Media and

Information
Literacy
Quarter 2 Module 4:
Text and Visual Dimensions of
Information and Media
Media and Information Literacy
Alternative Delivery Mode
Quarter 2 Module 4: Text and Visual Dimensions of Information and Media
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Ronan DC. Vergara
Reviewers: Cristeta M. Arcos
Dolorosa S. De Castro
Illustrator: Ronan DC. Vergara
Layout Artist: Ren Mac Mac G. Motas
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Susan DL. Oribiana, SDS
Dolorosa S. De Castro, CID Chief
Cristeta M. Arcos, EPS In Charge of LRMS

Printed in the Philippines by ________________________

Department of Education RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Media and Information
Literacy
Quarter 2 Module 4:
Text and Visual Dimensions of
Information and Media
Introductory Message
For the facilitator:

Welcome to the Media and Information Literacy Grade 12 Alternative Delivery Mode
(ADM) Module on Text and Visual Dimensions of Information and Media!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Media and Information Literacy Grade 12 Alternative Delivery Mode
(ADM) Module on Text and Visual Dimensions of Information and Media!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

MOST ESSENTIAL LEARNING COMPETENCY

Describe the different dimensions of:
text information and media
visual information and media

OBJECTIVES
After going through this module, you are expected to:
1. Explain the principles in designing text and visual elements
2. Evaluate the impact of text and visual content and forms
3. Design a personal brand or logo using appropriate text and visuals
4. Spread positive and affirming information through visual media.

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 What I Know

Multiple Choice. Write the letter corresponding to the correct answer.

1.
a. tapered type font c. true type font
b. text type font
2. typeface that carries a solid or heavy look to text
a. sans serif c. slab serif
b. serif
3. the basic rule in emphasizing a subject in a composition
a. golden ratio c. rule of thirds
b. rule of odds
4. a visual design principle that brings together a composition with similar units
a. balance c. harmony
b. contrast
5. the visual flow of a composition
a. directional movement c. rhythmic pattern
b. perspective
6. a shot where the subject is framed from shoulders up
a. close up c. medium close up
b. extreme close up
7. a shot perfect to show the world where the story takes place
a. extreme wide shot c. long shot
b. full shot
8. another term for Dutch angle
a. canted shot c.
b. over the shoulder shot
9. a camera angle that makes a subject look powerful and imposing
a. eye level c. low angle
b. high angle
10.a shot taken from an elevated point
a. c. eye level
b. Dutch angle

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 Lesson Text and Visual
1 Dimensions of
Information and Media
This lesson is the beginning of a series that would lead you to creating an appropriate
multi-media content. For this part, we will focus on visuals, which is a broad aspect
in media. Remember that conveying valid and effective content entails the use of the
most suitable visual forms. These two must work side by side to provide the correct
informative experience to your audience.

It would really help if you would squeeze out your creative juices in this lesson, as
this may look like a refreshing course in arts. A phone camera may also come in
handy, as well as good word processing skills. Nevertheless, if you do not have the
technology for such at present, I would also love to see your handmade work. Enjoy!

What Went Wrong?

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 Here are four
samples of
business cards.
Identify what is
wrong with the
design of each
card and suggest
ways to improve
them.

CARD Issues in the Design Suggestions for Improvement

A

How did the activity go? Were you able to identify some of the issues in each business
card? If we would evaluate the cards based on the message that they convey, it is
easy to say that each card gives precise information necessary for the business:
medical services for children for Card A, eye care for Card B, content creation for
Card C, and interior decorating services for Card D. However, communication does
not rely only on establishing the correct message through content. What matters also

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is using the right media to support the content. Consider the visual media presented
in each of the business card above. Would a child be comforted by a doctor whose
name appears as if coming from a horror movie? Would you visit an eye clinic if you
can barely read the info about it? Would you trust a writer and content creator who
cannot even spell words correctly? And would you hire an interior designer who
presents more clutter than order?

Hence integration of the correct content with the correct form is a must to convey
the right information. Without such, you will not be able to capture your audience
and convey the proper message.

What is It

Text may be defined as a simple and flexible format of presenting information or

conveying ideas whether hand-written, printed or displayed on-screen. It is very
powerful in disseminating information, providing direction and giving suggestions.

