MEDIA INFORMATION AND LITERACY (lesson 1)

Communication

The root of the word "communication in Latin is communicate, which means to share or to make
common (Weekley. 1967). Furthermore, communication is defined as the process of understanding and
sharing meaning (Pearson & Nelson, 2000). With this, we can see how communication has a lot to do
with information sharing and arriving at a common understanding.

Components of Communication

1. Source - a person, group, or entity that forms, creates, sends, or forwards message or information

2. Message - the stimulus or meaning produced by the source for the receiver or audience (McLean,
2005)

3. Channel-the tool or manner in which the messages will be carried through from the source to the
receiver

4. Receiver— receives the message from the source, analyzing and interpreting the message in ways
both intended and unintended by the source (McLean: 2005)

6. Feedback— the message or response of the receiver which is sent back to the source

6. Environment— the atmosphere, physical and psychological, where you send and receive messages
(McLean, 2005)

7. Context— the communication interaction involves the setting, scene, and expectations of the
individuals involved (McLean, 2005)

8. Interference— anything that blocks or changes the source's intended meaning of the message
(McLean, 2005)

The Communication Process through Models

1. HAROLD LASSWELL'S COMMUNICATION MODEL

Harold Lasswell's communication model shows a one-way transmission of information and

simply illustrates how communication starts from a sender who transmits their message through a
channel to an intended receiver, consequently with at corresponding effect. These channels may come in
the form of spoken medium or through digital or technological instruments like phones, computers, and
the like. This model attempts to answer the question, "Who says what to whom, through what medium,
and with what effect?"
2. SHANNON AND WEAVER’S COMMUNICATION MODEL

A development of Lasswell's model is a version by Claude Shannon and Warren Weaver, which
takes into account the concept of noise. Much like in Lasswolfs, this model also indicates how
communication starts with the information source who then sends a message with the use of a
transmitter (channel). The signals that are sent and received can vary depending on the method of
communication. However, the difference between the models comes from the incorporation of the
"noise refers to anything that may interfere-stop or aitor-the message being carried.

3. DAVID BERLO'S SMCR COMMUNICATION MODEL

Years later. David Berio developed Shannon and Weaver's model, shifting the focus to the
context, environment, and other factors surrounding the participants involved in the communication
process. These factors include the following:

Forms of Communication

1. Intrapersonal Communication

It is a form of communication with oneself using internal vocalization or reflective thinking

(Communication in the Real World, 2010). We exercise intrapersonal communication more often than we
consciously remember. We do it every time we quietly decide on what to when we contemplate on what
decisions to make, or even make observations or formulate opinions about the things around us which
we keep to ourselves
2. Interpersonal Communication

Interpersonal communication is a form of communication between two different people who

may or may not have a direct relationship with each other but are mutually and actively part of the
communication process. Interpersonal communication can be planned or unplanned, but since it is
interactive. It is usually more structured and influenced by social expectations (Communication in the
Real World 2010).

3. Group Communication

It is a type of communication between three or more people interacting to achieve a specific

objective or a certain goal, this form of communication often happens during team-based tasks mostly
done in school works or organizational endeavors

4. Public Communication

This is a sender-focused form of communication in which one person is typically responsible for
conveying information to an audience. This form is usually seen during campaigns speeches, or other
public speaking events Among the other forms of communication discussed so far, this is the most
formal, intentional, and goal-oriented type

5. Mass Communication

Public communication becomes mass communication when it is transmitted to many people

through print or electronic media. In the past, print media such as newspapers and magazines and
broadcast media like TV and radio have been the most used channels for mass communication, However,
in the advent of technology, mass communication has slowly and strategically shifted its medium to the
internet world through websites and social media

The Role of Media and Information in Communication

—Communication is an inescapable part of our daily lives, and part of this process is our immersion in
different kinds of media. It holds a significant role that its loss would have a noticeable effect on how we
deal with our everyday living-like

—This leads us to the two distinct elements that are intrinsically interconnected with the concept of
communication-media and information in other words, information is one of the reasons why
communication is done in the first place, and this information can be shared through media.

