f) Romance movies are about people coming together, falling apart, and all the hurdles in between. Love is a
universal language. They can be paired with comedy and ram, but a straightforward romance focuses on two
characters or an ensemble falling in love.
(g) Thriller movies. What would you do when you were over your head? This is usually linked with horror,
action, and drama, but thrillers are about exciting situations that have constant danger. They’re about stressed
characters, corrupt investigators, and criminals living on the edge.
(h) War/Conflict movies are about POWs, men in foxholes, tanks, and planes. They’re about people finding
commonalities, differences, and sacrificing their lives.
CODES – These are a system of signs that, when put together, create meaning.
Type of Codes
1. Technical Codes
The way in which equipment is used to tell the story (camera techniques, framing, depth of fields, lighting
and etc.)
Camera Techniques
Extreme Wide Shot Shot off, e.g., a large crow or a view of the scenery as far horizon.
Wide Shot A view of the situation or setting from a distance
Medium Shot Shows a subject down to his or her waist with space above to his or her head.
Medium Close-up Shows a subject down to his or her chest with space above to his or her head.
Close- up A full screenshot of a subject face
A two-shot is a type of shot in which the frame encompasses two people. The subjects
Two Shot do not have to be next to each other, and there are many common two shots that have
one subject in the foreground and the other subject in the background.
It is the interruption of a continuous shot by inserting a shot of something else. Usually,
you then cut back to the first shot. These can be done within the same scene, cuts to
Cut Away
other scenes, or even as one continuous shot as the camera pans across to something
else.
Over the shoulder, the shot is a camera angle used in film and television, where the
Over the Shoulder camera is placed above the back of the shoulder and head of a subject. This shot is
most commonly used to present conversational back and forth between two subjects.
Also known as POV shot, is an angle that shows what a character is looking at.
Point of View Typically POV shots are placed in between a shot of a character looking at something
and a shot showing the character’s reaction.
Using a shallow depth of field, the subject can be rendered in sharp focus with the rest
of the image blurring into the image foreground and background. This technique
Selective Focus isolates the subject within the image, drawing the eye of the viewer to the exact point
which the photographer wishes
to be observed.
It refers to when the level of your camera is placed at the same height as the eyes of the
Eye-Level characters in your frame. It also simulates standard human vision and thus
present visual information through a familiar viewpoint.
It is a cinematic technique where the camera looks down on the subject from a high
angle, and the point of focus often gets “swallowed up.” High-angle shots can make the
High Angle
subject seem vulnerable or powerless when applied with the correct mood, setting, and
effects.
It is a shot from a camera angle positioned anywhere below the eye line, pointing
Low Angle
upward.
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A shot in which the camera shoots a scene from directly overhead. It usually has an
Bird’s Eye View extreme long shot to establish a setting. We use this angle to look down at the scene
from a higher point.
is a shot that is looking up from the ground and is meant to give the viewer the feeling
Worm’s Eye View that they are looking up at the character from way below, and it is meant to show the
view that a child or a pet would have.
2. Symbolic Codes
It shows what is beneath the surface of what we see (objects, setting, body language, clothing, color, etc.)
The setting is the time and place of the narrative. When discussing the setting, you can
describe the setting of the whole story or just a specific scene. A setting can be as big as
Setting
the outback or space, or as small as a specific room. Setting can even be a created
atmosphere or frame of mind.
It is a French term that means ‘everything within the frame.’ In media terms, it has
become to mean the description of all the objects within a frame of the media product
and how they have been arranged. An analysis of the mise en scene includes:
Mise en scene ✓ Set Design
✓ Costume
✓ Props
✓ Staging and Composition
Actors portray characters in media products and contribute to character development,
creating tension, or advancing the narrative. The actor portrays a character through:
✓ Facial expression
Acting ✓ Body Language
✓ Vocal qualities
✓ Movement
✓ Body contact
Colour has highly cultural and strong connotations. When studying the use of color in a
media product, the different aspects of being looking at are:
Colour ✓ Dominant color
✓ Contrasting foils
✓ Colour symbolism
3. Written Codes
These are the formal written language used in a media product. It can be used to advance a narrative,
communicate information about a character or issues and themes. It includes printed language, which is the text
you can see within the frame and how it is presented, and also spoken language, which includes dialogue and song
lyrics.
CONVENTIONS – These are the accepted ways of using media codes. These are closely connected to the
audience’s expectations of a media product.
Types of Conventions
1. Form conventions. These are certain ways we expect types of media’s codes to be arranged. For instance, an
audience expects to have a title of the film at the beginning and then credits at the end. Newspapers will have a
masthead, the most important news on the front page and sports news on the back page. Video games usually start
with a tutorial to explain the mechanics of how the game works.
2. Story Conventions. These are common narrative structures and understandings that are common in storytelling
media products.
Examples of story conventions include:

