Republic of the Philippines

COLEGIO DE LA CIUDAD DE ZAMBOANGA

Ayala Campus

For:
MEDIA AND INFORMATION LITERACY

LESSON 1:
INTRODUCTION TO MEDIA AND INFORMATION LITERACY
 LESSON 1

A. Lesson Objectives:
At the end of the lesson, the students are able to:
1. define the nature of communication and the concepts related to it;
2. describe how communication is affected by media and information;
3. identify the characteristics of responsible users and competent producers of media and
information; and
4. Demonstrate the value of being a media and information literate individual.

B. Lesson Outline:
1. Introduction to Information and Media Literacy
1.1 Defining Communication and its Process through Models
1.2 The Means and the Ends in Communication
1.3 What it Takes to Be Media and Information Literate

C. Lesson Content:
Littlejhon and Foss (2008), who are scholars and experts in the field, regard
communication as “one of those everyday activities that is intertwined with all of human life so
completely that we sometimes overlook its pervasiveness, importance, and complexity.” They
suggest that communicating feels so natural to people that oftentimes the act itself is taken for
granted.
Communication is from the Latin term “communicare”, which means “to share” or “to
divide out.” It may also be thought to originate from another Latin word “communis”, which
roughly means “working together.” In the book “Practical Speech Fundamentals”, it is explained
that without speech or oral communication, societies could not attain levels of civilization;
communities could not recognize into living and working groups, mark and ritualize practices
and traditions, debate and decide difficult issues, and transform society for its good. Essentially,
what is trying to tell us is that communication functions in more ways than you can imagine.
(Bulan and de Leon 2002)
To understand better the process of communication, here are some models as discussed
by communication scholar Denis McQuail (2005) in his book McQuail’s Mass Communication
Theory:
1. Transmission models. One of the most popular among these is Harold Laswell’s
representation of communication as an attempt to answer the question “Who says what to whom,
through what medium, and with what effect?”

Who says What through what to whom and with

medium what result

SENDER MESSAGE CHANNEL RECEIVER EFFECT

What does this model tell us? One revision is a model by Claude Shannon and Warren Weaver
which incorporates the concept of noise that refers to anything that interferes with the message.
The model is a more mechanical look at communication.
Another transmission model is by Bruce Westley and Malcolm Maclean, Jr. where they argued
that instead of a having a sender merely relaying messages, you have a communicator who relays
his or her account of a selection of events or views/voices in society. Westley and Maclean , Jr.
aslo said that communication is “guided by interests and demands of an audience that is known
only by its selections and responses to what is offered.” (McQuail 2005)

2. Ritual or expressive model. Communication has an integrative consequence in the society- it is

done to build social relationships. An example would be when you use certain symbolisms or
euphemisms to indirectly refer to a certain thing, but you are sure that your audience still
understands what you are trying to say. The communication is ritualized because the meaning is
suggested more than explicitly stated and the understanding of it, though connotative is mutual.
3. Publicity model. This model explains that communication involves audiences as “spectators
rather than participants or information receivers.” Attention is important because it is a measure
of how successful the communication has transpired. Example is how television commercials
aggressively convince the audience to buy the products that they advertise. (McQuail 2005)
4. Reception model. Communication is an open process, which means that messages sent and
receive are open to various interpretations based on context and the culture of the receiver. In
other words, there might be various meaning to a single statement that is communicated. One
such model illustrating this is Wilbur Schramm’s depiction of cyclical communication where the
sender and receiver have alternating roles in the loop. A communicator who produces and sends
the message is called an “encoder” and the one who receives and interprets is the “decoder”.
Another reception model is the one by David Berlo that accounted for factors that affect how
communicators are influenced when they send and receive a message. These factors include (a)
Communication skills such as reading, speaking, listening, and watching. (b) Knowledge about a
subject or topic. (c) Attitude toward the topic and the audience. (d) Social and cultural aspects
that influence the content of the message and the manner by which is sent. The reception models
show that it is not just about saying the message but also considering how the message may be
received because of factors that may influence reception. That is why when someone breaks a
bad news to someone else, he or she does not say it straightforward and blatant. He or she will
have to consider how the other person will react to the news or what possible interpretations the
other person might have about the news. (Media and Literacy, Diwa Learning Systems 2016)
Media and Information: The Means and the Ends in Communication
Two distinct elements that are intrinsically interconnected with the concept of
communication are media and information. They are so intertwined that information is one of the
reasons why communication is done in the first place; and this information can be shared through
media.
Table 1.1. Different Definitions of Media
Source Definition
Oxford  The main ways that large numbers of people receive information and
Learner’s entertainment, that is television, radio, newspapers, and the internet
Dictionaries
UNESCO  refers to the combination of physical objects used to communicate or mass
Media and communication through physical objects such as radio, television,
Information computers, or film.
Literacy  also refers to any physical object used to communicate media messages
Curriculum  source of credible information in which contents are provided through an
for Teachers editorial process determined by journalistic values and therefore editorial
accountability can be attributed to an organization or a legal person

Presidential  refers to the print medium of communication, which includes all

Decree No. newspapers, periodicals, magazines, journals, and publications and all
1018 (1976) advertising therein, and billboards, neon signs and the like, and the
broadcast medium of communication, which includes radio and television
broadcasting in all their aspects and all other cinematographic or radio
promotions and advertising

Table 1.2 Categories of Media

Category Examples
Modality Text, audio, video, graphics, animation
Format Digital or analog
Way of transmitting Electromagnetic or radio waves, light waves
Mass media form TV, radio, print, Internet, telephone, or mobile

Media modality refers to the nature of message, whether it is relayed using text, audio,
video, graphics, animation, or a combination of any of these things. The media format is the way
the data is arranged. The data or message may be transmitted through radio waves (for audio)
and light waves for other modalities. The mass media form refers to the particular media
technology to which the message is transmitted. (Media and Literacy, Diwa Learning Systems
2016)
What does all the definition suggest? It suggests that media is a conduit or something that
is used for transmitting something called information. With the proliferation of media
technology, you are bombarded with numerous information from a vast collection of sources that
you are hardly able to distinguish what is useful to you and what you can discard. (Media and
Literacy, Diwa Learning Systems 2016)
 Information is the content that you share during communication. Thus, the ubiquity of
communication, media and information makes it imperative for you to be skilled in the access
and use of each these. This is where media and information literacy enter the picture. (Media and
Literacy, Diwa Learning Systems 2016)
In general terms, you may come to understand literacy to be equivalent to a skill. The
United Nations Educational, Scientific and Cultural Organizations, or UNESCO, defined literacy
as the “ability to identify, understand, interpret, create, communicate, and compute, using printed
and written materials associated with varying contexts.” The big idea is, when you are literate,
you are expected to be intellectually critical in interpreting the things that you see and experience
around you. You are able to decode and have a deeper understanding of how things are and how
they work. Being literate also means empowering you to be able to affect change to yourself and
to others. (Media and Literacy, Diwa Learning Systems 2016)