Different Definition of Media

1. Oxford Learner's Dictionaries

— the main ways that large numbers of people receive information and entertainment that is television,
radio newspapers, and the internet.

2. UNESCO Media and Information Literacy Curriculum for Teachers

—refers to the combination of physical objects used to communicate or mass communication through
physical objects such as radio, television, computers, or film, etc.
—source of credible information in which contents are provided through an editorial process determined
by Journalistic values, and therefore editorial accountability can be attributed to an organization or a
legal person

3. David Buckingham (2003), Director of the London University Centre for the Study of Children, Youth
and Media (Callison & Tiley, 2006)

—something we use when we want to communicate with people indirectly, rather than in person or by
face-to-face contact

—provide channels through which representations and images of the world can be communicated
indirectly

4. Presidential Decree No 1019 (1976)

—refers to the print medium of communication, which includes all newspapers, periodicals, magazines,
Journals, and publications and all 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.

—The definitions above all suggest that media is an instrument for transmitting Information it's the
vehicle for a message. Books, films, paintings, songs, TV shows, poems, video games, magazines, radio
podcasts, music videos, vlogs, newspapers, e-mails, tweets, posts, letters, traffic signs, graphics,
Instagram stories-these are all media. It may range from print media, broadcast media, film or cinema,
and new media or the Internet.

—Today, most households own televisions, cars have radios, some take their morning coffee with a
newspaper, almost everybody has a smartphone, computers are everywhere and the Internet is taking
over the world. Indeed, the media has become a constant in the lives of everyone as a source of news,
information, and entertainment. It is not surprising that because of this, media and information plays a
vital role not only in communication but in our lives.

• It makes a world smaller place

• It makes communication convenient

• It shakes public opinion

MEDIA LITERACY, INFORMATION LITERACY, and TECHNOLOGY LITERACY (lesson 2)

Media -Channels or ways we use to transmit or communicate messages; it is also the source of
information.

Information – Processed data and/or knowledge derived from study, experience, instructions, signals, or
symbols.
Technology – Application of Scientific knowledge to the practical aims of human life or to change and
manipulate the human environment.

Literacy Skills

• Media Literate- a person who understand and use media forms to access information.

• Information Literate- a person who able to recognize when information is most needed and is
knowledgeable in how to locate, evaluate, use and share in different forms.

• Digitally or Technology literate- A person who is able to utilize different digital technologies and
communication tools or networks to manage information.

Literacy

- the “ability to identify, understand, interpret, create, communicate, and compute, using printed and
written materials associated with varying contexts.” 

- Literacy involves a continuum of learning in enabling to achieve their goals, to develop their knowledge
and potential, and to participate fully in their community and wider society ( UNESCO, 2004; 2017).

 Media Literacy -The ability to access, analyze, evaluate, and create media in a variety of forms.
 Information literacy -The ability to recognize when information is needed and to locate,
evaluate, and effectively communicate information in its various formats.
 Technology Literacy -The ability of an individual, either working independently or with others, to
responsibly, appropriately, and effectively use technological tools. Using these tools, an
individual can access, manage, integrate, evaluate, create, and communicate information.

Media literacy, information literacy, and technology Literacy are combined together as Media and
Information literacy (MIL).

-UNESCO defines Media and Information Literacy as “a set of competencies that empowers citizens to
access, retrieve, understand, evaluate and use, to create as well as share information and media content
in all formats, using various tools, in a critical, ethical and effective way, in order to participate and
engage in personal, professional and societal activities.”

Key Concept of MIL

1. All media messages are constructed

-Messages, as products of media, are created by sources who deliberately or unconsciously choose the
quality and quantity of content they wish to send or disseminate

2. Audiences negotiate meaning

Meanings are truly in people. Which means that the different audiences may have varied takeaways
from the same content.
3. Media Messages have commercial implications

media messages we consume everyday are funded by advertisement or financed by business. Thus,
some of this content is bound to sell products or services to make a profit.