✓ Narrative structures
✓ Cause and effect
✓ Character construction
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✓ Point of View
3. Genre Conventions. It points to the common use of tropes, characters, settings, or themes in a particular type of
medium. Genre conventions are closely linked with audience expectations. Genre conventions can be formal or
thematic.
Today the capacities of the human mind aided by technology enable the process of construction of media
and information messages. The media employ more than words to construct a more complex society. Film and
broadcast communication use the language of the camera, the tools, and techniques of editing and the power of
words – as dialogue and narration – to capture the world of a story, deliberately making choices on what not to
include, what to highlight, and what should serve as a backdrop. It is very important to keep in mind: every media,
every media form or, media text whether it is a printed advertisement prominently lining on the streets we pass
through to the television we watch every day.
Activity 1. Ads, Ads, Ads

Single out a commercial on television meant to sell skin products for women. Write your answer on a separate
sheet of paper.
1. Name all the elements you hear and see. (People, places, time or historical period, objects, ways of life and
even identity.
2. Where is the setting?
3. Since this was a shot using a camera, try to discern the language of the camera by listing the angles and
corresponding scene that it tries to capture.
4. What is the beginning, middle and end?
5. A commercial product always selling a product. How is this commercial selling its product? What is its
most potent way of selling the product?
6. Are there memorable lines or visual effects? What makes it memorable?
Activity 2.
What I Can Do
Application
Using your mobile phone or a simple point-and-shoot camera, explore what you can do with the
features of the camera. Familiarize yourselves with its features- how to turn it on, how to turn it off, the
capacity of the lens to zoom in and zoom out, how to move for shots that will pan right to left, or tilt up
and won. If it has a manual, turn to the manual so you can read about the features.
After getting thoroughly familiar with its features, you can now prepare for a 3-minute video
shoot. You will prepare a video portrait of an ordinary person in the place. By an ordinary person as a
subject of your interview, we mean somebody whose life and work are hardly noticed or rarely given
attention do they deserve in spite of their valuable contribution to the community.
1. Do an interview. Use open-ended questions that would elicit a substantial response.
2. Shoot the subject doing his/her work, something like capturing his/her life in a fragment of a
day.
3. Evaluate your work. Go back to the decisions you made with the use of the camera, the angles
that you created, the use of the magnification capacity of the lens that zooms in and out, and the
capacity of the camera to pan and tilt. Why did you do it? What was the effect on how you
portrayed your subject? How did the camera help you tell the significant work that your subject
does?
4. Upload your video to youtube, and please don’t forget to send a link to your teacher.
5. Don’t forget to ask your subject for the consent to upload the video on youTube/facebook.
Activity 3.
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Watch the clip from Jollibee Studios “Kwentong Jollibee Valentine’s Series 2018: Signs”
https://www.youtube.com/watch?v=JRoFOwQ9nVY. Afterwards, answer the following questions on a sheet of
paper:
1. What codes were used to compliment the brilliant acting of this actress?
2. How did this scene convince the audience that it is possible for Star and Mark can be meant to be?
3. How did the director use codes to make the audience think that Star and Mark are meant to each other? Do you
think it was intentional in the part of the director to “suggest” or “misled” the audience to think that Star and Mark
are meant to each other? Why or why not?
By the end of this lesson, you will:
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1. Cite practical situation when to apply knowledge in intellectual property, copyright, and fair use
guidelines; and
2. Create a campaign ad to combat the digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
Lesson
Legal and Ethical Issues in Media and Information
8
Have you ever shared an inspiring photo or quote on Facebook? Or Instagrammed a meme you found
online? A lot of what we consider everyday media culture is built on this kind of casual information and content
sharing. However, in those moments, did you ever think about where that content came from or if you were even
allowed to use it? What happens when what you are sharing is someone else’s property? Or could it harm
somebody?
The media and information age, especially the Internet, gave tons of people access to tools for
communication and media creation but also opened up many legal loopholes and ethical challenges. Given its
widespread use and the vast majority who now have access to an array of information, media and information have
been the subject of legal, ethical, and societal problems. While its positive implications are undeniable, there are
issues that come along with it.
What is It
Discussion
Intellectual Property
Intellectual property (IP) refers to creations of the mind, such as inventions; literary and artistic works
designs and symbols, names, and images used in commerce
Types of Intellectual property
Copyright - a legal device that gives the creator of a literary, artistic, musical, or other creative work the sole right
to publish and sell that work. Copyright owners have the right to control the reproduction of their work, including
the right to receive payment for that reproduction. An author may grant or sell those rights to others, including
publishers or recording companies. Violation of a copyright is called infringement.
REPUBLIC ACT 8293

INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES
COPYRIGHT VALIDITY PERIOD
During the lifetime of the author plus 50 years
Literary Works
after the death
Art 25 years from the date of creation
Photographic work 50 years from publication
Audio-Visual Work 50 years from publication
Sound Recording 50 years from year recording took place
Broadcast Recording 20 years from the date of broadcast
Valid for ten years and may be renewed for
Trademark
periods of 10 years
Valid for 20 years from the Filing date
Invention Patent
application
Plagiarism
Plagiarism is an act or instance of using or closely imitating the language and thoughts of another author without
authorization, the representation of that author’s work as one’s own, as by not crediting the original author.
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Types of Plagiarism
➢ Sources Not Cited
1. The Ghost Writer -The writer turns in another’s work, word-for-word, as his or her own.
2. The Photocopy - The writer copies significant portions of text straight from a single source, without
alteration.
3. The Potluck Paper - The writer copies from different sources and alters the sentences to make them fit
together while retaining most of the original phrasing.
4. The Poor Disguise - The writer has altered the paper’s appearance slightly by changing keywords and
phrases.
5. The Labor of Laziness - The writer takes the time to paraphrase most of the paper from other sources and
make it all fit together.
6. The Self-Stealer - The writer “borrows” generously from his or her previous work.
➢ Sources Not Cited (But still plagiarized)
1. The Forgotten Footnote - The writer mentions an author’s name for a source, but neglects to include
specific information on the location of the material referenced.
2. The Misinformer - The writer provides inaccurate information regarding the sources, making it impossible
to find them.
3. The Too-Perfect Paraphrase - The writer properly cites a source but neglects to put in quotation marks on
a text that has been copied word-for-word, or close to it.
4. The Resourceful Citer - The writer properly cites all sources, paraphrasing, and using quotations
appropriately. The catch? The paper contains almost no original work!
5. The Perfect Crime - The writer properly quotes and cites sources in some places, but goes on to
paraphrase other arguments from those sources without citation.
Activity 1: Case Study

Directions: Answer the questions briefly. Write your answers in a separate sheet of paper
Case 1: Plagiarism
Read the following articles on a case of plagiarism: “UP student plagiarizes prize-winning photos”
(Source Link: https://www.rappler.com/move-ph/39566-up-student- admits-plagiarized-photos)
After reading, answer the following questions:

1. First article: “UP student plagiarizes prize-winning photos.”
 In what competition did Solis send in his plagiarized work?
 What sanctions did he receive from the organizing committee? Describe his actions.
 Do you think technology and the Internet have made plagiarism easier? Do you think
technology has made people more or less creative? Explain your answer by citing examples.
2. Second article: “UP grad in photo plagiarism gets redemption.” • According to the article, how did
Solis redeem himself? What job did he have?
 What project did he help?
 What is there to learn about the life of Solis?
Fair Use
Fair use means you can use copyrighted materials without a license only for certain purposes. These include:
1. Commentary
2. Criticism
3. Reporting
4. Research
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5. Teaching
Guidelines for Fair Use

• A Majority of the content you create must be your own.
• Give credit to the copyright holder
• Don’t make money off of the copyrighted work
Activity 2. Sticky Situations

With what you have learned so far, cite a situation, which is most likely for you to experience, where you could
apply your knowledge on intellectual property right, copyright, and fair use guidelines. Include a simple
illustration of such situations.
1.
2.
3.
Responsible Digital Citizenship
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Digital citizenship refers to having the appropriate knowledge and skills to effectively use digital
technologies to communicate with others, participate in society, and create and consume digital content.
Responsible digital citizenship is essential, especially now in the face of a technology-saturated world, to helping
media and information consumers achieve and understand digital literacy, as well as ensuring cyberbully
prevention, online safety, digital responsibility, and digital health & wellness. Let’s go through some of the aspects
of digital citizenship below:
Netiquette
Netiquette, or network etiquette, is a set of socially constructed rules and norms for behaving and
communicating responsibly in an online environment. Simply stated, it is the etiquette of cyberspace. While not all
of these rules hold legal power nor are strictly enforced, it is important that you, as a media consumer, have a well-
defined set of guidelines that helps keep you or the people you know in check in terms of your online activity and
presence.
Consider the following “rules,” adapted from Virginia Shea’s The Core Rules of Netiquette, whenever you
communicate in the virtual world.
Rule 1: Remember the human

The impact of the advent of technology is a double-edged sword – an ironic one, that is, as it brings people
together who otherwise cannot meet, however at the same time, mediated communication makes human interaction
less personal. When you communicate electronically, all you see is a computer monitor, laptop screen, or a phone
display. Your non- verbal cues in personal interaction – facial expressions, gestures, and tone of voice – now take
the form of words, videos, or words. Today, in an era that much of our communication happens online or
electronically, where we most often just face devices, it is easy to forget that those at the receiving end of the line
are actual human beings. Somehow this electronic barrier gives people misplaced boldness resulting in a cruder
and often offensive behavior online or over the phone.
Remember the human – remember that the receiver on the other side of your computer or phone is another
human person capable of understanding, feeling, and getting hurt. Putting yourself in others’ places can put
everything in the right perspective. Before you send that message, upload that photo, or send that tweet, ask
yourself: How would the other person or people at the end of the line, feel if I do or say this? Always put in mind
that empathy is one of the most powerful motivations for some basic decency online.
Rule 2: Adhere to the same standards of behavior online that you follow in real life
Good netiquette is derived from the same standards set in real life. While it can be argued that standards of
behavior may be different in the virtual world, they certainly should not be any lower. In real life, we are
constantly reminded to be respectful to other people, mindful of our words, follow the law and other societal rules.
This holds true for cyberspace etiquette as well. Further, actions have consequences. Whatever is deemed illegal or
irresponsible in real life is most probably deemed the same in the online world. While the chances of getting
caught or punished may be slim, your accountability and liability for your actions aren’t totally erased. Thus, you
should do your best to act within the laws and ethical standards in the online environment just as you would in real
life.
Rule 3: Know where you are in cyberspace

