Senior High School

Media and
Information Literacy
Quarter 3 – Module 2:
Media and Information, Then and Now
Media and Information Literacy – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 2: Media and Information, Then and Now
Second Edition, 2021

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Published by the Department of Education – Division of Misamis Oriental

Division Superintendent: Jonathan S. Dela Peña, PhD, CESO V

Development Team of the Module

Author/s: Gilbert Rolly T. Valmoria
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Regional Director

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Schools Division Superintendent
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Assistant Schools Division Superintendent
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 11
Media and
Information Literacy
Quarter 3 – Module 2:
Media and Information, Then and Now
This page is intentionally blank
 Table of Contents
Introductory Message .......................................................................................................... i
General Instructions ............................................................................................................ i
Module Icons ....................................................................................................................... ii

Lesson 4: Evolution of Media ............................................................................................. 1

What I Need to Know......................................................................................................... 1
What I Know ...................................................................................................................... 1
What's New ....................................................................................................................... 3
Activity 4.1 Traditional to New Media ...................................................................... 3
What is It ........................................................................................................................... 3
Evolution of Media ......................................................................................................... 3
Activity 4.2 Knowing You Media at Different Ages ................................................... 4
What's More ...................................................................................................................... 5
Roles of Media in A Democratic Society......................................................................... 5
Activity 4.3 Your Thoughts Count ............................................................................ 6
What's New ....................................................................................................................... 6
Activity 4.4 Your Internet Usage Matters ................................................................. 6
What is It ........................................................................................................................... 7
Internet of Things (IoT) ................................................................................................... 7
What's More ................................................................................................................... 9
Activity 4.5: Traditional Media VS New Media ......................................................... 9
What I Have Learned......................................................................................................... 9
What I Can Do ................................................................................................................. 10
Assessment ..................................................................................................................... 11
Additional Activity ............................................................................................................ 13
Lesson 5: Types of Media................................................................................................. 14
What I Need to Know....................................................................................................... 14
What I Know .................................................................................................................... 14
What's In ......................................................................................................................... 15
What's New ..................................................................................................................... 15
Activity 5.1 Types of Media ................................................................................... 15
What is It ......................................................................................................................... 16
Types of Media ............................................................................................................ 16
Activity 5.2 Your Thoughts Count .......................................................................... 16
What's More .................................................................................................................... 17
Media Convergences ................................................................................................... 17
 Activity 5.3 Sample of Media Convergence ........................................................... 18
What's New ..................................................................................................................... 19
Activity 5.4 Put it on the Record ............................................................................ 19
What is It ......................................................................................................................... 19
Mass Media and Media Effects .................................................................................... 19
1. Third-party Theory ............................................................................................. 20
2. Reciprocal Effect ............................................................................................... 20
3. Boomerang Effect .............................................................................................. 21
4. Cultivation Theory (George Gerbner)................................................................. 21
5. Agenda-setting Theory (Lippmann/ McCombs and Shaw) ................................. 21
6. Propaganda Model of Media Control (Herman & Chomsky)............................... 22
What's More .................................................................................................................... 22
Activity 5.5 Media Personality ............................................................................... 22
What I Have Learned....................................................................................................... 23
What I Can Do ................................................................................................................. 23
Assessment ..................................................................................................................... 24
Additional Activity ............................................................................................................ 24
Lesson 6: Media and Information Sources...................................................................... 25
What I Need to Know....................................................................................................... 25
What I Know .................................................................................................................... 25
What's In ......................................................................................................................... 26
What's New ..................................................................................................................... 26
Activity 6.1 Spot it Out! .......................................................................................... 26
What is It ......................................................................................................................... 27
Sources of Media and Information................................................................................ 27
What's New ..................................................................................................................... 29
Activity 6.2 Evaluating Information ........................................................................ 29
What is It ......................................................................................................................... 30
Accuracy, Reliability, and Value of information ............................................................. 30
What's More .................................................................................................................... 31
Activity 6.3 Mind-mapping ..................................................................................... 31
What I Have Learned....................................................................................................... 31
What I Can Do ................................................................................................................. 32
Assessment ..................................................................................................................... 33
Additional Activity ............................................................................................................ 35
 Introductory Message
This module will introduce you to the role that new and converging technologies are
playing in the widening participation of citizens in social, economic, and political change. It
explains how new digital and electronic forms of media (online news, blogs, Wikipedia,
YouTube, social networking applications, video gaming, etc.) have evolved from traditional
media and how they are enabling greater access to information and knowledge, freedom of
expression, good governance and participation in democratic processes.

The co-existence of print media, broadcast media (radio and television), the internet,
mobile phones, etc. are also allowing media content to flow across various platforms, widening
access to information and creating a participatory culture where citizens not only consume
information but actively participate in its production and distribution. New information and
communication technologies (ICTs), for example, have opened opportunities for greater
audience participation in information and knowledge sharing, and are encouraging people to
actively engage in the democratic process, causing more societies to open.