4. Media messages have social and political implications

kind, quality, and quantity of information that you can communicate is determined by the media that
you use. This includes the technical, commercial, and creative demands of each medium.

5. Each medium has a unique aesthetic form

You must remember that the kind, quality, and quantity of information you can communicate is
determined by the media that you use.

Benefits of Media and Information literacy

1. It teaches you how to verify the information and acknowledge others’ perspectives
2. It encourages audiences to think critically.
3. It promotes responsible information sharing and dissemination.
4. It helps you identify and understand the media’s role in our culture.
5. It teaches you to think and decide objectively, factually, and reasonably.
6. It encourages you to participate in public affairs as a citizen actively.
7. It teaches you to create your own content responsibly
8. It makes you better appreciate media products
Impact of Media and Information Literacy to Society

“Empower people to exercise their universal rights and fundamental freedoms, such as freedom
of opinion and expression, as well as to seek, impart and
receive information, taking advantage of emerging opportunities in the most effective, inclusive,
ethical and efficient manner for the benefit of all individuals (UNESCO, 2013).”

RESPONSIBLE USE of MEDIA and INFORMATION (Lesson 3)

There are three categories of information disorder: Misinformation, Disinformation, and Mal-
information.

1. Misinformation – refers to that is false, but the person sharing or disseminating it unknowingly
perceives is as something true.

• False Connection – when headlines or visuals do not support the content

• Misleading content – by cropping photos or choosing quotes or statistical selectively

2. Disinformation – refers to context that contains false information with the deliberate intention to
mislead or deceive the audience.
 • False context – when genuine content is re-circulated out of its original context.

• Imposter Content – persons’ bylines used alongside articles they did not write, or organizations’
logos used in video or images they did not create

• Manipulated content – when genuine content is manipulated to deceive

• Fabricated content – fabricated “news site” or fabricated visual

3. Mal-information – refers to information for personal or corporate interest

-  true and factual, but it is intentionally conveyed in order to inflict actual harm or cause the imminent
threat

Examples:

a) Leaks to the press of private information for personal or corporate interest

b) Using a picture (e.g., of a dead child, with no context or false context) in an effort to ignite
hatred of a particular ethnic group

Media and Information Literacy Skills

The Center for Media Literacy (2005) list five core concepts of Media Literacy.

1. All media messages are constructed

2. Media message are constructed using a creative language with its own rules
3. Different people experience the same media message differently
4. Media have embedded values and points of view
5. Most media messages are organized to gain profit or power

Today in the Information Age, the need to emphasize on other essential skills also and evaluate,
competence and proficiency in media literacy are already considered life-long learning skills today.

The following are the (7) MIL skills that you, as a media user and producer, should
develop:

1. The ability and willingness to make an effort to understand the content, to pay attention, and to
filter out noise

-The quality of our meaning-making is related to the effort we give it. If you want to see and hear
quality content, you should have exerted effort to look for such and understand it.

2. An understanding of and respect for the power of media messages

We need to be self-aware of the influence of media on our lives. For instances, how to media affects our
choices in clothes we wear, the shows we watch, the songs we listen to, the word we use.

3. The ability to distinguish emotional from reasoned reactions when responding to content and to act
accordingly

Some media products are intentionally shot and broadcasted for their emotional impact. However,
media consumers must still be able to channel this emotional influence to a reasonable reaction.
4. Development of heighted expectations of media content

When we expect little from the content before us, we tend to give meaning-making little effort and
attention. Moreover, expectations lead to pressure for media outlets to produce factual and quality
media content.