The Internet may be as vast as the earth’s oceans or the outer space with parts least visited, not discovered,
and some deemed even dangerous. Today, you are presented with a wide array of internet domains and websites.
While there may be millions of it on the Internet, they can easily be categorized according to content or intended
audience. In this context, your manner of interaction may differ from one domain to another. What’s perfectly
acceptable in one area may be dreadfully rude in another, and depending on where you are in the virtual world, the
same written communication can be acceptable in one area, where it might be considered inappropriate in another.
For example, in most TV discussion groups, passing on idle gossip is perfectly permissible. But throwing around
unsubstantiated rumors in a journalists’ mailing list will make you very unpopular there. And because netiquette is
different in different places, it’s important to know where you are.
Rule 4: Respect other people’s time and bandwidth

Have you ever felt that time passes faster now than it does before? Have you ever felt like days pass even
more swiftly and that sometimes, our 24 hours in a day seem like less than it really is? Cliché, but your
observations are valid. In this fast-paced time, people are pushed to squeeze in school, work, social life, chores,
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errands to run, sleep, personal wellness, and more all in 24 hours. That is why time seems to pass twice as fast as it
did before because of all the essential things we have to accomplish in a day. In the context of netiquette, whenever
you post something online or send a message to someone, you’re taking up a few precious minutes from the
already limited time of another. Electronic communication takes time: time to read and time in which to respond.
Most people today lead busy lives, just like you do, and don’t have time to read or respond to frivolous e-mails or
discussion posts. Thus, it is your responsibility to ensure that the time of reading your message or post isn’t a waste
of anyone’s time.
On the other hand, the word “bandwidth” is sometimes used synonymously with time, but it’s really a
different thing. Bandwidth is the information-carrying capacity of the wires and channels that connect everyone in
cyberspace (Shea, 1997). However, these bandwidths have a limit as to the amount of data it can carry at a given
moment. All those unnecessary data uploaded in cyberspace is taking up space in the bandwidth that could’ve been
reserved for more valuable data.
Rule 5: Make yourself look good online

In the real world, other people’s immediate judgment of you would be based on your physical appearance,
your demeanor, how you speak, how you carry yourself, or even how you dress. In the virtual environment, you
will be judged by the quality of your writing or the content that you post. Both worlds are filled with prying eyes,
and whether we like it or not, thus we need to be mindful of what we call our “virtual self.” So, keep the following
tips in mind:
 Always check for spelling and grammar errors
 Verify the truth of what you are posting or sharing
 Know what you’re talking about and state it clearly
 Be pleasant and polite
 Making yourself look good online does not mean you are pretending to be someone else for others to like
you, rather it means that you ought to step up in making sure that content you produce should reflect that of
a responsible digital citizen until such time that it becomes your lifestyle.
Rule 6: Share expert knowledge

The strength of the Internet is the extent of the information it offers and various sources this information
comes from. While credibility issues are a concern, the Internet, as an overall knowledge bank, continues to grow
and expand as experts contribute facts that people constantly consume. Although netiquette lists several red flags,
sharing your knowledge on something doesn’t count as one. So do your part – share what you know! When you
post a question and receive intelligent answers, share the results with others. Are you an expert at something? Post
resources and references for your subject matter. You have recently expanded your knowledge about a subject that
might be of interest to others? Share that as well.
Rule 7: Help keep flame wars under control

“Flaming is what people do when they express a strongly held opinion without holding back any emotion.”
(Shea, 1994). Flamers, from the name itself, add fuel to the flame – they provoke people whose opinions are
different from theirs. These are the people who express their opinion in an aggressive or offensive manner, usually
resulting in “flame-wars” where two or three people exchange angry posts between one another.
You have to remember, though, that exercising one’s right to self-expression isn’t a bad thing in itself.
There is a thin line between expressing your opinion in a respectful manner and attacking the opposing party to
prove your point – that line something you have to keep in mind whenever you are confronted with a disagreement
with someone online.
Remember, do not feed the flames; extinguish them by guiding the discussion back to a more productive
direction. Furthermore, opinions are always welcomed to be voiced out, but at the end of the day, parties may just
agree to disagree and end a conversation in a decent way.
Rule 8: Respect other people’s privacy