In effect, new media and converging technologies are creating new spaces for self-
expression and participation in public discourse on a wide range of social, economic, and
political issues. New media platforms are allowing citizens to consciously engage in the
democratic process in their societies and helping to bring global news and issues much closer
to local societies. In this module, you will understand the following lessons:
• Lesson 4 – Evolution of Media
• Lesson 5 – Types of Media
• Lesson 6 – Media and Information Sources

GENERAL INSTRUCTIONS

For the learners: For the teacher:

To be guided in achieving the
objectives of this module, do the
following:
1. Read and follow instructions
carefully.
2. Answer the pretest before
going through the lessons.
3. Take note and record points
for clarification.
4. Compare your answers
against the key to answers
found at the end of the
module.
5. Do the activities and fully
understand each lesson.
6. Answer the self-check to
monitor what you learned in
each lesson.
7. Answer the posttest after you
have gone over all the
lessons.
To facilitate and ensure the students’
learning from this module, you are
encouraged to do the following:
1. Clearly communicate learning
competencies and objectives
2. Motivate through applications
and connections to real life.
3. Give applications of the theory
4. Discuss worked-out examples
5. Give time for hands-on
unguided classroom work and
discovery
6. Use formative assessment to
give feedback
7. Introduce extensions or
generalizations of concepts
8. Engage in reflection questions
9. Encourage analysis through
higher order thinking prompts
10. Provide alternative formats for
student work

i
Module Icons

What I Need to In this section, you will know what you need to
Know learn in this module.

In this test, we will see what you already know

What I Know
about the module lesson.

This is a short exercise or review to help you

What's In
relate the current lesson to the previous lesson.

In this section, the new lesson will be introduced

What's New in many ways, such as a story, song, poem,
opening problem, task or situation.

In this section, you will be given a brief

What is It discussion of the topics in this lesson. It aims to
help you understand new concepts and skills.

This section consists of activities for guided and

What's More independent training to strengthen your
understanding and skills in the subject.

What I Have This contains sentence stems to help you

Learned process what you have learned from the lesson.

This contains activities that can help you

What I Can Do translate new knowledge or skills into real-life
situations or current realities.

This section contains the post-test which will

Assessment evaluate your level of mastery in achieving the
learning objectives.

Additional In this part, you will be given additional activities

Activities which will reinforce your learnings.

It contains the objective answers to all the

Answer Key
activities in the module.

ii
 Lesson
Evolution of Media
4
An important development with the growth of digital media has been the move from a
traditional communication model of 'one to many', characteristic of print and broadcast media,
to a 'peer to peer' model that facilitates collaborative creation and sharing of content. As
content is digitized, it becomes accessible from a multitude of devices, including radio,
television, personal computer and, perhaps most importantly, the mobile phone, which is
emerging as the dominant platform for delivering content of all kinds. The digitalization of voice,
image, sound, and data – known as convergence – is creating new opportunities for
interaction. This lesson will talk about media development breakthrough in human history.

What I Need to Know

Learning objectives

In this lesson, you will:

1. Identify traditional media and new media, and their relationships (MIL11/12EMIL-IIIb-5
(Activity 4.1);
2. Examine the technology or resources available during the prehistoric age, the industrial
age, the electronic age, and the new or digital age;
3. Identify the devices used by people to communicate with each other, store information,
and broadcast information across the different ages (Activity 4.2);
4. Editorialize the roles and functions of media in a democratic society (MIL11/12EMIL-
IIIb- 6 (Activity 4.3); and
5. Search and look up the latest theories on information and media (MIL11/12EMIL-IIIb-7)

What I Know
Pretest

Direction: In a separate sheet of paper, write the letter of the correct answer.
1. Which of the following is used to store information during the electronic age?
a. Telegram b. Radio c. Books d. Typewriter

2. Typewriter first appeared in .

a. Pre-industrial age c. Industrial Age
b. Electronic Age d. Information Age

3. What format/ equipment did people use to communicate with each

other during the Industrial Age?
a. Traditional paper and writing materials c. Paper and Pen, Typewriter
b. Telegraph, Telegram, Telephone, Computers d. None of these

1
4. What are the different types of new media?
a. The internet, CDs, DVDs c. Television, films, books, and
newspapers.
b. Novels, poems, fiction and non-fiction d. Radio, television, monkeys

5. While the potential impact of the IoT is considerable, a concerted effort is required to
move beyond this early stage. To optimize the development of the market, a
common understanding of the distinct nature of the opportunity is required. Which of
the following IS NOT the key feature of IoT?
a. The Internet of Things can enable the next wave of life-enhancing services
across several fundamental sectors of the economy.
b. Meeting the needs of customers may require global distribution models and
consistent global services.
c. Information overload across platforms of media.
d. Device and application behavior will place new and varying demands on mobile
networks.

6. In a democratic society, its role is pivotal in keeping the government, companies, and
powerful individuals accountable to the masses. The media has the power to spotlight
and expose those who abuse their power. The first thing dictators do to control the flow
of information is to control the media, what news stories they can run. Their role is to
objectively provide the facts in the context they are expected.
a. TRUE b. FALSE

7. The modern age of business and consumerism is increasingly driven in a global

fashion with international brands in many vertical industries. To support the
development of a viable service ecosystem, i.e. one that meets customer expectations
in an economical manner, globally consistent service enablers will be a key
requirement. For companies in vertical industries, the ability to deploy their services
across several countries. Which of the following is NOT an IoT-inspired device?
a. Smart Watch c. Augmented Reality
b. 3D printing and Sensors d. Billboards

8. What format/ equipment did people use to store information during the Information
Age?
a. Printing press or books, Computers
b. Printing press or books, Digital books, Personal computers, Mobile phones,
Smartphones,
c. Wearable technology, Social Media
d. Both b and c

9. A positive view of the political role of the media sees it as...

a. a way of keeping people harmlessly amused when times are hard.
b. a way of promoting constructive 'role models' for young people.
c. much more trustworthy than politicians
d. at its best, a potential check on executive power.