5. A knowledge of genre conventions and the ability to organize when they are being mixed

Genre is a category of expressions within the different media. Meanwhile, genre conventions are
distinctive, standardized style elements that characterize a particular genre (e.g. Music, Style, “tatak”).
Knowledge of these conventions is important because they cue us or direct our meaning-making. In an
effort to maximize audiences(profits) or for creative reasons, media content makers mix genre
conventions.

6. The ability to think critically about messages, no matter how credible their sources

The news media is sometimes referred to as the fourth branch of government, but this does not mean,
however, that we should believe everything they report. It is important to “triangulate” or look for other
credible resources that may contain the same information.

7.A knowledge and appreciation of the internal language of various media and the ability to
understand its effects, no matter how complex

Each medium has its own specific internal language, and this language is expressed in production values
– choice of lighting, editing, special effects, music, camera angles, location on the page, and size and
placement of headline. Understanding how media creates and shapes various production also
encourages the audience to have a deeper appreciation of art through media.

FOUR COMPONENTS: (skills MIL teaches you)

ACCESS - to information/to communication tools

ANALYSIS - of how media is constructed

EVALUATION - of a content’s, meaning, value, purpose, and point of view

CREATION - of a media content or message

My Responsibility as a Media Consumer

Media literacy teaches us that the content we see or hear is constructed with various aims and
that an equally important task falls to the audience, the receivers of such content, to evaluate and give
meaning to these media messages. Some media messages are meant to be disseminated to the public,
as in mass communication, but at the end of the line, it will still be received by you, an individual with
his own set of understanding thinking.

Indeed, “meaning are people”. Although a sender intends to relay information with meaning
and purpose in mind, there will always be variances to how receivers interpret it, an interpretation
that is influenced by his life experience, education, cultural background, social standing, biases, and
other factors. Thus, there is no absolute exact way to interpret a media messages.
 Media literacy skills helps us think our way through this complex process of communication.
Furthermore, they help us function better in our media-rich environment, enabling us to be better
democratic citizens, smarter shoppers, and more skeptical media consumers.

FIVE KEY QUESTIONS

1.Who created this message? (author)

Exploring the creator is more than just knowing their name. This question introduces two fundamental
insights about all media- “constructedness” and choice.

2. What creative techniques are used to attract my attention? (format)

Looking at the format of a media message means analyzing the way it is constructed, the creative
components that are used in putting it together-words, music, color, movement, camera angle, and
many more.

3.How might other people understand this message differently than me? (audience)

Each individual media consumer brings to each media encounter unique set of ideas, experiences, and
backgrounds. These are the factors influence how you understand and interpret the media you consume.
As you recognize this fact, you are able to build respect and understanding of differing opinions as well
as evaluate the validity of these differing perspective.

4.What values, lifestyles, and points of view are presented in, or omitted from, this message?
(content)

The way information is sent, packaged, and received is influenced by academic, social, cultural, and
political principles – all media content carries subtle messages that may sway our opinions, even content
providers that try to present information objectively can have an unconscious slant.

5.Why is this message being sent? (Purpose)

Examining the purpose of a message uncovers how it may have been influence by money, ego, or
ideology and gives you knowledge on how to interpret and respond to a message appropriately.

RESPONSIBILITIES AS A MEDIA AND INFORMATION CONTENT PRODUCER

In the communication process, an individual may also be a producer of messages or content.

Media Producer – are people who oversee media projects from conception to completion and may also
be involved in the marketing and distribution process (Gonzales, 2016).

However, throughout the years, the term has evolved to take those who contribute intellectual or
creative content through and in media, even including Facebook posts, tweets, Instagram photos, or
vlogs. Simply put, in today’s context, media producers are people who are capable of creating and
sharing information through a media channel – that includes you.

1) Give credit where credits are due.

 Always remember that although some of this information is available to us, their rights still rest
on their original creators. Thus, it is important that we give proper credit to the owners or sources of the
content we use (articles, texts) or things we share (images, posts).

2) Avoid sharing raw and unverified information

Raw and unverified information are those that have yet to be examined and confirmed. We can
say that a piece of information is verified if credible people, news outlets, or organizations present pieces
of evidence of cases of facts to support the truthfulness and reliability of such information.