Text is available in different sources, which may be categorized into two:

1. Formal Example of these are news articles, published books,
newspapers, magazines, advertisements, research works, etc. Formal text-
based materials are created and distributed by established institutions
(such as publishing companies, news agencies, etc.) and go through a
rigorous process of editing or evaluation and are usually governed by
censorship of the state.
2. Informal Examples of these are blogs, personal e-mails, SMS or text
messages, online messengers, social media platforms, etc. They come from
personal opinions or views on different issues, processes, etc.

Text can be as short such as a single sentence or phrase, or they can be as lengthy
as news articles or investigative reporting. No matter how brief or lengthy, however,
a text is always carefully written with the intent of sending a very specific message
to the target audience.

As consumers of text media and information, we need to ask questions regarding the
text content to ensure its reliability:
Who or what institution is sending this message?
What techniques are used to attract and hold attention?
What is the language used by the writer?
What views are represented? Are they balanced?
How might the message be interpreted in different ways?
What is omitted (removed), slurred (unclear) or added in the message?

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As producers of text media and information, we need to review the media and
information design framework:
target audience,
author or sender,
key content,
purpose,
form/style, and
format.

Text as Visual

Typeface font, font type, or type) is the representation or style of a text. A typeface is
usually composed of alphabets, numbers, punctuation marks, symbols and other
special characters. Fonts in digital format are installed in forms such as True Type
Font (.ttf), Open Type Font (.otf), etc. Fonts convey different emotions and meaning,
and you must be very careful in choosing the right font for your content. The table
below presents the different types of fonts, their implications, uses, and examples.

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Design Principles and Elements

The principles in designing text elements are emphasis, appropriateness, proximity,

alignment, organization, repetition and contrast. Observe how these elements are
presented in each text frame.

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7
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Visual information and media are materials, programs, applications and the like that
teachers and students use to formulate new information to aid learning through the
use, analysis, evaluation and production of visual images. The following are types of
visual media:

Photography

Mt. Makiling, shot using phone

camera

Video

A scene from the short film

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Screenshot

Screenshot from a typical online class

Infographic

This was created to promote

netiquette in Mary Help of Christians
College, Laguna

comic strips /
cartoons

Created by Johnrich Raymundo, Ash

Nabalona and Alexandra Ducay for
Camp Vicente Lim Integrated School

Meme

Image: "Memes for NBA" by

randycline5049 is marked with CC
PDM 1.0

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Graphs / Charts

Pie graph for DepEd Tayo Camp

Vicente Lim Integrated School FB
Page

Visual note taking

Image: "Visual Notetaking 101"

by jonnygoldstein is licensed
under CC BY 2.0

The primary purpose of visual information is to gain attention, create

meaning, and facilitate retention, but how can you create a striking visual? First,
you must consider the visual elements, or the basic units in the construction of a
visual image. The Design Elements are:

1. Line
This describes a shape or outline. It can create texture and can be thick or thin.
Lines may be actual, implied, vertical, horizontal, diagonal, or contour.

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 Take note that lines provide meaning
also. Horizontal lines are more static
and calm; vertical lines command
attention and stability; diagonal lines
may convey movement; and contoured
lines may evoke turbulence,
playfulness, and the likes.

2. Shape
A geometric area that stands out from the space next to or around it, or because
of differences in value, color, or texture. Shape may also be organic.

Three implied geometric shapes can be Organic shapes, like the eggplant
found in the picture above: diamond, pictured above, are irregular and
octagon and triangle. asymmetrical in appearance and tends to
have curves, as in the case of shapes
found in nature.
3. Value
The degree of light and dark in a design. It is the contrast between black and white
and all the tones in between. Value can be used with color as well as black and
white. Contrast is the extreme changes between values.

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4. Texture
The way a surface feels or is perceived to feel. Texture can be added to attract or
repel interest to a visual element. Two contrasting visual textures are presented in
this picture taken in Bolinao, Pangasinan: the smoothness of the sea and the
roughness of the contorted branches.

5. Color
Determined by its hue (name of color), intensity (purity of the hue), and value
(lightness or darkness of hue). Color and color combination can play a large role
in the design. Color may be used for emphasis, or may elicit emotions from viewers.
Color may be warm, cool, or neutral. It plays a major role in our visual perception,
as it influences our reactions about the world around us. It is therefore important
to create color palettes that evoke the appropriate audience reactions.