10. While the Internet of Things (IoT) will ultimately have an enormous impact on
consumers, enterprises, and society, it is still at an early stage in its development.
These are the following industrial sector may arise EXCEPT:
a. Intelligent buildings
b. Energy services and national security
c. PCs, tablets, and handset data
d. None of these

2
 What's New
Activity 4.1 Traditional to New Media

"Titanic, in full Royal Mail Ship (RMS) Titanic, British

luxury passenger liner that sank on April 14–15, 1912, during its
maiden voyage, en route to New York City from Southampton,
England, killing about 1,500 passengers and ship personnel.
One of the most famous tragedies in modern history, it inspired
numerous stories, several films, and a musical and has been the
subject of many scholarships and scientific speculation."
Source: https://www.britannica.com/topic/Titanic Figure 1 RMS Titanic departing
Contributed by Amy Tikkanen Southampton on 10 April 1912. Retrieved
from: https://en.wikipedia.org/
Retrieved on: May 22, 2020 wiki/File:RMS_Titanic_3.jpg

What you will do

Activity 4.1 Traditional to New Media

In your notebook, try to answer the following:

1. If the Titanic sank somewhere in the Atlantic Ocean, how do you think the news
reached people in England and New York at that time? Indicate any form of
communication you might think of that is existing during that time.
2. If the Titanic sank today, in what format would people receive or read the news?
Indicate your favorite form of media format you can think that is existing during this time
and discuss why you chose this media format.

What is It
Discussion

Evolution of Media
More than 1,500 people died in the sinking of the Titanic, but more than 700 survived.
Those who did owe their escape to the newest communications technology of the time:
wireless telegraphy. Media fulfils several basic roles in our society. One obvious role is
entertainment. Media can act as a springboard for our imaginations, a source of fantasy, and
an outlet for escapism. It can also provide information and education. Information can come in
many forms, and it may sometimes be difficult to separate from entertainment. Today,
newspapers and news-oriented television and radio programs make available stories from
across the globe, allowing readers or viewers in London to access voices and videos from our
country or neighboring nations. Books and magazines provide a more in-depth look at a wide
range of subjects. Similarly, it can be used to monitor government, business, and other
institutions. These are how media and information have evolved throughout history. It is
described into four ages.

1. Pre-Industrial Age (Before the 1700s) - People discovered fire, developed paper
from plants, and forged weapons and tools with stone, bronze, copper, and iron.
Examples:
• Cave paintings (35,000 BC) • Clay tablets in Mesopotamia (2400 BC)
• Papyrus in Egypt (2500 BC) • Acta Diurna in Rome (130 BC)
• Dibao in China (2nd century) • Codex in the Mayan region (5th century)
• Printing press using wood blocks (220 AD)
3
2. Industrial Age (1700s-1930s) - People used the power of steam, developed machine tools,
established iron production, and the manufacturing of various products (including books
through the printing press). Examples:

• A printing press for mass production (19th century) • Newspaper -The London
Gazette (1640)
• Typewriter (1800) Telephone (1876) • Commercial motion pictures (1913)
• Motion picture photography/projection (1890) • Telegraph
• Motion picture with sound (1926) • Punch cards

3. Electronic age (1930s-1980s) - The invention of the transistor ushered in the electronic
age. People harnessed the power of transistors that led to the transistor radio, electronic
circuits, and early computers. In this age, long-distance communication became more
efficient. Examples:

• Transistor Radio • Television (1941)

• Large electronic computers- i.e. • Mainframe computers - i.e. IBM 704(1960)
EDSAC (1949) and UNIVAC 1 (1951)
• Personal computers - i.e. Hewlett- • OHP, LCD projectors Packard 9100A
(1968), Apple 1 (1976)

4. Information Age (1900s-2000s) - The Internet paved the way for faster communication
and the creation of the social network. People advanced the use of microelectronics with the
invention of personal computers, mobile devices, and wearable technology. Moreover, voice,
image, sound, and data are digitalized. We are now living in the information age. Examples:

• Web browsers: Mosaic (1993), • Blogs: Blogspot (1999), LiveJournal (1999),

Wordpress (2003)
Internet Explorer (1995)
• Social networks: Friendster (2002),
Multiply (2003), Facebook (2004)
Video: YouTube (2005)
• Video chat: Skype (2003), Google
Hangouts (2013)
• Search Engines: Google (1996), (1995)
• Smartphones
• Cloud and Big Data
• Microblogs: Twitter (2006), Tumblr (2007)
• Wearable technology
• Augmented Reality / Virtual Reality
• Portable computers- laptops (1980), Yahoo
netbooks (2008), tablets (1993)

As Briggs and Burke note, these advances meant that "hundreds of thousands of
components could be carried on a microprocessor." The reduction of many kinds of content
to digitally stored information meant that "print, film, recording, radio and television and all
forms of telecommunications [were] now being thought of increasingly as part of one complex."
This process, also known as convergence, is a force that is affecting media today.

What you will do

Activity 4.2 Knowing You Media at Different Ages

In your notebook, try to fill in the table on the next page.