3) Think about who can see what have you shared

Always assume that anything that you online can be seen by other people – people who may be
influenced by your words or opinions or people who may disagree. Moreover, always be aware of how
your messages may be interpreted.

4) Be open to learning and constructive criticisms

Some people may share our own view while some will disagree. Thus, it is important to keep an
open mind to contrasting opinions and constructive suggestions and understand that these may actually
be learning opportunities for you, which will help you establish well-informed opinions.

5) Share expert knowledge

If you hold a lot of knowledge about a certain topic or subject, don’t be afraid to share it online
in a manner that is helpful and accurate.

6) Respect other people's privacy

Do not share information that friends or family entrusted you to keep confidential or Information
that is private in nature, especially without their consent. Moreover, remember not to share information
about others that could get them or yourself into trouble, both personally and professionally.

7) Always be respectful

Being respectful should be your default manner, whether talking to a friend or dealing with
someone professionally. Being respectful includes accepting constructive criticisms, politely disagreeing,
and never resorting to bullying or personal attacks. No matter how differing opinions may be, you should
always try to cultivate an environment for a healthy and respectful discussion.

All these skills - from understanding the landscape of information disorder, knowing the concepts of
media and information literacy, to being a responsible user and producer - all develop you to become
a media, literate individual.
 EVOLUTION OF MEDIA (lesson 4)
PRE-INDUSTRIAL AGE (1700s)

INDUSTRIAL AGE (1800s)

ELECTRONIC AGE (1930s)

NEW/INFORMATION AGE (2000s)

PRE-INDUSTRIAL AGE (1700s)

- Where technology began with the earliest hominids who discovered fire, developed paper from plants
and forged weapons and tools with stone, bronze, copper and iron.

CAVE PAINTINGS

- Ancient people uses cave paintings in order to remember or record series of events in their lives.

ACTA DIURNA - In latin means Daily Acts, sometimes translated as Daily Public Records. They were
carved on stone or metal, and it is the recordings of official business and matters of public interest.

CLAY TABLETS - Most writings from ancient people from Mesopotamia is on clay tablets.

CODEX - The codex was the historical ancestor of the modern book. The term codex is often used for
ancient manuscript books, with handwritten contents.

PAPYRUS - Was used as a writing material made of papyrus plants in ancient Egypt.

PRINTING PRESS USING WOOD BLOCKS - IS A MACHINE BY WHICH TEXT AND IMAGES ARE
TRANSFERRED FROM MOVABLE TYPE TO PAPER OR OTHER MEDIA BY MEANS OF INK. THIS METHOD OF
PRINTING ORIGINATED IN CHINA.

INDUSTRIAL AGE (1800s)

- Process of change from agrarian and handicraft economy to one dominated by industry and machine
manufacturing. In this age, people used the power of steam, developed machine tools, established iron
production, and manufacturing various products.

TELEGRAPH - Developed in the 1830s and 1840s by Samuel Morse and other inventors, the telegraph
revolutionized long-distance communication. In addition to helping invent the telegraph, they decided to
use Morse Code.

Typewriter

Telephone Alexander Graham Bell

PRINTING PRESS FOR MASS PRODUCTION - The printing press is a device that allows the mass
production of uniform printed matter, mainly text in the form of books, pamphlets and newspapers.
MOTION PICTURE - Innovations in sound-on-film led to the first commercial screening of short motion
pictures using the technology, which took place in 1923. At first, the photos did not move but the motion
picture was put together with a bunch of different pictures flipped at a high speed to make it move.

ELECTRONIC AGE (1930s - 1980s)

- People started using electronic devices and where they harnessed the power of transistors that led to
the transistor radio, electronic circuits, and the early computers. In this age long distance communication
became more efficient.

TRANSISTOR RADIO - A transistor radio is a small portable radio receiver that uses transistor-based
circuitry.