What it Takes to Be Media and Information Literate

There are two factors that can influence you to become a media and information literate
individual. One is clarifying your goals and motivations for seeking information. The grater your
need, the more effort you exert to become selective in the information at your disposal. Another
is acquiring more skills in discerning, appreciating, and filtering information. This involves
being more media savvy and better acquainted with information sources. (Media and Literacy,
Diwa Learning Systems 2016)
As producers and consumers of information, you must display the ability to evaluate the
kind of information you access and share. This ability is critical thinking. Being critical means
being capable of judging the merit of something based on certain standards or parameters.
According to media scholar Art Silverblatt, there are eight fundamental elements of media
literacy:
1. A critical thinking skill enabling audience members to develop independent judgments about
media content
2. An understanding of the process of mass communication
3. An awareness of the impact of media on the individual and society
4. Strategies for analyzing and discussing media messages
5. An understanding of media content as a text that provides insight into our culture and our
lives.
6. The ability to enjoy, understand, and appreciate media content
7. Development of effective and responsible production skills
8. An understanding of the ethical and moral obligations of media practitioners
The media literate person is in control of his or her media experiences because he or she
understands the basic conventions of various media and enjoys their uses in a deliberately
conscious manner. The media literate person understands the impact of music and special effects.
Media and information literate individuals are critical thinkers because of the need to be more
discerning of the necessary information as well as its sources. (Media and Literacy, Diwa
Learning Systems 2016)

D. Discussion Questions:

1. Define communication.
2. What are the different elements present in communication?
3. Why is communication essential in everyday life?
4. What is the main function of communication?
5. How would you explain the process of communication?
6. What is a transmission model of communication?
7. Relating this transmission model to your own communication experience, can you think of any
instances where you see the application of these transmission models?
8. How would you compare Expressive model from Publicity model of communication?
9. Why do models (of anything) matter in the real world?
10. With regards to how effective a message can be conveyed, which of the three models do you
think is the most effective?
11. Compare and contrast the term Media from Information.
12. What is the relationship between Media, Information and Communication?
13. What specific instances in your life do you find being media and information literate most
relevant and important? Why do you say so?
14. What questions do you think you need to ask yourself about any media message?
15. How is being media and information literate helpful in your future life?
16. How can you elaborate on the reason that media and information literate individuals display
the ability to evaluate the kind of information they access and share?
17. Do you agree that being able to think critically also pertain to attributes of a responsible
producer of mediated communication?
18. What characterizes a responsible user and competent producer of media and information?
19. Do you think there is the need for media and information literate individual to counteract the
many information that they encountered every now and then? Explain.
20. How is critical thinking related to media and information literacy?

E. Lesson Activity/ Task

Name: ___________________________________ Date: ____________
Grade and Section: ________________________

Directions: Write a 1000- word blog entry in the form of a reaction paper to discuss what you
can contribute to your community and to your country if you are a media and information literate
individual. You work by pair. You may use the following to guide you in developing your
arguments:
 Media and information literacy as practiced on both personal and professional level
 Media and information literacy as expression of freedom of speech/expression
 Media and information literacy as tool for civic responsibility and nation- building
References:
Liquigan, B. (2016) Media and Information Literacy Module. Diwa Learning Systems Inc.
Zarate, M. (2016) Media and Information Literacy. Rex Bookstore.

Republic of the Philippines

COLEGIO DE LA CIUDAD DE ZAMBOANGA
Ayala Campus

For:
MEDIA AND INFORMATION LITERACY
 LESSON 2:
THE EVOLUTION OF TRADITIONAL TO NEW MEDIA

LESSON 2

A. Lesson Objectives:
At the end of the lesson, the students are able to:
1. identify traditional media and new media, and their relationships;
2. determine the type of media in the Philippines vis-à-vis the normative theories of media; and
3. search latest theory on information and media.

B. Lesson Outline:
1. The Evolution of Traditional to New Media
1.1 The McLuhan Mantra
1.2 Milestones in Media Evolution
1.3 Traditional vs. New Media
1.4 Functions of Communications and Media
1.5 Media and Government

C. Lesson Content:
 Over the years, media forms and the technology that come with them have evolved
dramatically. This display of ingenuity is a testament of hoe media has been ingrained in every
human being’s sensibility. Now take a look at this picture. What do you think does it suggest?

Fig.1.1 Evolution of Media

source: https://images.search.yahoo.com/search/images
The McLuhan Mantra
Marshall McLuhan, who is famous for the phrase “the medium is the message” and is the
proponent of the media theory on technological determinism, believes that society is driven by
changes in media and communication technology. He explained that society adapts to advances
in technology, thus, changing cultural, political, and even historical aspects of that society.
People who agree with the technological deterministic idea believe that media and
communication have and will always significantly affect and change our way of life. (McLuhan
2007)
The only thing constant and inevitable is change. Thus, some look at technology as an
indication of progress. Social change is typically associated with technological advancement. As
technology stabilizes, users and consumers adapt their behavior to the features and perceived
benefits of this technology, oftentimes making people overly reliant to technology.