4
 What's More
Enrichment

Roles of Media in A Democratic Society

Transitions from one technology to another have greatly affected the media, although
it is difficult to say whether technology caused a cultural shift or resulted from it. The role of
the media is vital in generating a democratic culture that extends beyond the political system
and becomes engrained in the public consciousness over time.

Media fulfils several roles in our democratic society, including the following:
1. Channel. It provides opportunities for people to communicate, share ideas, speculate, tell
stories, and give information.
2. Watchdog. It exposes the corrupt practices of the government and the private sector.
Creating a space wherein governance is challenged or scrutinized by the governed. It also
guarantees free and fair elections.
3. Resource centre. It acts as a gateway of information for society's consumption. Also, it
becomes a keeper of memories of the community, preserver of heritage and source of
academic knowledge.
4. Advocate. Through its diverse sources or formats, it bridges the gap of the digital divide.
The media act as a catalyst for democracy and development, helping to make public
participation meaningful. If the media is honest and committed in its job, democracy is bound
to function more efficiently, and the loopholes present in any democratic system can certainly
be plugged to the fullest satisfaction of the people.
On the contrary, if media is biased, corrupt and favours only a party or a few individuals,
it can prove to be very dangerous for the smooth functioning of democracy. No one can
become perfect, and one can only strive to become so. The same holds true for our media
also. Certainly, there is still a lot of scope for improvement by which the media can rise upon
the aspirations of the people for which it is primarily meant.

5
 What you will do

Activity 4.3 Your Thoughts Count

Instruction: Make a cartoon analysis of the given illustration. Write your answer in a
separate sheet of paper.

What can you say about this?

Retrieved from: https://bloximages.chicago2.vip.townnews.com/

What's New
Activity 4.4

What you will do

Activity 4.4 Your Internet Usage Matters

The human population was estimated to be 7.6 billion at the turn of the year, using an
estimate 8.1 billion devices connected to the Internet. In your notebook, try to answer
the following:
1. How often do you use the internet on any device/in any place?
2. Do any factor/s limit or prevent your use of the internet?
3. Can you enumerate the different ways you have known on how to use the
internet?
4. Aside from the entertainment purposes, do you find a positive potential on using
the internet?
5. Briefly explain the concept of Internet of Things (IoT).

6
 What is It
Discussion

Internet of Things (IoT)

Mobile networks already deliver connectivity to a broad range of devices, enabling the
development of innovative new services and applications. This new wave of connectivity is
going beyond tablets and laptops; to connected cars and buildings; TVs and game consoles;
smart meters and traffic control; with the prospect of intelligently connecting almost anything
and anyone.

The Internet of Things (IoT) refers to the use of intelligently connected devices and
systems to leverage data gathered by embedded sensors and actuators in machines and other
physical objects.

By which mobile operators have identified the following key distinctive features:
1. The Internet of Things can enable the next wave of life-enhancing services across several
fundamental sectors of the economy.
2. Meeting the needs of customers may require global distribution models and consistent global
services.
3. The Internet of Things presents an opportunity for new commercial models to support mass
global deployments.
4. Most revenue will arise from the provision of value-added services and mobile operators are
building new capabilities to enable these new service areas.
5. Device and application behavior will place new and varying demands on mobile networks.
A common understanding of the distinctive nature of this nascent opportunity should
help hasten this development. This has believed to be full blown in the next decade. The figure
depicts a Smart City.

What’s More
Enrichment

What I Have Learned

Generalization

Source: McKinsey internal research, GSMA

7
 The IoT will also help widen access and improve quality of education and health.

In education, mobile-enabled solutions will tailor the learning process to each student's
needs, improving overall proficiency levels, while linking virtual and physical classrooms to
make learning more convenient and accessible.

Source: McKinsey, GSMA, Qualcomm, GSV

The Internet of Things promises to deliver a step change in individuals' quality of life
and enterprises' productivity. Through a widely distributed, locally intelligent network of smart
devices, the IoT has the potential to enable extensions and enhancements to fundamental
services in transportation, logistics, security, utilities, education, healthcare and other areas,
while providing a new ecosystem for application development.

Inasmuch, information overload might a challenge for the coming generation. As an

empowered SHS student, your media and information skills are essential for you to be secured
in this digital-driven world.

8
 What's More
Enrichment

What you will do

Activity 4.5: Traditional Media VS New Media

The following describes both traditional and new media:

✓ Media experience is limited.
✓ Media experience is more interactive.
✓ One-directional.
✓ Audience are more involved and can response simultaneously.
✓ Sense receptors used are very specific (i.e., print media – sight, radio –
hearing, TV, and films – sight and hearing)
✓ Integrates all aspect of old media.
✓ It includes social networking sites, blogs, podcasts, wikis, and virtual
worlds.
✓ It is much more of a two-way affair and it allows consumers and users to get
more involved

In a separate paper, write the correct description that it refers to. Complete the
given table below.

Traditional Media is… New Media is…

What I Have Learned

Generalization

Complete the sentence stem below. Write your answers on a separate sheet of paper.
1. Traditional Media has been the

On the other side, New Media is considered as

9
2. Roles of both media has shaped our democratic society today through

3. Roles of both media has shaped our democratic society today through

4. One it of its benefits, is the emergence of the Internet of Things which is

What I Can Do
Application

For this week, make an essay for the given topic. Select only 1 from these topics:
1. Explain the statement of Marshall McLuhan that "The Medium is the Message".
2. Does technology shaped us or is it us who shaped technology? Expound your answer
and give illustration.
Your essay will be graded based on this rubric. Consequently, use this rubric as a guide
when writing your essay and check it again before you submit your essay.