TELEVISION - The system was designed by Philo Taylor Farnsworth, a 21-year-old inventor who had lived
in a house without electricity until he was 14.

LARGE ELECTRONIC COMPUTER - ENIAC (Electronic Numerical Integrator and Computer) was the

first programmable, electronic, general-purpose digital computer, completed in 1945.

NEW/INFORMATION AGE (2000s)

Smartphones

Portable Computers/Laptops

Wearable Technology

MEDIA AND INFORMATION SOURCES (lesson 6)

 Libraries
 Indigenous Media
 Internet

Libraries

- A place in which literary, musical, artistic, or reference materials (books, manuscripts, recordings,
or films) are kept for use but not for sale

4 MAJOR TYPES OF LIBRARIES

 ACADEMIC LIBRARY – serves colleges and universities

 SCHOOL LIBRARY – serves city and towns of all types
 PUBLIC LIBRARY – serves students from kindergarten to Grade 12
 SPECIAL LIBRARY – are in specialized environments, such as hospitals, corporations, museums,
the military, private business, and government.

Indigenous Media
 - Native; local; originating or produced naturally in a particular region /locality
- Knowledge that is unique to a specific culture or society; most often it is not written down
- Transmission of info through local channels or forms
- Means by which the culture is preserved, handed down, and adapted
- May be defines as forms of media expression conceptualized, produced, and circulated by
indigenous people around the globe as vehicle for communication

Forms of Indigenous Media

1. Folk or Traditional Media

2. Gatherings and Social Organizations
3. Direct Observation
4. Records
5. Oral instruction

Internet

- A global computer network providing a variety of infos and coms facilities, consisting of
INTERCONNECTED NEWORKS using standardized com protocols.

Evaluating information found on the internet:

- Authorship
- Publishing Body
- Accuracy and Verifiability
- Currency

Things to consider in Evaluating Information:

- Reliability – verified and evaluated/trustworthiness of the source

- Accuracy – closeness of the report to the actual data
Forecasts -similar to the actual data
Financial – values are correct
- Value – Aids to the user in making or improving decisions
- Authority – Who authored or published the information? Is the source credible?
- Timeliness - time it was produced or acquired

Skills in determining the Reliability of Information:

a. Check the author

b. Check the date of publication or of update
c. Check for citations
d. Check for domain or owner of the site/page
.com – commercial
.edu – educational
.mil – military
.gov – government
.org – non-profit organization
Skills in determining the Accurate of Information:

a. Look for facts

b. Cross-references with other source of consistency
c. Determine the reason for writing and publishing the information

MEDIA and INFORMATION LANGUAGES GENRE, CODE, and CONVENTIONS (lesson 7)

All media messages are constructed using a particular set of codes and conventions.
Every medium has its own codes and conventions.
GENRE- It is a French word which means "kind" or "class". The original Latin word "genus" and means a
class of things that can be broken down into subcategories.

Sample of the subcategory of some of the given primary genre.

1. News. These are stories that have critical importance to community and national life. News stories are
also told following the basic structure of beginning, middle, and end.

2. Entertainment. It is derived from the French word "entretenir", which means "to hold the attention,
keep busy, or amused.
This a comprehensive movie genres list:
(a) Action movies require stunts, set pieces, explosions, guns, and karate. (b) Adventure movies are
usually built around a quest. They take place in faraway lands or jungles.
(c) Comedy films usually are written with a few laughs at a scene.
(d) Drama is regularly mashed up with other genres because most movies and TV rely on character-
driven stories to keep the audience involved.
(e) A horror film focuses on adrenaline rides for the audience that dial in the gore, scares, and creative
monsters.
(f) Romance movies are about people coming together, falling apart, and all the hurdles in between.
Love is a universal language.
(g) Thriller movies This is usually linked with horror, action, and drama, but thrillers are about exciting
situations that have constant danger. They're about stressed characters, corrupt investigators, and
criminals living on the edge.
(h) Way/Conflict movies are about POWs, men in foxholes, tanks, and planes. They're about people
finding commonalities, differences, and sacrificing
their lives.
CODES- These are a system of signs that, when put together, create meaning,
Type of Code
1. Technical Codes - The way in which equipment is used to tell the story (camera techniques, framing,
depth of fields, lighting and etc.)