Privacy is a human right. Much like how you do not want your phone opened just by anyone or your
messages read by someone without your permission, other people value their privacy as well. That is someone you
have to always remember, especially in cyberspace, where you get to access loads of information. The advent of
the Internet has put everyone almost everyone’s lives under a microscope. Even so, information that is private in
nature must remain private, and that is a right the needs to be asserted – a right that everyone is afforded.
Wherever you are in the online world, you may be exposed to some private or personal information that
needs to be handled with care. Ask yourself: What do you think would happen if this information “got into the
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wrong hands?” Embarrassment? Hurt feelings? Loss of a job? Just as you expect others to respect your privacy, so
should you respect the privacy of others as well.
Rule 9: Don’t abuse your power

Just like in the real world, people in cyberspace have their own influence and power – some with power
greater than others. These people are the technology wizards, experts with years of experience, and system
administrators, among others. If you are one of these people or if you are someone with knowledge powerful
enough to navigate through cyberspace expertly, remember that knowing more than others does not give you the
right to take advantage of them.
Rule 10: Be forgiving of other people’s mistakes

Not everyone has the same amount of experience working in the virtual world. And not everyone knows
the rules of netiquette. As you move along and around cyberspace, at some point, you will bump into a ridiculous
post, a nonsense photo, a poorly constructed sentence, or a stupid question. When this happens, learn to carry an
understanding attitude. Practice tolerance when you see minor and forgivable mistakes. If you feel compelled to
correct and respond to a mistake, do so, preferably in private and as politely and respectfully as possible.
Moreover, always choose your battles wisely. Not every mistake or opposing opinion you see on the
Internet needs your reaction. Do not sweat over the small stuff or things that do not have much weight and just let
it slide. Conversely, learn to admit your mistakes as well should there be instances when you commit one. No one
is perfect, and neither are you. So practice changing your opinion when presented with facts and learn to
acknowledge your errors or inaccuracies.
Alternatively, you can follow the THINK acronym to guide you on how you behave and interact on the
Internet or on social media. This applies to everyday communication, too, whether you’re talking to work
colleagues, family, or friends.
THINK
T – Is it true?
• Is this fact, or is it really an opinion or feeling?
• Know and be clear before you speak
H – Is it helpful?
• Will it just aggravate the situation if you do talk about it or post a rant about it?
• Does it help you, them, or the situation?
I – Is it inspiring?
• Will people be in awe after reading your status?
N – Is it necessary?
• There are things that are better left unsaid.
• Some people are making their social media account as daily/ routinely diaries
K – Is it kind?
• What is your motivation for communicating?
Other helpful questions to consider:
• Am I saying this from a place of anger? Am I respectful?
• Who is my audience? Who else might be able to hear, see, or read this?
• How might what I’m saying appear to others?
• Could someone misinterpret what I’m saying?
• What am I saying about myself with these words?
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Activity 3 Comic Strip: Read and understand the comic strip below. Answer the questions that follow on a
Source: Carnegie Mellon University, Lesson 7: Netiquette (2017). Retrieved on June 26, 2020 from
https://www.carnegiecyberacademy.com/documents/Lesson7_Netiquette.pdf
1. What are the differences between talking to your friends or family over the Internet and talking to them in
person?
2. What could Erika have done to avoid this situation?
3. What could Alan have done to avoid this situation?
Digital Divide
Digital Divide is inequality or disparity between demographic groups in terms of access to, use of, or
knowledge of ICT. Different segments have varying levels of knowledge and access to digital developments due to
a number of factors which include, but not limited to, race, age, education, income, socioeconomic status, and
geographical location. The digital divide may further be grouped into three divisions, as relayed by The Manila
Times writer Noemi Lardizabal-Dado (2019):
The digital native and digital immigrants

The people born in the Internet and digital technology age are who we call digital natives. The term is often
used synonymously with ‘Millennial,’ though not all digital natives are millennials, and not all millennials are
digital natives. Regardless, digital natives are those that are immersed in digital technology, growing up, making
them more knowledgeable and comfortable in the digital age. Digital immigrants, on the other hand, are those born
before the widespread adoption of computers and the Internet and have had to adopt digital technology later in life.
Due to the gap in generations, not excluding other factors, digital immigrants are considered to be less technically
able than digital natives.
There may have been a time in your life when your parents or elder relatives asked you to teach them what
to click on their mobile phones or how to navigate through the Internet. That is an example of a digital divide
between digital natives and digital immigrants. This divide doesn’t necessarily mean that the elderly do not have
access per se, but some are simply not comfortable with the use of digital devices and the Internet. However, this
does not hold true to some as there are digital immigrants who accepted the advent of technology and sought to
learn to adapt to the digital age.
The digital rich and the digitally poor