Source: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

10
 Assessment
Posttest

Direction: In a separate sheet of paper, write the letter of the correct answer.
1. Which of the following is used to store information during the electronic age?
a. Telegram b. Radio c. Books d. Typewriter

2. Typewriter first appeared in .

a. Pre-industrial age c. Industrial Age
b. Electronic Age d. Information Age

3. What format/ equipment did people use to communicate with each other during Industrial
Age?
a. Traditional paper and writing materials c. Paper and Pen, Typewriter
b. Telegraph, Telegram, Telephone, Computers d. None of these

4. What are different types of new media?

a. The internet, CDs, DVDs c. Television, films, books, and newspapers.
b. Novels, poems, fiction and non-fiction d. Radio, television, monkeys

5. Which of the following NOT included in the distinctive feature of Internet of Things?
a. IoT will enable life-enhancing services
b. Distribution models for IoT services are often global
c. New capabilities are being developed for IoT applications
d. Inflating demands on the mobile network

6. A primary function of an independent press in a free and democratic society is to:

a. provide news that is fair, balanced, and accessible to all people.
b. maintain social order by publishing stories that promote democratic values.
c. manage the way in which information is disseminated and presented to the public.
d. entertain audiences while supplying them with timely information on their communities.

7. In a 30-minute local television news broadcast, four minutes are dedicated to a lead story
about a robbery at an area business. Two- to three-minute segments report on an incident in
which an individual was arrested for assault and on recent developments in a high- profile
criminal trial. This news describes the role of media as .
a. Channel c. Watchdog
b. Resource Center d. Advocate

8. A high school journalist has spent weeks gathering information to develop a story on
changes in graduation requirements. The student has transcripts of interviews with teachers
and students, data, and news releases from the state department of education, and copies of
practice graduation tests. This news describes the role of media as .
a. Channel c. Watchdog
b. Resource Center d. Advocate

9. A television news helicopter crew is first on the scene the afternoon a typhoon sweeps
through a midwestern town. The crew's aerial footage is fed to a national news bureau, which
in turn arranges to broadcast the footage that night on its national nightly network news
program. This news describes the role of media as .
a. Channel c. Watchdog
b. Resource Center d. Advocate

11
10. While the potential impact of the IoT is considerable, a concerted effort is required to
move beyond this early stage. To optimize the development of the market, a common
understanding of the distinct nature of the opportunity is required. Which of the following IS
NOT the key feature of IoT?
a. The Internet of Things can enable the next wave of life-enhancing services across
several fundamental sectors of the economy.
b. Meeting the needs of customers may require global distribution models and consistent
global services.
c. Information overload across platforms of media.
d. Device and application behavior will place new and varying demands on mobile
networks.

11. In a democratic society, its role is pivotal in keeping the government, companies, and
powerful individuals accountable to the masses. The media has the power to spotlight and
expose those who abuse their power. The first thing dictators do to control the flow of
information is to control the media, what news stories they can run. Their role is to objectively
provide the facts in the context they are expected.
a. TRUE b. FALSE

12. The modern age of business and consumerism is increasingly driven in a global fashion
with international brands in many vertical industries. To support the development of a viable
service ecosystem, i.e. one that meets customer expectations in an economical manner,
globally consistent service enablers will be a key requirement. For companies in vertical
industries, the ability to deploy their services across several countries. Which of the following
is NOT an IoT-inspired device?
a. Smart Watch c. Augmented Reality
b. 3D printing and Sensors d. Billboards

13. What format/ equipment did people use to store information during the Information Age?
a. Printing press or books, Computers
b. Printing press or books, Digital books, Personal computers, Mobile phones, Smart
phones,
c. Wearable technology, Social Media
d. Both b and c

14. A positive view of the political role of the media sees it as...
a. a way of keeping people harmlessly amused when times are hard.
b. a way of promoting constructive 'role models' for young people.
c. much more trustworthy than politicians
d. at its best, a potential check on executive power.

15. While the Internet of Things (IoT) will ultimately have an enormous impact on consumers,
enterprises, and society, it is still at an early stage in its development. These are the following
industrial sector may arise EXCEPT:
a. Intelligent buildings c. PCs, tablets, and handset data
b. Energy services and national security d. None of these

12
 Additional Activity

As an empowered Senior High School student, you are expected to showcase your
versality in all forms of media. Perform the following instruction:

1. Draw on a short bond paper a political cartoon depicting your opinion about how
Philippine media performs its roles and functions in the Philippines which is a
democratic country.
2. Explain the Message of your political cartoon in not less than 3 sentences.
3. Upload your output in your Facebook account and use the hashtag
#TraditionalToNewMedia.
4. Do not forget to tag to your teacher for the said work of art of yours.

Great work! You are done with Lesson 4.

Then let us take off to Lesson 5! So, read on!

13
 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 a device or object
through which that content is delivered. 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 how an individual is portrayed in public using a variety of media formats.