Camera Techniques
Extreme Wide Shot- Shot off, e.g., a large crow or a view of the scenery as far horizon.
Wide Shot- A view of the situation or setting from a distance
Medium Shot- Shows a subject down to his or her waist with space above to his or her head.
Medium Close-up- Shows a subject down to his or her chest with space above to his or her head
Close-up- A full screenshot of a subject face.
Two Shot- A two-shot is a type of shot in which the frame encompasses two people.
Cut Away- It is the interruption of a continuous shot by inserting a shot of something else.
Over the Shoulder- This shot is most commonly used to present conversational back and forth between
two subjects.
Point of View- Also known as POV shot, is an angle that shows what a character is looking at.
Selective Focus- Using a shallow depth of field, the subject can be rendered in sharp focus with the rest
of the image blurring into the image foreground and background.
Eye-Level- It refers to when the level of your camera is placed at the same height as the eyes of the
characters in you frame.
High Angle- It is a cinematic technique where the camera looks down on the subject from a high angle,
and the point of focus often gets "swallowed up".
Low Angle- It is a shot from a camera angle positioned anywhere below the eye line, pointing upward.
Bird's Eye View- A shot in which the camera shoots a scene from directly overhead. Worm's Eye View- is
a shot that is looking up from the ground and is meant to give the viewer the feeling that they are
looking up at the character from way below, and it is meant to show the view that a child or a pet would
have.
2. Symbolic Codes- It shows that is beneath the surface of what we see (objects, setting, body language,
clothing, color,
etc.)
Setting- is the time and place of the narrative.
Mise en scene- It is a French term that means 'everything within the frame."
An analysis of the mise en scene includes:
✓ Set Design
✓ Costume
✓ Props
✓ Staging and Composition

Acting- Actors portray characters in media products and contribute to character development, creating
tension, or advancing the narrative. The actor portrays a character through:
✓ Facial expression

✓ Body Language
✓ Vocal qualities
✓ Movement
✓ Body contact

Color- has highly cultural and strong connotations.

When studying the use of color in a media product, the different aspects of
being looking at are:
✓Dominant color
✓ Contrasting foils
✓ Color symbolism

PLAGIARISM
- Both a crime and an ethical violation
- Is the use of another’s original words or ideas as though they were your own.
- To use another’s production without crediting the source

TYPES OF PLAGIARISM
Sources Not Cited
The Ghost Writer - The writer turns in another’s work, word-for-word, as his or her own.
The Photocopy - The writer copies significant portions of text straight from a single source, without
alteration.
The Potluck Paper – The writer copies from several different sources, tweaking the sentences to make
them fit together while retaining most of the original phrasing.
The Poor Disguise - The writer has altered the paper's appearance slightly by changing key words and
phrases.
The Labor of Laziness - The writer takes the time to paraphrase most of the paper from other sources
and make it all fit together.
The Self-stealer - The writer “borrows” generously from his or her previous work.
Sources Cited
The Forgotten Footnote - The writer mentions an author's name for a source, but neglects to include
specific information on the location of the material referenced.
Misinformer - The writer provides inaccurate information regarding the sources, making it impossible to
find them.
The Too-perfect Paraphrase - The writer properly cites a source, but neglects to put in quotation marks
on text that has been copied word-for-word, or close to it.
The Resourceful Citer - The writer properly cites all sources, paraphrasing and using quotations
appropriately. The catch? The paper contains almost no original work!
The Perfect crime - The writer properly quotes and cites sources in some places, but goes on to
paraphrase other arguments from those sources without citation.