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 6. Form
A figure having volume and thickness. An illusion of a 3-dimensional object can
be implied with the use of light and shading.

Through digital means, shadows are On the other hand, thick pen strokes are
placed in the drawing above in order used to achieve volume and thickness on
to provide a three-dimensional effect. the sketch in this sketch.

Principles in Visual Design

The visual appeal of artworks depends on its adherence to principles of

design. However, there is no strict commandment in designing. The personal
preferences of the artist remain a prime contributing factor in designing visuals.
Let me share with you some of my work as we discuss the designing
principles. Like what I have previously said, these are my personal take on designing.
There are many other styles that can also influence you in your works.

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1. Consistency of margins, typeface, typestyle, and colors is necessary, especially
in slide presentations or documents that are more than one page.

When designing posters, I tend to be

minimalist. I highlight important points
by lessening the other accessorial
designs, like in the case of this poster for
my school, wherein I used slight
geometrical gradient in. I used only two
dominant colors to go with the white

colors. I gave variation in the text by

using only two fonts, Impact and Arial,
and aside from the DepEd logo at the
bottom, I placed only a derivation of the
caring emoji, with the schools logo
replacing the heart.

2. Center of interest an area that first attracts attention in a composition. This

area is more important when compared to the other objects or elements in a
composition. This can be by contrast of values, more colors, and placement in the
format.

In a picture, the center of interest should not actually be in the center. In fact, you

and vertically using imaginary lines, and place the point you wish to highlight at
any of the four intersecting points.

is right on an intersection point. Hence, the picture has an interesting composition.

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In portraiture, one tip in order to command the center of
interest in close ups (such as the picture of Liza Soberano)
is to place the dominant eye at the center of the frame.
Doing so, the image would have the illusion of staring
back at you. (I did an exercise with my previous classes
on assessing the impact of visuals seen in magazines, and

printed product endorsement in magazines all had her

dominant eye at the center.

Photo: "Hope Elizabeth ''Liza'' Soberano DOB January 4, 1998 (age 20 years)" by aeroman3 is marked
with CC PDM 1.0
3. Balance a feeling of visual equality in shape, form, value, color, etc. Balance
can be symmetrical and evenly balanced, or asymmetrical and unevenly balanced.
Objects, values, colors, textures, shapes, forms, etc. can be used in creating
balance in a composition.

4. Harmony brings together a composition with similar units. If for example your
composition was using wavy lines and organic shapes, you would stay with those
types of lines and not put in just one geometric shape. (Notice how similar
Harmony is to Unity - some sources list both terms).

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On the left is the cover design I illustrated for an entry to the 2nd National

on the published version, since I want to put an element of surprise on who the

result is a playful harmony of common shapes and colors fit for young learners.

4. Contrast offers some change in value creating a visual discord in a

composition. Contrast shows the difference between shapes and can be used as a
background to bring objects out and forward in a design. It can also be used to
create an area of emphasis.

I love to play on the contrast

provided by light and darkness.
It simplifies my composition
and allows the viewer to focus
on the subject of my shoot, as
in the case of this statue of the
Blessed Virgin Mary taken at
night.

5. Directional Movement a visual flow through the composition. It can be the

suggestion of motion in a design as you move from object to object by way of
placement and position. Directional movement can be created with a value pattern.

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It is with the placement of dark and light areas that you can move your attention
through the format.

to the element that unites them: a trophy. On the right, the blurred image of
children in frenzy during the Buhayani festival evokes a sense of directionless
motion.

6. Rhythm a movement in which some elements recur regularly. Like a dance, it

will have a flow of objects that will seem to be like the beat of music.

You can find rhythmic patterns everywhere, for a simple cup of cappuccino
prepared by a barista, to a festive street dance.

7. Perspective created through the arrangement of objects in two-dimensional

space to look like they appear in real life. Perspective is a learned meaning of the
relationship between different objects seen in space

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 Lines disappearing in the horizon and objects getting smaller conveys a perspective

far beyond, and the viewer gets the hint that he still has a long way to go before
him.