Fig. 1.2 Illustration of the evolution of media as perceived by McLuhan

Source: https://images.search.yahoo.com/search/images
The picture above illustrates McLuhan’s (1962) view of the evolution of media and
communication technology. A media form that emerges from an older form has its features and
format primarily patterned from the one that it followed. The internet is not exactly an original
concept but rather a hybrid or derivative of the older forms such as print media, broadcast media,
and film. The mobile phones are built on the old idea of telephony, and smartphones and tablets,
on the idea of Internet and computer technology. (Media and Literacy, Diwa Learning Systems
2016)
 In the language of McLuhan, “hot” media refer to forms requiring little involvement from
the audience and examples include film and television. They are hot because, metaphorically
speaking, they cannot be “touched” and thus the experience is relatively passive and static.
“Cool” media are those with high-level user interactivity, where the experience is more dynamic
and the audience is more involved. Media forms that utilize animation, such as video games, or
provide participation, like online media platforms, are examples of cool media. (Media and
Literacy, Diwa Learning Systems 2016)

Milestones in Media Evolution

The three most significant inventions in communication would be the phonetic alphabet,
the printing press, and the telegraph. Each of them linked one period to another. There are four
main periods in the history of communication. It begins with tribal age where hearing was the
predominant and most valuable sense of reception. Early human ancestors relied heavily on their
sense of hearing to hunt for food and to stay alert from danger. The next period is the literacy age
where the sense of sight was dominant. If the tribal age was highly acoustic, the literate age was
highly visual. This is because of the invention of the alphabet, allowing humans to learn to read.
The printing press was invented in the print age, which meant mass-producing written texts.
Having more copies of these texts gave humans the liberty to read them at their own pace and to
share them to others. With a growing number of produced and reproduced reading materials
came the inevitable- the building of libraries and other repositories. (McLuhan 1962)
McLuhan’s (1989) idea of the “global village,” a community where everyone in the
world is interconnected through media, was evident in the electronic age. In this period, the
telegraph was invented which paved the way to the invention of more recent technologies such
as the telephone, television, mobile phone, and the Internet. The communication technology at
this time led humans to instantly connect to each other even in great distances. An example is
when you log on to play in an online video game while simultaneously chatting with other
players from other parts of the world. The electronic age is the age of sound and tactile sense of
reception. An example would be the incorporation of touch screens in smart phones, tablets, and
laptop computers these days. In addition to the media map of history are two other time periods
not covered in McLuhan’s periodization. One is information age when the world entered into a
new era of media experience in the let century. Also known as the digital or new media age, this
is a time in human history where everything relied heavily in the use of computers to run major
industries. Information was utilized based on personalized needs and motivations. Global
communication and networking were enhanced. (Media and Literacy, Diwa Learning Systems
2016)
Digital technology and Internet become pervasive, thus pushing the world to enter the
infrastructure age. A car with global positioning system built with it, a railway system which
runs digitally, or even simple appliances or gadgets at home that can be controlled using the
Internet are all examples of infrastructure in this age. There is more involvement in the
cyberspace. Internet banking transactions and online purchases are other proofs to this. (Media
and Literacy, Diwa Learning Systems 2016)
However, despite the views by McLuhan, not everyone agrees with his propositions.
Contrary to the idea affecting change to society, cultural determinism explains that culture and
society shapes technology. According to Winston (1986), a media scholar who advanced the idea
of cultural determinism, society is still in control of technology and the innovations over time do
not dictate how it must adapt and function in relation to these technologies. The radical potential
of a given technology to affect change may be suppresses by societal factors. In other words,
technology is a product of need and not the other way around. If there is no need for the
technology, or it does not have a practical use, it will perish. (Media and Literacy, Diwa
Learning Systems 2016)
Traditional vs. New Media
Traditional media are traditional because of the specific characteristics that they have and
functionalities that they offer. The media experience is limited and the sense receptors used are
very specific (i.e., print media requires sense of sight, radio requires sense of hearing, and
television and film requires both). With new media, the experience is more interactive. The
audiences are more involved and are able to send feedback simultaneously. New media
integrates all the aspects of the traditional media. (McQuail 2005)
What is New about New Media?
There are four main categories of new media and all of them share “certain channel
similarities and are approximately differentiated by types of use, content, and context,”
according to MCQuail.
1.Interpersonal communication media. Examples would be the telephone, mobile phones and e-
mail where “content is private and perishable and the relationship established and reinforced may
be more important than the information conveyed.”
2. Interactive play media. Video and computer-based games, plus virtual reality devices compose
this category.
3. Information search media. The Internet and the World Wide Web become repositories or
sources of a vast collection of information that can be accesses real-time despite geographical
location.
4. Collective participatory media. This refers to the use of the internet for “sharing and
exchanging information, ideas, and experiences and developing active personal
relationships.”(McQuail 2010)
Key characteristics of new media, include interactivity, social presence, media richness,
autonomy, playfulness, privacy, and personalization. New media use expanded opportunities for
self-expression. (McQuail 2010)
Functions of Communication and Media
Media, whether traditional or new, has a role to play in the proper functioning of a democratic
society such as the Philippines. In order for a democratic society to function in an ideal way,
media and communication must fulfill its mandate. According to McNair, communication and
media function to: (a) inform citizens of what is happening round them (also called the
monitoring function); (b) educate the audience as to the meaning and significance of the “facts”;
(c) provide a platform for public political discourse, facilitating the formation of “public
opinion” and feeding that opinion back to the public from whence it came; (d) give publicity to
governmental and political institutions (known as the “watchdog” role of journalism); and
(e)serve as a channel for the advocacy of political viewpoints. (Media and Literacy, Diwa
Learning Systems 2016)
Media and Government
The relationship of media and government is oftentimes adversarial. This is normal and healthy
because media, being a “watchdog”, keeps everything at bay. Before you can fully understand
the nature of the media in the Philippines, familiarize yourself first with the normative views on
media.
View Propositions
Authoritarian  All forms of communications are
(communicationtheory.org) under the control of the governing
 elite, authorities, or influential
bureaucrats.
 Controlling the media is necessary to
protect and prevent the people from
national threats through any form of
communication (information or news)
 The government has all the rights to
restrict/censor any sensitive issue from
press to maintain peace and security in
the nation.
Soviet Media  The government undertakes or
controls the total media and
communication to serve and educate
working classes and their interests.
 Th state has absolute power to control
any media for the benefits of the
people.
 The state puts an end to private
ownership of the press and other
media.
 Government media provides positive
thoughts to create a strong socialized
society as well as providing
information, education, entertainment,
motivation, and mobilization.
 The public is encouraged to give
feedback which would be able to
create interests towards the media.
Libertarian  Liberalism means information is
knowledge and knowledge is power
 Libertarianism is free from any
authority or any control or censorship
and is an idea of individualism and
limited government which is not
harmful to another
 The people are more than enough to
find and judge good ideas from bad
because people are rational
 The press should not restrict anything,
even a negative content may give
knowledge and can help make better
decision during worst situations
Social Responsibility  Social responsibility should be
reached by self-control, not
government intervention
 View media ownership as a form of
public trust or stewardship, rather than
as an unlimited private franchise
 Media has obligations to society, and
media ownership is a public trust
 Media should follow agreed codes of
ethics and professional conduct
 The government must not merely
allow freedom; it must actively
promote it when necessary; therefore,
the government should act to protect
 the freedom of its citizens
 Under some circumstances, the
government may need to intervene to
safeguard public interest

As you can see, the normative theories mentioned place expectations on how media conduct
themselves and illustrate the dynamics between media and government vis-à-vis censorship.