What I Need to Know

Learning objectives

In this lesson, you will:

• Identify the different types of media
• Classify contents of different media types. MIL11/12TYM-IIId-10 (Activity 5.1);
• Define media convergence through current examples. MIL11/12TYM-IIId- 11
(Activity 5.3); and
• Discuss to class on how an individual is portrayed in public using a different
type of media. MIL11/12TYM-IIId-12 (Activity 5.5)

What I Know
Pretest

Direction: In a separate sheet of paper, write "LIKE" if the statement is TRUE and "SAD" if
not.
1. Harry Potter Complete Series Boxed Set Collection is a print media.
2. "Don't Let Me Down" by The Chainsmokers in Spotify is a broadcast media.
3. Broadcast media requires internet connection as medium of transmission to reach the
target audiences.
4. Print media are media consisting of paper and ink, reproduced in a printing process that
is traditionally mechanical. For instance, Manila Times, Sunstar, Bandera and many
others.
5. Media personality can have power to direct or challenge society.
6. Media content producers should follow a code of ethics that prohibits the use of
abusive or discriminatory material based on race, ethnicity, age, gender, physical
ability, or marital status.
7. Digital media make people create new kinds of media forms, like mashups.
8. One of the consequences of convergence is that types of media such as radio or film
are losing their meanings as distinct, separate media types that are defined by their
technologies.
9. In the future, Internet magazines will expand publications' readerships.
10. The second information communications revolution began with the invention of paper.

14
 What's In
Review

Last time, we learned about the development of media across time. By which, this
generation is in the digital age. The current era has made it easy for anyone to create media.
We do not always know who created something, why they made it, and whether it's credible.
This makes media literacy tricky to learn. Nonetheless, media literacy is an essential skill in
the digital age. It can help you learn how to determine whether something is credible. It also
helps determine the "persuasive intent" of advertising and resist the techniques marketers use
to sell products.
This time you will learn to compare how one particular issue or news is presented
through the different types of media (print, broadcast, online). Further, you will also identify
the role of media in our culture. From celebrity gossip to magazine covers to memes, media
is telling us something, shaping our understanding of the world, and even compelling us to act
or think in certain ways.

What's New
Activity 5.1

What you will do

Activity 5.1 Types of Media

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

1. Classify the terms above and write them in their corresponding columns.

PRINT BROADCAST FILM/MOVIE NEW MEDIA

2. Answer the question: What is your basis in classifying the media formats to
corresponding type?

15
 What is It
Discussion

Types 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
✓ Analyze Strengths and Weaknesses of different media

Each type of media involves both contents, and 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

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."

What you will do

Activity 5.2 Your Thoughts Count

Instruction: What can you say about this photo? Make an analysis about the illustration
on the page. Write your answer on a separate sheet of paper.

16
 Retrieved from: https://www.flickr.com/photos/garyhayes/3252497296/

What's More
Enrichment

Media Convergences
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 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-existence of print media, broadcast media

(radio and television), the internet, mobile phones,
MEDIA as well as others, allowing media content to flow
CONVERGENCE 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
Source: Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY.

17
 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 a 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 5.3 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.

Media Convergence in Platform Specific Example

Facebook, Instagram,
Communication Social Network Twitter

Education Learning Resource Center

Advertisement Services Advertisement

News News Agency

Entertainment Multimedia Personality

18
 What's New
Activity 5.4

What you will do

Activity 5.4 Put it on the Record

The environment in which media policy and regulation are undertaken has been radically
shifting as users more easily control their own media environments and younger users
(“digital natives”) are often most familiar with convergent media technologies. In your
notebook, try to answer at least two (2) of the following:
1. Describe how new technologies have led to the convergence of traditional and
new media.
2. Explain how media convergence creates new opportunities for interaction.
3. Describe the use of one or two forms of new media to share knowledge and
information on a current issue in society.
4. Explain how a person could be portrayed in public in the age of media convergence.

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

19
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 because 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

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

20
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.
Source :
http://uppiddee.com/blog/smileyfaces- and-
the-boomerang-effect/)

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 is, with a serial killer, rapist, or pedophile lurking
around every corner. Source : http://mass.pakgalaxy.com/cultivationtheory.html

5. Agenda-setting Theory (Lippmann/ McCombs and Shaw)

It the 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.
Source http://lessonbucket.com/media-inminutes/the-agenda-setting- function-
theory/

21
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.

Source: https://www.amazon.com/Age-Propaganda-Everyday-Abuse- Persuasion/dp/0805074031

What's More
Enrichment

What you will do

Activity 5.5 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://d3s3zh7icgjwgd.cloudfront.net/Ac
uCustom/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 the society?
5. How do these personalities
influence the way people see
themselves and others?

22
 What I Have Learned
Generalization

Complete the sentence stem below. Write your answers on a separate sheet of paper.

1. There are 4 types of media:

(a) Print Media which is
.
(b) Broadcast Media which is characterized as
.
(c) Film/Movie which is
.
(d) New Media which is characterized by
.

2. By which, Media Convergence is existing of today's media platform across several fields
because of

3. That incorporation of media platforms has brought about the idea of Mass Media which
encompasses the

4. These is also based on the several Media Effect Theories which are:

What I Can Do
Application

For this week, make a short description of person portrayed in public by different
types of media given below.

Source: www.philstar.com Source: www.philstar.com Source:

http://www.rappler.com/nation/1191
61- ilocos-nortenueva-vizcayanew-
policechiefs

23
 Assessment
Posttest

Direction: In a separate sheet of paper, write "TRUE" if the statement is TRUE and
"FALSE" if not.

