MEDIA AND INFORMATION

LITERACY (MIL)
Media and Information Sources
 LEARNING COMPETENCIES
Learners will be able to…
• Identify the different sources of information
(SSHS);
• compare potential sources of media and
information (MIL11/12MIS-IIIe-13);
• discuss the advantages and disadvantages of the
different sources information (SSHS);
 LEARNING COMPETENCIES
Learners will be able to…
• identify and explain basic criteria for evaluating
information (SSHS);
• discuss the importance of being able to evaluate
information from the internet (SSHS); and
• interview an elder from the community regarding
indigenous media and information resource
(MIL11/12MIS-IIIe-14).
 TOPIC OUTLINE
I- Media and Information Sources
A. Sources of Information
B.Pros and Cons of the Different Types of
Media as Sources of Information
C. Evaluating Information Sources
II- Performance Task
A. Interview Activity
CARTOON ANALYSIS

Photo
Credit:
http://thep
oliticalcarni
val.net/tag/
information
-overload/
 FORMATIVE ASSESSMENT

• Answer the activity on textbook p.47

• What was the basis for your choice of

information source for each item? Give a brief
explanation.
 INDIGENOUS KNOWLEDGE

• Indigenous knowledge (IK) is the local

knowledge – knowledge that is unique to a
given culture or society. IK contrasts with the
international knowledge system generated by
universities, research institutions and private
firms. (Warren 1991)
 INDIGENOUS MEDIA

• …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: A S E A N S c e n a r i o, 2014)
 INDIGENOUS MEDIA
Characteristics
• oral tradition of
communication
• store information in memories
• information exchange is face-
to-face
Hudhud Chants of the Ifugao • information are contain within
© Renato S. Rastrollo / NCCA -ICH the border of the community
/UNESCO
https://ich.unesco.org/en/oral-traditions-and-expressions-
00053
 VIDEO PRESENTATION

Dayaw: The Indigenous Peoples Fest (2013)

Youtube Channel: LIVING ASIA CHANNEL. Retrieved

September 3, 2016, from
https://www.youtube.com/watch?v=9DPjvhKNK88
FORMATIVE ASSESSMENT: RECITATION

Photo
Credit:
https://ww
w.pinterest
.com/pin/3
990612169
64949192/
Modern Library Interiors - Decoration
Ideas in 2016

Source:
http://mostpp.
org/modern-
library-
interiors-2/
Modern Library Interiors - Decoration
Ideas in 2016

Source:http://mostpp.org/modern-library-interiors-2/
Modern Library Interiors - Decoration
Ideas in 2016

Source:
http://mostpp.
org/modern-
library-
interiors-2/
 VIDEO PRESENTATION

The Library (2006)

YouTube Channel: Ledio Gurakuqi. Retrieved

September 3, 2016, from
https://www.youtube.com/watch?v=RyDY0hiMZy8
 VIDEO PRESENTATION

Klasrum: Doing your research work at National Library

of the Philippines (2014)

YouTube Channel: UNTV News and Rescue. Retrieved

September 3, 2016, from
https://www.youtube.com/watch?v=H_SXg3wOERA
 FORMATIVE ASSESSMENT:
RECITATION

Guide Questions
1. What is a library?
2. Why do you think every school has a library?
3. Do you still use library resources for research?
Why or why not?
4. What is a modern library to you?
 COOPERATIVE LEARNING

• Study Table 5.1 Pros and Cons of the

Different Types of Media as Sources of
Information and Evaluating Information
Sources, Textbook pp. 51- 53

Photo Credit:
http://cooperativelearninginm
athematics.weebly.com/coope
rative-learning-strategies.html
 COOPERATIVE LEARNING
GROUP DISCUSSION
Guide Questions:
1. What are the different types of
media that can be used as a source
of information?
2. What are the advantages and
disadvantages of the different types Photo Credit:

of media as sources of information? http://www.car

eeranna.com/a
rticles/group-
discussion-
2. How can you evaluate or measure topic-7-should-
maggi-be-

information quality? allowed-to-

make-a-
comeback/
 CLASS DISCUSSION

Source: http://iupui.campusguides.com/c.php?g=583319&p=4027829
 EVALUATING INFORMATION
by Eastern Kentucky University Libraries
based on the work of Paul and Elder