D. Discussion Questions
1. Who is Marshall McLuhan?
2. What did McLuhan explain in his media theory on technological determinism?
3. What is being referred to “hot” media?
4. What is being referred to “cold” media?
5. What can you say about the theory on technological determinism?
6. Take for instance the case of a mobile phone or a computer. How did these two gadgets
change the way people live their lives today?
7. What would result if technology has not evolved the way it is now?
8. How would you show your understanding on the emergence of technology and media today?
9. What are the four main periods in the history of communication?
10. What does each period in the history of communication state?
11. What function does communication play in the evolution of media?
12. What ideas justify that society is still in control of technology and the innovations over
time do not dictate how it must adapt and function in relation to these technologies?
13. How can you make a distinction between Traditional and New media?
14. How would you prove that culture and society shapes technology?
15. What do you think are the advantages and disadvantages of technology in this modern
world?
16. What could be done to improve the use of technology?
17. What changes would you make to lessen the disadvantages of the use of technology?
18. How would you prioritize the different media being used today by the people?
19. Do you agree that the use of a media technology may reflect the identity of a particular
generation? Why?
20. Do you think that the new media environment that exists today can tell us about what the
youth values the most? How?
E. Lesson Activity/ Task
Name: ___________________________________ Date: ____________
Grade and Section: ________________________

Directions: Your teacher will ask you to pick a piece of paper containing different theories on
media and information. Present to the class the basic tenets or propositions of the theory on
media and information that you picked. Your teacher will give you fifteen minutes to discuss
with your group about the theory and present it afterwards.
a. Paul Lazarsfeld’s two-step flow
b. information-integration theory
c. information-manipulation theory
d. medium theory
e. media-dependency theory
f. uses and gratification
g. new media theory
h. network theory

References:
Liquigan, B. (2016) Media and Information Literacy Module. Diwa Learning Systems Inc.
Zarate, M. (2016) Media and Information Literacy. Rex Bookstore.
 Republic of the Philippines
COLEGIO DE LA CIUDAD DE ZAMBOANGA
Ayala Campus

For:
MEDIA AND INFORMATION LITERACY

LESSON 3:
INFORMATION LITERACY

LESSON 3
A. Lesson Objectives:
At the end of the lesson, the students are able to:
1. define information needs;
2. determine sources of information;
3. identify relevant ethical standards or principles in information and media use; and
4. demonstrate ethical use of information.

B. Lesson Outline:
1. Information Literacy
1.1 What Determines Your Need for Information?
1.2 Typology of Information

C. Lesson Content:
Information literacy is an important skill in life. An individual who is literate in the
location, access, evaluation, and use of information also displays a certain sense of critical
literacy. When you are information literate, you are able to evaluate what information you need,
what to discard, and how to use the information you selected. Information takes many forms. It is
often interchanged with data which is essentially “raw information” and knowledge which is
characterized by effective use of information. (Liquigan, B. (2016) Media and Information
Literacy Module. Diwa Learning Systems Inc.)

What Determines Your Need for Information?

Information seeking is relatively synonymous to the idea of research. When you locate
information, you employ the necessary skills to engage in the research process. Your need for
information depends on your prior knowledge and experience, as well as your goals and
objectives. Your information needs to rely on what questions or problems you would like to
solve or, simply what you need the information for.
The Effective and Efficient Information Seeker. A successful search strategy is one that
allows you to judge at the onset what information is relevant, thus, limiting the possible overload
of information. Aside from being information literate, you are also expected to display
information fluency which refers to “the ability to analyze information needs and to move
confidently among media, information, and computer literacy skills, resulting in the effective
application of a strategy or strategies that will best meet those needs.” (Callison and Tilley 2006)

Typology of Information
According to www. lib.odu.edu, the kind of information you are looking for may be
categorized as the following:
1. Factual vs. Analytical. Factual information is based on evidences and finding provided by
reliable sources. These sources may include academic text such as books, encyclopedias,
periodicals, or technical reports by agencies and institutions. Analytical information, on the other
hand, is an analysis or interpretation of facts by an individual, usually an expert on the subject.
Examples of such would be feature articles, commentaries, or reviews/
2. Subjective vs. Objective. When you consult an expert opinion, such as those found in the
editorial section of a newspaper or in Web log entries of prolific writers, you are using a
subjective kind of information. This is because the information is about the discussion and
elaboration of a thesis statement which is still anchored on facts. If the information is unbiased
and does not lead you to judge the information in a certain way, then it is objective information.
Scientific papers and news reports are common sources of objective information.
3.Current vs. Historical. The currency of information refers to how up-to-date or how recent the
information is. It does not necessarily follow that the more current the information, the more
reliable and useful it is. There are information that are historical or old but are very helpful in
providing insights and comparison of events. Publication date of the source material is the usual
basis for currency. But the requirement for the use of either current or historical information
depends on the discipline that makes use of them. In natural sciences, the more recent finding are
preferred. For the humanities, historical information is primarily used to describe an event or
phenomenon. The social sciences usually consult both current and historical information.
4. Scholarly (Academic/Professional/Technical) vs. Popular. Scholarly information comes from
academic sources. It is a product of an author’s expertise and study on the subject matter.
Popular information, on the other hand, appeals to general interest and is usually found in
general circulation materials such as magazines, coffee table books, or online feature articles.
5. Primary vs. Secondary vs. Tertiary.
Information Characteristics Examples
Source
Primary  Creative work, diary, speech,
original, first-hand information
 letter, interview, news film
hasn’t been interpreted, analyzed,
condensed, or changed footage, autobiography,
 information may need to be photograph, official record,
constructed with raw data historical document etc.
Secondary  News commentaries, articles
one or more steps removed from a
in
primary source and may interpret or magazines and
analyze a primary source newspapers, critical review of
 a literary scholar, textbooks,
usually written by someone other than
encyclopedias,
the original researcher or author research
papers
Tertiary  topic review; and usually include Bibliography( citation list) of
bibliographies of primary and primary and secondary
secondary sources sources about a person or
 provide access to materials on topic, encyclopedias,
specific topics databases and indexes
source: www. lib.odu.edu