1. Harry Potter Complete Series Boxed Set Collection is a print media.

2. Don't Let Me Down by The Chainsmokers in Spotify is a broadcast media.
3. Broadcast media requires internet connection as medium of transmission to reach the
target audiences.
4. Print media are media consisting of paper and ink, reproduced in a printing process that
is traditionally mechanical. For instance, Manila Times, Sunstar, Bandera and many
others.
5. Media personality can have power to direct or challenge society.
6. Media content producers should follow a code of ethics that prohibits the use of abusive
or discriminatory material based on race, ethnicity, age, gender, physical ability, or
marital status.
7. Digital media make people create new kinds of media forms, like mashups.
8. One of the consequences of convergence is that types of media such as radio or film
are losing their meanings as distinct, separate media types that are defined by their
technologies.
9. In the future, Internet magazines will expand publications' readerships.
10. The second information communications revolution began with the invention of paper.

Additional Activity

Being an empowered SHS student, your role is to showcase your versality in all
forms of media. Follow and perform the following:

1. Using the application that the learners are most competent with, make a
drawing/sketch on how different media is affecting your everyday life.
2. You can use any application from playstore that they are most comfortable with (ex.
PocketPaint, SketchBook, Paint, PicsArt Color, Draw & Paint, others)
3. Upload your output in your Facebook account and use the hashtag
#TypesOfMedia.
4. Don't forget to tag to your teacher for the said work of art of yours.

Great work! You are done with Lesson 5.

Then let’s take off to Lesson 6! So, read on!

24
 Lesson
Media and Information
6 Sources
Citizens require new competencies (knowledge, skills, and attitudes) to participate in
and contribute to society. An understanding of these terms is necessary before engaging and
must first 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 indigenous media and other sources of information and the skills
on is evaluating information.

What I Need to Know

Learning Objectives

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

a. Identify the different sources of information
b. Compare potential sources of media andinformation. MIL11/12MIM- IIIe-13.
c. Determine the accuracy, reliability, and value of information by questioning the source
of data, limitations of the information gathering tools or strategies, and the rationale of
the conclusions.
d. Interview an elder from the community regarding indigenous media and information
resource. MIL11/12MIM-IIIf-14

What I Know
Pretest

Let's see how much you know before we tackle the lesson. Below is a True or False
test. Write T in the space provided if the statement is true, otherwise F if not.

1. Indigenous media and information are highly credible because they are near the
source and are seldom circulated for profit.
2. Indigenous media are channels for change, education, and development because
of its direct access to local channels.
3. Ignoring indigenous media and information can result in development and
education programs that are irrelevant and ineffective.
4. Oral instruction, Records - may be written, carved, or oral, Gatherings and social
organizations and Direct observation are few forms of indigenous media
5. Indigenous knowledge is unique to a given culture or society.
6. Library exist because of the birth of printing press.

25
 What's In
Review

Previously, we discussed about types of media and media effects. By which, we study
how an individual is portrayed in public using different type of media. By which, we noticed
that information is available to us in many different formats.

As a responsible user of media, you should demonstrate an understanding of the

values and differences of the sources of media and information. This lesson is all about on the
Media and Information Sources. As SHS learner, you need examine the reliability, accuracy,
value, authority, and timeliness of the different sources of media and information. Further, you
should know how to compare potential sources of media and information.

What's New
Activity 6.1

What you will do

Activity 6.1 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 Retrieved from Retrieved from

-Duterte-ABS-CBN-
L.jpg 05_14_15_28_35.jpg

26
 Illustrate the differences and similarities between the information gathered in each
source. Write your answer on the space provided.

Similarities Differences

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)

It 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 is contained 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 was existed because of
the birth of the printing press. And expected to select and provide content that area easy to
access. Its main role is to organize and provide you access information. And labelled 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.

27
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.
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 ON THE INTERNET?

1. Authorship. It is critical to relate the ideas you find at a site to a 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.
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.

2. 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 information.

3. 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 Skills in determining the ACCURACY of

information information
✓ Check the Author ✓ Look for facts.
✓ Check the Date of Publication or of ✓ Cross-reference with other source for
update consistency.
✓ Check for Citations ✓ Determine the reason for writing and
✓ Check the Domain or owner of the publishing the information.
site/page. ✓ Check for advertising. Advertisers may
.com – commercial use related information to market their
.edu – educational product.
.mil – military
.gov – government
.org – nonprofit organization

28
 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.

What's New
Activity 6.2

What you will do

Activity 6.2 Evaluating Information

1. 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)

2. Fill out the following table on the next page.

29
 Selection Criteria Questions to ponder Your answer

1. Which of these details can be

verified in other sources?
RELIABILITY
2. Could these details be true? Why
or why not?

Which of these facts are measurable?

ACCURACY
Is the article written with care?

VALUE Who would find this article valuable?

Who wrote this article? Are the

AUTHORITY
sources properly cited?

TIMELINESS When was the article written?

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 you need to get the right information.

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 accurate if the report is like 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.

30
 What's More
Enrichment

Popular media cannot reach some rural areas. While print, broadcast, and new media
have a wide reach, there are still areas that these forms of media have not reached.
Indigenous media and information are highly credible because they are near the source and
are seldom circulated for profit. Indigenous media are channels for change, education, and
development because of its direct access to local channels.