Source: http://studio.eku.edu/evaluate-information
 EVALUATING INFORMATION
by Eastern Kentucky University Libraries
based on the work of Paul and Elder

Source: http://studio.eku.edu/evaluate-information
 EVALUATING INFORMATION
by Eastern Kentucky University Libraries
based on the work of Paul and Elder

Source: http://studio.eku.edu/evaluate-information
 EVALUATING INFORMATION
by Eastern Kentucky University Libraries
based on the work of Paul and Elder

Source: http://studio.eku.edu/evaluate-information
 EVALUATING INFORMATION
by Eastern Kentucky University Libraries
based on the work of Paul and Elder

Source: http://studio.eku.edu/evaluate-information
 CLASS ACTIVITY:
READING A NEWSPAPER ARTICLE
FACEBOOK TAGS SEVERAL FAKE NEWS ITEMS
FROM PH
by Rene P. Ciria-Cruz
www.inquire.net
April 22, 2017
http://usa.inquirer.net/3119/facebook-tags-several-
fake-news-items-ph
Source: http://www.library.illinois.edu/ugl/howdoi/selectingsources.html
Source: http://www.library.illinois.edu/ugl/howdoi/selectingsources.html
 PERFORMANCE TASK:
COOPERATIVE LEARNING

INTERVIEW ACTIVITY

Photo Credit:
http://www.clg-
mare-
coignieres.ac-
versailles.fr/inde
x.php/enseigne
ments/francais
 PERFORMANCE TASK: COOPERATIVE
LEARNING
INTERVIEW ACTIVITY
•Divide the class into groups with 3- 4
members.
•Each group will interview two elders coming
from two families. They will ask about
cultural beliefs or practices in the community
valued by the elders. Students need to
identify and gather information to at least
two cultural beliefs or practices.
 PERFORMANCE TASK: COOPERATIVE
LEARNING
INTERVIEW ACTIVITY
• Encode the information on a short bond paper,
identify the source of information.
• Students will interview 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…)
• Submit it to the teacher via Google Classroom not
more than 2 weeks after it was assigned.
A. Preliminary Activity: K-W-L Chart
The students will complete the before-learning part of the K-
W-L Chart about the “Public Utility Vehicle Modernization
Program”:
K: What do I already know? (Before learning)
W: What do I want or need to know? (Before learning)
L: What did I learn? (After learning)
GMA News/ YouTube
LIVESTREAM: Public hearing of the Senate Committee on Public Services on jeepney phaseout (GMA News, March
2, 2023)
https://www.youtube.com/watch?v=EKgl5nTMFxg

Inquirer.net/ Website
Jeepney phaseout: It’s more than just new vehicles by Kurt Dela Peña, INQUIRER.net, March 03, 2023
Read the article here: https://newsinfo.inquirer.net/.../jeepney-phaseout-its...
Department of Education/ Facebook page
DepEd Advisory on March 5, 2023
Advisory for department personnel, learners, and their parents or guardians
See the post here: https://www.facebook.com/photo/?fbid=589908573177620...
**
Tarantadong Kalbo/ Facebook page
#NotoJeepneyPhaseout
March 7, 2023
https://www.facebook.com/photo?fbid=733557331557113...
GUIDE QUESTIONS
1.What are the different information and perspectives that you
learned about the PUVMP?
2.After comparing and contrasting the different information and
perspectives about the PUVMP, what opinion do you have regarding
the transport strike by various jeepney organizations last March 6
and 7, 2023? Do you think the transport strike is justifiable? Why or
why not?
3.Why do we need to see an issue from different sources of
information and various perspectives?
REFERENCES
• Media and Information Literacy Curriculum Guide by
DepEd
• Media and Information Literacy by Boots C. Liquigan, Diwa
Learning Systems Inc.
• http://www.lib.vt.edu/help/research/info-sources.html
• https://www.umflint.edu/library/identifying-information-
sources
• http://www.library.illinois.edu/ugl/howdoi/selectingsour
ces.html
REFERENCES
• http://www.unesco.org/new/en/kathmandu/about-this-
office/single-
view/news/indigenous_media_empowering_indigenous_
voices/#.V7B3MFR944k
• http://studio.eku.edu/evaluate-information
• http://iupui.campusguides.com/c.php?g=583319&p=4027
829
• https://www.ifla.org/publications/node/11174