6. Stable vs. Unstable. Stability becomes a consideration especially when the information you
have obtained is published digitally over the Internet. It is often difficult to know how long a
certain Web site or page will last.
Information seeking, like any other human activity, expects that a certain level of ethical
conduct be upheld. Responsible handling of information from access down to sharing is
necessary to promote a fair and just utilization of information. (Zarate, M. 2016. Media and
Information Literacy. Rex Bookstore.)

D. Discussion Questions:
1. What is meant with Information literate?
2. What is your primary source of information especially for homework?
3. What are your considerations when looking for a particular information? Do you need a quick
fact or critical analysis?
4. If you use traditional sources of information such as print, broadcast, and electronic media,
which among these do you often refer and why?
5. What good and bad practices do you commit during information search and sharing?
6. What does an information literate individual can do? Explain.
7. As a student, what do you think are the usual instances and reasons for your need of
information?
8. What tasks have you done in the past that required searching information for you to complete
them?
9. What are the capabilities of an effective and efficient information seeker?
10. State the differences between Scholarly and Popular resources in terms of:
a. Authors
b. Audience
c. Publisher
d. Content
11. When it comes to language, appearance and references, what are the differences between
Scholarly and Popular source of information?
12. As a researcher, how would you assess the stability of a resource? What evaluations are
needed to be done to know whether a resource is stable?
13. How can you elaborate on the reason that media and information literate individuals display
the ability to evaluate the kind of information they access and share?
14. In your own words, what comes into your mind when you hear about the term Plagiarism? Is
this the same with Intellectual Property?
15. Do you think you can consider yourself as an electronic literate individual? Justify.
16. Why do you think currency, or recency of information, influential to the different disciplines
(hard sciences, humanities, social sciences)?
17. How would you prove if an information is objective and/or subjective?
18. In your opinion, when is a popular source more useful than a scholarly source? Why?
19. What are the strengths of a peer-reviewed information source such as journal articles?
20. Do you agree with the saying, “With great power comes great responsibility?” Explain.

E. Lesson Activity/ Task

Name: ___________________________________ Date: ____________
Grade and Section: ________________________

Directions: Create a group with six members each. With the materials with you, list down your
information needs based on your other roles in life. Brainstorm and present your work after
fifteen minutes.
a. As someone who purchases consumer such as food and clothing
b. As a sibling who helps out
c. As a child of parents who would like to know more about the current trends in gadgets
d. As a teenager who would like to know more about the current trends in fashion
e. As a person who has more access to a particular information that a friend may find useful and
beneficial

References:
Liquigan, B. (2016) Media and Information Literacy Module. Diwa Learning Systems Inc.
Zarate, M. (2016) Media and Information Literacy. Rex Bookstore.
www. lib.odu.edu

Republic of the Philippines

COLEGIO DE LA CIUDAD DE ZAMBOANGA
Ayala Campus

For:
MEDIA AND INFORMATION LITERACY
 LESSON 4:
TYPES OF MEDIA

LESSON 4

A. Lesson Objectives:
At the end of the lesson, the students are able to:
1. classify contents of different media types;
2. define media convergence through current examples;
3. discuss in class how a particular individual or society is portrayed in public using different
types of media; and
4. create a program plan for a radio show and demonstrate in the class by role playing it.

B. Lesson Outline:
1. Information Literacy
1.1 Print Media
1.2 Film/Cinema
1.3 Broadcast Media
 1.4 Video Games
1.5 Points of Intersection among Media Forms

C. Lesson Content:
Print Media
Media is undeniably the most efficient way of communicating to a large audience
because of its capacity to relay the message across cultures and distances. The variety of media
forms provides a menu of choices for where and when you can access information. One such
media form is print media. Also known as the press, this type of media refers to materials that are
written and are physically distributed. Books are the very first mass media in human history.
Books are very personal because they contain records of the past experience and human
knowledge that they are passed on to later generations. Books also provide opportunities for
escape and personal reflection as experienced by one who reads a novel. Although targeted to a
specific kind of audience, books are very specialized in that they offer more ideas about a topic,
unlike other mass media forms which are beholden to advertising rules. When you read a book,
you are able to stretch your imagination and think deeper about ideas that you do not normally
encounter in your everyday life. Books are movers and shakers of culture. As a testament to this,
books in physical form are being stored digitally as e-books. (Baran 2010)
In contrast to books, newspapers and magazines are advertising-based. This means that a
larger bulk of the earnings of magazine and newspaper publishers come from advertising
products rather than selling the magazine or the newspaper. Newspapers and magazines are
published regularly, whereas books may come out depending on the publisher’s prerogative.
Magazines and newspapers may be targeted for the general audience or may address the interests
of a particular group of readers. Magazines typically contain features or human interest articles,
whereas newspapers will definitely have new stories and occasionally have other types of
articles. Both the magazine and the newspaper may also have online versions for them to reach a
wider and larger audience who are more often virtually connected through the internet. (Media
and Literacy, Diwa Learning Systems 2016)

Film/ Cinema
The film as a media form is one that is considered impressionable and has a cathartic
effect to its audience. With moving/motion pictures, the film is ale o enhance the media
experience of its consumer because of the audio-video component which heightens both the
sense of hearing and sense of sight. Films are very important cultural artifacts because, like
books, they reflect the desires, ideologies, and sensibilities of the culture to which they originate
from. (Media and Literacy, Diwa Learning Systems 2016)