A huge part of the digital divide, especially in developing countries such as the Philippines, is the
differences in the socioeconomic status of social groups. The financial capacity of an individual affects his ability
to purchase a gadget and reliable Internet access. Smartphones are getting more affordable, but stable Internet
access is still a work in progress (Dado, 2019). Technology has made numerous positive implications in education,
healthcare, transportation, and many more. Learning materials and resources may now be conveniently accessed
online, and technology has also paved the way for advancements in medicine and healthcare, transportation is now
made more convenient and comfortable. While many are able to enjoy and adapt to all these developments, sadly,
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a lot more are struggling to keep up. Day by day, as we face a world of inequality and injustice, this gap widens
even more.
On a more personal level, you may have known a student who has struggled to do homework or submit a
project because it involves a certain device or it needs an Internet connection. Perhaps a friend? A classmate? A
neighbor? Or that someone may even be you.
Access to all the Internet and all these technological advancements is a privilege; not all are able to afford
it. In a country like the Philippines, where a huge chunk of our population falls below the poverty line, acquiring
digital devices, let alone securing a stable Internet connection, is at the bottom of the list of priorities.
The digital skills and digital unskilled

A discrepancy in terms of digital skills occurs because of the lack of funds and opportunities. Similarly, to
the aforementioned, lack of digital skills may stem from an individual’s socioeconomic status. A person belonging
to a family falling below the poverty line would most probably have less to no access to digital devices and stable
Internet connection. In effect, he will fall behind on updated information, up-to-date learning resources, and even
on job openings.
This limited access to information would also limit his door of opportunities to learn and improve his skills.
However, being poor is not a death sentence. Difficult as it may seem, this gap may be narrowed if an individual is
eager and hardworking enough to hurdle constraints and seek learning for himself. For instance, they are enrolling
in free online courses, self- earning, and even on-the-job training. People try to overcome financial challenges to
become digitally skilled.
Activity 4 Question and Answer: Answer the following questions briefly and write your answers in a
1. Cite a real-life situation, whether a personal experience or that of someone you know, showing the
existence of digital divide.
2. Which among the mentioned three groups do you think that situation belongs?
3. Suggest a way to help narrow such digital gap.
Internet Addiction
Merriam-Webster Dictionary defines addiction as “a compulsive, chronic, physiological or psychological

need for a habit-forming substance, behavior, or activity having harmful physical, psychological, or social effects.”
When we speak of addiction, we commonly associate it with substances like recreational or illegal drugs.
However, due to the widespread use of the Internet, the digital age has ushered an addiction that has become a
growing concern in society – Internet Addiction.
Internet addiction may come in different forms, such as social media addiction, video game addiction,
cybersex or online sex addiction, and online gambling addiction. Undeniably, the Internet has introduced to society
a whole new human experience. Aside from its educational and informational functions, the Web has offered
media users a higher and more enjoyable level of recreation with all the games, social media, and even online
shopping, which, in effect, makes users more glued to their devices. Moreover, thanks to smartphones and mobile
internet data services, people can now access these almost anytime, anywhere! More and more individuals are now
developing a heightened dependence with these evolving technologies, some at a manageable level, but others at
an alarming degree opening the possibility of having their devices and the Internet interfere with their daily
activities.
Internet addiction may be developed due to several factors like stress, anxiety, depression, other forms of
addiction, lack of social support, or lack of parental guidance, or inactivity. These are some of the signs and
symptoms of Internet addiction you may want to be mindful of:
• Being less conscious of time spent 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 real-life or physical activities
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Activity 5.: Self-Test

Instructions: Take the self-quiz on Internet Addiction found in this website: https://www.mind-
diagnostics.org/internet_addiction-test. Afterwards, answer the questions that follow:
1. Based on your result, how would you assess yourself in terms of Internet usage and Internet addiction?
2. How would you improve your digital and online habits?
3. What ways can you suggest to your peers to avoid developing Internet or computer addiction?
Cyberbullying
In 2012, a certain college student gained infamy after a video of her allegedly shouting at a female security
guard at LRT-2 Santolan went viral. She was subjected to severe ridicule, hateful messages, and even threats, and
because of the abuse she was getting on media, she deactivated all her social media accounts and even refused to
leave her home. In 2013, a 12- year-old Fil-Am student from New York took her own life after she was bullied due
to a video uploaded on YouTube, where she was shown arguing with another classmate. In 2017, a Grade 8 student
from Ramon Torres National High School (RTNHS) in Negros Occidental ended his own life because of
cyberbullying after being bullied and sent disturbing messages accusing him of stealing his classmate’s computer
tablet.
Online violence, cyberbullying, and digital harassment affect over 70 percent of young people globally,
according to the United Nations Children’s Fund (UNICEF), as it called on internet users to “be kind online” and
prevent this form of violence. These cases are only a tiny fraction of this figure, just a few out of the countless
victims of cyberbullying, with some still constantly battling the pains and demoralization while others, in extreme
cases, succumbing to suicide.
By definition, cyberbullying is a type of offensive action toward another which takes place using electronic
technology (Liquigan, 2016). This occurrence can trigger traumatic experiences for the victims, just like bullying
in real life. Cyberbullies post or send hatefully and mean messages as well images which are deliberately meant to
mock, ridicule, embarrass, hurt, or attack a person. What’s worse about cyberbullying is that online content used
by cyberbullies may stay on the Web for a long time. Even if the original content may be deleted, screenshots or
copies of it may continue to circulate on social media or on the Internet. This makes it harder for victims to move
forward if the things that traumatize them constantly resurfaces on the Web. Cyberbullying and bullying, in
general, also feed “a continuum of damaging behavior.” Victims of cyberbullying are more likely to abuse drugs
and alcohol, skip school, receive poor grades, and experience low self-esteem and health problems.
As a conscientious person and a responsible media consumer and producer, it is your unspoken duty to
refrain from and denounce cyberbullying. Moreover, to further avoid cyberbullying, you can promote proper
netiquette to your peers, foster mutual respect and courtesy by avoiding flame wars, and be vigilant against
people’s intention to harm other netizens.
Activity 6. Effects of Cyberbullying