Types of Shots

fairytales.

basics to start a story: tell the place and time and introduce the characters, and the
rest will follow. Now, it would be awkward to have somebody narrate that for you,
that is why visuals need to be properly executed to tell a story effectively.

Sometimes, a single picture is more than enough to tell a story. However, a

series of pictures can be used also, as in the photo essay, which is a series of photos
that tell a story, and in film, which is practically a series of frames also. To achieve
this, you must remember that capturing visuals is not just a matter of point and
shoot. Shots must be planned and well-framed to contribute well to the story. A
single frame may give so much meaning already, so if you add other frames, then
you can get much more. Here is a list of the types of shots (Contis, 2019).

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Extreme Wide Shot / Extreme
Long Shot

This reveals to the viewer the

world where the story takes
place. Through this shot, the
audience must have a feel of the
time and place of the story
whether it is morning or
evening, hot or cold, wet or dry,
and so on.

The subject may be shown on a

small scale in order to picture
his/her relation to the scene.

Wide Shot / Long Shot

This shot establishes the

character and how he/she is
related to the scene. The
characters can be seen from
head to toe. Because of its wide
coverage, the wide shot can also
be used as an establishing shot.
This can also be used as a
master shot, which introduces
a new location or scene.
Full Shot

Like the wide shot, the full shot

also shows the character from
head to toe, but this time
around, the character is already
the focus. Through this, you
can clearly see what the
character looks like as a whole
or what he/she is doing.

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Medium Shot

The character is seen waste up.

This is often used in dialogue
scenes, because it is wide
enough to show two or more
characters but close enough to
show details.

Medium Close-up

This shot rests between the

medium shot and the close-up,
with the subject framed from
shoulders up. Through this
shot, more body language can
complement the facial
expressions to show emotions.

Close-up

and provides emotional clues

that cannot be effectively shown
with the medium shot. Other
things may be shown up close
shaking hands, tapping feet,
etc,

Tip: Cropping the crown of the

head in a close-up conveys a
more intimate appeal.

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 Extreme Close-up
This is a tighter frame that
highlights the facial features or
any subject more. It can be
highly detailed, much more
intimate, emotionally
heightened, and even
uncomfortable to view.

Camera Angles and Points of View

Establishing the angles of your shots will also help in providing the desirable
meaning on visuals. Through this, you can suggest a specific emotion, establish
strength or weakness, or take the story from the eyes of a character. Here is a list of
shots based on angles and points of view (Ricart, 2018).

-eye view

-eye view is the name

given to the type of shot taken
from an elevated point. As its
own name indicates, it offers a
perspective similar to that
which birds see while flying.

Drones may be used to capture

this type of shot, such as the
picture on the left. However,
you can still do this shot as long
as you strategize your location,
like shooting a subject while
you are standing on a bridge.

High angle

A high angle shot is taken

pointing the camera down on
the subject. As a result, the
subject is seen as vulnerable
and powerless.

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Eye level

The eye level shot is considered

the most natural camera angle.
Capturing the shot at eye-level
offers a neutral perception of
the subject. Because it is the
way in which we usually see
people, this camera angle can
help the audience connect with
the subject.

Low angle

A low angle shot is taken from

pointing upwards. This camera

angle makes a subject look
powerful and imposing.

-eye view

The w -eye view camera

angle looks at an object or
subject from below. It is
commonly used to capture tall
elements in the scene, such as
trees or skyscrapers, and put
them in perspective. This type
of camera shot is mostly taken
iew.

Over the Shoulder Shot

Also called OTS or third person

shot, this is created by placing
the camera at the back of one
character while facing the other
character. This is used to
highlight the relationship of
characters in a dialogue.

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 Dutch Angle

Also called Dutch tilt, canted

angle, or oblique angle, this
shot is noticeably tilted or
tipped. This is used to signal to
the viewer that something is
wrong, disorienting, or
unsettling (Lannom, 2020)

What I Have Learned

brief review of what we have learned so far. Match the items

in Column A with items in Column B.

ANSWER A B

1. serif a. a visual discord in a composition

2. sans serif b. may be done using drones

3. script c. makes the subject look powerful

4. slab serif d. Lorem ipsum

5. balance e. away from the center

6. contrast f. Lorem ipsum

7. rhythm g. visual equality

8. rule of thirds h. Lorem ipsum

9. color i. canted shot

10. texture j. character is seen from head to toe.