Broadcast Media
One of the most distinctive characteristics of the broadcast media is their ubiquity. They
are considered “household” media because they can be found in practically any corner of a
home. The broadcast media come in two forms- radio and television. Radio was the first
electronic mass medium and precursor of television. Because of radio, television was a success
in most parts of the world. For a long time, radio was the “young people’s media.” This is
evident in the proliferation of FM radio stations catering to the musical taste of younger
generations, also known as format radio. (Baran 2010)
In the Philippines, you customarily expect FM programming to be format radio, whereas
AM programming is dominated by a news format. The landscape is slowly changing as news
format has already gone into frequency modulation. The AM radio still remains the same but
more specialized radio broadcasts have emerged catering to particular niches such as community
radio. Broadcasting has also started to conquer the Internet and mobile technology through
Internet-based radio and television. (Media and Literacy, Diwa Learning Systems 2016)

Video Games
Video games continue to grow popular to both young and old because of their increased
interactivity and interconnectivity, “from game consoles to personal computers to the Internet to
cellphones.” The Internet, on the other hand, is a development in media technology that is at the
heart of all the convergence that you see occurring in traditional media. The Internet made it
easier to address a wider audience in all corners of the world. Ideas reach other people in a
shorter span of time. Thus, societies are more connected than ever. Access to content whenever
and wherever is almost possible. (Baran 2010)

Points of Intersection among Media Forms

Synergy and convergence are what describes the media of today. Synergy is an
“interaction of two or more agents or forces so that their combined effect is greater than the sum
of their individual effects.” Convergence means the combination of various elements to create a
new whole. (freedictionary.com)
There is a very thin line that separates each media form. Synergy is the rationale behind
the concentration of media in one company or organization. Say for instance, a local giant that
has its main free-air channel with affiliate cable channels and a cable company subsidiary
owning a print media arm and a fil production unit. Synergy is also a driving force for mergers
and acquisitions in the media and telecommunications industries. You probably have heard in
recent years about a telecommunication magnate having an interest to buy another local
television station to directly compete with the biggest network in the country so far. ( Baran
2010)
Convergence is a trend that cannot be done away with because the audiences are getting
more fragmented. Media organizations would like to reach as many as they can by diversifying
the delivery of their message. Also, audiences are no longer biased over one form of media to
access content. Smart phones these days have radio and television applications, which is a clear
example of convergence. (Baran 2010)
Table 4.1 Convergence among Different Types of Media
Media Type/Form Convergence
Book  Books
 Print on demand (POD)
Newspaper  Online version
 Mobile application version
Magazine  Online publishing
 Custom publishing
 Movement from print to television (or vice versa)
Film  Concept movies
 Sequels remakes, and franchises
 Television, comic book, and video game remakes
Radio  Digital radio
 Internet-based radio and podcasting
 Radio on television (and vice versa)
 Television  Video cassette recorders (VCR)
 Digital video disc (DVD)
 Digital video recorder (DVR)
 Digital television or high-definition television
 Internet-based television
 Video on the Internet
 Interactive television
 Phone-over-cable
 Mobile video
 Television recording
Video game  Online interactive gaming
 Internet-capable handheld game devices
 Advergaming
 Advocacy gaming
Internet and the  Functionalities of the traditional media moving to the Web
World Wide Web platform
 Internet technology incorporated to mobile technology (e.g., smart
phones and tablets)
 Internet connected, Wi-Fi capable television monitor
Source: Baran, Stanley J. Introduction to Mass Communication: Media Literacy and Culture. 6th
ed. New York: McGraw-Hill, 2010.

D. Discussion Questions:
1. What are the different types of media?
2. What are the contents of different media types?
3. How would you compare synergy and convergence type of media?
4. How has social media changed the landscape of news reporting both locally and globally?
5. What can you say about the local entertainment programs you see on television? What values
do you think do they promote? Choose an example of a program as a case for your argument.
6. In what ways do media and culture affect each other? What can you do as a student to use
media to celebrate Philippine culture and society?
7. Public relations and advertising are not exactly considered as media forms but are components
of the study of media. Using your knowledge of media and information literacy, how can you
avoid deceptive PR and advertising?
8. Philippine media is regarded by some critics to be highly identical to American media. Do you
think there is some truth to this assumption? Justify your answer.
9. Do you agree that teleseryes are well-liked among Philippine audiences because these
programs appeal to Filipino aspirations? Why or why not?
10. What do you think is the reason for the emergence of independent filmmaking in the
Philippines?
11. If you were given the chance to come up with a TV show, what would it be
12.

E. Lesson Activity/ Task

Name: ___________________________________ Date: ____________
Grade and Section: ________________________

Directions: Create a group with four members and role play the following instructions. You are a
radio disc jockey and you have been met by the station manager to assign you to your own radio
show. But you will have to think of the format of your new show. It must be suitable for young
teenagers ages 13-16. The challenge is to think of a fresher and more informative/educational
format that does not mimic the existing shows on radio. You will also have to prepare topics that
will be discussed on-air for the first five weekdays of airing. Your task is to create a program
plan that will contain the following:
 Radio Program Title
 Running Time
 Format
 Language
 Target Listeners
 Time Slot
 Brief Background of the Program
 Rationale
 Unique Selling Proposition (USP)
 Content Segments
 Topics for the Day (Monday thru Friday)
References:
Liquigan, B. (2016) Media and Information Literacy Module. Diwa Learning Systems Inc.
Zarate, M. (2016) Media and Information Literacy. Rex Bookstore.
Baran, Stanley J. Introduction to Mass Communication: Media Literacy and Culture. 6th ed. New
York: McGraw-Hill, 2010.