What you will do

Activity 6.3 Mind-mapping

1. Discuss the concepts of indigenous media and information by developing a mind map.
2. Start by defining keywords and connect it to other terms. If new related ideas come to
mind, write it on the board and draw a line to the other ideas related to it.
3. Refer to the given example of a mind map:

Source: Commission on Higher Education, 2016 Teaching Guide for Senior High School MEDIA AND INFORMATION
LITERACY

What I Have Learned

Generalization

Complete the sentence stem below. Write your answers on a separate sheet of paper.

1. Indigenous Knowledge is

2. A library is

31
3. The Internet is

4. Evaluating the information found in the internet includes:

5. A piece of information is deemed reliable if

6. A piece of information is deemed accurate if

7. The value of information has to do with

8. Authority of the source means

9. Timeliness is met when

What I Can Do
Application

For this week, you will write an essay on the topic "How do people find information that
matches my needs?" and "How do I choose from the wide variety of information made
available by different sources?" Your essay will be graded based on this rubric. Consequently,
use this rubric as a guide when writing your essay and check it again before you submit your
essay.

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Essay rubric

Assessment
Posttest

A. MULTIPLE CHOICE. Encircle the letter of your choice. Be wary of options, choose only the
best. ONLY THE BEST. You will get wronged and hurt if you choose the wrong ones. It is only
your conscious choice that will dictate your fate. May the God be with you!

1. One of the difficulties of coping with twenty-first-century media is

a. a lack of information.
b. a lack of reliable information.
c. the need to sift good information from bad information.
d. All these answers are correct.

2. When searching the internet, you should keep in mind that…

a. you can find any information online if you just search long enough
b. banner ads and chat rooms will often lead you to the best quality information
c. because of copyright laws, nothing worthwhile is ever published on the internet
d. not all online sources provide reliable or authoritative information

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3. When working on a research assignment, what is an effective and efficient plan of action
to take? Arrange the steps below from start to end for an effective and efficient plan.
Select information resources
A. Cite sources
B. Organize information
C. Conduct effective searches
D. Evaluate information
E. Define topic
F. Review (and repeat)
a. F, A, C, B, D, G, E c. A, B, C, D, E, F, G
b. F, A, D, G, E, C, B d. A, F, D, G, E, C, B

4. Which of the following is NOT one of the main ways of evaluating information found online?
a. Looking at the brand name. . .is it a trusted brand?
b. Checking the website's internal information and procedure for fact-checking and
mission, as well as what types of web sites it links to
c. Comparing the information on the website with the same information from an
established media company or with original source material
d. None of the above

5. To assess whether the information you found is biased, which of the following should you
consider?
a. Author's age
b. Author's organization
c. Author's academic/professional qualifications
d. Purpose of the information
e. Tone of language

6. Type of publication, e.g. scholarly journal, popular magazine, website

a. I, III, IV c. II, IV, V
b. II, III, IV, VI d. III, IV, V, VI

7. Eduardo Saverin, the co-founder of Facebook, is heard to be living in Singapore and was
seen at local nightspot, The Butter Factory. You googled and found this website which
mentions the news: Facebook Co-Founder, Eduardo Saverin, is in Singapore - Video Within
Teh, J., 31 Oct 2010. Facebook Co-Founder, Eduardo Saverin, is in Singapore – Video
Within. TechieLobang.com. Available from: http://techielobang.com/blog/2010/10/31/
facebook-co-founder-eduardo-saverin- is-in-singapore-video-within/ [Accessed 10 Mar
2011]. You think the news is probably true because:
a. Your friend said that he thought he saw
Saverin at The Butter Factory last month.
b. You searched the local newspaper The
Straits Times and found the article which
reported this news.
c. The website says that it was reported in The
Straits Times.
d. None of these.

For items below, refer to the sample Mind Map on the

right.

8. Indigenous media and information are highly credible

because they are near the source and are seldom Figure 2. Credits to: Commission on Higher
Education, 2016 Teaching Guide for Senior
circulated for profit. High School MEDIA AND INFORMATION
a. TRUE b. FALSE LITERACY.

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9. Indigenous media are channels for change, education, and development because of its
direct access to local channels.
a. TRUE b. FALSE

10. Ignoring indigenous media and information can result in development and education
programs that are irrelevant and ineffective.
a. TRUE b. FALSE

B. TRUE OR FALSE. Write T in the space provided if the statement is true, otherwise F if
not.
1. Indigenous media and information are highly credible because they are near the
source and are seldom circulated for profit.
2. Indigenous media are channels for change, education, and development
because of its direct access to local channels.
3. Ignoring indigenous media and information can result in development and
education programs that are irrelevant and ineffective.
4. Oral instruction, Records - may be written, carved, or oral, Gatherings and social
organizations and Direct observation are few forms of indigenous media
5. Indigenous knowledge is unique to a given culture or society.
6. Library exist because of the birth of printing press.

Additional Activity

Being an empowered SHS student, your role is to showcase your versality in all forms
of media. Perform the following instructions:

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 the information on a 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 it to the teacher via Edmodo not more than 2 weeks after it was assigned.

Great work! You are done with Lesson 6.

Now, get ready for Module 3!

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Department of Education – Division of Misamis Oriental

Don A. Velez St., Cagayan de Oro City

Contact number: 0917 899 2245

Email address: misamis.oriental@deped.gov.ph