Name two of the possible health-related effects that cyberbullying can have on a victim and explain each.
1.______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2.______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Senior High School
Activity 8.7 Think it Through

Analyze the graphic below and answer the questions that follow briefly. Write your answers in a separate sheet
of paper
Source:https://www.esa.int/About_Us/Law_at_ESA/Intellectual_Property_Rights/What_is_intellectual_property
Guide questions:
1. What issues do you see in the poster?
2. What possible dangers and issues in the picture?
3. Which of these issues have happened to you or to your friends? Why did they happen?
Activity 8.8 Looking for Violations

Explain what each photo represents and what rule of netiquette is violated. Explain how the issues implied in
these photos affect media consumers like you. Write your answers on a separate sheet of paper.
1. Source: 2. Source:
https://medium.com/@firdausbakharia_67166/netiquette https://www.victoriaadvocate.com/news/education/should-
-online-manners-e122223d0505 the-definition-of-bullying-include-cyberbullying/
article_1276accf-7740-5d64-ac6f-40778961ab91.html
4. Source: https://www.slideshare.net/BlackOps2/what-is-
3. Source: https://virtuallybadges.weebly.com/station-5- plagiarism-copyrighting-and-netiquette
netiquette.html
26
Senior High School
Application
Creating a Social Media Campaign
The Internet and social media have been efficient mediums not only in social networking or marketing
products and services but also in lobbying certain advocacies and campaigns. In this activity, you are to
create a 3-week social media campaign which aims to combat any of the following issues (Choose only
one):
A. Digital Divide
B. Internet Addiction
C. Cyberbullying
Read along and follow the instructions specified on the next page.
1. Before starting the campaign, draft a campaign plan containing the following parts:
I. The goal of the campaign
 Set your campaign goals
 What do you aim to achieve by the end of your campaign?
II. Target audience
a. Understand your ideal target market
b. What demographic, age bracket, or groups of people do you intend to target with your
campaign mainly?
III. Channel
 Choose your social media channel
 Will you use Facebook? Instagram? Twitter? YouTube? TikTok? Or all of them?
IV. Content Creation
a. For the span of the 3-week campaign, you are to produce three outputs: 1) Photograph, 2)
Infographic, and 3) 1-minute video infomercial.
b. Conceptualize what focus each output should contain and decide on what week you will
upload your outputs. You should be able to publish one output per week.
V. Create a calendar
a. Your social media campaign must work on a 3-week schedule. In this part of your plan, outline
your activities and content from beginning to end.
2. By the end of the campaign, you are to create an accomplishment report with the following parts:
I. Social media analytics
 Report the campaign’s social media reach (likes and shares) and engagement (shares
and comments) of the posts.
II. Assess the overall impact of the campaign. Was your goal achieved? Did the campaign reach your
intended audience? Were you able to get your message across?
III. Identify the challenges and difficulties you encountered in planning and executing the social
media campaign
IV. Lastly, suggest ways on how you can improve future social campaigns.
Encode and print these reports on an A4-sized bond paper. Attach with your report the grading rubric
found on the next page.
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Senior High School
Excellent Good Fair Poor