Republic of the Philippines

COLEGIO DE LA CIUDAD DE ZAMBOANGA
Ayala Campus

For:
MEDIA AND INFORMATION LITERACY

LESSON 5:
LEGAL, ETHICAL,AND SOCIETAL ISSUES IN MEDIA AND
INFORMATION
 LESSON 5

A. Lesson Objectives:
At the end of the lesson, the students are able to:
1. discuss current issues related to copyright vis-à-vis government/private sectors’ actions;
2. explain actions to promote ethical use of media and information;
; and
3. put into practice the understanding of intellectual property, copyright, and fair use of
guidelines

B. Lesson Outline:
1. Legal, Ethical, and Societal Issues in Media and Information
1.1 Intellectual Property in International and Local Context
1.2 Copyright
1.3 The Intellectual Property Law of the Philippines
1.4 Copyright Protected Works
1.5 The Use of Fair Use
1.6 Legal Sharing using Creative Commons

C. Lesson Content:
Intellectual Property in International and Local Context
 Intellectual property, or IP, as define 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.”
Laws are enacted to enforce respect and recognition toward the fruits of other
people’s ingenuity. The WIPO is the “global forum for intellectual property
services, policy, information, 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 of
various treaties dealing with intellectual property rights.” WIPO has classified the
forms of IP in table below. (Media and Literacy, Diwa Learning Systems 2016)
Terms Description Coverage
Copyright  Legal terms used to describe the right  Books
that creators have over their literary  Music
and artistic works  Paintings
 Sculptures
 Films
 Computer programs
 Databases
 Advertisements
 Maps
 Technical drawings
Patent  Provides the patent owner with the  Exclusive right
right to decide how, or whether, the granted for an
invention can be used by others in invention
exchange for this right. The patent
owner makes technical information
about the invention publicly available
in the published patent document
Trademark  A sign capable of distinguishing  Products sold or
goods or services of one enterprise services offered by a
from those of other enterprises business entity
 Dates back to ancient times when
craftsmen used to put their signature
or “mark” on their products.
Industrial  Constitutes the ornamental or  Design of an object
Design aesthetic aspect of an article/object t(shape or surface,
patterns, lines, or
colors)
Geographical  Sign used on goods that have a  The name of the place
Indication and specific geographical origin and of origin of the
Appellation possess qualities goods/products
of Origin

What is Copyright?
Copyright is mainly the protection of ones’ expressions which only becomes tangible and
concrete when objects are created as manifestation of these expressions. According to WIPO,
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. (Media
and Literacy, Diwa Learning Systems 2016)
 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 sculptures
 architecture
 advertisements, maps, and technical drawings
If 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 DVD’s
 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 his reputation.” (Media and Literacy, Diwa Learning
Systems 2016)

The Intellectual Property Law of the Philippines

The Philippines, as a State 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 of Integrated circuits; and
7. Protection of undisclosed information.

Copyright Protected Works (Media and Literacy, Diwa Learning Systems 2016)
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 for 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 arts of art; models or designs for works of art
Works “by the sole fact of their creation, irrespective of their ode or form of expression, as well
as of their content, quality, and purpose” are also protected.
Derivative works, on the other hand, refer to:
 Dramatization, 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.
Works not protected:
1. Unprotected Subject Matter any idea, procedure, system, method, or operation, cocept,
principle, discovery or mere data as such, even if they are expressed, explained, illustrated, o
embodied in a work.
 news of the day and other miscellaneous facts having the character of mere items of press
information.
2. Works of the Government any purpose of statutes, rules and regulation, and speeches,
lectures, sermons, addresses, and dissertations, pronounced, read or rendered in courts of justice,
before administrative agencies, in deliberative, assemblies and in meetingd of public character.
(Sec.9, first par., P.D. No. 49)

The Use of Fair Use

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 her 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.” (Media and Literacy, Diwa Learning Systems 2016)

Legal Sharing using Creative Commons

Creative Commons is a nonprofit licensing organization that 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.” A Creative Common
license can “give people the right to share, use, and even build upon a created work.” (Media
and Literacy, Diwa Learning Systems 2016)

Flame Wars
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. (Media and Literacy, Diwa Learning Systems 2016)

Responsible Netizenship
Becoming a flame warrior can be an indication of one’s failure to be a responsible
netizen. Flame warriors are not necessarily consciously violating these rules but instead they
might, in certain occasions, only to 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 Internet. 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. (Media and Literacy, Diwa Learning Systems 2016)

Core Rules of Netiquette

Rule 1: Remember the Human
When communicating electronically, whether through email, instant message, discussion post,
text, or some other method, practice the Golden Rule: Do unto others as you would have others
do unto you. Remember, your written words are read by real people, all deserving of respectful
communication. Before you press "send" or "submit," ask yourself, "Would I be okay with this if
someone else had written it?"

Rule 2: Adhere to the same standards of behavior online that you follow in real life
While it can be argued that standards of behavior may be different in the virtual world, they
certainly should not be lower. You should do your best to act within the laws and ethical
manners of society whenever you inhabit "cyberspace." Would you behave rudely to someone
face-to-face? On most occasions, no. Neither should you behave this way in the virtual world.

Rule 3: Know where you are in cyberspace

"Netiquette varies from domain to domain." (Shea, 1994) 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. What you text to a friend may not be appropriate in an email
to a classmate or colleague. Can you think of another example?

Rule 4: Respect other people's time and bandwidth

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 emails
or discussion posts. As a virtual world communicator, it is your responsibility to make sure that
the time spent reading your words isn't wasted. Make your written communication meaningful
and to the point, without extraneous text or superfluous graphics or attachments that may take
forever to download.

Rule 5: Make yourself look good online

One of the best things about the virtual world is the lack of judgment associated with your
physical appearance, sound of your voice, or the clothes you wear (unless you post a video of
yourself singing Karaoke in a clown outfit.) You will, however, be judged by the quality of your
writing, so keep the following tips in mind:

Always check for spelling and grammar errors

Know what you're talking about and state it clearly
Be pleasant and polite
Rule 6: Share expert knowledge
The Internet offers its users many benefits; one is the ease in which information can be shared or
accessed and in fact, this "information sharing" capability is one of the reasons the Internet was
founded. So in the spirit of the Internet's "founding fathers," 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 about your subject matter. 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

What is meant by "flaming" and "flame wars?" "Flaming is what people do when they express a
strongly held opinion without holding back any emotion." (Shea, 1994). As an example, think of
the kinds of passionate comments you might read on a sports blog. While "flaming" is not
necessarily forbidden in virtual communication, "flame wars," when two or three people
exchange angry posts between one another, must be controlled or the camaraderie of the group
could be compromised. Don't feed the flames; extinguish them by guiding the discussion back to
a more productive direction.

Rule 8: Respect other people's privacy

Depending on what you are reading in the virtual world, be it an online class discussion forum,
Facebook page, or an email, you may be exposed to some private or personal information that
needs to be handled with care. Perhaps someone is sharing some medical news about a loved one
or discussing a situation at work. What do you think would happen if this information "got into
the 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. Be sure to err on the side of
caution when deciding to discuss or not to discuss virtual communication.