11. medium close-up k. hue, intensity, value

12. Dutch Angle l. regularly recurring elements

m. perceived feeling of a surface

14. full shot n. Lorem ipsum

15. low angle shot o. shot from shoulders up

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 What I Can Do

DIY Brand

Do you dream of starting your own business? Perhaps you can introduce it
as early as now! Create your own trademark design to be used in posters, flyers or
web pages of your dream business. This may be an online clothing store, computer
shop, hardware, garden shop, salon or spa, bakery, restaurant, automotive shop,
travel and tours, manpower services, security agency, architectural firm, medical
clinic, school, etc. Make sure to include the most appropriate visuals and text in
your brand design. Also, incorporate your name in your brand name for a more
personal feel. Here is an example for my dream café.

If I had my own café, I would want my

clients to experience coffee the way I
want to: plain, simple and homey,
sipped while listening to soothing
music. The visuals I used speak of that
dream. I offer nothing fancy but
comfortable, with music blending with
the aroma of freshly brewed coffee.

Assessment

I believe you are very much aware of the posts in social media regarding the
way learning is taking place in the new normal from rants about online classes,
exaggerated teaching and learning styles, erroneous textbooks, etc. Consequently,
netizens have feasted so much on this, and sad to say, some have brought more
negativity to the challenging situation we are having right now.

and flood the internet with encouraging posts for students and teachers alike. Here
are the mechanics.

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 1. Create a simple poster with the right visual and text components.
2. To ensure originality, include visuals related to your school, barangay,
and/or Calamba City.
3. Make sure also that you or your classmates (or even teachers) are part of
the poster. A decent selfie, screenshot of your class, and the likes, may be
used. Avoid outrageous pictures or you might become an instant funny
meme.
4. Incorporate an encouraging message in your post. We do not aim to
criticize this time. Instead, we aim to spread positive vibes about learning
despite the difficult times we are experiencing. You may use either English
or Filipino, and make sure you follow the rules of grammar and writing.
5. Post it on social media (FaceBook or Instagram), and make sure you share
it also to your local group pages.
6. Try to work on having as many Likes and Shares of your poster. Let me
clear this first: you will not be graded based on the number of likes.

through social media.

7. However, do take note that this serves as one of your performance tasks,
and you will be graded based on how you utilized the principles of text and
visual media in your work.
8. For students who do not have the means to do digital arts and connect to
the internet, you may just create a poster using your art materials of your
choice and submit it accordingly through the way devised by your school.

Here is an example. I posted this when Brgy. Canlubang reported its first COVID-19
case back in April 2020 as a simple reminder that we can overcome all challenges.

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RUBRIC

COMPONENT SATISFACTORY UNSATISFACTORY MISSING

The text forms are
appropriate to the
2 points 1 point 0 point
message
conveyed.
The text is clear,
2 points 1 point 0 point
organized, and
The text follows
the standards of
2 points 1 point 0 point
grammar and
punctuation.
The visuals are
appropriate to the
2 points 1 point 0 point
message
conveyed.
The visuals
feature originality
2 points 1 point 0 point
and follows the
rules.
The over-all layout
is visually
2 points 1 point 0 point
appealing and
catchy
The message
conveyed is clear 3 points 1 point 0 point
and encouraging.
HIGHEST
15 points
POSSIBLE SCORE

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 Additional Activities

Reflection

After all the texts and visuals, you have seen, and in preparation for another
performance task, it is about time for another reflection. Answer the following
questions briefly and honestly.

1. What new things have you learned after reading this lesson? / What content
could improve this lesson?

2. How can you make encouraging and effective content using text and visuals?

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 Answer Key

Assessment What I Have What I Know

Please refer to the Learned 1. C
rubric. 2. C
1. F
3. C
2. D
4. C
3. H
5. A
4. N
6. C
5. G
7. A
6. A
8. A
7. L
9. C
8. E
10.A
9. K
10.M
11.O
12.I
13.B
14.J
15.C

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References
Commission on Higher Education (2016). Teaching Guide for Media and Information Literacy.
Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License

Contis, E. (2019). Types of Shots. Retrieved from https://www.careersinfilm.com/types-of-

shots-in-film/.

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