Clear social media Campaign goals are clear, Goals identified but the Goals identified but not No goals identified
goals Demonstrate well-defined, and realistic group could have put fulfilled
realistic and clear more in it
goals. Ex.
communications,
identifying market
needs, etc.
Content The project includes all The project includes all The project includes The project is lacking
information relevant to relevant information. some relevant in elements required.
the topic and is presented The content is well information. There are many gaps in
in a well-organized organized. The Content is somewhat the information
fashion. message is clear and organized. There is not presented.
The message is clearly presented in an original enough information
related and presented in a way but lacks in the presented to relate
creative, thought- creative aspect. ideas clearly.
provoking, and original Information is
way. disorganized.
Work The work done The work was done Work is done with fair Work is done with little
quality/effort demonstrates that learner with good effort. Time effort, but the quality is effort, and quality is
is proud of his/her work. put into this project is still not what the not what the learner is
Effort exceeds appropriate. learner is capable of. It capable of. Work was
expectations. is evident that the work rushed, and little time
was rushed. was spent on the final
product. Work is
incomplete.
Time Frame The student has The student has The student has The student has
Students provided completed the campaign completed by the goals completed by the goals completed by the goals
the information in within the prescribed 3- of the campaign but a of the campaign but of the campaign but a
the week schedule day late after the three days late after the week late after the
acceptable time prescribed 3-week prescribed 3-week prescribed 3-week
frame period period period
Social Media Posts promote interaction Some posts have a Small audience and Under ten likes or
Engagement with the audience and limited amount of very little interaction shares and no
have interaction. interaction
many likes, shares, &
comments
Assessment
Posttest
Activity 8.9
Read each scenario below and identify if the situation manifests good or bad netiquette. Write G for good
netiquette and B for bad netiquette.
___B__ 1. Alexi wants to post a comment to an online message board. She really wants to emphasize her
opinion. She responds in ALL UPPERCASE LETTERS!
___G__ 2. Tina had a small disagreement on Facebook with her friend about a certain political issue. She
noticed that her friend started to get personal with her responses. Instead of responding with anger,
Tina told her friend that they could just agree to disagree.
___B__ 3. David is an Internet expert. He reads a question from a newcomer in an online discussion group.
For him, the answer is easy, but the “newbie” is having trouble. He responds, “Hey, newbie! Can’t
you read a book? Don’t ask such a dumb question!”
___B__ 4. Andrew’s laptop got broken, so he borrowed his classmate’s for an assignment he had for school.
As he opened the Internet browser, his classmate apparently left his Facebook messenger open.
Curious, Andrew browsed through his classmate’s messenger.
___G__ 5. Aubrey noticed a factual error on her Facebook friend’s post. Instead of shaming or mocking her,
she privately messaged her friend and politely told her that her post has an error and that she should
correct it.
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Senior High School
29
Senior High School
Learning Activity Week 3

Media and Information Literacy G-12
(Media and Information, Then and Now)
January 25 – 29, 2021
Name: Date Finished:

Yr&Section:
Lesson 4 – Evolution of Media
Activity 1: Traditional to New Media
30

MIL S2-1Q Week 4

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Kung naay mga pangutana, kalibog bahin sa module ajaw duha-duha pagcontact naho.

Messenger – Raymund Jaula, Text/Call: 09363729158 / 09488587363

Media and Information Literacy G-12

MELC: In this lesson, you will:

Activity 1. Type of Media

1. With these given media formats below:

Promotional poster uploaded in Facebook Media and Information Literacy textbook

• co-existence of traditional and new media.

• co-existenceof print media, broadcast media (radio and television), the

What you will do

Activity 2. Sample of Media Convergence

Media Convergence in Platform Specific Example

Communication Social Network Facebook, Instagram,

MASS MEDIA AND MEDIA EFFECTS

1. Third – party Theory.

5. Agenda-setting Theory (Lippmann/ McCombs

6. Propaganda Model of Media Control (Herman

The model tries to understand how the population

Example: Corporate organization who owns

Activity 3. Media Personality

Question Angel Locsin Lea Salonga

1. What do these two personalities have in

2. How did they become that prestige in

4. What have they contributed to society?

5. How do these personalities influence

By the end of this lesson, you will be able to:

SOURCES OF MEDIA AND INFORMATION

Examples for IK: Muyongs : Ifugao’s traditional land-use zoning system.

This knowledge is then be transfer through Indigenous Media(IM).

Indigenous Media’s characteristics are as follows:

1. ACADEMIC LIBRARY. It serves colleges and universities.

How will you evaluate the information found in the internet?

3. Accuracy and Verifiability. A source of information is known to be scholarly when it provides

SKILLS IN DETERMINING THE RELIABILITY OF INFORMATION

 Check the Author

SKILLS IN DETERMINING THE ACCURATE INFORMATION

 Look for facts.

Activity 1. Spot it Out!

A Published Book A Published Magazine A Published News Article

ACCURACY, RELIABILITY AND VALUE OF INFORMATION

Activity 2. Evaluating Information

This is a news article from CNN Philippine website. Retrieved from

3. Which of these facts are

6. Who wrote the article?

Timeliness 8. When was the article written?

Quarter 3 – Languages and Policies in Media and Information

MELC: In this lesson, you will:

Genre, Code, and Conventions

Every medium has its own codes and conventions.

This a comprehensive movie genres list:

Examples of story conventions include:

Activity 1. Ads, Ads, Ads

By the end of this lesson, you will:

Types of Intellectual property

REPUBLIC ACT 8293

➢ Sources Not Cited

➢ Sources Not Cited (But still plagiarized)

Activity 1: Case Study

After reading, answer the following questions:

Guidelines for Fair Use

Activity 2. Sticky Situations

Responsible Digital Citizenship

Rule 1: Remember the human

Rule 3: Know where you are in cyberspace