Rule 9: Don't abuse your power

Just like in face-to-face situations, there are people in cyberspace who have more "power" than
others. They have more expertise in technology or they have years of experience in a particular
skill or subject matter. Maybe it's you who posesses all of this knowledge and power! Just
remember: knowing more than others do or having more power than others may have does not
give you the right to take advantage of anyone. Think of Rule 1: Remember the human.

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. At some point, you will see a stupid question, read an
unnecessarily long response, or encounter misspelled words; when this happens, practice
kindness and forgiveness as you would hope someone would do if you had committed the same
offense. If it's a minor "offense," you might want to let it slide. If you feel compelled to respond
to a mistake, do so in a private email rather than a public forum.
D. Discussion Questions
1. What is Copyright?
2. What is WIPO?
3. Describe the Intellectual Property Law of the Philippines.
4. What is the main difference between copyright and patent?
5. How does fair use fit with copyright law?
6. Do you agree that flaming is not merely an act of disrespect but also a sign of hostile
personality? Why do you say so?
7. What are some ways that you have prevented potential flame wars or your tendency of being a
flame warrior?
8.Which do you think is the most important virtue of a responsible netizen? Explain.
9. How can you translate this virtue into a tip for good netiquette?
10.How does Internet addiction affect a student’s attitude and behavior toward accessing
information?
11. How do you think can you avoid developing Internet addiction?
12. What alternative routines on Internet usage can you recommend to your peers?

E. Lesson Activity/ Task

Name: ___________________________________ Date: ____________
Grade and Section: ________________________

Directions: Create a concept map differentiating copyright, fair use, and Creative Commons
licensing.

References:
Liquigan, B. (2016) Media and Information Literacy Module. Diwa Learning Systems Inc.
Zarate, M. (2016) Media and Information Literacy. Rex Bookstore.

Republic of the Philippines

COLEGIO DE LA CIUDAD DE ZAMBOANGA
Ayala Campus
 For:
MEDIA AND INFORMATION LITERACY

LESSON 6:
PEOPLE AND MEDIA

LESSON 6

A. Lesson Objectives:
At the end of the lesson, the students are able to:
1. describe the different dimensions of people media;
2. categorize different examples of people and state reasons for such categorization; and
3. create a social media account launching a petition to address an advocacy.

B. Lesson Outline:
1. People and Media
1.1 People as Media
1.2 Industrial Application of People as Media
1.3 Opinion Leaders as People Media
1.4 Citizen and Social Journalism
1.5Crowdsourcing

C. Lesson Content:
People as Media
You can be considered as people as media when you yourselves are well-oriented to
media sources and messages and when you are able to provide information as accurate and
reliable as possible. People as media are highly expected to be responsible disseminators of
information. Political communication, is perhaps one of the most apparent examples of how
humans act as media. People as media may or may not be aided by a certain media technology.
(Media and Literacy, Diwa Learning Systems 2016)

Industrial Application of People as Media

Online marketing and advertising has found its way that the information is delivered.
Traditional media have diminished in providing profitable returns for consumer goods/brands.
The ripples of influence come from the people carrying a message, instead of a channel carrying
it. These ripples spread and create waves..get powerful as they overlap and spread further and
farther. amore than the technology used to relay a message, it is the people that uses the
technology who influences the receivers of the said message. (Media and Literacy, Diwa
Learning Systems 2016)

Opinion Leaders as People Media

You are considered an opinion leader when you are highly exposed to and actively using
media. In doing so, you become a source of a viable interpretation of messages for lower-end
media users. You noticed that leaders must hold an esteemed position among members of a
group for the opinions to be accepted by the group. In essence, opinion leaders are believed to be
more influential toward other people’s opinions, attitudes, and perceptions than the media from
which the message originated. the aspect of interpersonal communication is factored in. (Media
and Literacy, Diwa Learning Systems 2016)

Citizen Journalism and Social Journalism

Also known as “public”, “participatory”, “democratic”, “guerilla,” or “street journalism,”
citizen journalism occurs when members of the public become active participants in the
collection, reportage, analysis, and dissemination of news and information to other citizens.
(Media and Literacy, Diwa Learning Systems 2016)
 Social Journalism is a model of information relay that combines professional journalism
with those offered by citizen journalists or even regular audiences who post feedback, comment,
or who share content on their online accounts. Social journalists are essentially professional
journalists. The main concerns on social journalism include level and strength of writing,
minimal factual errors, low self-promotion and covert advocacy, and inherent trustworthiness of
the information at par with journalistic standards. (Media and Literacy, Diwa Learning Systems
2016)

Crowdsourcing
This is when a group of people is solicited for information by certain entities or
institutions. It is especially useful in business situations because ordinary people can provide
information to organizations regarding “new ideas and solutions, deeper consumer engagement,
opportunities for co-creation, optimization of tasks, and reduced costs.

D. Discussion Questions:
1. What is media?
2. What is an example of a media?
3. Compare and contrast powerful and direct effect with limited and moderate effect.
4. How do you think is media and information literacy helpful in addressing these effects?
5. What are some of the actual personal situations and experiences in your media exposure that
illustrate the effects of media messages in your biases and thoughts toward realities in the world?
6. Pick a paradigm that most likely describes the media effect of Philippine media to Filipino
youth.
7.Why do you think is there a growing trend of content going viral over the internet?
8. What does this growing trend say about the nature of people as producers of information?
9. What are the disadvantages of viral messages?
10.Relate to the class on to who your opinion leader in your community is. Why do you say so?
11. Do you agree that it is necessarily the case that media messages will only reach audiences
through opinion leaders? Why or why not?
12.Provide further examples of people functioning as media. How do you think these people will
be able to help in improving the society?

E. Lesson Activity/ Task

Name: ___________________________________ Date: ____________
Grade and Section: ________________________

Directions: You are a cause-oriented advocate and you wish to launch a petition a page through
social networking to address an issue regarding your cause. You are to setup a social media
account that contain details of your advocacy. You are to determine your target audience which
will be dependent on the advocacy you have in mind. Create a group with three members.
Advertise and share you page through your online social networks and ask people to post
comments or reactions, or to like certain content that you included in your page.

References:
Liquigan, B. (2016) Media and Information Literacy Module. Diwa Learning Systems Inc.
Zarate, M. (2016) Media and Information Literacy. Rex Bookstore.